Thursday, Jan. 7, 2016
Lesson Plan
Starting Activities – roll, unpacking, Prayer, Copy HW, daily math maintenance sheet
Computer/Math
12. More Sand Art: Decomposing mixed numbers to solve word problems
(A)
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Created by: Boaz Munro
Standards: 4.NF.B.3a, 4.NF.B.3b, 4.NF.B.3c, 4.NF.B.3d, MP1, MP4
https://learnzillion.com/assignments/JG6FE4D
Application Lesson: This lesson provides an opportunity for students to apply their knowledge
and understanding of decomposition of mixed numbers to a real-life situation. The scenario from
lesson 1 is used again here as students are asked to determine whether the sand from 3 different
bags can fit into 3 different jars. Skills students will use include: -decomposing mixed numbers
in order to solve a problem -finding the difference between mixed numbers by decomposing
them (this anticipates a later unit, which will more fully develop students' ability to perform
operations with fractions) Understandings students will use include: -mixed numbers can be
decomposed in more than one way -fractions with unlike numerators and like denominators can
be composed to make larger fractions Students engage in Mathematical Practice S.MP.4. (Model
with mathematics) by using a description to create a model of a real-world situation, and then
using that model to solve a problem. They also use S.MP.3 (Construct viable arguments and
critique the reasoning of others) as they evaluate Derek's claim that he cannot fit the sand inside
the jars.
Reading Unit 3 Week 4
Weekly Concept: Powerful Words
Essential Question: How can words lead to change?
Objectives: Students will
 Integrate information from two texts on the same topic in order to write or speak about the
subject knowledgeably. RI.4.9
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Follow agreed-upon rules for discussions and carry out assigned roles. SL.4.1b
Paraphrase portions of a text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally. SL.4.2
Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text. RI.4.1
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Reread difficult passages to enhance understanding.
Identify the author’s purpose for writing and her viewpoint of the subject.
Recognize the characteristics and text features of a biography.
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Explain how an author uses reasons and evidence to support particular points in a text.
RI.4.8
Use details to state an author’s point of view.
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Identify characteristics of a biography.
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Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on grade 4 reading and content, choosing flexibly from a range of strategies. Use common,
grade appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g.,
telegraph, photograph, autograph). L.4.4b
key characteristics of a biography.
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A biography is a kind of nonfiction. It is a story about the life of a real person written by
someone else.
A biography usually includes information about the place and time in which the person
lived. Events are presented chronologically.
A biography may include text features, such as copies of primary sources, photographs
with captions, or a time line of events.
Definitions
divided
Something that is divided is separated into parts or pieces.
Cognate: dividido
haste
Something done in haste is done with quickness in moving or in acting.
opposed
If someone is opposed to something, he or she is against it.
Cognate: opuesto
perish
To perish is to disappear or vanish.
proclamation
A proclamation is an official public announcement of something.
Cognate: proclamación
shattered
When something is shattered , it is completely destroyed or ruined.
Tension is mental or emotional strain.
Cognate: tensión
tension
Activities:
Close Reading
“A New Birth of Freedom” – The Gettysburg Address
Literature Anthology
Paired Read, “Around the World”
Leveled Reader
Help students generate words related to opposed. Draw a synonym/antonym scale. On the board,
write “Many people in the Northern states opposed slavery.”
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Ask students to find synonyms, such as fought. Then elicit antonyms, such as supported.
Discuss where each word should go on the scale. Note that there may be multiple correct
answers.
Complete Story Analysis of written ideas of Thomas Jefferson, Abraham Lincoln, Martin L.
King, and Nelly Bly – How did their words make a difference in the world.
Reading/Writing Workshop
Worksheet Booklet
Words in Context
Reading/Writing Workshop
Writing: 
Reading/Writing Workshop
Provide a conclusion that follows from the narrated experiences or events. W.4.3e
Spelling
Objective: Students will work with correct spellings of given words in Unit 18; take a
pre- test on spellingcity.com ; play a learning activity for Unit 18 Abe’s Powerful Words
http://www.spellingcity.com/dmsmithgr4/
Lunch & Recess
/ Writing/English
Objective: Identify Principle Verb Parts of irregular verbs:
Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. L.3.1e
Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing. Use correct capitalization. L.4.2a
Understandings
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A verb tells what the subject does or is:
Heather yawns.
She is sleepy.
A verb phrase includes more than one word —a main verb and a helping verb. The main
verb follows the helping verb.
Heather is yawning.
Activities – Check Grammar Wkbk. p. 76 & 77
Science Ch. 3 Lesson 4
Essential Question: What are adaptations?
Objective: Determine the adaptations of several animals and plants and how the adaptation
helps them to survive
Text: p. 108 - 110 Pearson website
Social Studies Ch. 6
Essential Question: What states and landforms make up the SE Region?
Objective: Students will demonstrate ability to Identify states, capitals, and postal codes of the
SE Region; recognize landforms, water bodies, and rivers in the SE
Test: Map Test Southeast Region