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Day A)
Day A)
Day C)
Day D)
Day E)
MORNING DUTIES
MORNING DUTIES
MORNING DUTIES
MORNING DUTIES
Work on Language
Assessment on Week
Arts Packet
Packet
Packet
3 of Language Arts of
VETERANS DAY
Standards:
RI.4.2: Determine
the main idea of a
text and explain how
it is supported by
key details;
summarize the text.
CCSS.ELALiteracy.RI.4.4:
Determine the
meaning of general
academic and
domain-specific
words or phrases in
a text relevant to a
grade 4 topic or
subject area. (See
grade 4 Language
standards 46 for
additional
expectations.)
RI.4.7: Interpret
information
presented visually,
orally, or
quantitatively (e.g.,
in charts, graphs,
diagrams, time lines,
animations, or
interactive elements
on Web pages) and
explain how the
information
contributes to an
understanding of the
text in which it
appears.
RI.4.10: By the end
of year, read and
comprehend
informational texts,
including
history/social
studies, science,
and technical texts,
in the grades 45
text complexity band
proficiently, with
scaffolding as
needed at the high
end of the range.
RF.4.3: Know and
apply grade-level
phonics and word
analysis skills in
decoding words.
RF.4.4: Read with
sufficient accuracy
and fluency to
support
comprehension.
L.4.3: Use
knowledge of
language and its
conventions when
writing, speaking,
reading, or listening.
L.4.4: Determine or
clarify the meaning
of unknown and
multiple-meaning
words and phrases
based on grade 4
reading and content,
choosing flexibly
from a range of
strategies.
L.4.5: Demonstrate
understanding of
figurative language,
word relationships,
and nuances in word
meanings.
L.4.6: Acquire and
use accurately
grade-appropriate
general academic
and domain-specific
words and phrases,
including those that
signal precise
actions, emotions, or
states of being (e.g.,
quizzed, whined,
stammered) and that
are basic to a
particular topic (e.g.,
wildlife,
conservation, and
endangered when
discussing animal
preservation).
RELIGION (8:20 AM -
RELIGION (8:20 AM -
RELIGION (8:20 AM -
AM)
9:05 AM)
9:05 AM)
9:05 AM)
Chapter 10 Day 4 -
Day 2 of 2
Day 5
1 of 2)
Catechist Goal
pages 129-130
To underscore that
We Respond Faith
Complete questions 1-
10
Work on Assessment
Activity
To respect sacred
God's name
Key Words
Read and discuss Our
Vocabulary Word
Catholic life
Discuss the Sharing
sacred
Opening Question:
What is it that you find
sacred?
Test
Because we need to
learn to respect and
honor sacred places.
Check
Prior
Knowledge
Students should be
able to know the
following before
teaching this new
lesson about Jesus as
a boy:
Jesus was born in
Bethlehem.
Jesus grew up in
Nazareth.
Jesus' parents were
Mary and Joseph.
Jerusalem was the
capital of Israel.
There was a big
temple in Jerusalem.
RELIGION (9:05 AM -
9:45 AM)
AM)
AM)
AM)
Connections to
1-5 Estimation
Thinking
Objective - To write
Objective:
Ordering Whole
Student Objectives
numbers in expanded
To recognize an
Numbers
estimate is
Objective: To compare
appropriate. Also, to
explore visual, or
numbers
1000.
gross, estimation.
Vocabulary:
Vocabulary
Vocabulary:
estimate
compare,order,is
expanded form
googol
Mathematics involves
of this weeks
googolplex
vocabulary words
than <
Essential Question:
Homework
A number in expanded
when estimation
form is expressed by
Estimation is
approximation.
Wednesday; Write
Therefore, estimation
should be an integral
in cursive
part of the
mathematics
in the number.
builds on students'
multi-digit numbers
prior knowledge of
based on meanings of
GO MATH p. 11 will be
estimation by helping
of when an estimate or
rounded number is
results of comparisons.
4.NBT.1: Recognize
I begin by reminding
that in a multi-digit
an exact number is
whole number, a
what it represents in
opportunity to combine
numbers according to
place value." I
visual, or gross,
estimates.
Standards:
used as a classroom
worksheet
students respond.
Standards:
Student responses: 1)
To see who has the
value understanding
to round multi-digit
whole numbers to
any place.
Independent - Write a
paragraph and explain
how you would
compare 4,592 to
4,590.
The students should
take out a piece of
paper to complete the
assignment. I collect
the papers as an
evaluation. I identify
any students who may
need remediation.
http://studyjams.schola
stic.com/studyjams/jam
s/math/numbers/orderwhole-numbers.htm
Standards:
4.NBT.2: Read and
write multi-digit
whole numbers
using base-ten
numerals, number
names, and
expanded form.
Compare two multidigit numbers based
on meanings of the
digits in each place,
using >, =, and <
symbols to record
the results of
comparisons.
SPELLING (10:00 AM -
SCIENCE (10:00 AM -
SCIENCE (10:00 AM -
AM)
10:30 AM)
10:30 AM)
10:30 AM)
Worked on correcting
Day 2
Day 2 of 2
parts of an active
Vocabulary
volcano
Student Objectives
Homework Chapter 2
Review
of spelling words
Standards:
RL.4.1: Refer to
words
details and
Use a dictionary to
examples in a text
identify respellings of
when explaining
homophones
MORNING RECESS
MORNING RECESS
MORNING RECESS
MORNING RECESS
PE (11:00 AM - 11:45
SCIENCE (10:55 AM -
PE (11:00 AM - 11:45
SOCIAL STUDIES
AM)
11:40 AM)
AM)
Read as a class
Lesson) Day 1 of 2
Objectives - Discover
Historical Map
Objectives: Interpret a
route on a historical
map
conserve natural
Recognize direction of
resources.
movement on a map
taken by Spanish
using Brainpop's
Vocabulary
route
natural resources.
A black and white map
Students will quietly
Spanish Galleons
Question to reflect on
is
In what ways does the
book show the power
of nature.
Content Words:
ash, avalanche,
burrows, crater,
earthquake, lava,
molten, renew,
seedlings, survivors.
Technology Used:
Standards:
5.a.: Students know
some changes in
the earth are due to
slow processes,
such as erosion,
and some changes
are due to rapid
processes, such as
landslides, volcanic
eruptions, and
earthquakes
RL.4.1: Refer to
details and
examples in a text
when explaining
what the text says
explicitly and when
drawing inferences
from the text.
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).
RI.4.3: Explain
events, procedures,
ideas, or concepts in
a historical,
scientific, or
technical text,
including what
happened and why,
based on specific
information in the
text.
RI.4.5: Describe the
overall structure
(e.g., chronology,
comparison,
cause/effect,
problem/solution) of
events, ideas,
concepts, or
information in a text
or part of a text.
W.4.1: Write opinion
pieces on topics or
texts, supporting a
point of view with
reasons and
information
W.4.1b: Provide
reasons that are
supported by facts
and details.
W.4.2b: Develop the
topic with facts,
definitions, concrete
details, quotations,
or other information
and examples
related to the topic.
W.4.3d: Use
concrete words and
phrases and
sensory details to
convey experiences
and events
precisely.
SOCIAL STUDIES
SOCIAL STUDIES
SOCIAL STUDIES
READING (11:45 AM -
12:30 PM)
130-163
http://youtu.be/tt4d2JH
4e84
Day.
Studnet Objectives -
Unit Introduction
Mexico
identify the
https://www.teachervisi
Newcomers to
Objective: Summarize
characteristics of a
on.com/tv/printables/08
7628...
Preview
news articles to
California explored by
Cabrillo
of Old California by
Dana Catherine de
Spanish were
Ruiz
concerned about
English ships in the
Adding Details
Standards:
Pacific.
RI.4.6: Compare
and contrast a
Vizcaino's exploration.
firsthand and
secondhand account
access to California
differences in focus
Focus Question -
provided.
pieces on topics or
texts, supporting a
explorations. Also
reasons and
information
Jerusulem.
W.4.1a: Introduce a
state an opinion,
and create an
is now California.
organizational
structure in which
grouped to support
Theme
Conflict and
overall structure
Cooperation
(e.g., chronology,
Vocabulary
comparison,
Conquistador
cause/effect,
strait
problem/solution) of
peninsula
events, ideas,
expedition
concepts, or
port
information in a text
galleon
or part of a text.
ocean current
barrier
and legibly in
colony
cursive or joined
italics.
Numbers 1-4
appropriate words
correctly, consulting
references as
needed.
L.4.4c: Consult
reference materials
(e.g., dictionaries,
glossaries,
thesauruses), both
print and digital, to
find the
pronunciation and
determine or clarify
the precise meaning
of key words and
phrases and to
identify alternate
word choices in all
content areas.
W.4.6: With some
guidance and
support from adults,
use technology,
including the
Internet, to produce
and publish writing
as well as to interact
and collaborate with
others; demonstrate
sufficient command
of keyboarding skills
to type a minimum of
one page in a single
sitting.
RI.4.3: Explain
events, procedures,
ideas, or concepts in
a historical,
scientific, or
technical text,
including what
happened and why,
based on specific
information in the
text.
W.4.2: Write
informative/explanatory
texts to examine a
topic and convey
ideas and
information clearly.
W.4.2a: Introduce a
topic clearly and
group related
information in
paragraphs and
sections; include
formatting (e.g.,
headings),
illustrations, and
multimedia when
useful to aiding
comprehension.
W.4.9: Draw
evidence from
literary or
informational texts to
support analysis,
reflection, and
research.
PM - 1:10 PM)
PM - 1:10 PM)
PM - 1:10 PM)
PM - 1:10 PM)
WRITING (1:10 PM -
SPELLING (1:10 PM -
WRITING (1:10 PM -
PM)
1:50 PM)
1:55 PM)
1:50 PM)
Worked on Social
Day 3
Writing.
own Tipi's.
Connections to
Reading
Writing
much. There is no
Make inferences to
complete analogies
Writers Workshop
papers.
papers.
Standards:
RL.4.5: Explain
major differences
spelling words
between poems,
drama, and prose,
Homework Day 4
Connections to Writing
structural elements
Student Objectives
of poems (e.g.,
Develop proofreading
verse, rhythm,
correcting spelling
(e.g., casts of
errors.
characters, settings,
descriptions,
process to write a
dialogue, stage
persuasive poster
directions) when
writing or speaking
persuasive poster
about a text.
PM)
PM)
PM)
Book Summary
What was life like for
Native American tribes
along the northwest
coast of the United
States before the
arrival of European
settlers? Details from
housing to dress to
food are provided in an
engaging questionand-answer format.
Objective
Using a nonfiction
source, students will
be introduced to the
life and times of Native
American tribes living
along the Northwest
coast of our country
before the arrival of
European settlers.
They will practice their
research skills and
compare/contrast what
they learn to their own
lives.
Standard: Students will
gain an understanding
of the daily life and
values of early Native
American cultures.
Standard: Uses prior
knowledge and
experience to
understand and
respond to new
information
Before Reading
My Questions
The question-andanswer format is fun
and informative. Have
your students pose
questions of their own.
1. Ask students to think
about what it might
have been like to be a
Native American living
along the Northwest
coast of our country
200 years ago. How
Activities
All About My Time
Encourage your
students to think about
their place in history.
1. Have each student
choose five (or ten, or
more, depending on
the abilities of your
class) questions from If
You Lived With the
Indians of the
Northwest Coast.
2. Ask students to answer
their chosen questions
using their own lives as
a basis. For instance,
in answering a
question such as
"What was your house
like?" students would
provide information
about their houses or
apartments. It might
help to write these
questions and answers
in a double-entry
journal. One side
would include "Life on
the Northwest Coast"
and the other side "My
Life."
3. Next, ask each student
to compare and
contrast his or her
answers to the
answers provided in
the book. How are our
times different from
those described in the
book? How are they
the same?
4. Have each student
share his or her
questions and answers
with the class.
5. If more than one
student chose to
answer the same
question, talk about
how their individual
answers are alike or
different.
What a Surprise!
What unexpected facts
did the book reveal?
1. Challenge your
students' preconceived
ideas about Native
American people by
asking each to list two
(or more) surprising
facts gleaned from the
Micaela Morgan
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