Trousdale County Schools Weekly Lesson Plan
Teacher: Davenport
Pacing Guide Week #:19
Dates: 02/03/14-02/07/14
Subject:
Reading/Writing
Common Core Standard(s) to be taught: (Write the entire standard)
Reading
RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
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).
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).
SPI(s) to be taught: (Write the entire SPI)
SPI 0401.5.6 Indicate the sequence of events in text
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 :
I can identify the setting and plot of a story.
I can identify the theme of a story.
Student Agenda:
 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
 Teacher will hand out weekly newsletter and go over vocabulary and spelling words
for the week.
 Students will discuss all words and what they mean.
 Teacher will read the Preview for the story on TB Pg. 526.
 Students will listen to the story and follow along with their textbooks using pgs. 528537.
 Students will find text evidence to complete WB Pgs. 217-218.
Formative Assessment:
Teacher Observation
Guided Practice
WB Pgs. 217-218
Day 2
Centers
 Teacher will discuss theme, myth, adages, and proverbs with students.
 Teacher will have a mini lesson over theme using a worksheet.
 Teacher will let students then discuss Projectable 18.3.
 Teacher will then discuss adages and proverbs with students using Folder Pgs.
11/12 and projecting Folder Pg. 13.
 Students will complete WB Pg. 219 over adages and proverbs for homework.
Day 3
 Students will read story “Hercules` Quest” Pgs. 528-537.
 Students will answer comprehension questions about the story.
 Teacher will discuss allusion and theme using TB Pg. 539.
Teacher Observation
Guided Practice
Individual Practice
Projectable 18.3
WB Pg. 219
Teacher Observation
Guided Practice
1
Day 4
Centers
 Teacher will complete Projectable 18.2 over story structure with students.
 Teacher and students will do a review over allusion and theme using TB Pg. 539 if
time allows.
 Teacher will review story with students with comprehension questions.
Day 5
 Test over Hercules` Quest on the computer.
Teacher Observation
Guided Practice
Weekly test on computer
Day 6

Day 7

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.
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Trousdale County Schools Weekly Lesson Plan
Teacher: Davenport
Pacing Guide Week #: 19
Dates: 02/03/14-02/07/14
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
 CU 0401.1.13 Use complete sentences in writing
Daily practice activity for citing text based evidence in conversation and/or writing:
 Identifying compound sentences
I Can Statements :
Student Agenda:
 I can identify a sentence fragment.
 Posted daily but NOT included in Lesson Plan
 I can identify a run-on sentence.
 I can correct a sentence fragment and run-on sentence to
write a complete sentence.
 I can correctly identify all parts of sentence using the
Shurley method.
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
 Teacher will review how to identify sentence fragments with students.
 Students will complete Grammar minute 1 and 12 over identifying sentence
fragments with some guided and individual practice.
Formative Assessment:
Teacher Observation
Guided Practice
Individual Practice
Grammar minute 1 and 12
Day 2
Centers
 Students will review how to identify run-on sentences and correct them.
 Students will identify run-on sentences using Grammar minute 11 and 17 with
some guided and individual practice.
Day 3
 Teacher and students will review how to identify sentence fragments and run-on
sentences.
 Students will work on identifying the difference between sentence fragments and
run-on sentences using Teach Pg. 47 and Core Pg. 64.
Teacher Observation
Guided Practice
Individual Practice
Grammar minute 11 and 17
Day 4
Centers
 Students will complete a worksheet on identifying all parts of a sentence using the
Shurley Method.
Day 5
 Students will review their worksheet from the previous day with the teacher.
Teacher Observation
Guided Practice
Individual Practice
Sheet
Teacher Observation
Guided Practice
Teacher Observation
Guided Practice
Individual Practice
Teach Pg. 47 and Core Pg. 64
Day 6

3
Day 7

Alternate Instructional Interventions: Provide a specific plan for alternate instructional interventions, or re-teaching.
 Use Harcourt/Reading Street Grammar worksheets to reinforce declarative, interrogative, imperative, and exclamatory
sentences each day.
Instructional technologies to enhance learning: List how each will enhance the effectiveness of the lesson.
 Grammar snap videos
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Trousdale County Schools Weekly Lesson Plan
Teacher: Davenport
Pacing Guide Week #: 19
Dates: 02/03/14-02/07/14
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 words with prefixes re-, un-, and dis-.
 Students will write the spelling word that best replaces the underlined word or
words given.
 Students will look up each word using a dictionary and define the meaning of the
word.
Formative Assessment:
Reader’s Workbook: p.220
First 5 words looked up in dictionary
Day 2
 Students will continue to look up each word using a dictionary and define the
meaning of the word.
Words 6-10 defined from dictionary
Day 3
 Proofreading for spelling: Have students find misspelled words throughout a
passage on page 222. Use Elmo and projector to help with proofreading.
 Students will continue to look up each word using a dictionary and define the
meaning of the word.
Reader’s Workbook: 222
Words 11-15 defined from dictionary
Day 4
Words 16-20 defined from dictionary
 Students will review words for their upcoming test.
 Students will continue to look up each word using a dictionary and define the
meaning of the word.
Day 5
Test
Test
5
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 o.
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, turn to your neighbor and tell them the spelling, scrambled eggs game,
 Online dictionary, students type words on the computer
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