4th Grade with Mr. Givens



WeekOf__ 9/15-9/19_______Jennings School District Elementary Lesson Plan TemplateSubject: Reading/ Spelling/ GrammarGrade Level: 4thInstructor(s): Brown, Edwards and GivensMonday Tuesday Wednesday Thursday FridayKey Concepts -LearningTargets /Daily Objective ReadingSWBAT identify the main idea of a text and explain how it is supported by using key details from the text.VocabularySWBAT determine the meaning of words associated the reading selection for this week.SpellingSWBAT spell grade appropriate words correctly, consulting references as needed.GrammarSWBAT recognize inappropriate shifts in verb tense.SWBAT notice when they stray from an inner conversation with the text and to use strategies to refocus and get back on track with reading.SWBAT notice when meaning breaks down due to lack of understanding.SWBAT notice and articulate what the teacher does as a reader to monitor and repair comprehension.ReadingSWBAT quote accurately from the text when explaining what the text says explicitly identifying the main idea of the text and explaining how it is supported by using key details from the text.SpellingSWBAT spell grade appropriate words correctly, consulting references as needed.GrammarSWBAT recognize inappropriate shifts in verb tense.SWBAT notice when they stray from an inner conversation with the text and to use strategies to refocus and get back on track with reading.SWBAT notice when meaning breaks down due to lack of understanding.SWBAT notice and articulate what the teacher does as a reader to monitor and repair comprehension.ReadingSpellingSWBAT spell grade appropriate words correctly.GrammarSWBAT recognize inappropriate shifts in verb tense.Curriculum/ Textbook Page #/ Professional ReferencesReading Street Unit 3 Week 2: Leonardo’s Horse Comprehension Toolkit: Monitor Comprehension Lesson 2 pp. 12-21Reading Street Unit 3 Week 2: Leonardo’s Horse Comprehension Toolkit: Monitor Comprehension Lesson 2 pp. 12-21Reading Street Unit 3 Week 2: Leonardo’s Horse Common CoreStandardsELA-LITERACY HYPERLINK "" RI.4.1, RI.4.2, RI.4.4, RI.4.5, RI.4.8, RI.4.10, RF.4.3.A, RF.4.4.B, RF.4.4, W.4.8, L.4.1, L.4.2DOK Level(s)22222VocabularyReadingText Based Comprehension: Main Idea, supporting details, and visualize VocabularyReading Street Teacher’s Edition p 357a Selection VocabularySpellingReading Street Teacher’s Edition p 357c Spelling PretestGrammar: Verbs tensesReading Street Teacher’s Edition p 357d Conventions – Principal Parts of Regular VerbsInner conversation, Reading ComprehensionReadingText Based Comprehension: Main Idea, supporting details, and visualize VocabularyReading Street Teacher’s Edition p 357a Selection VocabularySpellingReading Street Teacher’s Edition p 357c Spelling PretestGrammar: Verbs tensesReading Street Teacher’s Edition p 357d Conventions – Principal Parts of Regular VerbsInner conversation, Reading ComprehensionReadingText Based Comprehension: Main Idea, supporting details, and visualize VocabularyReading Street Teacher’s Edition p 357a Selection VocabularySpellingReading Street Teacher’s Edition p 357c Spelling PretestGrammar: Verbs tensesReading Street Teacher’s Edition p 357d Conventions – Principal Parts of Regular VerbsClass Procedures/Lesson DesignDo Now: (3-5 minutes) SW watch main idea and details video: Now: (3-5 minutes) SW respond to the reflective question: What does it mean to have an inner conversation?Do Now: (3-5 minutes) SW play main idea and detail game: Now: (3-5 minutes)SW respond to the reflective question: What strategies can you use to refocus and get back on track with reading when you stray from your inner conversation with the text?Do Now: (3-5 minutes) SW play main idea and detail game: Group Lesson Introduction/Anticipatory Set(12 – 15 minutes) ReadingTW state objectives for the lesson. TW create an anchor chart of skills and strategy to be learned in this lesson. SW take notes.VocabularyTW state learning objective for learning vocabulary terms and introduce vocabulary associated with the reading to the studentsSee it/ say it: TW write the words on the chart paper. TW scan across the words with your finger as you say it.Hear it: TW use the words in a sentence.SpellingTW state learning objective and tell the students that they will begin learning a new list of words for the week. TW explain to the students the words in this list are compound words. TW explain that compound words are made of two shorter words. GrammarTW state learning objective for the lesson. TW ask students to define the word verb. TW elicit examples of past, present and future verbs. Whole Group Lesson Introduction/Anticipatory Set (12-15 minutes)See Comprehension Toolkit: Monitor Comprehension Lesson 2 pg. 12-21Introduction: TW state learning objective for the lesson. TW preview reading, build background knowledge about the topic, and share some of the pictures to engage students. TW explain how you can become confused while reading and how you stray from an inner conversation with the text. TW share a personal example of when meaning breaks down for him or her and what action she or she takes to get back on track. SW share examples of when they have strayed from an inner conversation when reading. TW state objective for the lesson and co- construct anchor chart with students. .Whole Group Lesson Introduction/Anticipatory SetProcedures: (12-15 minutes)ReadingTW state objectives for the lesson. TW review anchor charts of skills and strategy learned in previous lesson. TW tell the students that today we will be reading the main selection for the unit on p 360-361. W explain the genre of the story. SW preview the title and illustrations of the story, “Leonardo’s Horse.” SW predict what they will learn about through reading the text.SW set a purpose for reading the text. Our purpose will be to further practice determining the main idea and details of a text.SpellingTW re- state learning objective and review anchor chart.GrammarReview: TW restate learning objective and refer to anchor charts for review of verb tenses learned in previous lesson. Whole Group Lesson Introduction/Anticipatory Setand Procedures: (12-15 minutes)Comprehension Toolkit: Monitor Comprehension Lesson 2 pg. 12-21TW re-state learning objective and review skill learned in previous lesson.Whole Group Lesson Introduction/Anticipatory Setand Procedures: (12-15 minutes)ReadingTW restate learning objective and review anchor chart for main idea and details.SpellingTeacher will restate learning objective before administering spelling test. GrammarTW restate learning objective and refer to anchor charts for review of verb tenses learned in previous lesson.Whole Group Learning Strategies and Procedures: (20 Minutes)ReadingTW demonstrate close reading to students of the story on p 357 of students’ textbook.TW have students read p 356. TW explain to students that the skill of main idea and details and the strategy of visualizing are tools that can be used to help you understand a text. TW give the students a graphic organizer like the one on p. 356. SW determine the main idea and detail in each paragraph of the story on p. 357.VocabularyDefine it: TW elicit definitions from the students. (ex. What does it mean to have achieved something?)SpellingPretest: SW take a pretest of the spelling words for the week. TW say each word. TW say each word in a sentence. TW repeat the word. SW write the words on paper provided by the teacher.GrammarTW pass out a grammar activity sheet to each student. TW display grammar activity on p 12 on the smart board. TW read aloud the explanation. TW point out the difference between past, present and future participle verbs. TW create anchor chart for the verb forms.TW model identifying the correct regular for number 1 and 2. TW apply the rules for identification. Whole Group Learning Strategies and Procedures: (20 Minutes)See Comprehension Toolkit: Monitor Comprehension Lesson 2 pg. 12-21TW read and reason through text. TW think aloud about the confusing parts to show what happens when meaning breaks down and what you can do to repair itWhole Group Learning Strategies and Procedures: (20 Minutes)ReadingS and TW Read the story in its entirety.Spelling: TW write a vocabulary word on the board. TW draw a line between the two words. TW cover one word to show its independence. Teacher will do the same to the other. TW uncover both words and show that the word is simply a compound word.GrammarTW display sentences on the smart board and point out the verb tenses present in each sentence. TW add to the anchor chart and explain helping verbs, active voice and passive voice. Whole Group Learning Strategies and Procedures: (20 Minutes)See Comprehension Toolkit: Monitor Comprehension Lesson 2 pg. 12-21N/AWhole Group Learning Strategies and Procedures: (20 Minutes)ReadingTW have students write 1-2 sentences in their reading notebook that summarize the main idea of the story, “Leonardo’s Horse.” TW also have students write 3 details from the text that support the main idea.SpellingN/AGrammarN/AIndependent/Small Group Instruction: (20 Minutes)Reading Guided Practice: SW respond to the callout questions associated with the text.VocabularyMake connections: SW discuss the words on pairs or small groups. SW share out. SpellingTW create anchor chart of correct spelling of the words for the week and definition of the compound words. GrammarSW complete numbers 3-9 with teacher support.Independent/Small Group Instruction: (20 Minutes)N/AIndependent/Small Group Instruction: (20 Minutes)ReadingTW tell the students what the main idea is on p 363. SW identify supporting details in pairs or small groups. SpellingSW respond to examples with several vocabulary terms and exhibit understanding of concept. TW will allow time for students to discuss responses in pairs or small groups.GrammarSW practice identifying helping verbs, active voice and passive voice using sentences provided by the teacher in pairs or small groups.Independent/Small Group Instruction: (20 Minutes)Comprehension Toolkit: Monitor Comprehension Lesson 2 pg. 12-21Guided Practice: SW share what they noticed the teacher doing. TW add Fix- up Strategies to the Anchor Chart. TW demonstrate and explain the distracting connection.Independent/Small Group Instruction: (20 Minutes)ReadingN/ASpellingN/AGrammarN/AHighly Tested CLE: (EOC/ACT Time)20 Min. Devoted to EOC/ACT Skill Reinforcers (20 Minutes)Daily Formative Assessment (5-10 Minutes)ReadingSW complete Reader’s and Writer’s Notebook activity on p. 189.VocabularyRecord: SW write the words and its meaning.SpellingSW complete Let’s Practice It activity p 132.GrammarSW complete numbers 10- 13 independently.N/AReadingSW complete Let’s Practice It activity p 136.SpellingSW complete Reader’s and Writer’s Notebook activity on p 193.GrammarSW complete Reader’s and Writer’s Notebook activity on p prehension Toolkit: Monitor Comprehension Lesson 2 pg. 12-21Using the text Leonardo’s Horse, SW read independently and notice their inner conversation, how and when they stray from the text, and what they can do to get back on track.ReadingSW complete Let’s Practice It activity p 139.SpellingN/AGrammarN/AHomeworkReading SW complete Main idea and details worksheet provided by the teacher.VocabularySW complete Reader’s and Writer’s Notebook activity on p 191.SpellingSW complete Let’s Practice It activity p 138.GrammarSW complete Reader’s and Writer’s Notebook activity on p 199.N/AReadingSW complete Main idea and details worksheet provided by the teacher.SpellingSW complete Writer’s Notebook activity on p 198.GrammarSW complete Let’s Practice It activity p 137.N/AReadingN/ASpellingN/AGrammarN/ASummative AssessmentReadingTeacher’s Edition p 387l- m Main Idea and DetailsRead: Have students read, “Do What You Want to Do.”Have student answer the following questions…1. What kids of paintings did John Constable most like to paint?2. Were these kinds of paintings popular at the time he lived?3. Summarize the main idea of the passage in 1-2 sentences.4. Summarize three important details that support the main idea.SpellingSW take a post- test of the spelling words for the week. TW say each word. TW say each word in a sentence. TW repeat the word. SW write the words on paper provided by the teacher.GrammarSW complete Let’s Practice It activity p 140.Resources and MaterialsReadingMain idea and details video, chart paper, marker, Reader’s and Writer’s Notebook activity on p. 189, Main idea and details worksheet provided by the teacher, Students reading notebook, reading street text and pencil.Vocabularychart paper, marker, Reader’s and Writer’s Notebook activity on p 191, Students reading notebook and pencil.Spellingchart paper, marker, Let’s Practice It activity pp 132 and 138, Students reading notebook and pencil.Grammarchart paper, marker, Reader’s and Writer’s Notebook activity on p 199, grammar activity on p 12, smart board, Students reading notebook and pencil.Teacher choice reading selection, Stealing Beauty by Hannah Beech, Chart paper, markers, reading notebooks, pencil, Leonardo’s Horse story from reading streetReadinganchor charts, Let’s Practice It activity p 136, Main idea and details worksheet provided by the teacher, Student’s reading notebook and pencil.Spellinganchor charts, Writer’s Notebook activity on p 193 and 198, Student’s reading notebook and pencil.Grammaranchor charts, Reader’s and Writer’s Notebook activity on p 192, Let’s Practice It activity p 137, Student’s reading notebook and pencil.Chart paper, markers, reading notebooks, pencilReadinganchor charts, Let’s Practice It activity p 139, assessment and pencil.SpellingSpelling test and pencilGrammarGrammar assessment and pencilUnit Planner and Special Notes N/A ................
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