Lesson1 GradeLevel:4 Duration:40mins WhatisGeography? StudentscandescribewhatmoderndayMichiganlookslikeintermsofnaturalandhuman characteristics. CCSS.ELALiteracy.RI.4.5Describetheoverallstructure(e.g.,chronology,comparison, cause/effect,problem/solution)ofevents,ideas,concepts,orinformationinatextorpartof atext. Accommodations:ReadtogetherasawholeclassthetextfromthevideoasChoral Reading.

ng. Materials: HowtheGreatLakeswereFormed GreatLakesworksheet GeographyHaikuDeckPresentation OpeningProcedure: CHAMPSBehaviorExpectationsprocedure Explainourgoaloverthenextfewweeks:StudyingtheGeographyofMichigan LeadintoPresentation:WhatisGeography?(510mins) Presentandexplainslides Procedure: PassoutWorksheet WatchavideoonHowtheGreatLakewereFormed(25mins) Studentswillchoralreadthetext Astheyreadaloudanswerstothequestions,theywillrecordontheirpaper ClosingProcedure: Discussthevideo InformstudentswewillbeexploringMichigansGeography,particulartheLowerand UpperPeninsula

Lesson2 Grade:4 Duration:40+minutes SIMSParagraphWritingStrategy StudentscanusetheSIMSparagraphwritingstrategytowriteaninformationalpersuasive essay. CCSS.ELALiteracy.W.4.2Writeinformative/explanatorytextstoexamineatopicand conveyideasandinformationclearly. Materials: ParagraphWritingStrategyCueCards TransitionSheets ExampleEssay Rubrics Opening: GainAttentiontheuseofCHAMPS Statepurpose/ConnecttoBackgroundKnowledge Todaywewillbeginwritingdraftsofourinformationalessayoncomparingandcontrasting theUpperandLowerPeninsulaofMichigan. Ourgoaltodayislearnhowtostructureouressayssotheyflowsmoothly.

Procedure: reviewtheSIMSstrategycards Discusshowweneedallpiecesofthepuzzle WeneedtheIntro(topicsentence) Body(containdetails) Conclusion(closing/clincher+transition) Explain:TopicSentence(mainidea)Stateclearlyyourposition DetailSentence:relatedinformation,transitions,sametense,etc Transition:signalstheintroductionofanewdetail,givesrelationshipbetweendetail andtherestoftheparagraph Explainthiswillbeamultiparagraphpaper firstparagraphyouwillbecomparingtheU.P.andL.P.howaretheysimilar? Therefore,youwillbewritingaclosingsentenceforthefirstparagraphandthen transitionintoyournextparagraph Contrast:howaretheU.P.andL.P.different? WrapUpwithaconclusion Together:gothroughthesampleparagraph. Displaythesampleessay Togetheridentifythedifferentpartsofaparagraph(checklist/rubric) Studentswillidentifytheintroduction,details,transition,andconclusion

 Reviewrubricandalignparagraphwithit. ClosingProcedure: Leadintotomorrow:Wewillbecomparingregions,butfirstweneedtoresearch.

Lesson3 GradeLevel:4 Duration:40min MichiganPeninsulaExploration Objective:CCSS.ELALiteracy.RI.4.9Integrateinformationfromtwotextsonthesame topicinordertowriteorspeakaboutthesubjectknowledgeably. CCSS.ELALiteracy.RI.4.1Refertodetailsandexamplesinatextwhenexplainingwhat thetextsaysexplicitlyandwhendrawinginferencesfromthetext. StudentswillfurtherresearchMichigansUpperandLowerPeninsulasthroughdifferent media. Studentswillparticipatewith100%participationbycompletingFactSheet. Materials: MichiganHIstoryFourthGradeTextbook TooNoisyApp Accommodations:WhisperReadingwithapartner. OpeningProcedure: CHAMPSBehavior Reviewwhatwelearnedyesterdayabouttheparagraphwritingstrategy StatePurpose:TodayweareresearchingMIchiganstwobigregions:theLower andUpperPeninsulasformultiparagraphinformationalpaper. Procedure: ModelExpectationsforWhisperReadinganddisplayTooNoisyApp HavestudentsusedtheTableofContentor/andtheglossaryfortheirtextbooksto findtheinformationsaboutMichigansregions Studentsneedtoknowhowtouseatextbook Partnerstudentstowhisperreadtogether Inpairs,lookforfactsaboutthepeninsulasandwritethemdown Assessandmonitorbygoinggrouptogroup ClosingProcedure: Wholegroupdiscussion:Whatfactsdideveryonefind? Listtheonestheyneededtohave Fornexttime,wewillbegindraftingcomparisonessay

Lesson4 Date:2/24/14 GradeLevel:4 Duration:40min ComparingtheUpperandLowerPeninsulas Objective:StudentswilluseaVennDiagramtocompareandcontrastMichigansUpper andLowerPeninsula. CCSS.ELALiteracy.W.4.2bDevelopthetopicwithfacts,definitions,concretedetails, quotations,orotherinformationandexamplesrelatedtothetopic. DescribethenaturalandhumancharacteristicsofmoderndayMichigan(II.4.LE.4).GLCE. Materials: Elmo VennDiagram FactSheet Pencil OpeningProcedure: Explain the concept, why do we use two circles? What information goes in the middle?ofaVennDiagram Review pastlessons to activate background knowledge(MichiganAdventuresand Place) Inform studentsthat theythisis going tohelp organize their facts beforetheybegin draftingtheirinformationalessay Procedure: HaveastudentreadoffoneoftheMichiganFactsaboutthepeninsulas Next,discusswhereitbelongsintheVennDiagramandifitbelongsthere Studentswillworkasawholegrouptoensureeveryonesdiagramisthesamefor theirdraftstartingpoints OntheElmo,copythefactontothecorrectpartoftheVennDiagram RepeatstepswithstudentsuntiltheVennDiagramiscomplete ClosingProcedure: InstructstudentstoplacethisintheSocialStudiessectionoftheirfolderbecauseit isatoolfortheirdrafts LinktoFutureLesson:TomorrowwewillbelookingatComparisonParagraphs Lesson5

GradeLevel:4 Duration:40min ModelingComparisonParagraphs StudentswillwriteaparagraphcomparingMichigansUpperandLowerPeninsula. CCSS.ELALiteracy.RI.4.6Compareandcontrastafirsthandandsecondhandaccountof thesameeventortopicdescribethedifferencesinfocusandtheinformationprovided. Materials: SIMSParagraphCueCards ModelComparisonParagraph TransitionSheet Rubric SentenceStarters OpeningProcedure: Explaintostudentsthepurposeofacomparisonparagraphandhowitworks WearelookingforwaystheUpperandLowerPeninsulasaresimilar Forthat,useweareusingmiddlecircleoftheVennDiagram Transitions(reviewanddiscussexamples) Procedure: reviewSIMSParagraphInformationalWritingStrategy ExplainhowwewriteanIntro(openingsentence) Body(3DetailSentences) Conclusion:ShowstudentshowtheyneedBOTHaClosingSentenceand TransitiontoContrastParagraph ShowTransitionSheetontheElmo:explainhowtransitionareNEEDEDtokeep theflowoftheparagraph DisplayModelComparisonParagraphofComparison(ApplesandBananas) Callonstudentstofindthesimilarities(comparisons) Havestudentsidentifytransitionsthatwereused TransitiontoContrast:letstheaudienceknowyouaredonediscussing similarities(closingsentence)butthatsnotall(transitionsentence) Next,displayrubricforComparisonParagraph GothroughitasaWholegroupsostudentsknowbeforetheybegindraftingwhatis expectedfromtheirwriting ClosingProcedure: TomorrowwewillreviewandbegindraftingComparisonParagraph Lesson6 GradeLevel:4

Duration:40min ComposingDraftofComparisonParagraph CCSS.ELALiteracy.RI.4.6Compareandcontrastafirsthandandsecondhandaccountof thesameeventortopicdescribethedifferencesinfocusandtheinformationprovided. Objective:Usingtheirresources,theVennDiagram,studentswillcomposeaninformation comparisonparagraphabouttheUpperandLowerPeninsulasofMichigan. Studentsparagraphswillcontainaminimumof3detailsentencesaboutthewaysthe peninsulasaresimilar. Studentsparagraphswillcontainaclosingsentencefortheirsimilaritiesandatransition sentencetocontrastparagraph. Materials: VennDiagram Pencil Paper Rubric TransitionSheet SIMSParagraphWritingStrategies SentenceStarters TooNoisyApp OpeningProcedure: Beforedrafting,reviewthecomponentsofacomparisonparagraph Havestudentsrecallthepurposeanduseoftransitions RemindthemabouttheClosingandTransitionSentencethatisneededattheend Askforanyfurtherquestions Procedure: Studentswillhaveindividualworktimetobegindraftingtheircomparison paragraph. Utilizenotesandresourcesfortheirparagraphsinordertohaveallofthenecessary information IndependentWorkTimeinClassfordrafting MonitorandAssessstudentsbygoingaroundtheroomwhiletheyareworking, answeringanyquestionsorconcerns ClosingProcedure: StudentswillplaceallmaterialsandresourcesintotheSocialStudiessectionsof

theirorganizer. Theywillcontinuetheirfinishingthecomparisonparagraphtomorrow Lesson7 GradeLevel:4 Duration:40min

ExpositoryParagraphComparison CCSS.ELALiteracy.RI.4.6Compareandcontrastafirsthandandsecondhandaccountof thesameeventortopicdescribethedifferencesinfocusandtheinformationprovided. Objective:Studentswillcompletedraftingtheirinformationalcomparisonparagraph. Studentswilladdaclinchersentenceandatransitionalphrasetoleadintothecontrast paragraph. Studentswilleditandcompleteapeereditingchecklistwiththeirassignededitingpartner. Materials: PeerEditingChecklist ComparisonParagraph OpeningProcedure: Reviewcomponentsofacomparisonparagraph Explainhowtheparagraphneedstobothendandtransition ReviewRubric:studentsneedtohave3comparisondetails,clinchersentence,and atransitiontocontrastingparagraphsentence Procedure: Aswearefinishingupwriting,wewillbepeerediting Explainthepeereditingprocess Remindstudentstodoublechecktheirparagraphsbeforetheyswitchwiththeir partner Independent/Partnerworktime:Studentswillcontinuetofinishwritingtheirfirst paragraph Next,theywilleditwithapeer Closing: Tomorrow,wewillbelookingattheContrastParagraph Lesson8 GradeLevel:4 Duration:40min ModelContrastingParagraph

CCSS.ELALiteracy.RI.4.6Compareandcontrastafirsthandandsecondhandaccountof thesameeventortopicdescribethedifferencesinfocusandtheinformationprovided. Objective:Usingtheirresources,theVennDiagram,studentswillcomposeaninformation contrastingparagraphabouttheUpperandLowerPeninsulasofMichigan. Studentsparagraphswillcontainaminimumof5detailsentencesaboutthewaysthe peninsulasaresimilar. StudentsparagraphswillcontainaclosingsentencethatwrapsupBOTHthecompare andcontrastparagraph. Materials: VennDiagram MichiganMatchUp Pencil Paper Rubric TransitionSheet SIMSParagraphWritingStrategies SentenceStarters TooNoisyApp OpeningProcedure: Beforedrafting,reviewthecomponentsofacompareparagraph Havestudentsrecallthepurposeanduseoftransitions RemindthemabouttheClosingthatsummarizesbothparagraphsisneededatthe end Askforanyfurtherquestions Procedure: Studentswillhaveindividualworktimetobegindraftingtheircontrastparagraph. Utilizenotesandresourcesfortheirparagraphsinordertohaveallofthenecessary information IndependentWorkTimeinClassfordrafting MonitorandAssessstudentsbygoingaroundtheroomwhiletheyareworking, answeringanyquestionsorconcerns ClosingProcedure: StudentswillplaceallmaterialsandresourcesintotheSocialStudiessectionsof theirorganizer.

 Theywillcontinuetheirfinishingthecontrastparagraphtomorrow Lesson8&9 GradeLevel:4 Duration:40min DraftingExpositoryParagraphContrast&PeerEditing CCSS.ELALiteracy.RI.4.6Compareandcontrastafirsthandandsecondhandaccountof thesameeventortopicdescribethedifferencesinfocusandtheinformationprovided. Objective:Studentswillcompletedraftingtheirinformationalcontrastparagraph. Studentswilladdaclinchersentencethatclosestthecompareandcontrastparagraph. Studentswilleditandcompleteapeereditingchecklistwiththeirassignededitingpartner. Materials: PeerEditingChecklist ComparisonParagraph ContrastParagraph Pencil Paper Rubric OpeningProcedure: Reviewcomponentsofacomparisonparagraph Explainhowtheparagraphneedstobothendandtransition ReviewRubric:studentsneedtohave3comparisondetails,clinchersentence,and atransitiontocontrastingparagraphsentence Procedure: Aswearefinishingupwriting,wewillbepeerediting. Explainthepeereditingprocess Remindstudentstodoublechecktheirparagraphsbeforetheyswitchwiththeir partner Independent/Partnerworktime:Studentswillcontinuetofinishwritingtheirfirst paragraph Studentswillcontinuetolookovertheirrubricanduseitasaguidelineasthey continuethewritingprocess.

 Closing: Tomorrowwewillfinalizepeereditingandwritingourfirstdrafts. Lesson10,11,and12 GradeLevel:4 Duration:40min3days PeerEditingandFinalWriteUp CCSS.ELALiteracy.RI.4.6Compareandcontrastafirsthandandsecondhandaccountof thesameeventortopicdescribethedifferencesinfocusandtheinformationprovided.

Objective:Studentswillcompletetypingtheirinformationalcompareandcontrast paragraphs. Materials: PeerEditingChecklist ComparisonParagraph ContrastParagraph MacBookProLaptops GoogleDocsLogin ScreencastVideo OpeningProcedure: Onelasttime,reviewtherubricasawholegroupactivity,arethereanyquestions abouttherequiredcomponents Informstudentsoftodayspurpose:wehavebeenresearching, compare/contrasting,andwriting.Todayitwillbecomeafinaldraft LessonProcedure: Studentswillreceivelaptopsinaccordancetotheirclassroomnumbes. Oncetheyhavereviewedtherubric,theymaybegintypingtheirfinaldraftsingoogle docs. Theyhavethreedaystocompletethis. Playscreencastvideoonhowtocreate,title,andshareagoogledoc. Oncetheyhavefinishedtyping,theyaretoshareittoksmith3@jpsonline.irg Kellyandmyselfwillprintthemout. Therestofthetimeisindependentworktime. ClosingProcedure: Wewillcontinuetoworkonfinaldraftsforthenexttwodays.