Trousdale County Schools Weekly Lesson Plan
Teacher: Davenport
Pacing Guide Week #:5
Dates: 09/01/14-09/05/14
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 simple and compound sentences
 Use complete sentences in writing and speaking
 Use correct capitalization
I Can Statements :
Student Agenda:
 I can identify simple and compound sentences.
 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
 NO SCHOOL—Labor Day
Formative Assessment:
Day 2

 Review using the Shurley Method about identifying parts of speech that have been
covered so far focusing on Simple and Complete subjects and predicates using
Grammar minute 14/15.
 Introduce how to identify Simple and Compound sentences.
 Use Harcourt TB Pgs. 64-65 for instruction
 Let students independently complete Harcourt WB Pgs. 17/18.
Day 3
 Students will work on using centers in the classroom.
 Students will continue to work on identifying Simple and Compound sentences
using Scott Foresman WB Pgs. 13/14 (6-10).
Day 4
 Students will continue to work on identifying Simple and Compound sentences
using Scott Foresman TB Pg. 70.
 Let students independently complete Scott Foresman WB Pg. 15.
Day 5
 Students will continue to work on identifying Simple and Compound sentences
using Scott Foresman WB Pg. 16.
Grammar minute 14/15
Harcourt WB Pgs. 17/18
Scott Foresman WB Pgs. 13/14 (6-10)
Scott Foresman WB Pg. 15
Scott Foresman WB Pg. 16
Day 6

Day 7

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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 #:5
Dates: 09/01/14-09/05/14
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
 NO SCHOOL—Labor Day
Formative Assessment:
Day 2
 Go over Spelling Words--Homophones
Reader’s Notebook p. 52
Day 3

 Students will work at centers during ELA time.
 Students will write sentences using 10 Spelling words.
Day 4
 Proofreading Spelling Paragraphs
Spelling sentences
Day 5
 Assess spelling test
Test
Reader’s Notebook p. 54
Day 6

Day 7

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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 #:5
Dates: 09/01/14-09/05/14
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 0401.8.3 Determine the problem in a story and recognize its solution
SPI 0401.5.2 Recognize cause-effect relationships within context
CU 0401.3.15 Incorporate vivid language into writing.
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 describe a character, setting, and events in a story.
 I can use evidence from my text to explain point of view
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
 NO SCHOOL—Labor Day
Formative Assessment:
3
Day 2







Reader`s WB Pgs. 49-50
Students will work on ELA daily fix it.
Teacher will introduce students to correcting paragraph mistakes.
Teacher read aloud- T314-315- model story structure- text based questioning
Discuss vocabulary on newsletter
Students will start a Story Map.
Read/Listen to story “Stormalong” using pages 138-153.
Students will complete Reader`s WB Pgs. 49-50 using text evidence.
Day 3
 Students will work in centers during ELA time.
 Students will complete a dictionary scramble from the Reading series.
 Students will work with Teacher on using reference materials using Sheets 11/13,
Interactive lesson and will complete Reader`s Notebook WB Pg. 51.
 Students will read leveled readers and answer questions over each leveled reader.
Day 4
 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 “Stormalong” using pages 138-153 and use comprehension questions to
answer questions about the story.
 Students will complete questions about Vocabulary words using Pg. 6.
Day 5
 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 “Stormalong”
Sheets 11/13
Reader`s Notebook WB Pg. 51
Questions over Leveled Reader
Discussion Questions from story
Pg. 6
Test
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 #: 5
Dates: 09/01/14-09/05/14
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.
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I Can Statements :
 I can round whole numbers to a specified place.
 I can add and subtract numbers.
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
 NO SCHOOL—Labor Day
Formative Assessment:
Day 2
 Students will complete a Math daily Fix it.
 Math fact quiz
 Students will continue to learn how to round numbers to a specific digit using
Spectrum Pgs. 21-22, Harcourt TB Pgs. 31-32 ( 3-34), Splash Math, Rounding
iPad app.
Day 3
 Students will complete a Math daily Fix it.
 Math fact quiz
 Students will continue work on rounding numbers to a specific digit using Envision
TB Pgs. 14-15 (1-30).
 Students will complete Envision WB Pgs. 27-28 independently.
Day 4
 Students will complete a Math daily Fix it.
 Math fact quiz
 Students will review and have a Rounding quiz .
Day 5
 Students will complete a Math daily Fix it.
 Math fact quiz
 Students will add and subtract numbers up to numbers in the millions.
Day 6

White Boards
Spectrum Pgs. 21-22
White Boards
Envision WB Pgs. 27-28
White Boards
Quiz
White Boards
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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