Week of: March 22-26 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 5 Fractions and Decimals Unit 1 Grade 5 Order of Operations MGSE.5.G.4.
MGSE4.NF.5 Express a fraction with denominator 5.OA.1 Use parentheses, brackets, or braces in Classify two-dimensional figures in a hierarchy
10 as an equivalent fraction with denominator numerical expressions, and evaluate expressions based on properties (polygons, triangles, and
100 and use this technique to add two fractions with these symbols. quadrilaterals). MGSE5.MD.1 Convert among
with respective denominators 10 and 100. 5.OA.2 Write simple expressions that record different-sized standard measurement units
MGSE4.NF.6 Use decimal notation for fractions calculations with numbers, and interpret (mass, weight, length, time, etc.) within a given
measurement system (customary and metric)
with denominators 10 or 100. numerical expressions without evaluating them.
(e.g., convert 5cm to 0.05m), and use these
MGSE4.NF.7 Compare two decimals to
conversions in solving multi-step, real world
hundredths by reasoning about their size. problems.
Recognize that comparisons are valid only when
the two decimals refer to the same whole.
Reading/ ELA – ELAGSE4RI2 Determine the main idea of a text and explain how it is supported by key details. ELAGSE4RI3 Explain events, procedures, ideas,
or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. ELAGSE4RI5 Describe
the overall structure (chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
ELAGSE4RI6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information
provided.
Science/ Social Studies SS4H3 Explain westward expansion in America.
a. Describe the causes and events of the War of 1812; include the burning of the Capitol and the White House and the writing of “The Star Spangled
Banner.”
b. Describe the impact of westward expansion on American Indians; include the Trail of Tears, Battle of Little Bighorn and the forced relocation of
American Indians to reservations.
c. Describe territorial expansion with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Texas (the Alamo and
independence), Oregon (Oregon Trail), and California (Gold Rush and the development of mining towns)
*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:
Mindfulness Mindfulness Mindfulness Mindfulness Mindfulness

REMOTE LEARNING REMOTE LEARNING

REMOTE LEARNING


Math: Lesson Independent Lesson Independen
t
Lesson Independent Lesson Independent Lesson Independent

8:20- Unit 5
Review
Meet:
Unit 5 Review
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Unit 5 Meet:
Continue
Unit 5 Review
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Continue
Go over
Unit 5 Study
Meet: Go
over Unit 5
Unit 5 Post
Test in
Meet:
Unit 5 Post

9:25 Nearpod Nearpod Review

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Guide Study Guide Illuminate Test in
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study guide Unit 5 Study Homework: Test in
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choice choice board
board board
Hands On
Project /
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choice
board


Advanced
MyMath
Book
5 Grade
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Lesson Independent Lesson Independen Lesson Independent Lesson Independent Lesson Independent
Volume 1
Grade 5 Grade 5 t Grade 5 Grade 5 At seat: At seat:
Unit 1 At seat: Unit 1 At seat: Unit 1 At seat: Unit 1 Unit 1 TEST Unit 1 TEST
Review Review Review Grade 5 Review
Grade 5 Unit Grade 5 Unit 1 PEMDAS
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Review WB Complete Check 3x2 Nearpod Meet: Complete Meet: problems TechnologyI
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assignmen Daily Spiral homework homework and Daily Spiral Hands On
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Unit 1 y: IReady IReady Check Technology
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Fri. 3/26

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Test Assessme Lesson: Units of Units of
place value (Work is Length (N/A)
Review nt Convert
(Work is Length
and properties posted in Day 2 Practice (Work is
No Customary posted in
to divide Spiral each Customary posted in
(Students Focused channel Units of each Length WB Page
decimals? HW: each
will work Length channel daily 825
Hands On Lesson daily) Quizizz Conversion channel
asynchro Practice WS daily
Small Groups nously to Technology Spiral
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Read Read Aloud Read Aloud Read Aloud Read Aloud Read Aloud
Read Aloud: Catching Read Aloud: The Read Aloud: All the Read Aloud: Mystery Reader
Aloud the Moon by Crystal Giant Carrot By Jan Places to Love by Superworm by Julia


9:30- Hubbard
Today, we will be
Peck
Today, we will be
Patricia MacLachlan
Today, we will be
Donaldson
Today, we will be
Today, we will be
having a mystery
9:50 reading “Catching the reading “The Giant reading “All the places reading “Superworm” reader join us. Can you
Moon” by Crystal Carrot.” It was written to Love” by Patricia by Julia Donaldson. use the clues to guess
Hubbard. This story is by Jan Peck. This story MacLachlan. The young Superworm is not an who our mystery reader
historical fiction. is a version of an old boy is introduced to all ordinary worm. He has will be?
some unique talents
Historical fiction is based Russian folktale called of the places that his
and skills. These talents
on historical events or “The Turnip” This type family members love
get him notices by the
people. The story will of folktale is called a from the date he was
Wicked Wizard Lizard
have some facts that “chain formula” born. He quickly learns
and Superworm gets
are true, but it will also because there is a why certain places are caught. Luckily
have fictional parts too. series of characters so special. The author Superworm has some
This book tells the story that follow each uses a lot of very great friends that are
of a young girl who other to build the descriptive words to able to help him out.
dreamed of playing plot. In this book, you describe the places. Listen to the see the
baseball. During the will meet four These words help to creative way they
story, the young girl will different characters paint pictures in your help save Superworm.
face many struggles that are taking turns mind of the places.
that she will have to planting an caring for Book Link: Book Link:
overcome in order to a carrot seed. https://www.youtube.c https://www.youtube.
maker her dreams come Book Link: om/watch?v=dTjwYbDS com/watch?v=4nH1F
GYYA3E
true. https://www.youtube. Qng
Book Link: com/watch?v=dEBq1

https://www.youtube.co Fo_2S8
m/watch?v=ZgwBvQEe2
hQ

Specials PE- Coach K Art-Strom Music-LeSaicherre P.E.- Braddock Spanish- Murdock

9:55- Cardio Fitness 1-point perspective Classical Period Cardio Fitness Rooms in the home,
animals
10:40 Materials:
practice sketches
Materials: Materials:
Materials: Materials:
Online: None In person: None


Online: None In person: None
Online: Paper, pencil, Online: None
ruler (or any straight
edge), coloring supplies Online: None

Recess
10:45-
11:15
Writing Units of Study Units of Study Units of Study TAG DAY Units of Study

/ ELA Bend II: An Bend II: An Bend II: An REVIEW

Bend II: An
Introduction Introduction Introduction Introduction
11:15- Remind students that
To Extended Response To Extended To Extended Response writers produce To Extended
11:45 & Skills Response Skills Skills extended responses Response Skills
12:15- by understanding the
Focus: Extended Focus: Extended Focus: Extended prompt and Focus: Extended
12:30 Response (Essay Response (Essay Response (Essay developing a strategic Response (Essay
(Test – Prep Questions) Questions) Questions) writing plan. Questions)
Units)

ELAGSE4W2: Write Targets: Elaboration to Targets: Targets: Focus: Beginning Essay

REVIEW DAY
informative/explanato
ry texts to examine a explain WHY details 1. Setting up the 1. Crafting leads Teacher Autonomy Brief but well-crafted
topic and convey
ideas and information were included response to into evidence (extension tasks) introductions
clearly.
stay on the 2. Linking evidence
a. Introduce a topic STUDENTS SHOULD BE
clearly and group
Transitions between right track. to the answer FOCUSING ON Short Response
Session 4: Crafting
related information in
paragraphs and Questions Introductions that
sections; include evidence and analysis
formatting (e.g., Session 3 Guide the Reader.
2. Show how you Suggested Activities:
headings), illustrations,
and multimedia when
Framing Text Evidence
useful to aiding Session- 1 diversify Teaching Point:
comprehension.
Understanding the Work evidence Research IB Country of
Teaching Point: “Today I want to teach
of Planning a Response 3. Paraphrasing/ Study: Animals/
“Today I want to remind you that one way to
.
Efficiently Quoations you that writers don’t Landmarks / National write a response that
Mini-Lesson 4. Locating just list a bunch of Parks impresses your reader is
details that fit quotes and details in an to start it really well. A
Teaching Point: 5. essay. Instead, writers great start does two
Session 2: From Flash introduce their Nearpod: things: names the title,

“Today I want to teach
you that test-takers read
prompts and bullets
carefully, asking
themselves what work
they’ll need to do in
order to fulfill all parts of
the task. Once they’ve
figured that out, they
reread the text,
annotating the
evidence in the text that
fits with each part of the
task.”
Introduce the Writing
Prompt
- Read the prompt
and bullets
carefully
- they stay on the right
Taskwork: Unpacking the
prompt to address text
references/ coding text
details.
Small Group Work:
Supporting Students in
Outlining to Prepare to
Draft
Planning to Flash evidence, making it Quotations author, and the genre
Drafting clear which text (and of the text, and lets
what part of the text) it Language Practice: readers know your
Teaching Point came from. They also (Quotation Marks) answer to the
“Today I want to link their evidence back questions/prompts and
teach you that when to their idea.” your plan for the
response.”
writing extended
Anchors
response answers on
MiniLesson:
tests, writers move Modeling the
quickly from their plan development of an
to their draft. To do introduction
this, writers often read https://share.nearpod.
over their plan and as com/e/qMAy1LfzKeb GRADED
they do so, touch INTRODUCTIONS
parts of the plan and Extended Response
write-in-the-air, talking Practice
long off the plan. Minilesson:
Then they draft their Drafting Second
essay, making sure Paragraph
- Introducing
track.” evidence
- Linking evidence
to the idea.
Taskwork: Choose a
-
constructed
Small Group Work:
Response Question. Supporting Elaboration
Small Group Work:
Drafting Essays in Parts


Students Will: Students will:
Setting up their plans for their Refer to their Flash drafted
essays Plans to decide which
Extended Response they will
develop.
Students will: Students will: Student Practice:
Use familiar text/ Hattie Big Sky to -Vocabulary Choice board Write and revise essay
demonstrate their understanding -Language Skill Practice introductions
of the Part to Whole Strategy. -Nearpod/ Quizizz

Lunch
11:45-
12:15
Reading Mini-Lesson:
Grade 4, Bend 2:
/Phonics Reading Literary Non-
Fiction
12:30- Shared Experience:
1:35 Beware of Frogs!
In this session the class will
work together to study and
practice responding to test
questions focusing on
narrative nonfiction
passages-these are
passages that read like a
story and are true.
Word Work
rupt=break
Mini-Lesson:
Grade 4, Bend 2:
Reading Literary Non-
Fiction
Mini lesson: Main
Idea/Central Idea
In this session the class
will learn to find the
main/central idea of
a nonfiction text, it
helps to look for what
repeats. That will let
you know what’s
important. Then you
want to ask, “Why is
that important?”
Mini-Lesson:
Grade 4, Bend 2:
Mini-Lesson:
Grade 4, Bend 2:
Mini-Lesson:
Reading Marathon
Reading Literary Reading Literary
Nonfiction Nonfiction In this session students
Minilesson: Figuring out Small Group/Centers will have a reading
the meaning of Work marathon where they
figurative language, are asked to read
expressions, and idioms In this session students books of their choosing
In this session the class will work in small for extended periods of
will learn that when a groups with the time, focusing on
test-maker asks you teacher and support building their stamina
about the meaning of their independent and reading for
an expression, it isn’t learning with centers. pleasure.
wisest to rely on what
you think the expression
means, or even the
clues right next to that
part. Instead, often you Word Work


Vocabulary – The class “What is the text need a bigger picture Word Work rupt=break
will go over the new trying to teach me of what is going on in rupt=break Students will take their
vocabulary words for about that?” the story (and a sense of Vocabulary Review- vocabulary quiz.
the week ” what’s happening at Students will review for
that part in the story) to their vocabulary quiz.
Word Work figure out what the
Digital Flash Cards: expression or phrase
rupt=break Quizziz Review
https://www.flippity.net/fc.ph means.
Vocabulary Match – https://quizizz.com/ad
p?k=1LlkuUnYK-
The class will match min/quiz/56e72a2d650
EX9gzWMTnmSHk93svAbfDfaX Readworks Assignment:
the word and its “Book Battles” c2ed32bd76bc1
6QoWAXeX1c
correct definition.

Word Work
rupt=break
Vocabulary Sort-
Students will sort the
vocab words into the
correct sentences.

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 independently
and record their reading on their
reading log.
Students will read
independently and record
their reading on their reading
log.
Students will read independently
and record their reading on their
reading log.
*” Book Battles” Readworks
Graded Assignment (formative)
Students will read Students will read independently
independently and record their and record their reading on their
reading on their reading log. reading log
*Vocabulary Quiz (summative)

Small
The class will participate in The class will participate in small The class will participate in The class will participate in small
small book clubs within the book clubs within the class to talk, small book clubs within the book clubs within the class to

Groups
class to talk, discuss, and discuss, and wonder about books class to talk, discuss, and talk, discuss, and wonder about
wonder about books on their on their level. wonder about books on their books on their level.
level. level.

SS/Sci Focused Lesson

Annexation of Texas/
Focused Lesson
Oregon Trail
Focused Lesson
Gold Rush
Focused Lesson
Gold Rush
Focused Lesson
Review/ complete all
1:35-2:05 Mexican War
Theme: Studies Weekly week 19 https://www.brainpop.co
Where we https://www.brainpop.com/s “Oregon Trail” Intro m/socialstudies/ushistory/ Studies weekly week 20


are in place ocialstudies/ushistory/mexic video goldrush/ “Gold! Gold! Gold from
and time- anamericanwar/ the American River!” and (next: The Battle of Little
An inquiry into Complete Oregon Trail Complete California Gold “Gold Rush Economy” Bighorn, finish Westward
orientation in place notes in journal using Rush notes in journal using videos Expansion, test? -
Complete “Westward
and time; personal
Expansion: Annexation of PPT with class discussion. PPT with class discussion. abolitionists and
histories; homes Read Paired Texts: “The suffragettes)
and journeys; the Texas” passage and
Fill in new land, trails, Fill in new land, trails, and Gold Rush” and
discoveries, questions formative
and new events on new events on map and “Boomtowns” to answer
explorations and graded assignment.
migrations of map and timeline. timeline. multiple choice

humankind; the questions and
relationships
Fill in new land, trails, and
Complete “Pioneer Studies weekly week 20 constructed response
between the new events on map and
Supplies” activity and or Complete “Road to Rags with text evidence from
interconnectednes timeline.
s of individuals and choice board. or Riches” activity and/or both texts – graded
civilizations, from choice board. formative assignment.
Westward Expansion
local and global
Choice Board 3rd column
perspectives.
project choice-
Central Idea:
Use Studies Weekly week
Exploration
18-20 articles and videos
leads to new and journal notes.
ideas.
Key Extensions
concepts 1. Research IB Country of
and lines of Study
inquiry March: animals, plants,
~How does national parks
expansion impact Connection:
the people and the What National Parks do we
surrounding area? have because of
(Causation)
~How does
expansion? What animals
movement shape and plants habitats have
position and changed because of
perspective? expansion?
(perspective) https://kids.nationalgeographi
~How do c.com/videos/are-we-there-
observable yet/
features help
2. Add a wonder to the
identify similarities
and differences? wonder board
(form) 3. Research and answer


another’s wonder