Grade 4 Weekly Planning. Week 3 - Quarter 1. Sunday 16th – Thursday 20th September 2012.

Transdisciplinary Theme: An inquiry into the Central Idea: The learner profile is a set of ideals that can inspire, motivate and focus the nature of the self; beliefs and values; personal, work/habits of a school community physical, mental, social and spiritual health; Lines of Inquiry: human relationships including families, friends, communities, and cultures; rights and -Why and how the learner profile was developed responsibilities; what it means to be human. - How I connect to the learner profile - How I can use the attributes to be successful at school/guide my learning Literacy: L.O. 1. To reinforce how to use the correct punctuation marks in a sentence. (capital letters, full stop, question mark and exclamation mark.) 2. To know that a noun is the name of a person, place or thing and to know the difference between a common and proper noun. 3. To know that a verb is an action word and be able to recognize a verb in a sentence. Writing: Standard: 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Math: 1.5: Identifying properties of polygons. LO-To provide opportunities to identify properties of polygons and distinguish between convex and concave polygons; and to explore geometric definitions and classifications. 1.6: Drawing circles with a compass. LO-To provide practice using a compass. 1.7: Circle constructions. LO-To guide students in defining a circle; and to provide opportunities to explore designs with circles. 1.8:Hexagon & Triangle Constructions LO- To guide students in the construction of figures with a compass & straightedge. Science *continued from last week LO – Introduce students to the ideas of using inquiry in their scientific thinking and experiments. Students think and read about how scientists use inquiry to investigate a problem. Differentiation Lower ability students will have the short readings read to them in a read aloud. Teacher will model for these students how to take information from a passage. Readings will be presented on the whiteboard during work time. Higher ability students will be encouraged to develop higher level questions. LO – Expose students to a simple experiment and introduce them to the concepts of keeping a record, providing evidence and measurement. By guiding students through a simple experiment (dissolving salt in water of varying temperatures) students explore the importance of record taking. Differentiation: Lower ability students will be paired with students capable of completing the assignment. Teacher supervision and assistance to be given as needed. Higher level students will be encouraged to fully explain what they observe and asked to provide conclusions.

Grammar focus: Standard: 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Differentiated options: 1.5: Construct polygons on a geoboard (Readiness) 1.6: Solve an inscribed-square puzzle (Enrichment) Pg. 24 Math Masters 1.7: Building a Math Word Bank (ELL support) Template found in the Differentiation Handbook. 1.8: Identifying a Regular Hexagon (Readiness) Pg. 31 Math Masters.

Reading *Teachers to continue with Reading Assessment* LO – demonstrate an understanding of how characters behave in a story. Character Cash Resources – “Character Cash” sheet with lines on the back for writing. Reading level appropriate story for each child, either in group or individual. Students read a story with the teacher. They select one character and will create “Character Cash” for that them. Students can select a learner profile attribute to associate with the money ie: Kipper Caring dollars. On the back of the money the student are to write a short explanation as to how that character exhibited that particular LP attribute. Higher ability students will be asked to refer to a certain aspect of the story when related the character to Lower ability students will be asked to explain something that character did in the story. ** Comprehension Resources – Two sets of books, preferably The same books(ex 12 of one, and 12 of another) - Students are in groups of two. They both read their respective books on their own. Then as a class, they are given 1 minute to explain the important facts of the story to their partner. And then are quiet. Their partner then writes down all the important facts of the story they heard. Collected as a class and discussed if you have the whole story. Reverse and the other student now tell their partner and repeat the process. * This can be done as a whole class activity – reading off the whiteboard as a group and then divide the group into partners and have them share. Lower ability students will be provided with books

Standard

Unit of Inquiry LO – Create a short dramatic production that displays the learner profile Students are put in groups and asked to choose a learner profile attribute to display in a short dramatic production. Students are to demonstrate the value of individuals who exhibit the attributes as opposed to those who don’t in a certain situation. Lesson 1 – students discuss within their group which learner profile they will display. They will then choose a situation where this attribute could be displayed. Lesson 2 – students begin to put on paper how the dramatic presentation will play out. Setting, characters, main events, character that exhibits the attribute and the one that doesn’t, conclusion/end result. Students practice skit to see how it will play out Students reflect on performance and make alterations Lesson 3 – students put finishing touches on performance and perform their skit to the class. Class selects the best one. Students are to perform the skits to other grade assemblies in the following week.

Arabic:

Specialist (Major Focus):

appropriate to their level and can be paired with either someone at their ability level or a higher level student who can model best practice for them.

Standard:

Learner Profile: All the Learner Profile Attributes
Events: Parents Evening - Tuesday Homework Sunday Study link 1.5 Monday Punctuation/nouns/verbs Study link 1.6 Tuesday Study link 1.7 Wednesday Study link 1.8

Attitudes:

Transdisciplinary Skills:

Other: Spelling

win/en Sound
1. problem 2. complete 3. room 4. knew 5. since 6. win 7. often 8. listen 9. children 10. penguin

1. Ever since I knew about the problem in the room I have tried to help solve it. The children were often asked to complete a picture of penguins.