Download Lesson Plan Week 4.2 - Gulfport School District

Lesson Plans Week 4.2
April 4 - April 8
Monday
Math: Session 1
Objective
4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in twodimensional figures.
Language of the
Standard
line, point, ray, line segment, angle, obtuse, acute, right, straight, reflex
Essential
Question
Anticipatory
Where can we find points, lines, rays, and angles in the real world?
Teacher Input
Guided
Instruction
Independent
Practice
Closure
Media &
Materials
TTW play the catchy Geometry song at the beginning of class. TTW explain how points and lines not only make up these shapes in geometry,
but they make up every shape everywhere.
TTW show the Geometry video about Euclid-attached to the flipchart
TTW introduce the properties of lines and how they interact with each other.
*point, line, ray, intersecting, perpendicular, parallel*
TTW use an interactive flipchart-“Lines2.0”- as students record their notes.
TTW use two laser pointers to show a representation of a line (two laser pointers going in opposite directions), a ray(one laser pointer), and a
line segment(one laser pointer stopping on a wall).
TTW use the Line family "brain tool"
TSW complete their guided notes.
TSW complete their guided notes with the Lines Key-Students will practice drawing the examples.
*TTW have students come up to the board and draw their examples.
TTW have the class recite the Line family "brain tool."
Laser Pointers, guided notes, flipcharts, One Plucked Peacock
Math: Session 2
Objective
4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in twodimensional figures.
Language of the
Standard
line, point, ray, line segment, angle, obtuse, acute, right, straight, reflex
Essential
Question
Where can we find points, lines, rays, and angles in the real world?
Teacher Input
Guided
Instruction
TTW use the activity titled “One Plucked Peacock” to practice the geometry skills they learned earlier in the day.
TTW pull up the flipchart titled “One Plucked Peacock” to reference to as the students are recording their answers on their activity sheet. (TSW not
complete the reverse side of the activity sheet until Tuesday)
TTW guide students through the activity. Once students are ready the teacher will have students complete the activity independently.
Lesson Plans Week 4.2
Independent
Practice
Closure
Media &
Materials
April 4 - April 8
TSW record their answers for “One Plucked Peacock”
TTW have students recite the Line family “brain tool”
One Plucked Peacock-Flipchart and Activity Sheet
Reading
Objective
Language of the
standard
RI4.9 Integrate information from two texts on the same topic
Integrate, knowledgably; topic
How can I integrate information from two texts?
Essential
Question
Anticipatory TSW watch a short video " A Nonfiction Throw Down"
Set
Teacher Input TTW show a short video within a flip chart that introduces how to integrate information from two separate nonfiction texts
Guided
Instruction
Independent
practice
Closure
Media &
Materials
TTW explain the importance of citing the key details from each text and using a Venn diagram to compare and contrast the two texts
TTW give students two related texts in topic
-have them buddy read with a partner; cite key details from each one; use a Venn diagram to compare and contrast
TSW buddy read "Save the Moolah!" And " Youngsters Earning Money"
-cite key details from each passage
-compare and contrast using a Venn diagram
-class discussion/share
Whip around: how do we integrate two texts
Teacher-made flip chart; paired texts sheet; graphic orgainzers
Science
Objective
Language of the
Standard
SCI 4.3 Analyze food webs to interpret how energy flows from the sun.
Food web, food chains, competition, energy pyramid, resource, native, alien species, herbivores, omnivores, carnivores
How can energy flow through an environment?
Essential
Question
Anticipatory TTW show studyjams.com educational video titled Food Chains and Food Webs.
Set
Teacher Input TW continue with the introduction to food webs by reading pages. 88-92 from a science resource on Food Webs.
Lesson Plans Week 4.2
April 4 - April 8
Together the teacher will work with the students in using text features in informational text to determine key details that will aide in
understanding of how food webs move energy through an environment. TW help the students record the following details from the reading:
 What is a food web?
o It is a visual that shows several food chains linked together.
o Relationships among living things Predator vs Prey
o Competition for resources within the food web.
 Describe how energy from the sun flows through a food web
 How do new organisms change food webs?
o By providing unexpected results
o Introducing an Alien Species to an ecosystem and causing a severe change in resources for the food web.
 What is an energy pyramid?
Guided
o It shows how much energy is at each feeding level. What types of predators or prey are located on each level.
Practice
Independent
Practice
Closure
Media &
Materials

TSW complete 3 doodles using the information they gathered today from their notetaking and reading.
1. Food Chains
2. Food Webs
3. Food Chains in 3 different ecosystems
TSW identify 2 food chains that ends with the hawk. They will share with their partner how the energy gets to the top predator as it moves
through the food chain.
Food web reading packet, science doodles, and interactive notebook
TUESDAY
Math
Objective

4.MD.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of
angle measurement
Lesson Plans Week 4.2
Language of the
Standard
Essential 
Question
Anticipatory
Set
Teacher Input
Guided
Practice
Independent
Practice
Closure
April 4 - April 8
line, point, ray, line segment, angle, obtuse, acute, right, straight, reflex
What terms can I use to describe angles?
TTW pass out example angle cards. Without any explanation at all, TTW simply say, "sort these cards."
After about 45 seconds, TTW then say, "sort these cards according to the size of these angles." After another 45 seconds, or as needed, TTW
then say, "Use what you know about right angles to sort these angles."
TTW play the Angles Song Dr. Seuss Video
https://www.youtube.com/watch?v=vB9Fax-9nAs
*TTW introduce the concept of angles with an interactive flipchart.
*Angle: a figure made from two rays that have the same endpoint. Angles are measured in degrees.
*Obtuse Angle
*Acute Angle
*Right Angle
*TTW discuss how to identify an angle: “angle ABC”
TSW complete their ANGLES guided notes throughout the interactive flipchart.
TSW complete the angle sort again and discuss why it is easier this go-round.
Students will “teach” their partner what they learned today.
Reading/Language Arts/ Science
Centers
CENTERS
Rotation #1
9:30-10:00
Rotation #2
11:00-11:30
Rotation #3
11:30-12:00
Rotation #4
12:00-12:30
Teacher Center
4.RF 4.abc Read with sufficient accuracy and fluency to support
comprehension
4.SL. 1a Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation and other information known
about the topic to explore ideas under discussion
4SL. 1b Follow agreed upon rules for discussion and carry out assigned roles
4SL.1c Pose and respond to specific questions to clarify or follow up on
information, and make comments that contribute to the discussion and line
the remarks of others
4SL.3 Identify the reasons and evidence a speaker provides to support
particular points
4.W9 Apply grade 4 Reading standards to literature ( Describe in depth a
Computer Center
Independent
Center
Science Center
SCI 4.3 Analyze food
webs to interpret
how energy flows
from the sun.
Stations 1 and 2
Primary focus is
paraphrasing an
informational reading
passage.
Lesson Plans Week 4.2
April 4 - April 8
character, setting, or event in a story or drama, drawing on specific details
in the text [character’s thoughts, words, or actions]
TSW present their LIT job and collaborate in group discussion.
Media &
Materials
Vocabulary of
important terms
pertaining to this
weeks topic.
Weekly 5 stations
WEDNESDAY
Math
Objective

Language of the
Standard
Essential 
4.MD.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of
angle measurement
line, point, ray, line segment, angle, obtuse, acute, right, straight, reflex
What terms can I use to describe angles?
Question
Teacher Input TSW use their notes from Monday and Tuesday and the teacher will use the interactive flipcharts “All the King’s Men” and “Road Work
Guided
Practice
Independent
Practice
Closure
Media &
Materials
Ahead”
TTW use the flipcharts for students to see the images larger.
TSW record their answers for “All the King’s Men” and “Road Work Ahead” on their activity sheets. (crayons/color pencils/highlighters
needed)
Students will “teach” their partner what they learned today.
“Road Work Ahead”-Flipchart and Activity Sheet, “All the King’s Men”-Flipchart and Activity Sheet
Language Arts
Objective
Language of the
Standard
Essential
Question
Teacher input
Guided
Lesson Plans Week 4.2
April 4 - April 8
Instruction
Independent
Practice
Closure
Media &
Materials0
Writing
Objective
ELACC 4W3 – write narratives to develop real or imagined experiences or events using effective technique, descriptive details,
and clear event sequences
•Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds
naturally.
•Use dialogue and description to develop experiences and events or show the responses of characters to situations.
•Use a variety of transitional words and phrases to manage the sequence of events.
•Use concrete words and phrases and sensory details to convey experiences and events precisely.
•Provide a conclusion that follows from the narrated experiences or events.
ELACC.4.W.4- Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and
audience.
ELACC.4.W.5- With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Language of the
standard
Narrative, imagined, technique, descriptive details, sequences
Essential
How can I make sure that my writing is appropriate to my assigned task, purpose, and audience?
Question
Teacher Input TW begin working with students developing pages to type. TW model how to use the tools on the keyboard and office word to begin typing
Guided
Instruction
Independent
practice
Closure
Media &
Material
their story
TW assess the student's work and check for page breaks . TW check editing and make sure student is following the conventions of English
TSW continue working on their story, making changes as necessary.
TSW swap with another student and close with peer editing
Student work
Social Studies
Objective
2c-Describe the development of and opposition to slavery.
2d-Trace the steps that led to Mississippi's secession from the Union in 1861 and entering into the Civil War.
Lesson Plans Week 4.2
April 4 - April 8
3a-Use Social Studies tools to describe connections among people, places, and environment of MS and southeastern region.
4c-Compare and contrast the benefits and challenges of unity and diversity among citizens of MS.
6c-Analyze the impact and interactions among all groups throughout the history of MS.
Language of the
Blockade, siege, surrender, emancipation
Standard
Essential
Question
Teacher Input
Guided
Practice
Independent
Practice
Closure
Media &
Materials
Why was Mississippi's location important to the Civil War? What changes in the state and nation took place because of the Civil War?
Teacher will recap the causes the led to the civil war beginning with abolitionists: Frederick Douglas and Harriet Beecher Stowe moving
through Lincoln becoming president with a goal of stopping slavery from spreading causing 11 Southern states to secede the Union.
Introduce essential questions...show students Youtube video on Emancipation Proclamation.
Teacher will provide students teacher-made graphic organizer for note-taking and guide students to reading for comprehension through the
usage of multiple strategies they have learned throughout the year (dig for non-fiction text features such as bold print, sub-heading/titles,
etc.; use context clues; summarize; and, other strategies as needed).
Students will work independently or in pairs to complete graphic organizer.
Enrichment: Research famous abolitionists, Frederick Douglass and Harriet Beecher Stowe (present to class)
Socratic Questioning http://changingminds.org/techniques/questioning/socratic_questions.htm
McGraw Hill "Mississippi Studies"
Teacher-made graphic organizer
http://www.civilwar.org/education/history/10-facts-about-the-civil-war/
http://www.ducksters.com/history/civil_war.php
THURSDAY
Math
Teacher input
Independent
Practice
TTW provide students with MPT 4.2
TSW complete their MPT 4.2
Reading/Language Arts/ Science
Centers
CENTERS
Rotation #1
Teacher Center
4.RF 4.abc Read with sufficient accuracy and fluency to support
comprehension
Computer Center
Independent
Center
Science Center
SCI 4.3 Analyze food
webs to interpret
Lesson Plans Week 4.2
11:45-12:15
Rotation #2
12:18-12:48
Rotation #3
12:51-1:21
Rotation #4
1:25-1:55
4.SL. 1a Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation and other information known
about the topic to explore ideas under discussion
4SL. 1b Follow agreed upon rules for discussion and carry out assigned roles
4SL.1c Pose and respond to specific questions to clarify or follow up on
information, and make comments that contribute to the discussion and line
the remarks of others
4SL.3 Identify the reasons and evidence a speaker provides to support
particular points
4.W9 Apply grade 4 Reading standards to literature ( Describe in depth a
character, setting, or event in a story or drama, drawing on specific details
in the text [character’s thoughts, words, or actions]
TSW present their LIT job and collaborate in group discussion.
April 4 - April 8
how energy flows
from the sun.
Stations 2, 3, 4
SW create a food
web showing how
energy flows through
it
SW correctly
sequence energy flow
using terminology
from the energy
pyramid.
SW choose an animal
and will describe it by
its prey and
predators,
documenting what it
eats, creating a
picture identifying
the characteristics
that help it survive by
getting food.
Stations 2,3,4
interactive notebook
Media &
Materials
FRIDAY
Math
Objective

Language of the
Standard
4.MD.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of
angle measurement
line, point, ray, line segment, angle, obtuse, acute, right, straight, reflex
Lesson Plans Week 4.2
Essential  What terms can I use to describe angles?
Question
Teacher Input
Guided
Practice
Independent
Practice
Closure
Media &
Materials
April 4 - April 8
REMEDIATION DAY
Reading
Objective
Language of the
Standard
Essential
Question
Teacher input
Guided
Practice
Independent
practice
Closure
Media &
Materials
Language Arts
Objective
Language of the
Standard
Teacher input
Guided
Practice
Independent
Lesson Plans Week 4.2
April 4 - April 8
Practice
Closure
Media &
Materials
Science
Objective
Language of the
Standard
Essential
Question
Teacher input
Guided
Practice
Independent
Practice
Closure
Media &
Materials
SCI 4.3 Analyze food webs to interpret how energy flows from the sun.
Food web, food chains, competition, energy pyramid, resource, native, alien species, herbivores, omnivores, carnivores
How can energy flow through an environment?
TTW briefly review skills they have studied all week from the testing calendar
TSW partake in the SCIENCE MPT4.2 assessment
SW reflect on the essential question by answering it on the back of their test.
Essential question, MPT 4.2 test,
Vocabulary
Objective
Language of the
Standard
Essential
Question
L4.4B Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.
affix, prefix, suffix, base, root
How do Greek and Latin root words as clues to help me determine the meaning of new words?
Teacher Input Teacher will show a Power Point presentation introducing Greek and Latin root words.
Guided
Practice
Independent
Practice
TW introduce students to Geometry root words: poly (many), tri (three), and quad (four), pent (five). TW will provide students with a print out
flip-chart (graphic organizer) to fill in while discussing the roots. The teacher will spend two weeks guiding student through the learning of new
words associated with these roots. Students will be assessed at the end of two weeks. Teacher will guide students through the completion of
Frayer Model Sample on Homework Worksheet for which they will use during homework.
Students will complete the remainder of the words in their Flipbook independently. Student will complete ONE Frayer Model for
homework Monday-Thursday (4 per week). Students who need additional help will make flashcards for studying purposes. Students will hunt
words containing “meter” during whole and small group reading for discussion. Additionally, students will practice using root words in iReady
(CBL) lessons.
Lesson Plans Week 4.2
Assessment
April 4 - April 8
Closure
Media &
Materials
PowerPoint, Flipbook, Frayer Model Worksheet (Homework)
Leader in Me