Week of February 6.

2017
Writing Monday Tuesday Wednesday Thursday Friday
Lesson Plans

Standard Write narratives to Write narratives to Write narratives to Write narratives to Write narratives to
develop real or develop real or develop real or develop real or develop real or
imagined imagined imagined imagined imagined
experiences or experiences or experiences or experiences or experiences or
events using events using events using events using events using
effective effective technique, effective technique, effective technique, effective technique,
technique, descriptive details, descriptive details, descriptive details, descriptive details,
descriptive and clear event and clear event and clear event and clear event
details, and clear sequences. sequences. sequences. sequences.
event sequences.

Objective After the student The student will The student will The student will The fourth grader
is introduced to draw a picture of identify motives for identify clues, a will create a plot
the mystery the sleuth, witness, each suspect and an breakthrough, and mountain of his or
vocabulary, the and a detective alibi for a suspect red herring for the her mystery.
student will including internal that is not guilty. mystery that they
identify a list of characteristics as are creating.
possible well.
mysteries.

Activities Every fourth The teacher will The teacher will The teacher will The teacher will
grader will be review the list of review the list of review the list of review a plot
given a list of mystery vocabulary mystery vocabulary mystery vocabulary. mountain with the
mystery with the students. with the students. They will identify elements of a plot.
vocabulary. He or The teacher will tell The teacher will ask the clues that will On the plot
she will pick the the students that the students which help the sleuth solve mountain, they will
best possible they will think of the words pertain to the the mystery, the identify the
mystery for a detective or the sleuth and which breakthrough, and a exposition, the
narrative that he sleuth, a suspect or pertain to the red herring. rising action
or she will write. suspects, and a suspect. The fourth (identification of the
witness. The fourth grader will identify a mystery), climax
grader will draw a hunch that the sleuth (breakthrough),
picture of each would have. The falling action, and
character and fourth grader will resolution.
identify character identify a motive for
traits as well. each suspect and an
alibi for the suspect
that is not guilty.

Differentiation The teacher will The teacher will The teacher will The teacher will The teacher will
meet with each meet with each meet with each meet with each meet with each
student in a student in a writing student in a writing student in a writing student in a writing
writing conference conference to give conference to give conference to give conference to give
to give compliments and compliments and compliments and compliments and
compliments and suggestions. suggestions. suggestions. suggestions.
suggestions.

Assessment List of possible Illustration of each Identification of Identification of Completion of Plot

mysteries character. motive, alibi, and breakthrough, red Mountain
hunch herring, and clues
Reading Monday Tuesday Wednesday Thursday Friday
Lesson Plans

Standard Determine a Determine a Determine a Determine a Determine a

theme of a story, theme of a story, theme of a story, theme of a story, theme of a story,
drama, or poem drama, or drama, or poem drama, or poem drama, or poem
from details in the poem from from details in from details in from details in the
text; summarize details in the the text; the text; text; summarize
the text. text; summarize summarize the summarize the the text.
the text. text. text.

Objective The fourth grader The fourth The fourth The fourth grader The fourth grader
will identify the grader will grader will will identify the will identify the
structure of identify the identify the structure of structure of
mystery. structure of structure of mystery. mystery.
mystery. mystery.

Activities The teacher will The teacher will The teacher will The teacher will The teacher will
read the 2 minute read the 2 read the 2 read the 2 minute read the 2 minute
mystery to the minute mystery minute mystery mystery to the mystery to the
class. The student to the class. to the class. class. The class. The
will turn and talk to The student will The student will student will turn student will turn
the student next to turn and talk to turn and talk to and talk to the and talk to the
them. They will the student next the student next student next to student next to
identify how a to them. They to them. They them. They will them. They will
mystery is different will identify how will identify how identify how a identify how a
from another type a mystery is a mystery is mystery is mystery is
of a story. different from different from different from different from
another type of another type of another type of a another type of a
a story. a story. story. story.

Differentiation The Case of The The Case of the Sherlock The Detective The Chasing
Babe Ruth Secret Message Holmes and the Stories group will Vermeer group
Baseball Group group will come Baker Street come to the red will come to the
will come to the to the red Irregulars will reading table. red reading table.
red reading table. reading table. come to the red They will review The teacher will
They will discuss They will be reading table. the structure of a review the
the structure of a introduced to They will review mystery. The structure of a
mystery. They will the structure of the structure of teacher will mystery with the
be instructed to the mystery and a mystery and introduce the students. The
identify the read the be introduced to different stories teacher will
mystery of the exposition of the the plot of in the anthology. introduce Chasing
next groups text together. Vermeer to them.
meeting.

Assessment Identification of the Identification of Identification of The student will The student will
mystery the sleuth, alibi and hunch identify red create a plot
witness, and herring and clues mountain of the
suspects, and of the story. two minute
witness mystery.

Math Lesson Monday Tuesday Wednesday Thursday

Plans
Standard Build fractions from Build fractions Build fractions from unit Build fractions from
unit fractions. from unit fractions. unit fractions.
fractions.

Objective The fourth grader will The fourth grader The fourth grader will The fourth grader will
be able to decompose will practice add fractions (of the learn multiple
fractions into sums of finding the whole same whole, with like strategies to add
fractions with the when given a denominators) to solve mixed numbers with
same denominator. fractional part of a number stories. like denominators.
region.

Activities The teacher will The teacher will The teacher will present The teacher will
present a short math present a short a short math message to present a short math
message using math message demonstrate adding message to
fraction pieces to using fraction fractions to solve number demonstrate how to
decompose fractions pieces to identify stories. Radhika ate use multiple
into sums of fractions the whole. of a small peach tart. strategies to add
with the same If a light blue Briana ate of another mixed numbers with
denominator. The red fraction circle peach tart that was the like denominators. .
circle is the whole. piece is 1/3 , what same size. Together how Using fraction circle
Use the yellow fraction single faction much peach tart did they pieces or a number
circle pieces to show circle piece is the eat? Write an equation to line, solve this
. Write an equation whole? show how much peach problem: 2 = ?/4.
to show as the sum The fourth tart the girls ate together. Explain how you got
of the yellow fraction graders will work The fourth graders will your answer. The
circle. The fourth with continent work with continent fourth graders will
graders will work with groups on Math groups on Math Journal work with continent
continent groups on Journal pages pages 159-161. groups on Math
Math Journal pages 157 & 158. Journal pages 162 &
155 & 156. 163

Differentiation The teacher will work The teacher will The teacher will work at The teacher will work
at the red table with work at the red the red table with at the red table with
squares group on table with squares group on math squares group on
math journal. The squares group on journal. The teacher will math journal. The
teacher will help the math journal. The help the student solve teacher will help the
student solve the teacher will help the problems using student solve the
problems using the student solve physical manipulatives problems using
physical manipulatives the problems (ex. fraction circle physical
(ex. fraction circle using physical pieces). manipulatives (ex.
pieces). manipulatives fraction circle
(ex. fraction circle pieces).
pieces).

Assessment Decomposition of a Tuesday timed Add fractions to solve Add mixed numbers
fraction. A. Write an test. Find the number stories. Miss with like
equation to show 5/7 whole when given Wejman, Miss Pelachyk, denominators. A. 5/8
as a sum of unit fractional part of a and Miss Smith shared a + 2/8 B. 5/10 + 6/10
fractions. B. region.Using your bowl of chocolate C. 2 2/5 + 3 1/5 D. 2
Decompose each geometry pudding. Miss Wejman 5/6 + 2 2/6
fraction into two template, draw ate 3/8 , Miss Pelachyk
different ways. Write the solution then ate 1/8, and Miss Smith
each fraction as a sum write an equation ate 4/8. How much of the
of fractions with the to show your pudding did they eat?
same denominator. answer. If
&1 (triangle) is ,
what is the
whole?