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4th Grade Lesson Plans Week of August 24, 2009Mathematics Block 8:00-9:30

Standard: Mathematics

Day #1 Day #2 Day #3 Day #4 Day #5

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GLE 0406.2.1 Understand place value of numbers from hundredths to the hundred-thousands place.





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Unit 1—Place Value and MoneyChapter 1—Place Value





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T-lead oral review on previous lessons (place value, uses of numbers)T/S- discuss the places of numbers and the value of each- number in a placeT- introduce the various forms of which to write a number. (standard, written,)S-take notes on the 2 formsdiscussed

T-lead oral review on previous lessons (place value—written and standard form, uses of numbers,)T-go over homework grid from previous nightT-introduce the various forms in which to write a number ( expanded and short word) S- take notes

T-lead oral review on previous lessons (place value, uses of numbers)T-go over homework grid from previous nightT/S- teacher will introduce game called digit guess (see Marilyn Burns ATM) the students will use logic to determine a number that only one person knowsT- lead discussion on ways to find the right answer in the fewest tries by using the places.

T-lead oral review on previous lessons (place value, uses of numbers)T-go over homework grid from previous nightT/S- will play a few rounds of the digit guess game (2 or 3 digit numbers) depending on how well the students are progressing using their logic skills.

T-lead oral review on previous lessons (place value, uses of numbers)T-go over homework grid from previous nightT-discuss the use of the math menu and how to rotate between activities. Basic expectations of using a menu.

4th Grade Lesson Plans Week of August 24, 2009Mathematics Block 8:00-9:30

Standard: Mathematics

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Use of number cards or playing cards to put numbers in the correct places. Use Base 10 blocks to show a tangible way of creating a number.Teacher will show numbers written in word form and then students will have to show the number using the cards on the desk. S-will work in pairs.

Paired or Grouped learning—Teacher will show numbers in standard form and students have to show with the cards how much a number is worth. Ex. 345,234—show me how much the 2 is worth using your cards. S- may use the base 10 blocks to visualize how expanded form is written and why?

S- will pair with a partner to practice playing the Digit Guess game and keep a tally of how many guesses each person had to make in order to come up with the correct answer. Students with start with two digit numbers.

S-Roll Em, Chart ‘em—students will roll a die according to the predetermined time set prior to class. —copy the each number down, add commas where or if needed. Place the number on the chart and complete the chart using the various forms discussed throughout the week (standard, written, short word, expanded.

Math Menu—*Digit Guess with a partner*Roll’ Em Chart ‘em*Base it’ Draw it, Write it

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T- will provide the students with numbers in the written form—students will have to write the standard form of each number in the chart provided and construct the number using base 10 blocks and draw them on the chart.

T-on the same chart from the previous day, students will take those numbers and write them in expanded form on chart and short word form. S- may use the base 10 blocks to help in writing the numbers in expanded form.

S- will compete page 7-8 #’s 1-44 and will be graded together once completed.

S- complete page 17-18 #’s 1- 43 and will be graded together once completed.

Math Menu Continued

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Sprial Review Math Grid for the Week of August 24, 2009




No HOMEWORK!!!

4th Grade Lesson Plans Week of August 24, 2009

Reading/Language Arts Block 9:45-11:15Standard: Language


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0401.1.4 Use correct punctuation at the ends of sentences (e.g., period, question mark). SPI 0401.1.4 Identify declarative, interrogative, and exclamatory sentences by recognizing appropriate end marks.

0401.1.4 Use correct punctuation at the ends of sentences (e.g., period, question mark). SPI 0401.1.4 Identify declarative, interrogative, and exclamatory sentences by recognizing appropriate end marks




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Unit 1- Grammar(Types, Compound,Sentence Punctuation)





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T- give oral review on previous lesson taught (sentence, fragment)T- will introduce the first two of the four types of sentences. (declarative, interrogative) students will be given notes or notetaking on the four Guided Practice pg 4 together

T- give oral review on previous lesson taught (sentence, fragment, declarative, interrogative)T-introduce the final two types of sentences (imperative, exclamatory)S- complete workbook page #2 and discuss Guided practice pg 6 together

T- give oral review on previous lesson taught (sentence, fragment, types of sentences) language rap Guided prac. Pg 8T-discuss punctuation used at the end of sentences and introduce conjunctions and compound sentencesS-will complete workbook page #3 and discuss in class together

T- give oral review on previous lesson taught (sentence, fragment, types of sentences, conjunctions, compound sentences) language rapS-will complete workbook page #4 and discuss in class together.Guided Practice page 10--together

T- give oral review on previous lesson taught (sentence, fragment)

4th Grade Lesson Plans Week of August 24, 2009Reading and Language Block 9:45-11;15

Standard: Language

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S-show what type of sentence the teacher reads out by showing on a card the type of sentence. Students will be called on using bear bucks on why it is that type of sentence. Declarative, and Interrogative Kinesthetic activity—divide the classroom into two types of sentence and students have to go the correct type when the teacher reads a sentence. Those who missed it must sit down. Keep going until 1 winner.

S-show what types of sentences the teacher reads out by showing card for teacher to evaluate. Students will be called on using bear bucks and asked why it is that type of sentence—Imperative and Exclamatory Kinesthetic activity—divide the classroom into two types of a sentence and students hve to go the correct type when the teacher reads a sentence. Those who missed it must sit down. Keep going until 1 winner.

S-previous activity with all four cards.S- go through their reading text book in the first story as a group and find sentences that are compound using the conjunctions and, but, or and write on a chart.S- will practice language rap

Kinesthetic activity—divide the classroom into two types of a sentence and students hve to go the correct type when the teacher reads a sentence. Those who missed it must sit down. Keep going until 1 winner.S-will practice language rap.

Kinesthetic activity—divide the classroom into two types of a sentence and students hve to go the correct type when the teacher reads a sentence. Those who missed it must sit down. Keep going until 1 winner.S-will practice language rap.

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Independent practice page 5—Part A, B, C

Independent practice page 7—Part A, B, C

Independent Practice page 9—part A, B, C

Independent Practice page 11—Part A, B, C

Mixed Review page 12-13 Part A, B, C

Weekly Grammar Tests Week 1

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Language Grid for the week of August 24, 2009




NO HOMEWORK!!!!!


Standard: ReadingDay #1 Day #2 Day #3 Day #4 Day #5

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GLE 0401.5.2 Use logic to make inferences and draw conclusions in a variety of oral and written contexts.0401.5.4 Determine the problem in a story, discover its solution, and consider logical alternate solutions. GLE 0401.6.1 Apply skills and strategies to comprehend informational texts (e.g., pre-reading strategies, comprehension strategies).





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Theme: Let’s Explore“The Mystery of the Missing Lunch”





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T-will initiate a discussion found on page 16 and 17. Check background knowledge of students. T-will introduce vocabulary words for the week. Will read The Case of the Blurry Board together and disucss the story—vocabularyT/S will complete a problem/ Solution graphic organizer together after 1st reading.T/S- will create a mystery word flip book as a group

T-review the vocabulary words for the weekT/S will create a riddle me this flip book as a whole groupT/S will discuss the preparation story The Case of the Blurry Road as a reviewS-will use picture clues and writings to make predictions about the storyS-will listen to story on tape and discuss

T-will review vocabulary words for the weekT/S will complete a closed passage using the vocabulary words for the weekT/S- will complete a problem solution graphic organizer together

T-will review vocabulary words for the weekT/S will create a small pictionary using the words from the week.

T/S will play a vocabulary version of Taboo using vocabulary words and word study words


Standard: Reading

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T/S will complete a problem/ Solution graphic organizer together after 1st reading.T/S- will create a mystery word flip book as a group

T/S will create a riddle me this flip book as a whole group

T/S will complete a closed passage using the vocabulary words for the

T/S will create a small pictionary using the words from the week.

T/S will play a vocabulary version of Taboo using vocabulary words and word study words

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Reading workbook A, B, or O page 2—problem or solution

Reading workbook A, B, or O page 1--vocabulary

Reading workbook A, B, or O page 5--Charts

Reading workbook A, B, or O page 4 and 6

Weekly TCAP Format Assessment

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20-30 minutes independent reading (book report and book log)




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Books to be used to small group instruction: Book A- they Mystery of the Lost GlassesBook B—The Case of the Missing ScarfBook C—The Trash DetectivesGroup A—preview the first two chaps. Make predictions about the problem and possible solutions. Discuss—S-will read the first two chapters read and respond fluency pg. 43 M in manual. Skills—Vocabulary, Comprehension

Books to be used to small group instruction: Book A- they Mystery of the Lost GlassesBook B—the case of the Blurry BoardBook C—The Case of the Missing ScarfGroup O- preview and predict read and respond, Fluency in practice bk. Pg 4—pg 43 RVocabulary—create a crossword puzzle using all vocab words.

Group B—preview and predict, read and respond, fluency in practice bk. Pg 4, vocabulary pg. 43 S

Books to be used to small group instruction: Book A- they Mystery of the Lost GlassesBook B—the case of the Blurry BoardBook C—The Case of the Missing ScarfGroup A—Review previous lesson—Discuss problem and solution while finish reading the story. Fluency—do a timed reading discuss with each group member.*Text Feature*Make connections across Texts Compare both storiesPractice!!!

Books to be used to small group instruction: Book A- they Mystery of the Lost GlassesBook B—the case of the Blurry BoardBook C—The Case of the Missing ScarfGroup O- Review previous chapters read. Complete the reading together and discuss the Text feature.—Charts Bring science books—pg 43R Fluency—timed reading*Draw connections between the Basal story and story in group—pg 43 R

Group B- Review previous chapters read. Discuss Chapters read independently or grouped on own time. Fluency—timed reading. Text Feature—Charts—discuss the chart in the student book—pg 43S-- Use reference book to find charts Self-selected Reading-- Discuss story chosen and have students develop a different solution for the problem in one of the books they read for homework

Groups A, B, O—Fluency timed testing on students.

4th Grade Lesson Plans Week of August 24, 2009Morning and End of the day Block 7:45-8:00

Standard: English/ Math3:30-3:45


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GLE 4.1.09 Develop appropriate information skills & study skills to facilitate learning





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ts * Drops in the Bucket—Math ( C20)and Language (C6)

* Drops in the Bucket—Math (C21) and Language (C7)

* Drops in the Bucket—Math( C22) and Language (C8)



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*Daily math Reinforcers—Check ups—individual books pg. 1*Daily Correct the Sentence –Week 1





4th Grade Lesson Plans Week of August 24, 2009Essential Literature Block 12:15-12:30

Standard: Reading


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GLE 4.1.08 Use active comprehension strategies to derive meaning while reading & to check for understanding after reading.





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Chapter 10-12Tales of A Fourth Grade Nothing





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T—review previous chapters discuss story elements of each chapter.T/S—will listen to chapters on tape or read aloudT/S—will discuss the chapter (s) read focusing on the problem and the solution of the chapter or chapters read.

T—review previous chapters discuss story elements of each chapter.T/S—will listen to chapters on tape or read aloudT/S—will discuss the chapter (s) read focusing on the problem and the solution of the chapter or chapters read.T-will introduce the Essential Literature PortfolioT-will go back to chapter 1 and complete a graphic organizer on the story on problem and solution.-

T-review the story focusing on the characters of the story. Display pictures of the two main charactersDiscuss with students what kind of people they were.S-will develop a word for the characters on their demeanor—etc. and place it on the chart.

Becomes Independent Assignments--

Becomes Independent Assignments--

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S-will complete a graphic organizer on Problem and solution on Chapter 2S-will design a cover for their Tales of a Fourth Grade Nothing Portfolio and place it on the cover of their folder.

S-will complete a graphic organizer on Problem and solution on Chapter 3



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S-will go through Chapter 1 and 2—Students will 10 sentences and find 10 fragments and write them.

S-will go through chapter 3 and find 10 Declarative sentences and write them. Must write the pg. number the sentence is found on

S- will read through chapter 4 and write 10 Interrogative sentences. Must write the page number the sentences are found.

S-will read through chapter 5 and write 10 Imperative and 10 Exclamatory sentences. Must right the page number the sentences are found.*Exclamatory sentences—the students may use all 5 chapters to come up with 10.

4th Grade Lesson Plans Week of August 24, 2009Science/Social Studies Block 1:00—2:00

Standard: Science


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GLE 0407.5.1 Analyze physical and behavioraladaptations that enable organisms to survive intheir environment.GLE 0407.5.2 Describe how environmentalchanges caused the extinction of various plantand animal species.





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Animal Science Animal Science Animal Science Animal Science Animal Science

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T/S will discuss the different groups of animals (mammals, birds, etc)

T/S will discuss the different groups of animals (mammals, birds, etc)

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S- will start on animal booklet and their environments

S- will start on animal booklet and their environments

S-continue working on booklet

S-Continue working on booklet

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Same as hands on activitySame as hands on activity

Same as hands on activity Same as hands on activity

4th Grade Lesson Plans Week of August 24, 2009Science/Social Studies Block 1:00—2:00

Standard: Social Studies


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Introduction to Tennessee





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KWL chart of what the students know about TennesseeT- will take students on a tour of the textbookT-students will take a tour of Tennessee through power point presentationT-discuss the difference and similarites of a historian and a scientists

KWL chart of what the students know about Tennesseetour of the textbookT-students will take a tour of Tennessee through power point presentationT-discuss the difference and similarites of a historian and a scientists

Go back over the KWL T-introduce a Tennessee Journal to the students that they will be keeping as their adventure begins.T-will lead discussion on the various symbols for Tennessee

Go back over the KWL T-introduce a Tennessee Journal to the students that they will be keeping as their adventure begins.T-will lead discussion on the various symbols for Tennessee

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*S- will complete a venn diagram chart on historians and scientists

S- will complete a venn diagram chart on historians and scientists

S-will use the computer lab and will be given a state for find the various symbols for their city

S-will use the computer lab and will be given a state for find the various symbols for their city

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