Kris McKinney
Sept 30-Oct 4
Unit Big Idea: An author’s use of language can influence how a reader feels about the text.
Essential Unit Question: How does an author’s use of language influence how a reader feels about the text?
CCSS: L.4.5a-c, L.4.6
Monday
Tuesday
Reading
Guided Reading
Lesson Focus Question: What literal
information do I include in a story map in order
to understand a story?
Procedures:
1. Remind of the story Encounter we read on
Friday.
2. Students will turn and talk to fill in any
information they missed while listening to the
story on Friday.
3. TSW share the story elements for the
teacher to chart: characters, setting, problem,
major events, solution
See attached GR Plan
Lesson Focus Question: What patterns can
we find in the descriptions that will lead us to
an understanding of the Native Americans’
point of view?
Procedures:
‘Reading Through Lenses’ -Throughout the
entire text: Teacher and students will create
a ‘Noticing’s Chart’ looking for the boy’s
descriptions of the Europeans. (Strange
creatures, hid bodies in colors, hair growing
like bushes, etc.)
‘Using Lenses to Find Patterns’- Looking at
the Noticings Chart, TTW support students
to find ‘patterns’ or what the list of
words/phrases have in common (it is all about
nature).
‘Understanding’: Why would everything the
Native Americans noticed about the
Europeans be related to nature? (that is their
world…animism…revolves around nature).
Independent Reading
Writing
Lesson Focus Question:
Procedures:
Revisit Page 1: TTW point out/discuss the
Figurative Language (simile) ‘Three great winged birds
with voices like thunder rode wild waves in our bay’.
thunder
voices
like/as
relationship= loud
Independent Reading: TSW read pgs. 2-6 and
highlight examples of similes within the text.
Complete as many ‘Bridge Maps’ as there are similes.
Class Discussion.
Interpreting Visual Stimuli: Which illustration best
represents one of the similes discussed?
SS Assessment-Read to ST, EV, GM, CA, AL,
MA
Word Study
Reading Response
Wednesday
See attached GR Plan
Prefix -un
Write 3-4 sentences as if you were Columbus.
What’s going through your mind as you land in
the New World?
Sticky Notes:
F: Describe the setting.
NF: What did you learn from your book that
you would like to share with someone else?
Standards: CCSS: W.4.3, W.4.10, W.4.4
Lesson Focus Questions: Where in my story
do I begin a new paragraph?
Procedures:
1. TTW explain to students when it’s
appropriate to start a new paragraph. Look at
the following and show examples of each.
* When you start in on a new topic
* When you skip to a new time
* When you skip to a new place
SS Assessment
SS Assessment
SS Assessment
Sticky Notes:
F: Describe one character in as much detail as you
can.
NF: Find a word that is new to you and write the
definition.
Standards: CCSS: W.4.3, W.4.10, W.4.4
Lesson Focus Questions: What do I need to revise
for in my pirate writing?
Procedures:
1. TTW show students the rubric for their pirate
writing.
2. Students will revise their piece for three things:
enough description so that someone can tell which
picture they picked, a good beginning, and
paragraphing.
Kris McKinney
Sept 30-Oct 4
* When a new person begins to speak
* When you want to produce a dramatic
effect
2. Students will continue writing their pirate
stories or work on dividing their paper into
paragraphs.
3. TTW conference with individuals.
3. TTW conference with individuals.
Kris McKinney
Sept 30-Oct 4
Unit Big Idea: An author’s use of language can influence how a reader feels about the text.
Essential Unit Question: How does an author’s use of language influence how a reader feels about the text?
CCSS: L.4.5a-c, L.4.6
Reading
Guided Reading
Writing
Thursday
Friday
Lesson Focus Question: What do I notice about how the character
changes in my reading today?
Procedures:
Shared Read Page 7-9: Thinking about the little boy, how have his
feelings changed since the beginning of the book? What words/phrases led
you to this belief?
Interpreting Visual Stimuli Page 10: TTW show the illustration that
accompanies page 10.
Turn and Talk: What emotions does this illustration make you feel? Why?
What are some words that describe this illustration?
Shared Read Page 10: TSW highlight words/phrases that support the
emotions previously discussed
Lesson Focus Question: How does an “ “Aha Moment” change my
understanding of the story?
Procedures:
4 Square: What has made the boy’s opinion of the Europeans change once
again?
Aha Moment: Explain that it is a character’s realization of something that
shifts his actions or understanding of himself, others, or the world around
him?
Phrases to look to for: suddenly I understood, it came to me in a flash,
the realization hit me like a lightning bolt, in an instant I knew
Students find it and highlight it.
Follow up question: How might this change things? (his opinion of the
Europeans)
Using page 10 the students will complete the four squares, writing their
answers in the corners that include evidence from the text, and then
sharing their answers to come up with a consensus.
Class will share their answers.
Agnew: spelling work with RL, CR, ST, OM
Calculate reading rate with given list, go over uncertain words, send home
for practice
See attached GR Plan
Standards: CCSS: W.4.3, W.4.10, W.4.4
Lesson Focus Questions: What do I need to edit for in my pirate writing?
Procedures:
1. TTW show students the rubric for their pirate writing.
2. TTW demonstrate spelling techniques such as dictionary and
dictionary.com.
3. Students will edit their piece for capitalization, punctuation, and
spelling.
4. TTW conference with individuals
Independent Reading
Standards: CCSS: W.4.3, W.4.10, W.4.4
Lesson Focus Questions: How can I publish my writing?
Procedures:
1. TTW show students the rubric for their pirate writing.
2. TTW publish their writing in a variety of ways.
3. TTW conference with individuals.
Prefix –un due today
Word Study
Reading Response
See attached GR Plan
Pick a simile we discussed yesterday. In 2-3 sentences, tell me why the
author used it and what it means.
Sticky Notes:
F: Think about your character in the beginning of your book. Think about
your character now. How have they changed? If they haven’t changed, what
have they been like?
NF: What is the main idea of the section you read today?
Sticky Notes:
F: Write down “Aha Moment” words you found in your book. How did this
change things in your story?
NF: Were there any text features that helped you understand your
reading? What were they and how did they help you?
Kris McKinney
Sept 30-Oct 4
SOCIAL STUDIES: Unit Big Idea: The Early Americans had political, economic, and geographic reasons for exploration.
Essential Unit Question: How can I explain the Early Americans political, economic, and geographic reasons for exploration of the New World?
SCSS: 4-1.3
Monday
Tuesday
Wednesday
SCSS: 4-1.4
Unit Essential Question: What were the Early
Americans political, economic, and geographic reasons
for exploration of the New World?
Procedures:

TSW participate in a game of BAZINGA to review for
the Early Explorer assessment (tomorrow)
Materials: Review Questions (pertaining to Early
Explorers), playing cards
SCSS: 4-1.4
Unit Essential Question: What were the Early Americans political,
economic, and geographic reasons for exploration of the New World?
Procedures:
TSW complete a comprehensive assessment on the Early Explorers
Students who finish early may read quietly or complete unfinished work
Materials: Early Explorer comprehensive assessment
Procedures:
Lesson Focus Question: What was the Columbian
Exchange and what were its effects on Europeans and
Native Americans?
1. TTW show the digital stimulus (Brain Pop) Columbian
Exchange to students.
2. TSW observe and record information from the
digital stimulus
3. TTW discuss information obtained through the
digital stimulus with the class.
***The digital stimulus may need to be viewed by
students more than once!
BrainPOP ID: Arlington
Password:tradional
http://www.brainpop.com/socialstudies/worldhistory/c
olumbianexchange/
1. How many people were living in the Americas before
1492?
2. What were they called?
3. How did things change for the Natives after
Columbus’ arrival?
4. What was the Columbian Exchange?
5. What did Portugal, Spain, and England do in the New
World?
6. What were the positive of the Columbian Exchange
for Europeans?
7. What enriched Europe even more?
8. What were the positive effects for the Native
Americans?
9. How did the Columbian Exchange affect life in the
Americas and around the world?
10. Do we still benefit today?
Kris McKinney
Sept 30-Oct 4
SOCIAL STUDIES: Unit Big Idea: The Early Americans had political, economic, and geographic reasons for exploration.
Essential Unit Question: How can I explain the Early Americans political, economic, and geographic reasons for exploration of the New World?
SCSS: 4-1.3
Thursday
Friday
Lesson Focus Question: What was the Columbian Exchange and what were its effects on
Europeans and Native Americans?
Procedures:
1. TTW read aloud the first two paragraphs of the Columbian Exchange text while
students are engaged by following along.
2. TTW emphasize the positive effects of the Columbian Exchange for the Native
Americans and the Europeans.
3. TSW complete the chart of the Native American and European positive impacts of the
Columbian Exchange.
4. TSW read the first two paragraphs and record what they believe were the positive
effects according to the text.
5. TTW review responses with students to ensure that their answers are accurate.
Lesson Focus Question: What was the Columbian Exchange and what were its effects on
Europeans and Native Americans?
Procedures:
1. TTW read aloud the last paragraph of the Columbian Exchange text while students are
engaged by following along.
2. TTW emphasize the negative effects of the Columbian Exchange for the Native
Americans and the Europeans.
3. TSW complete the chart of the Native American and European negative impacts of the
Columbian Exchange.
4. TSW read the last paragraph and record what they believe were the negative effects
according to the text.
5. TTW review responses with students to ensure that their answers are accurate.