FRAME THE LESSON
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
WEEKLY FOCUS: 4.5, 4.6a, 4.6b,
ONGOING: 4.1, 4.2a, 4.2b, 4.2c, 4.2d,
4.2e, 4.9, 4.20ai, 4.20aii, 4.20aiii,
4.20aiv, 4.20av, 4.20avi, 4.20avii,
4.21aviii, 4.20b, 4.20c, 4.21ai, 4.21aii,
4.21aiii, 4.21bi, 4.21bii, 4.21biii, 4.21c,
4.22ai, 4.22aii, 4.22aiii, 4.22bi, 4.22bii,
4.22biii, 4.22biv, 4.22c, 4.22d,4.22e,
4.27a, 4.27b, 4.27c, 4.28, 4.29, fig. 19a,
fig. 19b, fig. 19c, fig. 19d, fig. 19e, fig. 19f
TEACHER:
4th Grade
CLASS:
Reading
LESSON DATE: October 19-23
Teaching Points & Activities
Engage:
Explore:
Resources/Materials:
Concepts discussed this week: Character relationships and how they change over
time, plot sequence, drama structure, inference, point of view, any themes, Discuss
the elements of drama
Explain:
Explore the fictional story “Stormalong” on pg. 118 of the Journey book and pair it
with the drama “Hoderi the Fisherman” on pg. 134 of the Journey book. Sequence
the events of the play and summarize the main ideas. Infer with students about
events.
Elaborate:
Analyze the characters and how they develop throughout the story. Discuss theme
and compare the two texts.
Assess student learning
Evaluate:
Journey book
Read and
Understand
Poetry
Step up to TEKS
Interactive
Read Alouds
Website: The
Best Class
Reader’s
Theatre
http://www.th
ebestclass.org/r
tscripts.html
Objective/Key Understanding:
4.6a Students will be able to summarize and
sequence the plot’s main events and explain
their influence on future events
4.6b Students will be able to describe the
interaction of characters including their
relationships and the changes they undergo
4.6c Students will be able to identify whether
the narrator or speaker is 1st person or 3rd
person
Closing Product/ Question/ Informal Assessment:
Stop & Check for Understanding—High Level Questions
What can you infer from___?
What was the purpose of this passage?
Small Group Purposeful Talk Question Stems:
Discuss the relationships between the characters.
What explanation do you have for the character change throughout
the story?
Rigor & Relevance: (Real World Connection)
Have students relate the theme
of the story to their lives.
Students should be able to sequence main
events and summarize them
Vocabulary:
What causes us and our relationships to
change? Is change bad?
Critical Writing Prompt:
Plot, Climax, Character, relations, infer, point of view, first person,
third person, Drama terms, dialogue, characters, setting, scene, act,
stage direction
Have students research different
theatre job positions and their
duties.
FRAME THE LESSON
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
TEACHER:
Engage:
WEEKLY FOCUS: 4.18
Explore:
ONGOING: 4.1, 4.2a, 4.2b, 4.2c, 4.2d, 4.2e,
4.9, 4.20ai, 4.20aii, 4.20aiii, 4.20aiv, 4.20av,
4.20avi, 4.20avii, 4.21aviii, 4.20b, 4.20c,
4.21ai, 4.21aii, 4.21aiii, 4.21bi, 4.21bii,
4.21biii, 4.21c, 4.22ai, 4.22aii, 4.22aiii,
4.22bi, 4.22bii, 4.22biii, 4.22biv, 4.22c,
4.22d,4.22e, 4.27a, 4.27b, 4.27c, 4.28, 4.29,
fig. 19a, fig. 19b, fig. 19c, fig. 19d, fig. 19e, fig.
19f
4th Grade
Teaching Points & Activities
Explain:
Elaborate:
CLASS:
Writing
LESSON DATE: October 19-23
Resources/Materials:
Every day: student journal entry
Grammar mini lesson topics for this week: Complete simple and compound
sentences with subject and verb agreement, handwriting, capitalization,
punctuation.
Students will write a full essay. Get prompt from Expository Guide or the Step
Up to TEKS writing book
Student journal
entry
Write source
Step up to TEKS
Using Expository Comprehension Guide from Empowering Writers, cover
these topics this week Activity lesson plans are in the book:
- Introduce detail generating questions pgs. 185-188
- How to elaborate on facts (lesson on the Empowering Writers website)
- Model and practice detail generating questions pgs. 189-235
Evaluate:
Objective/Key Understanding:
4.18 Expository/Procedural texts. Students
will be able to create brief compositions that:
4.18A.i. establishes a central idea in a topic
sentence
4.18A.ii. includes supporting sentences with
simple facts, details, and explanations,
4.18A.iii.contains a concluding statement
Critical Writing Prompt:
Stop & Check for Understanding- High Level Questions
What can you say to elaborate on___?
What can you infer from___?
Students will write elaborative
detail
Students will write a full essay.
Remember, they should only be
graded on the skills they have
learned so far.
Small Group Purposeful Talk Question Stems:
What was the purpose of___?
Closing Product/ Question/ Informal Assessment:
Students can create elaborative detail about a
topic
Complete essay will only be assessed on main
idea and elaborative detail this week
Rigor & Relevance: (Real World Connection)
Build student background
knowledge on topics and
create experiences for them to
draw upon in their writing
Vocabulary
Expository, pyramid, informational, annotate, summarize, irrelevant
details, compare, main idea, strong vs. weak, detail generating questions,
golden bricks, leads, topic sentences, introduction, conclusion,