Week of: April 19-23 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
MGSE5.MD.5 Relate volume to the operations of
money, including problems involving simple explain the reasoning used.
multiplication and addition and solve real world
fractions or decimals, and problems that require and mathematical problems involving volume
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 S4E1. Obtain, evaluate, and communicate information to compare and contrast the physical attributes of stars and planets.
a. Ask questions to compare and contrast technological advances that have changed the amount and type of information on distant objects in the sky.
b. Construct an argument on why some stars (including the Earth’s sun) appear to be larger or brighter than others.
(Clarification statement: Differences are limited to distance and size, not age or stage of evolution.)
c. Construct an explanation of the differences between stars and planets.
d. Evaluate strengths and limitations of models of our solar system in describing relative size, order, appearance and composition of planets and the sun.
(Clarification statement: Composition of planets is limited to rocky vs. gaseous.)
*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 Independent Lesson Independen Lesson Independent Lesson Independent Lesson Independent
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8:20- Convert
Customary
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Convert
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Review WB
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9:25 Units of Length Customary

Units of Length
Units of
Capacity
Convert
Customary
Units of
Weight
Customary
Units of
customary
measureme
pages for
customary Elapsed Time
722

On WB 703-704 Units of Weight nt measureme on a Number Elapsed Time

WB 715-716 WB 729-730 Line on a Number
MyMath WB 703-704 Capacity nt
Vocabulary: WB 729-730 Homework: Examples Line
Book Foot (f) *Use gallon Vocabulary: Customary
At seat: WB 715-716 At seat:
Volume 2 Inch (in) WB 705-706; man notes Ounce (oz.) At seat: Measureme At seat:
WB 721-722
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“Check My
Mile (mi) Vocabulary WB 717-718; Tons (T) Daily Spiral Problems on a Number
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Homework: Ounce (oz) Homework: Worksheet;
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WB 707-708 Cup (c) WB 733-734
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Lesson Independent Lesson Independen Lesson Independent Lesson Independent Lesson Independent
Advance Divide Divide t Divide Divide At seat: Review NBT At seat:
Decimals by At seat: Decimals Decimals by At seat: Decimals concepts for NBT7 divide
d WB 457-458
Whole by Whole At seat: Decimals WB 451-452 by this week decimals
MyMath Numbers Numbers using models Decimals
WB 439-440 WB 445-446 Continue graded
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S- Spiral 971-972 Word
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Spiral Skill:

(Taskwork and
links posted on
each channel)

Read Milestones Stress Test Read Aloud Read Aloud Read Aloud Read Aloud
9:30-10:30am Piggie Pie by Margie Sally Jean Bicycle Those Darn Squirrels by Dragons Love Tacos by
Aloud Palantini Queen by Carl Best Adam Rubin Adam Rubin
Today, we will be Today, we will be Today, we will be Today we will be
9:30- reading “Piggie Pie” reading “Sally Jean, reading “Those Darn reading “Dragons Love
9:50 by Margie Palatini. As Bicycle Queen” by Carl Squirrels” by Adam Tacos” by Adam Rubin.
we read this story, you Best. The main Rubin. The main This is a story about a
will be able to make character in this story character in this story is group of dragons that
connections. Good has loved riding bicycles an old man who loves love tacos but not all
 readers make from the time she was to watch the birds tacos. The narrator in
connections when one year old. When he around his house. He the story tries to host the
reading. Connecting turned four, she got the wants the birds to stay perfect taco party for
with the text happens bicycle of her dreams and never leave. So, the dragons. There are
when something you from a yard sale. Sally he builds bird feeders many reasons that an
read reminds you of Jean loved her bike! and fills them with author writes a story.
tasty treats to keep
something you have One day she realized This book was written to
the birds close by.
read, seen, or heard she has grown too big entertain. The author
Unfortunately, the
before. Listen to ride her boke. Listen uses humor to create a
squirrels love the treats
carefully to this story as I read the story of just as much as the fun story that he hopes
and see if it reminds how Sally Jean turned a birds do. The old man readers will love. As we
you of any other story problem into something tries to keep the read the story, listen for
or song that you have great. squirrels out of the examples of humor in
heard before. Book Link: food, but it’s not as the story.
Book Link: https://www.youtube.c easy as he thought it Book Link:
https://www.youtube. om/watch?v=tS_GKO_c would be. https://www.youtube.c
com/watch?v=_oxryN K8A om/watch?v=GMTCZZp
2TAI0 Quiz Link: Book Link: 3RbQ
Quiz Link: https://quizizz.com/adm https://www.youtube. Quiz Link:
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Quiz Link:
58ae11100424ad8 001b1ce9f4
https://quizizz.com/ad
min/quiz/5ff85273e8cb
87001e868960

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

s 9:55- Volleyball Clay: Greek Amphora Dynamics Volleyball Verbs

10:40 Materials Materials Materials Materials Materials

In Person: None In Person: None In Person: None In Person: None In Person: Device

At Home: Lightweight ball, At Home: Model Magic At Home: Lightweight At Home: None
balloon Clay (or similar medium) ball, balloon
 At Home: Two pencils/two
objects you can strike
together as an instrument.

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

g/ Bend III- Writing an Opinion

Essay Based on Two
Bend IV- Writing an
Informational Essay
Bend IV- Writing an
Informational Essay Based
REVIEW
Review
Bend IV- Writing an
Informational Essay Based
ELA Passages Based on Two Passages on Two Passages The Thin Line Between on Two Passages
Including Text Details
11:15- (As Per grade level and Plagiarism
11:45 discussion)
Session- 1 Launching Session- 2
You may want to quickly
review the difference
Session- 3
ALERT, ALERT –WATCH OUT!
& Session 4- Review Day Informational writing Planning and drafting between citing and Be careful not to make
(Students will be working to and setting yourself up informational essays with a paraphrasing. predictable errors.
12:15- finalize submission of their to think about the focus on starting with a
12:30 Opinion Essays) prompt. strong introduction. REVIEW DAY
Teacher Autonomy Teaching Point:
(Test – Prep Making Sure You Have Getting Started (extension tasks) “Today I want to teach
Units) Included Details from Both https://share.nearpod.c Teaching Point you some things that
ELAGSE4W2: Write Passages om/e/ATdyUTPZufb “Today, I want to teach STUDENTS SHOULD BE writers of essays on the
informative/explan
atory texts to
you FOCUSING ON Short Georgia Milestones need
examine a topic
Options Mini-Lesson- Show That when you are writing Response Questions to especially WATCH OUT
and convey ideas
and information Text: School Lunches students how you an informational text, it FOR ALERT ALERT WATCH
clearly.
a. Introduce a Passages 1 & 2 locat4e the prompt, really helps to write an Suggested Activities: OUT to make sure you
topic clearly and effective introduction. And don’t have details from
group related read it, then begin to
information in there are at least three only one passage. And
read the first passage Research IB Country of
paragraphs and
ways to do that. You can
sections; include
Minilesson: keeping in mind what Study: Animals/ ALERT ALERT WATCH OUT
formatting (e.g., ask a question; you can
headings), Modeling how to include you will soon teach Landmarks / National to make sure you DONT
illustrations, and help readers picture the
multimedia when opposing opinions in your about. scene and you can make Parks PLAGIARIZE THE
useful to aiding
comprehension. essay. a connection to PASSAGES.”
Teaching Point something similar that
 Review:
. Either way, after you do
Opinion Writing
Targets/Checklist - this is for
the kids to understand what
they need.
Teaching Point:
“Today I am going to teach
you two ways to use sources
that mostly disagree with
your point of view (The Cons
Side of your T-Chart)
because you can’t only pay
attention to what you agree
on in life! For your essay, you
can take the parts with
which you do agree – if there
is a part like that – or you can
take a part you think is wrong
and say why you disagree
with it.”
Taskwork: Complete your
final draft using ALL of what
you learned.
Small Group Work:
Supporting Students with
editing and final drafting
“Today, I want to teach readers already know. Small groups – Teacher Minilesson:
Explain a bit more about
you that you want to set will meet with small
yourself up for success that, you’ll want to tell groups to assist with the the trouble with
on the informational readers exactly what they drafting and plagiarizing and let
writing task. One way to can learn from you. organization of the students know that
do that is to read the essays. paraphrasing is a way to
prompt before you start avoid plagiarism.
Mini lesson: Demonstrate.
reading the passages so Extension Activities:
The three go-to-ways to
you can already have
write introductions, doing GRADED- Informational
in mind what you will be Nearpod- Writing
this with a make-believe Essay is due today.
asked to teach about. Introductions
prompt you create on a
Then, you read the
topic that the kids and you
passages, noting big https://share.nearpod.c
all know.
ideas and key details om/e/XbD0Jt7Zufb
that you might put into
Small Group Work:
your essay. Nearpod: Writing
Supporting Students with
sharing ideas that they will Conclusions
Reminder – Inform incorporate into their
student that we will be second essay. https://share.nearpod.c
providing them with a om/e/QDPvOKb0ufb
“mock” practice Task: Taskwork: Students
opportunities to write 2 will produce the 2nd Review Editing
informational essay in one class
Task: Send students off to
informational essays select their best
session. Friday will be used
over the course of the 3 informational essay and
for students to look at both
days. revise it, reminding them
essays to see which one
to make sure that they
they would like to use for
Show students an have included details
submission. Students will
exemplar informational from BOTH passages and
work in partnerships to use
essay. that they have not
their checklists/rubrics to
plagiarized.
edit each other's paper.
Small Group Work:
Supporting Students
with noting main ideas
and the supportive
details that they may
need to embed into
their papers.

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.
GRADED 7–POINT
Opinion Essay
Due Today Monday -19th .
Students will:
Finalize and submit their opinion
essays to their teacher
Lunch
11:45-
12:15
Readin Mini-Lesson:
Grade 4, Bend 3: Reading
g/Phon Informational Texts
Mini-Lesson: Staying Alert
ics to Words and Phrases that
Cement Information
12:30-
Together: Pronouns and
1:35 Transitions
Taskwork: Students will
produce the first
informational essay in
one class session. Friday
will be used for students
to look at both essays to
see which one they
would like to use for
submission. Students will
work in partnerships to
use their
checklists/rubrics to edit
each other's paper.
Students will: Students will: Students will: Student Practice:
Produce their first Produce their 2nd Continue working on Finalize and submit their
informational essay informational essay informational essays informational essays to the
-Vocabulary Choiceboard teacher.
-Language Skill Practice
-Nearpod/ Quizizz
Mini-Lesson: Mini-Lesson: Mini-Lesson: Mini-Lesson:
Grade 4, Bend 3: 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: Part to Small Group/Centers will have a reading
Whole to Mini lesson: Inferring
Informational Texts- about Relationships
Work marathon where they
are asked to read
Considering How One
books of their choosing
 Teaching Point- “Today I Part Connects to within Informational In this session students for extended periods of
want teach you that when Another Texts will work in small time, focusing on
you are reading Teaching Point- groups with the building their stamina
nonfiction, you always “Today I want to Teaching Point- “Today I teacher and support and reading for
want to be asking, “How teach you when you want to teach you their independent pleasure.
does this information are asked about the when you are asked learning with centers.
connect with what I read importance of a about how or why
before?” Transition words particular part or something happened in
and phrases, including about how parts are a text, it is helpful to
pronouns will help clue connected, you need search for places in the
you in on how information to think not just about text where that content Word Work
connects.” the part(s) in Word Work
came up, but the tract=pull
question, but also the tract=pull
answer will usually not Students will take their
Passage: Page 12 “Liberty: whole of the text. Vocabulary Review-
be right in the details. vocabulary quiz.
How the Revolutionary Students will review for
War Began” Passage: “Building the You will need to think
their vocabulary quiz.
Longest, Tallest, about what those
Passages for Students to Fastest Scream details show to help you
Quizziz Review:
Read and Answer Machines” figure out the
https://quizizz.com/ad
Questions: Stubby the relationship.
min/quiz/5df12ba3e06
Dog and Rags Passages Passages for Students
Passage: “Building the 36c001bac4844
to Read and Answer
Longest, Fastest, Tallest
Questions: Students
Word Work Scream Machine”
will complete
tract=pull ReadWorks “Working Passages for students to
Vocabulary – The class will Together to Save the read and answer
go over the new Sea Turtles” express questions: Looking out
vocabulary words for the question set for a for Lizards and Beware
week grade that allows for of Frogs
practice with multiple
choice questions.
Digital Flash Cards:
https://www.flippity.net/fc.
php?k=1OOb3UiRPoBbIpD Word Work
Word Work
LUl_RlRqphqUjZhNT- tract=pull
tract=pull
wqIUAB9Men4

Independent Practice
Students will work on I-Ready
Reading.
Vocabulary Match –
The class will match
the word and its
correct definition.
Independent Practice
Students will work on I-Ready
Reading.
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.
*”Working Together to Save
the Sea Turtles”
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.
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

Stars and Planets
Focused Lesson
Stars and Planets
Focused Lesson
Stars and Planets
Focused Lesson
Stars and Planets
Focused Lesson
Stars
1:35-2:05 Cool video of the sun!
Theme: Use SCIENCE Studies weekly BrainPop Constellations StudyJams: The Universe Watch Safari Montage “NASA Graceful Eruption”
Where we Earth-Space Science https://www.brainpop.c https://studyjams.scholasti “Bill Nye: Outer Space” https://www.youtube.com
are in place weeks 7-10 articles and om/science/space/con c.com/studyjams/jams/sci https://safariexp1.fultons /watch?v=_8yPQEE2Dnk&t
videos this unit stellations/ ence/solar- chools.org/SAFARI/mont =11s
and time-
An inquiry into system/universe.htm age/login/login.php?xc=
orientation in Watch Science Studies Complete WB 21-25 1 BrainPop Life Cycle of
place and time; Weekly week 7 “Outer Space Stars
personal Intro” video Stars and Constellations Complete “Comparing Complete https://www.brainpop.co
histories; homes NearPod Stars and Planets” graded accompanying quiz m/science/space/lifecycl
and journeys;
Introduce “Solar System https://share.nearpod.c formative assignment. eofstars/
the discoveries,
explorations and Choice Board” use the om/e/5rK3xTM4tfb Choice board project 1
migrations of resources this week to Choice board project 1 Choice board project 1
humankind; the complete Counting the Stars And/or
relationships NearPod Constellation Coordinates
between the
Read “Stars” PPT to take https://share.nearpod.c (paper copy only)
interconnectedn
ess of notes and draw om/e/O60WA4x8tfb And/or
individuals and
civilizations, pictures/examples in journal; Choice board project 1 Create constellation using
from local and no guided notes white crayon and black
global
construction paper; write
perspectives.
Central Idea: Extensions a narrative to explain.
1. Solar System choice board
Exploration
extra projects
leads to 2. Inspire Science WB 2-59 (next: inner/outer planets)
new ideas. 3.Research IB Country of
Key Study
concepts April: Travel Brochures; plan a
and lines trip to your country
of inquiry Connection:
~How does How are we able to travel
expansion and visit other countries/
impact the planets because of
people and the expansion? What might
surrounding
area? travel/exploration be like
(Causation) without expansion?
~How does https://kids.nationalgeographic.
movement com/videos/are-we-there-yet/
shape position 4. Add a wonder to the
and wonder board
perspective?
5. Research and answer
(perspective)
~How do another’s wonder
observable
features help
identify
similarities and
differences?
(form)