Week of: March 29-April 2 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 7 Measurement Unit 3 Grade 5 Operations with Decimals MGSE5.MD.1 Convert among different-sized standard
MGSE4.MD.1 Know relative sizes of measurement units 5.NBT.3 Read, write, and compare decimals to measurement units (mass, weight, length, time, etc.)
within one system of units including km, m, cm; kg, g; thousandths. (unit 2 not prioritized) within a given measurement system (customary and
lb., oz.; l, ml; hr., min, sec. a. Read and write decimals to thousandths using metric) (e.g., convert 5cm to 0.05m), and use these
MGSE4.MD.2 Use the four operations to solve word base-ten numerals, number names, and expanded conversions in solving multi-step, real world problems.
problems involving distances, intervals of time, liquid form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 ×
volumes, masses of objects, and money, including (1/10) + 9 x (1/100) + 2 × (1/1000).
problems involving simple fractions or decimals, and b. Compare two decimals to thousandths.
problems that require expressing measurements given MGSE5.NBT.4 Use place value understanding to round
in a larger unit in terms of a smaller unit. decimals up to the hundredths place. (unit 2 not
MGSE4.MD.3 Apply the area and perimeter formulas prioritized)
for rectangles in real world and mathematical
problems.
MGSE4.MD.8 Recognize area as additive.
MGSE4.MD.4 Make a line plot to display a data set of
measurements in fractions of a unit.
MGSE4.MD.5 Recognize angles as geometric shapes
that are formed wherever two rays share a common
endpoint, and understand concepts of angle
measurement.
MGSE4.MD.6 Measure angles in whole-number
degrees using a protractor.
MGSE4.MD.7 Recognize angle measure as additive.
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.”
a. 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.
b. 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)
SS4E1 Use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical events.
a. Describe opportunity cost and its relationship to decision-making across time (e.g., decisions to settle in the west).
f. Give examples of technological advancements and their impact on business productivity during the development of the United States (e.g., cotton gin, steamboat,
steam locomotive, and telegraph).
*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:
Optimism Optimism Optimism Optimism Optimism

Lesson Independent Lesson Independen Lesson Independent Lesson Independent Lesson Independent
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Finish Pre-
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Introduce Length
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Read Read Aloud Read Aloud Read Aloud Read Aloud Read Aloud
Read Aloud: Thunder Read Aloud: Mossy Read Aloud: Miss Read Aloud: The Easter Mystery Reader
Aloud Cake by Patricia by Jan Brett Rumphius by Barbara Egg by Jan Brett
Polacco Today, we will be Cooney Today, we will be Today, we will be
9:30- Today, we will be reading “Mossy” by Today, we will be reading “The Easter having a mystery
9:50 reading “Thunder Cake”
by Patrica Polacco. This
Jan Brett. Jan and her
husband were at a
reading “Miss Rumphius”
by Barbara Cooney. This
Egg” by Jan Brett. Jan
has loved Easter eggs
reader join us. Can you
use the clues to guess
book is about a family lake near their home story is about a girl that since she was a young who our mystery reader
from Russia that has when they saw a loves her grandfather. girl. When she was a will be?
come to the United snapping turtle pop its As a young girl, her little girl, she used to
States and now lives on head up from the grandfather challenged hold baby rabbits so
a farm in Michigan. The water. Jan notices her to make the world a that she could see
young girl in the story is something very more beautiful place. their cute whiskers.
very scared of special about this When Miss Rumphius When she decided to
thunderstorms. The turtle. This special gets a little older, she write this book, she
grandmother wants to turtle inspired Jan to traveled the world and wanted to include as
show the girl that she write this book. As you saw many amazing many different kinds of
does not need to be listen to Jan’s story, places, but she still rabbits as possible. Pay
afraid of storms. think about how hadn’t done anything attention to the
Book Link: something as simple to make the world a illustrations and see if
https://www.youtube.co as a turtle can inspire more beautiful place. you notice the
m/watch?v=YhhtKGCsA a great story! Luckily, she doesn’t give different kinds of
yY Book Link: up on her dream to rabbits.
https://www.youtube. make the world a more
com/watch?v=Tm2M beautiful place. Book Link:
MfA-iAE Book Link: https://www.youtube.
https://www.youtube.c com/watch?v=ZKMTJb
om/watch?v=o316NPC6 jjWDY
K68
Specials PE- Coach K Art-Strom Music-LeSaicherre P.E.- Braddock Spanish- Murdock

9:55- Basketball Catch-up and

complete any
Tempo Basketball Rooms in the Home,
Interrogatory Words
10:40 Materials: incomplete projects Materials: Materials:
Materials:
In Person: None Materials: In Person: None In Person: None
In Person: None
Virtual: None In Person: Device with Virtual: None Virtual: None
headphones Virtual: None

Virtual: Incomplete
work, pencils, paper,
coloring supplies

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

/ ELA Bend II: Bend II Bend II

REVIEW
Bend II

11:15- (As Per grade level Session- 6- Writing a Session- 3 Remind students that
writers produce extended
Session- 7 Editing Your
discussion) Second Story Based on a Stories For The Essentials
11:45 & Narrative Non-fiction Text: Building the Longest, responses by
understanding the prompt
12:15- Session 5- Building a New Text, using elaboration Tallest, Fastest Scream
techniques as you draft. Machine and developing a strategic
Narrative Based on an
12:30 Informational Text
Targets:
writing plan.
Teaching Point:
Text: Building the “Today I want to remind you
(Test – Prep Text: Building the Longest, Longest, Tallest, Fastest 1. Elaboration leads to
Units) REVIEW DAY that whatever you are
Tallest, Fastest Scream Scream Machine more detailed
Teacher Autonomy writing, editing matters.
ELAGSE4W2: Write Machine accounts
informative/explanato
(extension tasks) Editing carefully makes your
ry texts to examine a
Mini-Lesson- Teaching Session 6
topic and convey
Mini-Lesson – Teaching the the art of elaboration. A (Extended work Session) writing easier to read and it
ideas and information STUDENTS SHOULD BE
clearly. art of incorporating story teller’s vice shows, FOCUSING ON Short
makes your story sound
a. Introduce a topic
clearly and group information from an not tells. Teaching Point Response Questions more professional.
related information in
paragraphs and
sections; include Suggested Activities:
 formatting (e.g.,
headings), illustrations,
informational text into an
and multimedia when original story.
useful to aiding
comprehension.
Teaching Point:
. matters. You can push
“Today I want to teach you
that when you write a story
that incorporates
information, its up to you to
invent how to precisely the
story will go. You will invent
what happens in the
beginning middle and end of
the story using a whole
bunch of details from the
informational text to help
you.”
Introduce the Writing
Prompt
- Read the prompt and
bullets carefully
- record-breaking roller
Taskwork: Unpacking the
prompt to address text
references/ coding text
details.
Small Group Work:
Supporting Students in
Outlining to Prepare to Draft
Prompt: Write an original
story about being the first
person to ride a new, record-
breaking roller coaster- use
Teaching Point “Today, I want to remind you MiniLesson:
“Today, I want to remind that whenever you write, Research IB Country of Modeling how to use the
you that whenever you elaboration matters. You can Study: Animals/ editing checklist.
push yourself to elaborate Landmarks / National Parks
write, elaboration
and to say more as you draft GRADED 4 –POINT
yourself to elaborate and using everything you’ve NARRATIVE RESPONSE
learned about storytelling Small groups – Teacher will
to say more as you draft
meet with small groups to A or B (Students have
using everything you’ve
assist with the drafting and autonomy over the selection
learned about Day 2 Session 6 of their piece)
Students will work on organization for the 4
storytelling.
drafting the response. Point response.
Day 1 Session 6 Mini-lesson: Reviewing the
Focus on Planning out the components of a narrative
Response composition. Review Plot Structure of a
Story
Students will choose.
To write original story
about being the first
person to ride a new,
coaster. Use details and
descriptions in your
answer.
Or Task : Continue drafting
their stories using their
Write an original story narrative planning graphic
about a 4th grade student organizers.
who rides a rollercoaster
with a friend who is
scared. Use Details and
descriptions in your
answer.
 details and descriptions in
your answer.

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

Free write about being the 1st Complete a planning -Vocabulary Choice board Write and revise essay
person to ride a record sheet for the drafting of Begin drafting their responses -Language Skill Practice responses for scoring
breaking roller coaster (before their narrative accounts. -Nearpod/ Quizizz
reading text)

Lunch
11:45-
12:15
Reading Mini-Lesson:
Grade 4, Bend 2:
/Phonics Reading Literary Non-
Fiction
12:30- Shared Experience:
Discovering the Inca Ice
1:35
Maiden
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
Mini-Lesson:
Grade 4, Bend 2:
Reading Literary Non-
Fiction
Mini-Lesson: Tackling
Multi-Part (Par A/Part Two: Tackling Answering
B) Main/Central Idea
Questions for Literary Questions Which Ask for
Nonfiction
In this session the class
will learn that many of
the part a and part b
questions relate to
the main/central
idea. Part A will often
Mini-Lesson:
Grade 4, Bend 2:
Reading Literary Non-
Fiction
Mini lesson: You Pick
Multiple Choice
Two Answers
In this session the class
will learn that some
multiple-choice
questions on the test
might ask you to pick
the TWO best answers
Mini-Lesson: Mini-Lesson:
Grade 4, Bend 2: Reading Marathon
Reading Literary
Nonfiction In this session students
Small Group/Centers will have a reading
Work marathon where they
are asked to read
In this session students books of their choosing
will work in small for extended periods of
groups with the time, focusing on
teacher and support
building their stamina
their independent
and reading for
learning with centers.
pleasure.
 a story and are true.
Students will read the
passage Scream
Machine by themselves,
practicing the skills
previously taught.
Word Work
cede, ceed, cess = go;
yield
Vocabulary – The class
will go over the new
vocabulary words for
the week
Digital Flash Cards:
https://www.flippity.net/f
c.php?k=1k3dxBO2cucE
Drl8hfKeS_GJYm2sdrh4O
CNopcQFfxMY
Independent Practice
Students will work on I-Ready
Reading.
ask you what the
main or central idea
of an article is. Then
Part B will ask which
details best proves
your thinking. When
you answer these
questions, you have
got to be ready to
give evidence to
prove your idea.
Word Work
cede, ceed, cess =
go; yield
Vocabulary Match –
The class will match
the word and its
correct definition.
Independent Practice
Students will work on I-Ready
Reading.
Students will read
independently and record
(or three best). When
you get to a question
like that, it helps to first Word Work
answer as you always cede, ceed, cess = Word Work
would, looking to find go; yield cede, ceed, cess = go;
the best answer. Then Vocabulary Review- yield
ask yourself, “Which Students will review for Students will take their
other choice also makes their vocabulary quiz. vocabulary quiz.
sense?” and that will
help you find a second Quizziz Review
answer. https://quizizz.com/ad
min/quiz/5e9c7e502e
a5ac001bc66720
Students will complete
ReadWorks “Panning for
History” express question
set for a grade that
allows for practice with
multiple choice
questions.
Word Work
cede, ceed, cess = go;
yield
Vocabulary Sort-
Students will sort the
vocab words into the
correct sentences.
Independent Practice Independent Practice Independent Practice
Students will work on I-Ready Students will work on I-Ready Students will work on I-Ready
Reading. Reading. Reading.
 Students will read independently
and record their reading on their
reading log.
Students will read “Scream
Machines” independently.
The class will participate in small
Small book clubs within the class to talk,
discuss, and wonder about books
Groups on their level.
their reading on their reading
log.
The class will participate in
small book clubs within the
class to talk, discuss, and
wonder about books on their
level.
Students will read independently
and record their reading on their
reading log.
*” Panning for History”
Express Question Set (Formative)
The class will participate in small
book clubs within the class to talk,
discuss, and wonder about books
on their level.
Students will read
independently and record their
reading on their reading log.
The class will participate in
small book clubs within the
class to talk, discuss, and
wonder about books on their
level.
Students will read independently
and record their reading on their
reading log
*Vocabulary Quiz (summative)
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

Battle of Little Bighorn
Focused Lesson
Industrial Revolution
Focused Lesson
Industrial Revolution
Focused Lesson
Industrial Revolution
Focused Lesson
Review/ complete all
1:35-2:05
Theme: https://www.youtube.com/ https://www.brainpop.c Studies Weekly week 22 all Use notes and Studies Finish all Choice board
Where we watch?v=YheiwYc11L8 om/socialstudies/ushist videos Weekly week 22 to projects, Trail of Tears
are in place ory/industrialrevolution/ complete Industrial projects, and/or Industrial
and time- Complete Industrial Revolution Economics Revolution NearPod
Complete “Battle of Little
An inquiry into Complete Industrial Revolution notes in journal formative graded https://share.nearpod.co
Bighorn” formative graded
orientation in place Revolution notes in using PPT with class m/e/0TBVunVcVeb
assignment.
and time; personal journal using PPT with discussion. Finish all Choice board
histories; homes class discussion. projects, Trail of Tears
and journeys; the Extensions Fill in new land, trails, and projects, and/or Westward Expansion
discoveries, 1. Research IB Country of
explorations and Fill in new land, trails, new events on map and Industrial Revolution Summative assessment
Study and new events on timeline. NearPod using all journal notes
migrations of
humankind; the March: animals, plants, map and timeline. https://share.nearpod.c week of 4/12
relationships national parks Finish all Choice board om/e/0TBVunVcVeb
between the Connection: projects, Trail of Tears (next: Westward
interconnectednes What National Parks do we projects, and/or Industrial Expansion review and test
s of individuals and
have because of Revolution NearPod - abolitionists and
civilizations, from
local and global expansion? What animals https://share.nearpod.co suffragettes quilt research
perspectives. and plants habitats have m/e/0TBVunVcVeb project)
Central Idea: changed because of
Exploration expansion?
https://kids.nationalgeographi
leads to new
c.com/videos/are-we-there-
ideas. yet/
Key 2. Add a wonder to the
concepts wonder board
3. Research and answer
another’s wonder
and lines of
inquiry
~How does
expansion impact
the people and the
surrounding area?
(Causation)
~How does
movement shape
position and
perspective?
(perspective)
~How do
observable
features help
identify similarities
and differences?
(form)