Trousdale County Schools Focused Lesson Plan

Teacher: House Unit Name: Place Value

Unit #: 1 Unit Length: 6 weeks

Week: September 8-11 Week  __6___ of ___6___

Subject:  Math

Tennessee State Standard(s) to be taught: (Write the entire standard)4.NBT.A.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.4.NBT.A.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.4.NBT.4 Use place value understanding to round multi-digit whole numbers to any place.

I Can Statements: I can read and write numbers in standard form, written form, and expanded form. I can identify the value of digits. I can tell greater than, less than, or equal to for numbers up to one million. I can list numbers in order from least to greatest and greatest to least. I can round numbers to a particular place.

Accommodations for students, both regular and special populations:One on one teacher assistanceCenters and small groupsManipulativesOpportunities to ask questions

Unit Vocabulary:Place ValueStandard formWord formExpanded formOnes, Tens, Hundreds, Thousands, Ten Thousands, Hundred Thousands, MillionsCompareLess Than <Greater Than >Equal to =

Rounding

Daily Agenda Resources, Technology, Formative and/or Summative Assessments, Assignments, and a Daily Activity for citing text based evidence

in conversations and/or writing

Monday

No School - Labor Day

Tuesday Teacher will review rounding numbers

to a given place value. Class will split into groups.

Kiefer- Working more with rounding.Me- Working more with rounding.Seatwork- Envision WB p. 27-28

Students will work independently on Go Math TB Chapter Review p. 55-56

Centers:Teacher Table- Working on all skills for chapter test.Practice Test- Students will complete High Stakes Assessment Test p. 15-16Computers- TenMarksGo Math- p.29-30

Teacher ObservationCentersComputersTenMarksEnvision WB. P. 27-28Go Math TB Mid-Chapter Review p. 29-30High Stakes Assessment Test p. 15-16Go Math TB Chapter Review p. 55-56

Wednesday Teacher will go over previous night’s

homework (Go Math p. 55-56) Teacher will review rounding numbers

to a given place value. Students will work in partners on Go

Math TB p. 27-28 Students will independently complete

Go Math TB p. 57-58

Centers:Teacher Table- Working on all skills for chapter test.Practice Test- Students will complete High

Teacher ObservationCentersComputersTenMarksGo Math TB Rounding Numbers and Spiral

Review p. 27-28Go Math TB Mid-Chapter Review p. 29-30High Stakes Assessment Test p. 15-16Go Math TB Chapter Review 57-58

Stakes Assessment Test p. 15-16Computers- TenMarksGo Math- p.29-30

Thursday Teacher will go over previous night’s

homework (Go Math TB p. 57-58) Teacher will review rounding numbers

to a given place value. Students will independently complete a

worksheet over rounding whole numbers.

Centers:Teacher Table- Working on all skills for chapter test.Practice Test- Students will complete High Stakes Assessment Test p. 15-16Computers- TenMarksGo Math- p.29-30

Teacher ObservationCentersComputersTenMarksGo Math TB Mid-Chapter Review p. 29-30High Stakes Assessment Test p. 15-16Rounding Numbers Sheet

Friday Teacher will ask students if they have

any questions before taking the math test.

Students will take Chapter 1 Test over place value and comparing and ordering whole numbers.

Teacher ObservationChapter 1 Test

Trousdale County Schools Focused Lesson Plan 2015-16Teacher: House Unit Name:Unit #: 1 Unit Length: 1 weekWeek: September 8-11 Week ___1__ of ___1___Subject: SpellingTennessee State Standard(s) to be taught: (Write the entire standard)

L.4.2d Spell grade-appropriate words, consulting references as needed

I Can Statements: I can spell fourth grade words correctly. I can identify long and short u sounds and spellings in words.

Accommodations for students, both regular and special populations:

If students misspell four or more words, revisit the ‘Model and Sort’ for spelling patterns.

Unit Vocabulary:

Daily AgendaResources, Technology, Formative and/or

Summative Assessments, Assignments, and a Daily Activity for citing text based evidence in

conversations and/or writingMonday

No School - Labor Day

Tuesday Teacher will introduce spelling words for the

week. Discuss the meanings of the words. Students will complete Reader’s Notebook p.

64 - Which word best completes the sentence in a paragraph.

Teacher ObservationDiscussionReader’s Notebook p. 64

Wednesday Teacher will review spelling words. Teacher will teach word sort.

o Short u followed by a consonant.o Short u other spellings.o /yoo/ and /oo/ u-consonant-eo /yoo/ and /oo/ ueo /yoo/ and /oo/ uio /oo/ ewo other spellings for /yoo/ and /oo/

Students will finish word sort independently.

Teacher ObservationDiscussionWord sort activityTeacher-made sorting chart

Thursday Teacher will review spelling words. Students will complete Reader’s Notebook p.

66 - Proofreading for spelling.

Teacher ObservationDiscussionReader’s Notebook p. 66

Friday Spelling Test over this week’s spelling words. Test

Trousdale County Schools Focused Lesson Plan 2015-16

Teacher: Unit Name:Unit #: Unit Length: 1 weekWeek: September 8-11 Week __1___ of __1____Subject: GrammarTennessee State Standard(s) to be taught: (Write the entire standard)L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Use correct capitalization.b. Use commas and quotation marks to mark direct speech and quotations from a text.c. Use a comma before a coordinating conjunction in a compound sentence.d. Spell grade-appropriate words correctly, consulting references as needed.

I Can Statements:I can identify common and proper nouns.I can explain the difference between common and proper nouns.I can identify singular and plural nouns.I can explain the difference between singular and plural nouns.

Accommodations for students, both regular and special populations:One-on-one assistanceVisualsOpportunities to ask questionsUnit Vocabulary:NounCommon nounProper nounSingularPlural

Daily AgendaResources, Technology, Formative and/or

Summative Assessments, Assignments, and a Daily Activity for citing text based evidence in

conversations and/or writingMonday

No School- Labor Day

Tuesday Teacher will review common and proper

nouns. Students will complete Scott-Foresman WB

p. 23-24 as a quiz.

Teacher ObservationDiscussionScott-Foresman WB p. 23-24

Wednesday Students will take a practice writing

assessment in the computer lab.

Thursday Teacher will introduce students to regular

singular and plural nouns. Students will take notes in their grammar

notebooks. They will change a singular noun to a plural noun and a plural noun to a singular noun.

Students will complete Scott-Foresman WB p. 25-26 for homework.

Teacher ObservationGrammar notebooksDiscussionScott-Foresman WB p. 25-26

Friday Teacher will review regular singular and

plural nouns. Students will complete Scott-Foresman WB

p. 27-28 as a quiz.

Teacher ObservationScott-Foresman WB p. 27-28

Trousdale County Schools Focused Lesson Plan 2015-16

Teacher: House Unit Name: Leaving a LegacyUnit #: 1 Unit Length: 6 weeksWeek: September 8-11 Week ___5__ of ___6___Subject: Reading/WritingTennessee State Standard(s) to be taught: (Write the entire standard)

RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

RI.4.3 Explain events, procedures ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

RI.4.4 Determine the meaning of general academic and domain specific words or phrases in a text relevant to a grade 4 topic or subject area.

RI.4.5 Describe overall structure (eg. Chronology, comparison, cause/effect, problem/solution) of events ideas, concepts, or information in a text or part of a text.

RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

L.4.4.A Use context (e.g. definitions, examples, or restatements in text) as a clue to the meaning of a word or a phrase.

I Can Statements:I can determine understand new vocabulary by using context clues.I can answer questions that are stated in the text.I can recognize different text structures for paragraphs.I can determine main idea and details in a reading passage.I can determine the theme of a reading passage.I can organize my writing using a graphic organizer (TIDE).

Accommodations for students, both regular and special populations:One-on-one teacher assistanceCenters and small groupsWriting conferencesUnit Vocabulary:AcquireBeamedBoastedCeasedCoerceDeclaredDevisedGlaredResourcefulUnfortunateInformativeContext CluesProblem/SolutionCause/EffectDescriptionFolkloreMyths

Daily AgendaResources, Technology, Formative and/or

Summative Assessments, Assignments, and a Daily Activity for citing text based evidence in

conversations and/or writingMonday

No School- Labor Day

Tuesday Teacher will review main idea and details

and text structure. Students will read a passage from the

Literacy Toolkit Assessment book and answer teacher-made questions. These questions will assess main idea, details, and text structure.

Teacher will introduce theme. Refresh students’ memory of the folktales read on Friday. Discuss the theme.

Writing:Continue culminating task from previous week. Teacher will review POW and TIDE.Teacher will review elements of an introduction and conclusion.

Teacher ObservationLiteracy Toolkit Assessment p. 111Teacher-made questionsFolktales from Social Studies workbook

POW-TIDE organizerWriting from previous week

WednesdayStudents will complete a practice writing assessment in the computer lab.

Teacher ObservationPractice Writing Assessment

Thursday Students will participate in a graffiti wall

activity to pre-assess understanding of new vocabulary words.

Teacher will review theme. Teacher will introduce students to myths. Students will take notes on quests in

mythology and good vs. evil theme. Students will begin reading “Hercules Quest”

in Journey’s TB p. 528-537.

Writing: Teacher will conference with students about

their writing.

Teacher ObservationGraffiti wall activityJourney’s TB p. 528-537One-on-one teacher conference

Friday Students will take notes on quests in

mythology and good vs. evil themes. Students will continue reading “Hercules

Quest” in Journey’s TB p. 528-537.

Writing: Teacher will conference with students about

their writing.

Teacher ObservationJourney’s TB p. 528-537One-on-one teacher conference