9:00 a.m.
9:00 a.m.
9:30 a.m.
10:30
Math Block
4th Grade
Tarr Lesson Plans
Tuesday, October 13, 2014
No School
Columbus Day
Tarr Lesson Plans
Tuesday, October 14, 2014
Day 40
Students arrive. We take them to breakfast and then back to the room. Check homework,
if they completed it they get a treat. Have them get ready to start the day. When finished,
review expectations and have students start on seat work.
Announcements on Video- Pledge
Calendar Math: Mr. Sunderland leads the calendar math part.
Basic Facts Practice Sheets
Review Quick Check homework
Take Attendance
Mathematics:
Topic: 5 Lesson 1
Lesson: 5.1 Multiplication: Arrays and Multiplying by 10 and 100
Standards: 4.NBT.5: Multiply a whole number of up to four digits by a one-digit whole
number, and multiply two two-digit numbers, using strategies based on place value and the
properties of operations. Illustrate and explain the calculation by using equations,
rectangular arrays, and/or area models.
Learning Objectives (“I can” statements):
I can multiply a four -digit whole number by one-digit whole number using strategies and
properties of operations.
Essential Knowledge:
Making an array with place-value blocks provides a way to visualize and find products.
Key Vocabulary:
Manipulatives Needed:
Place-value blocks, 1/4” grid paper, (teaching tool 5, 8)
#2 Develop the Concept: Interactive (20 min):
Students will learn how to use arrays to multiply by 10 and 100.
Essential question: How can you use arrays to multiply by 10 and 100?
Set the purpose: You know how to use arrays to model multiplication facts Today, you will
learn how to use arrays to multiply by 10 and 100.
Follow the lesson outline on 116B.
#3 Develop the Concept: Visual (25 min):
Use the visual learning bridge to learn how to use arrays to multiply by 10 and 100. Have the
students follow along as you go through step by step.
Go through the other example and guided practice questions 1-6.
Have the students complete independent practice questions 7-18.
#4 Close/Assess and Differentiated Intervention (15-20 min):
Have students complete the Quick Check for 5-1
Review.
HOMEWORK: Re-teaching and practice worksheets 5.1
10:30 a.m.
11:05 p.m.
Structural
Analysis
Word
Work
Structural Analysis
Introduce structure “struct” root word means to build
“ure” suffix that means action or condition
Spelling Words - structure, construct, deconstruct, destruction, construction,
deconstruction, indestructible, capture, culture, creature, fixture, picture, fracture,
agriculture, architecture
Vocabulary Words: reservoir, reserve, syringe, millet, accompanies,
11:05-11:50 Lunch from 11:05- 11:25
Lunch and
Recess 11:25- 11:45
Recess
Bathroom Break
11:55-12:25 Reading Workshop: Mini-Lesson:
Reading
Standards: RI 4.1 Refer to details in a text when explaining what the text says
Block
explicitly and when drawing inferences from the text
Social
RI 4.2 Determine the main idea of the text and explain how it is supported by key
Studies
details; summarize the text
Focus: Close Reading Skills with informational texts
Essential Question: How are elephants smarter than some people think they are? What
are scientists discovering about these huge animals?
Text: “Tracking the Elephants” by George Frame
Tools: Chart paper - Anchor Chart to record info.
Student Reading Response Journals
Method:
Introduce the Essential Question – Write the question on chart paper and read
it with students. Explain to students that this week we are going to close read an
informational/non-fiction piece of text called “Tracking the Elephants.” As we read this
article this week I am going to teach them how to close read the text which will include
identifying the purpose of the text, highlighting, underlining, and identifying key details and
words throughout the text.
We will use the details and examples from the text to answer ISAT format questions about
the text.
Comprehension Questions
How do we close read non-fiction or informational text?
How can we determine the purpose of the text?
Why do we highlight the heading in yellow? Why are the headings important to
understanding the text?
Why should we underline the topic sentence in each paragraph in red?
Application/Assessment: Students will practice close reading during guided & buddy
reading.
12:25MUSIC
12:55
Specials
12:55- 1:30 Continue Reading lesson
Reading
Cont.
1:30- 2:25
Topic: Writing a Good Story
Writing
Focus Lesson: - We will start by reading “Scratching a Good Story” www.readinga-z.com.
Block
As we read students will develop ideas to use as they write their own stories.
Today we will focus on Beginnings- developing a character with Character Traits
Students will develop a character for a new story.
2:30
Dismissal
Take students to their bus or ride.
Tarr Lesson Plans
9:00 a.m.
9:30 a.m.
10:30
Math Block
4th Grade
Wednesday, October 8, 2014
Day 37
Students arrive. We take them to breakfast then bring them back to the room. Check
homework, if they completed it they get a treat. Have them get ready to start the day.
When finished, review expectations and have students work on seat work.
Announcements on Video- Pledge
Calendar Math: Mr. Sunderland leads the calendar math part.
Basic Facts Practice Sheets
Review Quick Check homework
Take Attendance
Mathematics:
Topic: 5 Lesson 2
Lesson: 5.2 Multiplication: Arrays and Multiplying by Multiples of 10 and 100
Standards
4.NBT.5: Multiply a whole number of up to four digits by a one-digit whole number, and
multiply two two-digit numbers, using strategies based on place value and the properties of
operations. Illustrate and explain the calculation by using equations, rectangular arrays,
and/or area models.
Learning Objectives (“I can” statements):
I can multiply a four digit whole number by one-digit whole number using strategies and
properties of operations.
Essential Knowledge:
Basic facts and place-value patterns can be used to to find products when one factor is 10 or
100.
Key Vocabulary:
Manipulatives Needed:
Multiplication Recording sheet (teaching tool 29)
#2 Develop the Concept: Interactive (20 min):
Students will identify patterns that occur when the same 1-digit number is multiplied by
multiples of 10 and 100.
Essential question: What place-value patterns can be seen when you multiply 1-digit numbers
by multiples of 10 or 100?
Set the purpose: You have learned about the basic multiplication facts. Today you will use
those basic facts and patterns of zeros to multiply by 10 and 100.
Follow the lesson outline on 116B.
#3 Develop the Concept: Visual (25 min):
Use the visual learning bridge to learn how to use basic multiplication facts and number
patterns to multiply by multiples of 10 and 100. Have the students follow along as you go
through step by step.
Go through the other example and guided practice questions 1-8.
Have the students complete independent practice questions 9-38.
10:30 a.m.
11:05 p.m.
Structural
Analysis
Word Work
11:05-11:50
Lunch and
Recess
11:55-12:25
Reading
Block
Social
Studies
12:25- 1:25
Specials
1:25-2:25
2:30
Dismissal
#4 Close/Assess and Differentiated Intervention (15-20 min):
Have students complete the Quick Check for 5-2
Review.
Structural Analysis
Introduce structure “struct” root word means to build
“ure” suffix that means action or condition
Spelling Words - structure, construct, deconstruct, destruction, construction,
deconstruction, indestructible, capture, culture, creature, fixture, picture, fracture,
agriculture, architecture
Vocabulary Words: reservoir, reserve, syringe, millet, accompanies,
Lunch from 11:05- 11:25
Recess 11:25- 11:45
Bathroom Break
Reading Workshop: Mini-Lesson:
Standards: RI 4.1 Refer to details in a text when explaining what the text says
explicitly and when drawing inferences from the text
RI 4.2 Determine the main idea of the text and explain how it is supported by key
details; summarize the text
Focus: Students will use close reading skills to refer to details and examples in text and
explaining what the text says explicitly & when drawing inferences from the text.
Essential Question: How are elephants smarter than some people think they are? What
are scientists discovering about these huge animals?
Text: “Tracking the Elephants” by George Frame
Tools: Chart paper - Anchor Chart to record info.
Student Reading Response Journals
Method:
Review the Essential Question on chart paper from yesterday. Today
We will continue to close read the text “Tracking the Elephants” stopping to highlight,
underline, and identify key details and words throughout the text.
We will use the details and examples from the text to answer ISAT format questions about
the text.
Comprehension Questions
Why do we highlight the heading in yellow? Why are the
headings important to understanding the text?
Why should we underline the topic sentence in each paragraph in red?
Why do we underline 3-5 key words in each paragraph in blue
Application/Assessment: Students will practice close reading during guided & buddy
reading.
Art
Topic: Writing a Good Story
Focus Lesson: - We will continue reading “Scratching a Good Story” www.readinga-z.com.
As we read students will develop ideas to use as they write their own stories.
Today we will focus on settings and conflict
Students will develop a setting and a conflict for their new story.
Take students to their bus or rides.
9:00 a.m.
9:30 a.m.
10:30
Math Block
4th Grade
Tarr Lesson Plans
Thursday, October 2, 2014
Day 32
Students arrive. We take them to breakfast then bring them back to the room. Check
homework, if they completed it they get a treat. Have them get ready to start the day.
When finished, review expectations and have students start on seat work.
Announcements on Video- Pledge
Calendar Math: Mr. Sunderland leads the calendar math part.
Basic Facts Practice Sheets
Review Quick Check homework
Take Attendance
Mathematics:
Topic: 5 Lesson 3
Lesson: 5.3 Multiplication: Breaking Apart to Multiply
Standards:
4.NBT.5: Multiply a whole number of up to four digits by a one-digit whole number,
and multiply two two-digit numbers, using strategies based on place value and the
properties of operations. Illustrate and explain the calculation by using equations,
rectangular arrays, and/or area models.
Learning Objectives (“I can” statements):
I can multiply a four digit whole number by one-digit whole number using strategies
and properties of operations. I can represent the calculation using an equation,
rectangular array, or area models.
Essential Knowledge:
Making an array with place-value blocks provides a way to visualize and find products.
A 2-digit by a 1-digit multiplication calculation can be broken into simpler problems:
a basic fact and a 1-digit number times a multiple of 10. Answers to the simpler
problems can be added to give the product.
Key Vocabulary: Partial products
Manipulatives Needed:
Place-value blocks (teaching tool 8) (10 tens, 15 ones per group)
#2 Develop the Concept: Interactive (20 min):
Students will break apart arrays to find partial products os a 2-digit times a 1-digit
number multiplication problem. Then they find the total product.
Essential question: How can you break apart arrays to help you multiply with greater numbers?
Set the purpose: You have learned how to use arrays of place-value blocks to model
basic facts and multiply by multiples of 10 and 100. Today, you will learn how to break
apart arrays to multiply with greater numbers.
Follow the lesson outline on 120B.
#3 Develop the Concept: Visual (25 min):
Use the visual learning bridge to break numbers apart by place-value to multiply. Have the students
follow along as you go through step by step.
Go through the other example and guided practice questions 1-5.
Have the students complete independent practice questions 6-20.
#4 Close/Assess and Differentiated Intervention (15-20 min):
Have students complete the Quick Check for 5-3
Review.
HOMEWORK: Re-teaching and practice worksheets 5.3
10:30 a.m.
11:05 p.m.
Structural
Analysis
Word Work
11:05-11:50
Lunch and
Recess
11:55-12:25
Reading
Block
Social
Studies
Structural Analysis
Introduce structure “struct” root word means to build
“ure” suffix that means action or condition
Spelling Words - structure, construct, deconstruct, destruction, construction,
deconstruction, indestructible, capture, culture, creature, fixture, picture, fracture,
agriculture, architecture
Vocabulary Words: reservoir, reserve, syringe, millet, accompanies,
Lunch from 11:05- 11:25
Recess 11:25- 11:45
Bathroom Break
Reading Workshop: Mini-Lesson:
Standards: RI 4.1 Refer to details in a text when explaining what the text says
explicitly and when drawing inferences from the text
RI 4.2 Determine the main idea of the text and explain how it is supported by key
details; summarize the text
Focus: Students will use close reading skills to refer to details and examples in text and
explaining what the text says explicitly & when drawing inferences from the text.
Essential Question: How are elephants smarter than some people think they are? What
are scientists discovering about these huge animals?
Text: “Tracking the Elephants” by George Frame
Tools: Chart paper - Anchor Chart to record info.
Student Reading Response Journals
Method:
Review again the essential question for this week. Today we will continue the
close reading of the text “Tracking the Elephants” stopping to highlight, underline, and
identify key details and words throughout the text.
We will use the details and examples from the text to answer ISAT format questions about
the text.
Comprehension Questions
How does close reading help us better understand the text?
What do we need to do when we are close reading informational text?
Why is it important to write the question number next to the text evidence in the story?
What text features can we identify in this article? Why is close reading important?
How do we use close reading skills?
Application/Assessment: Students will practice close reading during guided & buddy
reading.
12:2512:55
Specials
1:00- 1:35
Reading
P. E.
1:35-2:25
Writing
Block
Topic: Writing a Good Story
Focus Lesson: - We will continue reading “Scratching a Good Story” www.readinga-z.com.
As we read students will develop ideas to use as they write their own stories.
Today we will focus on the plot and the climax of the story.
Students will develop the plot and climax for their new story.
Continue Reading Lesson
2:30
Dismissal
9:00 a.m.
10:00
9:30 a.m.
10:30
Math Block
4th Grade
Take students to their bus or rides.
Tarr Lesson Plans
Friday, October 3, 2014
Day 33
Students arrive. We take them to breakfast then bring them back to the room. Check
homework, if they completed it they get a treat. Have them get ready to start the day.
When finished, review expectations and have students start on seat work.
Announcements on Video- Pledge
Calendar Math: Mr. Sunderland leads the calendar math part.
Basic Facts Practice Sheets
Review Quick Check homework
Take Attendance
Fruit and Veggie
Mathematics:
Topic: 5 Lesson 4
Lesson: 5.4 Multiplication: Using Mental Math to Multiply
Standards:
4.NBT.5: Multiply a whole number of up to four digits by a one-digit whole number, and
multiply two two-digit numbers, using strategies based on place value and the properties of
operations. Illustrate and explain the calculation by using equations, rectangular arrays,
and/or area models.
Learning Objectives (“I can” statements):
I can multiply a four digit whole number by one-digit whole number using strategies and
properties of operations. I can represent the calculation using an equation, rectangular array,
or area models.
Essential Knowledge:
There is more than one way to do mental calculations. Techniques for doing multiplication
calculations mentally involve changing the numbers or the expression so the calculation is
easy to do mentally
Key Vocabulary: compensation
Manipulatives Needed:
#2 Develop the Concept: Interactive (20 min):
Students will show the steps required to use different metal math strategies to multiply.
Essential question: What are some ways to multiply mentally?
Set the purpose: You have learned how to use basic facts and place-value patterns to
multiply by multiples of 10 and 100. Today, you will learn other strategies to help you multiply
mentally.
Follow the lesson outline on 122B.
#3 Develop the Concept: Visual (25 min):
Use the visual learning bridge to learn how to use comensation to help you to multiply
mentally. Have the students follow along as you go through step by step.
Go through the other example and guided practice questions 1-6.
Have the students complete independent practice questions 7-24.
#4 Close/Assess and Differentiated Intervention (15-20 min):
Have students complete the Quick Check for 5-4
Review.
HOMEWORK: Re-teaching and practice worksheets 5.4
10:30 a.m.
11:05 p.m.
Structural
Analysis
Word Work
11:05-11:50
Lunch and
Recess
11:55-12:25
Reading
Block
Social
Studies
Structural Analysis
Introduce structure “struct” root word means to build
“ure” suffix that means action or condition
Spelling Words - structure, construct, deconstruct, destruction, construction,
deconstruction, indestructible, capture, culture, creature, fixture, picture, fracture,
agriculture, architecture
Vocabulary Words: reservoir, reserve, syringe, millet, accompanies,
Lunch from 11:05- 11:25
Recess 11:25- 11:45
Bathroom Break
Reading Workshop: Mini-Lesson:
Standards: RI 4.1 Refer to details in a text when explaining what the text says
explicitly and when drawing inferences from the text
RI 4.2 Determine the main idea of the text and explain how it is supported by key
details; summarize the text
Focus: Students will use close reading skills to refer to details and examples in text and
explaining what the text says explicitly & when drawing inferences from the text.
Essential Question: How are elephants smarter than some people think they are? What
are scientists discovering about these huge animals?
Text: “Tracking the Elephants” by George Frame
Tools: Chart paper - Anchor Chart to record info.
Student Reading Response Journals
Method:
Today we will work on writing an extended response about the text together
whole group
Comprehension Questions
What makes a good reading extended response?
How can we use an extended response template to guide our response to reading?
How can we use details directly from the text in our response?
Why is this important to do?
Application/Assessment: Students will practice close reading during guided & buddy
reading.
12:2512:55
Specials
1:00- 1:35
Reading
Music
1:35-2:25
Topic: Writing a Good Story
Continue Reading Block
Writing
Block
Focus Lesson: - We will continue reading “Scratching a Good Story” www.readinga-z.com.
As we read students will develop ideas to use as they write their own stories.
Today we will focus on the ending, how the problem was solved and adding dialogue to the
story
Students will work on the resolution and ending of their story.
2:30
Dismissal
Take students to their bus or rides.