4th Grade - Day 4 

Lesson Title:​ Ancient CHamorus

Subject: PSST (Priority Standard, Skill, or Topic) SLOs:

Social Studies 4.2.4 Explain how ancient Chamorros lived and built their ATES
civilization.

Objective SWBAT describe ancient CHamoru civilization.

I Can statement I can describe ancient CHamoru civilization.

Materials highlighter

Vocabulary culture, tradition, ancient, civilization, CHamoru

Anticipatory Set:
1. Review vocabulary words from foldable: ​culture, tradition, ancient, civilization​.

Direct Instruction:
1. The official language on Guam is CHamoru (spelled exactly like this) which is the reason why
learning about the CHamoru culture is part of the requirements in the public schools on Guam.
2. Can you think of CHamoru traditions?
a. Examples might be…
i. manngingi ​("to smell") which entails sniffing the right hand of an elderly person
to express one's deep regard or respect
ii. weaving
iii. _______________________________________________________________
iv. _______________________________________________________________
3. Read the “​Guam Pledge”​ (“​Inifresi”​ ) handout . Afterwards, use a highlighter to highlight the
keywords in both the CHamoru and English translations. Keywords should relate to the
CHamoru culture such as culture, belief, language, flag, etc.
Guided Practice:
1. Read aloud the keywords you highlighted.
2. Keywords: ​thoughts, heart, strength, protect, defend, beliefs, culture, language,
air ,water, land, God-given rights, flag of Guahan​.

Closure/Quick Check:
Draw what you know about how Guam looked LONG AGO and how Guam is NOW.

Guam LONG AGO

Guam NOW
Lesson Title:​ Homophones

Subject: PSST (Priority Standard, Skill, or Topic) SLOs:

​ orrectly use frequently confused words ​(e.g., ​to, too, two; there, their)​
Spelling 4.L.1g C ATES

Objective SWBAT…
● Explain what homophones are and give examples.
● Use frequently confused words correctly in a sentence.

I Can statement I can explain what homophones are and give examples.
I can use frequently confused words correctly in a sentence.

Materials Spelling glossary

Vocabulary homophones

Anticipatory Set:
1. Review Spelling Word List 1.
wait/weight creak/creek heal/heel peak/peek

heard /herd scent/cent/sent ring/wring vain/vane/vein

to/too/two your/you’re their/there/they’re rays/raise

Direct Instruction:
1. Choose a different activity from the Spelling Menu below.
2. Spelling Menu Activity: __________________________________________________
Lesson Title:​ Fragments, Run-Ons, and Sentences

Subject: PSST (Priority Standard, Skill, or Topic) SLOs:

ELA 4.L.1f ​Produce complete sentences, recognizing and correcting ATES

inappropriate fragments and run-ons.

Objective SWBAT…
● Identify fragments and run-ons.
● Write complete sentences.

I Can statement I can identify fragments and run-ons.

I can write complete sentences.

Materials pencil

Vocabulary fragment, sentence, run-on

Anticipatory Set: ​Read the group of words below.

I went to McDonald’s yesterday there was a long line.

Called yesterday.
The hungry bear wandered off into the woods.

Direct Instruction:
1. Point to the ​sentence​. Point to the ​fragment​. Point to the ​run-on sentence​.
Guided Practice:​ Complete the worksheet.

Closure: ​Choose one of the fragments from the worksheet. Rewrite it to make a sentence.

_______________________________________________________________________________

Homework Journal: ​If you had to spend an entire summer working at your favorite business, which
one would you choose? Explain why.
_________________________________________________________________________________

_________________________________________________________________________________

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Lesson Title:​ Akiak

Subject: PSST (Priority Standard, Skill, or Topic) SLOs:

Reading 4.RL.1 ​Refer to details and examples in a text when explaining what ATES
the text says explicitly and when drawing inferences from the text.

Objective SWBAT…
Combine what you read with what you know to draw conclusions.

I Can statement I can combine what I will be reading with what I know to draw conclusions.

Materials Vocabulary Chart, pencil, Akiak booklet

Vocabulary blizzards, checkpoints, courageous, experienced, musher, rugged, drawing

conclusions

Anticipatory Set:
Suppose it is raining outside. What can you figure out about the temperature? How do you know
that?

Direct Instruction:
1. Authors don’t always explain everything that happens in a story. As a reader, you can use
clues to figure out what is happening. This is called ​drawing conclusions​. Drawing
conclusions helps us to understand the story better.
2. Read the example below.

Sarah was sitting at home when her best friend, Jenna, called. Jenna invited
Sarah to come over for dinner. Sarah asked her what was for dinner, but Jenna
laughed and said, “It’s a surprise!” When Sarah arrived at her friend’s house,
she went into the kitchen. Sarah saw a big, round, flat pan on the table. There
was also a jar of tomato sauce, a bag of shredded cheese, and a stick of
pepperoni. Jenna’s mother told them she would make dinner while they
watched TV.
a. Answer the questions.
i. What do you think dinner will be? ___________________________________
ii. What information or clues from the story makes you think that.
_______________________________________________________________

3. As you read Akiak, you will combine what you read with what you know to draw
conclusions.

4. Look at the illustration on the cover of your Akiak booklet (refer to the pictures below).
Based on the illustrations, what do you think this story will be about?

5. Read pages 29-37 (refer to the pictures below). Then, answer the questions.
a. Why was this race Akiak’s last chance to win the Iditarod? What clues in the text
helped you draw this conclusion?
_____________________________________________________________________
_____________________________________________________________________

b. Why did Akiak know the trail better than any other dog?
_____________________________________________________________________
_____________________________________________________________________
 c. What details about the setting tell us that the trail is difficult to follow and dangerous
to run?
_____________________________________________________________________
_____________________________________________________________________

d. Fill in the blanks.

When Mick called “Haw!”, she wanted the dogs to turn _________. When she called
“Gee!”, she meant for them to turn ___________.

e. What ​vow​ did Mick make to Willy?

_____________________________________________________________________

Closure:
Predict: What do you think will happen to Akiak?
_________________________________________________________________________________
_________________________________________________________________________________

Extended Activity:
Elaboration ​is the addition of descriptive language and phrases to simple sentences. Writers use
elaboration to specify exactly what is meant.

Look at the sentence below:

The team followed Akiak. ​(Write this sentence in the middle of your brainstorming
web below.)
1. Brainstorm and think about how you could describe in more detail the team, Akiak, and the
way in which the team followed Akiak. Then, write your new sentence with your details.

Write your new sentence here.

_________________________________________________________________________________
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Lesson Title:​ Number Forms

Subject: PSST (Priority Standard, Skill, or Topic) SLOs:

Math 4.NBT.2 ​Read and write multi-digit whole numbers using base-ten numerals, ATES
number names, and expanded form. Compare two multi-digit numbers based
on meanings of the digits in each place, using >, =, and < symbols to record
the results of comparisons.

Objective SWBAT…
● Read and write whole numbers up to the thousands period using standard,
expanded, and word form.
● Identify numbers that are greater than, less than, or equal to any given
number.

I Can statement I can read and write whole numbers up to the thousands period using standard,
expanded, and word form.
I can identify numbers that are greater than, less than, or equal to any given
number.

Materials

Vocabulary Value, place value, digit, period, ones, tens, hundreds, thousands, ten
thousands, hundred thousands, comma, millions, ten millions, hundred
millions, greater than, less than, equal to, standard form, expanded form, word
form

Anticipatory Set:

Think of different ways you can read or write a number? You will be learning three different
number forms. You need to know how to write numbers in these forms in real life situations
such as writing a check or depositing money into your bank account. Look at the table below
to help you identify the different number forms.

Standard Form 225,792

Word Form two hundred twenty-five thousand, seven

hundred ninety-two

Expanded Form 200,000 + 20,000 + 5,000 + 700 + 90 + 2

Direct Instruction:
A. Say-Spell-Say each word below
value Place value digit period Greater than

ones tens hundreds thousands Less than

Ten thousands Hundred thousands comma millions Equal to

Ten millions Hundred millions standard form expanded form word form

B. Write what type of number form each number is written as on the blank.

1. two hundred five thousand, sixty-one _______________________

 2. 916,359 ___________________________

3. Fifty two thousand, three hundred seventy six _______________________

4. 600,000 + 7,000 + 300 + 4 _________________________________

5. 367,512 ________________________________

C . Write each number in two other forms.

1. three hundred thousand, ninety six

______________________________________________________________

______________________________________________________________

2. 540,705

______________________________________________________________

______________________________________________________________

3. 60,000 + 3,000 + 40 + 8

_____________________________________________________________

_____________________________________________________________

Guided Practice: ​Complete the worksheet below.