Brookhaven Elementary School

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4th Grade ELA Lesson Plans

4th Grade ELA Lesson Plans

February 17-28

L

RL

4.1

Demonstrate command of the conventions of standard English grammar and usage when writing (printing, cursive, or keyboarding) or speaking.

 

4.1d

Order adjectives within sentences according to conventional patterns (e.g. a small red bag rather than a red small bag).

 

4.3

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

 

4.3c

Differentiate between contexts that call for formal English (e.g. presenting ideas) and situations where informal discourse is appropriate (e.g., small group discussion).

4.4

Determine the meaning of words and phrases as they are used in a text including those that allude to significant characters found in mythology (e.g. Herculean).

 

4.9

Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

Learning Targets:

L

RL

4.1

I can demonstrate command of the conventions of standard English grammar and usage when writing (printing, cursive, or keyboarding) or speaking.

 

4.1d

I can order adjectives within sentences according to conventional patterns (e.g. a small red bag rather than a red small bag).

 

4.3

I can use knowledge of language and its conventions when writing, speaking, reading, or listening.

 

4.3c

I can differentiate between contexts that call for formal English (e.g. presenting ideas) and situations where informal discourse is appropriate (e.g., small group discussion).

4.4

I can determine the meaning of words and phrases as they are used in a text including those that allude to significant characters found in mythology (e.g. Herculean).

 

4.9

I can compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

 

Procedures

Monday

Tuesday

Wednesday

Thursday

Friday

Procedures:

 

Prior knowledge-

Review context clues in interactive notebook or with anchor chart.

 

Activities-

 

1. Introduce new vocabulary words using flash cards.

2. Subject/verb agreement activity

3. i-Ready video level C

4. WB pages 270-271

 

Writing:

Read the prompt.  Read the story. Begin to plan on organizer.

Closure-

Exit Ticket

 

 

 

 

 

 

Monday

 

Homework:

1.     Study Vocabulary words

2.    Study context clues

3.    Read AR

Procedures:

 

Prior knowledge-

https://www.flocabulary.com/unit/greek-mythology/

Activities-

 

1.Flocabulary activity

2. i-Ready video level D

3. WB pages 272-277

 

 

 

 

 

Writing:

Continue planning from previous day.

 

 

 

 

 

 

 

 

Closure-

Exit Ticket

 

 

 

Tuesday

 

Homework:

1.Study Vocabulary words

2. Study context clues

3. Read AR

Procedures:

 

Prior knowledge-

https://www.flocabulary.com/unit/context-clues/

 

Activities-

 

1. Flocabulary activity

2. Adjectives activity

3. WB pages 278-283

 

 

 

 

 

Writing:

Begin to type essay in google docs.

 

 

 

 

 

 

 

Closure-

Exit Ticket

Wednesday

 

Homework:

1.Study Vocabulary words

2. Study context clues

3. Read AR

Procedures:

 

Prior knowledge-

https://www.flocabulary.com/unit/subject-verb-agreement/

 

Activities-

 

Center 1-

Context Clues

Center 2-

Theme

Center 3-

Flocabulary Activity

Center 4-

Classworks

 

Writing:

Finish essay.  

 

 

 

 

 

 

 

Closure-

Exit Ticket

 

Thursday

 

Homework:

1.Study Vocabulary words

2. Study context clues

3. Read AR

Procedures:

 

Prior knowledge-

https://www.flocabulary.com/unit/subject-and-predicate/

 

Activities-

 

*Vocabulary quiz*

Continuing from Thursday

Center 1-

Context Clues

Center 2-

Theme

Center 3-

Flocabulary Activity

Center 4-

Classworks

 

Writing:

Peer edit with focus on grammar, capitalization and correct ending punctuation .

 

 

Closure-

Exit Ticket

 

 

 

 

 

 

 

 

Example of an Assessment Item Related to the Standard

 

1. What is the meaning of the word magnify as used in the following sentence?

2. Which word is used the same as the word enormous in paragraph 7?

3. Which detail supports the theme people respond better to kindness than anger?

 

 

 

 

 

 

 

 

Procedures

Monday

Tuesday

Wednesday

Thursday

Friday

Procedures:

Prior knowledge-

https://www.flocabulary.com/unit/fairy-tales/

Activities-

1. Flocabulary-introduce words

2. Lesson 25 i-Ready video level C

3. WB pages 412-421

Writing:

Read the story.  Read the prompt.  Begin to plan.

 

Closure-

Exit Ticket

Monday

 

Homework:

  1. Study Vocabulary words
  2. Study skills
  3. Read AR

 

Procedures:

Prior knowledge-

https://www.flocabulary.com/unit/compare-and-contrast/

Activities-

1. Flocabulary activity

2. Lesson 25 i-Ready video level D

3. WB pages 422-429

 

Writing:

Continue planning.

 

Closure-

Exit Ticket

Tuesday

 

Homework:

1.       Study Vocabulary words

2.       Study skills

3.       Read AR

Procedures:

Prior knowledge-

https://www.flocabulary.com/unit/greek-mythology/

Activities-

WB pages 430-439

Center 1-

Theme

Center 2-

Flocabulary

Center 3-

Compare and Contrast

Center 4-

Classworks

Writing:

Type essay in google doc and email to teacher.

 

Closure-

Exit Ticket

Wednesday

 

Homework:

1.       Study Vocabulary words

2.       Study skills

3.       Read AR

 

Procedures:

Prior knowledge-

https://www.flocabulary.com/unit/prepositions/

Activities-

**Vocabulary quiz

WB pages 440-445

Center 1-

Theme

Center 2-

Flocabulary

Center 3-

Compare and contrast

Center 4-

Classworks

Writing:

Peer editing

 

Closure-

Exit Ticket

Thursday

 

Homework:

1. Study skills

2. Read AR

 

Bi-weekly exam

 

 

 

 

 

 

 

Example of an Assessment Item Related to the Standard

1. What is the meaning of the word magnify as used in the following sentence?

2. Which word is used the same as the word enormous in paragraph 7?

3. Which detail supports the theme people respond better to kindness than anger?

 

 

 

4th Grade ELA Lesson Plans

February 3-14

RI

L

RL

4.6

Compare and contrast a firsthand and secondhand account of the same event or topic; describe the

differences in focus and the information provided.

4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

4.2b

Use commas and quotation marks to mark direct speech and quotations from a text.

4.2c

Use a comma before a coordinating conjunction in a compound sentence.

4.5

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

4.5c

Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

4.6

Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

Learning Targets:

RI

L

RL

4.6

I can compare and contrast

the information given in a

firsthand account (a person

who was present) and

secondhand account (a person

who was not present, but was

told) of the same event or

topic.

4.2

I can show that I know

how to write sentences

correctly.

4.2b

I can use commas and

quotation marks to

show direct speech and

quotations from a text.

4.2c

I can correctly use a

comma before a

conjunction when

connecting two simple

sentences.

4.5

I can show that I

understand figurative

language.

4.5c

I can understand words

by relating them to

their antonyms and

synonyms.

4.6

I can compare and

contrast different

stories by thinking

about the points of

view from which they

are told.

 

Procedures

Monday

Tuesday

Wednesday

Thursday

Friday

Procedures:

 

Prior knowledge-

Review POV in interactive notebook.

 

Activities-

 

1. Introduce new vocabulary words using flash cards.

2. Synonym/Antonym activity using interactive notebook.

3. Introduce quotations and comma rules in interactive notebook.

4. WB pages 284-291 (POV)

Writing:

Read the prompt.  Read the story. Begin to plan on organizer.

Closure-

Exit Ticket

Monday

 

Homework:

1.     Study Vocabulary words

2.    Study point of view

3.    Read AR

Procedures:

 

Prior knowledge-

https://www.flocabulary

.com/unit/point-of-view/

 

Activities-

 

1. Flocabulary activity

2. Synonym/Antonym activity

3. Commas and quotations activity

4. WB pages 292-297 (POV)

 

Writing:

Continue planning from previous day.

 

 

 

 

 

 

 

 

Closure-

Exit Ticket

Tuesday

 

Homework:

1.Study Vocabulary words

2.Study point of view

3. Read AR

Procedures:

 

Prior knowledge-

https://www.flocabulary

.com/unit/quotation-marks/

 

Activities-

 

1. Flocabulary activity

2. Synonym/Antonym activity

3. Commas and quotations activity

4. POV activity

 

Writing:

Begin to type essay in google docs.

 

 

 

 

 

 

 

 

 

Closure-

Exit Ticket

Wednesday

 

Homework:

1.Study Vocabulary words

2.Study point of view

3. Read AR

Procedures:

 

Prior knowledge-

https://www.flocabulary

.com/unit/synonyms-and-antonyms/

 

Activities-

 

Center 1-

POV Activity

Center 2-

Story Elements Activity

Center 3-

Flocabulary Activity

Center 4-

Classworks

 

Writing:

Finish essay.  Email to teacher.

 

 

 

 

 

 

 

Closure-

Exit Ticket

Thursday

 

Homework:

1.Study Vocabulary words

2.Study point of view

3. Read AR

Procedures:

 

Prior knowledge-

https://www.flocabulary

.com/unit/commas/

 

 

Activities-

 

Center 1-

POV Activity

Center 2-

Main Idea, Details, Summarizing Activity

Center 3-

Flocabulary Activity

Center 4-

Classworks

 

Writing:

Peer edit with focus on quotations around dialogue. 

 

 

 

 

 

Closure-

Exit Ticket

 

 

 

 

 

 

 

 

Example of an Assessment Item Related to the Standard

 

1. How would the story be different if it were told through John’s point of view?

2. Which word is used the same as the word enormous in paragraph 7?

 

 

 

 

 

 

 

 

Procedures

Monday

Tuesday

Wednesday

Thursday

Friday

Procedures:

Prior knowledge-

Make a T-Chart/Anchor chart about 1st/2nd hand accounts using student’s responses.

Activities-

1.Review 1st/2nd hand account in interactive notebook.

2.WB pages 244-251. (1st/2nd hand account)

3.Flocabulary activity 4.Quotations/Commas activity

Writing:

Read the story.  Read the prompt.  Begin to plan.

 

Closure-

Exit Ticket

Monday

 

Homework:

  1. Study Vocabulary words
  2. Study skills
  3. Read AR

 

Procedures:

Prior knowledge-

Review T-Chart/Anchor chart from the previous day.

Activities-

1.Review 1st/2nd hand account in interactive notebook.

2.WB pages 252-257. (1st/2nd hand account)

3.Flocabulary activity

4.Quotations/Commas activity

Writing:

Continue planning.

 

 

 

 

Closure-

Exit Ticket

Tuesday

 

Homework:

1.       Study Vocabulary words

2.       Study skills

3.       Read AR

Procedures:

Prior knowledge-

https://www.flocabulary

.com/unit/inferencing/

Activities-

Center 1-

POV

Center 2-

Flocabulary

Center 3-

Inference

Center 4-

Classworks

Writing:

Type essay in google doc and email to teacher.

 

Closure-

Exit Ticket

Wednesday

 

Homework:

1.       Study Vocabulary words

2.       Study skills

3.       Read AR

 

Procedures:

Prior knowledge-

https://www.flocabulary

.com/unit/context-clues/

Activities-

**Vocabulary quiz

Center 1-

1st/2nd hand account

Center 2-

Flocabulary

Center 3-

context clues

Center 4-

Classworks

Writing:

Peer editing

    

Closure-

Exit Ticket

Thursday

 

Homework:

1. Study skills

2. Read AR

 

**4.5 Week Assessment

 

 

 

 

 

 

 

Example of an Assessment Item Related to the Standard

 

1. What is the meaning of dismantled as it is used in paragraph 5?

2. How are the points of view different?  How are they alike?

3. Which statement best describes the differences between the two accounts?

 

 

4th Grade ELA Lesson Plans

January 21-31

Standards

RI/RL

L

SL

RF

W

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.4.2

Determine the main idea of a text and explain how it is supported by key details; summarize the text. 

 

RL.4.3

Determine a theme of a story, drama or poem from details in a text; summarize the text.

 

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.)

 

 

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 students.

 

L.4.4a

Use context (eg. Definitions, examples or restatements in text) as a clue to the meaning of a word or phrase.

 

L.4.4b

Use common, grade appropriate Greek and Latin affixes and roots as clues to the meaning of a word.  (e.g telegraph, photograph, autograph)

 

L.4.2d- Spell grade-appropriate words correctly, consulting references as needed.

 

L.4.6- -Acquire and use accurately gradeappropriate 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).

 

 

4.1

Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grade 4 topics

and texts, building on others’ ideas and expressing their own clearly.

4.1a

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information

known about the topic to explore ideas under discussion.

4.1b

Follow agreedupon rules for discussions and carry out assigned roles.

4.1c

Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and

link to the remarks of others.

4.1d

Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

4.2

Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and

orally.

4.3

Identify the reasons and evidence a speaker provides to support particular points.

4.4

 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive

details to support main ideas or themes; speak clearly at an understandable pace.

4.5

Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

4.6

Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate

(e.g., smallgroup discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 for specific

expectations.)

4.3

Know and apply gradelevel phonics and word analysis skills in decoding words

4.3a

 Use combined knowledge of all lettersound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read

accurately unfamiliar multisyllabic words in context and out of context.

4.4

Read with sufficient accuracy and fluency to support comprehension.

4.4a

Read gradelevel text with purpose and understanding.

 

4.4b

Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

 

4.4c

Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary.

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.4.2b

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

 

W.4.2c

Link ideas with categories of information using words and phrases (e.g. another, for example, also, because)

 

W.4.2d

Use precise language and domain-specific vocabulary to inform about or explain the topic. 

 

4.4

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

(Gradespecific expectations for writing types are defined in standards 1–3.)

 

 

4.5

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing

for conventions should demonstrate command of Language standards 13 up to and including grade 4.)

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.

 

W. 4.9b

Apply grade 4 Reading standards to informational texts

 

W.4.10- -Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences

 

 

 

 

 

 

 

Learning Targets

RI/RL

L

SL

RF

W

I can refer to details and examples in a text when explaining what the text says and when drawing inferences from the text. 

 

I can determine a theme of a story, drama or poem from details in the text and summarize the text. 

 

I can describe in depth a character, setting or event in a story or drama with specific details from the text.   

I can determine or clarify the meaning of unknown words.

 

I can use context as a clue to the meaning of a word or phrase.

 

I can use common Greek and Latin affixes as clues to the meaning of a word. 

 

I can spell 4th grade appropriate words. 

 

 

 

 

      

I can work collaboratively in a group by being prepared and participating in group discussions.

 

I can follow the agreed upon rules of the group.

 

I can ask and answer questions related to the group activity.

 

I can use word-decoding strategies to read unfamiliar words.

 

I can recognize that letters and combinations of letters make different sounds.

 

I can use my knowledge of consonant blends, long-vowel patterns and short vowel patterns to decode words.

 

I can analyze the structure of words by finding compound words, roots, prefixes, suffixes, and syllables

 

I can use my analysis of word structure to help me decode unfamiliar multi-syllabic words.

 

I can read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

 

I can write an informative or explanatory piece to examine a topic and convey ideas and information clearly. 

 

I can introduce a topic clearly.

 

I can link ideas with categories of information using words and phrases.

 

I can use precise language and domain-specific vocabulary to inform about or explain the topic.

 

I can produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

 

I can write routinely over extended time frames. 

 

 

 

 

 

 

 

 

 

 

 

 

 

Procedures

Monday

Tuesday

Wednesday

Thursday

Friday

Procedures:

Modeled and Guided

Prior knowledge-

https://www.flocabulary.com/unit/inferencing/

Activities-

Test Prep: Bell Work or 15 min allotted time

 

Introduce-Inference

Interactive note

Use teachertoolbox interactive to introduce

 

Introduce vocabulary words using video and definition page.

 

Inference activity-Passage

 

Ready book pp 176-179

 

 

Language:

Greek and Latin Affixes introduction

 

Writing: informative/ explanatory with graphic aid

1. Read the Story

2. Read the Prompt

3. Create Organizer

Interactive Notebook

 

4. Writing-Read the story.  Read the prompt.  Develop a topic sentence.

 

Closure-

Exit ticket

 

Monday

 

Homework:

1. Study Vocabulary words.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

 

Procedures:

Modeled and Guided

Prior knowledge-

https://www.flocabulary.com/unit/context-clues/

Activities-

Test Prep: Bell Work or 15 min allotted time

 

Review

Inference

Ready Book pp 180,181,184-188

(teacher tool box activities)

 

 Review Vocabulary words- Flocabulary Activity

 

Activity (Inferencing)

 

Greek/ Latin Affixes activity

 

Writing- Develop 2 to 3 points that can be supported with evidence.

 

 

Closure-

Exit Ticket

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Tuesday

 

Homework:

1. Study Vocabulary words.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

Procedures:

Teacher-Led: 

Prior knowledge-

https://www.flocabulary.com/unit/root-words/

Activities-

Test Prep: Bell Work or 15 min allotted time

 

Main Idea- Introduction/ Review

 

Main Idea Activity-Passage

(pairs)  

 

Greek and Latin Affixes activity- pairs

 

Writing- Write evidence supporting the 2 to 3 points.

 

 

Writing 

Complete graphic organizer and begin rough draft of writing. 

 

 

Closure-

Exit Ticket

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Wednesday

 

Homework:

1. Study Vocabulary words.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

Procedures:

Teacher-Led and Independent

Prior knowledge-

https://www.flocabulary.com/unit/simple-compound-sentences/

 

Activities-

Centers

 

Test Prep: Bell Work or 15 min allotted time

 

 

Center 1- Inference

 

Center 2-Classworks

 

Center 3- Language/Writing- Capitalization, punctuation, prompts

 

Center 4- Context Clues/ Greek and Latin affixes

 

 

Writing: informative/ explanatory

1. Read the Story

2. Read the Prompt

3. Create Organizer

 

Closure-

Exit Ticket

 

 

 

 

 

 

 

 

 

 

Thursday

 

Homework:

1. Study Vocabulary words.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

 

Procedures:

Independent Practice --Inference

Prior knowledge-

https://www.flocabulary.com/unit/inferencing/

 

Activities-

Centers

Test Prep: Bell Work or 15 min allotted time

 

 

Center 1 -Inference

 

Center 2: Classworks

 

Center 3- Language/Writing- Capitalization, punctuation, prompts

 

Center 4- Context Clues/ Greek and Latin affixes

 

 

Writing: informative/ explanatory

1. Read the Story

2. Read the Prompt

3. Create Organizer

 

 

Closure-

Exit Ticket

 

 

 

 

 

 

 

 

 

 

 

Friday

 

Homework:

1. Read AR book for 25 minutes each day.

Example of an Assessment Item Related to the Standard

 

1.     What inferences can you make about...?

2.    How do the character’s action support the theme...?

3.    Did the environment affect the outcome of the story...?

4.       Which describes the setting (time, place, social environment)...?

 

 

 

 

 

 

 

 

 

 

 

 

Procedures

Monday

Tuesday

Wednesday

Thursday

Friday

Procedures:

Modeled and Guided

Activities-

 

Test Prep: Bell Work or 15 min allotted time

 

1. Introduce/Review-Theme

Interactive note/ Teachertoolbox interactive

 

2. Review vocabulary words using video and definition page.

Theme-Passage

Ready book pp 134-139

(teacher tool box activities)

Vocabulary-academic vocab

 

Language:

Context clues/ Greek and Latin affixes activity

 

Writing: Narrative with graphic aid

1. Read the Story

 

 

Closure:

Exit ticket

 

 

 

 

 

Monday

 

Homework:

1. Study Vocabulary words.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

 

Procedures:

Modeled and Guided

Activities-

 

Test Prep: Bell Work or 15 min allotted time

 

1.     Review-Theme

2.     Review characters, setting, and events

 

2. Review Vocabulary words- Flocabulary Activity

 

3. Theme

Ready book pp  142-147

(teacher tool box activities)

 

Characters, setting and events ready pp

(teacher tool box activities)

 

4. Writing- Develop 2 to 3 points that can be supported with evidence.

 

Closure-

Exit Ticket

 

 

 

 

 

 

Tuesday

 

Homework:

1. Study Vocabulary words.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

Procedures:

Activities/ Centers 

 

Test Prep: Bell Work or 15 min allotted time

 

 

Center 1-

Find the theme/ analyze characters, events, setting

 

 Center 2-

Review Inference/ main idea

 

Center 3-

Classworks

 

Center 4-

Language Context Clues/ Greek and Latin affixes

 

Writing:

1. Create first draft/final copy.

2. Peer edit.

 

 

 

Closure-

Exit Ticket

 

 

 

 

 

 

Wednesday

 

Homework:

1. Study Vocabulary words for quiz.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

Procedures:

Activities/Centers

 

Test Prep: Bell Work or 15 min allotted time

 

 

 Center 1-

find the theme/ analyze characters, events, setting

 

 Center 2-

Review Inference/ main idea

 

Center 3-

Classworks

 

Center 4-

Language Context Clues/ Greek and Latin affixes

 

REVIEW FOR ASSESSMENT

 

Writing:

 1. Type in a google document. Email to teacher

 

 

 

 

 

 

 

 

 

 

 

Thursday

Homework:

1. Study this week’s skills in interactive notebook.

2. Read AR for 25 minutes.

 

 Assessment

Bi Weekly and Vocabulary

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Friday

 

Homework:

Read AR each day for 25 minutes.

 

Example of an Assessment Item Related to the Standard

 

1.     What inferences can you make about...?

2.    How do the character’s action support the theme...?

3.    Did the environment affect the outcome of the story...?

Which describes the setting (time, place, social environment)...?

 

                       

 

4th Grade ELA Lesson Plans

January 7-17

Standards

RI/RL

L

SL

RF

W

RI.4.1- Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 

 

RI.4.2- Determine the main idea of a text and explain how it is supported by key details; summarize the text. 

 

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.

 

 

L.4.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 

 

L.4.1f- Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. 

 

L.4.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 

 

L.4.2a- Use correct capitalization 

 

L.4.2d- Spell grade-appropriate words correctly, consulting references as needed.

 

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).

 

 

4.1

Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grade 4 topics

and texts, building on others’ ideas and expressing their own clearly.

4.1a

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information

known about the topic to explore ideas under discussion.

4.1b

Follow agreedupon rules for discussions and carry out assigned roles.

4.1c

Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and

link to the remarks of others.

4.1d

Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

4.2

Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and

orally.

4.3

Identify the reasons and evidence a speaker provides to support particular points.

4.4

 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive

details to support main ideas or themes; speak clearly at an understandable pace.

4.5

Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

4.6

Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate

(e.g., smallgroup discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 for specific

expectations.)

4.3

Know and apply gradelevel phonics and word analysis skills in decoding words

4.3a

 Use combined knowledge of all lettersound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read

accurately unfamiliar multisyllabic words in context and out of context.

4.4

Read with sufficient accuracy and fluency to support comprehension.

4.4a

Read gradelevel text with purpose and understanding.

4.4c

Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary.

 

W.4.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

W.4.3a- introducing narrative, characters; organize and events that unfolds naturally.

W4.3b-Use dialogue and description to develop experiences and events or show the responses of characters to situations

W4.3c-Use a variety of transitional words and phrases to manage the sequence of events.

W4.3d- Use concrete words and phrases and sensory details to convey experiences and events precisely.

W4.3e-Use concrete words and phrases and sensory details to convey experiences and events precisely.

 

4.4

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

(Gradespecific expectations for writing types are defined in standards 1–3.)

 

 

4.5

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing

for conventions should demonstrate command of Language standards 13 up to and including grade 4.)

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.

4.7
Conduct short research projects that build knowledge through investigation of different aspects of a topic.

4.8
Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

 

4.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.9a

apply grade 4 Reading standards to literature (e.g., “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].

W.4.10- -Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences

 

 

 

 

Learning Targets

RI/RL

L

SL

RF

W

I can integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

 

I can refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

I can use English correctly in writing and speaking.

I can correctly use frequently confused words.

I can correctly use grade- appropriate academic vocabulary.

I can read fluently.

      

I can work collaboratively in a group by being prepared and participating in group discussions.

I can follow the agreed upon rules of the group.

I can ask and answer questions related to the group activity.

 

I can use word-decoding strategies to read unfamiliar words.

I can recognize that letters and combinations of letters make different sounds.

I can use my knowledge of consonant blends, long-vowel patterns and short vowel patterns to decode words.

I can analyze the structure of words by finding compound words, roots, prefixes, suffixes, and syllables

I can use my analysis of word structure to help me decode unfamiliar multi-syllabic words.

I can write a narrative  piece to develop a real or imaginary experience(s) or events using effective technique, descriptive details, and clear event sequences.

 

Procedures

Monday

Tuesday

Wednesday

Thursday

Friday

Procedures:

Modeled and Guided

Prior knowledge-

https://www.flocabulary.com/unit/inferencing/

 

Activities-

 

Test Prep: Bell Work or 15 min allotted time

 

1. Introduce-Inference (RI4.1)

Interactive note

2. Introduce vocabulary words using video and definition page.

Inference activity-Passage

Ready book pp

 

Vocabulary-academic vocab

(RI4.4)

 

Language:

Capitalization/

Punctuations

(L4.1/f)

 

Writing: Narrative with graphic aid

1. Read the Story

2. Read the Prompt

3. Create Organizer

Interactive Notebook

 

4. Writing-Read the story.  Read the prompt.  Develop a topic sentence.

 

Closure-

Exit ticket

 

 

 

Monday

 

Homework:

1. Study Vocabulary words.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

 

Procedures:

Modeled and Guided

Prior knowledge-

https://www.flocabulary.com/unit/compare-and-contrast/

Activities-

Test Prep: Bell Work or 15 min allotted time

 

 

1. Review

Inference

Ready Book pp

 

 

2. Review Vocabulary words- Flocabulary Activity

 

3. Activity (Inferencing)

 

5. Writing- Develop 2 to 3 points that can be supported with evidence.

 

Closure-

Exit Ticket

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Tuesday

 

Homework:

1. Study Vocabulary words.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

Procedures:

Teacher-Led: 

 

Prior knowledge-

https://www.flocabulary.com/unit/opinion-writing/

 

Activities-

Test Prep: Bell Work or 15 min allotted time

 

1.Review Inferencing

Ready book pp

 

2. Writing- Write evidence supporting the 2 to 3 points.

 

3. Vocabulary-academic vocab Latin/Greek Interactive notebook (RI4.4)

 

 

Writing 

Complete graphic organizer and begin rough draft of writing. 

 

 

Closure-

Exit Ticket

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Wednesday

 

Homework:

1. Study Vocabulary words.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

Procedures:

Teacher-Led and Independent Practice --Inference

 

Prior knowledge-

https://www.flocabulary.com/unit/opinion-writing/

Activities-

Centers

 

Test Prep: Bell Work or 15 min allotted time

 

 

Center 1- Inference (RI4.1)

 

Center 2-Classwork

 

Center 3-Vocabulary-academic

vocab

(RI4.4)

 

Center 4-Language: Capitalization/

Punctuations

 

 

(L4.1a)

Writing: narrative

1. Read the Story

2. Read the Prompt

3. Create Organizer

 

Closure-

Exit Ticket

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Thursday

 

Homework:

1. Study Vocabulary words.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

 

Procedures:

Independent Practice --Inference

 

Prior knowledge-

https://www.flocabulary.com/unit/inferencing/

 

Activities-

Centers

Test Prep: Bell Work or 15 min allotted time

 

 

 Center 1-Test Prep\classwork (RI4.3)

 

Center 2-Inference

 

Center 3-Vocabulary-academic

vocab

(RI4.4)

 

Center 4-Language:

Capitalization/

Punctuations

 

(L4.1a)

Writing: narrative

1. Read the Story

2. Read the Prompt

3. Create Organizer

 

 

Closure-

Exit Ticket

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Friday

 

Homework:

1. Read AR book for 25 minutes each day.

Example of an Assessment Item Related to the Standard

 

1.     Which details were in both texts...? (RI) How could you keep track of the information as you read...?

2.    What were similarities (differences) between the two texts...?

3.    What inferences can you make about...?

 

 

 

 

 

Procedures

Monday

Tuesday

Wednesday

Thursday

Friday

Procedures:

Modeled and Guided

Activities-

 

Test Prep: Bell Work or 15 min allotted time

 

1. Introduce-Main Idea (RI4.2)

Interactive note

 

2. Introduce vocabulary words using video and definition page.

Main Idea-Passage

Ready book

 

Vocabulary-academic vocab

(RI4.4)

 

Language:

Capitalization/

Punctuations

 

(L4.1a)

 

Writing: Narrative with graphic aid

1. Read the Story

 

 

 

 

 

 

 

 

 

Monday

 

Homework:

1. Study Vocabulary words.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

 

Procedures:

Modeled and Guided

Activities-

 

Test Prep: Bell Work or 15 min allotted time

 

1. Review-Main idea and introduce summary

 

2. Review Vocabulary words- Flocabulary Activity

 

3. Summary

Ready book pp

 

4. Writing- Develop 2 to 3 points that can be supported with evidence.

 

Closure-

Exit Ticket

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Tuesday

 

Homework:

1. Study Vocabulary words.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

Procedures:

Activities/ Centers

Teacher-Led and Independent Practice – Main Idea/Summary

 

 

Test Prep: Bell Work or 15 min allotted time

 

 

Center 1- Find main idea and details to create a summary (RI4.2)

 

 Center 2-

Test Prep:

Vocabulary (RI 4.4)

Comprehension (RI4.10)

 

Center 3- Classwork and/or Vocabulary- academic vocab (RI4.4)

 

Center 4- Language: Capitalization/

Punctuations

 (L4.1a)

 

Writing:

1. Create first draft/final copy.

2. Peer edit.

 

 

 

Closure-

Exit Ticket

 

Wednesday

 

Homework:

1. Study Vocabulary words for quiz.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

Procedures:

Independent Practice --Summary

Activities-

 

Test Prep: Bell Work or 15 min allotted time

 

 

 Center 1- Review Inference (RI4.1)

 

Center 2- Main idea/Summary (RI4.2))

 

Center 3- Review Academic Vocabulary/Classwork (RI4.4)

 

 

 Center 4- Language: Review Capitalization/

Punctuations

 

 

Writing:

 1. Type in a google document. Email to teacher

 

 

 

 

 

 

 

 

 

 

 

 

 

Thursday

 

Homework:

1. Study this week’s skills in interactive notebook.

2. Read AR for 25 minutes.

 

 Assessment

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Friday

 

Homework:

Read AR each day for 25 minutes.

Example of an Assessment Item Related to the Standard

 

1.     Which details were in both texts...? (RI) How could you keep track of the information as you read...?

2.    What were similarities (differences) between the two texts...?

3.    What inferences can you make about...?

 

 

                 

 

 

 

 

 

4th Grade ELA Lesson Plans

December 9-20, 2019

Standards

RL and RI

L

SL

RF

W

All standards covered in weeks 9-17.

 

All standards covered in weeks 9-17.

 

All standards covered in weeks 9-17.

 

All standards covered in weeks 9-17.

 

All standards covered in weeks 9-17.

 

 

Learning Targets

RL and RI

L

SL

RF

W

All I can statements covered in weeks 9-17.

 

All I can statements covered in weeks 9-17.

 

All I can statements covered in weeks 9-17.

 

All I can statements covered in weeks 9-17.

 

All I can statements covered in weeks 9-17.

 

 

 

 

 

 

 

 

 

 

 

 

Procedures

Monday, Dec. 9

Tuesday, Dec. 10

Wednesday, Dec. 11

Thursday, Dec. 12

Friday, Dec. 13

 

Prior knowledge-

Review interactive notebook pages on inferring from narrative texts and two texts

 

Activities-

Comprehension-

 

-Inference activity

 

Comparing/Contrasting/Integrating two texts activity

 

Context Clues activity

 

Vocabulary-

Introduce new words

using Flocabulary

Centers-

1.     Classworks

2.    Task cards

 

Closure-

Exit Ticket

 

 

Homework:

Continue to read AR books and study interactive notebook.

 

 

 

 

 

 

 

Prior knowledge-

Review interactive notebook pages on Scientific, Historical, and Technical texts and using charts, graphs, etc.

 

Activities-

1 of each-Scientific, Historical and Technical text activities

 

Activity that includes reading timelines, graphs, charts, diagrams, and/or animations.

 

Context Clues activity

 

Vocabulary-

Flocabulary activity

 

 

Closure-

Exit Ticket

 

 

 

Homework:

Continue to read AR books and study interactive notebook.

 

 

 

 

 

 

 

 

 

 

 

 

NWEA testing

 

 

Prior knowledge-

Text structure flocabulary video

 

Activities-

Text structure activity

 

Finding evidence activity

 

Vocabulary-

Flocabulary

 

 

 

 

 

 

 

 

 

Closure-

Exit ticket

 

 

 

 

Homework:

Continue to read AR books and study interactive notebook.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

NWEA testing

 

 

 

Writing practice

Run through. Students will complete an essay from beginning to end.

 

 

Centers-

1.     Classworks

2.    Task cards

 

 

 

 

Vocabulary quiz

 

 

 

 

 

 

 

Closure-

Exit Ticket

 

 

 

Homework:

Continue to read AR books and study interactive notebook.

 

 

 

 

 

 

Bi-weekly test

 

 

Begin working on 9 weeks test study guide

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Homework:

Study study guide

Example of an Assessment Item Related to the Standard

1. Which text structure was used in paragraph 7?

2. How does the included graph help you better understand the passage?

3.What two details were included in the first passage but not in the second?

4.What is the meaning of the word "washstand" as used in paragraph 2?

5. According the passage, why did the Natchez Indians disappear?

6. Which quote from the text supports the answer to part A?

 

 

           

 

Procedures

Monday, Dec. 16

Tuesday, Dec. 17

Wednesday, Dec. 18

Thursday, Dec. 19

Friday, Dec. 20

 

Prior knowledge-

Review interactive notebook

 

Activities-

Comprehension-

Finish Study Guide for 9 weeks test

 

Vocabulary Activity- 

Kahoot context clues

 

Centers-

3.    Classworks

4.    Task cards

 

Closure-

Exit Ticket

 

 

Homework:

Study the study guide for the 9 weeks test.

 

 

 

 

 

 

 

 

 

9 weeks test

reading

 

 

 

 

 

Review writing if time allows.

 

 

 

 

 

 

 

 

 

 

 

Homework:

Study writing rubric and example graphic organizer.

 

Review writing skills

 

 

9 weeks test

writing

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Field trip to the movies in Pearl

 

 

 

 

 

 

 

 

 

 

 

 

AR party?

 

Watch a movie connected to story or book read and compare and contrast the two versions?

 

Free writing?

 

 

 

 

Example of an Assessment Item Related to the Standard

1. Which text structure was used in paragraph 7?

2. How does the included graph help you better understand the passage?

3.What two details were included in the first passage but not in the second?

4.What is the meaning of the word "washstand" as used in paragraph 2?

5. According the passage, why did the Natchez Indians disappear?

6. Which quote from the text supports the answer to part A?

 

 

           

 

 

4th Grade ELA Lesson Plans

November 18-22

December 2-6

Standards

RI

L

SL

RF

W

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.

 

RL

4.7

Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

4.2d

Spell grade-appropriate words correctly, consulting references as needed.

4.5

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

4.5a

Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

4.5b

Recognize and explain the meaning of common idioms, adages, and proverbs.

4.6 

Acquire and use accurately gradeappropriate 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).

4.1

Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

4.1a

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

4.1b

Follow agreedupon rules for discussions and carry out assigned roles.

4.1c

Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

4.1d

Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

4.2

Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

4.3

Identify the reasons and evidence a speaker provides to support particular points.

4.4

 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

4.5

Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

4.6

Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate

(e.g., smallgroup discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 for specific expectations.)

4.3

Know and apply gradelevel phonics and word analysis skills in decoding words

4.3a

 Use combined knowledge of all lettersound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

4.4

Read with sufficient accuracy and fluency to support comprehension.

4.4a

Read gradelevel text with purpose and understanding.

4.4b

Read gradelevel prose and poetry orally with accuracy, appropriate rate, and expression on successive reading.

4.4c

Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary.

4.3

Write narratives to develop real or imagined experiences or events using effective technique, descriptive and clear event sequences.

4.3a

Orient the reader by establishing a situation and introducing a narrator and/or characters; organize and event sequence that unfolds naturally.

4.3b

Use dialogue and description to develop experiences and events or show the responses of characters to situations.

4.3c

Use a variety of transitional words and phrases to manage the sequence of events.

4.3d

Use concrete words and phrases and sensory details to convey experiences and events precisely.

4.3e

Provide a conclusion that follows from the narrated experiences or events.

 

 

4.4

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

(Gradespecific expectations for writing types are defined in standards 1–3.)

4.5

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing

for conventions should demonstrate command of Language standards 13 up to and including grade 4.)

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.

4.7

Conduct short research projects that build knowledge through investigation of different aspects of a topic.

4.8

Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources

4.9a

Apply grade 4 Reading standards to literature (e.g., “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].”).

4.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day

or two) for a range of disciplinespecific tasks, purposes, and audiences.

 

 

Learning Targets

RI

L

SL

RF

W

4.5

I can identify and explain different structures used in informational text. I can describe how events, ideas, concepts, or information are

structured in a text.

 

RL

4.7

I can make connections between the written text of a story and a visual or oral presentation of the text.

4.5

I can demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

 

4.6

I can figure out and use fourth grade words that show specific actions, emotions or states of being.

4.1

I can effectively participate in different types of discussions and with different people.

4.2

I can paraphrase text that is read aloud or information that is presented to me.

4.3

I can identify the reasons or evidence that a speaker gives to support his/her points.

4.4

I can report on a topic or tell a story with correct and appropriate facts and details to support my main idea.

4.5

I can create engaging audio recordings or visual displays to help me better explain a main idea or theme when necessary.

4.6

I can figure out when to use formal English and when it is appropriate to use informal English.

4.3

I can show what I have learned about letters, sounds and words in my reading.

 

4.4

I can read and understand fourth grade texts.

4.3

I can write stories with good technique, detailed

descriptions and a clear sequence

4.4

I can produce clear and organized writing.

4.5

I can plan, revise and edit my writing with the help of

peers and adults

4.6

I can use technology to create and publish my writing.

4.7

I can conduct short research projects to help me learn about topics through investigation.

4.8

I can take notes to help me organize the research in my writing.

4.9

I can gather evidence from fiction or informational text

to support my investigation, thinking and research.

4.10

I can write with stamina for short time frames or over a longer period of time depending on my purpose, audience and topic.

 

 

 

 

 

 

 

 

 

Procedures

Monday

Tuesday

Wednesday

Thursday

Friday

Procedure:

 

Prior knowledge-

https://www.flocabulary

.com/unit/text-structure/

 

Activities-

1. Review cause/effect and compare/contrast text structure in interactive notebook.

2. Workbook pages 216-223

3. Introduce vocabulary words using flash cards.

4. Complete a flocabualry activity.

5. Writing-Read the story.  Read the prompt.  Develop beginning.

 

 

 

Closure-

Exit Ticket

 

 

 

 

Monday

 

Homework:

1. Study Vocabulary words.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

Procedures:

 

Prior knowledge-

https://www.flocabulary

.com/unit/problem-solution/

 

Activities-

1. Review cause/effect and compare/contrast text structure in interactive notebook.

2. Workbook pages 224-229

3. Simile/Metaphor pages 500, 501

4. Writing-Develop the middle to the narrative.

 

 

 

 

 

 

Closure-

Exit Ticket

 

 

 

 

Tuesday

 

Homework:

1. Study Vocabulary words.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

Procedures:

 

Prior knowledge-

https://www.flocabulary

.com/unit/text-structure/

 

Activities-

1. Review Chronological order and problem/solution text structure in interactive notebook.

2. Workbook pages 230-237

3. Flocabulary activity.

4. Writing-Develop an ending to the essay.  Write essay using graphic organizer.

 

 

 

 

Closure-

Exit Ticket

 

 

 

 

Wednesday

 

Homework:

1. Study Vocabulary words.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

Procedures:

 

Prior knowledge-

https://www.flocabulary

.com/unit/problem-solution/

 

Activities-

1. Review Chronological order and problem/solution text structure in interactive notebook.

2. Idioms pages 502-503

3. Writing-Finish generating essay using graphic organizer.

 

Centers-

1. WB pages 238-243

2. Figurative language

3. Classworks

 

Closure-

Exit Ticket

 

 

 

 

Thursday

 

Homework:

1. Study Vocabulary words.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

 

Procedures:

 

Prior knowledge-

Review interactive notebook

 

 

Activities-

1. Flocabulary activity

 

Centers-

1. Text Structure

2. Figurative language

3. Classworks

 

 

 

 

 

 

 

 

Closure-

Exit Ticket

Example of an Assessment Item Related to the Standard

 

1.  The author of the text organizers paragraph 3 by identifying a __________ and telling how it was ________.

2.  How did the author organize the events described in these sentences?

3.  What choice best describes the overall structure on the text?

 

 

 

 

 

 

 

 

 

 

Procedures

Monday

Tuesday

Wednesday

Thursday

Friday

Procedures:

 

Prior knowledge-

https://www.flocabulary

.com/unit/idioms/

 

 

 

 

Activities-

1. Introduce skill in interactive notebook.

2. WB pages 410-413

3. Adages/Proverbs p. 504, 505

4. Flocabulary activity

5. Writing- Read the story.  Read the prompt.  Develop a beginning.

 

 

 

 

 

 

Closure-

Exit Ticket

 

 

 

Monday

 

Homework:

1. Study Vocabulary words.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

Procedures:

 

Prior knowledge-

https://www.flocabulary

.com/unit/8-were-the-piglets/

 

 

 

Activities-

 

1. Review skills in interactive notebook.

2. WB pages 414-415, 420

3. Precise words for actions p. 510, 511

3. Writing-Develop the middle and end of the narrative.

 

 

 

 

 

Closure-

Exit Ticket

 

**School Spelling Bee

 

Tuesday

 

Homework:

1. Study Vocabulary words.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

Procedures:

 

Prior knowledge-

https://www.flocabulary

.com/search/?q=precise

%20words

 

 

 

Activities-

 

1. Review skills in interactive notebook.

2.WB pages 416-421

3.  Write or Type essay using organizer.

 

Center 1-Text Structure

 

Center 2-Vocabulary

 

Center 3- Figurative Language

 

Closure-

Exit Ticket

 

 

 

Wednesday

 

Homework:

1. Study Vocabulary words.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

-Vocabulary quiz

 

Procedures:

 

Prior knowledge-

https://www.flocabulary

.com/unit/similes-metaphors/

 

Activities-

 

1. Review skills in interactive notebook.

2. Flocabulary activity.

3. Wrap up writing for the week

 

Center 1-Text Structure

 

Center 2- Figurative Language

 

Center 3- Context Clues

 

Closure-

Exit Ticket

 

 

 

Thursday

 

Homework:

1. Study Vocabulary words.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

-3rd Bi-Weekly Assessment

 

Example of an Assessment Item Related to the Standard

 

1.    The author of the text organizers paragraph 3 by identifying a __________ and telling how it was ________.

2.    How did the author organize the events described in these sentences?

3.    What choice best describes the overall structure on the text?

 

 

 

 

 

 

 

4th Grade ELA Lesson Plans

November 4-15

Standards

RI/RL

L

SL

RF

W

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.4.8-Explain how an author uses reasons and evidence to support particular points in a text.

 

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.

 

 

L.4.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.4.1a -Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

 

L.4.1b- Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

L.4.2d- Spell grade-appropriate words correctly, consulting references as needed.

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).

 

 

4.1

Engage effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grade 4 topics

and texts, building on others’ ideas and expressing their own clearly.

4.1a

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information

known about the topic to explore ideas under discussion.

4.1b

Follow agreed‐upon rules for discussions and carry out assigned roles.

4.1c

Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and

link to the remarks of others.

4.1d

Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

4.2

Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and

orally.

4.3

Identify the reasons and evidence a speaker provides to support particular points.

4.4

 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive

details to support main ideas or themes; speak clearly at an understandable pace.

4.5

Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

4.6

Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate

(e.g., small‐group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 for specific

expectations.)

4.3

Know and apply grade‐level phonics and word analysis skills in decoding words

4.3a

 Use combined knowledge of all letter‐sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read

accurately unfamiliar multisyllabic words in context and out of context.

4.4

Read with sufficient accuracy and fluency to support comprehension.

4.4a

Read grade‐level text with purpose and understanding.

4.4c

Use context to confirm or self‐correct word recognition and understanding, rereading as necessary.

W.4.3

Write narratives to develop real or imagined experiences or events using effective technique, descriptive and clear event sequences.

4.3a -Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

4.3b -Use dialogue and description to develop experiences and events or show the responses of characters to situations.

4.3c-Use a variety of transitional words and phrases to manage the sequence of events.

4.3d-Use concrete words and phrases and sensory details to convey experiences and events precisely.

4.3e -Provide a conclusion that follows from the narrated experiences or events.

4.4 -Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade‐specific expectations for writing types are defined in standards 1–3.)

4.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1‐3 up to and including grade 4.)

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

4.7 -Conduct short research projects that build knowledge through investigation of different aspects of a topic.

4.8 -Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

4.9a-Apply grade 4 Reading standards to literature (e.g., “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].”).

4.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences

 

 

 

 

Learning Targets

RI/RL

L

SL

RF

W

I can-

RI.4.3.1 Identify key events in informational text. RI.4.3.2 Identify procedures in informational text. RI.4.3.3 Identify ideas in informational text. RI.4.3.4 Identify concepts in informational text. RI.4.3.5 Identify the cause/effect relationship with a historical, scientific, or technical text. RI.4.3.6 Explain the key events, procedures, ideas, and concepts used in informational text (i.e., steps in a lab procedure). RI.4.3.7 Justify my explanation based on specific information in the text. RI.4.8.1 Identify key points in the text. RI.4.8.2 List reasons and proof why these points are there. RI.4.8.3 Justify why key points are important. RI.4.8.4 Interpret the author’s point/position based on his/her reasons and evidence. RI.4.8.5 Evaluate the text to determine the reasons for the author’s point/position.

I can use English correctly in writing and speaking.

I can correctly use frequently confused words.

I can correctly use grade- appropriate academic vocabulary.

I can read fluently.

      

I can work collaboratively in a group by being prepared and participating in group discussions.

I can follow the agreed upon rules of the group.

I can ask and answer questions related to the group activity.

 

I can use word-decoding strategies to read unfamiliar words.

I can recognize that letters and combinations of letters make different sounds.

I can use my knowledge of consonant blends, long-vowel patterns and short vowel patterns to decode words.

I can analyze the structure of words by finding compound words, roots, prefixes, suffixes, and syllables

I can use my analysis of word structure to help me decode unfamiliar multi-syllabic words.

I can write a narrative  piece to develop a real or imaginary experience(s) or events using effective technique, descriptive details, and clear event sequences.

 

 

Procedures

Monday

Tuesday

Wednesday

Thursday

Friday

Procedures:

 

Prior knowledge-

https://www.flocabulary.com/unit/inferencing/

 

Activities-

 

Test Prep: Bell Work or 15 min allotted time

 

1. Introduce-Historical text (RI4.3)

Interactive note

2. Introduce vocabulary words using video and definition page.

Historical text Activity-Passage

Ready book pp24-25

 

Author’s Evidence (RI4.8)

Vocabulary-academic vocab

(RI4.4)

 

Language:

Relative pronouns

(L4.1a)

 

Writing: Narrative with graphic aid

1. Read the Story

2. Read the Prompt

3. Create Organizer

Interactive Notebook

 

4. Writing-Read the story.  Read the prompt.  Develop a topic sentence.

 

Closure-

Exit ticket

 

 

 

 

Monday

 

Homework:

1. Study Vocabulary words.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

 

Procedures:

 

Prior knowledge-

https://www.flocabulary.com/unit/compare-and-contrast/

Activities-

Test Prep: Bell Work or 15 min allotted time

 

 

1. Review

Historical text

Ready Book pp26-27

Author’s Evidence

 

2. Review Vocabulary words- Flocabulary Activity

 

3. Introduce Technical text-Interactive notebook

Ready book pp 38-39

 

4. Comparing Texts Activity

 

5. Writing- Develop 2 to 3 points that can be supported with evidence.

 

Closure-

Exit Ticket

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Tuesday

 

Homework:

1. Study Vocabulary words.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

Procedures:

 

Prior knowledge-

https://www.flocabulary.com/unit/narrative

 

Activities-

Test Prep: Bell Work or 15 min allotted time

 

1.Review Historical/Technical Texts

 

 3. Introduce Scientific Text-Interactive notebook

Ready book pp 52-53

 

4. Author’s Evidence Reasoning Activity

 

5. Writing- Write evidence supporting the 2 to 3 points.

 

Closure-

Exit Ticket

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Wednesday

 

Homework:

1. Study Vocabulary words.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

Procedures:

 

Prior knowledge-

https://www.flocabulary.com/unit/storyelments

Activities-

Centers

 

Test Prep: Bell Work or 15 min allotted time

 

 

Center 1-

Historical text (RI4.3)

 

Center 2-Classwork

 

Center 3-Vocabulary-academic

vocab

(RI4.4)

 

Center 4-Language:

Relative pronouns

(L4.1a)

Writing: narrative

1. Read the Story

2. Read the Prompt

3. Create Organizer

 

Closure-

Exit Ticket

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Thursday

 

Homework:

1. Study Vocabulary words.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

 

Procedures:

 

Prior knowledge-

https://www.flocabulary.com/unit/inferencing/

 

Activities-

Centers

Test Prep: Bell Work or 15 min allotted time

 

 

 Center 1-

Technical text (RI4.3)

 

Center 2-Classwork

 

Center 3-Vocabulary-academic

vocab

(RI4.4)

 

Center 4-Language:

Relative adverbs

(L4.1a)

Writing: narrative

1. Read the Story

2. Read the Prompt

3. Create Organizer

 

 

Closure-

Exit Ticket

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Friday

 

Homework:

1. Read AR book for 25 minutes each day.

Example of an Assessment Item Related to the Standard

 

1. Did the author use any facts (evidence) to support his (her) thinking....?

2. Why did the author write this...?

 

 

 

 

Procedures

Monday

Tuesday

Wednesday

Thursday

Friday

Procedures:

 

Activities-

 

Test Prep: Bell Work or 15 min allotted time

 

1. Introduce-Author’s Reason and Evidence (RI4.8)

Interactive note

2. Introduce vocabulary words using video and definition page.

Historical text Activity-Passage

Ready book pp368-369

 

Vocabulary-academic vocab

(RI4.4)

 

Language:

Relative pronouns

(L4.1a)

 

Writing: Narrative with graphic aid

1. Read the Story

 

 

 

 

 

 

Monday

 

Homework:

1. Study Vocabulary words.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

 

Procedures:

 

Activities-

 

Test Prep: Bell Work or 15 min allotted time

 

1. Review-Historical, Technical, and Scientific Text

 

2. Review Vocabulary words- Flocabulary Activity

 

3. Author’s Reason and Evidence

Ready book pp 370-371

 

4. Writing- Develop 2 to 3 points that can be supported with evidence.

 

Closure-

Exit Ticket

 

 

 

 

 

 

 

 

 

 

Tuesday

 

Homework:

1. Study Vocabulary words.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

Procedures:

Activities/ Centers

 

Test Prep: Bell Work or 15 min allotted time

 

 

Center 1- Technical Text (RI4.3)

 

 Center 2-

Test Prep:

Author’s Evidence (RI 4.8)

Comprehension (RI4.10)

 

Center 3- Classworks

 

Center 4- Language: Verb tense (L4.1b)

 

Writing:

1. Create first draft/final copy.

2. Peer edit.

 

 

 

Closure-

Exit Ticket

 

 

 

 

 

Wednesday

 

Homework:

1. Study Vocabulary words for quiz.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

Procedures:

Activities-

 

Test Prep: Bell Work or 15 min allotted time

 

 

 Center 1- Review historical, scientific, and technical texts (RI4.3)

 

Center 2- Test Prep: Review Authors’ Evidence (RI4.8)

 

 

 

Center 3- Review Academic Vocabulary (RI4.4)

 

 

 Center 4- Classworks

 

Writing:

 1. Type in a google document. Email to teacher

 

 

 

 

 

 

 

 

 

Thursday

 

Homework:

1. Study this week’s skills in interactive notebook.

2. Read AR for 25 minutes.

 

4.5 Assessment

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Friday

 

Homework:

Read AR each day for 25 minutes.

Example of an Assessment Item Related to the Standard

 

1. Did the author use any facts (evidence) to support his (her) thinking....?

      2. Why did the author write this...?

 

                 

 

 

 

 

 

4th Grade ELA Lesson Plans

October 21-November 1

Standards

RI/RL

L

SL

RF

W

RI.4.9 - -Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

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.

 

 

 

 

 

L.4.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.4.1e - - Form and use prepositional phrases.

 

L.4.3- Use knowledge of language and its conventions when writing, speaking, reading, or listening.

L.4.3a- - Choose words and phrases to convey ideas precisely.

L.4.3b- Choose punctuation for effect.

L.4.2d- Spell grade-appropriate words correctly, consulting references as needed.

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).

 

 

4.1

Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grade 4 topics

and texts, building on others’ ideas and expressing their own clearly.

4.1a

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information

known about the topic to explore ideas under discussion.

4.1b

Follow agreedupon rules for discussions and carry out assigned roles.

4.1c

Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and

link to the remarks of others.

4.1d

Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

4.2

Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and

orally.

4.3

Identify the reasons and evidence a speaker provides to support particular points.

4.4

 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive

details to support main ideas or themes; speak clearly at an understandable pace.

4.5

Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

4.6

Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate

(e.g., smallgroup discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 for specific

expectations.)

4.3

Know and apply gradelevel phonics and word analysis skills in decoding words

4.3a

 Use combined knowledge of all lettersound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read

accurately unfamiliar multisyllabic words in context and out of context.

4.4

Read with sufficient accuracy and fluency to support comprehension.

4.4a

Read gradelevel text with purpose and understanding.

4.4c

Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary.

W.4.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

W.4.1c - Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

W.4.1d - Provide a concluding statement or section related to the opinion presented.

 

4.4

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

(Gradespecific expectations for writing types are defined in standards 1–3.)

4.5

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing

for conventions should demonstrate command of Language standards 13 up to and including grade 4.)

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.

W.4.10- -Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences

W.4.3a-e- Write narratives to develop real or imagined experiences or events using effective technique, descriptive and clear event sequences. -Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally

W.4.3b- -Use dialogue and description to develop experiences and events or show the responses of characters to situations.

W.4.3c- -Use a variety of transitional words and phrases to manage the sequence of events.

 

 

Learning Targets

RI/RL

L

SL

RF

W

I can integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

 

I can refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

I can use English correctly in writing and speaking.

I can correctly use frequently confused words.

I can correctly use grade- appropriate academic vocabulary.

I can read fluently.

      

I can work collaboratively in a group by being prepared and participating in group discussions.

I can follow the agreed upon rules of the group.

I can ask and answer questions related to the group activity.

 

I can use word-decoding strategies to read unfamiliar words.

I can recognize that letters and combinations of letters make different sounds.

I can use my knowledge of consonant blends, long-vowel patterns and short vowel patterns to decode words.

I can analyze the structure of words by finding compound words, roots, prefixes, suffixes, and syllables

I can use my analysis of word structure to help me decode unfamiliar multi-syllabic words.

I can write opinion pieces on topics or texts, supporting a point of view with reasons and information.

 

 

 

Procedures

Monday

Tuesday

Wednesday

Thursday

Friday

Procedures:

 

Prior knowledge-

https://www.flocabulary.com/unit/inferencing/

 

Activities-

1. Review Inference-Interactive Notebook

 

2. Introduce vocabulary words using video and definition page.

3. Inferencing Activity-Passage

4. Writing-Read the story.  Read the prompt.  Develop a topic sentence.

 

Closure-

Exit ticket

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Monday

 

Homework:

1. Study Vocabulary words.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

 

Procedures:

 

Prior knowledge-

https://www.flocabulary.com/unit/compare-and-contrast/

Activities-

1. Review

Inference-

 

2. Review Vocabulary words- Flocabulary Activity

 

3. Introduce Comparing Texts-Interactive notebook

 

4. Comparing Texts Activity

 

5. Writing- Develop 2 to 3 points that can be supported with evidence.

 

Closure-

Exit Ticket

 

 

 

 

 

 

 

 

 

 

 

Tuesday

 

Homework:

1. Study Vocabulary words.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

Procedures:

 

Prior knowledge-

https://www.flocabulary.com/unit/opinion-writing/

 

Activities-

1. . Review Inferencing/ Comparing Texts

 

2. Inference Activity

 

3. Comparing Texts- Compare two passages

 

4. Writing- Write evidence  supporting the 2 to 3 points.

 

Closure-

Exit Ticket

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Wednesday

 

Homework:

1. Study Vocabulary words.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

Procedures:

 

Prior knowledge-

https://www.flocabulary.com/unit/opinion-writing/

Activities-

Centers

 

Center 1:

Classworks

 

Center 2:

Compare Texts- task cards

 

Center 3:

Writing/ Peer check

 

Center 4:

Inferencing Task Cards

 

 

 

 

 

Closure-

Exit Ticket

 

 

 

 

 

 

 

 

 

 

 

 

Thursday

 

Homework:

1. Study Vocabulary words.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

 

Procedures:

 

Prior knowledge-

https://www.flocabulary.com/unit/inferencing/

 

Review Inferencing and Comparing texts. 

 

Continue centers from the previous day. 

Center 1:

Classworks

 

Center 2:

Compare Texts- task cards

 

Center 3:

Writing- Peer check

 

Center 4:

Inferencing Task Cards

 

Closure-

Exit ticket

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Friday

 

Homework:

1. Read AR book for 25 minutes each day.

Example of an Assessment Item Related to the Standard

 

1.     Which details were in both texts...? (RI) How could you keep track of the information as you read...?

2.    What were similarities (differences) between the two texts...?

3.    What inferences can you make about...?

 

 

 

 

 

 

 

 

 

 

Procedures

Monday

Tuesday

Wednesday

Thursday

Friday

Fall Break

 

 

 

 

 

 

 

 

 

Fall Break

 

 

 

 

 

 

 

Procedures:

 

Prior knowledge-

Activities:

1.     Review skills in interactive notebook

2.    Vocabulary Activity

3.    Comparing texts activity

 

-Classworks

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Wednesday

 

Homework:

1. Study Vocabulary words for quiz.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

Procedures:

 

Prior knowledge-

 

Activities:

1.      Vocabulary Quiz

 

2.      Review all skills (Inferencing, Comparing texts)

3.      Inferencing activity

4.      Comparing Texts activity

 

-Classworks

 

 

 

 

Closure-

Exit Ticket

 

 

 

 

 

 

 

 

 

 

 

Thursday

 

Homework:

1. Study this week’s skills in interactive notebook.

2. Read AR for 25 minutes.

 

-2-1 bi-weekly assessment

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Friday

 

Homework:

Read AR each day for 25 minutes.

Example of an Assessment Item Related to the Standard

 

1.     Which details were in both texts...? (RI) How could you keep track of the information as you read...?

2.    What were similarities (differences) between the two texts...?

3.    What inferences can you make about...?

 

 

 

 

 

 

 

 

4th Grade ELA Lesson Plans

October 7-18

Standards

RI

L

SL

RF

W

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.

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.

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.

 

 

 

 

L.4.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.4.1c - Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

L.4.1g - Correctly use frequently confused words (e.g., to, too, two; there, their).

L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.

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)

L4.4-Determine and clarify the meaning of unknown and multiple meaning words and phrases based on grade 4 reading and content, choosing flexibility from a range of strategies.

L4.4a- Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

L4.4c- 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.

 

4.1

Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grade 4 topics

and texts, building on others’ ideas and expressing their own clearly.

4.1a

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information

known about the topic to explore ideas under discussion.

4.1b

Follow agreedupon rules for discussions and carry out assigned roles.

4.1c

Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and

link to the remarks of others.

4.1d

Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

4.2

Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and

orally.

4.3

Identify the reasons and evidence a speaker provides to support particular points.

4.4

 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive

details to support main ideas or themes; speak clearly at an understandable pace.

4.5

Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

4.6

Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate

(e.g., smallgroup discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 for specific

expectations.)

4.3

Know and apply gradelevel phonics and word analysis skills in decoding words

4.3a

 Use combined knowledge of all lettersound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read

accurately unfamiliar multisyllabic words in context and out of context.

4.4

Read with sufficient accuracy and fluency to support comprehension.

4.4a

Read gradelevel text with purpose and understanding.

4.4c

Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary.

W.4.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

W.4.1a - Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

W.4.1b - Provide reasons that are supported by facts and details.

W.4.1c - Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

W.4.1d - Provide a concluding statement or section related to the opinion presented.

 

4.4

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

(Gradespecific expectations for writing types are defined in standards 1–3.)

4.5

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing

for conventions should demonstrate command of Language standards 13 up to and including grade 4.)

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.

4.9b

Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular

points in a text”).

4.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day

or two) for a range of disciplinespecific tasks, purposes, and audiences.

 

 

Learning Targets

RI

L

SL

RF

W

I can determine the meaning of words used in context.

I can identify and describe the text structure used in the passage or text.

I can interpret information presented visually  and orally use it to help understand the meaning of the text.

 

I can use English correctly in writing and speaking.

I can use modal auxiliaries to convey various conditions.

I can correctly use frequently confused words.

I can correctly use grade- appropriate academic vocabulary.

I can read fluently.

 

I can work collaboratively in a group by being prepared and participating in group discussions.

I can follow the agreed upon rules of the group.

I can ask and answer questions related to the group activity.

 

I can use word-decoding strategies to read unfamiliar words.

I can recognize that letters and combinations of letters make different sounds.

I can use my knowledge of consonant blends, long-vowel patterns and short vowel patterns to decode words.

I can analyze the structure of words by finding compound words, roots, prefixes, suffixes, and syllables

I can use my analysis of word structure to help me decode unfamiliar multi-syllabic words.

I can write opinion pieces on topics or texts, supporting a point of view with reasons and information.

 

 

 

Procedures

Monday

Tuesday

Wednesday

Thursday

Friday

Procedures:

 

Prior knowledge-

Discuss the word structure. Ask the students if they know the definition or any words related to structure.

 

Activities-

1. Introduce text structure in interactive notebook (chronological, compare and contrast, sequence, cause and effect, problem and solution, chronological)

2. Introduce vocabulary words using video and definition page.

3. Text structure activity (all kinds)

4. Writing-Read the story.  Read the prompt.  Develop a topic sentence.

 

Closure-

Exit ticket

 

 

 

 

 

 

Monday

 

Homework:

1. Study Vocabulary words.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

 

Procedures:

 

Prior knowledge-

https://www.flocabulary.com/unit/text-structure/

 

Activities-

1. Review text structure in interactive notebook (chronological, compare and contrast, sequence, cause and effect, problem and solution, chronological)

2. Compare/Contrast activity

3. Description activity

4. Flocabulary activity

5. Writing- Develop 2 to 3 points that can be supported with evidence.

 

Closure-

Exit Ticket

 

 

 

 

 

 

 

 

Tuesday

 

Homework:

1. Study Vocabulary words.

2. Studythis week’s skills in interactive notebook.

3. Read AR for 25 minutes.

Procedures:

 

Prior knowledge-

https://www.flocabulary.com/unit/cause-and-effect/

Activities-

1. . Review text structure in interactive notebook (chronological, compare and contrast, sequence, cause and effect, problem and solution, chronological)

2. Sequence activity

3.Cause and Effect activity

4. Writing- Write evidence  supporting the 2 to 3 points.

 

 

Center 1-text structure task cards

Center 2-Main Idea activity

Center 3-Context Clue activity

Center 4-Classworks

 

Closure-

Exit Ticket

 

 

 

 

 

 

 

 

 

 

 

 

Wednesday

 

Homework:

1. Study Vocabulary words.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

Procedures:

 

Prior knowledge-

https://www.flocabulary.com/unit/problem-solution/

 

Activities-

1. Review text structure in interactive notebook.

2. Flocabulary activity.

3. Problem and Solution activity

4. Writing-Develop a conclusion to the essay. 

 

Centers-Continue centers from the previous day.

 

 

 

 

 

 

Closure-

Exit Ticket

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Thursday

 

Homework:

1. Study Vocabulary words.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

 

Procedures:

 

Prior knowledge-

 

https://www.youtube.com/watch?v=P-PnCBQ60PA

 

Activities:

1. Review work in binder from the previous four days.

2. Take a practice assessment on text structure

3.  Flocabulary activity

4.  Writing-Use graphic organizer to write a rough draft of the essay.

 

Closure-

Exit ticket

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Friday

 

Homework:

1. Read AR book for 25 minutes each day.

Example of an Assessment Item Related to the Standard

 

1.  Which type of text structure was used in paragraph 4 of the text?

2.  How does the photograph help you better understand the plight of African Elephants?

3.  Based on how it was used in the sentence, what is the meaning of the word plight?

 

 

 

 

 

 

 

 

 

Procedures

Monday

Tuesday

Wednesday

Thursday

Friday

Procedures:

Prior Knowledge-

Discuss familiar text features such as pictures and titles

 

Activities-

1. Introduce informational text features in interactive notebook.

2. Text features activity

3.Flocabulary activity

4. Writing-Peer editing for capitalization and punctuation.

Closure-

Exit Ticket

 

 

 

 

 

 

 

 

 

 

Monday

 

Homework:

1. Study Vocabulary words.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

 

 

No  students

 

Report card pick-up day

 

 

 

 

 

 

 

 

Procedures:

 

Prior knowledge-

https://www.flocabulary.com/unit/text-features/

Activities-

 

1. Review skills in interactive notebook.

2. Text features activity

 

Center 1-Glossary activity

 

Center 2-Writing

 

Center 3-Classworks

 

Center 4- Flocabulary activity

 

 

 

 

 

Closure-

Exit Ticket

 

 

 

 

 

Wednesday

 

Homework:

1. Study Vocabulary words for quiz.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

Procedures:

 

Prior knowledge-

 

Activities-

 

1. Review skills in interactive notebook.

2. Text feature labeling activity

3. Vocabulary quiz

 

Center 1-Text feature task cards

 

Center 2-Context clue practice

 

Center 3-Classworks

 

Center 4-Writing

 

 

 

 

Closure-

Exit Ticket

 

 

 

Thursday

 

Homework:

1. Study this week’s skills in interactive notebook.

2. Read AR for 25 minutes.

 

-2-1 bi-weekly assessment

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Friday

 

Homework:

Read AR each day for 25 minutes.

Example of an Assessment Item Related to the Standard

 

1.  Which type of text structure was used in paragraph 4 of the text?

2.  How does the photograph help you better understand the plight of African Elephants?

   3. Based on how it was used in the sentence, what is the meaning of the word plight?

 

 

 

 

 

 

 

4th Grade ELA Lesson Plans

September 30- October1- 4, 2019

Standards

RL and RI

L

SL

RF

W

All standards covered in weeks 1-8.

 

All standards covered in weeks 1-8.

 

All standards covered in weeks 1-8.

 

All standards covered in weeks 1-8.

 

All standards covered in weeks 1-8.

 

 

Learning Targets

RL and RI

L

SL

RF

W

All I can statements covered in weeks 1-8.

 

All I can statements covered in weeks 1-8.

 

All I can statements covered in weeks 1-8.

 

All I can statements covered in weeks 1-8.

 

All I can statements covered in weeks 1-8.

 

 

 

 

 

 

 

 

 

 

 

 

Procedures

Monday, Sept. 30

Tuesday, Oct. 1

Wednesday, Oct. 2

Thursday, Oct. 3

Friday, Oct. 4

 

Prior knowledge-

Review interactive notebook

Activities-

Comprehension-

Study Guide for 9 weeks test

Vocabulary Activity-  Introduce the words with song lyrics

Interactive notebook-review all skills

 

Centers-

1.     Classworks

2.    Task cards

 

Closure-

Exit Ticket

 

 

 

 

 

 

 

 

 

Monday

 

Homework:

 

1.     Study the study guide

2.    Study skills in interactive notebook

3.    Read AR book 20 minutes

 

 

Prior knowledge-

Review interactive notebook

 

Activities-

Comprehension

Study guide for 9 weeks test

 

Centers-

1.     Classworks

2.    Task cards

 

Closure-

Exit Ticket

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Tuesday

 

Homework:

 

1.     Study the study guide

2.    Study skills in interactive notebook

3.    Read AR book 20 minutes

 

 

Prior knowledge-

Review interactive notebook

 

Activities-

Comprehension- 9 weeks  test (multiple choice questions only)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Wednesday

 

Homework:

 

1.     Study skills in interactive notebook

2.    Read AR book 20 minutes

 

 

Prior knowledge-

https://www.flocabulary.com/unit/opinion writing

 

Activities- Writing from 9 weeks test.

Graphic organizer

Write a rough draft

Peer edit

 

Centers

1.     Classworks

 

 

Closure-

Exit Ticket

 

 

 

 

 

 

 

 

 

 

 

 

Thursday

 

Homework:

 

1.     Study skills in interactive notebook

2.    Read AR book 20 minutes

 

 

Prior knowledge-

https://www.flocabulary .com/unit/opinion writing

 

Activities-

 

Writing- Start typing the writing.

 

1.     Classworks

2.    Task cards

 

 

Closure-

Exit Ticket

 

Example of an Assessment Item Related to the Standard

1. Why do you think the author used this word (mythology term) to describe _____...?

2. What were similarities (differences) between the two texts...?

3. Which of the following details is most important to the topic in text A (least important)...?

1. The poem was changed to a drams, what might the author include?

2. If the story was written in 1st person narration instead of 3rd, what would the reader learn?

3. What does the phrase ‘her hair is like silk’ mean in paragraph 6?

1. How did the character change from the beginning of the story to the end of the story?

2. What is the theme of the passage?

 

           

 

 

4th Grade ELA Lesson Plans

September 16-27, 2019

Standards

RL

L

SL

RF

W

RL 4.4-Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

RL.4.9- Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

 

L4.1-Demonstrate command of the conventions of standard English grammar and usage when writing (printing, cursive, or keyboarding) or speaking.

L4.1d-Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

L4.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.

L4.3c- Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

L4.2d-Spell grade-appropriate words correctly, consulting references as needed.

L4.6-Acquire and use accurately gradeappropriate 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).

 

4.1-Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly.

4.1a-Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

4.1b-Follow agreedupon rules for discussions and carry out assigned roles.

-4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

4.1d- Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

4.2-Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

4.3-Identify the reasons and evidence a speaker provides to support particular points.

4.4- Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

4.5-Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

4.6- Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., smallgroup discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 for specific expectations.)

4.4b Read gradelevel prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

4.3 Know and apply gradelevel phonics and word analysis skills in decoding words

4.3a- Use combined knowledge of all lettersound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

4.4-Read with sufficient accuracy and fluency to support comprehension.

4.4a- Read gradelevel text with purpose and understanding.

4.4c -Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary.

 

4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information

 

W4.1a-Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

W4.1b- Provide reasons that are supported by facts and details.

W4.1c -Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

W4.1d -Provide a concluding statement or section related to the opinion presented.

W4.4-Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 13.)

W4.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 13 up to and including grade 4.)

W4.6-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.

W4.9b -Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

W4.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audience.

 

 

 

 

 

Learning Targets

RL

L

SL

RF

W

RL 4.4-

•I can compare and contrast the points of view from which different stories are narrated, including the difference between first- and third-person narrations

• I can identify basic points of view as first person and third person

• I can determine a narrator’s or speaker’s point of view in the story

• I can compare the point of view in different stories • I can contrast the point of view in different stories

 

RL 4.9-

•I can compare and contrast stories and myths from different cultures

• I can discuss how themes and events are similar from one story to another • I can define a theme

• I can identify similar themes, topics, and patterns of events found in stories, myths, and traditional literature from different cultures treat the same theme, topic, or pattern of events

 

 

L.4.1.d.1 Arrange adjectives within sentences in the conventional order.

 

L.4.3c Speak using formal English when presenting to an audience.

L.4.3.c.2 Speaking using informal English when working in a small group.

 

L.4.2.d Use appropriate references to check spelling (dictionary, spell check, teacher, peer).

 

 

•L.4.6.1 Use a 4th grade academic vocabulary word that will make sense in my writing.

• L.4.6.2 Use 4th grade domain specific (related to a particular topic) words that will make sense in my writing.

•L.4.6.3 Use 4th grade level words and phrases to express actions, emotions, and states of being (e.g., quizzed, whined, stammered).

 

 

 

4.1• I can quote accurately from the text to explain or infer meaning

• I can use the details and examples in the text to explain or infer meaning

• I can use the details and examples in the text from what I read to explain the meaning of the text

• I can use details from the text to explain what I read

4.2 I can listen and retell important information

• I can identify information from a text being read aloud • I can identify information that is presented in different formats

• I can paraphrase the information gathered to determine the main idea and support details

4.3 • I can identify the points being made by the speaker

• I can determine the reasons and evidence a speaker uses to support particular points

4.4 • I can present on a topic in an organized manner, using details to support my topic

• I can speak clearly at an understandable pace while presenting my information.

4.5 • I can use multimedia and visuals in presentations to help support my topics

 • I can identify main ideas or theme in my presentation that could be enhanced

4.6 • I can choose the appropriate way to express my thoughts (formal or informal register) during presentations

• I can determine speaking task or situations that will require a formal structure

• I can compose a formal speech that demonstrates a command of grade 4 Language standards

4.3 • I can use word-decoding strategies to read unfamiliar words

• I can recognize that letters and combinations of letters make different sounds

• I can use my knowledge of consonant blends, long-vowel patterns and short vowel patterns to decode words

• I can analyze the structure of words by finding compound words, roots, prefixes, suffixes, and syllables

• I can use my analysis of word structure to help me decode unfamiliar multi-syllabic words

4.4I can read with purpose and understanding

• I can read grade-level text fluently and show comprehension through voice, timings, and expression

• I can recognize when a word I have read does not make sense within the text

• I can self-correct misread or misunderstood words using context clues

• I can reread with corrections when necessary

• I can read prose and poetry aloud with accuracy, rate and expression

• I can use context to know if I am reading accurately and can self-correct when necessary

W4.1-

•I can determine my opinion or point of view on a topic or text

• I can include my opinion within the introduction of the topic when writing an argument

• I can organize my ideas when writing an argument

• I can support my opinion with facts and details when writing an argument

• I can link opinion and reasons when writing an argument

• I can write a concluding statement or paragraph to support my opinion when writing an argument

 

W4.4

• I can identify the writing style that best fits my task, purpose, and audience

• I can use organizational/formatting structures (graphic organizers) to develop my writing ideas

• I can compose a clear and logical piece of writing that demonstrates my understanding of a specific writing style

 

 

W4.5

When someone helps me:

• I can use prewriting strategies to formulate ideas • I can recognize that a well-developed piece of writing requires more than one draft • I can apply revision strategies

• I can edit my writing by checking for errors in capitalization, punctuation, grammar, spelling, etc.

 • I can prepare multiple drafts using revisions and edits to develop and strengthen my writing

• I can develop and strengthen my writing by planning, revising and editing

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Procedures

Monday, Sept. 16

Tuesday, Sept.  17

Wednesday, Sept. 18

Thursday, Sept. 19

Friday, Sept. 20

 

Prior knowledge-

https://www.flocabulary.com/ unit/greek-mythology/ Review Greek Mythology with this short video about the Greek gods.

Activities-

Comprehension-Vocabulary Activity-  Introduce the words with song lyrics

Interactive notebook-comparing themes, topics, patterns of events- common themes Teacher Led Activity –“Thor’s Mighty Hammer”/”Perseus and Medusa”

Opinion Writing - Read the story and prompt. Create a topic sentence and 1st point with evidence.

           

Closure-

Exit Ticket

 

Monday

 

Homework:

 

1.     Study Vocabulary words

2.    Study skills in interactive notebook

3.    Read AR book 20 minutes

 

 

Prior knowledge-

https://www.flocabulary

.com/unit/theme

 

Activities-

Comprehension

Introduce words allude to significant characters found in mythology (e.g., Herculean)

 

Vocabulary Activity- vocabulary cards

 

Interactive notebook-good vs. evil, Traditional literature))

Teacher Led Activity-   A Fox and His Skin/The Wolf and the Goat

 

Writing- Reasons and Evidence from the text

Transitional Words

 

Closure-

Exit Ticket

 

 

 

Tuesday

 

Homework:

 

1.     Study Vocabulary words

2.    Study skills in interactive notebook

3.    Read AR book 20 minutes

 

 

Prior knowledge-

https://www.flocabulary

.com/unit/context-clues/

 

Activities-

Comprehension-

Review skills in interactive notebook.

Teacher led- “Anansi the Spider”/”Coyote and the Hen”

 

Vocabulary Activity- synonyms and fill in the blank

Centers

1.     Theme activity

2.    Vocabulary activity- context clues

3.    Classworks

 

Writing –

Conclusion sentence and peer editing ( adjectives in order)

 

Closure-

Exit Ticket

 

Wednesday

 

Homework:

 

1.     Study Vocabulary words

2.    Study skills in interactive notebook

3.    Read AR book 20 minutes

 

 

Prior knowledge-

https://www.flocabulary

.com/unit/opinion writing

 

Activities-

Comprehension-

Review skills in interactive notebook.

“Lion and Mouse” and “Snack Snatchers”

 

Centers

1.     Classworks

2.    Theme task cards

3.    Word sort with words found in mythology

 

Vocabulary- writing activity

 

Writing – Start typing the writing.

 

Closure-

Exit Ticket

 

 

Thursday

 

Homework:

 

1.     Study Vocabulary words

2.    Study skills in interactive notebook

3.    Read AR book 20 minutes

 

 

Prior knowledge-

Theme

 

Activities-

Comprehension-

Review skills in interactive notebook.

“Saving Sheriff” and “Too Little”

 

 

Vocabulary test- unit 4

 

Writing- Finish typing if needed.

 

Closure-

Exit Ticket

 

 

 

 

 

 

 

 

 

 

 

 

 

Procedures

Monday, Sept. 23

Tuesday, Sept. 24

Wednesday, Sept. 25

Thursday, Sept. 26

Friday, Sept. 27

 

Prior knowledge-

Mythical allusions

 

Activities-

Comprehension-

Review skills in interactive notebook.

“Sinking Sam” and “The Shepard”

Mythical Allusions

 

Vocabulary- Introduce the words with song lyrics

Unit 5- song

 

Opinion Writing - Read the story and prompt. Create a topic sentence and 1st point with evidence.

 

Closure-

Exit Ticket

 

 

 

 

 

 

Monday

 

Homework:

 

1.     Study Vocabulary words

2.    Study skills in interactive notebook

3.    Read AR book 20 minutes

 

 

Prior knowledge-

Theme

 

Activities-

Comprehension-

Review skills in interactive notebook.

 

Vocabulary Activity- vocabulary cards

 

 

Centers

1.     Theme activity

2.    context clues

3.    Classworks

 

Writing- Reasons and Evidence from the text

Transitional Words

 

Closure-

Exit Ticket

 

 

 

 

 

 

 

Tuesday

 

Homework:

 

1.     Study Vocabulary words

2.    Study skills in interactive notebook

3.    Read AR book 20 minutes

 

 

Prior knowledge-

Context clues

 

Activities-

Comprehension-

Review skills in interactive notebook.

“Zhang’s New Year” and “The Prince and the Dragon” 

 

Centers

1.     Classworks

2.    Theme task cards

3.    Word sort with words found in mythology

4.    Adjectives in order

 

Writing –

Conclusion sentence and peer editing (adjectives in order)

Vocabulary Activity- writing

 

Closure-

Exit Ticket

 

 

Wednesday

 

Homework:

 

1.     Study Vocabulary words

2.    Study skills in interactive notebook

3.    Read AR book 20 minutes

 

 

Prior knowledge-

Adjectives

 

 

Activities-

  Comprehension-

Review skills in interactive notebook.

Review for test tomorrow

 

 

Vocabulary- writing activity

 

Writing – Start and finish typing the writing.

 

 

 

Closure-

Exit Ticket

 

 

  

 

 

 

Thursday

 

Homework:

 

1.     Study Vocabulary words

2.    Study skills in interactive notebook

3.    Read AR book 20 minutes

 

 

-Vocabulary assessment

 

-Bi-Weekly assessment

Example of an Assessment Item Related to the Standard

1.     Why do you think the author used this word (mythology term) to describe _____...?

2.    What were similarities (differences) between the two texts...?

3.    Which of the following details is most important to the topic in text A (least important)...?

 

 

 

 

4th Grade ELA Lesson Plans

September 3-13

Standards

RI

L

SL

RF

W

4.6

Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

 

 

 

RL

4.5

Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

4.6

Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third- person narrations.

4.7

Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

 

4.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

4.2b

Use commas and quotation marks to mark direct speech and quotations from a text.

4.2c

Use a comma before a coordinating conjunction in a compound sentence.

4.2d Spell grade-appropriate words correctly, consulting references as needed.

4.5

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

4.5a

Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

4.5b

Recognize and explain the meaning of common idioms, adages, and proverbs.

 

 

 

4.5c

Demonstrate understanding of words by relating them to their opposites (antonyms)

4.6 

Acquire and use accurately gradeappropriate 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).

4.1

Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grade 4 topics

and texts, building on others’ ideas and expressing their own clearly.

4.1a

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information

known about the topic to explore ideas under discussion.

4.1b

Follow agreedupon rules for discussions and carry out assigned roles.

4.1c

Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and

link to the remarks of others.

4.1d

Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

4.2

Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and

orally.

4.3

Identify the reasons and evidence a speaker provides to support particular points.

4.4

 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive

details to support main ideas or themes; speak clearly at an understandable pace.

4.5

Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

4.6

Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate

(e.g., smallgroup discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 for specific

expectations.)

4.3

Know and apply gradelevel phonics and word analysis skills in decoding words

4.3a

 Use combined knowledge of all lettersound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read

accurately unfamiliar multisyllabic words in context and out of context.

4.4

Read with sufficient accuracy and fluency to support comprehension.

4.4a

Read gradelevel text with purpose and understanding.

4.4c

Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary.

4.2

 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

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 reading comprehension.

4.2b

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

4.2c

Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

4.2d

Use precise language and domainspecific vocabulary to inform about or explain the topic.

4.4

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

(Gradespecific expectations for writing types are defined in standards 1–3.)

4.5

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing

for conventions should demonstrate command of Language standards 13 up to and including grade 4.)

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.

4.9b

Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular

points in a text”).

4.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day

or two) for a range of disciplinespecific tasks, purposes, and audiences.

 

 

Learning Targets

RI

L

SL

RF

W

4.6

I can explain differences in focus and information provided between a firsthand and secondhand account of the same event.

 

 

 

RL

4.5

I can refer to structural elements to explain major differences among poems, drama, and prose.

4.6

I can compare and contrast the viewpoint of different stories especially in first and third person narration.

4.7

I can make connections between the written text of a story and a visual or oral presentation of the text.

4.2b

I can use quotations and commas to mark direct speech and quotations from a text.

4.2c

I can use a comma before a coordinating conjunction in a compound sentence.

4.2d

I can spell fourth grade words appropriately and consult references as needed.

4.5a

I can explain the meaning of simple similes and metaphors.

4.5b

I can recognize and explain the meaning of common idioms, adages and proverbs.

4.5c

I can demonstrate my understanding of words by relating them to their synonyms and antonyms.

4.6

I can use words and phrases that I learn through listening and reading especially words related to fourth grade topics.

I can quote accurately from the text to explain or infer meaning.

I can listen and retell important information.

I can identify the points being made by the speaker.

I can present on a topic in an organized.

 

I can use word-decoding strategies to read unfamiliar words.

I can recognize that letters and combinations of letters make different sounds.

I can use my knowledge of consonant blends, long-vowel patterns and short vowel patterns to decode words.

I can analyze the structure of words by finding compound words, roots, prefixes, suffixes, and syllables

I can use my analysis of word structure to help me decode unfamiliar multi-syllabic words.

I can select a topic and gather information to share with my audience.

I can define common formatting structures and determine the best structure that will allow me to organize my information.

I can introduce an informational topic clearly and organized information in paragraphs and sections.

I can include informational text features and multimedia to help my reader to better understand my message.

I can use facts, definitions, details, quotations and examples to develop an informational topic.

I can link ideas when writing an informational piece.

I can use topic specific language and vocabulary to better inform my reader.

I can write a concluding statement or paragraph to support my topic when writing an informational piece.

 

 

 

Procedures

Monday

Tuesday

Wednesday

Thursday

Friday

OUT OF SCHOOL

 

 

 

Procedures:

 

Prior knowledge-

Read a funny poem and ask the kids what type of wring they just listened to.

 

Activities-

1. Introduce skills in interactive notebook.

(poem, drama, prose, simile, metaphor, idiom, adage, proverbs, synonym, antonym)

2. Introduce vocabulary words using Flocabulary flash cards.

3. Poem Activity

4. Figurative language activity

5. Writing-Read the story.  Read the prompt.  Develop a topic sentence.

 

 

Closure-

Exit Ticket

 

 

 

Tuesday

 

Homework:

1. Study Vocabulary words.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

Procedures:

 

Prior knowledge-

https://www.flocabulary

.com/unit/what-is-poetry/

 

Activities-

1. Review skills in interactive notebook.

(poem, drama, prose)

2. Introduce skills in the interactive notebook. (1st person, 3rd person narration)

3. Flocabulary activity.

4. Drama Activity

5. Writing-Develop three solid points and support with evidence from the text.

 

Center 1-figurative language

Center 2-Inference activity

Center 3- Context Clue activity

Closure-

Exit Ticket

 

 

 

Wednesday

 

Homework:

1. Study Vocabulary words.

2. Study this week’s skills in interactive notebook.

3. Read AR for 25 minutes.

Procedures:

 

Prior knowledge-

https://www.flocabulary

.com/unit/figurative-language/

 

Activities-

1. Review all skills cove