Week of: January 18-22 Grade Level: 4th Grade Office Hours: By Appointment Only

PYP Unit and Central Idea: HOW WE ORGANIZE OURSELVES; Systems and cooperation can create a balanced community.
Prioritized Standards Addressed This Week:
On Level Math Advanced Math Accelerated Math
Unit 3 Unit 7b Unit measurements MGSE.5.NF.1 Add and subtract fractions and mixed
NF.1: Equivalent Fractions: 4.MD.1 Know relative sizes of measurement units within numbers with unlike denominators by finding a
LT:1 introduce equivalent fractions using models one system of units including km, m, cm; kg, g; lb., oz.; common denominator and equivalent fractions to
NF.2: compare two fractions with different numerators l, ml; hr., min, sec. produce like denominators.
and different denominators. a. Understand the relationship between gallons, cups, MGSE5.NF.2 Solve word problems involving addition
quarts, and pints. (conversions) and subtraction of fractions, including cases of unlike
denominators (e.g., by using visual fraction models or
b. Express larger units in terms of smaller units within
equations to represent the problem). Use benchmark
the same measurement system. (conversions)
fractions and number sense of fractions to estimate
c. Record measurement equivalents in a two-column mentally and assess the reasonableness of answers.
table. (conversions)
Reading/ ELA – RL2 Determine the theme of a story, drama or poem from details in the text; summarize the text. RL.3 Describe in depth a character, setting, or event in a story
or drama, drawing on specific details in the text. SL.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics and texts, building on
others’ ideas and expressing their own clearly.
Science/ Social Studies S4L1. Obtain, evaluate, and communicate information about the roles of organisms and the flow of energy within an ecosystem.
a. Develop a model to describe the roles of producers, consumers, and decomposers in a community. (Clarification statement: Students are not expected to identify the
different types of consumers – herbivores, carnivores, omnivores and scavengers.)
b. Develop simple models to illustrate the flow of energy through a food web/food chain beginning with sunlight and including producers, consumers, and decomposers.
c. Design a scenario to demonstrate the effect of a change on an ecosystem. (Clarification statement: Include living and non-living factors in the scenario.)
d. Use printed and digital data to develop a model illustrating and describing changes to the flow of energy in an ecosystem when plants or animals become scarce, extinct
or over-abundant.
*An asterisk or highlight indicates items that will be graded

Login/ Morning MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Meeting -Greeting
8:10- 8:20 am -Review Expectations
-Heards Ferry Live
-Student Success Skills:
Lesson: Empathy
- Greeting
-Review Expectations
-Heards Ferry Live
-Student Success Skills:
Lesson: Empathy
-Greeting
-Review Expectations
-Heards Ferry Live
-Student Success Skills:
Lesson: Empathy
-Greeting
-Review Expectations
-Heards Ferry Live
-Student Success Skills:
Lesson: Empathy
-Greeting
-Review Expectations
-Heards Ferry Live
-Student Success Skills:
Lesson: Empathy

No School-MLK Day

Lesson Lesson Independen Lesson Independent Lesson Independent Lesson Independe

Math: t Meet: Go nt
No School- Unit 3 Post
8:20- MLK Day
Use
Benchmark Meet: Use
Unit 3
Review-
Meet: Unit 3
Review-
Go over
Unit 3
over Unit 3
Review- Assessment in Meet: Go
Illuminate
9:25 Fractions to
Compare
Benchmark
Fractions to
Finding
Equivalent
Finding
Equivalent
Review-
Finding
Finding
Equivalent
over WB
pages 519-
On Compare; Fractions & Fractions & Equivalent Fractions & 520
WB 523-524 Comparing Fractions &
MyMath WB 523-524 Comparing Comparing
Fractions Fractions Comparing Fractions
Book Fractions At seat:
 **Change At seat: WB Comparing
525-526; At seat: Fractions
to Volume 2
Daily Spiral Equivalent Finish Unit 3 At seat: with Cookie
Fractions Review; Finish Recipes
Advanced Technolog Video Worksheet;
Review Review
WB 501-502;
MyMath y Nearpod; Guide/
Comparing Daily Spiral
Book IReady Daily Spiral Make
Fractions
Math Corrections
Volume 2 Video Technolog
Technology ; Review
y:
Hands On Equivalent/C IReady Math Nearpod;
IReady
project/ omparing Daily Spiral
Math
Nearpod/ Fractions Hands On
choice Nearpod project/ Technology
Hands On
board Nearpod/ :
project/
choice None
Nearpod
board
Hands On
None

Lesson I Lesson Independen Lesson Independent Lesson Independent Lesson Independe

t nt
No School- Convert Convert At seat: Metric At seat: Metric
MLK Day metric units: At seat: metric units: Check My measureme At seat:
measure WB 809-810
Length WB 803-804 Progress WB nt word Metric
ment
Capacity Daily Spiral Length 793-794 problems word
word Daily Spiral
Mass Q4:1 Capacity graded problems
problems Q4:1
Mass assignment reteach
Meet: Technolog worksheet.
Meet: Technology
metric units y: IReady Meet: WB 805-806 IReady Meet:
Check
and check 803- 805-806; check 809- self-grade
abbreviatio Hands On 804; Daily Spiral Hands On 810 and Daily Spiral
complete
ns; check project/ continue Q4:1 project/ homework Q4:1
807-808
WB 789-790; Nearpod metric Nearpod/
 complete https://shar conversions choice Technolog
WB 801-802 e.nearpod. *reference Technology: board y: IReady
**may want com/e/mk chart IReady
to 3y1Xlz1cb (KHDBDCM Homework Hands On
reference /choice King henry Hands On WB 811-812 project/
conversion board died by project/ due Friday Nearpod/
chart drinking Nearpod/ choice
(KHDBDCM chocolate https://share board
King henry milk) .nearpod.co
died by m/e/8bpFM
drinking d7y1cb
chocolate /choice
milk) board

Homework
Converting
cm to mm
worksheet
due Friday
Accel Focused Student Focused
Lesson
Student
Independen
Focused
Lesson
Student
Independent
Focused
Lesson
Student
Independen
Focused
Lesson
Student
Independe
Lesson Independent
Practice t Practice Practice t Practice nt Practice
Essential
Adding and (Work is Converting (Work is Comparing (Work is Comparing (Work is
Questions No School- Subtracting posted in posted in posted in
posted in Improper Fractions Fractions
MLK Day Mixed each Fractions to each channel each each
How can I use Numbers channel daily channel channel
Mixed
place value and daily) Numbers daily daily
properties to Spiral Spiral
Spiral
divide decimals? Quizizz https://you
Kahoot Hands Clean https://share. Hands
https://quizizz tu.be/KNd
Review Hands Clean nearpod.co Clean
Small Groups .com/admin/ UJQ_qd4U
https://kahoo Spiral Technology
quiz/5f73427 m/jU5XzaJo1
T- Word t.it/challenge Technology Spiral: I-Ready Technology
b4b08da001 cb
Problems/ /07114045?c Hands I-Ready I-Ready
b9739d0 Converting
hallenge-
Inquiry work id=844190b6-
Clean improper Meet- Spiral: Least
S- Spiral Work Meet – fractions to Teacher Common Formative
ffdf-474e-
Technology Teacher mixed Comparing
T- Technology ba92- Denominator
Fractions
I-Ready numbers
(I-Ready) c3eb12f7db8
2_1610568522 Equivalent
665 Fractions
 Meet- Spiral:
Spiral: Teacher Adding /
Least subtracting
Common Fractions w/
Multiple (Taskwork unlike
and links denominator
posted on s
each
Quiz
channel)
Tomorrow
Adding and
Subtracting
Fractions
(Including
Mixed
Numbers)

Read Read Aloud Read Aloud Read Aloud Read Aloud Read Aloud
No School- MLK Day Number the Stars by Number the Stars by Lois Number the Stars by Number the Stars by
Aloud Lois Lowry Lowry Lois Lowry Lois Lowry
Chapter 3 Chapter 4 Chapter 3-5 Review Chapters 6-7
9:30-
9:50 The class will read The class will read The class will think The class will read
chapter 3 aloud and chapter 4 and have a about the aloud Chapters 6 and
revisit chapter 10 from discussion on themes, perspective in the 7 and discuss what
Tiger Rising to use as a perspectives and story they have read they know so far and
comparison. important clues the so far and review what themes they are
author is leaving them. chapters 3-5. noticing.
No School- MLK Day
Specials Art/Strom Music/LeSaicherre P.E.- Braddock Spanish

9:55- Origami Relief Sculpture Instrument Families Throwing for accuracy Parts of the body,
expression of pain and
10:40 Materials: Materials: Materials: illness, telling time.

In Person: None In Person: None In Person: None Materials:

At Home: At Home: None In Person: None

 -Assorted sizes and At Home: Sock balls, 4 At Home: None
colors of square towels
paper
-Ziploc bag (or large
envelope to store
origami)
No School- MLK Day
Recess
10:45-
11:15
 No School- MLK Day Language Skill of the Week:
Writing (Writescore data –Sentence
Formation )
/ ELA ELAGSE4L2: Demonstrate
command of the
11:15- conventions of standard
11:45 & English capitalization,
punctuation, and spelling
12:15- when writing. a. Use correct
capitalization.
12:45
Units of Study
Session 6
ELAGSE4W2: Write
informative/explanato Unit 3 Session 6
ry texts to examine a
topic and convey
ideas and information Bringing Information Alive:
clearly. Stories Inside Nonfiction
a. Introduce a topic
clearly and group Texts
related information in
paragraphs and
sections; include Teach students that writers
formatting (e.g.,
who are writing a story
headings), illustrations,
and multimedia when about a time in history think
useful to aiding
about the three most
comprehension.
important elements in any
story: character, setting, and
. 7. Transition Words
conflict.
REVIEW: Story Elements
Units of Study
Session 7
Essays Within Information
Texts
Teach students that when
writers are writing essays
about historical topics, they
think about all they know
about essay writing: the
structure, the thesis, and the
supports. They also need to do
research to find facts to
develop and support their
idea.
Task work:
1. Greyson’s detailed
Passage
2. Creating Micro-story
3. Review Edward’s Draft
4. Milo’s Draft
5. REVIEW Session #7
Active ENGAGEMENT
6. Overview of Essay
plan
8. Informational Writing
Checklist 4 and 5
TAG DAY Units of Study
Essays Within Information Session 8
Texts
REVIEW
Taking Stock and Setting
Goals: A Letter to
Teach students that when Teachers
writers are writing essays
Teach students that
about historical topics,
they think about all they writers step back from
know about essay writing: their writing to reflect on
how they are doing,
the structure, the thesis,
and the supports. They also
asking themselves, “What
have I accomplished as a
need to do research to
writer and what do I still
find facts to develop and need to work on?”
support their idea.
REVIEW DAY
Writing Choice Board:
January
(Students will select an
item to complete)
• COMPLETE
NEARPOD
• WORK ON
LANGUAGE
PRACTICE SKILL
https://share.nearpod.com
/e/ClL3xg1m1cb
 Students will:
• Work on producing
informational books
• Language Skill
Practice
• Choiceboard
• Vocabulary
Choiceboard
No School- MLK Day
Lunch
11:45-
12:15
Mini-Lesson:
Reading Mini-Lesson:
/Phonics No School- MLK Day Unit 4 Lesson 5: Making
Significance
12:45-
1:35 Teaching Point: “:
“Today I want to teach
you that readers don’t
Standards wait for someone else
RL. 2 to decide which
RL. 3
passages are worth
SL. 1
pausing over. Readers
read alertly, poised to
say “Wow this part
seems like it is written in
bold” Readers then
ask, How does this
connect to other parts
of the text? And What
Students will:
• Work on producing
informational books
• Language Skill Practice
• Choiceboard
• Vocabulary
Choiceboard
Mini-Lesson:
Unit 4 Lesson6: Seeing
Big Ideas in Small Details
Teaching Point: “Today I
want to teach you that
when you are thinking,
talking, or writing about
big ideas—as you are
doing today--- its wise to
lodge your big ideas in
small moments, small
details, and small
objects.
Students will complete a
Readworks Passage and
question set to show
Student Practice: Student Practice:
• Work on producing • Work on producing
informational books informational books
• Language Skill • Language Skill
Practice Practice
• Choiceboard • Choiceboard
• Vocabulary • Vocabulary
Choiceboard Choiceboard
Mini-Lesson: Mini-Lesson:
Theme Nearpod Unit 4 Lesson 7:
Review Determining Theme
Review previous Teaching Point: “Today
sessions work and I want to remind you
identify any areas of that once you have
concern or work with paused to develop an
interpretation of a
students who may
book, you almost wear
need additional
that idea—that
support. interpretation—like a
pair of glasses, like a
Complete the lens. You can read
Nearpod activity on through that lens,
Theme saying, “Ah yes this
goes with my
interpretation!” or “Huh
this makes me think of
Word Work something new.”
 is this part really
about?”
Word Work
jur, jus, jud= law; justice
The teacher will
introduce, teach, and
review each of the
vocabulary words for
the week.
their understanding of
the standards.
Word Work
jur, jus, jud= law; justice
Vocabulary Sort-
Students will match the
correct definition with
the correct vocabulary
words.
jur, jus, jud= law;
justice Word Work
Quizzez Review: Have jur, jus, jud= law;
students review the justice
vocabulary words Vocabulary Quiz-
and play the quizzez Students will take their
to help them study. vocabulary quiz to
check for
understanding.

Digital Flash Cards:

https://www.flippity.net
/fc.php?k=1H3IB3Ucv6J
-
j1h9UDJi3BkbW6cj8fvSS
xba_jftiUos
No School- MLK Day Independent Practice Independent Practice Independent Practice Independent Practice
Students will work on I-Ready Students will work on I-Ready Students will work on I-Ready Students will work on I-Ready
Reading. Reading. Reading. Reading.

Students will read independently
and record their reading on
their reading log.
Students will read independently
and record their reading on their
reading log.
*Readworks: The British Are
Coming
Students will read
independently and record
their reading on their reading
log.
Students will read
independently and record their
reading on their reading log.
*Vocabulary Quiz

The teacher will pull students for The teacher will pull students for The teacher will pull students The teacher will pull students for
Focus one-on-one assessing with BAS one-on-one assessing with BAS for one-on-one assessing with one-on-one assessing with BAS
BAS
Groups
SS/Sci Focused Lesson
No School- MLK Day
Focused Lesson
Unit 3 kickoff
Focused Lesson
Unit 3 provocation
Focused Lesson
Ecosystems
Focused Lesson
Ecosystems
1:35-2:05
Unit 3 Go through PPT and Provocation: Bill of rights and Watch Bill Nye: https://mysteryscience.c
discuss unit 3 theme, ecosystems real life situations Biodiversity and write 3 om/ecosystems/mystery
facts -1/food-chains-
Theme: An central idea, lines of The teacher will give groups of https://safari.fultonscho predators-herbivores-
inquiry into the inquiry, key concepts students various unfair changes ols.org/SAFARI/montage carnivores/119?r=939780
interconnectedn to laws and environmental
/play.php?keyindex=35 Mystery Science “Why
ess of human- problems. They will decide how
Update IB board (theme, to deal with/react to the new 5532&location=local&fil would a hawk move to
made systems
central, idea, key change. etypeid=81&xc=1 New York city?”
and
concepts, lines of inquiry) (I would make 5 groups and
communities; the
structure and
give 1 law and 1 environment Students will play “Eat or
Extensions situation to each)
function of Extensions Be Eaten” ecosystem
organizations; 1. Ecosystems Think-Tac- card game found in
1. Research IB Country of Have class discussion to
societal decision- Toe Mystery Science lesson
making; Study make connections to new 2. Research IB Country
economic January: humanitarian and nation to today and how of Study (next week: Continue
activities and conservation efforts- laws and environments January: humanitarian ecosystems; hopefully dissect
their impact on compare and contrast with connect to each other. and conservation efforts- owl pellets if they arrive:))
humankind and US and/or other countries (successful systems) compare and contrast
the environment. Extensions
with US and/or other
Central Idea: 2. Add a wonder to the Extensions countries
wonder board Connection: 1. Ecosystems Think-Tac-
Systems and Toe
3. Research and answer 1. Research IB Country of How are ecosystems
cooperation 2. Research IB Country of
another’s wonder Study affected? Deforestation?
can create a January: humanitarian and Water cleanliness? Use Study
balanced conservation efforts- extinct, scarcity and January: humanitarian and
community. compare and contrast with overabundance vocab. conservation efforts-
Lines of Inquiry/ US and/or other countries compare and contrast with
Key Concepts: 3. Add a wonder to the US and/or other countries
How can changes 2. Add a wonder to the wonder board Connection:
affect systems? wonder board 4. Research and answer How are ecosystems
(change)
3. Research and answer another’s wonder affected? Deforestation?
Human impact Water cleanliness? Use
affects systems. another’s wonder
extinct, scarcity and
(responsibility)
overabundance vocab.
Explain the
interaction of
systems. 3. Add a wonder to the
(connection) wonder board
4. Research and answer
another’s wonder
Teacher Student Independent Student Independent Student Independent Practice Student Independent Student Independent
Practice Practice Research IB country Practice Practice
Inquiry Research IB country Research IB country
Questions- Research IB country https://kids.nationalgeographi
https://kids.nationalgeograp c.com/videos/are-we-there- https://kids.nationalgeogra https://kids.nationalgeogra
~How did the hic.com/videos/are-we- yet/ phic.com/videos/are-we- phic.com/videos/are-we-
tyranny of there-yet/ Also use MackinVia and Safari there-yet/ there-yet/
England’s king Also use MackinVia and Montage resources Also use MackinVia and Also use MackinVia and
effect new Safari Montage resources Safari Montage resources Safari Montage resources
decisions?
~How did the
fathers of the
constitution work
together to
establish an
effective
government?
~How would
losing an
organism effect
an ecosystem?