Trousdale County Schools Weekly Lesson Plan
Teacher: Zarichansky / Pacing Guide Week #: 19Dates: 2/3/14-2/7/14
Subject: Math
Common Core Standard(s) to be taught: (Write the entire standard)
4.NF.C.7. Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
4.NF.C.6. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram
SPI(s) to be taught: (Write the entire SPI)
SPI 0406.2.6 Use the symbols < , > and = to compare common fractions and decimals in both increasing and decreasing order.
SPI 0406.2.2 Locate and place mixed numbers on the number line.
SPI 0406.2.9 Add and subtract decimals through hundredths.
SPI 0406.2.10 Solve contextual problems using whole numbers, fractions, and decimals.
Daily practice activity for citing text based evidence in conversation and/or writing:
· Students should be able to move fluidly from fractions to decimals and be able to justify their answers.
I Can Statements :
· I can compare decimals according to place value.
· I can place fractions and decimals on a number line accurately.
· I can add, subtract, multiply, and divide decimals. / Student Agenda:
· Posted daily but NOT included in Lesson Plan
Assessment Strategies (for Stage 1 teachers ONLY): Assessment used to determine mastery daily: If a quiz or test is given, include in the Teacher’s Lesson Plan Notebook.
Instructional Materials (for Stage 1 teachers ONLY): All instructional materials are to be included in the Teacher’s Lesson Plan Notebook.
Instruction: In outline form, describe each day of instruction. / Formative Assessment:
Day 1
· Teach students how to place fractions, mixed numbers, and decimals on a number line.
· Students should be able to place all forms accurately on a number line.
· Examples are found in Envision textbook pages TN 33, pages 276-278, and pages 280-281.
· Assign Envision workbook pages 177-180. / Visuals
Whole Group Instruction
Guided practice
Independent Practice
Day 2
· Students will be taught how to add decimals according to place value.
· Instruction should focus on students lining up the decimals when adding decimals.
· Remember to discuss the base ten system and place value while adding and regrouping.
· Use the 4th grade Harcourt textbook pages 588-589 for examples.
· Assign 4th grade Harcourt workbook 146. / Visuals
Whole Group Instruction
Guided practice
Independent Practice
White Boards
Day 3
· Students will be taught how to subtract decimals according to place value.
· Remind students to focus on lining up the decimals.
· When subtracting decimals, explain when regrouping the concepts associated with place value.
· Use 4th grade Harcourt textbook pages 590-591 for examples.
· Assign workbook page 147. / Visuals
Whole Group Instruction
Guided practice
Independent Practice
White Boards
Day 4
· Teach students how to multiply decimals.
· Focus on how multiplication is the same as it is with whole numbers, but you must count the decimal places.
· Use many of the examples found in the 5th grade Harcourt textbook pages 171-173.
· Assign 5th grade Harcourt workbook page 42. / Whole Group Instruction
Guided practice
Independent Practice
White Boards
Day 5
· Teach how to divide numbers containing decimals in the dividend.
· Emphasize that the decimal is ignored until the quotient is found and the decimal must be placed directly above where it was located.
· Examples of these type problems are found in the 5th grade Harcourt textbook pages 233-235.
· Assign the 5th grade Harcourt workbook page 58. / Whole Group Instruction
Guided practice
Independent Practice
White Boards
Day 6
·
Day 7
·
Alternate Instructional Interventions: Provide a specific plan for alternate instructional interventions, or re-teaching.
· Tutoring will include a review of whole number multiplication and division while introducing decimals in these processes. Examples will be found in the TCAP Coach Mathematics book.
Instructional technologies to enhance learning: List how each will enhance the effectiveness of the lesson.
· Pearson Success Net Envision Math- online tests and quizzes
· Learning Farm- daily review of skills
· Brain Pop- review of lesson
· Problem Attic- TCAP type questioning review
Trousdale County Schools Weekly Lesson Plan
Teacher: Zarichansky / Pacing Guide Week #:18Dates: 2-3-14
Subject: Reading/Writing
Common Core Standard(s) to be taught: (Write the entire standard)
Reading
RL.4.3 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).
Writing
W.4.3b Use dialogue and description to develop
experiences and events or show the responses
of characters to situations
SPI(s) to be taught: (Write the entire SPI)
SPI 0401.8.2 Identify characters, setting, and plot in a passage.
CU 0401.3.15 Incorporate vivid language into writing.
Daily practice activity for citing text based evidence in conversation and/or writing:
Talk through text questions and text based questioning in science and social studies
I Can Statements :
I can understand character, setting, and plot.
I can use vivid words in my writing. / Student Agenda:
· Posted daily but NOT included in Lesson Plan
Assessment Strategies (for Stage 1 teachers ONLY): Assessment used to determine mastery daily: If a quiz or test is given, include in the Teacher’s Lesson Plan Notebook.
Instructional Materials (for Stage 1 teachers ONLY): All instructional materials are to be included in the Teacher’s Lesson Plan Notebook.
Instruction: In outline form, describe each day of instruction. / Formative Assessment:
Day 1
· Teacher read aloud- T160-161- use listening comprehension questions
· Vocabulary T162-163- in groups talk it over activity found on back of cards
· Read Hercules Quest for Homework
Writing
· Students read various nonfiction articles and practice pulling out main ideas and supporting details / Listening comprehension questions
Observation of group vocabulary activity- students also focusing on presentation skills
Day 2
· Using Think through text questions reread half of story with students- stop at p.533
· Mini lesson on allusion
· Vocabulary strategy- 205
Writing
· Students read various nonfiction articles and practice pulling out main ideas and supporting details
· / · Students write answers to questions- teacher walks around and reads- students pair and discuss with a partner- teacher observation- then one student shares with class- teacher uses accountable talk steps to guide students to understand the text
· 205
Day 3
· Starting on p 534 using think through the text questions reread story with students-
· Mini lesson on story structure and theme
Writing
· Students write introduction and one paragraph with main ideas and details
· / · Students write answers to questions- teacher walks around and reads- students pair and discuss with a partner- teacher observation- then one student shares with class- teacher uses accountable talk steps to guide students to understand the text
Day 4
Reading
Week 16 test on computer
Writing
· Whole class writing on article / Weekly test on computer
Students drafts
Day 5
· Students read Zomo’s Friends
· Compare texts on p.491
Writing
· Students write a comparison piece and practice giving opinions / Answers to compare text questions as observed
Student’s revised writing
Day 6
·
Day 7
·
Alternate Instructional Interventions: Provide a specific plan for alternate instructional interventions, or re-teaching.
· Leveled readers provide support and challenges for students.
· Cold Reads provide test taking practice and skill review with challenges
Instructional technologies to enhance learning: List how each will enhance the effectiveness of the lesson.
· Powerpoint slides will display questions for students.
Trousdale County Schools Weekly Lesson Plan
Teacher: Zarichansky / Pacing Guide Week #: 19Dates: 2-3-14
Subject: Grammar
Common Core Standard(s) to be taught: (Write the entire standard)
· L.4.1f Produce complete sentences, recognizing and correcting fragments and run-ons
· L.4.2a Use correct capitalization
SPI(s) to be taught: (Write the entire SPI)
· GLE 0401.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling
· CU 0401.1.13 Use complete sentences in writing
Daily practice activity for citing text based evidence in conversation and/or writing:
· Identifying compound sentences
I Can Statements :
· I can identify a sentence fragment.
· I can identify a run-on sentence.
· I can correct a sentence fragment and run-on sentence to write a complete sentence. / Student Agenda:
· Posted daily but NOT included in Lesson Plan
Assessment Strategies (for Stage 1 teachers ONLY): Assessment used to determine mastery daily: If a quiz or test is given, include in the Teacher’s Lesson Plan Notebook.
Instructional Materials (for Stage 1 teachers ONLY): All instructional materials are to be included in the Teacher’s Lesson Plan Notebook.
Instruction: In outline form, describe each day of instruction. / Formative Assessment:
Day 1
· Teacher will introduce students to sentence fragments.
· Students will learn how to identify sentence fragments.
· Teacher will go over examples of sentence fragments using Harcourt TB Pgs. 346-347 problems 1-15.
· Students will complete Harcourt WB Pg. 96 over sentence fragments. / Teacher Observation
Guided Practice
Individual Practice
Harcourt WB Pg. 96
Day 2
Centers
· Students will review how to identify sentence fragments and correct them.
· Students will identify sentence fragments using Spectrum Pgs. 46-47. / Teacher Observation
Guided Practice
Individual Practice
Spectrum Pgs. 46-47
Day 3
· Teacher will introduce students to run-on sentences.
· Students will learn how to identify run-on sentences.
· Teacher will go over examples of run-on sentences using Harcourt TB Pgs. 348-349 problems 1-15.
· Students will complete Harcourt WB Pg. 97 over run-on sentences. / Teacher Observation
Guided Practice
Individual Practice
Harcourt WB Pg. 97
Day 4
Centers
· Students will review how to identify run-on sentences and correct them.
· Students will identify sentence fragments using Spectrum Pgs. 50-51. / Teacher Observation
Guided Practice
Individual Practice
Spectrum Pgs. 50-51
Day 5
· Students will work on identifying the difference between sentence fragments and run-on sentences using Teach Pg. 47 and Core Pg. 64. / Teacher Observation
Guided Practice
Individual Practice
Teach Pg. 47 and Core Pg. 64.
Day 6
·
Day 7
·
Alternate Instructional Interventions: Provide a specific plan for alternate instructional interventions, or re-teaching.
· Use Harcourt/Reading Street Grammar worksheets to reinforce declarative, interrogative, imperative, and exclamatory sentences each day.
Instructional technologies to enhance learning: List how each will enhance the effectiveness of the lesson.
· Grammar snap videos
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