Grade 4 - ELA

Garfield Public Schools

Remote Learning

Lesson Plans

Grade 4 - ELA

MONDAY, MARCH 30, 2020 - Day #11 OBJECTIVES: SWBAT:

• Utilize close reading skills and strategies to read both narrative and informational texts

• Continue to build stamina by reading books on their just right level

• Learn new vocabulary words and use them correctly in writing

• Use context clues to find the meaning of unknown vocabulary words

• Identify and explain the author’s purpose of a text

STANDARD(S): L.4.4.a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. L.4.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic W.4.10. Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. RL.4.10.: By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed. RF.4.4.: Read with sufficient accuracy and fluency to support comprehension. L.4.1.: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. TIME FRAME: Phonics/Word Work: 25 min per day Reading/Grammar/Writing: 75 min per day IXL Practice (ELA/Math): 15 min per day

ACTIVITIES: Phonics/Word Work: Wordly Wise Lesson 7. Students will review the vocabulary words on p. 68-69. Please go to Microsoft Teams “ELA Gr. 4 Mrs. Rudich” and complete Lesson 7A. (Ms.Nigito’s students will type responses up and email them) http://gocfb.weebly.com/uploads/1/3/3/9/13391706/wordly_wise_lesson_7.pdf

Reading: Students will go to the Readworks website and read the article “Get Up and Go Breakfast Boost” and answer the questions. Be sure to answer each open-ended question using RACE response format. Try your best! This will count as a quiz grade. www.readworks.org/student Class code is 5B5Q3V and password is 1234

http://gocfb.weebly.com/uploads/1/3/3/9/13391706/wordly_wise_lesson_7.pdf

http://www.readworks.org/student

Independent Reading: Read a nonfiction book for at least 25 min. You can use Epic if you do not have books at home. After reading please write a short summary of what you read in your notebook. (Ms.Nigito’s students will email her their nonfiction reading responses)

“Grade 4- Math”

Monday, March 30, 2020 DAY # 11 OBJECTIVE:

• Use models to show equivalent fractions.

• Use multiplication to generate equivalent fractions.

STANDARD(S):

4.NF.A.1 - Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. TIME FRAME: This is a simple review from what we were learning before we left school. Video teaching of lesson : 15 minutes Working on skills from Microsoft Teams assignment: 25 minutes IXL and Think Central Activities: 25 minutes

Activity Directions: Students will begin by watching instructional review video on Microsoft Teams to review these skills that were being taught before we left school. Video will consist of construction paper fraction bars including 1 whole, halves, fourths, eighths, thirds, sixths, fifths, and twelfths showing equivalence. Also, showing relationships between generating 4ths into 8ths and 5ths into 10ths. Students will then complete an entrance ticket on microsoft teams in which they must generate equivalent fractions. I will check to see their retention of this material. Students will then complete ixl and think central activities as follows: IXL Lessons: D6 Choose the multiples of a given number up to 12 D7 Identify factors Think Central Equivalent Fractions and Generating Equivalent Fractions quiz *Ms.Nigito’s students will complete one round of multiplication and division skills review on XtraMath.Org *Ms.Nigito’s students will demonstrate understanding of equivalent fractions by drawing and submitting 5 examples of equivalent fractions. All work will be submitted in their virtual notebooks. *Ms.Nigito’s students will complete all assigned work in a timely manner.

“Grades 4 WINN Math with Mrs. Greenhalgh”

OBJECTIVE:

• Students will be able to accurately and fluently master multiplication skills.

STANDARD(S):

• Grade 4.NBT.B: Use place value understanding properties of operations to perform multi-digit arithmetic.

TIME FRAME:

• Monday, Tuesday, Thursday and Friday

Activity Directions:

Please complete this activity in a notebook or a piece of paper.

Be sure to use the School #4 heading!

Continue to practice, write, and study the multiplication number you are on.

When you are starting a number for the first time, remember to…

• Write them all 10x (ten times) each a few times.

• Test yourself.

• Have someone else test you.

Any facts that you are not able to answer correctly (within 3 to 5 seconds) must be…

• Written 20x (twenty times) each.

• Test yourself.


• Once you have mastered the facts you had wrong and wrote them 20x (twenty times)…you may move on to

the next number!!!

Note remember that when you are starting a new number you are working on one number from 0 to 10. Example 0x1,

0x2, 0x3, 0x4 till all mastered

If you are on mixed numbers…

• Continue what we do when beginning new number facts.

• Chose a few from each row 0-12 when you are testing yourself.

• Any that you get wrong, you need to write those 20 x (twenty times) each till you master them!

• In order to master them you need to know the correct answer in 3 seconds.

Remember to practice the multiplication chart that was given to you!

For fun you may want to click on the…

Multiplication Song for Kids/Times Table Song for Kids

https://www.youtube.com/watch?v=D6ajLh0isG8


Differentiation Strategies for Remote Learning

English Language Learners- Bilingual translation, Graphic organizers, Audio books, Working with adult.

Special Education- Graphic organizers, Leveled reader/Activity, Extended time, Highlighter, Partner reading with

adult

At Risk- Anchor charts / graphic organizer, Extended time, Parent communication, Modified assignments, Leveled

readers/Activity

Gifted & Talented- Tiered activities, Independent research / inquiry, Self-directed activities, Leveled readers

“Grade 4- Science”

Monday, March 30, DAY # 11 OBJECTIVE:

Students will understand that magnets interact with each other and with some materials.

Students will understand that iron is the only common metal that sticks to magnets.

Students will understand that magnets are surrounded by an invisible magnetic field, which

acts through space and through most materials.

STANDARD(S):

3-PS2-3 Ask questions to determine cause and effect relationships of electric or magnetic

interactions between two objects not in contact with each other.

4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from

one form to another

3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how

well each is likely to meet the criteria and constructions of the problem.

TIME FRAME: 15 minutes

Activity Directions: *This lesson will continue on Day 12 and Day 13.

Students will log into FossWeb website and watch the video titled, “All about Magnets.” After

watching the video, please respond to the following questions in your notebook. Please use a

clean page and record the date and the title on the top of your page.

1. What materials stick to magnets?

2. What happened when two or more magnets interact?

3. What happens when a piece of iron comes close to or touches a permanent magnet?

To access the video, please go on the Foss Website and log in:

Username: 4Lstudent

Password: 12345678

Once there, click on the Streaming Video tab

Watch the video “All About Magnets” and answer the above questions in your notebook.

Please open a clean page and record the date on the top of your page.

Students will log in to IXL and complete to the following IXL Skills:

Website: https://www.ixl.com/science/grade-4

Username Example: jsmith@garfieldschools

Password: 1234

https://www.ixl.com/science/grade-4

Go to the learning Science, Fourth Grade and complete the following lessons.

Section I. Magnets #1, #2, and #3.

All IXL assignment are Due on Friday

Try your best to reach 80 or higher.

Modification:

Material can read by adult.

An oral response is given by the child, a written response is provided by an adult

copy. *Ms. Nigito’s students will have an extended deadline for IXL assignments 1,2,3 on magnets due on Friday, April 3rd.

“Grade 4 – Social Studies”

Monday, March 30th, DAY #11 OBJECTIVE:

Students will know about the rights guaranteed in the Constitution and Bill of Rights and New Jersey’s role in

creating those documents.

Use IXL to answer questions based on important events in history.

STANDARD(S):

6.1.4. A.2 Explain how rights guaranteed by the US Constitution and the Bill of Rights contribute to American democracy. 6.1.4. D.4 Explain how key events led to the creation of the US and NJ. 6.1.4. D.5 Relate key historical documents to represent-day government and citizenship. RI.4.1: Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.



Read Chapter 3, Lesson 4: “A New Nation a New State.” Students will utilize close reading skills and

strategies to read informational text.

Students will write the definition of the vocabulary words in their notebook.

Constitution, democracy, amendment, ratify, rights, and due process

Please review the study guide for a test on Friday, April Wednesday April 8th.

Students will log into IXL and complete to the following IXL Skills.

Website: https://www.ixl.com/social-studies/grade-4

Username Example :jsmith@garfieldschools

Password: 1234

Go to the learning Social Studies, Fourth Grade and complete the following lessons:

Section K. Government #3, #4 & #5

Try your best to earn 80 or higher!

All IXL assignments are DUE on Friday

Modification:

https://www.ixl.com/social-studies/grade-4


An oral response is given by the child, a written response is provided by an adult copy. *Ms.Nigito’s students will type up their definitions and email them directly to her. *Ms.Nigito’s students are only required to complete IXL assignment #3 due on Friday!

“Grade 4– Music”

Week of March 30, 2020 OBJECTIVE: Composing a melody – Knowing the parts of a musical score

Students will be able to identify the staff, treble clef, meter sign, measure

Students will know the time value of whole, half, quarter and eighth notes

Students will know where D, E, G, A, B, C and high D are placed on the treble clef staff

Standard(s) 1.1.5.B.1 Identify the elements of music in response to aural prompts and printed

music notational systems

1.1.5.B.2: Demonstrate the basic concepts of meter, rhythm, tonality intervals, chords and melodic

and harmonic progressions and differentiate basic structures

TIME FRAME: One 40- minute period


• Watch Writing a Song https://www.youtube.com/watch?v=1nnAb2GVBzA

• On a plain piece of paper, make a staff

• Put a treble clef at the beginning

• Put a meter sign (4/4) after the treble clef (it should look like a fraction)

• Put in bar lines to make 4 measures

• Draw an arrow to and label each element of your notation (staff, treble clef, meter sign,

bar line, measure)

• Complete the rhythm and pitch review below

Rhythm Review

A quarter note gets _____beat of sound

Two eighth notes get _____ beat of sound

A half note gets ______ beats of sound

https://www.youtube.com/watch?v=1nnAb2GVBzA

A whole note gets _____beats of sound

Pitch Review B is on line ______ of the staff

G is on line ______ of the staff

E is on line _______ of the staff

A is in space _____ of staff

D is in the space below note _____ on the staff

High C is on space ____ of the staff

High D is on line _____ of the staff

Differentiation Strategies for Remote Learning English Language Learners- Bilingual translation, Graphic organizers, Audio books, Working with

adult. Special Education- Graphic organizers, Leveled reader/Activity, Extended time, Highlighter, Partner

reading with adult

At Risk- Anchor charts / graphic organizer, Extended time, Parent communication, Modified

assignments, Leveled readers/Activity

Gifted & Talented- Tiered activities, Independent research / inquiry, Self-directed activities, Leveled

readers


Remote Learning

Lesson Plans

Grade 4 - ELA

TUESDAY, MARCH 31, 2020 – Day #12 OBJECTIVES: SWBAT:





• Identify cause and effect

STANDARD(S): L.4.4.a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. L.4.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic W.4.10. Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. RL.4.10.: By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed. RF.4.4.: Read with sufficient accuracy and fluency to support comprehension. L.4.1.: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. RI.4.1. Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. RI.4.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI.4.8. Explain how an author uses reasons and evidence to support particular points in a text.

TIME FRAME: Phonics/Word Work: 25 min per day Reading/Grammar/Writing: 75 min per day IXL Practice (ELA/Math): 15 min per day

ACTIVITIES: Phonics/Word Work: Wordly Wise Lesson 7. Please go to Microsoft Teams “ELA Gr. 4 Mrs. Rudich” and complete Lessons 7B and 7C. Please study vocabulary

definitions for a test on Friday. (Ms.Nigito’s students are required to submit their work via Microsoft Teams. Responses must be typed up.) http://gocfb.weebly.com/uploads/1/3/3/9/13391706/wordly_wise_lesson_7.pdf

Reading: Students will go to the Readworks website and read the article “Frogs at Risk” and answer the questions. Be sure to answer each open-ended question using RACE response format. Try your best! This will count as a quiz grade. www.readworks.org/student Class code is 5B5Q3V and password is 1234



Reading Practice: Students will go to www.ixl.com Find Grade 4 Language Arts. Look under Reading Strategies, section D, Text Structure. Please complete #3 “Match Causes and Effects in Informational Texts” (Shortcut: Type Z9L in search box to find the section as well) Try your best to get a smart score of 80! Independent Reading: Read a nonfiction book for at least 25 min. You can use Epic if you do not have books at home. After reading please write a short summary of what you read in your notebook. (Ms. Nigito’s students are required to type responses

http://www.ixl.com/

“Grade 4 - Math”

Tuesday, March 31, 2020 DAY # 12 OBJECTIVE: Write and identify equivalent fractions in simplest form.

STANDARD(S):

4.NF.A.1 - Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even

though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

TIME FRAME: This is a simple review from what we were learning before we left school. Video teaching of lesson : 15 minutes Working on skills from Microsoft Teams assignment: 25 minutes IXL and Think Central Activities: 25 minutes

Activity Directions: Students will begin by watching instructional review video on Microsoft Teams to review these simplest form skills that were being taught before we left school. Video will consist of construction paper fraction bars from yesterday’s video lesson and showing how the larger the numbers, the smaller the pieces until you cannot get the pieces any smaller. Relationship of numbers and multiples of numbers are also important in this lesson. Students will then complete an entrance ticket on microsoft teams in which they must understand simplest form fractions. I will check to see their retention of this material. Students will then complete ixl and think central activities as follows: IXL Lessons: E18 – Divisibility Rules Think Central Simplest Form Assignment

* *Ms.Nigito’s students will complete one round of multiplication and division skills review on XtraMath.Org *Ms.Nigito’s students will demonstrate understanding of equivalent fractions by drawing and submitting 5 examples of equivalent fractions. All work will be submitted in their virtual notebooks. *Ms.Nigito’s students will complete all assigned work in a timely manner.


Tuesday, March 31, DAY # 12 OBJECTIVE:

Students will continue to understand that magnets interact with each other and with some

materials.

Students will continue to understand that iron is the only common metal that sticks to magnets.

Students will continue to understand that magnets are surrounded by an invisible magnetic

field, which acts through space and through most materials.

STANDARD(S):




one form to another



TIME FRAME: 15 minutes Activity Directions: *This lesson will continue on Day 13.








Username: 4Lstudent

Password: 12345678







Password: 1234





Modification:


An oral response is given by the child, a written response is provided by an adult

copy. *Ms. Nigito’s students will have an extended deadline for IXL assignments 1,2,3 on magnets due on Friday, April 3rd.


Tuesday, March 31st, DAY # 12 OBJECTIVE:


Students will know about the rights guaranteed in the Constitution and Bill of Rights and New Jersey’s role in creating those documents. Use IXL to answer questions based on important event in history.

STANDARD(S):

6.1.4. A.2 Explain how rights guaranteed by the US Constitution and the Bill of Rights contribute to American democracy. 6.1.4. D.4 Explain how key events led to the creation of the US and NJ. 6.1.4. D.5 Relate key historical documents to represent-day government and citizenship. RI.4.1: Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. W.4.2 Write informative/text explanatory text to examine a topic and convey ideas and information clearly.


Activity Directions: *This lesson will continue on Day 13. Students will read Chapter 3, Lesson 4, “A New Nation a New State,” and answer the OPEN-ENDED questions in their notebook. Please be sure to restate the question and use RACE when needed. Utilize close reading skills and strategies to read informational text. Please review the study guide for a test on Wednesday April 8th. Students will log in to IXL and complete to the following IXL Skills: Website: https://www.ixl.com/social-studies/grade-4 Username Example:jsmith@garfieldschools Password: 1234 Go to the learning Social Studies, Fourth Grade and complete the following lessons: Section K. Government #3, #4 & #5 Try your best to earn 80 or higher! All the IXL assignments are DUE on Friday.

Modification:


An oral response is given by the child, a written response is provided by an adult copy.

“Phys Ed”

March 31, 2020 OBJECTIVE: Students will be able to attend to appropriate types and amounts of physical activity to

enhance personal health.

STANDARD(S):

2.6.4.A.1 Determine the physical, social, emotional, and intellectual benefits of regular physical

activity.

2.6.4.A.2 Participate in moderate to vigorous age-appropriate activities that address each component

of health-related and skill-related fitness.

2.6.4.A.3 Develop a health-related fitness goal and track progress using health/fitness indicators.


TIME FRAME:21 minutes a day

Activity Directions: Each day has its own workout. Please find a clean, safe area to exercise. Please

rest in between exercises.

Do the exercise for 1-minute and then take a 1-minute rest after each exercise before moving onto

the next exercise. Repeat

-jumping jacks -squats -push ups

-mountain climbers -High knees in place


adult.

Special Education- Graphic organizers, Leveled reader/Activity, Extended time, Highlighter, Partner

reading with adult




readers


Remote Learning

Lesson Plans

Grade 4- ELA

WEDNESDAY, APRIL 1, 2020 - Day #13 OBJECTIVE: SWBAT:





• Identify character traits

STANDARD(S): L.4.4.a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. L.4.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic W.4.10. Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

RL.4.10.: By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed. RF.4.4.: Read with sufficient accuracy and fluency to support comprehension. L.4.1.: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. RI.4.1. Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. RI.4.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI.4.8. Explain how an author uses reasons and evidence to support particular points in a text.


ACTIVITIES: Phonics/Word Work: Wordly Wise Lesson 7. Please go to Microsoft Teams “ELA Gr. 4 Mrs. Rudich” and complete Lesson 7D and write 15 sentences using the vocabulary words in your Teams notebook. Please study vocabulary definitions for a test on Friday. (Ms.Nigito’s students will type responses up and email them) http://gocfb.weebly.com/uploads/1/3/3/9/13391706/wordly_wise_lesson_7.pdf

Reading: Students will go to the Readworks website and read the article “Deep Sea Search” and answer the questions. Be sure to answer each open-ended question using RACE response format. Try your best! This will count as a quiz grade. www.readworks.org/student Class code is 5B5Q3V and password is 1234 Independent Reading: Read a nonfiction book for at least 25 min. You can use Epic if you do not have books at home. After reading please write a short summary of what you read in your notebook. (Ms.Nigito’s students will type responses up and email them)




Wednesday, April 1, 2020 DAY # 13 OBJECTIVE: Use equivalent fractions to represent a pair of fractions as fractions with a common denominator.

STANDARD(S):

4.NF.A.1 - Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

TIME FRAME: This is a review of what we learned right before we left school. Looking for retention. Video teaching of lesson : 15 minutes Working on skills from Microsoft Teams assignment: 25 minutes IXL and Think Central Activities: 25 minutes

Activity Directions: Students will begin by watching instructional review video on Microsoft Teams to review the common denominator skills that were being taught before we left school. Video will consist of finding relationships between numbers as well as multiples of numbers being important in this lesson. Step by step instruction will be given of listing multiples and finding the least common multiples and then generating equivalent fractions for each. Students will then complete an entrance ticket on microsoft teams in which they must understand common denominators of fractions. I will check to see their retention of this material. Students will then complete ixl and and exit ticket for lessons 6.1-6.4: IXL Lessons: P6 Graph equivalent fractions on a number line. (Hint: find the equivalent fraction using the comparison denominator and then plot) Exit Ticket in Microsoft Teams reviewing to assess retention of lessons 6.1-6.4 *Ms.Nigito’s students will complete one round of multiplication and division skills review on XtraMath.Org *Ms.Nigito’s students will demonstrate understanding of equivalent fractions by drawing and submitting 5 examples of equivalent fractions. All work will be submitted in their virtual notebooks. *Ms.Nigito’s students will complete all assigned work in a timely manner.


Wednesday, April 1, DAY # 13 OBJECTIVE:


materials.

Students will continue to understand that iron is the only common metal that sticks to magnets.

Students will continue understand that magnets are surrounded by an invisible magnetic field,

which acts through space and through most materials.

STANDARD(S):




one form to another












Username: 4Lstudent

Password: 12345678







Password: 1234





Modification:



An oral response is given by the child, a written response is provided by an

adult copy. *Ms. Nigito’s students will have an extended deadline for IXL assignments 1,2,3 on magnets due on Friday, April 3rd.


Wednesday, April 1, DAY #13 OBJECTIVE:

Students will continue to learn about the rights guaranteed in the Constitution and Bill of Rights and New

Jersey’s role in creating those documents.


STANDARD(S):

6.1.4. A.2 Explain how rights guaranteed by the US Constitution and the Bill of Rights contribute to American democracy. 6.1.4. D.4 Explain how key events led to the creation of the US and NJ. 6.1.4. D.5 Relate key historical documents to represent-day government and citizenship. RI.4.1: Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.



Read Chapter 3, Lesson 4: “A New Nation a New State.” Students will utilize close reading skills and

strategies to read informational text.

Continue to work on the open-ended questions. Please be sure to restate the question and use RACE when

needed.

Students will write the definition of the vocabulary words in their notebook.

Constitution, democracy, amendment, ratify, rights, and due process

Please review the study guide for a test on Friday, April 3rd.

Students will log into IXL and complete to the following IXL Skills.


Username Example :jsmith@garfieldschools

Password: 1234


Section K. Government: #3, #4 & #5


All IXL assignments are DUE on Friday.

Modification:


An oral response is given by the child, a written response is provided by an adult copy. *Ms.Nigito’s students will type up their definitions and email them directly to her. *Ms.Nigito’s students are only required to complete IXL assignment #3 due on Friday!


“Art”

Week of April 6th OBJECTIVE: .

STANDARD(S):

TIME FRAME: Activity Directions:


Remote Learning

Lesson Plans

Grade 4 - ELA

THURSDAY, APRIL 2, 2020 - Day #14 OBJECTIVES: SWBAT:






TIME FRAME: Phonics/Word Work: 25 min per day

Reading/Grammar/Writing: 75 min per day IXL Practice (ELA/Math): 15 min per day

ACTIVITIES: Phonics/Word Work: Wordly Wise Lesson 7. Please go to Microsoft Teams “ELA Gr. 4 Mrs. Rudich” and complete Lesson 7E. Please answer the questions in complete sentences. This will count as a test grade so try your best! Please study

vocabulary definitions for a test on Friday. (Ms.Nigito’s students will type responses up and email them) http://gocfb.weebly.com/uploads/1/3/3/9/13391706/wordly_wise_lesson_7.pdf

Grammar Practice: Students will go to www.ixl.com Find Grade 4 Language Arts. Look under Grammar and Mechanics, section RR, Contractions. Please complete #2 “Contractions with Not” (Shortcut: Type XNV in search box to find the section as well) Try your best to get a smart score of 80! Independent Reading: Read a nonfiction book for at least 25 min. You can use Epic if you do not have books at home. After reading please write a short summary of what you read in your notebook. (Ms.Nigito’s students will type responses up and email them)


http://www.ixl.com/

“Grade 4- Math”

Thursday, April 2, 2020 DAY # 14 OBJECTIVE: Use the strategy make a table to solve problems using equivalent fractions.

STANDARD(S):

4.NF.A.1 - Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. TIME FRAME: Video teaching of lesson : 15 minutes Working on skills from Microsoft Teams assignment: 25 minutes IXL and Think Central Activities: 25 minutes


• Students will begin by watching instructional review video on Microsoft Teams to review using the strategy of making a table when finding equivalent fractions that were being taught before we left school. My video will consist of creating different tables to complete equivalent fraction word problems.

• Next, students must watch interactive student edition in think central. Steps are as follows:

• Login to think central

• My library

• Yellow interactive student edition G4

• Chapter 6

• Lesson 6.5

• Watch video in its entirety

• Complete math trainer practice and homework on video Next, students will respond on Microsoft Teams with their responses to wkbk. Pgs. 355 and 356. To get there head to:

• My library

• Yellow interactive Go Math student edition ebook Gr 4

• Right on top of the page on the black bar it will say go to pg . This is when you type in pgs. 355 and it will take you there.

• Next, have students open their microsoft teams assignment to respond with the correct answer to each question.

No ixl or think central assignments today.

*Ms.Nigito’s students will complete one round of multiplication and division skills review on XtraMath.Org All work will be submitted in their virtual notebooks. *Ms.Nigito’s students will complete all assigned work in a timely manner.


Thursday, April 2, DAY # 14 Objective:

Student will understand that magnets interact with each other and with some materials. Students will understand that like poles of magnets repel each other, the opposites attract. Students will understand that magnets are surrounded by an invisible magnetic field, which

acts through space and through most materials STANDARD(S):




one form to another




Activity Directions: *This lesson will continue on Day 15, Day 16, and Day 17 Students will log into FossWeb.com and watch the interactive activity “Magnets Pole.”

-Students you will test the magnetic poles of magnets to determine when an unlabeled end of

magnets is a north or south pole .Using the rule of the opposite poles attract, like poles repel,

you will label bar magnets , horseshoe magnets, doughnut magnets, and two unlabeled bar

magnets. As you watch the video, please review the Vocabulary Words: attract, compass, force,

gravity, induced magnetism, interact, magnet field, opposite, permanent magnet,

temporary magnet, south pole, north pole, repel, and magnet.

You may write the definition of the vocabulary test on your notebook.

After watching the interactive activity, click on the “Magnets Pole Quiz” and take the quiz.

To access the video, please go on the Foss Website and log in: https://www.fossweb.com/

Username: 4Lstudent

Password: 12345678 Once there, click on the Tutorial tab (on the first column). Then click on “Magnetic Poles” After completing the activity, click on “Magnets Pole Quiz”

You can take the quiz more than once. When you are satisfied with the score, take a picture

and email it to me. I would love to see how well you did.

Students will log in to IXL and complete to the following IXL Skills: Website: https://www.ixl.com/science/grade-4 Username Example: jsmith@garfieldschools Password: 1234


https://www.fossweb.com/



Thursday, APRIL 2, 2020 - Day #14 OBJECTIVE:

Students will be able to understand how science and technology affected New Jersey’s growth

and development in the early 1800s

Use IXL to answer questions based on important event in history.

STANDARD(S):

6.1.4. C.12 Evaluate the impact of ideas, inventions, and other contributions of prominent

figures who lived New Jersey.

6.1.4. C.15 Describe how the development of different transportation systems impacted the

economies of New Jersey and the United States.

6.1.4. C.16 Explain how creativity and innovation resulted in scientific achievement and

inventions. 6.1.4. C.17 Determine the role of science and technology in the transition from an

agricultural society to an industrial society.

6.1.4. C.18 Explain how communication systems has led to increased collaboration and the

spread of ideas.

RI.4.1: Refer to details and examples in a text and make relevant connections when explaining

what the text says explicitly and when drawing inferences from the text.

TIME FRAME:

15 minutes

Activity Directions: *This lesson will continue on Day 15, Day 16, and Day 17.

Read Chapter 3, Lesson 5: “New Jersey Develops.” Students will utilize close reading skills

and strategies to read informational text.

Students will write the definition of the vocabulary words in their notebooks.

Next students will answer the open-ended questions in their notebook. Please be sure to restate

the questions and use RACE when needed.

Geology, turnpike, canal, census, and reform




Password: 1234


Section K. Government #3, #4 & #5 Try your best to earn 80 or higher!


Modification:




“Grade – Physical Education”

Thursday, April 2, 2020

OBJECTIVE: Students will be able to attend to appropriate types and amounts of physical activity to enhance personal health.

STANDARD(S): 2.6.4.A.1 Determine the physical, social, emotional, and intellectual benefits of regular physical

activity.




TIME FRAME: 21 minutes of physical activity per day

Activity Directions: Each day has its own workout. Please find a clean, safe area to exercise. Please rest in between

exercises.

Do the exercise for 1-minute and then take a 1-

minute rest after each exercise before moving

onto the next exercise. Repeat



-jump in place: 1 min

-squats: 10 -crunches: 10

-mountain climbers: 10 -lunges: 10 each leg

-Take a 2 min rest and repeat


English Language Learners- Bilingual translation, Graphic organizers, Audio books, Working with

adult.

Special Education- Graphic organizers, Leveled reader/Activity, Extended time, Highlighter, Partner reading with adult




readers


Remote Learning

Lesson Plans

Grade 4- ELA

FRIDAY, APRIL 3, 2020 - Day #15 OBJECTIVES: SWBAT:







ACTIVITIES: Phonics/Word Work: Please go on Microsoft Teams to complete Wordly Wise Lesson 7 Test. (Ms.Nigito’s students will type responses up and email them) Grammar Practice: Students will go to www.ixl.com Find Grade 4 Language Arts. Look under Grammar and Mechanics, section II, Nouns. Please complete #2 “Identify Nouns” and under section KK, Verbs: complete #2 “Identify Action Verbs” (Shortcut: Type GVL and XP9 in search box to find the sections as well) Try your best to get a smart score of 80!

http://www.ixl.com/

Independent Reading: Read a nonfiction book for at least 25 min. You can use Epic if you do not have books at home. After reading please write a short summary of what you read in your notebook. (Ms.Nigito’s students will type responses up and email them)


Friday, April 3, 2020 DAY # 15 OBJECTIVE: Compare fractions using benchmarks.

STANDARD(S): 4.NF.A.2- Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1_ 2 . Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, = , or <, and justify the conclusions, e.g., by using a visual fraction model.

TIME FRAME: Video teaching of lesson : 15 minutes Working on skills from Microsoft Teams assignment: 25 minutes IXL and Think Central Activities: 25 minutes


• Students will begin by watching instructional review video on Microsoft Teams understand ½ benchmarks. Video will consist of a number line. Show many fractions that could be displayed as ½ and then distinguish what other fractions would come before ½ or after ½.

• Students will then complete pg. 360 as I go over it in the video. Please go to student edition in my library and type in pg. 360 to follow along in the video.

• Complete microsoft teams practice page assignment.

• Create an email to me developing your own word problem using fraction benchmarks like all of the activities we just did above. Next, draw your matching model AND number line that supports your answer. Attach the picture to your email.


Friday, April 3, DAY # 15 Objective:

Student will continue to understand that magnets interact with each other and with some

materials.

Students will continue to understand that like poles of magnets repel each other, the opposites

attract.


field, which acts through space and through most materials

STANDARD(S):




one form to another



TIME FRAME: 15 minutes Activity Directions: *This lesson will continue on Day 16 and Day 17

Students will log into FossWeb.com and watch the interactive activity “Magnets Pole.”

Students you will test the magnetic poles of magnets to determine when an unlabeled end of





temporary magnet, south pole, north pole, repel, and magnet.

You may write the definition of the vocabulary test on your notebook.


To access the video, please go on the Foss Website and log in: https://www.fossweb.com/ Username: 4Lstudent

Password: 12345678 Once there, click on the Tutorial tab (on the first column). Then click on “Magnetic Poles”

After completing the activity, click on “Magnets Pole Quiz” You can take the quiz more than once. When you are satisfied with the score, take a picture







Password: 1234 Go to the learning Science, Fourth Grade and complete the following lessons. Section I. Magnets #1, #2, and #3.


Friday, APRIL 3, 2020 - Day #15 OBJECTIVE:

Students will continue to understand how science and technology affected New Jersey’s

growth and development in the early 1800s

Use IXL to answer questions based on important event in history.

STANDARD(S):









spread of ideas.



TIME FRAME:

15 minutes

Activity Directions: This lesson will continue on Day 16 and Day 17.




Students will answer the OPEN-ENDED questions in their notebooks. Please be sure to

restate the question and use RACE when needed.


Please use the study guide, that you received before school closure to study for a test on

chapter 3: An Independent Country. The test is on Wednesday April 8th.




Password: 1234


Section K. Government #3, #4 & #5 Try your best to earn 80 or higher!


Modification:




“Computers” Grade 4

Day #15 4.3.2020 (week of 3.30) OBJECTIVES: 1. Watch a video on Cape May County Zoo or Cincinnati Zoo website about an animal that they choose for the day. List 5 facts that you have learned about that animal. 2. Demonstrate sufficient command of keyboarding skills using the online program typing.com.

STANDARD(S): 8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. 8.1.5.A.2 Format a document using word processing to enhance text and include graphics, symbols, and/or pictures.

TIME FRAME: 2 weeks

Activity #1 Directions (This should take you 30-40 minutes): https://www.capemaycountynj.gov/1008/Park-Zoo Go to Education Go to Virtual Zoo School Scroll Down to the daily video http://cincinnatizoo.org/ Go to the SEARCH Type in Home Safari Resources Click on it and scroll down to the daily animal video Watch the video from either zoo about the animal that the zoo chooses to show off for that day. Use Microsoft Word (or a similar word processing program) to type the name of the zoo that you chose, the name of the animal, the day it was shown and 5 facts that you learned about the animal. Insert a picture of the animal.

Students can either email their finished product, or if it’s completed on paper, a picture can be sent via email to [email protected]. I have set up TEAMS so students are able to submit from there.

If students do not have access to Microsoft Word or a similar word processing program, this should be written and drawn on an 8 ½ x 11 paper.

Activity #2 Directions (Type for about 10-20 minutes):

I have set up a "Team" for each class in 4th Grade. Once you join my team click on the file link. This will have a document for usernames and passwords for typing.com. I will be able to track your progress. Once you log in to www.typing.com, if you are not prompted to change your password, please go to the gear in the top righthand corner and change your password.

https://www.capemaycountynj.gov/1008/Park-Zoo

http://cincinnatizoo.org/

mailto:[email protected]

Please make it your grade, class and your birth month. 4doctober or 4rseptember remember it is case sensitive - make it ALL lowercase.


Remote Learning

Lesson Plans

Grade 4 - ELA

MONDAY, APRIL 6, 2020 - Day #16 OBJECTIVE: SWBAT:





• Write persuasive essays and describe their opinion about a topic

STANDARD(S): W.4.1 Write opinion pieces on topics supporting a point of view with reasons and information. L.4.4.a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. L.4.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic W.4.10. Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. RL.4.10.: By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed. RF.4.4.: Read with sufficient accuracy and fluency to support comprehension. L.4.1.: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. RI.4.1. Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. RI.4.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI.4.8. Explain how an author uses reasons and evidence to support particular points in a text.


ACTIVITIES:

Phonics/Word Work: Students will go to www.ixl.com Find Grade 4 Language Arts. Look under Vocabulary, section W, Prefixes and Suffixes. Please complete #8 “Determine the Meaning of Words with Prefixes and Suffixes” (Shortcut: Type VZH in search box to find the section as well) Try your best to get a smart score of 80! Writing: This week we will be working on writing persuasive essays. Choose one topic from the list that you would like to write about. Complete the graphic organizer “Opinion Writing” in your notebook. (Ms.Nigito’s students will type responses up and email them) Independent Reading: Read a fiction book for at least 25 min. You can use Epic if you do not have chapter books at home. After reading please write a short summary of what you read in your notebook. (Ms.Nigito’s students will type responses up and email them)

http://www.ixl.com/

“Grade 4- Math”

Monday, April 6, 2020 DAY # 16 OBJECTIVE: Lesson 6.7

• Compare fractions by first writing them as fractions with a common numerator or a common denominator.

STANDARD(S): 4.NF.A.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1_ 2 . Recognize that comparisons are valid only when the two fractions refer to the same whole. Record

the results of comparisons with symbols >, =, or ,< and justify the conclusions, e.g., by using a visual fraction model.

TIME FRAME: Video teaching of lesson : 15 minutes Video of interactive math lesson and assignment: 15 minutes Working on skills from Microsoft Teams assignment: 25 minutes


• Students will begin by watching my instructional video on Microsoft Teams based on common denominators from lesson 3. Only now once we create the common denominators, we will now be able to compare them using <, >, =. On the video, I will pull up creating common denominators by using the least common multiple and create an equivalent fraction and show just how we can express which fraction is greater than, less than, or equal to through a word problem.

• Students will then complete interactive math lesson from their library. After clicking on it, go to chapter 6, lesson 6.7 compare fractions and watch. Complete practice and homework assignments at completion of video.

• Next, complete Microsoft Teams assignment that will coincide with pgs. 368, 369, and 370.

“Grades 4 WINN Math with Mrs. Greenhalgh”

OBJECTIVE:

• Students will be able to accurately and fluently master multiplication skills.

STANDARD(S):

• Grade 4.NBT.B: Use place value understanding properties of operations to perform multi-digit arithmetic.

TIME FRAME:

• Monday, Tuesday, Thursday and Friday


Please complete this activity in a notebook or a piece of paper.

Be sure to use the School #4 heading!

Continue to practice, write, and study the multiplication number you are on.

When you are starting a number for the first time, remember to…

• Write them all 10x (ten times) each a few times.

• Test yourself.


Any facts that you are not able to answer correctly (within 3 to 5 seconds) must be…

• Written 20x (twenty times) each.

• Test yourself.


• Once you have mastered the facts you had wrong and wrote them 20x (twenty times)…you may move on to

the next number!!!

Note remember that when you are starting a new number you are working on one number from 0 to 10. Example 0x1,

0x2, 0x3, 0x4 till all mastered

If you are on mixed numbers…

• Continue what we do when beginning new number facts.

• Chose a few from each row 0-12 when you are testing yourself.

• Any that you get wrong, you need to write those 20 x (twenty times) each till you master them!

• In order to master them you need to know the correct answer in 3 seconds.

Remember to practice the multiplication chart that was given to you!

For fun you may want to click on the…

Multiplication Song for Kids/Times Table Song for Kids



English Language Learners- Bilingual translation, Graphic organizers, Audio books, Working with adult.

Special Education- Graphic organizers, Leveled reader/Activity, Extended time, Highlighter, Partner reading with

adult

At Risk- Anchor charts / graphic organizer, Extended time, Parent communication, Modified assignments, Leveled

readers/Activity

Gifted & Talented- Tiered activities, Independent research / inquiry, Self-directed activities, Leveled readers



Monday, April 6, DAY # 16 Objective:


materials.


attract. Students will continue to understand that magnets are surrounded by an invisible magnetic


STANDARD(S):




one form to another




Activity Directions: *This lesson will continue on Day 17.







temporary magnet, south pole, north pole, repel, and magnet. You may write the definition of the vocabulary test on your notebook.


To access the video, please go on the Foss Website and log in: https://www.fossweb.com/

Username: 4Lstudent

Password: 12345678 Once there, click on the Tutorial tab (on the first column). Then click on “Magnetic Poles” After completing the activity, click on “Magnets Pole Quiz”

You can take the quiz more than once. When you are satisfied with the score, take a picture


Students will log in to IXL and complete to the following IXL Skills: Website: https://www.ixl.com/science/grade-4 Username Example: jsmith@garfieldschools Password: 1234






Monday, APRIL 6, 2020, Day #16 OBJECTIVE:




STANDARD(S):









spread of ideas.



TIME FRAME:

15 minutes

Activity Directions: *This lesson will continue on Day 17.








chapter 3: An Independent Country. The test is on Wednesday April 8th.




Password: 1234


Section D. The Civil War and Reconstruction #1 & #4


All IXL assignments are DUE on Thursday


Modification:



“Grade 4– Music”

Week of April 6, 2020 Objective: Student will be able to write 4 measures of music using half, quarter and eighth notes;

pitches B, A, G, low E and low D of the treble clef

STANDARD(S):

1.1.5.B.1 Identify the elements of music in response to aural prompts and printed music notational

systems

1.1.5.B.2: Demonstrate the basic concepts of meter, rhythm, tonality intervals, chords and melodic

and harmonic progressions and differentiate basic structures

TIME FRAME: One 40- minute period

ACTIVITY: For review, watch the video on writing music again


On plain paper, write a staff. Put a treble clef at the beginning. Put a 4/4(in the music it looks like a

fraction – 4 over 4). Put in bar lines to make 4 measures.

Write 4 measures of music in 4/4 time.

For the rhythm:

• Use quarter notes (ta), half notes (ta ah) and eighth notes (ti ti). Example patterns are ta ta ti

ti ta; ta-ah ti ti ti ti. Remember each measure need to equal 4 beats. Check your math.

For the melody:

• Use B (line 3), A (space 2) and G (line) low E (line 1) and low D (space below line 1). For

example if your rhythm pattern is ta ta ti ti ta, your could write a ta -B, ta- G, ti ti- DD and ta-

G. Look at Old MacDonald if you need some review.

• Make sure you are neat. Someone else needs to be able to read it and play it

• If you have your recorder, play your song

If using all 5 notes is too difficult, use only B (line 3), A(space 2), and G(line 2)

If you want a challenge, you may use notes high C space 3) and high D (line 4) in your song.

Do not use rests. I want you to have practice reading and playing notes



adult.

Special Education- Graphic organizers, Leveled reader/Activity, Extended time, Highlighter, Partner

reading with adult




readers

“Instrumental Music”

Week of April 6th OBJECTIVE: Students will be able to play up to exercise #24 in Tradition of Excellence book and play through Concert Bb Scale.

STANDARD(S): 9.1A 9.4C4

TIME FRAME: Students should be practicing a minimum of 15 minutes per day.

Activity Directions: Practice playing exercises up to #24 in music book. If you were assigned the Bb scale sheet, practice that as well. On our lesson day (Thursday) please record yourself playing. This

can be done with any smart phone using the voice memo app. Email me the recording at [email protected] so I can assess your playing and give you feedback.

Differentiation Strategies for Remote Learning If you need to hear examples of the notes, there is a CD that comes with the book.

Grade 4 - ELA

TUESDAY, APRIL 7, 2020 - Day #17 OBJECTIVE: SWBAT:








ACTIVITIES: Phonics/Word Work: Students will go to www.ixl.com Find Grade 4 Language Arts. Look under Vocabulary, section Y, Compound Words. Please complete #2 “Form Compound Words” (Shortcut: Type JSG in search box to find the section as well) Try your best to get a smart score of 80!

mailto:[email protected]

http://www.ixl.com/

Writing: Begin your rough draft of your persuasive essay in your notebook. Make sure to include a strong opening and include at least three reasons why you feel so strongly about the topic you chose. Essay must be 5 paragraphs (opening, one paragraph on each reason, and a closing). You will work on this rough draft today and tomorrow. Independent Reading: Read a fiction book for at least 25 min. You can use Epic if you do not have chapter books at home. After reading please write a short summary of what you read in your notebook.

“Grade 4- Math”

Tuesday, April 7, 2020 DAY # 17 OBJECTIVE: Lesson 6.8

• Compare and order fractions.

STANDARD(S): 4.NF.A.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1_ 2 . Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or ,< and justify the conclusions, e.g., by using a visual fraction model.

TIME FRAME: Video teaching of lesson : 15 minutes Microsoft Teams assessment: 15 minutes Creating a Word Problem and Coordinating model and number line : 25 minutes Ixl Assignment: 20 minutes


• Students will begin by watching my instructional video on Microsoft Teams based on <, >, =. Using a word problem as an opener, we will first turn the comparison fractions by finding a common denominator first, then creating an equivalent fraction, and then being able to compare and order them. This is an extension of lesson 6.3 and 6.7.

• Students will complete Microsoft Teams assessment.

• Students must then email me with another word problem that is going to compare three different fractions with unlike denominators. Once they have created a problem, they must then solve it with a model and a number line and send a picture to me.

• Ixl Assignment P 18- Compare fractions


Tuesday, April 7, DAY # 17 Objective:


materials.


attract.



STANDARD(S):




one form to another







magnets is a north or south pole. Using the rule of the opposite poles attract, like poles repel,

you will label bar magnets, horseshoe magnets, doughnut magnets, and two unlabeled bar

magnets.

As you watch the video, please review the Vocabulary Words: attract, compass, force,


temporary magnet, south pole, north pole, repel, and magnet. You may write the definition of the vocabulary test on your notebook.


To access the video, please go on the Foss Website and log in: https://www.fossweb.com/ Username: 4Lstudent Password: 12345678 Once there, click on the Tutorial tab (on the first column).

Then click on “Magnetic Poles” After completing the activity, click on “Magnets Pole Quiz” You can take the quiz more than once. When you are satisfied with the score, take a picture






Username Example: jsmith@garfieldschools Password: 1234 Go to the learning Science, Fourth Grade and complete the following lessons.



Tuesday, APRIL 7, Day #17 OBJECTIVE:




STANDARD(S):









spread of ideas.



TIME FRAME:

15 minutes









chapter 3: An Independent Country. This test is on Wednesday April 8th.




Password: 1234


Section D. The Civil War and Reconstruction #1 & #4


All IXL assignments are DUE on Thursday


Modification:




Tuesday, April 7, 2020 OBJECTIVE: : Students will be able to attend to appropriate types and amounts of physical activity to enhance personal health.


activity.




TIME FRAME: 21 minutes of physical activity per day

Activity Directions: Each day has its own workout. Please find a clean, safe area to exercise. Please rest in between

exercises.










Grade 4 - ELA

WEDNESDAY, APRIL 8, 2020 - Day #18 OBJECTIVE: SWBAT:








ACTIVITIES: Phonics/Word Work: Students will go to www.ixl.com Find Grade 4 Language Arts. Look under Vocabulary, section FF, Context Clues. Please complete #3 “Use Context to Identify the Meaning of a Word” (Shortcut: Type DC8 in search box to find the section as well) Try your best to get a smart score of 80! Writing: Continue your rough draft of your persuasive essay in your notebook. Make sure to include a strong opening and include at least three reasons why you feel so strongly about the topic you chose. Essay must be 5 paragraphs (opening, one paragraph on each reason, and a closing). When you are finished please have an adult check your essay for capitalization, punctuation, grammar, and content. Independent Reading: Read a fiction book for at least 25 min. You can use Epic if you do not have chapter books at home. After reading please write a short summary of what you read in your notebook.

“Grade 4- Math”

http://www.ixl.com/

Wednesday, April 8, 2020 DAY # 18 OBJECTIVE: Review of Chapter 6 What strategies can you use to compare fractions and write equivalent fractions? • What models can help you compare and order fractions? • How can you use the size of the pieces to help you compare and order fractions? • How can you find equivalent fractions? • How can you solve problems that involve fractions?

STANDARD(S): 4.NF.A.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. 4.NF.A.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1_ 2 . Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

TIME FRAME: Entrance Ticket = 15 minutes IXL assignments = 15 minutes Chapter 6 review = 1 hour


• Entrance Ticket on Microsoft Teams

• IXL Assignments

P19- Compare fractions in recipes

P22- Order fractions

• Chapter 6 Review through microsoft teams assignment.

“Grade 4 - Science”



materials.


attract.



STANDARD(S):




one form to another




Activity Directions: *This lesson will continue on Day 19. Students will read “When Magnets Meets Magnets” and answer the questions on page 36 in their

notebook.

To access the reading, please go on the Foss Website and log in:


Username: 4Lstudent

Password: 12345678

Once there, click on the Science Resources tab to access the reading.

Read pages 30-36 and answer the questions on page 36 in your notebooks. Please use a clean page

and record the date on the top of your page.

Modification:

Material can read by adult. An oral response is given by the child, a written response is provided by an adult copy.




Students will be able to implicate their knowledge to complete the test on Chapter 3: ”An

independent Country”

STANDARD(S):

6.1.4. A.2 Explain how rights guaranteed by the US Constitution and the Bill of Rights

contribute to American democracy.

6.1.4. D.4 Explain how key events led to the creation of the US and NJ.

6.1.4. D.5 Relate key historical documents to represent-day government and citizenship.









spread of ideas.


Activity Directions: This test will continue on Day 19.

Students will go on Microsoft Team to complete the test on Chapter 3. They will be assessed

on Chapter 3:” An Independent Country”



Username Example:jsmith@garfieldschools

Password: 1234




“Grade – Art”

Wednesday, April 8, 2020 OBJECTIVE:


STANDARD(S):

TIME FRAME: Activity Directions:

Kinder- GR. 3 ONLINE Instruction and Assessment *Print option W/ Focus on Tasks to be completed in a notebook not

printed worksheets* GR. 4-5 ONLINE Instruction and Assessment Using

TEAMS

Grade 4 - ELA

THURSDAY, APRIL 9, 2020 - Day #19 OBJECTIVE: SWBAT:








ACTIVITIES:

Phonics/Word Work: Students will go to www.ixl.com Find Grade 4 Language Arts. Look under Vocabulary, section W, Prefixes and Suffixes. Please complete #11 “Word Pattern Analogies” (Shortcut: Type SN5 in search box to find the section as well) Try your best to get a smart score of 80! Writing: Type your final draft of your persuasive essay and email it to me. It will count as a grade. Independent Reading: Read a fiction book for at least 25 min. You can use Epic if you do not have chapter books at home. After reading please write a short summary of what you read in your notebook.

“Grade 4- Math”

Thursday, April 9, 2020 DAY # 19 OBJECTIVE: Preparation for Chapter 6 test What strategies can you use to compare fractions and write equivalent fractions? • What models can help you compare and order fractions? • How can you use the size of the pieces to help you compare and order fractions? • How can you find equivalent fractions? • How can you solve problems that involve fractions? STANDARD(S): 4.NF.A.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. 4.NF.A.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1_ 2 . Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

TIME FRAME:

http://www.ixl.com/

Chapter Test = 1 hour

Activity Directions: Microsoft Teams Chapter 6 test to be completed.

“Grade 4 - Science”

Thursday, April 9, DAY # 19 OBJECTIVE:


materials.


attract.



STANDARD(S):




one form to another




Activity Directions: Students will read “When Magnets Meets Magnets” and answer the questions on page 36 in their

notebook.

To access the reading, please go on the Foss Website and log in:


Username: 4Lstudent

Password: 12345678

Once there, click on the Science Resources tab to access the reading.

Read pages 30-36 and answer the questions on page 36 in your notebooks. Please use a clean page

and record the date on the top of your page.

Modification:





Thursday, April 9, DAY # 19 OBJECTIVE:

Students will continue to implicate their knowledge to complete the test on Chapter 3: ”An

independent Country”

STANDARD(S):

6.1.4. A.2 Explain how rights guaranteed by the US Constitution and the Bill of Rights

contribute to American democracy.

6.1.4. D.4 Explain how key events led to the creation of the US and NJ.

6.1.4. D.5 Relate key historical documents to represent-day government and citizenship.









spread of ideas.



Students will go on Microsoft Team to complete the test on Chapter 3. They will be assessed

on Chapter 3:” An Independent Country”



Username Example:jsmith@garfieldschools

Password: 1234





Thursday, April 9th

OBJECTIVE: Students will be able to attend to appropriate types and amounts of physical activity to enhance personal health.



activity.




TIME FRAME: 21 minutes of physical activity per day Activity Directions: Each day has its own workout. Please find a clean, safe area to exercise. Please rest in between

exercises.










Grade 4 - ELA

Documents

Transcript of Grade 4 - ELA