March 30- April 3 Victoria Powell
Unit Big Idea: Readers and writers use strategies and analyze the information while reading to help them gain a better understanding of the text.
Monday
Tuesday
Wednesday
Essential
How did the ‘Aha Moment’ change the
What inferences can you make about the
What can you infer about the character
Focus
events of the story?
tone of this chapter?
traits of Barry and Nell based their actions?
Question
Standards: RL 4.3
Standards: RL 4.1
Standards: RL 4.3
 Review Aha Moment- maybe list key  Shared Read: Chapter 13
 Shared Read: Chapter 14
phrases again

Shared Read: Chapter 12 (tell
students to look for aha moment as
Reading
you read along)

Class Discussion:
What is the Aha Moment? What
does Barry realize?
How does this change his actions or
the events in the story?
Vocabulary/
Reading
Response
Writing

Class Discussion: (infer)
Why was Barry’s skin burning in the
water?
What is tone the author creates in
this chapter? What words or phrases
support your answer?

Class Discussion:
Compare and contrast Akivo and Nell.
Why doesn’t Barry think he is brave?
What does it mean to be brave? Do you
think Barry was brave?
ELA Practice week 5: Monday and
Tuesday
ELA Practice 5: Wednesday and Thursday
ELA Practice 5: Friday
Students will complete an assessment
on using context clues to determine the
meaning of unknown words. This skill
was practiced every day last week.
EFQ: How can determining what the
prompt says and brainstorming help plan
for my writing?
The students will use the completed graphic
organizer from yesterday and skills used
from the previous quick write assessments in
order to write an expository essay. They will
be given 30 minutes to complete the essay.
Students will complete a graphic organizer
for a timed writing that will be completed
tomorrow. The writing will be about the
importance of graduating.
Essential Focus
Question
Thursday
*Library at 9:00 and 1:30
*Spring Pictures
Friday
Any time for reading today will be used to review for
tomorrow’s assessment.
Students will use Chapters 15 and 16 and Scenes 4-6 for an
Daily Language Week 6
Daily Language Week 6 Assessment
EFQ: How can I use the rubric as a guide and /or checklist
to improve my writing?
EFQ: How can I use the rubric as a guide and /or checklist
to improve my writing?
Formative Assessment: Students will critique another
student’s writing on Analysis and Development. They will
have to explain the grade given for each section.
(Analysis, Development, Organization, and Language Use).
Formative Assessment: Students will critique another
student’s writing on Organization and Language Use. They
will have to explain the grade given for each section
(Analysis, Development, Organization, and Language Use).
assessment.
Reading
Vocabulary/Reading
Response
Writing
Victoria Powell March 30-April 3, 2015
Unit Big Idea: After independence was declared, Americans were faced with creating a new form of government that would embody the ideals for
which they had fought.
Essential Unit Question: How did the first leaders of the United States work to establish a new government?
SCSS: 4-4.5
Monday
How can we compare and contrast the
Essential Focus
roles and accomplishments of the first
Question
leaders of the United States?
 TTW hold a class discussion on the
following terms: role (job) and
accomplishment (what you’re known
for).
 Shared Read: TSW read the
passages on George Washington,
John Adams, and Thomas Jefferson.
 Shared GHR: *This information will
be recorded on Leader Cash.
What was George Washington’s role and
accomplishments?
Role: 1st president and commander in the
Continental Army
Social Studies
Accomplishment: was respected by many
Americans and people trusted him
According to the text, what was John
Adam’s role and accomplishments?
Role: First vice president and America’s
second president
Accomplishment: Involvement in the DOI
and Treaty of Paris
According to the text, what was Thomas
Jefferson’s role and accomplishments?
Role: Governor of Virginia and Third
President
Accomplishment: Author of the
Tuesday
How can we compare and contrast the roles
and accomplishments of the first leaders of
the United States?
 Shared Read: TSW read the passages
on Alexander Hamilton, John Marshall,
and James Madison.

Shared GHR: *This information will be
recorded on Leader Cash.

According to the text, what was
Alexander Hamilton’s role and
accomplishments?

Role: Founder and leader of the
Federalist Party

Accomplishment: Responsible for
Washington D.C. becoming nation’s capital

According to the text, what was John
Marshall’s role and accomplishments?

Role: Chief Justice of the Supreme Court

Accomplishment: Strengthened Supreme
Court. Made sure Supreme Court had the
right to review the laws and decide if
they are constitutional.

According to the text, what was James
Madison’s role and accomplishments?

Role: Fourth president of the United
Wednesday
How can I use a visual stimulus to make
inferences based on a particular time
period?
http://www.youtube.com/watch?v=3xfS
iuHf5Ic
1.
TTW show the primary source
(visual stimulus) on the board.
2. Writing Task:
 TSW analyze the visual stimulus
and form an overall impression
(analyze for at least two
minutes)
 TSW divide the photo into
quadrants and study each
section to see wht new details
become visible. Use the chart
provided to list people,
objective, and activities in the
photo
 TSW then make an inference
based on their three
observations (list three things
you might infer from this photo)
 TSW answer the following
questions pertaining to the
visual stimulus
Declaration of Independence
TTW review information gathered.
Essential Focus
Question
States

Accomplishment: Author Const. and BoR
Thursday
What motivated migrants and immigrants to move
westward and what hardships did they face along the
journey?
Procedures:
TTW review Manifest Destiny from previous lesson.
Preview the BrainPop on W.E.
1.
TSW read a mentor text based on the
motivations and methods for moving westward
(immigrants and migrants)
2. TSW locate explicit information focusing on the
methods and motivations of the movement
Social Studies
westward
3. Formative Assessment: TSW complete the
motivations/methods of the fur trappers,
farmers, religious groups, and miners. Once the
information is charted, students will use the
information to explain why the individuals above
migrated westward. They will include
motivations and methods used and list the
hardships faced along the way by providing
textual evidence for support.
Friday
What role did Daniel Boone play in Westward Expansion?
Procedures:
1. TTW read aloud the mentor text regarding Daniel Boone. As a
whole group, TTW lead a discussion about what was read aloud
and asking and answering questions.
2. Formative Assessment: TSW summarize the mentor text
(Daniel Boone) using the 5 W’s.