Wednesday Thursday Friday8:00-8:30 AR 8:00-8:30 AR 8:00-8:30 AR

8:30-9:00 Grammar–

Objectives: The students will be able to

differentiate between the compound subject and the compound predicate when reading sentences.

The students will demonstrate knowledge of compound subjects and compound predicates by being able to recognize, label and divide sentences by the subject and predicate.

Standards:

Language:

Conventions of Standard English

CCSS.ELA-LITERACY.L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

8:30-9:00 Spelling -

NO SPELLING DUE TO FIELD TRIP

8:30-9:00 Grammar -

Lesson 5 QuizCompound Subjects and

Predicates

Spelling-

Lesson 5 Adding -er and –est endings

CCSS.ELA-LITERACY.L.4.1.F Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

CCSS.ELA-LITERACY.L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

CCSS.ELA-LITERACY.L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Opening: I will support the students in

activating their prior knowledge. I will review the subject and predicate used in sentences that we previously learned about.

Procedures: I will begin the lesson by

introducing the game we will be playing involving subjects and predicates called, Are you a subject or a predicate?

Each student will place his or her

part of the sentence on either the subject or predicate poster.

The objective of the game is for the students to identify the correct part of a sentence, subject or predicate.

Once the students have placed the words on the poster they think is correct, we will go over the parts on the poster, one sentence type at a time.

The students will then have to tell why they chose subject or predicate as the right one for their sentence.

If parts are in the wrong place, the students will then have to find the correct poster for the part.

For homework, the students will write five strong sentences using at least one spelling word in each sentence. The students will divide the subject and the predicate in each sentence.

Opening: I will support the students in

activating their prior knowledge. I will review the compound subjects and compound predicates used in sentences that we previously learned about.

Procedures: I will begin the lesson by

introducing the game we will be playing involving compound subjects and compound predicates called, Are you a compound subject or a compound predicate?

Each student will place his or her sentence on either the subject or predicate poster.

The objective of the game is for the students to identify the correct part of a sentence, compound subject or compound predicate.

Once the students have placed the words on the poster they think is correct, we will go over the parts on the poster, one sentence type at a time.

The students will then have to tell why they chose compound subject or compound predicate as the right one for their sentence.

If sentences are in the wrong place, the students will then have to find the correct poster for the sentence.

For homework, the students will write five strong sentences using at least one spelling word in each sentence. The students will divide

the compound subject and the compound predicate in each sentence.

Materials: Posters Sentences

Closure: I will discuss the compound

subject and compound predicate in sentences.

I will encourage any questions the students have for clarification.

9:00-9:45 Math 9:00-9:45 Math 9:00-9:45 Math

Recess Recess Recess10:00-10:30Guided Reading –

Objective: The students will be able to edit

their informative paragraph after reviewing the rubric.

Standards:

Language:

Conventions of Standard English

10:00-10:30Guided Reading –

NO GUIDED READING DUE TO FIELD TRIP

10:00-10:30Library

CCSS.ELA-LITERACY.L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.L.4.1.F Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

CCSS.ELA-LITERACY.L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

CCSS.ELA-LITERACY.L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening

Opening: Mrs. Pickel, Mrs. Raab, and

myself will team-teach guided writing.

To review informative writing, we will ask the students what was needed in writing their

informative paragraph.

Procedures: Mrs. Pickel, Mrs. Raab, and

myself will meet with students one-on-one to go over their paragraph in detail.

The students will be provided a rubric to see where they stand before corrections.

The rubric will tell the students what improvements need to be made on their informative paragraph.

The students will correctly edit their informative papers after meeting with one of the teachers.

Materials: Informative paragraph Rubric

Closure: We will once again review the

various parts of an informative paragraph.

The students will hand in their corrected informative paragraphs.

10:30-11:00 Typing 10:30-11 Music 10:30-11 Music (every other Fri.)

LUNCH LUNCH LUNCH11:35ish-12:15 Reading –

Objectives:1. The students will be able to

retell key details of the story and include evidence from the text.

2. The students will be able to identify the narrative elements of the story, which includes the characters, setting, and the problem.

3. The students will be able to differentiate various types of figurative language including alliteration, hyperbole, metaphor, onomatopoeia, personification, and simile.

4. The students will be able to make inferences about vocabulary using context clues from the text.

Standards:

Reading: Informational Text:

11:35ish-12:45 Reading –

NO READING DUE TO FIELD TRIP

11:35ish-12:45 Reading –

Objectives:1. The students will be able to

retell key details of the story and include evidence from the text.

2. The students will be able to identify the narrative elements of the story, which includes the characters, setting, and the problem.

3. The students will be able to differentiate various types of figurative language including alliteration, hyperbole, metaphor, onomatopoeia, personification, and simile.

4. The students will be able to make inferences about vocabulary using context clues from the text.

Standards:

Reading: Informational Text:

Key Ideas and Details

CCSS.ELA-LITERACY.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

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

CCSS.ELA-LITERACY.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).

Integration of Knowledge and Ideas

CCSS.ELA-LITERACY.RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

Reading: Speaking and Listening:

Key Ideas and Details

CCSS.ELA-LITERACY.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

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

CCSS.ELA-LITERACY.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).

Integration of Knowledge and Ideas

CCSS.ELA-LITERACY.RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

Comprehension and Collaboration

CCSS.ELA-LITERACY.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.

Opening: I will summarize what

happened in the previous chapters and review key details.

The students will make predictions on what will happen next in the story after reading the previous chapters.

The students will be asked to write their predictions down so they can check their accuracy after reading.

Procedures: In groups, the students will

discuss the previous chapters and their thoughts on what happened.

The students will read as much as they can of chapter seven. If

Reading: Speaking and Listening:

Comprehension and Collaboration

CCSS.ELA-LITERACY.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.

Opening: I will summarize what

happened in the previous chapters and review key details.

The students will make predictions on what will happen next in the story after reading the previous chapters.

The students will be asked to write their predictions down so they can check their accuracy after reading.

Procedures: In groups, the students will

they do not finish, they will read the rest for homework.

During reading, I will facilitate learning by asking questions that check for understanding as well as test comprehension

After reading, the students will answer a few comprehension questions to gauge where their understanding is.

The students will then use their newly constructed knowledge as well as the posters provided in the room to decide what kind of figurative language each line provided from the book is.

The students will also make inferences about vocabulary in the chapters using context clues from the text.

Materials: Justin and the Best Biscuits in the

World book Packet sheets

Closure: As a class, we will discuss the

details we are aware of from just the previous chapters.

discuss the previous chapters and their thoughts on what happened.

The students will read as much as they can of chapter eight. If they do not finish, they will read the rest for homework.

During reading, I will facilitate learning by asking questions that check for understanding as well as test comprehension

After reading, the students will answer a few comprehension questions to gauge where their understanding is.

The students will then use their newly constructed knowledge as well as the posters provided in the room to decide what kind of figurative language each line provided from the book is.

The students will also make inferences about vocabulary in the chapters using context clues from the text.

The students will reflect on their predictions they made before starting the story and why they were right or wrong.I will encourage any questions or comments the students have so far.

Materials: Justin and the Best Biscuits in

the World book Packet sheets

Closure: As a class, we will discuss

the details we are aware of from just the previous chapters.

The students will reflect on their predictions they made before starting the story and why they were right or wrong.

I will encourage any questions or comments the students have so far.

12:45-1:30Science/Social Studies

Objective: The students will be able to

describe and explain key details about the landmarks that exist in the West region.

Opening: I will review the material

12:45-1:30Science/Social Studies

NO SOCIAL STUDIES DUE TO FIELD TRIP

12:45-1:30Science/Social Studies

Objectives: The students will be able to

demonstrate knowledge about the West region by finding accurate pictures on the Internet of the details listed in the text.

covered dealing with land and water that the students previously read about.

Procedures: We will first review the “before

reading” questions and predict what information is true and what information is false.

The students will then take turns reading the paragraphs as well as picture captions.

When reading, if the students come to information that is connected with the “before reading” questions, they are encouraged to underline it. The students will use this information as evidence to support their “after reading” answers.

After completing the reading section, the students will then complete the “after reading” answers to the same prediction questions. The students will have to support their answers with evidence from the text.

Materials: West region packet

The students will be able to describe and explain key details about culture that exists in the West region.

Opening: I will review the material

covered dealing with land and water as well as the landmarks that the students previously read about.

Procedures: The students will first break

up into their groups and search for images on the computer that go with the assigned material dealing with landmarks discussed previously.

Then, the students will move on to the next section dealing with culture.

We will review the “before reading” questions and predict what information is true and what information is false.

The students will then take turns reading the paragraphs as well as

Closure: I will review the information

presented in the reading section.

I will ask students to share their explanations for the “after reading” questions and discuss the correct answers.

I will ask for any questions the students may have on the material covered so far.

picture captions. When reading, if the

students come to information that is connected with the “before reading” questions, they are encouraged to underline it. The students will use this information as evidence to support their “after reading” answers.

After completing the reading section, the students will then complete the “after reading” answers to the same prediction questions. The students will have to support their answers with evidence from the text.

Materials: West region packet Computers

Closure: I will review the information

presented in the reading section.

I will ask students to share their explanations for the

“after reading” questions and discuss the correct answers.

I will ask for any questions the students may have on the material covered so far.

1:30-1:55 P.E. 1:30-1:55 P.E. 1:30-1:55 P.E.2:00-2:30 Catch Up 2:00-2:30 Phonics 2:00-2:30 Typing/Catch

Up/Writing2:30-3:00 Art 2:30-3:00

Catch Up2:30-3:00Art (every other Fri.)