Intern name: Amanda Curtis

Grade: Fourth

Mentor: Julie Brown

Site: Doral Academy

Subject: English Language Arts

Week 1 of takeover
MONDAY Standards met: SL.4.2, SL.4.1c, L.4.6, RF.4.3a, RF.4.4b, L.4.5b,
RL.4.6,W.4.10, W.4.3b
SW answer essential question, Why do people run for public office? while viewing a
photograph and viewing text about a hunger march during the Great Depression.
Students will answer the following: What do the people in the hunger march want?
What qualities does a good leader possess? If you were running for office in 1932,
what would you tell the voters? and Why is it important for people to run for office
and to vote? Students will then listen to Elephant Vs Monkey, a short story involving
elections. Students will connect the story to the concept of leadership through
discussion. WG will discuss the fantasy genre of the story such as how it is clear that
the story is not real.
SW Review vocabulary words for the week and copy down words and definitions in
reading notebooks, using Lemov Board to Paper technique.
Small reading group rotations will go to back table to read Floozle Dreams leveled
reader with assigned teacher, ask and answer comprehension questions, go over
vocabulary and grammar. Students not at table will rotate between phonics work
sheets and independent reading of tomorrows close reading story (Timespecs 3000)
SW take a pre-test for spelling words of the week.
SW discuss how dialogue can flesh out the plot and characters of a story and work on
their fictional narrative essays (which have been previously started.)
TW read Tales of a Fourth Grade Nothing aloud before lunch.
SW silently read for 20 minutes after lunch
Homework: Spelling (Inflectional endings: y to i), Spelling Relay

Mentor will be
available to support
intern if needed;
will grade papers If
needed and provide
1 on 1 support
while circulating
during individual
practice.
Mentor will review
reading skills and
strategies for
Approaching and
Beyond level
reading groups at
small table. Intern
will guide On Level
reading groups.

TUESDAY Standards met: RL.4.1, L.3.1a, W.4.10, W.4.3b, L.4.2

SW listen to text, Time Specs 3000 and practice making, confirming, and revising
predictions about text. I will also use Cold Call with sticks to formatively assess
comprehension of the text and drawing evidence for predictions.
WG will review subject and object pronouns with white boards and markers; T will
give examples of pronouns and ask whether they are subject or object, or will ask
students to correct an incorrect pronoun in sentences.
No reading groups today, as it is a minimum day for Doral, so we have a
shortened schedule.
SW respond to writing prompt: Write a story about being a mayor of your town. Tell
what you would do. Include dialogue that tells what you say.
TW read Tales of a Fourth Grade Nothing aloud before lunch.
SW silently read for 20 minutes after lunch

Mentor will be
available to support
intern if needed;
will grade papers If
needed and provide
1 on 1 support
while circulating
during individual
practice.
Mentor will review
reading skills and
strategies for
Approaching and
Beyond level
reading groups at
small table. Intern
will guide On Level
reading groups.

Homework: Spelling: Inflectional endings y to I, Spelling Relay

WEDNESDAY
Standards met: RL.4.7, RL.4.10, RL.4.1, RL.4.6, L.4.5b, RF.4.3a, L.3.1a, W.4.3b,
W.4.10, L.4.2d
SW discuss features of the fantasy genre and point of view of the narrator (first
person, third person, etc) and move into close reading of LaRue for Mayor. SW answer
questions about how the point of view changes the details we get about the story,
and what the point of view is for this story. SW also discuss the features of this story
and how it relates to the fantasy genre.
SW do small group reading rotations. Students not at back table will rotate between
phonics work station assignment, independent reading of tomorrows close reading
text (Bringing Government Home) or independent practice (reading and answering
questions about a passage, Sheep in the Wilderness.)
Grammar: SW continue working on subject and object pronouns.
Writing: SW will continue working on fictional narrative essay.
TW read Tales of a Fourth Grade Nothing aloud before lunch.
SW silently read for 20 minutes after lunch.

Homework: Spelling: Inflectional endings y to I, Spelling Relay

Mentor will be
available to support
intern if needed;
will grade papers If
needed and provide
1 on 1 support
while circulating
during individual
practice.
Mentor will review
reading skills and
strategies for
Approaching and
Beyond level
reading groups at
small table. Intern
will guide On Level
reading groups.

THURSDAY
Standards met: RL.4.4, L.4.5b, L.3.1a
SW discuss idioms and decipher meaning of some common idioms, such as in a
nutshell. TW explain that students can try to find the meaning of an idiom by using
context clues, reading surrounding sentences in the paragraph, and seeing how the
idiom fits in.
WG will close read Bringing Government Home and compare the expository text with
yesterdays fantasy text, LaRue for Mayor.
SW do small group reading rotations. Students not at back table will rotate between
phonics work station assignment, independent reading (Free Read), or do
independent practice (Auroras First Mission work sheet).
TW read Tales of a Fourth Grade Nothing aloud before lunch.
SW silently read for 20 minutes after lunch

Mentor will be
available to support
intern if needed;
will grade papers If
needed and provide
1 on 1 support
while circulating
during individual
practice.
Mentor will review
reading skills and
strategies for
Approaching and
Beyond level
reading groups at
small table. Intern
will guide On Level
reading groups.

Grammar: SW proofread sentences with object and subject pronouns for continued
review.
Writing: SW work on their fictional narrative essays.
Homework: Spelling: Inflectional endings y to I, Spelling Relay
FRIDAY
Standards met: RF.4.3a, RF.4.4b, L4.2d
Fluency: SW practice and review inflectional endings in which Ys are changed to I
(such as carry -> carried or carrier) and review r-controlled vowel syllables (such as in
the word curtain)
SW review vocabulary and comprehension skills from the week.
SW take weekly selection test for reading, writing and grammar.
SW work on their fictional narrative essay.
No reading groups on Friday.
SW buddy read with Mrs. Cardins first grade class. SW pair up with a first grader and
take turns reading a fluent text.
SW silently read for 20 minutes after lunch

No homework

Mentor will be
available to support
intern if needed;
will grade papers If
needed and provide
1 on 1 support
while circulating
during individual
practice.
Mentor will give
group 2 spelling
test, intern will give
group 1 and 3
spelling tests at
same time at back
table.