Trousdale County Schools Focused Lesson Plan
Teacher: House
Unit Name: Place Value
Unit #: 1
Unit Length: 5 weeks
Week: 8/10/15-8/14/15
Week __2___ of ___5___
Subject: Math
Tennessee State 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.
4.NBT.A.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and
expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =,
and < symbols to record the results of comparisons.
I Can Statements:
 I can read and write numbers in standard form, written 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.
 I can list numbers in order from least to greatest and greatest to least.
Accommodations for students, both regular and special populations:
One on one teacher assistance
Centers and small groups
Unit Vocabulary:
Place Value
Standard form
Word form
Expanded form
Tens, Hundreds, Thousands, Ten Thousands, Hundred Thousands, Millions
Daily Agenda
Resources, Technology, Formative and/or Summative
Assessments, Assignments, and a Daily Activity for citing
text based evidence in conversations and/or writing
1
Monday
 Students will complete a morning work math problem.
 Teacher will review with students about place value. We
will discuss numbers and what they represent in where
they are placed in numbers.
 Students will write numbers in standard, expanded, and
word form in groups and present to the class.
 Students will independently complete Go Math TB p. 1516.
 Centers:
Teacher Table - Working with place value.
Computers - TenMarks working on standard form,
expanded form, and word form.
Small Group Table - Task Cards working on value of a
digit.
Multiplication Math Facts
 Teacher will hand out Lesson 2 Multiplication Math Facts
for students to study.
Tuesday
 Students will complete a morning work math problem.
 Teacher will review with students about place value. We
will discuss numbers and what they represent in where
they are placed in numbers.
 Students will play a Place Value I Have Who Has game
to review.
 Students will take a place value quiz.
 Students will take a practice multiplication fact quiz over
Lesson 2.
 Students will independently complete Envision WB Pgs.
21-22.
 Centers:
Teacher Table - Working with place value.
Computers - TenMarks working on standard form,
expanded form, and word form.
Small Group Table - Task Cards working on value of a
digit.
Multiplication Math Facts
Wednesday
 Students will complete a morning work math problem.
 Teacher will review with students about numbers and
what they represent in where they are placed in
numbers.
 Teacher will explain how looking at place values of a
number will help students to compare numbers.
 Teacher will use Go Math Pgs. 17-18 to instruct the
lesson over comparing numbers.
 Students will independently complete Go Math Pg. 19.
 Students will take a multiplication fact quiz over Lesson 2.
 Centers:
Teacher Table - Working with place value.
Computers - TenMarks working on standard form,
expanded form, and word form.
Small Group Table - Task Cards working on value of a
digit.
Multiplication Math Facts
 Teacher will hand out Lesson 3 Multiplication Math Facts
for students to study.
Teacher Observation
Group work
Centers
Computers
TenMarks
Task Cards
Go Math TB p. 15-16
I Have Who Has game
Place Value Quiz
Practice Fact Quiz over Lesson 2
Envision WB Pgs. 21-22.
Whiteboards
Fact Quiz over Lesson 2
Go Math Pgs. 17-18
Go Math Pg. 19
2
Thursday
 Students will complete a morning work math problem.
 Students will take a multiplication fact quiz over Lesson 3.
 Teacher will review with students how to compare
numbers by looking at the place value of each digit.
 Teacher will work on helping students to write numbers
least to greatest and greatest to least.
 Teacher will use Go Math Pg. 20 to instruct over listing
numbers in order.
 Students will independently complete Go Math 21-22
over.
 Centers:
Teacher Table - Working with place value.
Computers - TenMarks working on standard form,
expanded form, and word form.
Small Group Table - Task Cards working on value of a
digit.
Multiplication Math Facts
Friday
No School—Youth Fair
Whiteboards
Fact Quiz over Lesson 4
Go Math Pg. 20
Go Math 21-22
3
Trousdale County Schools Focused Lesson Plan 2015-16
Teacher: House
Unit Name: Spelling
Unit #: 1
Unit Length: 1 week
Week:
Subject:
August 10-14
Week 1 of 1
Spelling
Tennessee State Standard(s) to be taught: (Write the entire standard)
 L.4.2d Spell grade-appropriate words, consulting references as needed
I Can Statements:
 I can spell fourth grade words correctly.
Accommodations for students, both regular and special populations:
If students misspell four or more words, revisit the ‘Model and Sort’ for spelling patterns with long and short e.
Unit Vocabulary:
Daily Agenda
Resources, Technology, Formative and/or Summative
Assessments, Assignments, and a Daily Activity for citing
text based evidence in conversations and/or writing
Monday
 Teacher will introduce spelling words for
the week.
 Class discussion of the definitions of each
word.
 Students will match spelling words with
definitions.
Journeys Reader’s Notebook p. 16
Tuesday
 Teacher will introduce long e and short e
spelling patterns.
o Short e: e consonant
o Long e: ea, ee, ie (vvcv)
 Teach spelling word sort.
Teacher-made sorting chart.
Wednesday
 Students will proofread a text for
misspelled words.
Journeys Reader’s Notebook p. 18
Thursday
Spelling Test
Test
4
Friday
No School - Youth Fair Day
5
Trousdale County Schools Focused Lesson Plan
Teacher: House
Unit Name:
Unit #: 2
Unit Length: 5 Days
Week: 2
Week 1 of 1
Subject:
Grammar
Tennessee State Standard(s) to be taught: (Write the entire standard)
CCSS.ELA-LITERACY.L.4.1
Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
I Can Statements:
I can write declarative, interrogative, imperative, and exclamatory sentences.
I can identify the simple and complete subject of a sentence.
I can identify the simple and complete predicate of a sentence.
Accommodations for students, both regular and special populations:
BrainPop aids visual learners.
Interpersonal Learners will have the opportunity to work with a partner, and learn the subject
material through social interaction.
I will work with students one on one while they complete independent work.
Unit Vocabulary:
Simple subject
Complete Subject
Simple predicate
Complete predicate
Noun
Verb
Daily Agenda
Resources, Technology, Formative and/or Summative
Assessments, Assignments, and a Daily Activity for citing
text based evidence in conversations and/or writing
Monday
 Teacher will review the four types of
sentences (declarative, interrogative,
imperative, and exclamatory).
 Students will create a sorting map and
produce examples of each type of
sentence.
Sort Activity
Teacher observation
6
Tuesday
 Teacher will introduce subjects and
predicates using a BrainPop video.
 Teach how to identify simple/complete
subjects and simple/complete predicates.
 Students will complete Scott Foresman p.
62 part A.
Wednesday
 Teacher

will review simple/complete
subjects and simple/complete predicates.
Students will work in groups to identify
these parts of sentences and share with
the class.
BrainPop
Scott Foresman
Elmo
Group work
Teacher observation
Thursday
 Teacher will review simple/complete
Grammar and Writing Practice Book p. 12
subjects and simple/complete predicates.
 Students will independently complete
Grammar and Writing Practice Book p.
12
Friday
No School - Youth Fair Day
7
Trousdale County Schools Focused Lesson Plan 2015-16
Teacher: House
Unit Name: Leaving a Legacy
Unit #: 1
Unit Length: 6 weeks
Week:
Subject:
2
Week __2___ of ___6___
Reading/Writing
Tennessee State Standard(s) to be taught: (Write the entire standard)
RI.4.1 Refer to details and examples 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 a text and explain how it is supported by key details; summarize the text.
RI.4.3 Explain events, procedures ideas, or concepts in a historical, scientific, or technical text, including what happened and why,
based on specific information in the text.
RI.4.4 Determine the meaning of general academic and domain specific words or phrases in a text relevant to a grade 4 topic or
subject area.
RI.4.5 Describe overall structure (eg. Chronology, comparison, cause/effect, problem/solution) of events ideas, concepts, or
information in a text or part of a text.
W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and and information clearly.
L.4.4.A Use context (e.g. definitions, examples, or restatements in text) as a clue to the meaning of a word or a phrase.
I Can Statements :
I can determine the meaning of words using context clues.
I can recognize different structures for paragraphs.
Accommodations for students, both regular and special populations:
One on one teacher assistance
Centers and small groups
Writing conferences
BrainPop video aids visual and auditory learners.
Unit Vocabulary:
Context clues
Problem
Solution
Cause
Effect
Description
Daily Agenda
Resources, Technology, Formative and/or Summative
Assessments, Assignments, and a Daily Activity for citing
text based evidence in conversations and/or writing
8
Monday
Reading:
 Teacher will show a BrainPop video over context clues.
 Teacher will use the Flocabulary Word Detective
worksheet to review types of context clues and lead
students through four examples.
 Using the Scholastic Text Structure chart, teacher will
discuss text structures. Teacher will provide paragraph
examples and visuals via powerpoint.
Writing:
 Teacher will provide students with a paragraph to read.
 Students will find the main idea of a paragraph and use it
to write a topic sentence to begin summarizing.
** Time permitting, students will share topic sentences
and discuss.
Tuesday
Reading:
 Teacher will review context clues.
 Using the Flocabulary Word Detective worksheet,
students will find the definitions of unknown words in
four sentences using the context.
 Using the Scholastic Text Structure chart, teacher will
discuss text structures. Teacher will provide paragraph
examples and visuals via powerpoint.
Writing:
 Students will add to their topic sentences to summarize a
paragraph.
Wednesday
Reading:
 Choral read articles from history website.
 Teacher will introduce graphic organizer and help
students complete.
Writing:
 Students will continue working on summarizing a
paragraph.
BrainPop
Flocabulary Word Detective worksheet
Scholastic chart
Powerpoint
Flocabulary Word Detective worksheet
Scholastic chart
Powerpoint
Graphic organizers
www.tennesseehistoryfor kids.org
Printed articles about native American sites
Scholastic text structure charts
Thursday
Reading/Writing
 Choral read articles from history website.
 Teacher will introduce graphic organizer and help
students complete.
Writing:
 Students will finish summarizing a paragraph.
Friday
No School - Youth Fair Day
9