Week of: April 12-16 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
MGSE4.MD.1 Know relative sizes of measurement 5.NBT.7 Add, subtract, multiply, and divide standard measurement units (mass, weight,
units within one system of units including km, m, decimals to hundredths, using concrete models length, time, etc.) within a given measurement
cm; kg, g; lb., oz.; l, ml; hr., min, sec. or drawings and strategies based on place system (customary and metric) (e.g., convert
MGSE4.MD.2 Use the four operations to solve value, properties of operations, and/or the 5cm to 0.05m), and use these conversions in
word problems involving distances, intervals of relationship between addition and subtraction; solving multi-step, real world problems.
time, liquid volumes, masses of objects, and relate the strategy to a written method and
money, including problems involving simple explain the reasoning used.
fractions or decimals, and problems that require
expressing measurements given in a larger unit in
terms of a smaller unit.
MGSE4.MD.3 Apply the area and perimeter
formulas 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:
Lesson Lesson Lesson Lesson Lesson

REMOTE LEARNING REMOTE LEARNING

REMOTE LEARNING

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

8:20- Metric Units of

Mass
Meet:
Metric Units of
Metric Units
of Meet:
Convert
Metric Units
Meet:
Convert
Solve
Measureme
Meet: Solve
Measureme
Review WB
pages from
Meet:
Review WB

9:25 WB 787-788
Mass Capacity Metric Units
of Capacity
of Length,
Mass,
Metric Units
of Length,
nt Problems
(with Whole
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(with Whole
Mon.-Thurs.
For Metric
pages from
Mon.-Thurs.
On WB 787-788 WB 781-782 Capacity Mass, Numbers & Numbers & Length, Mass, For Metric
Vocabulary: Decimals) and Length, Mass,
MyMath WB 781-782 Capacity Decimals)
Mass Vocabulary WB 801-802 Capacity and
Book Kilogram (kg) : Liter (L) WB 807-808 Capacity
At seat: WB 801-802 WB 807-808
Volume 2 Gram (g) WB 789-790; Milliliter At seat: Homework:
Daily Spiral (mL) WB 783-784; WB 805-806 Homework:
Homework: Daily Spiral At seat: WB 811-812
At seat: At seat:
WB 791-792 WB 803-804;
Technology WB 809-810; Check My
Homework: Technolog Daily Spiral Progress WB
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Read Read Aloud
The Mysterious Tadpole
Aloud by Steven Kellogg
Today, we will be reading
9:30- “The Mysterious Tadpole”.
9:50 This book was written and
illustrated by Steven
Kellogg. In this book, Louis
receives a special
birthday present from
Uncle McAllister, who lives
in Scotland. Mr. Kellogg
begins this story with a
picture instead of words.
(Show students the
introduction illustration.)
Look at the illustration.
What do you think Louis’s
gift is going to be?
Book Link:
https://www.youtube.com
/watch?v=tx97wYpQtAA
gc=3008936
Meet – 2
Teacher
Technology
I-Ready
Meet-
Teacher
Read Aloud Read Aloud Read Aloud Read Aloud
Wemberly Worried by Wednesday Surprise by Junkyard Wonders by Mystery Reader
Kevin Henkes Eve Bunting Patricia Polacco
Today, we will be Today, we will be Today, we will be Today, we will be
reading “Wemberly reading “Wednesday reading “The Junkyard having a mystery
Worried”. This book Surprise” by Eve Bunting. Wonders”. This book was
written by Patricia
reader join us. Can you
use the clues to guess
was written by Kevin This book tells the story Polacco. In this book, the who our mystery reader
Henkes. The main of a girl and her author tells about an
will be?
character in this story grandmother planning experience she had
is a young mouse a surprise. The author when she was a young
who worries about also has a surprise for us girl in school. Trisha
thought she was
everything. Based on as readers. Have you
different than the other
the title, I know that ever been surprised? kids in school. Why would
Wemberly will be Who surprised you? How it be a good thing to be
worrying a lot during did it make you feel to different? Can you think
this story. Make a be surprised? Turn to of a time where it might
prediction. What do your partner and share not be a good thing to
be different?
you think Wemberly your surprise.
will be worried Book Link: Book Link:
about? https://www.youtube.c https://www.youtube.
Book Link: om/watch?v=lJW5gWV com/watch?v=wSTCE
https://www.youtube. CZdc 23_XVw&t=4s
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quiz/5cb49a4ab7d7cc001 Book Quiz: in/quiz/5d838a7e032438 min/quiz/5e7b4d811c
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dmin/quiz/5b9faceaff 8
86e000197d29d4

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

s 9:55- Volleyball Point Perspective Articulation and Volleyball Household Items

Landscape Tempo
10:40 At Home Materials: At Home Materials:
At Home Materials:
Balloon, beachball, or At Home Materials: Materials: None Balloon, beachball, None
Drawing paper, or lightweight ball
lightweight ball
pencil, coloring
supplies, ruler

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

g/ Bend III- Writing an

Opinion Essay Based on Two
Bend III- Writing an
Opinion Essay Based on
Bend III- Writing an
Opinion Essay Based on REVIEW
Bend III- Writing an
Opinion Essay Based on
ELA Passages Two Passages Two Passages Review
The Thin Line Between
Two Passages
11:15- (As Per grade level
Including Text Details and
Plagiarism
11:45 discussion)
Session- 2- Planning Session- 3
Session- 4
Making Sure You Have
& Session 1- Reading questions Essays with Structure in The Thin Line Between Session 3
(Extended work Session)
Included Details from Both
carefully to plan for an opinion Mind (and Fitting Text Including Text Details and Passages
essay off of two tests. Evidence into that Plan) Plagiarism
 12:15- Options
Text: School Lunches
12:30 Passages 1 & 2
(Test – Prep
Units) Mini-Lesson – Summarizing
the process that writers go
ELAGSE4W2: Write
informative/explan through to write an Opinion
atory texts to
examine a topic essay about a topic. Review the
and convey ideas
and information 3 Steps and model how to read
clearly.
a. Introduce a
the prompt carefully.
topic clearly and Review:
group related
information in Opinion Writing
paragraphs and
sections; include
Targets/Checklist
formatting (e.g.,
headings),
illustrations, and
multimedia when
useful to aiding
comprehension.
. Teaching Point
Teaching Point:
“Today I want to teach you that
when you write essays that
draw on passages, which is
what Milestones asks you to do,
you still need to write with a
claim, a big idea, (I Like ice
cream) but it isn’t really your
claim, YOUR opinion. Instead
you think about which of the
passages takes a side that you
can go with, and then you find
reasons in the texts that prove
the claim so that you can write
about it.”
Text: School Lunch
Passages 1& 2.
Text: School Lunches
Passages 1 &2
REVIEW DAY
Teacher Autonomy
Teaching Point:
“Today I am going to teach
(extension tasks)
you two ways to use sources
Mini-Lesson- Teaching that mostly disagree with
Teaching Point STUDENTS SHOULD BE
the outline for an opinion your point of view (The Cons
FOCUSING ON Short
essay. Guide students to “Today, I want to teach you a
Response Questions Side of your T-Chart)
understand how to plan few key tips that can help
you to include text details in because you can’t only pay
for the essay and how to Suggested Activities:
attention to what you agree
your essay in responsible
use the T-Chart (Pros/ on in life! For your essay,
and powerful ways. The first Research IB Country of
Cons) to help them tip is when you use another you can take the parts with
Study: Animals/
include the details that author’s words to use them which you do agree – if
Landmarks / National Parks
support their side. responsibly – use phrases there is a part like that – or
Additionally, a heightened and quotation marks to you can take a part you
level of writing would
show you are quoting think is wrong and say why
Small groups – Teacher
include information about someone else. The second you disagree with it.”
will meet with small
the counterclaim) tip is that after you quote an
author, write about why you groups to assist with the
drafting and organization Minilesson:
included that quote. The last
of the essay. Modeling how to include
“Today, I want to guide tip is to put some of the
opposing opinions in your
you as we move to the author’s words into your
essay.
own words - to paraphrase. “ Extension Activities:
next part of planning and
especially drafting your Mini-lesson: Using parts of
Quizizz – Opinion Writing
essay. I want to remind the text to model how you
https://quizizz.com/join?gc
you that the most would quote and/ or
=53746834
important steps to writing paraphrase a particular part
of it.
a strong essay is to make
Nearpod: Opinion Writing
a strong plan. “ You may
https://share.nearpod.com
reference Box Bullets.
/e/hkXdCP1u6eb
Day 2 Session 2
Review Editing
Focus on Planning out the
GRADED 7–POINT
Response
Opinion Essay
Due on Monday 19th .
Small Group Work:
Supporting Students with
Using a T-Chart to outline the planning using the Task : Revising essay drafts
evidence opinion writing outline. to include text evidence that
PRO Lunch Vs. Con Lunch is cited or paraphrased.
- Taskwork: Students will
Taskwork: Detail Diving and be provided with an
completing the T-Chart with anchor chart that outlines
the evidence location the questions on page 54.
Ex: P1 Sentence 2. (Writing Text-Based
Opinions)
Small Group Work: Supporting
Students with selecting
appropriate evidence for the
Pro Or Con side of the
argument.

Prompt: Think about the ideas

in BOTH Passages. Should
Students eat lunch from home
or be required to eat lunch
provided by school? Write an
opinion essay supporting one
point of view/side . Explain
your opinion, and give reasons
to support it. Be Sure to use
information from BOTH
passages.

Students Will:
Collect and organize evidence
that correlates to each side of
the argument.
Students will:
Continue to annotate the
texts and begin their drafts
using the opinion writing
outline.
Students will: Students will: Student Practice:
Including Opposing
Revising to include text evidence. -Vocabulary Choiceboard Arguments
Students will include examples of -Language Skill Practice Edtiing drafts
both evidence cited and -Nearpod/ Quizizz Publishing
paraphrased.
Lunch
11:45-
12:15
Readin Mini-Lesson:
Grade 4, Bend 3: Reading
g/Phon Informational Texts
Mini-Lesson: Integrating
ics Text Features
Teaching Point- “Today I
12:30-
want to remind you that
1:35 when you read a
nonfiction text, you read
all parts of it, including the
text features. As you read,
you ask yourself: “How do
these parts fit together?”
Passage: “You CAN Run a
Mile”
Word Work
vers, vert =turn
Vocabulary – The class will
go over the new
vocabulary words for the
week
Digital Flash Cards:
https://www.flippity.net/fc.
php?k=1KeVcS2wV0kZmFP
SLvoKpevdyGVldvCtZguW
x6CEt_vo
Mini-Lesson: Mini-Lesson: Mini-Lesson: Mini-Lesson:
Grade 4, Bend 2: Grade 4, Bend 3: Grade 4, Bend 2: Reading Marathon
Reading Informational Reading Informational Reading Literary
Texts Texts Nonfiction In this session students
Mini-Lesson: Author’s Small Group/Centers will have a reading
Purpose Mini lesson: Reading for
Teaching Point- More than One Main
Work marathon where they
are asked to read
“Today I want to Idea
In this session students books of their choosing
teach you that
Teaching Point- “Today I will work in small for extended periods of
authors of
want to teach you that groups with the time, focusing on
informational texts
readers expect teacher and support building their stamina
write those texts for a
their independent and reading for
reason –a purpose. nonfiction to be about
learning with centers.
They usually want more than one idea. pleasure.
readers to feel and That means that they
think a certain way not only think about
about a topic. what the article is mostly
Readers can look about, readers also
closely at a text to consider how parts of Word Work
find clues about how Word Work
the text suggest vers, vert =turn
an author feels about vers, vert =turn
different ideas. Vocabulary Review-
a topic.” Students will take their
Students will review for
Passage: “Liberty: Passage: “Building the vocabulary quiz.
their vocabulary quiz.
How the Longest, Fastest, Tallest
Revolutionary War Scream Machine”
Began” Quizziz Review
https://quizizz.com/ad
min/quiz/5e81fbba137
Students will complete 2a7001b7909a3
ReadWorks “Recycling
and Conservation: Why
Recycle?” express
 Word Work
vers, vert =turn
Vocabulary Match –
The class will match
the word and its
correct definition.
question set for a grade
that allows for practice
with multiple choice
questions.

Independent Practice
Students will work on I-Ready
Reading.
Independent Practice
Students will work on I-Ready
Reading.
Word Work
vers, vert =turn
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 on
Groups 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.
*” Recycling and Conservation”
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

Abolitionists and Women’s
Focused Lesson
Abolitionists and
Focused Lesson
Westward Expansion
Focused Lesson
Westward Expansion
Focused Lesson
Westward Expansion TEST
1:35-2:05 Suffrage Women’s Suffrage Review Review
Theme: movementhttps://www.brain movement Westward Expansion
Where we pop.com/socialstudies/ushist https://www.brainpop.c Westward Expansion 2021 Westward Expansion Summative assessment
ory/womenssuffrage/ om/socialstudies/famou 4th grade Kahoot (shared) 2021 4th grade Kahoot using all journal notes
are in place shistoricalfigures/frederi
and time- (shared)
Abolitionist and suffragette ckdouglass/
An inquiry into
orientation in quilt project- choose 1
place and time;
Abolitionist and
personal Use Studies weekly week 24 suffragette quilt
histories; homes articles and videos project
and journeys;
the discoveries, Optional Women’s Suffrage Use Studies weekly
explorations and
NearPod week 24 articles and
migrations of
humankind; the https://share.nearpod.com/e videos (next: space/planets)
relationships /N3CBUuYJaeb
between the Optional Women’s
interconnectedn Westward Expansion Suffrage NearPod Westward Expansion
ess of https://share.nearpod.c Westward Expansion
Summative assessment using Internet Scavenger Hunt
individuals and
om/e/N3CBUuYJaeb Internet Scavenger Hunt
civilizations, all journal notes Friday 4/16
from local and Westward Expansion
Westward Expansion
global Extensions NearPod review
NearPod review
perspectives. 1. Research IB Country of https://share.nearpod.c
Central Idea: Study om/e/75jKUuff6eb
Exploration https://share.nearpod.co
April: Travel Brochures; plan a
m/e/75jKUuff6eb
leads to trip to your country
new ideas. Connection:
Key How are we able to travel
concepts and visit other countries
because of expansion? What
and lines
might travel be like without
of inquiry expansion?
~How does
https://kids.nationalgeographic.
expansion
impact the com/videos/are-we-there-yet/
people and the 2. Add a wonder to the
surrounding wonder board
area? 3. Research and answer
(Causation) another’s wonder
~How does
movement
shape position
and
perspective?
(perspective)
~How do
observable
features help
identify
similarities and
differences?
(form)