Trousdale County Schools Weekly Lesson Plan
Teacher: Zarichansky
Pacing Guide Week #: 25
Dates: 3/17/14-3/21/14
Subject: Math
Common Core Standard(s) to be taught: (Write the entire standard)

4.G.A.3. Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the
figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of
symmetry.

SPI(s) to be taught: (Write the entire SPI)
SPI 0406.4.2 Graph and interpret points with whole number or letter coordinates on grids or in the first
quadrant of the coordinate plane.
SPI 0306.4.3 Identify the line of symmetry in a two‐ dimensional design or shape.
SPI 0406.4.1 Classify lines and line segments as parallel, perpendicular, or intersecting.
Daily practice activity for citing text based evidence in conversation and/or writing:
 Students will be able to justify their answers verbally to demonstrate a deeper understanding of material covered.
I Can Statements :
Student Agenda:
 I can identify and create parts of a circle.
 Posted daily but NOT included in Lesson Plan
 I can identify objects with line symmetry and create lines
of symmetry within a given object.
 I can identify points within a coordinate plane.
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 the shape known as a circle.
 New vocabulary for this lesson will include circle, center, chord, diameter, radius,
and compass.
 Add each of these new terms and their definitions to students’ notes.
 By the end of this lesson, students should be able to identify all parts within a circle,
explain their answers verbally, and be able to construct circles with attributes
described by the teacher.
 Use Harcourt textbook pages 390-391 for examples of circles.
 Assign Harcourt workbook page 96.
Formative Assessment:
Visuals
Notes
Whole group Discussion
Guided Practice
Independent Practice
Day 2
 Discuss and define the terms line symmetry and rotational symmetry.
 Students should know that line symmetry means when an object is folded along a
line, the same thing should be on each side.
 Rotational symmetry means when an object is rotated, the object retains its
appearance.
 Discuss what a turn is.
 Students should know how many degrees are in a quarter turn, half turn, threequarter turn, and complete turn.
 Provide students with paper copies of objects that they can fold along lines to see
line symmetry.
 Go over the examples found in the Harcourt textbook pages 399-401.
 Assign Harcourt workbook page 97.
Visuals
Notes
Whole group Discussion
Guided Practice
Independent Practice
1
Day 3
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Visuals
Notes
Whole group Discussion
Guided Practice
Independent Practice
Day 4
 Discuss what a coordinate plane is.
 Discuss new vocabulary: x-axis, y-axis, x-coordinate, and y-coordinate.
 Teach students that the x-axis and the x-coordinate tell how far to move
horizontally and comes first as an ordered pair.
 Teach students that the y-axis and the y-coordinate is used to tell how far to move
vertically.
 Use the memory device “run before you jump” to help students remember this skill.
 Harcourt text page 431 has great examples of this.
 Assign Harcourt workbook page PW 108.
Day 5
 Formative assessment over all skills covered this week.
Visuals
Notes
Whole group Discussion
Guided Practice
Independent Practice
Review what symmetry means.
Remind students that an object may have more than one line of symmetry.
Go over the examples found in the Envision textbook pages 456-457.
As a whole group, do Envision workbook pages 287-288.
Discuss and define what the word congruent and congruence means.
Make sure students know that regardless of position if a shape is the same size
and shape, it is congruent.
 Examples of this skill are found in Envision textbook pages 454-455.
 Assign Envision workbook pages 285-286.
Formative Assessment
Day 6
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Day 7
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Alternate Instructional Interventions: Provide a specific plan for alternate instructional interventions, or re-teaching.
 Tutoring will involve students identified via the benchmark test and will use the benchmark test itself as the review.
Instructional technologies to enhance learning: List how each will enhance the effectiveness of the lesson.
 Pearson Success Net Envision Math- online tests and quizzes
 Learning Farm- daily review of skills
 Brain Pop- review of lesson
 Problem Attic- TCAP type questioning review
Trousdale County Schools Weekly Lesson Plan
Teacher:
Zarichansky
Pacing Guide Week #:25
Dates: 3/17/14
Subject:
Reading/Writing
Common Core Standard(s) to be taught: (Write the entire standard)
Reading
RI.4.7 Interpret information presented visually, orally, or
quantitatively (e.g., in charts, graphs, diagrams,
time lines, animations, or interactive elements
on Web pages) and explain how the information
contributes to an understanding of the text in
which it appears.
SPI(s) to be taught: (Write the entire SPI)
SPI 0401.6.6 Use available text features ( e.g., graphics and illustrations) to make meaning from text
2
SPI 0401.7.2 Identify the main idea in a visual image.
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 use cause and effect relationships to understand my text.
I can draw conclusions and generalizations.
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 read aloud- T164-165 use listening comprehension questions
 Vocabulary T166-167 in groups talk it over activity found on back of cards
Formative Assessment:
Listening comprehension questions
Observation of group vocabulary
activity- students also focusing on
presentation skills
 Read The Everliving Tree
Day 2
 Using Think through text questions reread half of story with students- stop at p.691
 Mini lesson on Text and Graphic Features
 Vocabulary strategy adages and proverbs p. 303
 Students write answers to
questions- teacher walks around
and reads- students pair and
discuss with a partner- teacher
observation- then one student
shares with class- teacher uses
accountable talk steps to guide
students to understand the text
 Wb p 303
Day 3
 Starting on p 692 using think through the text questions reread story with students Mini lesson on similies and text structure
 Students write answers to
questions- teacher walks
around and reads- students
pair and discuss with a
partner- teacher observationthen one student shares with
class- teacher uses
accountable talk steps to
guide students to understand
the text
Day 4
Weekly test on computer
Day 5
 Read towering trees
 Discuss poetry concepts using TCAP Coach
p. 704-705
TCAP Coach
Day 6
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Day 7
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3
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: Zarichansky
Pacing Guide Week #: 25
Dates: 3/17/14-3/21/14
Subject: Grammar
Common Core Standard(s) to be taught: (Write the entire standard)
L.4.2a Use correct capitalization.
L.4.2b Use commas and quotation marks to mark direct speech and quotations from a text.
SPI(s) to be taught: (Write the entire SPI)
SPI 0401.1.6 Identify the correct use of commas (i.e., series, dates, addresses, friendly letters, introductory words,
compound sentences) within context.
Daily practice activity for citing text based evidence in conversation and/or writing:
 Students will be able to properly place commas in sentences and be able to explain why the commas belong there
according to the situation.
I Can Statements :
Student Agenda:
 I can identify and use quotation marks 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
 Teacher will ask students what they remember about using quotation marks.
 Teacher will show students about using quotation marks with direct speech and
split quotation marks.
 Students will answer questions accordingly about quotation marks.
 Students will complete Reader`s Notebook WB Pgs. 31-32 to answer questions
about using quotation marks with direct speech and split quotation marks.
Day 2
 Centers
 Students will answer questions accordingly punctuating dialogue with quotation
marks.
 Students will work on placing quotation marks correctly on a sheet in class.
 Students will work on placing and correcting where quotation marks will be placed
on Harcourt WB Pg. 113-114.
Formative Assessment:
Discussion
Oral review
Guided Practice
Independent practice
Reader`s Notebook WB Pgs. 31-32
Discussion
Oral review
Guided Practice
Independent practice
Harcourt WB Pg. 113-114
4
Day 3
 Teacher will ask students to review what they know about quotation marks and
where they should be placed.
 Teacher will ask students to highlight the dialogue using quotation marks in a
passage.
 Students will work on placing quotations marks on Grammar Sheet 95-96.
Day 4
 Centers
 Students will answer questions accordingly about quotation marks.
 Teacher will ask students to highlight the dialogue using quotation marks in a
passage.
 Students will work on placing quotations marks on a Sheet.
Day 5
 Students will take a quiz over Quotation Marks using Harcourt WB Pg. 115.
Discussion
Oral review
Guided Practice
Independent practice
Grammar Sheet 95-96
Discussion
Oral review
Guided Practice
Independent practice
Sheet
Discussion
Oral review
Guided Practice
Independent practice
Harcourt WB Pg. 115
Day 6
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Day 7

Alternate Instructional Interventions: Provide a specific plan for alternate instructional interventions, or re-teaching.
 Tutoring will involve students struggling with the concepts throughout the week. Tutoring will utilize Foresman workbook
page 149 as extra practice.
Instructional technologies to enhance learning: List how each will enhance the effectiveness of the lesson.
 Grammar snap videos
Trousdale County Schools Weekly Lesson Plan
Teacher: Zarichansky
Pacing Guide Week #: 24
Dates: 3/17/14-3/21/14
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.
Formative Assessment:
5
Day 1
Teach words with VCCV pattern.
 Students look up each word using a dictionary, define the meaning, and write the
part of speech.
 Students will write the spelling word that best replaces the underlined word or
words given.
 10 points in their spelling packet

Reader’s Workbook: p.304
Day 2
Reader’s Workbook: p. 305
10 pts in spelling packet
 Students sort the spelling words by placing them in the boxes on page 305. Box 1:
VCCV pattern divide before the consonants. Box 2: VCC/V pattern divide after
the consonant.
 Students continue to look up each word using a dictionary, define the meaning, and
write the part of speech.
 10 points in their spelling packet
Day 3
 Proofreading for spelling: Have students find misspelled words throughout a
passage on page 306. Use Elmo and projector to help with proofreading.
 10 points in their spelling packet
Day 4
 Review words and have students write 6 sentences using their 20 words.
White board games; around the world, scrambled eggs, etc.
Reader’s Workbook: 306
10 pts in spelling packet
Sentence structures
Finish packet
 10 points in their spelling packet
Day 5
Test
Test
Packets due
Day 6
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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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