Trousdale County Schools Weekly Lesson Plan
Teacher: Davenport
Pacing Guide Week #:17
Dates: 12/01/14-12/05/14
Subject: Grammar
Common Core Standard(s) to be taught: (Write the entire standard)
 L.4.1f Produce complete sentences, recognizing and correcting fragments and run-ons
 L.4.2a Use correct capitalization
SPI(s) to be taught: (Write the entire SPI)
 GLE 0401.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling
Daily practice activity for citing text based evidence in conversation and/or writing:
 Identify action and linking verbs
 Identify helping and main verbs
 Use complete sentences in writing and speaking
 Use correct capitalization
I Can Statements :
Student Agenda:
 I can identify action and linking verbs in sentences.
 Posted daily but NOT included in Lesson Plan
 I can identify helping and main verbs in sentences.
Assessment Strategies (for Stage 1 teachers ONLY): Assessment used to determine mastery daily: If a quiz or test is given,
include in the Teacher’s Lesson Plan Notebook.
Instructional Materials (for Stage 1 teachers ONLY): All instructional materials are to be included in the Teacher’s Lesson Plan
Notebook.
Instruction: In outline form, describe each day of instruction.
Day 1
 Review with students about parts of speech focusing on nouns and verbs.
 Review with students about action and linking verbs with projecting sheet 11.
 Teacher will use Harcourt TB Pgs. 130-131 for instruction about action verbs.
 Students will use whiteboards to identify main and helping verbs on Harcourt TB
Pgs. 130-131.
 Students will make a list of helping verbs to that they will be able to identify and use
helping verbs better.
 Let students independently complete/check Harcourt WB Pg. 36
Day 2
 Teacher will review homework with students from previous night.
 Teacher will help students to identify and use helping verbs.
 Teacher will use Harcourt TB Pgs. 132-133 to use for instruction over helping
verbs.
 Students will work on identifying linking verbs using Harcourt TB Pgs. 132-133 for
instruction with white boards.
 Students will independently complete Harcourt WB Pg. 37 over identifying helping
verbs.
Day 3
 Teacher will review homework with students from previous night.
 Students will continue to work on identifying helping and main verbs using Scott
Foresman TB Pgs. 116-117.
 Students will identify main and helping verbs on TB Pg. 117 with clickers.
 Students will independently complete Scott Foresman WB Pgs. 45-46 over
identifying helping and main verbs .
Day 4
 Students will continue to work on identifying helping and main verbs.
 Students will identify Helping and Main Verbs using Scott Foresman TB Pgs. 118119 with clickers.
Formative Assessment:
white boards
Harcourt WB Pg. 36
white boards
Harcourt WB Pg. 37
clickers
Scott Foresman WB Pgs. 45-46
white boards
Scott Foresman TB Pgs. 118-119
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Day 5
 Students will continue to work on identifying helping and main verbs.
 Students will identify Helping and Main Verbs using Scott Foresman WB Pgs. 47
with clickers.
 Students will independently complete Scott Foresman WB Pg. 48 over identifying
helping and main verbs.
Day 6

Scott Foresman WB Pg.47-48
Day 7

Alternate Instructional Interventions: Provide a specific plan for alternate instructional interventions, or re-teaching.
 What is a sentence?/ Narrative writing: students write 3-4 sentences that describe what they and their friends enjoy doing
after school. Underline the simple subject in the sentences and circle the simple predicate. Invite students to read their
sentences aloud.
Instructional technologies to enhance learning: List how each will enhance the effectiveness of the lesson.
 Grammar snap videos
 Write Smart online writing tools
Trousdale County Schools Weekly Lesson Plan
Teacher: Davenport
Pacing Guide Week #:17
Dates: 12/01/14-12/05/14
Subject: Spelling
Common Core Standard(s) to be taught: (Write the entire standard)
 L.4.2d Spell grade-appropriate words, consulting references as needed
SPI(s) to be taught: (Write the entire SPI)
 SPI 0401.1.8 Identify correctly or incorrectly spelled words in context
Daily practice activity for citing text based evidence in conversation and/or writing:
 Spelling words correctly
I Can Statements :
Student Agenda:
 I can spell fourth grade words correctly
 Posted daily but NOT included in Lesson Plan
Assessment Strategies (for Stage 1 teachers ONLY): Assessment used to determine mastery daily: If a quiz or test is given,
include in the Teacher’s Lesson Plan Notebook.
Instructional Materials (for Stage 1 teachers ONLY): All instructional materials are to be included in the Teacher’s Lesson Plan
Notebook.
Instruction: In outline form, describe each day of instruction.
Day 1
 Go over Spelling Words—final long e
 Let students work on Reader`s Notebook Pg. 172 independently.
Formative Assessment:
Reader`s Notebook Pg. 172
Day 2
 Students will create 10 spelling sentences using Spelling words.
Spelling Sentences
Day 3
 Students will work on Proofreading with finding misspelled words using Reader`s
Notebook Pg. 174.
Reader’s Notebook p. 174
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Day 4
 Students will take a Spelling Test.
Spelling Test
Day 5
 Students will work on a writing activity.
Writing Activity
Day 6

Day 7

Alternate Instructional Interventions: Provide a specific plan for alternate instructional interventions, or re-teaching.
 If students misspell four or more words, revisit the ‘Model and Sort’ for spelling patterns with long and short a.
Instructional technologies to enhance learning: List how each will enhance the effectiveness of the lesson.
 Reader’s Notebook; text analysis and citing text evidence, vocabulary strategies, spelling, grammar, and writing traits
 Powerpoint
Trousdale County Schools Weekly Lesson Plan
Teacher: Davenport
Pacing Guide Week #:17
Dates: 12/01/14-12/05/14
Subject:
Reading
Common Core Standard(s) to be taught: (Write the entire standard)
RL. 4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the
text, (e.g., a character’s thoughts, words, or actions).
RI.4.5 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.
SPI(s) to be taught: (Write the entire SPI)
SPI 0401.5.6 Indicate the sequence of events in text
SPI 0401.8.2 Identify characters, setting and plot in a passage.
SPI 0401.8.3 Determine the problem in a story and recognize its solution
SPI 0401.5.2 Recognize cause-effect relationships within context
Daily practice activity for citing text based evidence in conversation and/or writing:
Talk through text questions and text based questioning in science and social studies
I Can Statements :
Student Agenda:
 I can describe a character, setting, and events in a story.
 Posted daily but NOT included in Lesson Plan
 I can use evidence from my text to explain point of view.
 I can identify and use text and graphic features of a story.
 I can identify the author`s purpose of a text.
Assessment Strategies (for Stage 1 teachers ONLY): Assessment used to determine mastery daily: If a quiz or test is given,
include in the Teacher’s Lesson Plan Notebook.
Instructional Materials (for Stage 1 teachers ONLY): All instructional materials are to be included in the Teacher’s Lesson Plan
Notebook.
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Instruction: In outline form, describe each day of instruction.
Day 1
 Students will work on ELA daily fix it.
 5 Minutes for Silent AR reading time/Sharing what we are reading.
 Discuss vocabulary on newsletter
 Teacher will read the Read Aloud T Pgs. T240-T241.
 Listen/Read story “Life and Times of the Ant” using pages 411-423.
 Students will use text evidence to answer questions on WB Pg. 169.
Day 2
 Students will work on ELA daily fix it.
 5 Minutes for Silent AR reading time/Sharing what we are reading.
 Teacher will discuss Suffixes –able, -ible with students using an Interactive lesson
and projecting sheets 11/13.
 Students will have Vocabulary Talks with vocabulary words.
 Students will complete Reader`s Notebook WB Pg. 171 independently over
Suffixes.
Day 3
 Students will work on ELA daily fix it.
 5 Minutes for Silent AR reading time/Sharing what we are reading.
 Read story “Life and Times of the Ant” using pages 411-423 and use
comprehension questions to answer questions about the story.
Day 4
 Students will work on ELA daily fix it.
 5 Minutes for Silent AR reading time/Sharing what we are reading.
 Students will continue discussion about story using Projectable 14.2 discussing the
text and graphic features of the text.
 Students will work on vocabulary words solving sheet 6.
Day 5
 Test over “Life and Times of the Ant”
 Writing Activity over Writing about the text section on TB Pg. 427.
Formative Assessment:
Newsletter
Reader`s Notebook WB Pg. 169
Reader`s Notebook WB Pg. 171
Vocabulary Cards
Sheets 11/13
Discussion Questions from story
Projectable 14.2
Sheet 6 over vocabulary words
Test
Writing Activity
Alternate Instructional Interventions: Provide a specific plan for alternate instructional interventions, or re-teaching.
 Leveled readers provide support and challenges for students.
 Cold Reads provide test taking practice and skill review with challenges
Instructional technologies to enhance learning: List how each will enhance the effectiveness of the lesson.
 Powerpoint slides will display questions for students.
Trousdale County Schools Weekly Lesson Plan
Teacher: Davenport
Pacing Guide Week #: 17
Dates: 12/01/14-12/05/14
Subject: Math
Common Core Standard(s) to be taught: (Write the entire standard)
 4.NF.A.1. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction
models, with attention to how the number and size of the parts differ even though the two fractions
themselves are the same size. Use this principle to recognize and generate equivalent fractions. 1 Grade 4
expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, 100.
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SPI(s) to be taught: (Write the entire SPI)
 SPI 0406.2.5 Generate equivalent forms of common fractions and decimals and use them to compare size.
Daily practice activity for citing text based evidence in conversation and/or writing:
 Students will be able to identify and articulate what a fraction is and what it means in reference to a whole via oral and written
language.
I Can Statements :
Student Agenda:
 I can identify fractions.
 Posted daily but NOT included in Lesson Plan
 I can reduce fractions to their lowest terms.
 I can generate equivalent fractions.
Assessment Strategies (for Stage 1 teachers ONLY): Assessment used to determine mastery daily: If a quiz or test is given,
include in the Teacher’s Lesson Plan Notebook.
Instructional Materials (for Stage 1 teachers ONLY): All instructional materials are to be included in the Teacher’s Lesson Plan
Notebook.
Instruction: In outline form, describe each day of instruction.
Day 1
 Daily Students will complete a Math daily Fix It.
 Students will complete Today`s Number/Number Talks.
 Introduce fractions.
 Go over new vocabulary: numerator and denominator.
 Show children that a fraction is a part of a whole.
 Show the students fractions pictorially and numerically.
 Show the students how to move from one form to the other.
 Provide the students with examples where they need to move from one form to the
other (examples are found in Harcourt textbook pages 445-447; numbers 2-32).
 Students will use white boards to create their answers.
 Teacher will write examples of fractions pictorially and numerically on the board,
and the class will write or draw the other on their boards.
 Students will make fraction flashcards
 Assign Sheet 30
Day 2
 Students will complete a Math daily Fix it.
 Teacher will start reading “Fractions=Trouble!” to students.
 Students will solve a Task Card over fractions.
 Students will add to their fraction flashcards.
 Students will review identifying fractions pictorially and numerically.
 Provide the students with examples where they need to move from one form to the
other (examples are found in Harcourt textbook pages 446-447; numbers 2-32).
 Students will use white boards to create their answers.
 Teacher will complete skittles activity about fractions with students.
 Students will complete problems with identifying fractions using Harcourt WB Pg.
109.
Day 3
 Students will complete a Math daily Fix it.
 Teacher may finish up reading “Fractions=Trouble!” to students.
 Students will add to their fraction flashcards.
 Students will review identifying fractions pictorially and numerically using Envision
TB Pgs. 215; 217-219.
 Students will take a quiz over identifying fractions.
 Students may independently complete Envision WB Pgs. 145-146; Review Pg. 16.
Day 4
 Students will complete a Math daily Fix it.
 Teacher may finish up reading “Fractions=Trouble!” to students.
 Students will add to their fraction flashcards.
 Teacher will review identifying fractions quiz with students.
 Students will learn to play a fraction game with cards.
 Teacher will help students to identify fractions on number lines.
Formative Assessment:
Teacher Observation
White Boards
Whole Group Instruction
Independent Practice
Guided Practice
Sheet 30
Teacher Observation
White Boards
Whole Group Instruction
Independent Practice
Guided Practice
Harcourt WB Pg. 109
Teacher Observation
White Boards
Whole Group Instruction
Independent Practice
Guided Practice
Envision WB Pgs. 145-146; Review
Pg. 16
Teacher Observation
Whole Group Instruction
Guided Practice
Independent Practice
Games/Centers
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Day 5
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
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Students will complete a Math daily Fix it.
Math fact quiz
Students will have a Number Talk problem.
Teacher may finish up reading “Fractions=Trouble!” to students.
Students will add to their fraction flashcards.
Teacher will help students to identify fractions on number lines.
Teacher will show students how to find Equivalent fractions using Harcourt TB Pg.
450
Teacher Observation
White Boards
Whole Group Instruction
Independent Practice
Guided Practice
Day 6

Day 7

Alternate Instructional Interventions: Provide a specific plan for alternate instructional interventions, or re-teaching.
 Harcourt Textbook pages 2-9 and pages 21-23
 Harcourt workbook pages 1-3, 6, and 9
Instructional technologies to enhance learning: List how each will enhance the effectiveness of the lesson.
 Pearson Success Net Envision Math- online tests and quizzes
 Quiz Show- end of week assessment
 Brain Pop- review of lesson
 Problem Attic- TCAP type questioning review
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