Melissa Phillips
4th Grade
February 8 – 12, 2016
Monday
Ø All math, read aloud and science instruction designed and presented by Mrs. Moore (student teacher)
Math
EQ: How are decimals and fractions related? How can I combine the decimal length
of objects I measure? How can I model decimals fractions using the base-ten and
place value system? How does the metric system of measurement show decimals?
What models can be used to represent decimals? What patterns occur on a number
line made up of decimal fractions? When is it appropriate to use decimal fractions?
When you compare two decimals, how can you determine which one has the greater
value? Why is the number 10 important in our number system?
MGSE: MGSE4.NF.5; MGSE4.NF.6; MGSE4.NF.7; MGSE4.MD.2
Number Talks: Students will solve the following equations:
•
•
•
•
49 + 8
49 + 23
49 + 37
49 + 51
Drill: practice multiplication drill.
Review/Preview: DMR (place value, whole number operations, fractions,
decimals, geometry, measurement)
Instruction/Processing: Students will participate in Math Jeopardy to review
decimal place value, decimal fractions, comparisons, and word problems.
Application: Students will work on their own level in iPass.
Homework: Study math unit 5 study guide.
ELA
Differentiation: Instruction will be based pre-test data. Teacher will provide
additional scaffolding for students based on student response. During application,
students receive one-on-one or small group instruction based on needs.
EQ: How do I citing evidence from a text to explain want the text says? How do I
draw an inference when reading a text? How do I interpret a text to explain a
topic? How does an author use reasons and evidence to support a topic? How I do
I use two texts on the same topic to write or speak about the topic? How can I use
a root word to determine the meaning of a word? How do I introduce an opinion
topic clearly? How do I structure opinion writing? How do I provide reasons to
support facts and details? How do I link my ideas when a write an opinion essay?
How do I use the writing process? How do I participate in a discussion? How do I
write in cursive? How do I explain the meaning of an idiom?
ELAGSE:RL7; RI7; RI8; RL9; RI9; RL1; RI1; RL10; RI10; RF3; RF4; W3;
W1; W4; W5; W10; L1a; L1e; L1h; L3a; L4b; L5a; L5b; L6; SL1a-c; SL2; SL3;
SL6
Read Aloud: George Washington’s Socks – chapter 18
Constructed response: What was Matt’s big plan? Did his plan work? Explain.
Grammar: Grammar Mini-Bites; Teacher will review idioms; Students will
identify idioms and explain their meaning (Even More Parts; red p.97-98)
Modeled Writing: Teacher will review how the R.A.C.E. method to write a
constructed response
Interactive/Shared Writing: Students will work on Task 2 in the Performance
Assessment book
Independent/Shared Reading: AR; Students will work on their individual level
in iStation; Teacher will lead students in reading a letter to an editor and a letter
to a mayor about banning dogs on a the beach (performance assessment p.12-15);
Students will work with a partner to decide on the opinion of the letter
(performance assessment p.20)
Word Study: Students will derive the meaning of words with the root “graph”
Homework: Incomplete Classwork
Science
Differentiation: Instruction will be based pre-test data. Teacher will provide
additional scaffolding for students based on student response to instruction.
During independent practice, students receive one-on-one or small group
instruction based on need.
EQ: What are the roles of producers, consumers, and decomposers in a
community? How does energy flow through a food web? How does energy flow
through a food chain? How does a change an environment affect a community or
ecosystem of organisms? How does scarcity effect a population? How does
having too many plants or animals effect a population? How do external features
of organisms affect the extinction of an organism? How do external features of
organisms affect the survival of an organism?
GPS: S4L1a-d; S4L2a-b
Direct Inquiry: 1) Teacher will lead students through a discussion of where
energy comes from. The following questions will be asked: why do we need to
eat; where do cows get the energy they need to build muscle and produce milk;
where do plants get the energy they need to make leaves, like the lettuce we eat?
2) Students will work with a partner to investigate the flow of energy. Students
will follow PBS media’s energy flow web activity
(http://www.pbslearningmedia.org/resource/tdc02.sci.life.oate.energyflow/energyflow/) and answer the following questions:
• Where do plants get the energy they need to grow?
• What do plants use most of their energy for?
• For what does the cow use the energy from the corn?
• For what do you use the energy in the burgers?
• Bonus: How would eating more plants help us better feed the many people
in the world?
Differentiation: Teacher will provide additional scaffolding for students based on
student response. Students will receive one-on-one or small group instruction
based need.
*Art: 9:20 – 10:00
**Planned Activity: 1:15 – 1:45
Math
Tuesday
EQ: How are decimals and fractions related? How can I combine the decimal
length of objects I measure? How can I model decimals fractions using the baseten and place value system? How does the metric system of measurement show
decimals? What models can be used to represent decimals? What patterns occur
on a number line made up of decimal fractions? When is it appropriate to use
decimal fractions? When you compare two decimals, how can you determine
which one has the greater value? Why is the number 10 important in our number
system?
MGSE: MGSE4.NF.5; MGSE4.NF.6; MGSE4.NF.7; MGSE4.MD.2
Drill: Reflex Math; partner flashcards
Review/Preview: DMR (place value, whole number operations, fractions,
decimals, geometry, measurement)
Instruction/Processing: Math Workshop: teacher will preview geometry.
Students will sort shapes into categories and come up with names and criteria
for their shapes.
Application: 1) Students will work on their own level in iPass. 2) Students will
design a flag using three colors on a hundreds grid. Students will determine the
decimal and decimal fractions for each color on the flag. Students will compare
and order the decimals for each color on their flag.
Homework: Students will study for math unit 5 test.
ELA
Differentiation: Instruction will be based pre-test data. Teacher will provide
additional scaffolding for students based on student response. During
application, students receive one-on-one or small group instruction based on
needs.GT students will receive instruction with Dr. Winters.
EQ: How do I citing evidence from a text to explain want the text says? How
do I draw an inference when reading a text? How do I interpret a text to
explain a topic? How does an author use reasons and evidence to support a
topic? How do I use context clues to determine the meaning of a word? How
can I use a root word to determine the meaning of a word? How do I read
fluently? How do I structure opinion writing? How do I provide reasons to
support facts and details? How do I link my ideas when a write an opinion
essay? How do I use the writing process? How do I participate in a discussion?
How do I form and use a prepositional phrase?
ELAGSE:RL7; RI7; RI8; RL9; RI9; RL1; RI1; RL10; RI10; RF3; RF4; W3;
W1; W4; W5; W10; L1a; L1e; L1h; L3a; L4b; L5a; L5b; L6; SL1a-c; SL2;
SL3; SL6
Read Aloud: The Indian in the Cupboard
Grammar: Grammar Mini-Bites; Students will review prepositions (clickers)
Interactive/Shared Writing: Students will work on Task 2 in the Performance
Assessment book
Independent/Shared Reading: AR; Students will work on their individual
level in iStation; Guided Reading
Word Study: Students will work at their own pace on using prefixes and
suffixes (Study Island)
Homework: Incomplete Classwork
Differentiation: Instruction will be based pre-test data. Teacher will provide
additional scaffolding for students based on student response to instruction.
During independent practice, students receive one-on-one or small group
instruction based on need. Guided reading topics and groups are based on an
individual informal reading inventory & SRI. GT students will receive
instruction from Dr. Winters.
Social Studies EQ: What are the roles of producers, consumers, and decomposers in a
community? How does energy flow through a food web? How does energy
flow through a food chain? How does a change an environment affect a
community or ecosystem of organisms? How does scarcity effect a population?
How does having too many plants or animals effect a population? How do
external features of organisms affect the extinction of an organism? How do
external features of organisms affect the survival of an organism?
GPS: S4L1a-d; S4L2a-b
Guided Practice: 1) Students will play games to review previously learned
science & social studies content
Differentiation: Teacher will provide additional scaffolding for students based
on student response. Students will receive one-on-one or small group
instruction based need. GT students will receive instruction from Dr. Winters.
*Music: 9:20 – 10:00
**Planned Activity: 1:15 – 1:45
Wednesday
Math
EQ: How are decimals and fractions related? How can I combine the decimal
length of objects I measure? How can I model decimals fractions using the base-ten
and place value system? How does the metric system of measurement show
decimals? What models can be used to represent decimals? What patterns occur on
a number line made up of decimal fractions? When is it appropriate to use decimal
fractions? When you compare two decimals, how can you determine which one has
the greater value? Why is the number 10 important in our number system?
MGSE: MGSE4.NF.5; MGSE4.NF.6; MGSE4.NF.7; MGSE4.MD.2
Drill: Partner flash cards; practice multiplication drill
Review/Preview: DMR (place value, whole number operations, fractions,
decimals, geometry, measurement)
Instruction/Processing: Teacher will briefly review big ideas from unit 5:
fractions can be expressed as decimals, decimals can be represented visually in
models, decimals are part of the base ten system, and decimal comparisons are
only valid when referred to the same whole.
Application: Students will complete unit 5 math assessment.
ELA
Differentiation: Instruction will be based pre-test data. Teacher will provide
additional scaffolding for students based on student response. During
application, students receive one-on-one or small group instruction based on
needs.
EQ: How do I citing evidence from a text to explain want the text says? How
do I draw an inference when reading a text? How do I interpret a text to explain
a topic? How does an author use reasons and evidence to support a topic? How
I do I use two texts on the same topic to write or speak about the topic? How
can I use a root word to determine the meaning of a word? How do I read
fluently? How do I introduce an opinion topic clearly? How do I structure
opinion writing? How do I provide reasons to support facts and details?
How do I link my ideas when a write an opinion essay? How do I write a
concluding statement related to an opinion? How do I use the writing process?
How do I participate in a discussion? How do I form and use a prepositional
phrase?
ELAGSE:RL7; RI7; RI8; RL9; RI9; RL1; RI1; RL10; RI10; RF3; RF4; W3;
W1; W4; W5; W10; L1a; L1e; L1h; L3a; L4b; L5a; L5b; L6; SL1a-c; SL2;
SL3; SL6
Read Aloud: George Washington’s Socks – Chapter 19
Grammar: Grammar Mini-Bites; Students will build sentences with
prepositions (envelopes)
Modeled Writing: Teacher will review how to add facts to support an opinion
Interactive/Shared Writing: Students will work on Task 2 in the Performance
Assessment book
Independent/Shared Reading: AR; Students will work on their individual
level in iStation; Teacher will lead students in reading a blog and an article
about banning dogs on a the beach (performance assessment p.16-19); Students
will work with a partner to decide on the opinion of the letter (performance
assessment p.20)
Word Study: Students sort words with the root graph
Social Studies
Differentiation: Instruction will be based pre-test data. Teacher will provide
additional scaffolding for students based on student response to instruction.
During independent practice, students receive one-on-one or small group
instruction based on need.
EQ: What are the roles of producers, consumers, and decomposers in a
community? How does energy flow through a food web? How does energy flow
through a food chain? How does a change an environment affect a community
or ecosystem of organisms? How does scarcity effect a population? How does
having too many plants or animals effect a population? How do external
features of organisms affect the extinction of an organism? How do external
features of organisms affect the survival of an organism?
GPS: S4L1a-d; S4L2a-b
Direct Inquiry: 1) Teacher will lead students through a discussion of where
trash goes. The following questions will be asked: what happens to all the trash
you throw away at lunch; what happens to the energy stored in uneaten food and
in dead plants and animals?
Guided Instruction: Students will watch the decomposers video
(http://www.pbslearningmedia.org/resource/tdc02.sci.life.oate.decompose/deco
mposers/), answer the questions below, and discuss main ideas in a whole
group.
• What do decomposers eat?
• What do decomposers do with the energy that they get from eating dead
things and waste material from living things?
• What important role do decomposers play in our environment?
Differentiation: Teacher will provide additional scaffolding for students based
on student response. Students will receive one-on-one or small group instruction
based need.
*PE: 9:20 – 10:00
**Planned Activity: 1:15 – 1:45
Thursday
• PTC; ½ for students
Math
EQ: How are decimals and fractions related? How can I combine the decimal length
of objects I measure? How can I model decimals fractions using the base-ten and
place value system? How does the metric system of measurement show decimals?
What models can be used to represent decimals? What patterns occur on a number
line made up of decimal fractions? When is it appropriate to use decimal fractions?
When you compare two decimals, how can you determine which one has the greater
value? Why is the number 10 important in our number system?
MGSE: MGSE4.NF.5; MGSE4.NF.6; MGSE4.NF.7; MGSE4.MD.2
Drill: Partner flash cards; practice multiplication drill
Review/Preview: DMR (place value, whole number operations, fractions,
decimals, geometry, measurement)
Instruction/Processing: Students will complete geometry pre-assessment.
Application: County-wide math constructed response task.
ELA
Differentiation: Instruction will be based pre-test data. Teacher will provide
additional scaffolding for students based on student response. During application,
students receive one-on-one or small group instruction based on needs.
EQ: How do I citing evidence from a text to explain want the text says? How do
I draw an inference when reading a text? How do I interpret a text to explain a
topic? How does an author use reasons and evidence to support a topic? How do
I use context clues to determine the meaning of a word? How do I read fluently?
How do I participate in a discussion?
ELAGSE:RL7; RI7; RI8; RL9; RI9; RL1; RI1; RL10; RI10; RF3; RF4; W3;
W1; W4; W5; W10; L1a; L1e; L1h; L3a; L4b; L5a; L5b; L6; SL1a-c; SL2; SL3;
SL6
Read Aloud: George Washington’s Socks – Chapter 20
Grammar: Grammar Mini-Bites
Independent/Shared Reading: AR; Book Fair 9:30 – 10:00
Science
Differentiation: Instruction will be based pre-test data. Teacher will provide
additional scaffolding for students based on student response during instruction.
During independent practice, students receive one-on-one or small group
instruction based need.
EQ: What are the roles of producers, consumers, and decomposers in a
community? How does energy flow through a food web? How does energy flow
through a food chain? How does a change an environment affect a community or
ecosystem of organisms? How does scarcity effect a population? How does
having too many plants or animals effect a population? How do external features
of organisms affect the extinction of an organism? How do external features of
organisms affect the survival of an organism?
GPS: S4L1a-d; S4L2a-b
Direct Instruction: Teacher will provide direct instruction on producers,
consumers, decomposers. Students will take notes to create a flipbook for their
science interactive notebooks.
Differentiation: Teacher will provide additional scaffolding for students based
on student response. Students will receive one-on-one or small group instruction
based need.
*Specials TBA
**Planned Activity: 1:15 – 1:45
Friday
Math
Professional Development
ELA
Professional Development
Science
Professional Development
*PE: 9:20 – 10:00
**Planned Activity: 1:15 – 1:45