Trousdale County Schools Weekly Lesson Plan
Teacher: Davenport
Pacing Guide Week #:2
Dates: 08/11/14-08/15/14
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 declarative and interrogative sentences
 Identify imperative and exclamatory sentences
 Use complete sentences in writing and speaking
 Use correct capitalization
I Can Statements :
Student Agenda:
 I can identify and write declarative and interrogative
 Posted daily but NOT included in Lesson Plan
sentences.
 I can identify and write imperative and exclamatory
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
 Introduce and review imperative and exclamatory sentences.
 Use Harcourt TB Pgs. 26-27 for instruction
 Let students work on Harcourt WB Pg. 1 independently.
Day 2
 Teach and review imperative and exclamatory sentences.
 Use Scott Foresman TB Pg. 56-57 for instruction
 Let students independently complete Scott Foresman WB Pgs. 5&8.
Day 3
 Teach and review the four types of sentences.
 Use Harcourt TB Pgs. 28-29 for instruction
 Students will complete Harcourt WB Pg. 3 independently.
Day 4
 Activity of sorting the four types of sentences.
 Students will complete Reader`s notebook WB Pg. 21 independently.
Formative Assessment:
Harcourt TB Pgs. 26-27
Harcourt WB Pg. 2
Scott Foresman TB Pg. 56-57
Scott Foresman WB Pgs. 5&8
Harcourt TB Pgs. 28-29
Harcourt WB Pg. 3
Reader`s notebook WB Pg. 21
Day 5
 NO SCHOOL
Day 6

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.
1
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 #:2
Dates: 8/11/14-8/15/14
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
 Teach short e and long e
 Talk and describe what each word means
 Review Spelling Sentences
Formative Assessment:
Reader’s Notebook p. 16
Day 2
 Teach spelling word sort
Spelling Sentences
Day 3
 Proofreading Paragraphs
Reader’s Notebook p. 18
Day 4
 Assess spelling test
Test
Day 5
 NO SCHOOL
Day 6

Day 7

2
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 #:2
Dates: 8/11/14-8/15/14
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).
W.4.3d Use concrete words and phrases and sensory details to convey experiences and events precisely
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.
SPI(s) to be taught: (Write the entire SPI)
SPI 0401.8.2 Identify characters, setting and plot in a passage
CU 0401.3.15 Incorporate vivid language into writing
GLE 0401.3.1 Write for a variety of purposes and to a variety of audiences
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 identify the authors purpose in a passage.
 I can use words to describe things and events. I can
write a narrative.
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
 Students will work on ELA daily fix it.
 Teacher will introduce students to correcting paragraph mistakes.
 Teacher read aloud- T86-87- model story structure- text based questioning
 Discuss vocabulary on newsletter
 Read/Listen to story “My Brother Martin” using pages 48-59.
 Students will complete Reader`s WB Pgs. 13-14 using text evidence.
Formative Assessment:
Reader`s WB Pgs. 13-14
3
Day 2
 Students will work on ELA daily fix it.
 Teacher will review with students to correcting paragraph mistakes.
 Discuss prefixes and meanings of words- using Promethean Planet and Sheets
11/13.
 Students will complete Sheet 6 over story vocabulary independently.
 Students will complete Reader`s WB Pg. 15 over prefixes.
Day 3
 Students will work on ELA daily fix it.
 Teacher will review with students to correcting paragraph mistakes.
 Teacher will review story vocabulary with students.
 Read “My Brother Martin” using Pgs. 48-59 and use comprehension questions to
answer questions about the story.
 As a classroom discussion, we will complete Projectable 2.2 over author`s purpose.
Day 4
 Students will work on ELA daily fix it.
 Teacher will review with students to correcting paragraph mistakes.
 Review story and vocabulary of story
 Test over My Brother Martin
Sheets 11/13
Sheet 6
Reader`s WB Pg. 15
Reader`s WB Pg. 1-2
Projectable 2.2
Test
Day 5
 NO SCHOOL
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 #: 2
Dates: 8/11/14-8/15/14
Subject: Math
Common Core Standard(s) to be taught: (Write the entire standard)
 4.NBT.A.1. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its
right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. 1Grade 4 expectations in this
domain are limited to whole numbers less than or equal to 1,000,000.
SPI(s) to be taught: (Write the entire SPI)
SPI 0406.2.3 Identify the place value of a specified digit in a number and the quantity it represents.
Daily practice activity for citing text based evidence in conversation and/or writing:
 Students will express reasoning for answers through writing on weekly math task.
I Can Statements :
Student Agenda:
 I can read and write numbers in standard form, written
 Posted daily but NOT included in Lesson Plan
form, and expanded form.
 I can identify the value of digits.
 I can tell greater than, less than, or equal to for numbers
up to one million.
4
 I can round whole numbers to a specified place.
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
 Students will complete a Math daily Fix it.
 Talk with students about numbers and what they represent in where they are
placed in numbers.
 Students will work on reviewing on all 3 forms of identifying place value using
technology.
 Students will work on a sheet over place value independently.
Formative Assessment:
White Boards
technology/ipads
Sheet
Day 2
 Students will complete a Math daily Fix it.
 Talk with students about numbers and what they represent in where they are
placed in numbers.
 Students will create and write numbers using number/dice cubes.
 Focus on standard and word forms of numbers using Envision TB Pgs. 5-6.
 Students will complete Envision WB Pgs. 21-22 independently with teacher help.
Day 3
 Students will complete a Math daily Fix it.
 Students will use Base Ten blocks/Number cubes to create and write words using
standard, word, and expanded form.
 Use a Place Value sheet on the projector for students to identify numbers.
 Focus on standard, word, and expanded forms of numbers using Envision Tb Pgs.
8-9.
 Students will complete Envision WB Pgs. 23-24 independently with teacher help.
Day 4
 Students will complete a Math daily Fix it.
 Students will create and write numbers using number/dice cubes.
 Students will review place value using standard, word, and expanded forms in
various ways.
 Students may have a quiz if they are ready to move on.
Day 5
 NO SCHOOL
White Boards
Envision TB Pgs. 5-6
Envision WB Pgs. 21-22
White Boards
Envision Tb Pgs. 8-9
Envision WB Pgs. 23-24
White Boards
Practice Sheet
Quiz
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
5
 Problem Attic- TCAP type questioning review
6