2015
28,
September
of
Week
Katebond Elementary 2015-2016
Day
mon
Reading
1. Curriculum Standard:
Reading:
4.RL.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).
4.RL.6 Compare and contrast the point of
view from which different stories are
narrated, including the difference between
first- and third-person narrations.
Reading Foundational Skills:
4.RF.3 Know and apply grade-level phonics
and word analysis skills in decoding words.
4.RF.3.a Use combined knowledge of all
letter-sound correspondences, syllabication
patterns, and morphology (e.g., roots and
affixes) to read accurately unfamiliar
multi-syllabic words in context and out of
context.
4.RF.4 Read with sufficient accuracy and
fluency to support comprehension.
2. Lesson Objective:
I can describe a character in detail
I can discuss point of view.
I can determine the meaning of unfamiliar
words and academic language in context.
I can identify and explain hyperbole in
text.
I can cite evidence from the text to support
key points.
3. Essential Questions:
How can an understanding of hyperbole lead
to my understanding the elements of a tall
tale?
How can I describe a character in detail
using hyperbole?
How can I determine the point of view of a
story
How can I cite evidence from the text to
support key points?
4. Materials/Resources:
Journeys Reading Text
Reader's Notebook
Literacy Toolkit
Vocabulary Cards
Leveled Readers
Vocabulary Readers
Smartboard
Grade 4 - McNulty
Language Arts
Social Studies
1. Curriculum Standard:
Language
L.4.1-Demonstrate command of the conventions
of standard English grammar and usage when
writing or speaking.
L.4.2-Demonstrate command of the conventions
of standard English capitalization,
punctuation, and spelling when writing.
L.4.2a-Use correct capitalization.
Writing/Research
W.4.1-Write opinion pieces on topics or
texts, supporting a point of view with
reasons and information.
W.4.1b-Provide reasons that are supported by
facts and details.
1. Curriculum Standard:
4.7 Summarize the failure of the lost colony
of Roanoke and theorize what happened. (G,
H)
4.8 Describe the early competition between
European nations for control of North
America and locate the colonization efforts
of the English, Dutch, French, and Spanish
on a map.
2. Lesson Objective:
I can summarize the failure of the lost
colony of Roanoke.
I can describe the ways the English, Dutch,
French and Spanish competed for control of
North America. I can explain the outcomes.
3. Essential Questions:
Why did the colony of Roanoke fail?
In what ways did the English, Dutch, French,
and Spanish compete for control of North
America? What were the outcomes?
4. Materials/Resources:
Social Studies text and related materials
Multiple content related texts
Maps
Smartboard
Computers
Paper/Markers
online resources
2. Lesson Objective:
I can discuss examples of common and proper
nouns.
I can identify common and proper noun while
reading.pitali
I can explain that proper nouns are more
exact than common nouns,
I can correctly punctuate proper nouns and
titles when I write on my own
I can revise a piece of writing to correct
capitalization.
I can revise writing to change common nouns
to proper nouns to make writing more exact.
I can edit writing for capitalization errors
and spelling errors.
3. Essential Questions:
Why is it important to support your opinion
with evidence?
How do I revise and correct common nouns to
proper nouns to make writing more exact?
4. Materials/Resources:
- Writing textbook
- notebook paper/journals
- GUM books
- Smartboard
- PowerPoints
5. CFU (embedded throughout):
observing students writing samples/formal
and informal questions/student written
responses/exit tickets
6. I do/We do/They do/You do:
TTW review grammar conventions.
TSW revise a piece of writing to correct
1 of 12
5. CFU (embedded throughout):
Formal and informal questions/turn and talk/
3-2-1/exit tickets/teacher assessments
6. I do/We do/They do/You do:
TTW read aloud from SS text
TTW/TSW read different passage from text to
self/partner
TSW read different texts to self/partner
TSW create maps showing routes taken by
European explorers.
TSW create foldables
7. Learning Station Outcomes:
Students will show an understanding by
writing an opinion paragragh/ essay
explaining what they believe happened to the
lost colonists of Roanoke.
Students will re-read and annotate the text
determining the main idea and the supporting
details
Week of September 28, 2015
Katebond Elementary 2015-2016
Day
Reading
Teacher selected reading materials
5. CFU (embedded throughout):
question/answer, student written response,
exit ticket, 3-2-1, classwork practice,
using spelling and vocabulary words in class
discussions and writing, comprehension
questions
6. I do/We do/They do/You do:
I do-TW Read aloud with expression Mighty
Joe Magarac and model understanding
characters and point of view. Model
annotating text. Disc
We do- TSW/ TW read Stormalong with and
guide students to the understanding
characters. Displaying a graphic organizer,
help students identify thoughts words and
actions of the characters from the text..
Use annotations to analyze the text for
understanding
Language Arts
capitalization errors
TSW continue to write an opinion piece.
7. Learning Station Outcomes:
None - completed during Writing block
8. Closure:
Students will
Students will
Students will
support their
Students will
write an opinion essay
finish their opinion essay
cite evidence from the text to
opinions.
write a summary of Stormalong
Social Studies
Students will create a map of North America
and locate the colonization efforts of the
English, Dutch, French, and the Spanish.
8. Closure:
Student will demonstrate understanding by
completing one of the following:
- constructed response
- 3-2-1
- use the annotated text to construct a
summary paragraph
They do- TSW work with a partner to
understand characters by entering thoughts,
words, and actions of the characters from
the text onto the graphic organizer. Use
annotations to analyze the text for
understanding
You do- TSW fill in a graphic organizer. TSW
explain how the details support
understanding the characters
7. Learning Station Outcomes:
Comprehension Station:
TSW complete comprehension questions using
text evidence from the tall tale, Stormalong
TSW practice annotating text
TSW read leveled reader and complete a
graphic organizer on understanding
characters
Vocabulary Station:
TSW will define vocabulary words
TSW will complete activities using
vocabulary cards
TSW use vocabulary words in writing
TSW use vocabulary readers to understand
words in context
Word Study Station:
TSW complete activities using literacy
center independent activities flip chart
TSW recognize and correctly use homophones
TSW use learned phonics patterns to decode
Grade 4 - McNulty
2 of 12
Week of September 28, 2015
Katebond Elementary 2015-2016
Day
Reading
Language Arts
Social Studies
1. Curriculum Standard:
Language
L.4.1-Demonstrate command of the conventions
of standard English grammar and usage when
writing or speaking.
L.4.2-Demonstrate command of the conventions
of standard English capitalization,
punctuation, and spelling when writing.
L.4.2a-Use correct capitalization.
Writing/Research
W.4.1-Write opinion pieces on topics or
texts, supporting a point of view with
reasons and information.
W.4.1b-Provide reasons that are supported by
facts and details.
1. Curriculum Standard:
4.7 Summarize the failure of the lost colony
of Roanoke and theorize what happened. (G,
H)
4.8 Describe the early competition between
European nations for control of North
America and locate the colonization efforts
of the English, Dutch, French, and Spanish
on a map.
2. Lesson Objective:
I can summarize the failure of the lost
colony of Roanoke.
I can describe the ways the English, Dutch,
French and Spanish competed for control of
North America. I can explain the outcomes.
3. Essential Questions:
Why did the colony of Roanoke fail?
In what ways did the English, Dutch, French,
and Spanish compete for control of North
America? What were the outcomes?
4. Materials/Resources:
Social Studies text and related materials
Multiple content related texts
Maps
Smartboard
Computers
Paper/Markers
online resources
unfamiliar words
TSW continue to study and build words with
prefixes
8. Closure:
TSW complete one of the following:
- exit ticket
-summary paragraph
- constructed response question
- turn and talk about 1 thing learned
tue
1. Curriculum Standard:
Reading:
4.RL.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).
4.RL.6 Compare and contrast the point of
view from which different stories are
narrated, including the difference between
first- and third-person narrations.
Reading Foundational Skills:
4.RF.3 Know and apply grade-level phonics
and word analysis skills in decoding words.
4.RF.3.a Use combined knowledge of all
letter-sound correspondences, syllabication
patterns, and morphology (e.g., roots and
affixes) to read accurately unfamiliar
multi-syllabic words in context and out of
context.
4.RF.4 Read with sufficient accuracy and
fluency to support comprehension.
2. Lesson Objective:
I can describe a character in detail
I can discuss point of view.
I can determine the meaning of unfamiliar
words and academic language in context.
I can identify and explain hyperbole in
text.
I can cite evidence from the text to support
key points.
3. Essential Questions:
How can an understanding of hyperbole lead
to my understanding the elements of a tall
tale?
How can I describe a character in detail
using hyperbole?
How can I determine the point of view of a
story
How can I cite evidence from the text to
Grade 4 - McNulty
2. Lesson Objective:
I can discuss examples of common and proper
nouns.
I can identify common and proper noun while
reading.pitali
I can explain that proper nouns are more
exact than common nouns,
I can correctly punctuate proper nouns and
titles when I write on my own
I can revise a piece of writing to correct
capitalization.
I can revise writing to change common nouns
to proper nouns to make writing more exact.
I can edit writing for capitalization errors
and spelling errors.
3. Essential Questions:
Why is it important to support your opinion
with evidence?
How do I revise and correct common nouns to
proper nouns to make writing more exact?
4. Materials/Resources:
- Writing textbook
- notebook paper/journals
- GUM books
- Smartboard
- PowerPoints
3 of 12
5. CFU (embedded throughout):
Formal and informal questions/turn and talk/
3-2-1/exit tickets/teacher assessments
6. I do/We do/They do/You do:
TTW read aloud from SS text
TTW/TSW read different passage from text to
self/partner
TSW read different texts to self/partner
TSW create maps showing routes taken by
European explorers.
TSW create foldables
7. Learning Station Outcomes:
Week of September 28, 2015
Katebond Elementary 2015-2016
Day
Reading
support key points?
4. Materials/Resources:
Journeys Reading Text
Reader's Notebook
Literacy Toolkit
Vocabulary Cards
Leveled Readers
Vocabulary Readers
Smartboard
Teacher selected reading materials
5. CFU (embedded throughout):
question/answer, student written response,
exit ticket, 3-2-1, classwork practice,
using spelling and vocabulary words in class
discussions and writing, comprehension
questions
6. I do/We do/They do/You do:
I do-TW Define that the theme of a story is
an important message or lesson about life .
Read aloud Mighty Joe Magarac and model
understanding characters and point of view.
Model annotating text.
Language Arts
5. CFU (embedded throughout):
observing students writing samples/formal
and informal questions/student written
responses/exit tickets
6. I do/We do/They do/You do:
TTW review grammar conventions.
TSW revise a piece of writing to correct
capitalization errors
TSW continue to write an opinion piece.
7. Learning Station Outcomes:
None - completed during Writing block
8. Closure:
Students will
Students will
Students will
support their
Students will
write an opinion essay
finish their opinion essay
cite evidence from the text to
opinions.
write a summary of Stormalong:
Social Studies
Students will show an understanding by
writing an opinion paragragh/ essay
explaining what they believe happened to the
lost colonists of Roanoke.
Students will re-read and annotate the text
determining the main idea and the supporting
details
Students will create a map of North America
and locate the colonization efforts of the
English, Dutch, French, and the Spanish.
8. Closure:
Student will demonstrate understanding by
completing one of the following:
- constructed response
- 3-2-1
- use the annotated text to construct a
summary paragraph
We do- TSW/ TW read Stormalong with and
guide students to the understanding
characters. Displaying a graphic organizer,
help students identify thoughts words and
actions of the characters from the text..
Use annotations to analyze the text for
understanding
They do- TSW work with a partner to
understand characters by entering thoughts,
words, and actions of the characters from
the text onto the graphic organizer. Use
annotations to analyze the text for
understanding
You do- TSW fill in a graphic organizer. TSW
explain how the details support
understanding the characters
7. Learning Station Outcomes:
Comprehension Station:
TSW complete comprehension questions using
text evidence from the tall tale, Stormalong
TSW practice annotating text
TSW read leveled reader and complete a
graphic organizer on understanding
characters
Vocabulary Station:
Grade 4 - McNulty
4 of 12
Week of September 28, 2015
Katebond Elementary 2015-2016
Day
Reading
Language Arts
Social Studies
1. Curriculum Standard:
Language
L.4.1-Demonstrate command of the conventions
of standard English grammar and usage when
writing or speaking.
L.4.2-Demonstrate command of the conventions
of standard English capitalization,
punctuation, and spelling when writing.
L.4.2a-Use correct capitalization.
Writing/Research
W.4.1-Write opinion pieces on topics or
texts, supporting a point of view with
reasons and information.
W.4.1b-Provide reasons that are supported by
facts and details.
1. Curriculum Standard:
4.7 Summarize the failure of the lost colony
of Roanoke and theorize what happened. (G,
H)
4.8 Describe the early competition between
European nations for control of North
America and locate the colonization efforts
of the English, Dutch, French, and Spanish
on a map.
2. Lesson Objective:
I can summarize the failure of the lost
colony of Roanoke.
I can describe the ways the English, Dutch,
French and Spanish competed for control of
North America. I can explain the outcomes.
3. Essential Questions:
Why did the colony of Roanoke fail?
In what ways did the English, Dutch, French,
and Spanish compete for control of North
America? What were the outcomes?
4. Materials/Resources:
Social Studies text and related materials
Multiple content related texts
Maps
Smartboard
Computers
Paper/Markers
online resources
TSW will define vocabulary words
TSW will complete activities using
vocabulary cards
TSW use vocabulary words in writing
TSW use vocabulary readers to understand
words in context
Word Study Station:
TSW complete activities using literacy
center independent activities flip chart
TSW recognize and correctly use homophones
TSW use learned phonics patterns to decode
unfamiliar words
TSW continue to study and build words with
prefixes
8. Closure:
TSW complete one of the following:
- exit ticket
-summary paragraph
- constructed response question
- turn and talk about 1 thing learned
wed
1. Curriculum Standard:
Reading:
4.RL.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).
4.RL.6 Compare and contrast the point of
view from which different stories are
narrated, including the difference between
first- and third-person narrations.
Reading Foundational Skills:
4.RF.3 Know and apply grade-level phonics
and word analysis skills in decoding words.
4.RF.3.a Use combined knowledge of all
letter-sound correspondences, syllabication
patterns, and morphology (e.g., roots and
affixes) to read accurately unfamiliar
multi-syllabic words in context and out of
context.
4.RF.4 Read with sufficient accuracy and
fluency to support comprehension.
2. Lesson Objective:
I can describe a character in detail
I can discuss point of view.
I can determine the meaning of unfamiliar
words and academic language in context.
I can identify and explain hyperbole in
text.
I can cite evidence from the text to support
Grade 4 - McNulty
2. Lesson Objective:
I can discuss examples of common and proper
nouns.
I can identify common and proper noun while
reading.pitali
I can explain that proper nouns are more
exact than common nouns,
I can correctly punctuate proper nouns and
titles when I write on my own
I can revise a piece of writing to correct
capitalization.
I can revise writing to change common nouns
to proper nouns to make writing more exact.
I can edit writing for capitalization errors
and spelling errors.
5 of 12
5. CFU (embedded throughout):
Formal and informal questions/turn and talk/
3-2-1/exit tickets/teacher assessments
Week of September 28, 2015
Katebond Elementary 2015-2016
Day
Reading
key points.
3. Essential Questions:
How can an understanding of hyperbole lead
to my understanding the elements of a tall
tale?
How can I describe a character in detail
using hyperbole?
How can I determine the point of view of a
story
How can I cite evidence from the text to
support key points?
4. Materials/Resources:
Journeys Reading Text
Reader's Notebook
Literacy Toolkit
Vocabulary Cards
Leveled Readers
Vocabulary Readers
Smartboard
Teacher selected reading materials
5. CFU (embedded throughout):
question/answer, student written response,
exit ticket, 3-2-1, classwork practice,
using spelling and vocabulary words in class
discussions and writing, comprehension
questions
6. I do/We do/They do/You do:
I do-TW Define that the theme of a story is
an important message or lesson about life .
Read aloud Mighty Joe Magarac and model
understanding characters and point of view.
Model annotating text.
Language Arts
3. Essential Questions:
Why is it important to support your opinion
with evidence?
How do I revise and correct common nouns to
proper nouns to make writing more exact?
4. Materials/Resources:
- Writing textbook
- notebook paper/journals
- GUM books
- Smartboard
- PowerPoints
5. CFU (embedded throughout):
observing students writing samples/formal
and informal questions/student written
responses/exit tickets
6. I do/We do/They do/You do:
TTW review grammar conventions.
TSW revise a piece of writing to correct
capitalization errors
TSW continue to write an opinion piece.
7. Learning Station Outcomes:
None - completed during Writing block
8. Closure:
Students will
Students will
Students will
support their
Students will
write an opinion essay
finish their opinion essay
cite evidence from the text to
opinions.
write a summary of Stormalong
Social Studies
6. I do/We do/They do/You do:
TTW read aloud from SS text
TTW/TSW read different passage from text to
self/partner
TSW read different texts to self/partner
TSW create maps showing routes taken by
European explorers.
TSW create foldables
7. Learning Station Outcomes:
Students will show an understanding by
writing an opinion paragragh/ essay
explaining what they believe happened to the
lost colonists of Roanoke.
Students will re-read and annotate the text
determining the main idea and the supporting
details
Students will create a map of North America
and locate the colonization efforts of the
English, Dutch, French, and the Spanish.
8. Closure:
Student will demonstrate understanding by
completing one of the following:
- constructed response
- 3-2-1
- use the annotated text to construct a
summary paragraph
We do- TSW/ TW read Stormalong with and
guide students to the understanding
characters. Displaying a graphic organizer,
help students identify thoughts words and
actions of the characters from the text..
Use annotations to analyze the text for
understanding
They do- TSW work with a partner to
understand characters by entering thoughts,
words, and actions of the characters from
the text onto the graphic organizer. Use
annotations to analyze the text for
understanding
You do- TSW fill in a graphic organizer. TSW
explain how the details support
Grade 4 - McNulty
6 of 12
Week of September 28, 2015
Katebond Elementary 2015-2016
Day
Reading
Language Arts
Social Studies
1. Curriculum Standard:
Language
L.4.1-Demonstrate command of the conventions
of standard English grammar and usage when
writing or speaking.
L.4.2-Demonstrate command of the conventions
of standard English capitalization,
punctuation, and spelling when writing.
L.4.2a-Use correct capitalization.
Writing/Research
W.4.1-Write opinion pieces on topics or
texts, supporting a point of view with
reasons and information.
W.4.1b-Provide reasons that are supported by
facts and details.
1. Curriculum Standard:
4.7 Summarize the failure of the lost colony
of Roanoke and theorize what happened. (G,
H)
4.8 Describe the early competition between
European nations for control of North
America and locate the colonization efforts
of the English, Dutch, French, and Spanish
on a map.
2. Lesson Objective:
I can summarize the failure of the lost
colony of Roanoke.
I can describe the ways the English, Dutch,
French and Spanish competed for control of
North America. I can explain the outcomes.
3. Essential Questions:
Why did the colony of Roanoke fail?
In what ways did the English, Dutch, French,
and Spanish compete for control of North
America? What were the outcomes?
4. Materials/Resources:
understanding the characters
7. Learning Station Outcomes:
Comprehension Station:
TSW complete comprehension questions using
text evidence from the tall tale, Stormalong
TSW practice annotating text
TSW read leveled reader and complete a
graphic organizer on understanding
characters
Vocabulary Station:
TSW will define vocabulary words
TSW will complete activities using
vocabulary cards
TSW use vocabulary words in writing
TSW use vocabulary readers to understand
words in context
Word Study Station:
TSW complete activities using literacy
center independent activities flip chart
TSW recognize and correctly use homophones
TSW use learned phonics patterns to decode
unfamiliar words
TSW continue to study and build words with
prefixes
8. Closure:
TSW complete one of the following:
- exit ticket
-summary paragraph
- constructed response question
- turn and talk about 1 thing learned
thu
1. Curriculum Standard:
Reading:
4.RL.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).
4.RL.6 Compare and contrast the point of
view from which different stories are
narrated, including the difference between
first- and third-person narrations.
Reading Foundational Skills:
4.RF.3 Know and apply grade-level phonics
and word analysis skills in decoding words.
4.RF.3.a Use combined knowledge of all
letter-sound correspondences, syllabication
patterns, and morphology (e.g., roots and
affixes) to read accurately unfamiliar
multi-syllabic words in context and out of
context.
Grade 4 - McNulty
2. Lesson Objective:
I can discuss examples of common and proper
nouns.
I can identify common and proper noun while
reading.pitali
7 of 12
Week of September 28, 2015
Katebond Elementary 2015-2016
Day
Reading
4.RF.4 Read with sufficient accuracy and
fluency to support comprehension.
2. Lesson Objective:
I can describe a character in detail
I can discuss point of view.
I can determine the meaning of unfamiliar
words and academic language in context.
I can identify and explain hyperbole in
text.
I can cite evidence from the text to support
key points.
3. Essential Questions:
How can an understanding of hyperbole lead
to my understanding the elements of a tall
tale?
How can I describe a character in detail
using hyperbole?
How can I determine the point of view of a
story
How can I cite evidence from the text to
support key points?
4. Materials/Resources:
Journeys Reading Text
Reader's Notebook
Literacy Toolkit
Vocabulary Cards
Leveled Readers
Vocabulary Readers
Smartboard
Teacher selected reading materials
5. CFU (embedded throughout):
question/answer, student written response,
exit ticket, 3-2-1, classwork practice,
using spelling and vocabulary words in class
discussions and writing, comprehension
questions
6. I do/We do/They do/You do:
I do-TW Define that the theme of a story is
an important message or lesson about life .
Read aloud Mighty Joe Magarac and model
understanding characters and point of view.
Model annotating text.
Language Arts
I can explain that proper nouns are more
exact than common nouns,
I can correctly punctuate proper nouns and
titles when I write on my own
I can revise a piece of writing to correct
capitalization.
I can revise writing to change common nouns
to proper nouns to make writing more exact.
I can edit writing for capitalization errors
and spelling errors.
3. Essential Questions:
Why is it important to support your opinion
with evidence?
How do I revise and correct common nouns to
proper nouns to make writing more exact?
4. Materials/Resources:
- Writing textbook
- notebook paper/journals
- GUM books
- Smartboard
- PowerPoints
5. CFU (embedded throughout):
observing students writing samples/formal
and informal questions/student written
responses/exit tickets
6. I do/We do/They do/You do:
TTW review grammar conventions.
TSW revise a piece of writing to correct
capitalization errors
TSW continue to write an opinion piece.
7. Learning Station Outcomes:
None - completed during Writing block
8. Closure:
Students will
Students will
Students will
support their
Students will
write an opinion essay
finish their opinion essay
cite evidence from the text to
opinions.
write a summary of Stormalong
Social Studies
Social Studies text and related materials
Multiple content related texts
Maps
Smartboard
Computers
Paper/Markers
online resources
5. CFU (embedded throughout):
Formal and informal questions/turn and talk/
3-2-1/exit tickets/teacher assessments
6. I do/We do/They do/You do:
TTW read aloud from SS text
TTW/TSW read different passage from text to
self/partner
TSW read different texts to self/partner
TSW create maps showing routes taken by
European explorers.
TSW create foldables
7. Learning Station Outcomes:
Students will show an understanding by
writing an opinion paragragh/ essay
explaining what they believe happened to the
lost colonists of Roanoke.
Students will re-read and annotate the text
determining the main idea and the supporting
details
Students will create a map of North America
and locate the colonization efforts of the
English, Dutch, French, and the Spanish.
8. Closure:
Student will demonstrate understanding by
completing one of the following:
- constructed response
- 3-2-1
- use the annotated text to construct a
summary paragraph
We do- TSW/ TW read Stormalong with and
guide students to the understanding
characters. Displaying a graphic organizer,
help students identify thoughts words and
actions of the characters from the text..
Use annotations to analyze the text for
Grade 4 - McNulty
8 of 12
Week of September 28, 2015
Katebond Elementary 2015-2016
Day
Reading
Language Arts
Social Studies
1. Curriculum Standard:
Language
L.4.1-Demonstrate command of the conventions
of standard English grammar and usage when
writing or speaking.
L.4.2-Demonstrate command of the conventions
of standard English capitalization,
punctuation, and spelling when writing.
L.4.2a-Use correct capitalization.
Writing/Research
1. Curriculum Standard:
4.7 Summarize the failure of the lost colony
of Roanoke and theorize what happened. (G,
H)
4.8 Describe the early competition between
European nations for control of North
America and locate the colonization efforts
of the English, Dutch, French, and Spanish
on a map.
2. Lesson Objective:
understanding
They do- TSW work with a partner to
understand characters by entering thoughts,
words, and actions of the characters from
the text onto the graphic organizer. Use
annotations to analyze the text for
understanding
You do- TSW fill in a graphic organizer. TSW
explain how the details support
understanding the characters
7. Learning Station Outcomes:
Comprehension Station:
TSW complete comprehension questions using
text evidence from the tall tale, Stormalong
TSW practice annotating text
TSW read leveled reader and complete a
graphic organizer on understanding
characters
Vocabulary Station:
TSW will define vocabulary words
TSW will complete activities using
vocabulary cards
TSW use vocabulary words in writing
TSW use vocabulary readers to understand
words in context
Word Study Station:
TSW complete activities using literacy
center independent activities flip chart
TSW recognize and correctly use homophones
TSW use learned phonics patterns to decode
unfamiliar words
TSW continue to study and build words with
prefixes
8. Closure:
TSW complete one of the following:
- exit ticket
-summary paragraph
- constructed response question
- turn and talk about 1 thing learned
fri
1. Curriculum Standard:
Reading:
4.RL.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).
4.RL.6 Compare and contrast the point of
view from which different stories are
narrated, including the difference between
Grade 4 - McNulty
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Week of September 28, 2015
Katebond Elementary 2015-2016
Day
Reading
first- and third-person narrations.
Reading Foundational Skills:
4.RF.3 Know and apply grade-level phonics
and word analysis skills in decoding words.
4.RF.3.a Use combined knowledge of all
letter-sound correspondences, syllabication
patterns, and morphology (e.g., roots and
affixes) to read accurately unfamiliar
multi-syllabic words in context and out of
context.
4.RF.4 Read with sufficient accuracy and
fluency to support comprehension.
2. Lesson Objective:
I can describe a character in detail
I can discuss point of view.
I can determine the meaning of unfamiliar
words and academic language in context.
I can identify and explain hyperbole in
text.
I can cite evidence from the text to support
key points.
3. Essential Questions:
How can an understanding of hyperbole lead
to my understanding the elements of a tall
tale?
How can I describe a character in detail
using hyperbole?
How can I determine the point of view of a
story
How can I cite evidence from the text to
support key points?
4. Materials/Resources:
Journeys Reading Text
Reader's Notebook
Literacy Toolkit
Vocabulary Cards
Leveled Readers
Vocabulary Readers
Smartboard
Teacher selected reading materials
5. CFU (embedded throughout):
question/answer, student written response,
exit ticket, 3-2-1, classwork practice,
using spelling and vocabulary words in class
discussions and writing, comprehension
questions
6. I do/We do/They do/You do:
I do-TW Define that the theme of a story is
Grade 4 - McNulty
Language Arts
Social Studies
W.4.1-Write opinion pieces on topics or
texts, supporting a point of view with
reasons and information.
W.4.1b-Provide reasons that are supported by
facts and details.
I can summarize the failure of the lost
colony of Roanoke.
I can describe the ways the English, Dutch,
French and Spanish competed for control of
North America. I can explain the outcomes.
3. Essential Questions:
Why did the colony of Roanoke fail?
In what ways did the English, Dutch, French,
and Spanish compete for control of North
America? What were the outcomes?
4. Materials/Resources:
Social Studies text and related materials
Multiple content related texts
Maps
Smartboard
Computers
Paper/Markers
online resources
2. Lesson Objective:
I can discuss examples of common and proper
nouns.
I can identify common and proper noun while
reading.pitali
I can explain that proper nouns are more
exact than common nouns,
I can correctly punctuate proper nouns and
titles when I write on my own
I can revise a piece of writing to correct
capitalization.
I can revise writing to change common nouns
to proper nouns to make writing more exact.
I can edit writing for capitalization errors
and spelling errors.
3. Essential Questions:
Why is it important to support your opinion
with evidence?
How do I revise and correct common nouns to
proper nouns to make writing more exact?
4. Materials/Resources:
- Writing textbook
- notebook paper/journals
- GUM books
- Smartboard
- PowerPoints
5. CFU (embedded throughout):
observing students writing samples/formal
and informal questions/student written
responses/exit tickets
6. I do/We do/They do/You do:
TTW review grammar conventions.
TSW revise a piece of writing to correct
capitalization errors
TSW continue to write an opinion piece.
7. Learning Station Outcomes:
None - completed during Writing block
8. Closure:
Students will write an opinion essay
Students will finish their opinion essay
Students will cite evidence from the text to
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5. CFU (embedded throughout):
Formal and informal questions/turn and talk/
3-2-1/exit tickets/teacher assessments
6. I do/We do/They do/You do:
TTW read aloud from SS text
TTW/TSW read different passage from text to
self/partner
TSW read different texts to self/partner
TSW create maps showing routes taken by
European explorers.
TSW create foldables
7. Learning Station Outcomes:
Students will show an understanding by
writing an opinion paragragh/ essay
explaining what they believe happened to the
lost colonists of Roanoke.
Students will re-read and annotate the text
determining the main idea and the supporting
details
Students will create a map of North America
and locate the colonization efforts of the
English, Dutch, French, and the Spanish.
8. Closure:
Student will demonstrate understanding by
completing one of the following:
- constructed response
- 3-2-1
- use the annotated text to construct a
summary paragraph
Week of September 28, 2015
Katebond Elementary 2015-2016
Day
Reading
an important message or lesson about life .
Read aloud Mighty Joe Magarac and model
understanding characters and point of view.
Model annotating text.
Language Arts
Social Studies
support their opinions.
Students will write a summary of Stormalong
We do- TSW/ TW read Stormalong with and
guide students to the understanding
characters. Displaying a graphic organizer,
help students identify thoughts words and
actions of the characters from the text..
Use annotations to analyze the text for
understanding
They do- TSW work with a partner to
understand characters by entering thoughts,
words, and actions of the characters from
the text onto the graphic organizer. Use
annotations to analyze the text for
understanding
You do- TSW fill in a graphic organizer. TSW
explain how the details support
understanding the characters
7. Learning Station Outcomes:
Comprehension Station:
TSW complete comprehension questions using
text evidence from the tall tale, Stormalong
TSW practice annotating text
TSW read leveled reader and complete a
graphic organizer on understanding
characters
Vocabulary Station:
TSW will define vocabulary words
TSW will complete activities using
vocabulary cards
TSW use vocabulary words in writing
TSW use vocabulary readers to understand
words in context
Word Study Station:
TSW complete activities using literacy
center independent activities flip chart
TSW recognize and correctly use homophones
TSW use learned phonics patterns to decode
unfamiliar words
TSW continue to study and build words with
prefixes
8. Closure:
TSW complete one of the following:
- exit ticket
-summary paragraph
Grade 4 - McNulty
11 of 12
Week of September 28, 2015
Katebond Elementary 2015-2016
Day
Reading
Language Arts
Social Studies
- constructed response question
- turn and talk about 1 thing learned
Grade 4 - McNulty
12 of 12
Week of September 28, 2015