9:00 a.m.
9:30 a.m.
10:30
Math Block
4th Grade
10:30 a.m.
11:05 p.m.
Structural
Analysis
Word Work
Tarr Lesson Plans
Monday, October 6, 2014
Day 35
Students arrive. We take them to breakfast and then back to the room. Check homework, if
they completed it they get a treat. Have them get ready to start the day. When finished,
review expectations and have students start on seat work.
Announcements on Video- Pledge
Calendar Math: Mr. Sunderland leads the calendar math part.
Basic Facts Practice Sheets
Review Quick Check homework
Take Attendance
Mathematics:
Topic: 4 Lesson 4
Lesson: 4.4 Number Sense: Subtracting Whole Numbers
Standards: 4.NBT.3. Use place value understanding to round multi-digit whole numbers to
any place.
Learning Objectives (“I can” statements):
I can fluently add and subtract multi-digit whole numbers using the standard algorithm?
Essential Knowledge:
The standard addition and subtraction algorithms for multi-digit numbers break the
calculation into simpler calculations using place value starting with the ones, then the tens,
and so on.
Key Vocabulary:
inverse operations
Manipulatives Needed:
Place value blocks (Teaching Tool 8)
#2 Develop the Concept: Interactive (20 min):
Students will use place-value blocks to subtract whole numbers.
Essential question: How do you subtract whole numbers?
Set the purpose: You know how to add whole numbers. Today, you will learn how to subtract
whole numbers.
Follow the lesson outline on 100B.
#3 Develop the Concept: Visual (25 min):
Use the visual learning bridge to subtract numbers to the hundreds and thousands place,
with and without regrouping. Have the students follow along as you go step by step through
the bridge.
Go through the other example and guided practice questions 1-6.
Have the students complete independent practice questions 7-31.
#4 Close/Assess and Differentiated Intervention (15-20 min):
Have students complete the Quick Check for 4-4
Review.
HOMEWORK: Re-teaching and practice worksheets 4.4
Structural Analysis
-less is a suffix that means without
Students will take a pre-spelling and Pre- Vocabulary test
Spelling and Vocabulary Words Introduce the words- hopeless, pointless, toothless,
breathless, heartless, meaningless, meaning, endless, homeless, careless, thought,
thoughtless, ageless, blameless, fearless, harmless, restless, useless, heart, breathless
11:05-11:50
Lunch and
Recess
Lunch from 11:05- 11:25
Recess 11:25- 11:45
Bathroom Break
11:50-12:20
Reading
Block
Social
Studies
Reading Workshop: Mini-Lesson:
Focus on RL3 Character Traits - choose 2, RL2 Theme, RL1 Quote/Support the theme
and character traits from the story RL.4.4: Determine the meaning of words and
phrases as they are used in a text, including those that allude to significant characters
found in mythology (e.g., Herculean).
Focus: Students will read closely to understand the story, the meaning of the words and
locate evidence to describe in depth the character, setting and events in the story to answer
the Essential Question: How are some ancient tales and present-day language connected?
Text: The Labors of Hercules Learning A to Z close reading passage
Tools: Chart paper - Anchor Chart to record info.
Student Reading Response Journals
Method:
Explain that today they will read a story that contains information that they will
use to answer the Key Question.
Introduce the passage related vocabulary, and explain that we will read the story one time to
look for hard words and to understand what the story is about. Then we will re-read and
look for details that will help us understand connections between characters and words. I
will model how to circle words and phrases in the text and take notes in the margin that will
help us answer how the characters in the story are connected to words we use today. We
will use details to write your second answer to the Essential Question.
Comprehension Questions How did Hercules display great physical strength?
What did the twelve labors have in common?
What is Hercules known for?
How is the story of Hercules connected to present-day language?
12:2512:55
Specials
1:00 -1:30
Reading
Cont.
1:30- 2:25
Writing
Block
2:30
Dismissal
P. E.
Continue Reading Lesson- Students will chart Hercules character traits and
complete Story map of the story. Application/Assessment: Students will continue to
practice Close reading techniques during independent reading.
Independent Reading Time
Students will use information from their story map to write a summary of the story
Take students to their bus or rides.
Tarr Lesson Plans
Tuesday, October 7, 2014
Day 36
9:00 a.m.
Students arrive. We take them to breakfast and then back to the room. Check homework,
if they completed it they get a treat. Have them get ready to start the day. When finished,
review expectations and have students start on seat work.
Announcements on Video- Pledge
Calendar Math: Mr. Sunderland leads the calendar math part.
Basic Facts Practice Sheets
Review Quick Check homework
Take Attendance
9:30 a.m.
10:30
Math Block
4th Grade
Mathematics:
Topic: 4 Lesson 5
Lesson: 4.5 Number Sense: Subtracting Across Zeros
Standards 4.NBT.3. Use place value understanding to round multi-digit whole numbers
to any place.
Learning Objectives (“I can” statements):
I can fluently add and subtract multi-digit whole numbers using the standard algorithm?
Essential Knowledge:
The standard addition and subtraction algorithms for multi-digit numbers break the
calculation into simpler calculations using place value starting with the ones, then the tens,
and so on.
Key Vocabulary:
Manipulatives Needed:
Place value chart (Teaching Tool 10)
#2 Develop the Concept: Interactive (20 min):
Students will learn to subtract across zeros.
Essential question: How do you subtract across zeros?
Set the purpose: You know how to subtract whole numbers. Today, you will learn how to
subtract across zeros.
Follow the lesson outline on 102B.
#3 Develop the Concept: Visual (25 min):
Use the visual learning bridge to subtract numbers with zeros using regrouping. Have the
students follow along as you go step by step through the bridge.
Go through the other example and guided practice questions 1-8.
Have the students complete independent practice questions 9-34.
#4 Close/Assess and Differentiated Intervention (15-20 min):
Have students complete the Quick Check for 4-5
Review.
HOMEWORK: Re-teaching and practice worksheets 4.5
Structural Analysis
-less is a suffix that means without
Spelling and Vocabulary Words - hopeless, pointless, toothless, breathless, heartless,
meaningless, meaning, endless, homeless, careless, thought, thoughtless, ageless, blameless,
fearless, harmless, restless, useless, heart, breathless
10:30 a.m.
11:05 p.m.
Structural
Analysis
Word
Work
11:05-11:50
Lunch and
Recess
Lunch from 11:05- 11:25
Recess 11:25- 11:45
Bathroom Break
11:55-12:25
Reading
Block
Social
Studies
12:2512:55
Specials
12:55- 1:30
Reading
Cont.
1:30- 2:25
Writing
Block
2:30
Dismissal
Reading Workshop: Mini-Lesson:
Focus on RL3 Character Traits - choose 2, RL2 Theme, RL1 Quote/Support the theme
and character traits from the story RL.4.4: Determine the meaning of words and
phrases as they are used in a text, including those that allude to significant
characters found in mythology (e.g., Herculean).
Focus: Students will read closely to understand the story, the meaning of the words and
locate evidence to describe in depth the character, setting and events in the story to
answer the Essential Question: How are some ancient tales and present-day language
connected?
Text: The Never-Ending Punishment Learning A to Z close reading passage
Tools: Chart paper - Anchor Chart to record info.
Student Reading Response Journals
Method:
Explain that today they will read a story that contains information that they
will use to answer the Key Question.
Introduce the passage related vocabulary, and explain that we will read the story one time
to look for hard words and to understand what the story is about. Then we will re-read and
look for details that will help us understand connections between characters and words. I
will model how to circle words and phrases in the text and take notes in the margin that will
help us answer how the characters in the story are connected to words we use today. We
will use details to write your second answer to the Essential Question.
Comprehension Questions
How did Sisyphus deceive Hades?
What makes the story of Sisyphus memorable?
What is Sisyphus known for?
How is the Never Ending Story connected to present-day language?
Application/Assessment: Students will continue to practice Close reading techniques
during Guided Reading. We will read Greek Mythology
MUSIC
Continue Reading lesson
Topic: Summary
Focus Lesson: - Students will identify Sisyphus’ character traits and complete a story map
of the story. They will use the story map they completed to write a herculean summary of
the story
Take students to their bus or ride.
Tarr Lesson Plans
9:00 a.m.
Wednesday, October 8, 2014
Day 37
Students arrive. We take them to breakfast then bring them back to the room. Check
homework, if they completed it they get a treat. Have them get ready to start the day.
9:30 a.m.
10:30
Math Block
4th Grade
When finished, review expectations and have students work on seat work.
Announcements on Video- Pledge
Calendar Math: Mr. Sunderland leads the calendar math part.
Basic Facts Practice Sheets
Review Quick Check homework
Take Attendance
Mathematics:
Topic: 4 Lesson 6
4.NBT.4. Fluently add and subtract multi-digit whole numbers using the standard
algorithm.
Lesson: 4.6 Problem Solving: Draw a Picture and Write an Equation
Learning Objectives (“I can” statements):
I can fluently add and subtract multi-digit whole numbers using the standard algorithm?
Essential Knowledge:
Information in a problem can often be shown using a picture or diagram and used to
understand and solve the problem. Some problems can be solved by writing and completing a
number sentence or equation.
Key Vocabulary:
Manipulatives Needed:
10:30 a.m.
11:05 p.m.
Structural
Analysis
Word Work
#2 Develop the Concept: Interactive (20 min):
Students will use bar diagrams to write an equation and solve.
Essential question: How can a bar diagram help you solve an addition or subtraction problem?
Set the purpose: You know that addition and subtraction can be used to solve a problem.
Today, you will use pictures to help you decide which operations and number sentences are
needed to solve a problem.
Follow the lesson outline on 104B.
#3 Develop the Concept: Visual (25 min):
Use the visual learning bridge to draw a picture and write an equation to solve a problem.
Have the students follow along as you go step by step through the bridge.
Go through the other example and guided practice questions 1-3.
Have the students complete independent practice questions 4-20.
#4 Close/Assess and Differentiated Intervention (15-20 min):
Have students complete the Quick Check for 4-6
Review.
HOMEWORK: Re-teaching and practice worksheets 4.6
Structural Analysis
-less is a suffix that means without
Spelling and Vocabulary Words - hopeless, pointless, toothless, breathless, heartless,
meaningless, meaning, endless, homeless, careless, thought, thoughtless, ageless, blameless,
fearless, harmless, restless, useless, heart, breathless
11:05-11:50
Lunch and
Recess
11:55-12:25
Reading
Lunch from 11:05- 11:25
Recess 11:25- 11:45
Bathroom Break
Reading Workshop: Mini-Lesson:
Focus on RL3 Character Traits - choose 2, RL2 Theme, RL1 Quote/Support the theme
Block
Social
Studies
and character traits from the story
Focus: Students will read closely to understand the story, the meaning of the words and
locate evidence to describe in depth the character, setting and events in the story to answer
the Essential Question: How are some ancient tales and present-day language connected?
Text: Lost in His Own Reflection Learning A to Z close reading passage
Tools: Chart paper - Anchor Chart to record info.
Student Reading Response Journals
Method:
Explain that today they will read a story that contains information that they will
use to answer the Key Question.
Introduce the passage related vocabulary, and explain that we will read the story one time to
look for hard words and to understand what the story is about. Then we will re-read and
look for details that will help us understand connections between characters and words. I
will model how to circle words and phrases in the text and take notes in the margin that will
help us answer how the characters in the story are connected to words we use today. We
will use details to write your second answer to the Essential Question.
Comprehension Questions How can you tell Narcissus is self-centered?
What makes the story of Narcissus memorable?
What is Narcissus known for?
How is story of Narcissus connected to present-day language?
Application/Assessment: Students will continue to practice Close reading techniques during
Guided Reading. We will read Greek Mythology
12:25- 1:25
Specials
1:25-2:25
Art
2:30
Dismissal
Take students to their bus or rides.
9:00 a.m.
10:00
9:30 a.m.
10:30
Math Block
Students will identify the character traits of Narcissus. Then complete the story map
of the story. Use information in the story map to write a summary of the story.
Tarr Lesson Plans
Thursday, October 2, 2014
Day 32
Students arrive. We take them to breakfast then bring them back to the room. Check
homework, if they completed it they get a treat. Have them get ready to start the day.
When finished, review expectations and have students start on seat work.
Announcements on Video- Pledge
Calendar Math: Mr. Sunderland leads the calendar math part.
Basic Facts Practice Sheets
Review Quick Check homework
Take Attendance
Fruit and Veggie
Mathematics: Topic: 4 Review
Standards: 4.NBT.3. Use place value understanding to round multi-digit whole numbers to
any place.
4th Grade
10:30 a.m.
11:05 p.m.
Structural
Analysis
Word Work
Structural Analysis
-less is a suffix that means without
Spelling and Vocabulary Words - hopeless, pointless, toothless, breathless, heartless,
meaningless, meaning, endless, homeless, careless, thought, thoughtless, ageless, blameless,
fearless, harmless, restless, useless, heart, breathless
11:05-11:50
Lunch and
Recess
11:55-12:25
Reading
Block
Social
Studies
Lunch from 11:05- 11:25
Recess 11:25- 11:45
Bathroom Break
Reading Workshop: Mini-Lesson:
Focus on RL3 Character Traits - choose 2, RL2 Theme, RL1 Quote/Support the theme
and character traits from the story
Focus: Students will read closely to understand the story, the meaning of the words and
locate evidence to describe in depth the character, setting and events in the story to answer
the Essential Question: How are some ancient tales and present-day language connected?
Text: King Midas Learning A to Z close reading passage
Tools: Chart paper - Anchor Chart to record info.
Student Reading Response Journals
Method:
Explain that today they will read a story that contains information that they will
use to answer the Key Question.
Introduce the passage related vocabulary, and explain that we will read the story one time to
look for hard words and to understand what the story is about. Then we will re-read and
look for details that will help us understand connections between characters and words. I
will model how to circle words and phrases in the text and take notes in the margin that will
help us answer how the characters in the story are connected to words we use today. We
will use details to write your second answer to the Essential Question.
Comprehension Questions
What was the king’s wish? Why did he request this ability?
Why did King Midas regret his wish? Why do you think people today still refer to the Midas
Touch?
How is the story of King Midas connected to present-day language?
Application/Assessment: Students will continue to practice Close reading techniques during
Guided Reading. We will read Greek Mythology
P. E.
12:2512:55
Specials
1:00- 1:35
Reading
1:35-2:25
Writing
Block
2:30
Dismissal
Continue Reading Lesson -- Students will identify the character traits of King Midas. Then
complete the story map
They will use the information in the story map to write and essay of the story.
Take students to their bus or rides.
9:00 a.m.
10:00
9:30 a.m.
10:30
Math Block
4th Grade
Tarr Lesson Plans
Friday, October 3, 2014
Day 33
Students arrive. We take them to breakfast then bring them back to the room. Check
homework, if they completed it they get a treat. Have them get ready to start the day.
When finished, review expectations and have students start on seat work.
Announcements on Video- Pledge
Calendar Math: Mr. Sunderland leads the calendar math part.
Basic Facts Practice Sheets
Review Quick Check homework
Take Attendance
Fruit and Veggie
Mathematics:
Topic: 4 Assessment and Topic 5 Pretest
10:30 a.m.
11:05 p.m.
Structural
Analysis
Word Work
Structural Analysis
-less is a suffix that means without
Spelling and Vocabulary Words - hopeless, pointless, toothless, breathless, heartless,
meaningless, meaning, endless, homeless, careless, thought, thoughtless, ageless, blameless,
fearless, harmless, restless, useless, heart, breathless
11:05-11:50
Lunch and
Recess
11:55-12:25
Reading
Block
Social
Studies
Lunch from 11:05- 11:25
Recess 11:25- 11:45
Bathroom Break
Reading Workshop: Mini-Lesson:
We will summarize the stories and show how they completed the Web Diagram for
the stories they read this week.
Explain to them that their task is to look at each of the Web diagrams and
determine which details about the character apply to all the myths.
-
How are the characters in the stories like real people today?
-
Why do you think we still use words that are taken from the characters in these
stories?
Students will write their answer to the Essential Question.
12:2512:55
Specials
Music
1:00- 1:35
Reading
Continue Reading Block
1:35-2:25
Writing
Block
Topic: Narrative/Small Moment-Producing
Focus Lesson: Students will brainstorm many different ideas of their small moment.
See Anchor Chart:- Strategies for Writing Personal Narratives
Independent Work Time/Engagement/Conferencing: Choose One-two small moments that
you would want to produce into work. Write! Write! Write!
Take students to their bus or rides.
2:30
Dismissal