Kris McKinney
April 14-18
Unit Big Idea: Culture is often explained and interpreted through literature.
Essential Unit Question: How can a reader use textual evidence to determine theme? How does point of view affect theme? How do similar themes connect?
CCSS Reading Morning work
Monday
Tuesday
Wednesday
Reading
Guided Reading
Word Study
SS independent Work
Independent
Reading/Reading Response
Writing
CC: RL.4.6, L.4.5
Lesson Focus Question: What is the
difference in point of view of the characters in
text?
Procedures:
1. Independent Read: TSW independently read
Aesop’s fable, “The Lion and the Mouse.”
2. TSW analyze the different characteristics
of Aesop’s fable, “The Lion and the Mouse,”
using the graphic organizer.
C: RL.4.3, RL.4.7
Lesson Focus Question: What is the difference
between the Lion and Mouse from the video and
the Lion and Mouse from the text?
Procedures:
1. Digital Stimulus: TSW view the digital
stimulus from the movie, “The Lion and the
Mouse.”
http://pinterest.com/pin/163466661445363110/
CC:
Lesson Focus Question:
Review of fables, theme, comparing theme, character
traits w/ evidence, context clues, within the text,
beyond the text, comparing text & video, 7 habits
See attached GR Plan
See attached GR Plan
See attached GR Plan
Word game in iPad/MG, AL, GS, EV, EW-ONE
fluency passage, spelling (6)
Word game in iPad/ MG, AL, GS, EV, EW-ONE
fluency passage, spelling (6)
Word game in iPad/ MG, AL, GS, EV, EW-ONE
fluency passage, spelling (6)
A of C chart
Work on Telligami Book Trailer
Work on Telligami Book Trailer
Work on Telligami Book Trailer
Standards: W.4.3, RL. 4.3
Lesson Focus Question: What is a tall tale
character like? What words can I use to
describe him/her?
Procedures:
1. TTW give examples of tall tale characters.
2. TSW turn and talk about what tall tale
characters are like (exaggerated, larger than
life, can do amazing things.
3. TSW make up a character that they will use
in their tall tale writing.
4. TTW demonstrate how to write a sensory
poem by first starting with nouns, then
adjectives, then more detail. Add “(the
character) is larger than life?” at the end of
them poem.
5. TSW begin writing their sensory poems.
Standards: W.4.3, RL. 4.3
Lesson Focus Question: What is a tall tale
character like? What words can I use to
describe him/her?
Procedures:
1. TSW continue working on their sensory poems
about their tall tale character.
Standards: W.4.3, RL. 4.3
Lesson Focus Question: What is a tall tale character
like? What words can I use to describe him/her?
Procedures:
1. TSW continue working on their sensory poems
about their tall tale character and create a picture
to go with it.
Kris McKinney
April 14-18
Unit Big Idea: Authors use both internal and external conflicts to develop the character
Essential Unit Question: How does an author use internal and external conflicts to develop a character?
Thursday
CC:
Lesson Focus Question:
Fables Assessment
Reading
Friday
CC: RL 4.1, 4.3, W 4.9a
Lesson Focus Question: What type of character makes a tall tale?
1. Read Aloud: TTW read the book “Johnny Appleseed” by Steven Kellogg aloud
to the students with the purpose of being able to explicitly retell the story and
determine the characteristics of a tall tale (The students will be using these
characteristics to create a tall tale writing of their own).
2. Stop and Jot (writing): after reading the text aloud, TSW use their 5 W’s
strategy to complete a summary on Jonny Appleseed.
3. Class Discussion: Determine the characteristics, make an anchor chart. (see
below)
-What kind of character is Johnny Appleseed? What makes him larger than life?
-What was Johnny’s problem and how was it solved?
-Did the author use exaggeration? Provide evidence.
(1)a larger-than-life main character; (2) a story problem that is solved in a
humorous or outrageous way; (3) exaggerated details that describe things larger
than they really are; and (4) characters who use everyday language. Tall tales are
often based on actual people or on a composite of actual people.
Guided Reading
Independent Reading/
Reading Response
Word Study
Agnew:
See attached GR Plan
Work on Telligami Book Trailer
Work on Telligami Book Trailer
Word game in iPad/ MG, AL, GS, EV, EW-ONE fluency passage,
spelling (6)
Word game in iPad/ MG, AL, GS, EV, EW-ONE fluency passage, spelling (6)
Standards:
Lesson Focus Question:
Procedures:
Standards: W.4.3, RL. 4.3
Lesson Focus Question: What components need to be included to write a tall
tale?
Procedures:
1. TTW show students the rubric for their tall tale writing.
2. TTW model how to fill out the tall tale GO.
3. TSW begin filling out their tall tale GO.
3 branches handout
SS Independent work
Writing
See attached GR Plan-read assessment
Reading Assessment
Kris McKinney
April 14-18
SOCIAL STUDIES: 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 U.S. Constitution and the Bill of Rights place an importance on the active involvement of citizens in government and protect the rights of
white, male, property owners but not those of Native Americans, women, and Slaves.
SCSS: 4-4.3

Monday
Tuesday
Lesson Focus Question: How did the U.S. Constitution
and the Bill of Rights place an importance on the active
involvement of citizens in government and protect the
rights of white, male, property owners but not those of
Native Americans, women, and Slaves?
Procedures:
1. Shared Read: Bill of Rights the ‘elementary’ version.
TTW review the Bill of Rights with students. *Review
what amendment means.
2. TSW complete an Activity on the Bill of Rights:
For each of the given scenarios,
Is the situation Constitutional?
Provide the Amendment that the scenario involves.
Cite the specific text of the Amendment that supports
or disputes the action.
Lesson Focus Question: How did the U.S. Constitution and
the Bill of Rights place an importance on the active involvement
of citizens in government and protect the rights of white,
male, property owners but not those of Native Americans,
women, and Slaves?
Procedures:
1. Review for SS Assessment
Wednesday
Lesson Focus Question:
Procedures:
Equality, 3/5th Compromise, and Bill of Rights Assessment
Kris McKinney
April 14-18
SOCIAL STUDIES: 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 U.S. Constitution and the Bill of Rights place an importance on the active involvement of citizens in government and protect the rights of white,
male, property owners but not those of Native Americans, women, and Slaves.
SCSS: 4-4.3, 4-4.4
Thursday
Lesson Focus Question: How can we compare and contrast the roles and
accomplishments of the first leaders of the United States?
Procedures:
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.
According to the text, what was George Washington’s role and accomplishments?
Role: 1st president and commander in the Continental Army
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 Declaration of Independence
TTW review information gathered.
Friday
Lesson Focus Question: How can we compare and contrast the roles and accomplishments of
the first leaders of the United States?
Procedures:
1. Shared Read: TSW read the passages on Alexander Hamilton, John Marshall, and James
Madison.
2. 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 States