Professional Documents
Culture Documents
Weekly Schedule
Must contain exploratory/specials/enhancements, bathroom breaks, lunch, etc.
T = teaching O=observing A= assisting
Time
Monday
Tuesday
Wednesday
Thursday
Friday
Morning
Routine
8:00-8:10
Math B1
8:10-9:40
Library
Art
SS
Music
P.E.
Bathroom
Break
9:40-9:50
Reading
(ELA)
9:50- 11:25
Transition
11:25-11:30
Facts/
Spelling
11:30-11:40
Lunch
11:40- 12:10
Bathroom
Break/ Read
Aloud
12:10-12:30
Specials
12:30-1:00
M-Library
T-Art
W-S.S./
Science
TH- Music
F- P.E.
Specials
1:00-1:30
M-Recess
T- P.E.
W- P.E.
TH- Recess
F- S.S./
Science
Recess
P.E.
P.E.
Recess
S.S.
T
Wildcat
Power Hour
1:30-2:30
Pack up/
Line up
2:30-2:40
Wednesday
1/27/16
Review
Day of Week: Wednesday
Subject: Math
NCSCOS Standards: CCSS.MATH.CONTENT.4.NF.B.3.A
Understand addition and subtraction of fractions as joining and separating parts
referring to the same whole.
CCSS.MATH.CONTENT.4.NF.B.3.B
Decompose a fraction into a sum of fractions with the same denominator in more than
one way, recording each decomposition by an equation. Justify decompositions, e.g.,
by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2
1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.
CCSS.MATH.CONTENT.4.NF.B.3.C
Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed
number with an equivalent fraction, and/or by using properties of operations and the
relationship between addition and subtraction.
CCSS.MATH.CONTENT.4.NF.B.3.D
Solve word problems involving addition and subtraction of fractions referring to the
same whole and having like denominators, e.g., by using visual fraction models and
equations to represent the problem.
CCSS.MATH.CONTENT.4.NF.B.3.A
Understand addition and subtraction of fractions as joining and separating parts
referring to the same whole.
CCSS.MATH.CONTENT.4.NF.B.3.B
Decompose a fraction into a sum of fractions with the same denominator in more than
one way, recording each decomposition by an equation. Justify decompositions, e.g.,
by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2
1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.
CCSS.MATH.CONTENT.4.NF.B.3.C
Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed
number with an equivalent fraction, and/or by using properties of operations and the
relationship between addition and subtraction.
CCSS.MATH.CONTENT.4.NF.B.3.D
Solve word problems involving addition and subtraction of fractions referring to the
same whole and having like denominators, e.g., by using visual fraction models and
a test review
have learned
Students will use the last letter of their first name and the first letter of their last name to
determine their pirate name in this unit. This will be the pirate name throughout this unit.
They will have time to create their nametag before lunch today and make it look nice to stay
on their desk, along with their real name.
I want everyone to get out their math books and turn to the correct page. Once I see all
math books open to the right page and all eyes on me, we will start.
What is the step-by-step process you will use to teach the lesson?
Go through each question and show where they can find help.
Pair students up in groups (already have list ready)
tell the students that we will go over it at the end of class
have students work with their partner and try and make them figure out the
I will walk through problems with the students. I will show what they need to be doing for
each question.
o
How will you ensure the needs of every student are being met?
Visually show the students what they need to be doing as well as letting them do the work
on their own.
Have students talk out any problems that they have.
Have students get up and move around with their partners.
For EC students underline key words and have them paired with a good reader
o
Asking students why they got the answer that they got.
Have students walk me through their process of getting the final answer.
Today we will be working on the review with a partner. I am going to go through the review
first and go over a few things before we get started. I will then split you up into your
partners and you can chose any spot around the room to work.
o
review problems
Evaluation / Assessment of Learning:
How will you know what the students have learned? Your assessment/evaluation of
1/27/16
Day 2 How to read Maps, Historical Maps, and Diagrams
Day of Week: Wednesday (will move into Thursday)
Subject: ELA
NCSCOS Standards:CCSS.ELA-LITERACY.RI.4.7
So I can gather
information from
and diagrams.
diagrams and
maps.
Common Misconceptions / Misunderstandings of Students: (consult with your CT)
-What certain icons on the map mean.
- How to locate specific places or information.
What will you do to prevent student misconceptions / misunderstandings?
- We may not always have a GPS, we need to know how to read a map in this situation.
- Explain different icons/ use visuals
- show how to use those icons to find information
-maps are a way to visually read
-pirates used maps of oceans
Materials Needed for Lesson:
-Teacher Mini Lesson pages for Lessons 3,21, 19
- Student nonfiction element tip sheets: Map, social studies textbook (historical map), science
textbook (diagram)
end of lesson test prep opportunity for classwork grade: around the world in 71 days
Plan for Instruction: Items to Include in this section:
How will students be grouped?
students will pick partners
Tell students they may pick the partners as long as they are working together and staying on task.
What is the step-by-step process you will use to teach the lesson?
Maps
What are maps: give out the student nonfiction element tip sheet (maps)/ use mini lesson
teaching the text feature to discuss map tips as reading tools/ quickly address the different
types of maps
Why are they useful? Have students brainstorm why maps are useful in texts
Direct instruction: give out About Florida map selection (discuss the different features of
the map and how they are used together to give us information)
o The title tells me that this map shows the state of Florida. Looking at the map key,
I see that many map features are color-coded. For example, I see that the Gulf of
Mexico and the Atlantic Ocean- two bodies of water- are in blue. Other bodies of
water, such as bays and everglades are in blue too. I also see the major cities
identified by a small dot with the citys name written beside it. Using the scale, I
can estimate the distance from one city to another.
Students read article silently before discussing model text together. Then display the color
transparency and use it to guide students as they read and use reading tools.
Guided practice/ apply and comprehension quick check: 7 questions for the student to
answer on the back of the About Florida selection.
Discuss/ answer a few together as whole group, some with partners and some
independently
Social studies textbook (historical map)
Now that we have looked at a regular map we are going to look at a historical map
Historical maps
*refer to the teacher mini lesson page instructions for lesson 21 to guide your lesson
Multiple features of SS textbooks: give out the SS textbook tip sheet (go over text features and
reading tools together)
-Why are they useful?- discuss how we use these text features to help us when we read nonfiction
text
Direct instruction:give out The Country Doubles its Size selection (discuss how this selection has
a much smaller map and its used as a resource not as the main source of information)
Use Think Aloud dialogue in teacher plans to lead discussion
Guided Practice/ Apply and Comprehension quick check: Use some but not all of the questions to
create the 7 questions for the students to answer on the back of the Country Doubles its Size
selection
Let students work with partners this time and then discuss together
So now we have looked at two different maps but we have one more to go over today! What have
the past two maps been used for?
Now we are going to look at our Science Textbook (Diagram)
*refer to the teacher mini lesson page instructions for lesson 19 to guide your lesson.
Multiple Features of Science Textbooks: give out the Science Textbook Tip Sheet (go over text
features and reading tools together)
Direct instruction: give out What is Under the Earths surface selection (discuss how this selection
has a diagram not a map and it's used as a resource along with the textual information)
Use Think Aloud Dialogue in teacher plans to lead discussion
Guided Practice/ Apply and Comprehension quick check: 7 questions for the students to answer
on the back of Whats Under the Earths Surface selection
Let students work with partners again and this time let them discuss together
Test prep classwork grade: Give out Around the World in 71 Days (EOG like lesson review)
Remind students to use the tips theyve learned to help them refer back to the text
What will you be doing?
Guide them through material
Guide discussions
o
How will you ensure the needs of every student are being met?
during formative assessment I will note who needs extra help and I will make sure to tend to what
they need at appropriate time. For example when students split up into groups.
o
use what they have learned in how to use maps in the Lesson review
they will use tips they have learned to help them refer back to the text in order to understand the
map
Evaluation / Assessment of Learning:
How will you know what the students have learned? Your assessment/evaluation of lesson
Catch up days
Day 1
1/27/16
Day of Week: Wednesday
Subject: Social studies
NCSCOS Standards:
4.E.1.1 Understand the basic concepts of a market economy: price, supply, demand, scarcity,
productivity and entrepreneurship.
4.E.1.2 Understand how scarcity and choice in a market economy impact business decisions.
4.E.2.2 Explain how scarcity of personal financial resources affects the choices people make
based on their wants and needs.
CCSS.ELA-LITERACY.W.4.2.B
Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
CCSS.ELA-LITERACY.W.4.2.C
Link ideas within categories of information using words and phrases (e.g., another,for
example, also, because).
Learning Targets
Today I amlearning
So I can better
understand the
a market economy.
works.
What is the step-by-step process you will use to teach the lesson?
-each student has a piece of plain, white paper.
-fold it in half, hot dog style. We are going to make sections on this organizer. Each section is
going to be of the whole folded side. How many sections do we need to make? (answer:5)
Good. Okay so now we are going to cut the front half into 5 equal sections (4 cuts) so that it
has 5 flaps to write on and then open to inside cover.
Remember to keep these terms in mind because we are going to be using these organizers
again. We are going to be using our own examples from the reading. For now we are just
going to write down the definitions.
For each flap verbally ask questions about any ideas they might have on these terms.
A KWL chart in front of the class will help students get focused on what we are about to do.
Have students tell you what they know what they want to know and we will come back to the
Learn part at the end of the market economy lessons.
*on the front of the first flap, write market economy. On the inside, write: an economy where
people sell goods & services. The prices are based on supply and demand.
*2nd flap: Supply & demand: Open up, on the inside write supply: the amount of the item that a
market has. Write below that definition; demand: how many people want the item
*3rd flap write scarcity. On the inside write when demand is up and supply is down this creates
a scarcity
*4th flap write productivity. On the inside write the ratio of the quantity and quality of units
produced to the labor per unit of time (quality goods produced/goods produced)- the
closer the fraction is to a whole the better the productivity
*5th flap write entrepreneurship: On the inside write: the development of a business from the
ground up coming up with an idea and turning it into a profitable business
In the next class they will use this foldable and the definitions to better understand concepts in
the article.
o
Students will be navigating through a social studies weekly and will use this foldable to better
understand the text as well as provide examples to the foldable under the correct term.
They use the definitions that they have learned and the examples that they have read to create
their own examples of each term.
Evaluation / Assessment of Learning:
How will you know what the students have learned? Your assessment/evaluation of
Monday
2/1/16
8.1- Multiples of Unit Fractions
Day of Week: Monday
Subject: Math
NCSCOS Standards:
4.NF.4 Apply and extend previous understandings of multiplication to multiply a
fraction by a whole number a.
example, use a visual fraction model to represent 5/4 as the product 5 (1/4),
recording the conclusion by the equation 5/4 = 5 (1/4).
Learning Targets
Today I am making
I know I understand it
connections between
multiples of whole
fraction as a product of
of unit fractions
unit fraction
addition
Students may confuse the numerator and the denominator when writing the fraction
as a product of a whole number and a unit fraction
What will you do to prevent student misconceptions / misunderstandings?
Remind students that the denominator tells how many parts the whole is divided
into. The unit fraction is the part of the whole that 1 piece represents, so it is 1 over
the denominator. Have students circle the denominator as a reminder.
Materials Needed for Lesson:
Go math book pg 455
elmo
Plan for Instruction: Items to Include in this section:
do the rest of the models with the students and stop and show
the difference between them after that ask this question
with the same partner if they are not call them back to their seats and go over 2-6
with them
if they do numbers 7-11 wait until a majority of the class is done to call them back to
the seats and go over them as a class.
have students do numbers 12 at their seat and go over it as a class
then do number 13
for number 15 use math talk. If students need to have them write down what they
are thinking.
For homework you will be doing all even numbers on 459 and all evens on 460
Tomorrow we will continue working with this
How will you ensure the needs of every student are being met?
They have classwork and homework as well as a test at the end of the unit
The homework will be collected the next day
the classwork will be collected at the end of the unit
o
How will you know what the students have learned? Your
2/1/16
Day 4 How to read charts, graphs and time lines
Day of Week: Monday (will carry into Tuesday)
Subject: ELA
NCSCOS Standards: CCSS.ELA-LITERACY.RL.4.7
Make connections between the text of a story or drama and a visual or oral
presentation of the text, identifying where each version reflects specific descriptions
and directions in the text.
Learning Targets
Today I am looking at
So I can gather
information from
timelines.
timelines.
the chart and make sure to mention the labels for the graph and that a graph needs a title and
labels.
Discuss/ answer a few together (whole group), some with partners and some independently
Periodicals (Graph/ Chart)
*refer to the teacher mini lesson 15 teacher page instructions to guide lesson
What are periodicals: give out the periodicals tip sheet (go over text features and reading tools
together)
why are they useful?: discuss how we use these text features to help us when we read nonfiction
text
Direct instruction: give out Danger: High Speed selection (discuss how this election has a much
smaller chart along the bottom o and it's used as a resource not as the main source of information)
Use Think Aloud dialogue in teacher plans to lead discussion
Guided practice/ Apply and Comprehension quick check: create 7 questions for students to answer
on the back of the selection
let students work with partners then discuss together
Time Lines (Multi- Tiered)
*refer to teacher mini lesson 17 teacher page instructions to guide your lesson
What are multi tiered time lines: give out the multi tiered time lines tip sheet (Go over text features
and reading tools together)
Direct instruction:give out The Amazing 1800s selection (discuss how this selection has time lines
for 3 different categories) talk about using a sheet of paper to cover all but one of the categories at
a time to read and organize the information so it's not so overwhelming- use Think aloud dialogue in
teacher plans to lead discussion
Guided practice/ apply and comprehension quick check: Use 7 questions for the students to answer
on the back of the Whats Under the Earths Surface selection-- going to let students work with
partners again this time and then discuss together
Lightly review material that we have gone over in class. Note students who are struggling as well
as students who understand completely.
Test Prep Classwork Grade: Give out Head Downhill and Follow the Water Eog like lesson review
for independent classwork grade
Students will be reading nonfiction text and looking at different graphs, charts, and timelines and
answering questions based off that material.
Evaluation / Assessment of Learning:
How will you know what the students have learned? Your assessment/evaluation of lesson
2/3/16
Day of Week: wednesday
Subject: Social Studies
NCSCOS Standards:
4.E.1.1 Understand the basic concepts of a market economy: price, supply, demand,
Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
CCSS.ELA-LITERACY.W.4.2.C
I know I understand it
when I can
These are some facts and myths about pirates. One fact that you may not know is
that not all pirates were hated by the people of the town. Today we are talking about
their effect on the towns of NC and other areas.
What is the step-by-step process you will use to teach the lesson?
Today we are going to look at our weekly study that I have given you. I want you to
follow along and pay attention to the cause and effect throughout the article.
We will learn more about how to identify cause and effect in ELA but can someone
tell me a cause and effect that has happened in their lives?
Read first page aloud to students.
We are going to popcorn read American Indian Wars and Pirate Problems
Call on someone to start and remind students that we only switch at the end of the
paragraph.
Under War Rages Throughout North Carolina
What caused the colonists to have a shortage of food?
Grumbling caused people to neglect their farms and they were in the middle of a
drought so there was a shortage of food (explain the word drought to class)
Under Peace Comes Again
In order to achieve peace what did Carolina Government decide to do?
Army set off in hopes of ending war, lead by Colonel John Barnwell
Under Blackbeard's, infamous Pirate (explain the word infamous means famous for
bad acts that they committed or bad deeds, wicked)
What is Blackbeards real name?
Edward Teach
Under Pirate Goods for Sale
What caused pirates to be welcome in some ports of North Carolina?
They had cheap merchandise. So because they had the law after them they couldnt
wait around for the rich people to pay top dollar. They were in a hurry so they sold
merchandise for cheap.
What are some of the things pirates did that were illegal?
robbed, plundered, murdered, etc.
Under Pirate Punishment
Who ended Blackbeards pirate career?
ship of soldiers
Go down to Crime Affects North Carolinas Economy and read to the students.
What was the cause and effect for this article?
Blackbeard stole from ships, merchants were expecting the goods lost money, so
prices went up to compensate
I will be pacing around the classroom making sure they are paying attention to the
selection.
o
I will begin reading sections and reflecting on my reading by highlighting cause and
effects as we read. This will take the students attention as they watch their
classmates participate, they will too. If not, friendly reminder that I will not be here for
EOGs and this will be their job as 4th graders to know this.
o
How will you ensure the needs of every student are being met?
In the next class students will use what they have learned from the article and apply it
to the foldable that we have made. They will put examples from the text on the inside
cover.
o
In the next class students will use what they have learned from the article and apply it
to the foldable that we have made. They will put examples from the text on the inside
cover.
Evaluation / Assessment of Learning:
How will you know what the students have learned? Your
Pirate Project
You will create a video of an interview between 2 pirates and 2 interviewer. Each person will
have one job and it is the groups responsibility to work together to create a great video.
It is each persons job to get into character, whether this means having an eye patch or a cape
or a hook, or the interviewer having a microphone and top hat, the more creative the better. The
accurate information that you use throughout the video is VERY important. Use the information
that we have been reading about to create a script of what needs to be said by each character
and use this as you record.
We will watch these videos as a class and they will also be sent to Fallston Elementary and
shown to a fourth grade class there. This needs to be your BEST work because you are going to
be representing West Elementary throughout these videos. Within your group you will be
grading your classmates, which means you will need to cooperate and collaborate to create
work that is accurate and creative.
Group member jobs and job descriptions:
Interviewer #1 and #2: In charge of asking the questions that you create as a group for the
pirates to answer.
Pirate #1 and #2: This is where all of your accurate information will be coming from. These
answers need to be thoughtful and informative giving the audience a clear understanding of
what you have learned over the next few weeks.
Film producer: Needs to make sure everything is running smoothly and the group is staying on
task.
ALL: In charge of creating intelligent questions that uses the words we have learned in class the
interviewer could ask a pirate (for example, What effect does your profession have on the
economy?). And all will work together to create intelligent answers (for example, I believe it
would cause a scarcity because I take away a product that was needed or wanted in the
community.)
MAIN GOAL FOR YOUR PROJECT: Colloborate with your group to create a creative and
informative video on the information we have learned about pirates and the economy. This
assignment is designed to make you express your knowledge in a fun new way!
RUBRIC:
3
Information
(accurate and
comprehensive)
Creativity (shows
that you have
thought about this
project)
Each actor/actress
presents information
as their character
and answers
questions, using at
least 1 prop (accent,
cape, eye patch, etc)
Each actor/actress
does not get into
the role of their
character and
does not use
props.
Working together
(time on task)
Organization (not
scattered,
conversation flows
between
interviewer and
pirates)
Information is not
scattered, conversation
flows between interviewer
and pirates.
Group is responsible for
keeping track of their work
and information they use.
Information is
somewhat scattered,
conversation does
not flow between
interviewer and
pirates.
Group is responsible
for keeping track of
their work and
information they use.
Information is
somewhat
scattered,
conversation does
not flow between
interviewer and
pirates.
Group is was not
responsible for
keeping track of
their work and
information they
use.
2/3/16
Day 6: Compare and contrast
Day of Week: Wednesday- Friday
Subject:ELA
NCSCOS Standards: CCSS.ELA-LITERACY.RL.4.5
Explain major differences between poems, drama, and prose, and refer to the
structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts
of characters, settings, descriptions, dialogue, stage directions) when writing or
speaking about a text.
Learning Targets
Today I ammaking
So I can
different graphic
better
understand
complete understanding.
how to
contrast
compare and
contrast
Ask the students what is different about the two pictures (pirate ship: patched sails, dark and
black, cannons) vs (British Trading company ship: lighter, nicer, name elegantly written on
back of ship, white sails)
How will you ensure the needs of every student are being met?
For EC students modify test prep packet. If necessary work with them at back table and read
aloud.
For the one student that needs to get up and move, as the teacher, pace around the
classroom, and when he/she needs to be focused tap them on the shoulder to signify that
they can stand up to complete work.
Students are able to talk through questions with partners.
o
Working through different compare and contrast material and answering questions the
material read
working with other peers
answering questions through class discussion
o
Students will be reading nonfiction text and looking how to compare and contrast each set of
material
o
use Sonar Shapes and Saltwater and Freshwater packet for students to work through
Evaluation / Assessment of Learning:
How will you know what the students have learned? Your assessment/evaluation of
Thursday
2/4/16
8.3- Multiply a fraction by a whole number using models
Day of Week: Monday
Subject: Math
NCSCOS Standards: 4.NF.4 Apply and extend previous understandings of multiplication
to multiply a fraction by a whole number.
b.
multiply a fraction by a whole number. For example, use a visual fraction model to express
3 (2/5) as 6 (1/5), recognizing this product as 6/5. (In general, n (a/b) = (n a)/b.)
Learning Targets
Today I am Use
So I can visualize
fraction models
-Instruct students to stand up, group together students with orange on at the
front of the class. If there are 23 students in the classroom and 4 have orange
on, what is our fraction? (4/23) ***Make sure that the groups you bring to the
front is the same fraction of the class**** Now we are going to group the
students who have on red (4/23). If we put these two groups of students
together, what is our fraction now? Did the number of students change in the
entire class when we combined these two groups? (No) Now, we could say 4/23
+ 4/23 = 8/23, this is using repeated addition. WHat is the faster way to use
repeated addition? (Multiplication) So how many groups do we have? (2) What is
the fraction of students in each group (4/23) So we could also say that 4/23 x 2
(the number of groups we have that are the same fraction of the classroom).
Write this on the board to illustrate the
How will you focus the students for the learning?
-Instruct students to sit back down in their seats and tell them, this is what we will be
learning today, multiplying fractions by whole numbers.
How will you ensure the needs of every student are being met?
the group work or partner time really gives me a chance to see who is comprehending and
who is not
Those who are exceeding expectations can work on understanding fractions without a
model.
o
They have classwork and homework as well as a test at the end of the unit
The homework will be collected the next day
the classwork will be collected at the end of the unit
o
How will you know what the students have learned? Your assessment/evaluation of
Friday
2/5/16
8.4- Multiply a fraction or mixed number by a whole number
Day of Week: Friday
Subject: Math
NCSCOS Standards: 4.NF.4 Apply and extend previous understandings of multiplication to
multiply a fraction by a whole number.
c.
e.g., by using visual fraction models and equations to represent the problem. For example, if
each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the
party, how many pounds of roast beef will be needed? Between what two whole numbers
does your answer lie?
Learning Targets
Today I am writing numbers
I know I understand it
as a fraction, I am recognizing
fraction as a mixed
number, connecting
by a whole number
to solve a problem
How will you ensure the needs of every student are being met?
the group work or partner time really gives me a chance to see who is comprehending and
who is not
Students who are exceeding expectations will create their own problems and teach it to a
small group.
Read aloud word problems to EC students.
o
-Throughout guided practice as I am working through the problems at the front of the class.
As I am continuing this problem, ask why we are completing the steps in this order and
why it is important to do this. This will reiterate the process to students struggling with the
process and allow the students who know the information to clearly state it for the class
They have classwork and homework as well as a test at the end of the unit
The homework will be collected the next day
the classwork will be collected at the end of the unit
o
How will you know what the students have learned? Your assessment/evaluation of
2/5/16
Day of Week: Friday
Subject: Social studies
NCSCOS Standards:
4.E.1.1 Understand the basic concepts of a market economy: price, supply, demand,
scarcity, productivity and entrepreneurship.
4.E.1.2 Understand how scarcity and choice in a market economy impact business
decisions.
4.E.2.2 Explain how scarcity of personal financial resources affects the choices
people make based on their wants and needs.
4.H.1.1 Summarize the change in cultures, everyday life and status of indigenous
American Indian groups in North Carolina before and after European exploration.
4.H.1.3 Explain how people, events and developments brought about changes to
communities in various regions of North Carolina
Learning Targets
Today I am searching
So I can better
through my weekly
understand why I
am reading social
well as examples
studies.
What is the step-by-step process you will use to teach the lesson?
The past few days we have been working with our weekly article and the foldables we
made. So I want you to get your foldables out. Today we are going to use our article
to answer a few questions. While you are answering these questions I want you to be
looking for example of our 5 terms.
I am going to split you up into groups and if you finish in time you can do the word
puzzle on the back.
have groups already figured out
Walk around while students are working on the problems, try to assist as little as
possible and urge them to use what they know to figure out the problems. For the
examples they are allowed to ask if it is correct before writing it in their foldable.
Remind students that we will be recording videos and we will have a green screen
and we are going to make a newscast to tell another 4th grade class at Falston
Elementary all about pirates.
- At the end of each social studies lesson have them keep notes of what
they could use. Check each time.
o
How will you model instruction for students?
assist when asking for clarification on example for foldable terms
guide them to the right answer or examples
o
How will you ensure the needs of every student are being met?
as I am walking around I will make sure that the students are staying on task and
understanding the task at hand.
For those who are exceeding expectations have them brainstorm ideas of definitions
on their own.
Work with ec student at back table
o
Where will formative assessments occur?
Walking around asking students to tell me what they are thinking for certain term
examples.
Using the article and what they have learned to give examples for each term on their
foldable
o
They will answer questions from the text as well as give examples from the text on
each term on the foldable
Evaluation / Assessment of Learning:
How will you know what the students have learned? Your
5.
6.
7.
8.
colonists react?
What is the name of the war between settlers and natives?
What is another word for problem?
What is the last name of the man who was slowly killed by natives?
What is the name of Blackbeards ship?
ELA
2/8/16
Subject:
ELA
NCSCOS Standards:
CCSS.ELA-Literacy.RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.
CCSS.ELA-Literacy.RI.4.5
Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of
events, ideas, concepts, or information in a text or part of a text.
CCSS.ELA-Literacy.RI.4.7
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs,
diagrams, time lines, animations, or interactive elements on Web pages) and explain how the
information contributes to an understanding of the text in which it appears.
Learning Targets
Today I am taking an EOG like test on comparing and contrasting non fiction texts
So I can be better prepared when the EOG arrives
I know I understand it when am able to understand and find the answer within the text
Common Misconceptions/ Misunderstandings of Students?
-students may skim through the passage and pick out answers based on what they see first
What will you do to prevent student misconceptions and understandings?
- make sure students know to take their time
Materials Needed for Lesson:
-Test
-Elmo
What is the Step-by-Step process you will use to teach this lesson? Include time frames.
PRE (Hook/Focus)
o How will you hook the students?
Show different graphs of pirates (circle graph, venn
diagram, line graph)
o How will you focus the students for learning?
Go over how you read each one
DURING (Input/ Guided Practice)
o How will students be engaged in learning?
o
o
o
POST
o
Closure
Tell students tomorrow we will move on to sequencing
What will students be doing?
Taking EOG like test
What will students be doing to internalize the information?
EOG test
How will students apply the knowledge?
EOG like test
(Independent Practice/ Assessment/ Closure)
Closure:
Compare and contrast two of their favorite things using key words or
signal words
Tuesday
2/9/16
Fractions of a whole day 1
Subject: Math
NCSCOS Standards:
NCSCOS Standards: 4.NF.4
and extend previous understandings of multiplication to multiply a fraction by a whole number.
c.
Solve word problems involving multiplication of a fraction by a whole number, e.g.,
by using visual fraction models and equations to represent the problem. For example, if each
person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how
many pounds of roast beef will be needed? Between what two whole numbers does your answer
lie?
Learning Targets
Today I am working in groups and at centers with fractions of a whole
So I can review how to multiply a fraction by a whole number and solve word problems having to
do with these types of problems.
I know I understand it when I can properly use fractions of a whole in different activities to either
create my product or my answer.
Common Misconceptions / Misunderstandings of Students: (consult with your CT)
When multiplying fractions the denominator does not change
What will you do to prevent student misconceptions / misunderstandings?
-One game that they are playing will show that it does not change
Materials Needed for Lesson:
Smart board lesson
Fractions of a whole word problem sheets
What is the Step-by-Step process you will use to teach this lesson? Include time frames.
PRE (Hook/Focus)
o How will you hook the students?
o What
o What
pay attention if it happens more than once I will have her stand up.
o For my AIG students theyw ill be doing the think smart question
once finished with work
o They students will have independent, partner, and guided work to
complete throughout the lesson.
What will you be doing?
o How is instruction being modeled for student?
I will model the problems at the beginning of the class
o How will you ensure the needs of all students are being met?
By collecting data from how they are responding to questions
and how they are working through the games
I will be circulating the room while the students are working to
make sure they are understanding the concept.
Where will formative assessment occur?
Throughout guided practice, partner work and independent
practice and closure
ELA
2/9/16
Day 9 & 10 how to read primary and reference sources
Subject:
ELA
NCSCOS Standards:
CCSS.ELA-Literacy.RI.4.5
Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of
events, ideas, concepts, or information in a text or part of a text.
CCSS.ELA-Literacy.RI.4.7
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs,
diagrams, time lines, animations, or interactive elements on Web pages) and explain how the
information contributes to an understanding of the text in which it appears.
CCSS.ELA-Literacy.RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.
4.H.1 Analyze the chronology of key historical events in North Carolina history.
CCSS.ELALITERACY.RI.4.6
Compareandcontrastafirsthandandsecondhandaccountofthesameeventortopic;describe
thedifferencesinfocusandtheinformationprovided.
Learning Targets
Today I am interpreting information from a primary text and explaining how the type of text
helps me understand the event that it talked about
So I can better understand why a primary source is important so that I can refer to details and
examples in order to comprehend the material
I know I understand it when I can identify a primary source and interpret why the text is
important.
Common Misconceptions/ Misunderstandings of Students?
- the difference between a primary and reference source
What will you do to prevent student misconceptions and understandings?
- cover both in detail and give students study sheets to look off of
Materials Needed for Lesson:
-internet
https://www.gilderlehrman.org/sites/default/files/content-images/03107.00239p1.jpg
http://docsouth.unc.edu/csr/index.html/document/csr01-0177
Shirley letters
Primary source tip sheet
What is the Step-by-Step process you will use to teach this lesson? Include time frames.
PRE (Hook/Focus)
o How will you hook the students?
Show image of a letter
https://www.gilderlehrman.org/sites/default/files/contentimages/03107.00239p1.jpg
o How will you focus the students for learning?
Tell them this is what we would call a primary source. It is
a source from the time the event happened
DURING (Input/ Guided Practice)
o How will students be engaged in learning?
Tell them that we are going to be looking at two primary
sources about pirates to start off.
But first lets go over what primary sources are
Give out study sheet on primary sources
Show link on board for and show students the two letters
http://docsouth.unc.edu/csr/index.html/document/csr010177
Pirates lived off the coast of North Carolina in colonial
times. There were several reasons pirates liked the North
Carolina coast. If you look at a map of North Carolina you
can see the outer banks, a row of small islands off the
Wednesday
2/10/16
Review
Subject: Math
NCSCOS Standards:
4.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole
number.
c.
Solve word problems involving multiplication of a fraction by a whole number, e.g.,
by using visual fraction models and equations to represent the problem. For example, if each
person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how
many pounds of roast beef will be needed? Between what two whole numbers does your answer
lie?
4.NF.B.4aUnderstand
Learning Targets
Today I am reviewing chapter eight so that I will be prepared for my chapter 8 test on fractions of
a whole, comparing fractions,
So I can be prepared for 5 things
1)
2)
3)
4)
5)
I know I understand it when I am able to finish the review and apply my knowledge on the test
the next day.
Common Misconceptions / Misunderstandings of Students: (consult with your CT)\
o
PRE (Hook/Focus)
o How will you hook the students?
Have a picture of a researched ship on the smartboard
Cut it into 4 pieces using the smartboard tools
Go through each question and show where they can find help.
Go over questions that students will struggle on as a class
Pair students up
tell the students that we will go over it at the end of class
have students work with their partner and try and make them figure out the
o What
o What
o If Jylircle is very tired I will ask her one time to sit up straight and
pay attention if it happens more than once I will have her stand up.
o For my AIG students they will be helping groups after they finish in
order for them to learn more by teaching
o The students will have independent, partner, and guided work to
complete throughout the lesson.
What will you be doing?
o How is instruction being modeled for student?
I will model the problems at the beginning of the class
o How will you ensure the needs of all students are being met?
By collecting data from how they are responding to questions
and how they are working through the games
I will be circulating the room while the students are working to
make sure they are understanding the concept.
Where will formative assessment occur?
Throughout guided practice, partner work and independent
practice and closure and test
Social Studies
2/10/16
Scheduled for Wednesday but will begin during any break throughout the week.
Subject:
Social studies
NCSCOS Standards:
4.E.1.1 Understand the basic concepts of a market economy: price, supply, demand, scarcity,
PRE (Hook/Focus)
o How will you hook the students?
Show video clip of pirates
o How will you focus the students for learning?
Show video clip of pirates
DURING (Input/ Guided Practice)
o How will students be engaged in learning?
Students will be in groups answering given questions using
weekly 15
Weekly #15
Copy and paste a copy of these questions into your Social Studies notes
ELA
2/11/16
Subject:
ELA
NCSCOS Standards:
CCSS.ELA-Literacy.RI.4.3
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.
CCSS.ELA-Literacy.RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.
4.H.1 Analyze the chronology of key historical events in North Carolina history.
Learning Targets
Today I am learning why we use sequencing while learning about various topics
So I can better understand the importance of certain events and why they happened based
on specific information as well as how to logical sequence events
I know I understand it when I can interpret the non fiction text that includes sequencing and
apply my knowledge of what I already know about sequencing
Common Misconceptions/ Misunderstandings of Students?
-why we need to learn about sequencing
What will you do to prevent student misconceptions and understandings?
-reiterate the importance of sequencing
Materials Needed for Lesson:
-sequencing tip sheet
Monroe selection
Family time line graphic
Hatshepsut woman pharaoh
Elmo
Internet
What is the Step-by-Step process you will use to teach this lesson? Include time frames.
PRE (Hook/Focus)
o How will you hook the students?
Give example of blackbeards day/life out of order, and ask students
to reorder the story in the correct order.
o How will you focus the students for learning?
Over the next few days we are going to work on
sequencing which is what you all just did
DURING (Input/ Guided Practice)
o How will students be engaged in learning?
Finish test
Review sequencing tip sheet to review the key points of the
text structure/ clue words that make it a sequencing
structure
Disucss what text features add to the content and how
they are being used to support that particular topic.
Look for clue words and keypoints that identify the text
structure as sequencing
Give out Monroe selection
Disucss different text features and how they are used
together to give support to the topic
Lead discussion on reading
Give out graphic organizer and complete together
Closure
We will continue with this tomorrow
o What will students be doing?
Interpret sequencing as a class
o What will students be doing to internalize the information?
Reviewing passages and applying what we have already
gone over
Closure activity as well as questions that go along with the
sequencing
o How will students apply the knowledge?
Students will apply knowledge through discussion, closure
activity and eventually a EOG like test having to do with
sequencing
POST (Independent Practice/ Assessment/ Closure)
o Closure:
Low stakes quiz
Put learn about understanding sequence on page 2 under
elmo have them do independently and collect as they
finish (count as hw grade)
o How will you know the students have learned? Your
assessment/evaluation of lesson should be directly linked to the
essential understanding/objective(s).
Closure activity and questions from reading, test
How are students grouped?
o Reading groups, independent, whole class
What types of differentiation is planned and for whom?
o For Grayson I will highlight key words throughout the lesson so
that he can follow along easier for the ones that we go through
as a class. I will also cross out ones that my be too past his level
o If Jylircle is very tired I will ask her one time to sit up straight and
pay attention if it happens more than once I will have her stand
up.
o For my AIG students they will be helping groups after they finish
in order for them to learn more by teaching
o The students will have independent, partner, and guided work to
complete throughout the lesson.
o Visuals on the board for visual learners
What will you be doing?
o How is instruction being modeled for student?
Model the reading and reference sources
o How will you ensure the needs of all students are being met?
Collect data while circulating around the room.
Note those who are struggling or those who are exceeding
expectations
Where will formative assessment occur?
Throughout passages and throughout group work