Week of: January 25-29 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
NF.1: Find equivalent fractions 4.MD.1 Know relative sizes of measurement units within mixed numbers with unlike denominators by
LT:1 Introduce equivalent fractions using models one system of units including km, m, cm; kg, g; lb, oz.; finding a common denominator and equivalent
l, ml; hr., min, sec. fractions to produce like denominators
NF.2: compare two fractions with different
a. Understand the relationship between gallons, cups, MGSE5.NF.2 Solve word problems involving
numerators and different denominators
quarts, and pints. (conversions) addition and subtraction of fractions, including
b. Express larger units in terms of smaller units within cases of unlike denominators (e.g., by using
Unit 4 the same measurement system. (conversions) visual fraction models or equations to represent
MGSE.4.NF.3 Understand a fraction a/b with a > c. Record measurement equivalents in a two-column the problem). Use benchmark fractions and
1 as a sum of fractions 1/b. table. (conversions) number sense of fractions to estimate mentally
a. Understand addition and subtraction of and assess the reasonableness of answers.
fractions as joining and separating parts referring
to the same whole.
Reading/ ELA – RL.2 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 - Greeting -Greeting -Greeting -Greeting
8:10- 8:20 am -Review Expectations -Review Expectations -Review Expectations -Review Expectations -Review Expectations
-Heards Ferry Live -Heards Ferry Live -Heards Ferry Live -Heards Ferry Live -Heards Ferry Live
-Student Success Skills: -Student Success Skills: -Student Success Skills: -Student Success Skills: -Student Success Skills:
Lesson Lesson Lesson Lesson Lesson

Lesson Lesson Independen Lesson Independent Lesson Independent Lesson Independe

Math: t Meet: nt
Unit 3 Post Adding and
8:20- Assessment
Meet:
Unit 3 Post
Unit 4 Pre-
Assessment & Meet:
Simplifying
Fractions
Meet:
Simplifying
Adding and
Subtracting
Adding
Fractions Subtracting Meet:
in Illuminate Fractions with
9:25 Assessment
in Illuminate
Graph Post Unit 4 Pre-
Assessment
WB 511-512 Fractions
WB 511-512
Fractions
with Like
with Like
Denominato Like
Adding
and
 On Assessment & Graph Vocabulary: Denominat rs Interactive Denominator Subtracting
At seat: Results Post Simplify/ At seat: WB ors- Notebook s Interactive Fractions
MyMath
Unit 3 Post Assessment Simplest Form 513-514; Interactive Notebook- with Like
Book Assessment Results Notebook At seat: Review & Denominat
Daily Spiral
**Change in Illuminate Homework: Interactive Check ors
to Volume 2 At seat: WB 515-516 Independent Interactive
Technology Notebook
Technolog Unit 4 Pre- Homework: Practice & Notebook-
IReady Independe
Assessment All homework WB 571-572 HW Review &
y: Math nt Practice;
Advanced IReady & Graph due the
Daily Spiral
Check
following day Independe
MyMath Math Post
Assessment Hands On nt Practice
Book project/ Technology
Results
Volume 2 Hands On Nearpod/ : At seat:
project/ choice IReady Adding
Technolog
Nearpod board Math and
y
Subtracting
IReady
Hands On Like
Math Fractions
Project
Nearpod;
Choice
Hands On Daily Spiral
Board/Near
project/
pod
Nearpod/ Technolog
choice y:
board IReady
Math

Hands On
project/
Nearpod

Lesson Independen Lesson Independen Lesson Independent Lesson Independent Lesson Independe
t Convert t Customary Convert At seat: Convert nt
Convert Customary At seat: units: At seat: Customary WB 705-706 Customary
metric units At seat: units: WB 731-732 Length WB 699-700 units: units: At seat:
large to Review Weight *need ruler Length Daily Spiral Capacity WB 717-
small Daily Spiral Daily Spiral continue 718 and
review: Vocab: continue Vocab: continue Q4:1 Vocab: make
 Length WB 813-815 customary Q4:1 Customary Q4:1 Meet: Ounce “Land of
Capacity graded Ounce Inch Check Technology Cup Gallon” or
Mass assignment Pound Technolog Foot Technology 699-702 IReady Pint “Gallon
ton y: IReady yard : IReady Quart King”
Daily Spiral Mile Complete Hands On Gallon activities
Meet: continue Hands On Hands On 703-704 project/
Enrich Q4:1 Meet: project/ Meet: project/ Nearpod/ self-grade
Convert check WB Nearpod Check 731- Nearpod/ customary Meet: Daily Spiral
Metric Units 723-725 capacity 734 /choice length check 705- Q4:1
worksheet Technolog Complete and board https://shar 706 and
y: IReady 729-730 weight Complete e.nearpod. 709-711 Technolog
reference https://shar 697-698 Homework com/e/vYl y: IReady
conversion Hands On e.nearpod. WB 701-702 wZzOIedb Complete Hands On
chart project/ com/e/fy8r choice 715-716 project/
(KHDBDCM Nearpod 0epMedb board Nearpod/
) /choice choice
Homework board Homework board
All Customary Customary
Homework units of Homework capacity
due the weight WB WB 733-734 WB 709-711
following 723-725
day

Accel Focused Student Focused Student Focused Student Focused Student Focused Student
Lesson Independent Lesson Independent Lesson Independent Lesson Independent Lesson Independent
Practice Practice Practice Practice Practice
Essential
Questions Adding and (Work is Mixed (Work is Mixed (Work is FRACTIONS (Work is
Comparing (Work is Subtracting posted in Review posted in Review posted in TEST TODAY! posted in
How can I use Fractions posted in Mixed each channel Test each channel Test Prep each channel each
place value and each channel Numbers daily) Prep daily) daily) channel
properties to daily Spiral daily)
divide decimals? Spiral
Spiral Hands On
Spiral Word
Small Groups Hands On
https://share. Problems Spiral Hands On
T- Word Technology
nearpod.com Hands On With Adding
Problems/ I-Ready Technology
/jU5XzaJo1cb and Hands On Technology
Inquiry work I-Ready
Technology I-Ready
S- Spiral Work Spiral: Least I-Ready Subtracting Technology Meet-
T- Technology Common Fractions I-Ready Meet – Teacher
(I-Ready) Denominator Meet – Teacher
Teacher CW Graded Meet-
Equivalent on Word Teacher
Fraction Problems

(Taskwork
and links
posted on
each
channel)

Read Read Aloud Read Aloud Read Aloud Read Aloud Read Aloud
Number the Stars by Number the Stars by Number the Stars by Lois Number the Stars by Number the Stars by
Aloud Lois Lowry Lois Lowry Lowry Lois Lowry Lois Lowry
Chapter 8 Chapter 9 Chapters 10 and 11 Chapters 6-11 Review Chapters 12 and 13
9:30-
9:50 The class will read The class will read The class will read aloud The class will think The class will read
aloud Chapter 8 and aloud Chapter 9 and Chapters 10 and 11 and about the theme in aloud Chapters 12 and
discuss what discuss what discuss what the story they have 13 and discuss what
wonderings, questions, wonderings, questions, wonderings, questions, read so far and review wonderings, questions,
and small details they and small details they and small details they chapters 6-11 and small details they
notice. notice. notice. notice

Specials P.E./Coach K. Art/Strom Music/LeSaicherre P.E.- Braddock Hunt- Spanish

9:55- Basketball Origami Relief Sculpture Instrument Families

(Brass/Woodwind)
Basketball Food, Telling Time

10:40 Materials: Materials: Materials: Materials:

Materials:
In Person: None In Person: Coloring In Person: None In Person: Marker
supplies, glue, scissors, In Person: None
At Home: Basketball device At Home: Basketball At Home: Marker, paper
At Home: None
 At Home: Papers from last
time, paper for
background, Coloring
supplies, glue, scissors

Recess
10:45-
11:15
Units of Study Language Skill of the Units of Study Units of Study
Writing Unit 3 Session 9 Week: (WriteScore Unit 3 Session 11
TAG DAY
Unit 4 Session 12
Drafting
/ ELA data –Sentence
REVIEW
Writers Plan for their Formation ) Drafting is Like Developing a Logical
11:15- Research ELAGSE4L2: Demonstrate Tobogganing: First the Remind students that Structure Using
Preparation, the writers draw on all they
11:45 & command of the
Positioning... The know as information
Introductions and
Remind students that conventions of standard Transitions
12:15- when tackling a new English capitalization, Whooosh! writers to draft new
punctuation, and spelling
piece of informational informaiton. Remind students that
12:45 when writing. b. Form and
Remind students that
writing, non-fiction use the progressive (e.g., I when writing an
writers come up with a was walking; I am walking; I writers draw on all they REVIEW DAY informational text,
ELAGSE4W2: Write
informative/explanato research plan will be walking) verb know as information writers need to
ry texts to examine a aspects. writers to draft new Vocabulary Choice board
organize information.
topic and convey
ideas and information information books Writing Choice Board:
clearly. January In an introduction,
a. Introduce a topic Unit 3 Session 10 (Students will select an item to writers let readers in on
clearly and group
related information in • Review: complete)
paragraphs and
Suggestions for their organizational
sections; include The Intense Mind-Work
Drafting plan.
formatting (e.g.,
headings), illustrations, of Note-taking
and multimedia when
useful to aiding
comprehension. Teach students that • Review Task: Write an
note-taking is not the Information introduction that gives
. easy part of research Writing Rubric the reader an
writing. When writers overview of what is to
• Review come.
take notes, they need
Informational
to understand what
Book Overview Introductory
they are writing well
• Checklist
enough that they are Paragraph
able to explain their
notes to someone else.

Cornell Note-taking
Graphic Organizer

https://share.nearpod.
com/e/VY1T4C0Afdb • COMPLETE
NoteTaking – Nearpod NEARPOD
• WORK ON
LANGUAGE
PRACTICE SKILL

Students will: Students will: Student Practice: Student Practice:

• Work on producing • Work on producing • Work on producing
• Work on producing
informational books informational books informational books
informational books
• Language Skill • Language Skill • Language Skill
• Language Skill
Practice Practice Practice
Practice
• Choiceboard • Choiceboard • Choiceboard
• Choiceboard
• Vocabulary • Vocabulary • Vocabulary
• Vocabulary
Choiceboard Choiceboard Choiceboard
Choiceboard
 Lunch
11:45-
12:15
Mini-Lesson: Mini-Lesson: Mini-Lesson: Mini-Lesson:
Reading Mini-Lesson:

/Phonics Unit 4 Lesson 8: Unit 4 Lesson 9: Unit 4 Lesson 10: Self- Mood and Tone Unit 4 Lesson 11:
Deepening Attending to Minor Assessing Using Qualities Nearpod Review Turning to Primary
12:45- Interpretation through Characters of a Strong Sources to Better
1:35 Collaboration and Interpretation Review previous Understand History
Close Reading Teaching Point: “Today sessions work and
I want to teach you Teaching Point: “Today I identify any areas of Teaching Point: “Today
Standards Teaching Point: “Today that minor characters want to teach you that concern or work with I want to teach you
RL. 2 I want to teach you are in a story for a readers also take their students who may that readers of
RL. 3 that in a good book, reason. They, like the interpretations around need additional historical fiction often
SL. 1 as in a good main character help to theme through a study images—
support.
conversation, you can photographs and
carry the big message process of drafting and
illustrations—from the
feel your thinking or big ideas of the revision. One way that Complete the time period,
being changed. When story. One way to readers tackle this work Nearpod activity on synthesizing them into
you are open to new improve your is they have in mind an Mood and Tone relevant parts of their
thinking as you read interpretation of a story internalized sense of the novels, to understand
and as you discuss is to reread it, trying to qualities of strong the time period better.
your ideas with other understand the point of theme work- and that Word Work
readers, you can build view—the guides their revision.” Scrib, scipt Word Work
richer, more powerful perspective—of a Quizzez Review: Have Scrib, scipt
interpretations.” minor character, then Students will complete a students review the Vocabulary Quiz-
to revise your Readworks Passage vocabulary words and Students will take their
Word Work interpretation to and question set to play the quizzez to vocabulary quiz to
Scrib, scipt include what you show their help them study. check for
The teacher will learn.” understanding of the understanding.
introduce, teach, and standards. Quizziz Review:
review each of the https://quizizz.com/ad
vocabulary words for Word Work Word Work min/quiz/5a735979b95
the week. Scrib, scipt Scrib, scipt 86f0020305585

Digital Flash Cards:
https://www.flippity.ne
t/fc.php?k=19PtKwCq
oVZ0FDGE77zgxpqtRez
-Y6kN8dzBVTewvLUg
Vocabulary Sort-
Students will match the
correct definition with
the correct vocabulary
words.
Vocabulary Bingo-
Students will play Bingo
to review the definitions
of the weekly words.

Independent Practice 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 Students will work on I-Ready
Reading. Reading. Reading. Reading. Reading.

Students will read Students will read independently Students will read independently Students will read Students will read
independently and record their and record their reading on and record their reading on their independently and record their independently and record their
reading on their reading log. their reading log. reading log. reading on their reading log. reading on their reading log.

*Readworks: “Walking Tall” *Vocabulary Quiz

The class will participate in small
Small book clubs within the class to
talk, discuss, and wonder about
Groups books on their level.
The class will participate in small
book clubs within the class to
talk, discuss, and wonder about
books on their level.
The class will participate in small
book clubs within the class to
talk, discuss, and wonder about
books on their level.
The class will participate in
small book clubs within the
class to talk, discuss, and
wonder about books on their
level.
The class will participate in small
book clubs within the class to
talk, discuss, and wonder about
books on their level.

SS/Sci Focused Lesson Focused Lesson

Ecosystems
Focused Lesson
Ecosystems
Focused Lesson
Ecosystems
Focused Lesson
Ecosystems
1:35-2:05 Allotting 1 day for owl
Unit 3 pellet science lab https://mysteryscience.c http://studyjams.scholastic.com/
studyjams/jams/science/ecosyst
Watch Bill Nye: Ocean http://studyjams.scholast
om/ecosystems/mystery- Life and write 3 facts ic.com/studyjams/jams/s
Theme: An ems/food-chains.htm
1/food-chains-predators- https://safari.fultonschool cience/ecosystems/food
inquiry into the Collins Friday
interconnectedn herbivores- Use “Ecosystems and food s.org/SAFARI/montage/p -webs.htm
Stockard Tuesday
ess of human- carnivores/119?r=939780 chains” PPT to guide lay.php?keyindex=35539
made systems
Hunt Wednesday Mystery Science “Why 6&location=local&filetyp CONTINUE STUDY SKILLS
Rutledge Thursday students and discuss key
and would a hawk move to eid=81&xc=1 PRACTICE!!!
vocabulary discussing
communities; the Graded assignment New York city?”
structure and
examples specified
function of
Graded assignment
Students will play “Eat or Students write in journal Extensions consumers, producers,
organizations;
societal decision- Be Eaten” ecosystem 1. WB 259-261, 263-265;
decomposers
making; card game found in Use “Food Chain Visual” to 271-272; 287-289
economic Mystery Science lesson explain a food chain
activities and noticing the arrows means 2. Ecosystems Think-Tac- Extensions
their impact on Extensions transfer/flow of energy Toe 1. WB 259-261, 263-265;
humankind and NOT who eats who 3. Research IB Country of 271-272; 287-289
1. WB 259-261, 263-265;
the environment.
271-272; 287-289 Study 2. Ecosystems Think-Tac-
Central Idea: 2. Ecosystems Think-Tac- Students will draw own January: humanitarian and Toe
Toe food chain in journal conservation efforts- 3. Research IB Country of
Systems and
3. Research IB Country of compare and contrast with Study
cooperation US and/or other countries
Study STUDY SKILLS PRACTICE!!! January: humanitarian and
can create a Connection: conservation efforts-
January: humanitarian and
balanced How are ecosystems
conservation efforts- Students will begin making compare and contrast with
community. affected? Deforestation? US and/or other countries
compare and contrast with note cards using science
Water cleanliness? Use Connection:
Lines of Inquiry/ US and/or other countries vocabulary
Connection: extinct, scarcity and How are ecosystems
Key Concepts: Teacher will model how to
How can changes How are ecosystems overabundance vocab. affected? Deforestation?
study for science vocab
affect systems? affected? Deforestation? 4. Add a wonder to the Water cleanliness? Use
quiz
(change)
Water cleanliness? Use wonder board extinct, scarcity and
Human impact
extinct, scarcity and 5. Research and answer overabundance vocab.
affects systems. Extensions
overabundance vocab. another’s wonder 4. Add a wonder to the
(responsibility) 1. WB 259-261, 263-265;
Explain the 4. Add a wonder to the wonder board
271-272; 287-289
interaction of wonder board 5. Research and answer
2. Ecosystems Think-Tac-
systems. 5. Research and answer another’s wonder
(connection) Toe
another’s wonder
3. Research IB Country of
Teacher Study
January: humanitarian and
Inquiry
conservation efforts-
Questions- compare and contrast with
US and/or other countries
~How did the Connection:
tyranny of How are ecosystems
England’s king
affected? Deforestation?
effect new
Water cleanliness? Use
decisions?
extinct, scarcity and
~How did the
fathers of the
overabundance vocab.
constitution work 4. Add a wonder to the
together to wonder board
establish an 5. Research and answer
effective another’s wonder
government?
~How would Student Independent Student Independent
losing an Practice Practice
organism effect
an ecosystem? Research IB country
https://kids.nationalgeograp
hic.com/videos/are-we-
there-yet/
Also use MackinVia and
Safari Montage resources
Student Independent
Practice
Research IB country
https://kids.nationalgeograph
ic.com/videos/are-we-there-
yet/
Also use MackinVia and
Safari Montage resources
Student Independent
Practice
Research IB country
https://kids.nationalgeogra
phic.com/videos/are-we-
there-yet/
Also use MackinVia and
Safari Montage resources
Student Independent
Practice
Research IB country
https://kids.nationalgeogra
phic.com/videos/are-we-
there-yet/
Also use MackinVia and
Safari Montage resources