Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
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