Download Lesson Plans-Ms. Foster and Mrs. Kaiser 4th grade Week of Dec

Lesson Plans-Ms. Foster and Mrs. Kaiser 4th grade
Week of Dec. 5th
8:30: Greet students at back door. They should enter quietly and sit down, waiting for their turn to hang
coats/backpacks. Students work on fluency/DLP, then read silently while waiting their turns.
*Announcements are made/pledge.
*Take attendance and enter on computer-intranet/attendance/elementary.
*Review daily schedule with students-posted on board.
Theme: American Stories-That’s Amazing
Skill: Compare & Contrast
In the Door
Monday
Tuesday
Fluency/DLP
8:30-8:45
8:30-8:45
Students take
turns hanging
backpacks then
complete DLP
corrections
(sentences on
board) and begin
5-day fluency
passage.
same
Word Knowledge Block (30 min)
Word
Monday
Tuesday
Knowledge
8:45-9:15
8:45-9:15
Introduce new Word
Review WWW and
Word Wall
10 min
Wall Words and
patterns therein.
Discuss new spelling
words and patterns.
PB pages 237
Other
Word Work
20 min
Review spelling word
meanings. Students
choose synonym and
antonym for each
word, and discuss
parts of speech.
Introduce story
vocabulary.
PB page 238-239
Cursive spelling
word practice for
home practice.
Story: Cendrillon
Strategy: Question
Wed
Thur
8:30-8:45
8:30-8:45
Friday
8:30-8:45
same
same
Wed
8:45-9:15
Thur
8:45-9:15
Friday
8:45-9:15
Review WWW.
Big Word: To Be
Determined
Spelling and
Vocabulary Test
patterns.
Students use WWW
in sentence and
share. Diagram
sentences and check
for proper
structure.
Students write a
cohesive
paragraph using
WWW. Review
proper structure
of paragraph:
indentation,
punctuation etc.
Review story
vocabulary. Discuss
word meanings using
pictures.
PB pages, cont.
Discuss & complete
PB p. 231.
Continue/complete
spelling word
sentences.
Begin 4-squares and
spelling sentences.
PB p. 234-235 HP
same
Continue 4squares.
Preview words
for following
week.
Practice for
spelling and
vocabulary
test.
MUSIC & ART
What do I expect students to learn? Students will be able to compare and contrast stories.
How will I know if students have learned? Students will demonstrate their ability by answering
an extended response question comparing Cendrillon to The Stranger.
If students don’t learn, what will I do? Students who do not answer adequately will conference
individually with teacher and then be reevaluated with an additional compare/contrast extended
response question.
When students do learn, what will I do? Praise them and publish their work.
Readers’
Workshop
Monday
9:15-9:30
Tuesday
9:15-9:30
Wednesday
9:15-9:30
Thursday
9:15-9:30
Mini
Lesson
(model
strategies)
15 min
Review SkillCompare/Contrast
& StrategyQuestioning
Read Aloud: The
Fog Maiden’s
Necklace – p. 325S
Genre study: What is
a fairytale?
Point of View:
discuss concept
with class and give
examples in reallife, media and
other stories.
Discuss genre
category and
cultural
difference/significa
nce of story.
Show graphic organizer
and discuss elements:
characters, setting
and problem.
Compare &
Contrast: Tell
students they
will be
watching
Cinderella at
end of week
and required to
compare/contra
st Cendrillon &
Cinderella.
p. 331Definition: stories
passed down orally
through generations.
Use traditional
“Cinderella” as
discussion topic.
Monday
9:30-10:30
Work Time
Guided
Groups &
Conference
Read background
information and
discuss context
clues for story
vocabulary – p.
326-327.
Brainstorm some
questions about
story based on
cover.
Review PB p. 232
before students
begin reading.
Tuesday
9:30-10:30
SSL & PE
Compare &
contrast
Madame &
Nannin’ from
story – p. 333.
– using venn
diagram.
Friday
9:00-10:30
Continue in MUSIC
& ART.
Page 335 –
Students work in
pairs to find
examples of
narrator’s point of
view.
Share/discuss as
class.
Wednesday
9:3010:30
Thursday
9:30-10:30
Friday
Class listens to
story on dvd,
pausing to
answer/discuss
comprehension
questions; and,
check/complete
venn diagram.
Students answer
responding
questions # 1-6
on page 354. #6
as extended
response.
Continue in
MUSIC & ART.
Assessment:
students
complete
comprehension
check PB p.
Small group workDance Link: p.
356-357…critical
thinking questions
written on board.
Early finishers
233.
Students read and
complete diagram
independently.
PE: 10-10:30
may complete
social studies link:
making a travel
brochure on page.
355.
Writers’
Monday 10:30Workshop
11:45
Mini Lesson Expository Writing:
Introduce genre.
(content &
What is the
conventions) purpose? How
different from
15min
Tuesday
10:30-11:45
Wednesday
10:30-11:45
Thursday
10:30-11:45
Friday
10:30-11:45
Review teacher’s
expository essay:
point out
structure
(beginning, big
idea 1 & 2,
ending). How does
it explain/inform?
Review outline
organization for
big ideas 1 & 2.
What should be
on the graphic
organizer? What
should be in the
essay?
None
today…students
continue writing.
Level Reader Groups
and teacher
conferences.
Teacher models
expository essay.
Prompt: “There are
many things we can
do to keep ourselves
healthy. We need to
eat healthy foods,
keep ourselves clean,
get rest and
exercise, and many
other things.”
Students choose
expository prompt
from teacher
provided list.
Students complete
graphic organizer
and begin writing.
Students
continue writing,
conferencing with
teacher, and
editing.
narrative/persuasive?
Work Time
Group &
Indv
Confer
30-45 Min
Why is this an
appropriate topic for
an expository essay?
Sharing
5-10 min
Students share.
Students begin
expository
graphic organizer:
Great
beginning/Big
Idea #1/Big Idea
#2/Awesome
Ending.
Teacher
conferences with
students @
chosen topic.
same
11:45-12:30: RECESS AND LUNCH
Teacher
conferences
individually.
STUDENT
STORIES: p. 324325.
Discuss elements
of a story using
“My Wish” as a
model.
STUDENT
STORIES:
Students
brainstorm ideas
for original
stories and
outline a main
character and
problem.
After leveled
reading groups
students may
continue writing
their original
stories.
Begin Writing.
Students answer
questions on page
325.
same
same
same