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Uintah School District Weekly Lesson Plans
Week 1
CORE Curriculum Language Arts Standards
CORE Curriculum Area Standards
New Standards:
Health Social Studies Science
RL.4.2: Determine theme (using story format)
RI.4.1:Refer to details and examples in a text when explaining what the text says explicitly
RF.4.3:Grade level Phonics
W.4.2(a):Introduce a topic (6 traits and writing process)
SL.4.1: Engage effectively in a range of collaborative discussions
SL.4.1(b):Follow agreed-upon rules for discussions and carry out assigned roles.
L.4.4(a):Use context as a clue to the meaning of a word or phrase.
Vocabulary/Word Work:
environment, region, geology, organisms, elevation
Student Objectives:
Participate in group discussions
STUDENT NEEDS ADDRESSED:
Focus Student(s)
Specific Instructional Needs
HOW INSTRUCTION WILL BE DELIVERED
Read Aloud
(Find similarities and differences in story characters, and how they change over the course of a story.)
Shared Reading
Guided Reading/Book Club/ Reciprocal Teaching
Interactive Writing
Interactive Editing
Literacy Centers
Independent Reading/Independent Writing
Monday
Tales of a Fourth Grade Nothing (Judy Blume)
(RL.4.2)
USOE: Teacher Resource Book (TRB)
Utah, a great place to live:
http://www.schools.utah.gov/curr/science/core/4th/TRB4/literacy5.pdf (RI.4.1)
Reading Pre-assessment for student group placement.
Center Procedures
Classroom Procedures/Rules (RF.4.3)
USOE: Teacher Resource Book (TRB)
Utah, a great place to live:
http://www.schools.utah.gov/curr/science/core/4th/TRB4/literacy5.pdf (RI.4.1)
Cooperative Learning:
Talk with a partner about a family member and share your ideas for writing. (SL.4.1)
Write a short story about a family member. (writing pre-assessment)
(SL.4.1, W.4.2)
Tuesday
Tales of a Fourth Grade Nothing (Judy Blume) (RL.4.2)
USOE: Teacher Resource Book
Utah, a great place to live:
(RI.4.1)
Reading Pre-assessment for student group placement.
Center Procedures
Classroom Procedures/Rules
(RF.4.3)
USOE: Teacher Resource Book
Utah, a great place to live:
Pull out vocabulary
(RI.4.1, L.4.4)
Cooperative Learning:
Share the writing with group.
(SL.4.1)
6-Traits Jigsaw
6-Traits Instruction using:
Rigbys Writers Handbook: Pg. 32 & 33
Rigbys Reading and Writing Transparencies: Transparency 10
(W.4.2(a))
Wednesday
Tales of a Fourth Grade Nothing (Judy Blume) (RL.4.2)
Utah Adventure Book: Ch. 1
Utah Studies Weekly: Week 2
(RI.4.1)
Reading Pre-assessment for student group placement.
Center Procedures
Classroom Procedures/Rules
(RF.4.3)
Utah, a great place to live:
Teacher Resource Book
Pull out vocabulary
(RI.4.1, L.4.4)
Cooperative Learning:
6-Traits Jigsaw
6-Traits Instruction
(W.4.2(a))
Thursday
Tales of a Fourth Grade Nothing (Judy Blume) (RL.4.2)
Utah Adventure Book: Ch. 1
Utah Studies Weekly: Week 2
(RI.4.1)
Reading Pre-assessment for student group placement.
Center Procedures
Classroom Procedures/Rules
(RF.4.3)
Utah, a great place to live:
Pull out vocabulary
(RI.4.1, L.4.4)
Cooperative Learning:
6-Traits Jigsaw
6-Traits Instruction
(W.4.2(a))
Friday
Tales of a Fourth Grade Nothing (Judy Blume) (RL.4.2)
Utah Adventure Book: Ch. 1
Utah Studies Weekly: Week 2
(RI.4.1)
Reading Pre-assessment for student group placement.
Center Procedures
Classroom Procedures/Rules
(RF.4.3)
Week 2
CORE Curriculum Language Arts Standards
CORE Curriculum Area Standards
New Standards:
Health Social Studies Science
RL.4.2:Determine theme details to summarize (using story format)
RI.4.1:Refer to details and examples in a text when explaining what the text says explicitly
RF.4.3:Grade Level Phonics
W.4.2(a):Introduce a topic (6 traits and writing process)
SL.4.1: Engage effectively in a range of collaborative discussions
SL.4.1(b):Follow agreed-upon rules for discussions and carry out assigned roles.
L.4.4(a):Use context as a clue to the meaning of a word or phrase.
Vocabulary/Word Work:
adaptation, characteristics, classification, diverse, species
Affixes: tion, ics, es,
Spelling Changes: y to i, e-drop
Student Objectives:
Write a variety of responses to stories and poems.
STUDENT NEEDS ADDRESSED:
Focus Student(s)
Specific Instructional Needs
HOW INSTRUCTION WILL BE DELIVERED
Read Aloud
(Find similarities and differences in story characters, and how they change over the course of a story.)
Shared Reading
Guided Reading/Book Club/ Reciprocal Teaching
Interactive Writing
Interactive Editing
Literacy Centers
Independent Reading/Independent Writing
Monday
Tales of a Fourth Grade Nothing (Judy Blume)
The Desert is Theirs by Byrd Baylor
(Details and Summarize) (Explicit)
(RL.4.2, RI.4.1)
USOE: Teacher Resource Book (TRB)Dazzling Deserts (Pg.12.1.7)
http://www.schools.utah.gov/curr/science/core/4th/TRB4/literacy5.pdf
(RI.4.1)
Assessments and Procedures
Desert Anchor IAW
6-Traits: Sentence Fluency and Organization (Paragraph)
(W.4.2(a), (RF.4.3)
Wildlife Review: Utah Division of Wildlife Resources: Utahs Desert Dwellers
Natures Call, The Amazing Mohave Compare and contrast hot and cold deserts
http://wildlife.utah.gov/education/magazine/diversity_i.pdf (L.4.4 (a), W.4.2(a))
Buddy Reading Procedures using Utah Studies Weekly Week 3 (Utah Question)
Write a Bio Poem about self using the Writing Process. (IAW) (W.4.2(a))
Tuesday
Tales of a Fourth Grade Nothing (Judy Blume)
Desert Voices by Byrd Baylor
(Details and Summarize) (Explicit)
(RL.4.2, RI.4.1)
USOE: Teacher Resource Book
Dazzling Deserts (Pg.12.1.7)
(RI.4.1)
Assessments and Procedures
Desert Anchor IAW
6-Traits: Sentence Fluency and Organization (Paragraph)
(W.4.2(a), (RF.4.3)
Wildlife Review: Utah Division of Wildlife Resources: Utahs Desert Dwellers
Natures Call, The Amazing Mohave Compare and contrast hot and cold deserts (L.4.4 (a), W.4.2(a))
Buddy Reading Procedures using Utah Studies Weekly Week 3 (Utah Question)
Write a Bio Poem about self using the Writing Process. (IAW) (W.4.2(a))
Wednesday
Tales of a Fourth Grade Nothing (Judy Blume)
(Details and Summarize) (Explicit)
(RL.4.2, RI.4.1)
USOE: Teacher Resource Book
Dazzling Deserts (Pg.12.1.7)
(RI.4.1)
Assessments and Procedures
Desert Anchor IAW
6-Traits: Sentence Fluency and Organization (Paragraph)
(W.4.2(a), (RF.4.3)
Wildlife Review: Utah Division of Wildlife Resources: Utahs Desert Dwellers
Natures Call, The Amazing Mohave Compare and contrast hot and cold deserts (L.4.4 (a), W.4.2(a))
Buddy Reading Procedures using Utah Studies Weekly Week 3 (Utah Question)
Write a Bio Poem about self using the Writing Process. (IAW) (W.4.2(a))
Thursday
Tales of a Fourth Grade Nothing (Judy Blume)
(Details and Summarize) (Explicit)
(RL.4.2, RI.4.1)
USOE: Teacher Resource Book
Dazzling Deserts (Pg.12.1.7)
(RI.4.1)
Assessments and Procedures
Desert Anchor IAW
6-Traits: Sentence Fluency and Organization (Paragraph)
(W.4.2(a), (RF.4.3)
Wildlife Review: Utah Division of Wildlife Resources: Utahs Desert Dwellers
Natures Call, The Amazing Mohave Compare and contrast hot and cold deserts (L.4.4 (a), W.4.2(a))
Buddy Reading Procedures using Utah Studies Weekly Week 3 (Utah Question)
Write a Bio Poem about self using the Writing Process. (IAW) (W.4.2(a))
Friday
Tales of a Fourth Grade Nothing (Judy Blume)
(Details and Summarize) (Explicit)
(RL.4.2, RI.4.1)
USOE: Teacher Resource Book
Dazzling Deserts (Pg.12.1.7)
(RI.4.1)
Assessments and Procedures
Desert Anchor IAW
6-Traits: Sentence Fluency and Organization (Paragraph)
(W.4.2(a), (RF.4.3)
Wildlife Review: Utah Division of Wildlife Resources: Utahs Desert Dwellers
Natures Call, The Amazing Mohave Compare and contrast hot and cold deserts (L.4.4 (a), W.4.2(a))
Buddy Reading Procedures using Utah Studies Weekly Week 3 (Utah Question)
Write a Bio Poem about self using the Writing Process. (IAW) (W.4.2(a))
Week 3
CORE Curriculum Language Arts Standards
CORE Curriculum Area Standards
New Standards:
Health Social Studies Science
RL.4.2: Determine theme details to summarize (Story Assessment)
RI.4.1:Refer to details and examples in a text when explaining what the text says explicitly and also drawing inferences
RF.4.3:Grade Level Phonics
RF.4.3(a):Word analysis
W.4.2(a):Introduce a topic (6 traits and writing process)
SL.4.1: Engage effectively in a range of collaborative discussions
SL.4.1(b):Follow agreed-upon rules for discussions and carry out assigned roles.
L.4.4(a):Use context as a clue to the meaning of a word or phrase.
assessments:
RL.4.2 Students will read: The Superstition mountains from rigby pg. 136
Weekly Vocabulary/Word Work:
plateau, basin, atlas, compare, contrast
Student Objectives:
Read and discuss a variety of fiction and nonfiction about Utah deserts
STUDENT NEEDS ADDRESSED:
Focus Student(s)
Specific Instructional Needs
write a bio-poem (i.e., a biography in poem form) about him/herself
HOW INSTRUCTION WILL BE DELIVERED
Read Aloud
Shared Reading
Guided Reading/Book Club/ Reciprocal Teaching
Interactive Writing
Interactive Editing
Literacy Centers
Independent Reading/Independent Writing
Monday
One Day in the Desert by Jean Craighead George
Creatures of the Desert World by Barbara Gibson (Summarize and draw inferences)
(RL.4.2, RI.4.1)
UTAH Atlas: Geography and History by Cliff B. Craig and M. Elijah Carr
Utah Adventure Book: Ch. 1 (Pg. 8-9)
Utah Studies Weekly, Week 4
(RF.4.3, RF.4.3(a))
See suggestions in Unit Plan
3 Regions of Utah Anchor IAW (Labeled Map) (SL.4.1, RF.4.3)
Use Utah studies Weekly 4, Utah Adventure Book, or Utah History To Go. http://historytogo.utah.gov/lessons/theland.html to IAE about Lake Bonneville. (L.4.4a, RI..4.1)
Use appropriate literacy activities.
Write a Bio Poem about self using the Writing Process. (IAW) (W.4.2(a))
Tuesday
One Day in the Desert by Jean Craighead George
Creatures of the Desert World by Barbara Gibson
(Summarize and draw inferences)
(RL.4.2, RI.4.1)
UTAH Atlas: Geography and History by Cliff B. Craig and M. Elijah Carr
Utah Adventure Book: Ch. 1 (Pg. 8-9)
Utah Studies Weekly, Week 4
(RF.4.3, RF.4.3(a))
3 Regions of Utah Anchor IAW (Labeled Map)
(SL.4.1, RF.4.3)
Use Utah studies Weekly 4, Utah Adventure Book, or Utah History To Go to IAE about Lake Bonneville. (L.4.4a, RI..4.1)
Use appropriate literacy activities.
Write a Bio Poem about self using the Writing Process. (IAW) (W.4.2(a))
Wednesday
One Day in the Desert by Jean Craighead George
Cactus Hotel by Brenda Z. Guiberson
(Summarize and draw inferences)
(RL.4.2, RI.4.1)
UTAH Atlas: Geography and History by Cliff B. Craig and M. Elijah Carr
Utah Adventure Book: Ch. 1 (Pg. 8-9)
Utah Studies Weekly, Week 4
(RF.4.3, RF.4.3(a))
3 Regions of Utah Anchor IAW (Labeled Map) (SL.4.1, RF.4.3)
Use Utah studies Weekly 4, Utah Adventure Book, or Utah History To Go to IAE about Lake Bonneville. (L.4.4a, RI..4.1)
Use appropriate literacy activities.
Write a Bio Poem about self using the Writing Process. (IAW) (W.4.2(a))
Thursday
One Day in the Desert by Jean Craighead George
Cactus Hotel by Brenda Z. Guiberson (Summarize and draw inferences)
(RL.4.2, RI.4.1)
UTAH Atlas: Geography and History by Cliff B. Craig and M. Elijah Carr
Utah Adventure Book: Ch. 1 (Pg. 8-9)
Utah Studies Weekly, Week 4
(RF.4.3, RF.4.3(a))
3 Regions of Utah Anchor IAW (Labeled Map) (SL.4.1, RF.4.3)
Use Utah studies Weekly 4, Utah Adventure Book, or Utah History To Go to IAE about Lake Bonneville. (L.4.4a, RI..4.1)
Use appropriate literacy activities.
Write a Bio Poem about self using the Writing Process. (IAW) (W.4.2(a))
Friday
One Day in the Desert by Jean Craighead George
(Summarize and draw inferences)
(RL.4.2, RI.4.1)
UTAH Atlas: Geography and History by Cliff B. Craig and M. Elijah Carr
Utah Adventure Book: Ch. 1 (Pg. 8-9)
Utah Studies Weekly, Week 4
(RF.4.3, RF.4.3(a))
3 Regions of Utah Anchor IAW (Labeled Map) (SL.4.1, RF.4.3)
Use Utah studies Weekly 4, Utah Adventure Book, or Utah History To Go to IAE about Lake Bonneville. (L.4.4a, RI..4.1)
Use appropriate literacy activities.
Write a Bio Poem about self using the Writing Process. (IAW) (W.4.2(a))
Week 4
CORE Curriculum Language Arts Standards
CORE Curriculum Area Standards
New Standards:
Health Social Studies Science
RL.4.2: Determine theme, details to summarize (Poetry)
RI.4.1: Compare and contrast inferential/explicit details
RF.4.3:Grade Level Phonics
RF.4.3(a):Word analysis
W.4.2:Model Paragraph Writing (Topic sentence, supporting details, concluding sentence)
SL.4.1: Engage effectively in a range of collaborative discussions
SL.4.1(b):Follow agreed-upon rules for discussions and carry out assigned roles.
L.4.4(a):Use context as a clue to the meaning of a word or phrase.
Vocabulary/Word Work:
line, stanza, verse, rhyme, alliteration
migration, aquatic, anaerobic, amphibian, reptile
Nifty Thrifty Fifty (study of word analysis)
get words at: http://teachers.net/4blocks/frazierNiftyThriftyFifty.pdf
Instructions at: http://www.wfu.edu/education/fourblocks/Leadership%202007/MbM%20Phonics%20for%204th%20and%205th%20grade%202007%20A&K.pdf
Student Objectives:
Participate in group discussions
Write a variety of responses to stories and poems.
Find similarities and differences in frogs and toads
STUDENT NEEDS ADDRESSED:
Focus Student(s)
Specific Instructional Needs
HOW INSTRUCTION WILL BE DELIVERED
Read Aloud
Shared Reading
Guided Reading/Book Club/ Reciprocal Teaching
Interactive Writing
Interactive Editing
Cooperative Learning
Independent Reading/Independent Writing
Monday
What are Wetlands? A Bobbie Kalman Book
Wetlands: Soggy Habitat by Laura Purdie Salas
(RI 4.1)
Utahs Amazing Amphibians
http://wildlife.utah.gov/education/newsletter_archive.html
(RI.4.1, RF.4.3(a), L.4.4(a))
Utah Studies Weekly 5 Horned Toad Article (RL.4.2 ,RF 4.3(a))
USOE Teacher Resource Book
Wonderful Wetlands
Compare/Contrast frogs and toads in a paragraph. Use the following resource:
http://coreacademy.usu.edu/Materials/2005/Handbooks/FourthGrade.pdf (Starting at Pg. 5-11)
(RI 4.1, RF.4.3, RF.4.3.(2))
Use Utahs Wetlands to model how to write a summary paragraph using the word bank.
http://wildlife.utah.gov/education/newsletters/95spring-gw.pdf
(Pg. 2)
(RI.4.1, W.4.2)
Cooperative groups will read and discuss one Utah wetland to animal research information for paragraph writing.
A good website to use is: http://www.enchantedlearning.com
Write a paragraph about a wetland animal.
(Use MIRA strategy)
(W.4.2)
Tuesday
Near One Cattail by Anthony D. Fredricks
(RI.4.1)
Utahs Amazing Amphibians
(RI.4.1, RF.4.3(a), L.4.4(a))
Compare/Contrast frogs and toads in a paragraph.
(RI 4.1, RF.4.3, RF.4.3.(2))
Use Utahs Wetlands to model how to write a summary paragraph using the word bank.
http://wildlife.utah.gov/education/newsletters/95spring-gw.pdf
(Pg. 2)
(RI.4.1, W.4.2)
Cooperative groups will read and discuss one Utah wetland to animal research information for paragraph writing.
Write a paragraph about a wetland animal.
(Use MIRA strategy)
(W.4.2)
Wednesday
Lizards, Frogs, and Polliwogs by Douglas Florian
(RI 4.1)
Joyful Noise by Paul Fleischman
(RI.4.1, RF.4.3(a), L.4.4(a),RL.4.2)
Compare/Contrast frogs and toads in a paragraph.
(RI 4.1, RF.4.3, RF.4.3.(2))
Use Utahs Wetlands to model how to write a summary paragraph using the word bank.
http://wildlife.utah.gov/education/newsletters/95spring-gw.pdf
(Pg. 2)
(RI.4.1, W.4.2)
Write a paragraph about a wetland animal.
(Use MIRA strategy)
(W.4.2)
Thursday
Lizards, Frogs, and Polliwogs by Douglas Florian
(RI 4.1)
Joyful Noise by Paul Fleischman
(RI.4.1, RF.4.3(a), L.4.4(a),RL.4.2)
Compare/Contrast frogs and toads in a paragraph.
(RI 4.1, RF.4.3, RF.4.3.(2))
Use Utahs Wetlands to model how to write a summary paragraph using the word bank.
http://wildlife.utah.gov/education/newsletters/95spring-gw.pdf
(Pg. 2)
(RI.4.1, W.4.2)
Write a paragraph about a wetland animal.
(Use MIRA strategy)
(W.4.2)
Friday
Insectlopedia by Douglas Florian
(RI 4.1)
Joyful Noise by Paul Fleis(RI.4.1, RF.4.3(a), L.4.4(a),RL.4.2)chman
Compare/Contrast frogs and toads in a paragraph.
(RI 4.1, RF.4.3, RF.4.3.(2))
Use Utahs Wetlands to model how to write a summary paragraph using the word bank.
http://wildlife.utah.gov/education/newsletters/95spring-gw.pdf
(Pg. 2)
(RI.4.1, W.4.2)
Write a paragraph about a wetland animal.
(Use MIRA strategy)
(W.4.2)
Week 5
CORE Curriculum Language Arts Standards
CORE Curriculum Area Standards
New Standards:
Health Social Studies Science
RL.4.2:Determine Important details to summarize (Poetry)
RI.4.1:Inference/Explicit (riddles)
RF.4.3:Grade Level Phonics
RF.4.3(a):Word analysis
W.4.2: Paragraph Writing continued
SL.4.1: Engage effectively in a range of collaborative discussions
SL.4.1(a):Come to discussions prepared, having read or studied required material
SL.4.1(b):Follow agreed-upon rules for discussions and carry out assigned roles.
L.4.4(a):Use context as a clue to the meaning of a word or phrase.
Vocabulary/Word Work:
vertabrate, invertabrate, metamorphosis, omnivore herbivore, carnivore
Nifty Thrifty Fifty
Student Objectives:
Participate in group discussion
Read and discuss a variety of fiction and nonfiction about
STUDENT NEEDS ADDRESSED:
Focus Student(s)
Specific Instructional Needs
HOW INSTRUCTION WILL BE DELIVERED
Read Aloud
Shared Reading
Guided Reading/Book Club/ Reciprocal Teaching
Interactive Writing
Interactive Editing
Cooperative Learning Activity
Independent Reading/Independent Writing
Monday
Butternut Hollow Pond
Americas Wetland-a Guide to Plants/Animals by Marianne D. Wallace
(RI.4.1)
There Once was a Daisy http://www.nps.gov/glac/forteachers/daisy-chain.htm
Vertebrate or Invertebrate-Whats My ID? Rigby SB1 p.86
(RL.4.2 ,RF 4.3(a))
Obis Pond Guide by Delta Edu. Inc.
See suggestions in Unit Plan
Write wetland animal riddles using the IAE wordbank
(RF.4.3, RI.4.1, W.4.2)
Utahs Amazing Amphibians Natures Call, ribbit, ribbit http://wildlife.utah.gov/education/newsletter_archive.html
Select words for animal riddles.
(RI. 4.1, RL.4.2, L.4.4(a))
Students come to discussion prepared, having read the required material. Locate three facts about their assigned reptile.
Resource: Utahs Amazing Amphibians
(SL.4.1(a))
(Paragraph writing cont)
Write a paragraph on an amphibian. (Use MIRA strategy)
(W.4.2)
Tuesday
Wetlands Journey Nat. Geo ML
(RI.4.1)
There Once was a Daisy
Vertebrate or Invertebrate-Whats My ID? Rigby SB1 p.86
(RL.4.2 ,RF 4.3(a))
Write wetland animal riddles using the IAE wordbank
(RF.4.3, RI.4.1, W.4.2)
Utahs Amazing Amphibians Natures Call, ribbit, ribbit
Select words for animal riddles.
(RI. 4.1, RL.4.2, L.4.4(a))
Students come to discussion prepared, having read the required material. Locate three facts about their assigned reptile.
Resource: Utahs Amazing Amphibians
(SL.4.1(a)
(Paragraph writing cont)
Write a paragraph on an amphibian. (Use MIRA strategy)
(W.4.2)
Wednesday
Insectlopedia by Douglas Florian
(RI.4.1)
There Once was a Daisy
Vertebrate or Invertebrate-Whats My ID? Rigby SB1 p.86
(RL.4.2 ,RF 4.3(a))
Write wetland animal riddles using the IAE wordbank
(RF.4.3, RI.4.1, W.4.2)
Utahs Amazing Amphibians Natures Call, ribbit, ribbit
Select words for animal riddles.
(RI. 4.1, RL.4.2, L.4.4(a))
(Paragraph writing cont)
Write a paragraph on an amphibian. (Use MIRA strategy)
(W.4.2)
Thursday
Insectlopedia by Douglas Florian
(RI.4.1)
There Once was a Daisy
Vertebrate or Invertebrate-Whats My ID? Rigby SB1 p.86
(RL.4.2 ,RF 4.3(a))
Write wetland animal riddles using the IAE wordbank
(RF.4.3, RI.4.1, W.4.2)
Utahs Amazing Amphibians Natures Call, ribbit, ribbit
Select words for animal riddles.
(RI. 4.1, RL.4.2, L.4.4(a))
(Paragraph writing cont)
Write a paragraph on an amphibian. (Use MIRA strategy)
(W.4.2)
Friday
Insectlopedia by Douglas Florian
(RI.4.1)
There Once was a Daisy
Vertebrate or Invertebrate-Whats My ID? Rigby SB1 p.86
(RL.4.2 ,RF 4.3(a))
Write wetland animal riddles using the IAE wordbank
(RF.4.3, RI.4.1, W.4.2)
Utahs Amazing Amphibians Natures Call, ribbit, ribbit
Select words for animal riddles.
(RI. 4.1, RL.4.2, L.4.4(a))
(Paragraph writing cont)
Write a paragraph on an amphibian. (Use MIRA strategy)
(W.4.2)
Week 6
CORE Curriculum Language Arts Standards
CORE Curriculum Area Standards
New Standards:
Health Social Studies Science
RL.4.2:Determine Important details to summarize (Poetry Assessment)
RI.4.1:Inference/explicit details
RF.4.3:Grade Level Phonics
RF.4.3(a):Word analysis
W.4.2:Begin multi-paragraph writing assessment
SL.4.1: Engage effectively in a range of collaborative discussions
SL.4.1(a):Come to discussions prepared, having read or studied required material
SL.4.1(b):Follow agreed-upon rules for discussions and carry out assigned roles.
L.4.4(a):Use context as a clue to the meaning of a word or phrase.
Assessments:
Ode to the Giant Redwood SB1 p. 116 Identify the theme and summarize
Vocabulary/Word Work:
deciduous, coniferous, evergreen, hibernation, insulation
Nifty Thrifty Fifty
Student Objectives:
Find similarities and differences in story characters, and how they change over the course of a story.
Participate in group discussions
STUDENT NEEDS ADDRESSED:
Focus Student(s)
Specific Instructional Needs
HOW INSTRUCTION WILL BE DELIVERED
Read Aloud
Shared Reading
Guided Reading/Book Club/ Reciprocal Teaching
Interactive Writing
Interactive Editing
Cooperative Learning
Independent Reading/Independent Writing
Monday
Option of:
Hatchet by Gary Poulson
Sign of the Beaver by Elizabeth George Spear
Charlies Raven by Jean Craighead George
(RL 4.2)
TRB Fantastic Forest. pp. 12.1.5 6
(RI 4.1)
See suggestions in Unit Plan
A forest anchor piece (RF.4.3)
Natures Call about ungulates (fall 1997 article about hoofed animals) http://wildlife.utah.gov/education/newsletter_archive.html
(RI.4.1)
Recite Poetry to Classmates.
Resources:
Insectlopedia by Douglas Florian
Lizards, Frogs, and Polliwogs by Douglas Florian
Mammalabilia by Douglas Florian
Joyful Noise by Paul Fleischman
Multi Paragraph assessment Writing
I Spy a Utah Animal (3 week project) Narrowing the topic (W.4.2)
Tuesday
Option of:
Hatchet by Gary Poulson
Sign of the Beaver by Elizabeth George Spear
Charlies Raven by Jean Craighead George
TRB Fantastic Forest. pp. 12.1.5 6
A forest anchor piece
Natures Call about ungulates (fall 1997 article about hoofed animals)
Recite Poetry to Classmates.
Selecting and Narrowing the topic
(W.4.2)
Wednesday
Option of:
Hatchet by Gary Poulson
Sign of the Beaver by Elizabeth George Spear
Charlies Raven by Jean Craighead George
TRB Fantastic Forest. pp. 12.1.5 6
A forest anchor piece
Natures Call about ungulates (fall 1997 article about hoofed animals)
Recite Poetry to Classmates.
Research and
Prewrite
Thursday
Option of:
Hatchet by Gary Poulson
Sign of the Beaver by Elizabeth George Spear
Charlies Raven by Jean Craighead George
TRB Fantastic Forest. pp. 12.1.5 6
A forest anchor piece
Natures Call about ungulates (fall 1997 article about hoofed animals)
Recite Poetry to Classmates.
Research and Prewrite
Friday
Option of:
Hatchet by Gary Poulson
Sign of the Beaver by Elizabeth George Spear
Charlies Raven by Jean Craighead George
TRB Fantastic Forest. pp. 12.1.5 6
A forest anchor piece
Natures Call about ungulates (fall 1997 article about hoofed animals)
Recite Poetry to Classmates.
Week 7
CORE Curriculum Language Arts Standards
CORE Curriculum Area Standards
New Standards:
Health Social Studies Science
RL.4.2:Summative Assessments Poem and Story
RI.4.1:Infer/Explicit details
RF.4.3:Grade Level Phonics
RF.4.3(a):Word analysis
W.4.2:Continue multi-paragraph assessment
L.4.4(a):Use context as a clue to the meaning of a word or phrase.
Vocabulary/Word Work:
native, non-native, indigenous, mammals, fish, arthropods, cold-blooded, warm-blooded
Student Objectives:
Find similarities and differences in story characters, and how they change over the course of a story.
STUDENT NEEDS ADDRESSED:
Focus Student(s)
Specific Instructional Needs
HOW INSTRUCTION WILL BE DELIVERED
Read Aloud
(
Shared Reading
Guided Reading/Book Club/ Reciprocal Teaching
Interactive Writing
Interactive Editing
Learning Centers
Independent Reading/Independent Writing
Monday
Continue the book you were reading last week.
Natures Call Spring 96, Utahs Mountains
http://wildlife.utah.gov/education/newsletter_archive.html
See suggestions in Unit Plan
Dichotomous key to identify trees (SR)
IAW: How to read a dichotomous key
Natures Call Winter 92, Utahs Black Bears
http://wildlife.utah.gov/education/newsletter_archive.html
Use appropriate center activities
I Spy writing cont.
Student Rubric Development
Rough Drafts
Tuesday
Continue the book you were reading last week.
Natures Call Spring 96, Utahs Mountains
Dichotomous key to identify trees (SR)
IAW: How to read a dichotomous key
Natures Call Winter 92, Utahs Black Bears
http://wildlife.utah.gov/education/newsletter_archive.html
Rough Drafts
Wednesday
Continue the book you were reading last week.
Natures Call Spring 96, Utahs Mountains
Dichotomous key to identify trees (SR)
IAW: How to read a dichotomous key
Natures Call Winter 92, Utahs Black Bears
http://wildlife.utah.gov/education/newsletter_archive.html
Rough Drafts
Thursday
Continue the book you were reading last week.
Natures Call Spring 96, Utahs Mountains
Dichotomous key to identify trees (SR)
IAW: How to read a dichotomous key
Natures Call Winter 92, Utahs Black Bears
http://wildlife.utah.gov/education/newsletter_archive.html
Rough Drafts
Revising
Friday
Continue the book you were reading last week.
Natures Call Spring 96, Utahs Mountains
Dichotomous key to identify trees (SR)
IAW: How to read a dichotomous key
Natures Call Winter 92, Utahs Black Bears
http://wildlife.utah.gov/education/newsletter_archive.html
Rough Drafts
Revising
Week 8
CORE Curriculum Language Arts Standards
CORE Curriculum Area Standards
New Standards:
Health Social Studies Science
RL.4.2:Determine Important details to summarize (Drama)
RI.4.1: Summative Assessment
RF.4.3:Grade Level Phonics
RF.4.3(a):Word analysis
W.4.2:Finish multi-paragraph assessment
L.4.4(a):Use context as a clue to the meaning of a word or phrase.
Assessments:
McGraw-Hill Science book Pg. 36-37. Give test (RI.4.1)
Vocabulary/Word Work
Endangered, threatened, predator, prey, conservation
Nifty Thrifty Fifty
Student Objectives:
Recite poetry for classmates.
Find similarities and differences in story characters, and how they change over the course of a story.
STUDENT NEEDS ADDRESSED:
Focus Student(s)
Specific Instructional Needs
HOW INSTRUCTION WILL BE DELIVERED
Read Aloud
Shared Reading
Guided Reading/Book Club/ Reciprocal Teaching
Interactive Writing
Interactive Editing
Literacy Centers
Independent Reading/Independent Writing
Monday
Continue chapter book from the previous week.
Utah Adventure pg. 18 Map of Endangered Species
See suggestions in Unit Plan
Venn Diagram
Compare all 3 Utah Environments
Using the word bank of the Black-Footed Ferret, write an Ode to the Ferret or some song parody
http://wildlife.utah.gov/publications/pdf/2010_black-footed_ferret.pdf
I Spy cont
Student Editing
Teacher Editing
Tuesday
Continue chapter book from the previous week.
Growing Wild
Winter 1994
Extinction, Its a Matter of Life
Venn Diagram
Compare all 3 Utah Environments
Black-Footed Ferret
Student Editing
Teacher Editing
Wednesday
Continue chapter book from the previous week.
Growing Wild
Winter 1994
Extinction, Its a Matter of Life
Venn Diagram
Compare all 3 Utah Environments
Black-Footed Ferret
Publishing I Spy
Thursday
Continue chapter book from the previous week.
Growing Wild
Winter 1994
Extinction, Its a Matter of Life
Venn Diagram
Compare all 3 Utah Environments
Black-Footed Ferret
Publishing I Spy
Friday
Continue chapter book from the previous week.
Growing Wild
Winter 1994
Extinction, Its a Matter of Life
Venn Diagram
Compare all 3 Utah Environments
Black-Footed Ferret
1