Brookhaven Elementary School

Skip to main content
4th Grade » 4th Grade ELA Lesson Plans

4th Grade ELA Lesson Plans

Dates: November 26-December 7, 2018                                         

ELA-4th Grade

Standards:

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.

 

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.

L.4.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

 

L.4.5a - Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

 

L.4.5b - Recognize and explain the meaning of common idioms, adages, and proverbs.

 

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).

RF 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.

RF 4.4a Read grade-level text with purpose and understanding.

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

 

RF 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 details, and clear event sequences.

 

 

Monday

11/26/18

Tuesday

11/27/18

Wednesday

11/28/18

Thursday

11/29/18

Friday

11/30/18

Comprehension

Interactive Notebook to introduce poetry, prose, & dramas; similes & metaphors, idioms, adages and proverbs

 

Ready Lesson 19:  Elements of poetry

 

·         Introduction

·         Modeled and Guided Instruction

Resources:  Ready text pages 298-301

Language

Vocabulary:

*8 words from texts in Ready to directly teach:

Constant, innocent, interrupt, seize, obviously, serious, discipline, situation

 

*Directly teach 4 today, using the LETRS Explicit Instruction Steps (p.59 LETRS Module 4)

*Construct an anchor chart with these 4 words, their kid-friendly definition, and a sample sentence which results from the LETRS steps.

 

Grammar:

Similes and Metaphors-

Direct instruction using Ready Language Handbook

p. 500-501.

Writing

Review narrative writing. Read the Time for Kids article, “A Promising Start.”  LeBron James overcame obstacles in life and wants to help kids do the same.  Write about a time you overcame an obstacle. 

Discuss the prompt.

 

 

 

Comprehension

 

Interactive Notebook to introduce comparing poems, plays, and prose

 

 

Ready Lesson 20:  Elements of plays

 

·         Introduction

·         Modeled and Guided Instruction

Resources:  Ready text pages 312-315

 

Language

Vocabulary:

*8 words from texts in Ready to directly teach:

Constant, innocent, interrupt, seize, obviously, serious, discipline, situation

 

*Directly teach 4 today, using the LETRS Explicit Instruction Steps (p.59 LETRS Module 4)

*Construct an anchor chart with these 4 words, their kid-friendly definition, and a sample sentence which results from the LETRS steps.

 

Grammar:  Idioms

Direct instruction using Ready Language Handbook pages 502-503.

 

 

Writing

 

Discuss the prompt for the narrative writing from yesterday.  Complete a graphic organizer together.

 

Comprehension and Vocabulary

 

Centers / Small Groups

 

(25 minutes at each task)

 

1.)    Teacher-Led:

Ready Lesson p. 302: Guided Practice, “A Tragic Story.”

2.)    Classworks

3.)    Vocabulary Center-  figurative language: similes, metaphors, idioms practice

Writing

Continue working on the narrative writing from yesterday.

 

 

Comprehension and Vocabulary

 

Centers / Small Groups

 

(25 minutes at each task)

 

1.)    Teacher-Led:

Ready Lesson p. 316: Guided Practice, “The Lightning Tantrum.”

2.)    Classworks

3.)    Vocabulary Center- 

Figurative language: similes, metaphors, idioms, adages, proverbs practice

Writing

Continue the writing from yesterday and have students peer edit.

 

 

Comprehension and Vocabulary

Interactive Notebook to introduce connections between the text of a story or drama and a visual or oral representation of the text

 

Ready Lesson 21:  Elements of plays

 

·         Introduction

·         Modeled and Guided Instruction

Resources:  Ready text pages 326-329.

 

Language

Vocabulary:

*8 words from texts in Ready to directly teach:

Sage, tragic, elements, sorrow, cast, haste, certain, revenge

 

*Directly teach 4 today, using the LETRS Explicit Instruction Steps (p.59 LETRS Module 4)

*Construct an anchor chart with these 4 words, their kid-friendly definition, and a sample sentence which results from the LETRS steps.

 

Grammar:  Adages & Proverbs

Direct instruction using Ready Language Handbook pages 504-505.

 

Writing

 

Write final copy and turn in narrative.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Monday

12/3/18

Tuesday

12/4/18

Wednesday

12/5/18

Thursday

12/6/18

Friday

12/7/18

Comprehension

Interactive Notebook review of poetry, prose, & dramas; similes & metaphors, idioms, adages and proverbs

 

Ready Lesson 19:  

Independent Practice pages 306-311.

Language

Vocabulary:

*8 words from texts in Ready to directly teach:

Sage, tragic, elements, sorrow, cast, haste, certain, revenge

 

*Directly teach 4 today, using the LETRS Explicit Instruction Steps (p.59 LETRS Module 4)

*Construct an anchor chart with these 4 words, their kid-friendly definition, and a sample sentence which results from the LETRS steps.

 

Grammar:

Review of Similes and Metaphors-

 

 

 

 

Writing

Review narrative writing. Read the passage, “Front-Page News.”  Read and discuss the prompt.  Write a story about what happens when the knitting club has its first meeting.  Use details and characters from the play.  Make sure your story has a beginning, middle, and end, and includes descriptions and dialogue.

 

Comprehension

 

Interactive Notebook review of comparing poems, plays, and prose and making connections between the text of a story or drama and a visual or oral representation of the text.

 

Ready Lesson 20:  

Independent Practice pages 320-325.

 

Ready Handbook pages 410-411.

 

Grammar:

Review of  Idioms, adages and proverbs

 

 

 

Writing

 

Discuss the prompt from yesterday and create a graphic organizer.

 

 

Comprehension and Vocabulary

 

 

 

Centers / Small Groups

 

(25 minutes at each task)

 

4.)    Teacher-Led:

Ready Lesson p. 330 Guided Practice, “The Sound of Money.” (drama and folktale)

5.)    Classworks

6.)    Vocabulary Center-  FCRR V.037 Words in context: choice meanings

 

Writing

Continue working on the narrative writing from yesterday.

 

 

 

Comprehension and Vocabulary

Review for skills test

 

Centers / Small Groups

 

(25 minutes at each task)

 

4.)    Teacher-Led:

Ready Lesson p. 316: Guided Practice, “The Lightning Tantrum.”

5.)    Classworks

6.)    Vocabulary Center-

7.)     FCRR V.037 Words in context: choice meanings

 

 

Writing

Continue the writing from yesterday and have students peer edit.

 

Comprehension and Vocabulary

 

Bi-weekly Quiz with writing prompt

 

 

 

 

 

 

Dates: November 12-16, 2018                                                           

ELA-4th Grade

Standards:

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 4.4 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 4.8 Explain how an author uses reasons and evidence to support particular points in a text.

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

L 4.1 b 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).

RF 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.

RF 4.4a Read grade-level text with purpose and understanding.

RF 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 details, and clear event sequences.

 

 

 

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Comprehension

Interactive Notebook to introduce scientific text as containing information.  (Information;  Scientific text  ; Cause and Effect)

 

Ready Lesson 4-Understanding Scientific Texts

 

·         Introduction

·         Modeled and Guided Instruction

 

Resources:  Ready text pages 42-59

Language

Vocabulary:

*8 words from texts in Ready to directly teach:

Dissolved, particle, immune, supplements, function, encounter, relay, resources

 

*Directly teach 4 today, using the LETRS Explicit Instruction Steps (p.59 LETRS Module 4)

*Construct an anchor chart with these 4 words, their kid-friendly definition, and a sample sentence which results from the LETRS steps.

Grammar:

Relative pronouns-

Direct instruction using Ready Language Handbook

p. 464

Writing

Return students’ opinion writings from last week and go over key components of one that received good scores on the rubric using the document camera. 

 

Comprehension

Interactive Notebook to introduce author’s reasons and evidences.

 

Ready Lesson 23- Explaining an Author’s Reasons and Evidence

·         Introduction

·         Modeled and Guided Instruction

Resources:  Ready text  pages 368-375

 

Language

Vocabulary:

*8 words from texts in Ready to directly teach:

Dissolved, particle, immune, supplements, function, encounter, relay, resources

 

*Directly teach 4 today, using the LETRS Explicit Instruction Steps (p.59 LETRS Module 4)

*Construct an anchor chart with these 4 words, their kid-friendly definition, and a sample sentence which results from the LETRS steps.

 

Review grammar skills and precise language.

 

 

Writing

Introduce Narrative Writing using the Lesson from “Writing to Texts” book.  Complete a class graphic organizer as guided in this lesson. 

 

 

Comprehension and Vocabulary

 

Centers / Small Groups

 

(25 minutes at each task)

 

1.)    Teacher-Led:

Review of reading skills for test

2.)    Independent practice of reading skills for the test

3.)    Vocabulary Center-  FCRR V.036 “Words in Context”      Precise alternatives to overused words in context

Writing

Continue the Narrative Writing from yesterday.  The class will complete a shared writing today as guided in this lesson.

 

 

Comprehension and Vocabulary

 

Bi- weekly quiz with a writing prompt

 

 

 

Comprehension and Vocabulary

 

Centers-

1.       Thanksgiving reading comprehension passage

2.       Thanksgiving craft

3.       Readworks.org

4.       Classworks

5.       Thanksgiving narrative writing

 

 

Dates: November 5-9                                                           

ELA-4th Grade

Standards:

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 4.4 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 4.8 Explain how an author uses reasons and evidence to support particular points in a text.

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

L 4.1 b 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).

RF 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.

RF 4.4a Read grade-level text with purpose and understanding.

RF 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 details, and clear event sequences.

 

 

 

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Comprehension

Interactive Notebook to introduce historical texts as containing information including what happened and why.  (Information; Historical Text; Cause and Effect)

 

Language

Vocabulary:

*8 words from texts in Ready to directly teach:

Historical; Convinced; Folly; Revolutionize; Vessel; Produce; Consequently; Primitive

 

 

*Directly teach 4 today, using the LETRS Explicit Instruction Steps (p.59 LETRS Module 4)

*Construct an anchor chart with these 4 words, their kid-friendly definition, and a sample sentence which results from the LETRS steps.

 

Vocabulary Acquisition:

Precise Words for Actions and Feelings using Ready Language Handbook Lesson 24 

*Remember to use question stems to formulate additional practice items for students.

Writing

Return students’ opinion writings from last week and go over key components of one that received good scores on the rubric using the document camera. 

 

Comprehension

 

Ready Lesson 2:  Understanding Historical Texts

 

·         Introduction

·         Modeled and Guided Instruction

*Remember to use question stems to formulate additional practice items for students.

 

 

Resources:  Ready text TE pages 24-27

Student text pages 24-27

Language

Vocabulary:

*8 words from texts in Ready to directly teach:

Historical; Convinced; Folly; Revolutionize; Vessel; Produce; Consequently; Primitive

*Directly teach 4 today, using the LETRS Explicit Instruction Steps (p.59 LETRS Module 4)

*Construct an anchor chart with these 4 words, their kid-friendly definition, and a sample sentence which results from the LETRS steps.

 

Grammar:

Progressive Verb Tenses

Direct instruction using Ready Language Handbook Lesson 2

Writing

Introduce Narrative Writing using the Lesson from “Writing to Texts” book.  Compete a class graphic organizer as guided in this lesson. 

 

 

Comprehension and Vocabulary

 

Centers / Small Groups

 

(25 minutes at each task)

 

1.)    Teacher-Led:

Ready Lesson 2 Guided Practice “The Bicycle’s First Century”

*Remember to use question stems to formulate additional practice items for students.

 

2.)    Classworks

3.)    Vocabulary Center-  FCRR V.036 “Words in Context”      Precise alternatives to overused words in context

Writing

Continue the Narrative Writing from yesterday.  The class will complete a shared writing today as guided in this lesson.

 

 

Comprehension and Vocabulary

 

Centers / Small Groups

 

(25   minutes at each task)

 

1.)    Teacher-Led:

Writing to yesterday’s text in teacher led center (“The Bicycle’s First Century”)

Use a graphic organizer to plan and then begin the  actual writing.

Prompt: You have read the article “The Bicycle’s First Century” by J. Soo that describes the bicycle changed across the first century after its invention.   Pretend you were an avid bicyclist during that time.  Write a story from the perspective of a rider who purchased a new bicycle each time it was remodeled.  Describe your thoughts and feelings each time you rode your new and improved bicycles.  Be sure to use some of the details from the article to write your story.

2.)    Classworks

Ready Lesson 2 Independent Practice “From Fulton’s Success”

 

Writing  (addressed in teacher-led center)

 

 

 

Comprehension and Vocabulary

Interactive Notebook to introduce scientific texts as containing information including what happened and why.  (Information; Scientific Text; Cause and Effect)

Language

Vocabulary:

*8 words from texts in Ready to directly teach:

Coal, generators, turbines, solutions, ordinary, pollution, engineers, chemicals

Writing  

Complete the writing that was planned in teacher-led center yesterday.  Allow peers to read to each other. Submit for teacher feedback.  Apply the rubric to inform next week’s instructional grouping for writing.            (30 minutes)