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Time/Subject
8:00-8:30
8:30-8:40
8:40-9:30
Specials
9:30-10:45
Math Workshop
CCGPS
Standards
Day of the Week: Monday/ March 10
Restroom Break, Unpack for the Day,
LA/Math Brain Checks/Morning Instruction
Morning Announcements, Moment of Silence/Pledge
PE
ART
MUSIC
Restroom from 9:30-9:45
MCC4.G.1 Draw points, lines,
line segments, rays, angles
(right, acute, obtuse), and
perpendicular and parallel lines.
Identify these in twodimensional figures.
MCC4.G.2 Classify twodimensional figures based on the
presence or absence of parallel
or perpendicular lines, or the
presence or absence of angles of
a specified size. Recognize right
triangles as a category, and
identify right triangles.
Essential Question:
What properties do geometric objects have in common?
Where is geometry found in your everyday world?
How can you use the terms ray, point, angle, line, and line segment to describe and create
two dimensional figures?
Students will begin lesson by completing the Brain Check Problems on board. Brain
Check ideas will relate to problems from the skills we are covering in class that need
extra practice or challenges.
We will be using several different resources this year so… If you come across a problem
on any of the handouts or in the chapter that might be too challenging for your group
please skip it or edit it to make it appropriate for your group.
Today we are going to start working on Unit 8 Geometry…I a have a copy of the unit for
you to refer to…there are some useful terms and background knowledge in the unit.
This Unit follows 16 scripted Lessons from New York....I will pull the lessons from share
point...We have to follow the lessons sequentially…I will give you the teacher resource
and the student support for each lesson.
Follow the Teacher Guide for Lesson 2 G.1 … Use right angles to determine whether
angles are equal to, greater than, or less than right angles. Draw right, obtuse, and acute
angles.
Use the student supports for the lesson…They are labeled Monday.
Key vocabulary for the Unit:
Angle – a plane figure formed by two rays that share an endpoint.
Equilateral triangle – a triangle with all sides the same length.
Isosceles triangle – a triangle with two equal sides.
Line of symmetry – a line that divides a figure into two congruent halves that are mirror
images of each other.
Obtuse angle – an angle with a measure greater than 90˚ and less than 180˚.
Parallel lines – lines that are always the same distance apart.
Parallelogram – a quadrilateral with two pairs of parallel and congruent sides.
Perpendicular lines - lines that intersect to form a right angle.
plane figure – any 2-dimensional figure
Polygon – a closed plane figure formed from line segments that meet only at their
endpoints.
Quadrilateral – a four sided polygon.
Rectangle – a quadrilateral with two pairs of congruent, parallel sides and four right
angles.
Rhombus – a parallelogram with all four sides equal in length.
Right angle – an angle that measures exactly 90˚.
Scalene triangle – a triangle that has no congruent sides.
Side – a line segment connected to other segments to form a polygon.
Square – a parallelogram with four congruent sides and four right angles.
Triangle – a polygon with three angles and three sides.
Trapezoid – a quadrilateral with exactly two parallel sides.
Vertex (of a 2-D figure) – the point at which two line segments, lines, or rays meet to
form an angle.
I have included a daily review practice sheet…You can also start using the Coach book
to reinforce your lessons and reviews.
For homework complete the activity sheets and Continue to practice multiplication facts.
10:45-11:35
Writing
Workshop
11:35-12:25
Reading
ELACC4RL1:
Refer to details and examples in
a text when explaining what the
Immersion-Introducing the Standardized Test as a Reading Genre
And
Fiction Story Elements/Characteristics
Workshop
text says explicitly and when
drawing inferences from the text.
ELACC4RL2:
Determine a theme of a story,
drama, or poem from details in
the
text; summarize the text.
ELACC4RL3:
Describe in depth a character,
setting, or event in a story or
drama, drawing on specific
details in the text (e.g., a
character’s thoughts,
words, or actions
).
Today, we begin our testing unit to teach students strategies to help them on the CRCT. We
are limited on time thus you will need to steal some time from writing to get in enough
practice. Our students need the stamina to make it through the test. You need to make sure
you allow enough time for your students to practice in class each day. Some days, I may not
have a lesson, just practice passages for the students to do. A week or so back I ran a copy of
a letter to parents telling them the strategies we teach and expect our students to use when
completing reading passages. I would send this home in signed papers this week.
Today, I have doubled up on lessons. First, give each student their own Common Core Coach
ELA book that Gretna graciously ordered for us! I would not allow students to take it home.
We will use these daily in class for practice. Have students skim through the passages – those
in the Benchmark Assessment 1-pages 6-20 are all fiction, Benchmark Assessment 2-pages
28-44 are mostly nonfiction, and Benchmark Assessment 3-pages 70-plays, poems, fiction,
and nonfiction. Students are skimming texts to determine genre. They will identify the genre
by putting a “F” for fiction and “NF” for nonfiction at the top of the page. Of course, they can
be more specific as well, like poetry and biography, etc. This is important for them to know
since genre determines how we attack the passage when reading it. They should be able to tell
why they chose fiction or nonfiction. Discuss this and remind students that this is the first
thing they do when looking at a passage and hold them accountable for this from now on!
Only allow about 10 minutes to do this.
Next, model reading through a fiction passage jotting down or marking the Fiction Story
Element/Characteristics in the margins as you go. I would chart this in the classroom as well:
Fiction Story Elements/Characteristics
-characters
-setting
-problem
-events
-solutions attempts
-dialogue
-lesson learned
I found FCAT released tests that we can use to model with. These can be found in sresource.
Use the passage, “The Sticky-Sticky Pine” to model with today. It also has free response
questions as well. The students practice book does too so do these. I don’t think we will see
these this year on the CRCT, but it is good practice and we will see these types of questions in
the future. Students will then practice with the following passages from their Common Core
Coach Book:
pages 6-8-“Chung Remains Champ”
pages 9-12-“Swept Away!”
Praise/reward students who use all the strategies taught for fiction and hold them accountable
from now on for doing this with fiction passages!
I also ran off three passages you could use as homework or as a grade this week. Two are
fiction and one is a poem. The titles and answers are below:
“Is This a Picnic?” 20-G, 21-D, 22-H. 23-C, 24-F, 25-C
“Right in Your Own Backyard” 1-B, 2-B, 3-C, 4-B, 5-A
“Stopping by Woods on a Snowy Evening” 1-B, 2-A, 3-B, 4-D, 5-C, 6-B, 7-The poet has
someplace he needs to be. He says that he has promises to keep.
Essential Question: Why is it important to know elements of fiction when reading a passage?
12:25-1:00
1:00-1:30
Social Studies
1:30-2:00
2:00-2:30
Science
2:30-3:00
Language Arts
LUNCH
SS4H6 The Student
will explain westward
expansion of America
between 1801 and
1861.
Teaching Point: Texas and the Mexican War
SW read Unit 5, Chapter 11, pages 394 -395
EQ: How did the Texas and Mexican War change the
United States?
BREAK and RESTROOM
ELACC4L1: Demonstrate
command of the conventions of
standard English grammar and
usage when writing or speaking
b.use commas and quotation
marks to mark direct speech and
quotations from text.
.
DLR-Week 14 -Students complete Monday. Go over corrections. Quiz Friday
Direct Quotations and Dialogue
Students put handout page 97 in their grammar notebook. Discuss using this page. Students
can look in a chapter book they are reading and see how the dialogue is punctuated in it. They
will complete (1-8). Go over.
Essential Question: How do you punctuate someone’s exact words in a sentence?
3:00-3:30
Number Talks\
Word Study
MCC4.NBT.4 Fluently add and
subtract multi-digit whole
numbers using the standard
algorithm.
Stifle (verb):
To hold back or stop something
from happening.
To be good at hide and seek, you
have to be able to stifle any
laugh.
Essential Question: How can I effectively explain my mathematical thinking and
reasoning to others? How can I ensure my answer is reasonable?
All Number Talks follow a basic six-step format. The format is always the same, but the
problems and models used will differ for each number talk.
1. Teacher presents the problem. Problems are presented in many different ways: as dot cards,
ten frames, sticks of cubes, models shown on the
overhead, a word problem or a computation problem.
2. Students figure out the answer. Students are given time to figure out the answer. To make
sure students have the time they need, the teacher asks
them to give a “thumbs-up” when they have determined their answer. The thumbs up signal is
unobtrusive- a message to the teacher, not the other
students.
3. Students share their answers. Four or five students volunteer to share their answers and the
teacher records them on the board.
4. Students share their thinking. Three or four students volunteer to share how they got their
answers. (Occasionally, students are asked to share with the
person(s) sitting next to them.) The teacher records the student's thinking.
5. The class agrees on the answer for the problem. The answer that the class determines is the
right answer is presented after students have had the
opportunity to share and clarify their thinking.
6. The steps are repeated for additional problems if time allows.
On Share Point… Move Through Week 9 Third Nine Weeks
3:30-
Dismissal
Time/Subject
8:00-8:30
8:30-8:40
8:40-9:30
Specials
9:30-10:45
Math Workshop
CCGPS
Standards
Day of the Week: Tuesday / March 11
Restroom Break, Unpack for the Day,
LA/Math Brain Checks/Morning Instruction
Morning Announcements, Moment of Silence/Pledge
PE
ART
MUSIC
Restroom from 9:30-9:45
MCC4.G.1 Draw points, lines,
line segments, rays, angles
(right, acute, obtuse), and
perpendicular and parallel lines.
Identify these in twodimensional figures.
MCC4.G.2 Classify twodimensional figures based on the
presence or absence of parallel
or perpendicular lines, or the
presence or absence of angles of
a specified size. Recognize right
triangles as a category, and
identify right triangles.
Essential Question:
What properties do geometric objects have in common?
Where is geometry found in your everyday world?
How can you use the terms ray, point, angle, line, and line segment to describe and create
two dimensional figures?
Students will begin lesson by completing the Brain Check Problems on board. Brain
Check ideas will relate to problems from the skills we are covering in class that need
extra practice or challenges.
We will be using several different resources this year so… If you come across a problem
on any of the handouts or in the chapter that might be too challenging for your group
please skip it or edit it to make it appropriate for your group.
Today we are going to start working on Unit 8 Geometry…I a have a copy of the unit for
you to refer to…there are some useful terms and background knowledge in the unit.
This Unit follows 16 scripted Lessons from New York....I will pull the lessons from share
point...We have to follow the lessons sequentially…I will give you the teacher resource
and the student support for each lesson.
Follow the Teacher Guide for Lesson 3: G.1… Identify, define, and draw perpendicular
lines.
Use the student supports for the lesson…They are labeled Tuesday.
Key vocabulary for the Unit:
Angle – a plane figure formed by two rays that share an endpoint.
Equilateral triangle – a triangle with all sides the same length.
Isosceles triangle – a triangle with two equal sides.
Line of symmetry – a line that divides a figure into two congruent halves that are mirror
images of each other.
Obtuse angle – an angle with a measure greater than 90˚ and less than 180˚.
Parallel lines – lines that are always the same distance apart.
Parallelogram – a quadrilateral with two pairs of parallel and congruent sides.
Perpendicular lines - lines that intersect to form a right angle.
plane figure – any 2-dimensional figure
Polygon – a closed plane figure formed from line segments that meet only at their
endpoints.
Quadrilateral – a four sided polygon.
Rectangle – a quadrilateral with two pairs of congruent, parallel sides and four right
angles.
Rhombus – a parallelogram with all four sides equal in length.
Right angle – an angle that measures exactly 90˚.
Scalene triangle – a triangle that has no congruent sides.
Side – a line segment connected to other segments to form a polygon.
Square – a parallelogram with four congruent sides and four right angles.
Triangle – a polygon with three angles and three sides.
Trapezoid – a quadrilateral with exactly two parallel sides.
Vertex (of a 2-D figure) – the point at which two line segments, lines, or rays meet to
form an angle.
I have included a daily review practice sheet…You can also start using the Coach book
to reinforce your lessons and reviews.
For homework complete the activity sheets and Continue to practice multiplication facts.
10:45-11:35
Writing
Workshop
11:35-12:25
Reading
Workshop
ELACC4RL1:
Refer to details and examples in
a text when explaining what the
text says explicitly and when
drawing inferences from the text.
ELACC4RL2:
Determine a theme of a story,
Fiction Story Elements/Characteristics
Today’s lesson is a review of yesterday’s lesson. You will model today with the passage,
“Across the Blue Mountains” found in the FCAT released test in sresource.
Model reading through the fiction passage jotting down or marking the Fiction Story
Element/Characteristics in the margins as you go.
Fiction Story Elements/Characteristics
-characters
drama, or poem from details in
the
text; summarize the text.
ELACC4RL3:
Describe in depth a character,
setting, or event in a story or
drama, drawing on specific
details in the text (e.g., a
character’s thoughts,
words, or actions
).
-setting
-problem
-events
-solutions attempts
-dialogue
-lesson learned
Students will then practice with the following passages from their Common Core Coach Book:
pages 13-15-“Evangeline’s Laughter”
pages 16-19“Pecos Bill”
Praise/reward students who use all the strategies taught for fiction and hold them accountable
from now on for doing this with fiction passages!
Essential Question: Why is it important to know elements of fiction when reading a passage?
12:25-1:00
1:00-1:30
Social Studies
1:30-2:00
2:00-2:30
Science
2:30-3:00
Language Arts
3:00-3:30
Number Talks\
Word Study
3:30-
SS4H6 The Student
will explain westward
expansion of America
between 1801 and
1861.
LUNCH
Teaching Point: Texas and Mexican War
SW read Unit 5, Chapter 11, pages 396 -397
Students will complete Vocabulary & Study Guide page 65
And support guide page 119
EQ: How did the Texas and Mexican War change the
United States?
BREAK and RESTROOM
DLR-Week 14 -Students complete Tuesday. Go over corrections. Quiz Friday.
ELACC4L1: Demonstrate
command of the conventions of
standard English grammar and
usage when writing or speaking.
b.use commas and quotation
marks to mark direct speech and
quotations from text.
2d.Spell grade-appropriate
words correctly, consulting
references when needed.
Quotations
Students practice using commas and quotations marks using handout page 55. Go over
answers.
Essential Question: How do you punctuate someone’s exact words in a sentence?
Word Study
Students work in groups on activities with their bag of words. Teacher facilitates and assesses
as needed.
Essential Question: How does learning spelling rules help you become a better speller?
Dismissal
Time/Subject
8:00-8:30
8:30-8:40
8:40-9:30
Specials
9:40-10:45
Math Workshop
CCGPS
Standards
Day of the Week: Wednesday / March 12
Restroom Break, Unpack for the Day,
LA/Math Brain Checks/Morning Instruction
Morning Announcements, Moment of Silence/Pledge
PE
ART
MUSIC
Restroom from 9:30-9:45
MCC4.G.1 Draw points, lines,
line segments, rays, angles
(right, acute, obtuse), and
perpendicular and parallel lines.
Identify these in twodimensional figures.
MCC4.G.2 Classify twodimensional figures based on the
presence or absence of parallel
or perpendicular lines, or the
presence or absence of angles of
a specified size. Recognize right
triangles as a category, and
identify right triangles.
Essential Question:
What properties do geometric objects have in common?
Where is geometry found in your everyday world?
How can you use the terms ray, point, angle, line, and line segment to describe and create
two dimensional figures?
Students will begin lesson by completing the Brain Check Problems on board. Brain
Check ideas will relate to problems from the skills we are covering in class that need
extra practice or challenges.
We will be using several different resources this year so… If you come across a problem
on any of the handouts or in the chapter that might be too challenging for your group
please skip it or edit it to make it appropriate for your group.
Today we are going to start working on Unit 8 Geometry…I a have a copy of the unit for
you to refer to…there are some useful terms and background knowledge in the unit.
This Unit follows 16 scripted Lessons from New York....I will pull the lessons from share
point...We have to follow the lessons sequentially…I will give you the teacher resource
and the student support for each lesson.
Follow the Teacher Guide for Lesson 4 G.1 … Identify, define, and draw parallel lines.
Use the student supports for the lesson…They are labeled Wednesday.
Key vocabulary for the Unit:
Angle – a plane figure formed by two rays that share an endpoint.
Equilateral triangle – a triangle with all sides the same length.
Isosceles triangle – a triangle with two equal sides.
Line of symmetry – a line that divides a figure into two congruent halves that are mirror
images of each other.
Obtuse angle – an angle with a measure greater than 90˚ and less than 180˚.
Parallel lines – lines that are always the same distance apart.
Parallelogram – a quadrilateral with two pairs of parallel and congruent sides.
Perpendicular lines - lines that intersect to form a right angle.
plane figure – any 2-dimensional figure
Polygon – a closed plane figure formed from line segments that meet only at their
endpoints.
Quadrilateral – a four sided polygon.
Rectangle – a quadrilateral with two pairs of congruent, parallel sides and four right
angles.
Rhombus – a parallelogram with all four sides equal in length.
Right angle – an angle that measures exactly 90˚.
Scalene triangle – a triangle that has no congruent sides.
Side – a line segment connected to other segments to form a polygon.
Square – a parallelogram with four congruent sides and four right angles.
Triangle – a polygon with three angles and three sides.
Trapezoid – a quadrilateral with exactly two parallel sides.
Vertex (of a 2-D figure) – the point at which two line segments, lines, or rays meet to
form an angle.
I have included a daily review practice sheet…You can also start using the Coach book
to reinforce your lessons and reviews.
For homework complete the activity sheets and Continue to practice multiplication facts.
10:45-11:35
Writing
Workshop
11:35-12:25
Reading
Workshop
.
ELACC4RL1:
Refer to details and examples in
a text when explaining what the
text says explicitly and when
drawing inferences from the text.
ELACC4RL2:
Determine a theme of a story,
drama, or poem from details in
Predicting questions for genre and understanding what they are really asking based on
key words in the questions.
I gave you a typed list of categories and questions that I have used in the past as well as some
other questions that I have gotten from others. I have questions written on sentence strips with
the categories on charts around the room. I give each student a question and they have to
determine what type of question it is and place it on the correct chart. We talk about key
words and underline them as well. Students could then go back the four passages that have
the
text; summarize the text.
ELACC4RL3:
Describe in depth a character,
setting, or event in a story or
drama, drawing on specific
details in the text (e.g., a
character’s thoughts,
words, or actions
).
12:25-1:00
1:00-1:30
Social Studies
1:30-2:00
2:00-2:30
Science
2:30-3:00
Language Arts
3:00-3:30
Number Talks\
Word Study
SS4H6 The Student
will explain westward
expansion of America
between 1801 and
1861.
done this week in their Common Core Coach Book and see if they can identify what type of
questions they were.
Students will then practice with the following passage from their Common Core Coach Book:
pages32-35-“Just Waiting for You”
Praise/reward students who use all the strategies taught for fiction and hold them accountable
from now on for doing this with fiction passages!
Essential Questions: Why is it important to know elements of fiction when reading a
passage? Why is it important to know what types of questions you are asked on standardized
tests?
LUNCH
Teaching Point: Texas and Mexican War
SW read Unit 5, Chapter 11, Lesson 2, pages 398-399
Students will receive study guide for Chapter 11.
EQ: How did the Texas and Mexican War change the
United States?
BREAK and RESTROOM
DLR-Week 14-Students complete Wednesday. Go over corrections. Quiz Friday.
ELACC4L1: Demonstrate
command of the conventions of
standard English grammar and
usage when writing or speaking.
b.use commas and quotation
marks to mark direct speech and
quotations from text.
MCC4.NBT.4 Fluently add and
subtract multi-digit whole
numbers using the standard
algorithm.
Stifle (verb):
To hold back or stop something
from happening.
To be good at hide and seek, you
have to be able to stifle any
laugh.
Quotations
Students complete Reteaching Workbook page 63-Quotation Marks. Go over. Homeworkback of handout-Workbook Plus page 99.
Essential Question: How do you punctuate someone’s exact words in a sentence?
Essential Question: How can I effectively explain my mathematical thinking and
reasoning to others? How can I ensure my answer is reasonable?
All Number Talks follow a basic six-step format. The format is always the same, but the
problems and models used will differ for each number talk.
1. Teacher presents the problem. Problems are presented in many different ways: as dot cards,
ten frames, sticks of cubes, models shown on the
overhead, a word problem or a computation problem.
2. Students figure out the answer. Students are given time to figure out the answer. To make
sure students have the time they need, the teacher asks
them to give a “thumbs-up” when they have determined their answer. The thumbs up signal is
unobtrusive- a message to the teacher, not the other
students.
3. Students share their answers. Four or five students volunteer to share their answers and the
teacher records them on the board.
4. Students share their thinking. Three or four students volunteer to share how they got their
answers. (Occasionally, students are asked to share with the
person(s) sitting next to them.) The teacher records the student's thinking.
5. The class agrees on the answer for the problem. The answer that the class determines is the
right answer is presented after students have had the
opportunity to share and clarify their thinking.
6. The steps are repeated for additional problems if time allows.
On Share Point… Move Through Week 9 Third Nine Weeks
3:30-
Dismissal
Time/Subject
8:00-8:30
8:30-8:40
8:40-9:30
Specials
9:40-10:45
Math Workshop
CCGPS
Standards
Day of the Week: Thursday/ March 13
Restroom Break, Unpack for the Day,
LA/Math Brain Checks/Morning Instruction
Morning Announcements, Moment of Silence/Pledge
PE
ART
MUSIC
Restroom from 9:30-9:45
MCC4.G.1 Draw points, lines,
line segments, rays, angles
(right, acute, obtuse), and
perpendicular and parallel lines.
Identify these in twodimensional figures.
MCC4.G.2 Classify twodimensional figures based on the
presence or absence of parallel
or perpendicular lines, or the
presence or absence of angles of
a specified size. Recognize right
triangles as a category, and
identify right triangles.
Essential Question:
What properties do geometric objects have in common?
Where is geometry found in your everyday world?
How can you use the terms ray, point, angle, line, and line segment to describe and create
two dimensional figures?
Students will begin lesson by completing the Brain Check Problems on board. Brain
Check ideas will relate to problems from the skills we are covering in class that need
extra practice or challenges.
We will be using several different resources this year so… If you come across a problem
on any of the handouts or in the chapter that might be too challenging for your group
please skip it or edit it to make it appropriate for your group.
Today we are going to start working on Unit 8 Geometry…I a have a copy of the unit for
you to refer to…there are some useful terms and background knowledge in the unit.
This Unit follows 16 scripted Lessons from New York....I will pull the lessons from share
point...We have to follow the lessons sequentially…I will give you the teacher resource
and the student support for each lesson.
Follow the Teacher Guide for Lesson 5 MD.5 and MD.6 … Use a protractor to
understand a 1-degreee angle as 1/360 of a turn. Explore benchmark angles using the
protractor.
Use the student supports for the lesson…They are labeled Thursday.
Key vocabulary for the Unit:
Angle – a plane figure formed by two rays that share an endpoint.
Equilateral triangle – a triangle with all sides the same length.
Isosceles triangle – a triangle with two equal sides.
Line of symmetry – a line that divides a figure into two congruent halves that are mirror
images of each other.
Obtuse angle – an angle with a measure greater than 90˚ and less than 180˚.
Parallel lines – lines that are always the same distance apart.
Parallelogram – a quadrilateral with two pairs of parallel and congruent sides.
Perpendicular lines - lines that intersect to form a right angle.
plane figure – any 2-dimensional figure
Polygon – a closed plane figure formed from line segments that meet only at their
endpoints.
Quadrilateral – a four sided polygon.
Rectangle – a quadrilateral with two pairs of congruent, parallel sides and four right
angles.
Rhombus – a parallelogram with all four sides equal in length.
Right angle – an angle that measures exactly 90˚.
Scalene triangle – a triangle that has no congruent sides.
Side – a line segment connected to other segments to form a polygon.
Square – a parallelogram with four congruent sides and four right angles.
Triangle – a polygon with three angles and three sides.
Trapezoid – a quadrilateral with exactly two parallel sides.
Vertex (of a 2-D figure) – the point at which two line segments, lines, or rays meet to
form an angle.
I have included a daily review practice sheet…You can also start using the Coach book
to reinforce your lessons and reviews.
For homework complete the activity sheets and Continue to practice multiplication facts.
10:45-11:35
Writing
Workshop
11:35-12:25
Reading
Workshop
ELACC4RL1:
Refer to details and examples in
a text when explaining what the
text says explicitly and when
Poetry
You will model today with the poem, “Song For a Cottontail” found in the FCAT released test
in sresource. Discuss that with poetry you number your stanzas and put mainly abouts out to
the side. Tell them that the questions may ask about something in a particular stanza or even a
drawing inferences from the text.
ELACC4RL2:
Determine a theme of a story,
drama, or poem from details in
the
text; summarize the text.
ELACC4RL3:
Describe in depth a character,
setting, or event in a story or
drama, drawing on specific
details in the text (e.g., a
character’s thoughts,
words, or actions
).
12:25-1:00
1:00-1:30
Social Studies
1:30-2:00
2:00-2:30
Science
2:30-3:00
Language Arts
line in a stanza. They need to be familiar with this. If the poem has only one stanza, they can
put their mainly abouts where they see fit. This will be the case for this poem you are
modeling with.
Students will then practice with the following passage from their Common Core Coach Book:
pages60-62-“The Ballad of Sally”
pages 63-65-“Cloud Forest”
Praise/reward students who use all the strategies taught for poetryand hold them accountable
from now on for doing this with poems!
Essential Question: Why is it important to make a plan for poetry when taking a standardized
test?
LUNCH
SS4H6 The Student
will explain westward
expansion of America
between 1801 and
1861.
Teaching Point: Moving west
SW read Unit 5, Chapter 11, Lesson 4, pages 400 -401
EQ: Why did Americans move west?
BREAK and RESTROOM
ELACC4L1: Demonstrate
command of the conventions of
standard English grammar and
usage when writing or speaking.
b.use commas and quotation
marks to mark direct speech and
quotations from text.
DLR-Week 14-Students complete Thursday. Go over corrections. Quiz tomorrow.
Quotations
Go over answers to homework-Workbook Plus page 99 as a review.
Students complete handout page 145-Quotations and Quotation Marks for a grade.
Essential Question: How do you punctuate someone’s exact words in a sentence?
3:00-3:30
Number Talks\
Word Study
3:30-
2d.Spell grade-appropriate
words correctly, consulting
references when needed.
Word Study
Students work in groups on activities with their bag of words. Teacher facilitates and assesses
as needed.
Essential Question: How does learning spelling rules help you become a better speller?
Dismissal
Time/Subject
8:00-8:30
8:30-8:40
8:40-9:30
Specials
9:40-10:45
Math Workshop
CCGPS
Standards
Day of the Week: Friday / March 14
Restroom Break, Unpack for the Day,
LA/Math Brain Checks/Morning Instruction
Morning Announcements, Moment of Silence/Pledge
PE
ART
MUSIC
Restroom from 9:30-9:45
MCC4.G.1 Draw points, lines,
line segments, rays, angles
(right, acute, obtuse), and
perpendicular and parallel lines.
Identify these in twodimensional figures.
MCC4.G.2 Classify twodimensional figures based on the
presence or absence of parallel
or perpendicular lines, or the
presence or absence of angles of
a specified size. Recognize right
triangles as a category, and
identify right triangles.
Essential Question:
What properties do geometric objects have in common?
Where is geometry found in your everyday world?
How can you use the terms ray, point, angle, line, and line segment to describe and create
two dimensional figures?
Students will begin lesson by completing the Brain Check Problems on board. Brain
Check ideas will relate to problems from the skills we are covering in class that need
extra practice or challenges.
We will be using several different resources this year so… If you come across a problem
on any of the handouts or in the chapter that might be too challenging for your group
please skip it or edit it to make it appropriate for your group.
Today we are going to start working on Unit 8 Geometry…I a have a copy of the unit for
you to refer to…there are some useful terms and background knowledge in the unit.
This Unit follows 16 scripted Lessons from New York....I will pull the lessons from share
point...We have to follow the lessons sequentially…I will give you the teacher resource
and the student support for each lesson.
Follow the Teacher Guide for Lesson 6 MD.5 and MD.6 … Use a protractor to
distinguish angle measure from length measurement.
Use the student supports for the lesson…They are labeled Friday.
Key vocabulary for the Unit:
Angle – a plane figure formed by two rays that share an endpoint.
Equilateral triangle – a triangle with all sides the same length.
Isosceles triangle – a triangle with two equal sides.
Line of symmetry – a line that divides a figure into two congruent halves that are mirror
images of each other.
Obtuse angle – an angle with a measure greater than 90˚ and less than 180˚.
Parallel lines – lines that are always the same distance apart.
Parallelogram – a quadrilateral with two pairs of parallel and congruent sides.
Perpendicular lines - lines that intersect to form a right angle.
plane figure – any 2-dimensional figure
Polygon – a closed plane figure formed from line segments that meet only at their
endpoints.
Quadrilateral – a four sided polygon.
Rectangle – a quadrilateral with two pairs of congruent, parallel sides and four right
angles.
Rhombus – a parallelogram with all four sides equal in length.
Right angle – an angle that measures exactly 90˚.
Scalene triangle – a triangle that has no congruent sides.
Side – a line segment connected to other segments to form a polygon.
Square – a parallelogram with four congruent sides and four right angles.
Triangle – a polygon with three angles and three sides.
Trapezoid – a quadrilateral with exactly two parallel sides.
Vertex (of a 2-D figure) – the point at which two line segments, lines, or rays meet to
form an angle.
I have included a daily review practice sheet…You can also start using the Coach book
to reinforce your lessons and reviews.
For homework complete the activity sheets and Continue to practice multiplication facts.
10:45-11:35
Writing
Workshop
11:35-12:25
Reading
Workshop
ELACC4RL1:
Refer to details and examples in
a text when explaining what the
text says explicitly and when
drawing inferences from the text.
ELACC4RL2:
Determine a theme of a story,
Fiction/Poetry
Students will then practice with the following passage and poem from their Common Core
Coach Book:
pages 104-107-“A Daring Rescue”
pages 108-110-“The Andes”
Praise/reward students who use all the strategies taught for fiction and poetry and hold them
accountable from now on for doing this with all fiction passages and poems!
drama, or poem from details in
the
text; summarize the text.
ELACC4RL3:
Describe in depth a character,
setting, or event in a story or
drama, drawing on specific
details in the text (e.g., a
character’s thoughts,
words, or actions
).
12:25-1:00
1:00-1:30
Social Studies
1:30-2:00
2:00-2:30
Science
2:30-3:00
Language Arts
3:00-3:30
Number Talks\
Word Study
Essential Questions: Why is it important to know elements of fiction when reading a
passage?
LUNCH
SS4H6 The Student
will explain westward
expansion of America
between 1801 and
1861.
Teaching Point: Moving West
SW read Unit 5, Chapter 11, Lesson 2, pages 402-403
EQ: Why did Americans move West?
BREAK and RESTROOM
ELACC4L1: Demonstrate
command of the conventions of
standard English grammar and
usage when writing or speaking.
b.use commas and quotation
marks to mark direct speech and
quotations from text.
DLR-Week 14 Quiz.
Students complete quiz.
MCC4.NBT.4 Fluently add and
subtract multi-digit whole
numbers using the standard
algorithm.
Essential Question: How can I effectively explain my mathematical thinking and
reasoning to others? How can I ensure my answer is reasonable?
Stifle (verb):
To hold back or stop something
from happening.
To be good at hide and seek, you
have to be able to stifle any
laugh.
Essential Question:
How do you determine if a sentence has a mistake that needs to be corrected?
All Number Talks follow a basic six-step format. The format is always the same, but the
problems and models used will differ for each number talk.
1. Teacher presents the problem. Problems are presented in many different ways: as dot cards,
ten frames, sticks of cubes, models shown on the
overhead, a word problem or a computation problem.
2. Students figure out the answer. Students are given time to figure out the answer. To make
sure students have the time they need, the teacher asks
them to give a “thumbs-up” when they have determined their answer. The thumbs up signal is
unobtrusive- a message to the teacher, not the other
students.
3. Students share their answers. Four or five students volunteer to share their answers and the
teacher records them on the board.
4. Students share their thinking. Three or four students volunteer to share how they got their
answers. (Occasionally, students are asked to share with the
person(s) sitting next to them.) The teacher records the student's thinking.
5. The class agrees on the answer for the problem. The answer that the class determines is the
right answer is presented after students have had the
opportunity to share and clarify their thinking.
6. The steps are repeated for additional problems if time allows.
On Share Point… Move Through Week 9 Third Nine Weeks
3:30-
Dismissal