Oct 27-31

Anna Schmidt 10/27- 10/31
** In planners: math test unit 1 next Tuesday and Wednesday. States and capitols test next Wednesday, East
region quiz next Tuesday.
Monday, October 20
th
B
Morning Work 9:15- 9:30 Whats something youd like to know about the East region of the US?
Math 9:30- 10:30
Standard: 4.3.1.2

O /E TSWBAT describe, classify, and
draw quadrilaterals by completing the
Define and Draw packet with 90%
accuracy.
M- packets from yesterday
I- (see right)
Todays Learning Target: I can describe, classify, and draw quadrilaterals
1.3H
Have students get back into groups from Friday (use quadrilateral name to
remind students where they belong)
In small groups, have students number off 1-5
Direct students to form new groups based on numbers- and have students
take turns teaching everyone else in their group what they put into their
graphic organizer.
When finished, have students find someone who was not in either of their
other groups to compare packets with. Try to find something to teach each
other (either from their own quadrilateral, or something they just learned
from another student)
Social Studies 10:30- 11:00
Standard: 4.3.2.4.1

O TSWBAT describe the Eastern region
of the US by completing the Eastern
region GO.
M GOs
I (See right)
Todays Learning Target: I can describe the Eastern region of the US.
Read questions students wrote as coming in activity.
Have students work with a partner to fill in all areas of their GO by visiting
the different stations around the room.
Revisit questions- are there any that were unanswered? Work together to
find the answers.
Lunch/ Recess 11:00- 11:40
Reading 11:40- 12:15
Standard: RL6

O/E TSW determine if a story is being
told in 1
st
or 3
rd
person by listing clue
words.
M none
I (See right)
Todays Learning Target: I can determine if a story is told in 1
st
or 3
rd
person.
Read Aloud: Pollyanna. As a class, decide if Pollyanna is being told in 1
st

person or 3
rd
person. Students should keep track on their white boards clue
words they hear while listening to the story. (Remind students that when
listening for clue words dialogue doesnt count!)
Seeker of Knowledge vocab ppt- allow students to come up and touch the
screen when appropriate.

FILL OUT PLANNERS!!
Action 100 12:15- 12:50
Writing
Standard: W.4.6.2.2, SVLM.4.8.4.4, SVLM
4.8.8.8

O/E TSW write an informative piece by
researching an individual and creating a
multi-media presentation.
M timelines and notes
I (See right)
Todays Learning Target: I can write to inform my reader.
Computer Lab- students must have ppt check by teacher before
beginning to add pictures and color to their presentations (gray binder)
Math 2 12:50-1:20
Standard: 4.4.1.1

O TSW identify points, line segments,
endpoints, lines, and rays by completing
SL 1.2 with 80% accuracy.
M SL 1.2
I (See right)
Todays Learning Target: I can draw quadrilaterals, triangles, and angles.
Geometry drawing sheet: students should find someone new for each
square to trade papers with to draw whatever is listed inside that box and
initial. When done: whole class discussion- share out what different people
have inside each box.

Guided Reading 1:20- 2:20
Standard: n/a

O/E TSWBAT explain expectations during
guided reading by telling a partner 3
expectations.
M none
I (See right)
Todays Learning Target: I can explain and follow the expectations during
guided reading.
Name Game: in a circle students have to say their name and the name of
the 2 people before them.
My students- what should everyone else know about me? What else would
the other kids like to know?
Teach my attention getters and practice using them.
On chart paper: what should our reading block look like, sound like, and
feel like.
Turn and talk- tell a partner at least 1 expectation from each category
(look, sound, feel).

Writing/ Grammar 2:20- 2:40
Action 100 2:20-2:50
Standard: RL6

O/E TSW determine if a story is being
told in 1
st
or 3
rd
person by listing clue
words.
M none
I (See right)
Accountable Talk:
Tell an elbow buddy if your book is written in 1
st
or 3
rd
person and show them
at least 2 clue words that tell you
Break/ Snack 2:40- 2:55
Specials 2:55-3:25 Phy Ed
Closing/Dismissal 3:25- 3:35

Tuesday, October 21
th
C
Morning Work 9:15- 9:30 Sentence Fragments: on chart paper- read definition of sentence fragment
and put a tally next to the complete sentences!
Math 9:30- 10:30
Standard: 4.3.1.2

Define and Draw packet with 90%
accuracy.
M- packets from yesterday
I- (see right)
1.3H
Students finish completing packet and comparing packets (if not already
done)

Two subtraction assessments (grade for Wednesdays PLC) when finished
with packets

Transition into SS early
Standard: 4.3.2.4.1

O/E TSW explain how the east region is
organized, describe where the East
region is located, and describe the
major landforms of the East region by
completing the East Region RIT7
Assessment with 80% accuracy
M SS books, assessments
I (See right)
Todays Learning Target: I can explain how the east region is organized,
describe where the East region is located, and describe the major landforms
of the East region.
Students finish filling in GO from visiting stations around room
Begin reading pages 72-75, 79

Lunch/ Recess 11:00- 11:40
Reading 11:40- 12:15
Standard: RL3

O/E TSW describe the setting of a story
with a partner by using at least 2 details
from the text.
M none
I (See right)
Todays Learning Target: I can describe the setting of a story using details from
the text.
Read Aloud: Pollyanna. Model describing the setting using detail. Have
students turn and talk- one more detail that I didnt say.
Read story aloud to students- pause after each page to discuss unknown or
unusual words and main idea and supporting details.
Action 100 12:15- 12:50
Standard: RL3

O/E TSW describe the setting of a story
with a partner by using at least 2 details
from the text.
M none
I (See right)
Accountable Talk:
Turn and talk: describe the setting of a story using at least 2 details from the
text.

Math 2 12:50- 1:20
Writing
4.8.8.8

I (See right)
Computer Lab- additional time to work on ppt
Standard: n/a

O/E TSWBAT explain expectations during
guided reading by writing an
expectation on the chart paper.
M none
I (See right)
Todays Learning Target: I can explain and follow the expectations during
guided reading.
On the SB- have directions to write on chart paper one expectation for
guided reading. Then review with whole class.
Introduce groups: explain expectations for working with the teacher vs.
working alone and options for when they are done doing their sorts and
homework from the teacher.
Pull small groups (other students should work on sorts) and hand out phonics
practice pages (WT and 2R) explain how to use them and when to use
them.
Writing/ Grammar 2:20-2:40
Standard:

O/E
M
I (See right)
Todays Learning Target: I can
Whole Class Library Checkout
Specials 2:55- 3:25 Music- Observe Class
Closing/ Dismissal 3:25- 3:35

Wednesday, October 22
th
D
Morning Work 9:15- 9:30 Find an informational text to read during action 100.
Math 9:20- 10:25
Standard: 4.3.1.2

O /E TSWBAT draw and classify
quadrilaterals by completing pages 10
and 11 in their math journals with 90%
accuracy
M math materials
I (See right)
Todays Learning Target: I can describe, classify, and draw quadrilaterals.
1.4 (in my own files)
Mental math and math message (instead of doing it on paper- put images
up on the board and have students walk and talk to different people telling
them what they think each set of shapes has in common.
Have students look at page 10 in their MJ- have them circle the // lines and
ask how many sets they see.
Have student turn and talk- what is a parallelogram- how many sets of //
lines does a parallelogram have? Have students find someone to swap
journals with and draw a parallelogram in the grid on #2 swap back and
check. Find someone else and swap and check for #3.
Students then work independently to complete page 11 in their MJ. When
done, they stand up. Each time someone else stands the two standing
people become partners and check their answers,
If there is time left- take any questions from the class.
Standard: 4.3.2.4.1

I (See right)
of the East region.
Popcorn read pages 72-73 about the East region.
Hand up/ partner up discussion on how the East is different from
Rochester, MN. Whole class discussion.
Have students work independently to complete the RIT 7 assessment-
students should use their text books! **On SB- have sentence frame for
students to use when answering the questions**
Lunch/Recess 11:00- 11:40
Reading 11:40- 12:15
Standard: RIT2

O/E TSWBAT identify the main idea of
the text by giving at least 2 supporting
details.
M none
I (See right)
Todays Learning Target: I can identify the main idea and supporting details
of a text.
Read aloud Pollyanna. (Short)
Quick review of main idea using SB anchor chart and whole class
discussion of supporting details
Students begin partner reading Seeker of Knowledge.
Action 100 12:15- 12:45
Writing
4.8.8.8

Accountable Talk: I can write to inform my reader.
Computer lab: students must have ppt checked by teacher before adding
photos and color.
I (See right)
Math 2 12:45- 1:20
Action 100
Standard: RIT2

details.
M none
I (See right)
of a text.
Accountable write: in LA notebook- what is the main idea of the last
section read (or whole text) give two supporting details.
Standard: L.4.10.4.4

O/E TSWBAT define words with the
prefixes un- or re-.
M SB file, recording sheets
I (See right)
Todays Learning Target: I can determine the definition of a word with the
prefix un- or re-.
In small groups: mini lesson on prefixes re- and un-
Have students brainstorm words they know that have these prefixes.
Discussion: why is it important to know parts of words like prefixes? How can
it help us?
When not with teacher: work on word sort, prefix pumpkins (on SB)- when
done pick one word from each column and write the definition on the
back of the paper.
Math 2
Standard: 4.1.1.1

O/E TSWBAT multiply numbers 0-10 by 4
by playing safety zone with a partner.
M wooden cubes and white boards
I (See right)
Todays Learning Target: I can multiply numbers 0- 10 by 4.
Safety zone with 4s facts (students who would like a challenge can choose
a higher fact family to practice)

Specials 2:40-3:25 Art (2:40)
Closing/ Dismissal 3:25-3:35

Thursday, October 23
th
E
Morning Work 9:15- 9:30 Chose an informational text for action 100
Math 9:20- 10:25
Standard: 4.3.1.2

O /E TSWBAT describe and classify
polygons by completing page 12 of their
math journal.
M straws and twist ties
I (See right)
Todays Learning Target: I can describe and classify polygons.
1.5 (in my own files)
Trade and grade study link from the night before- take any questions from
class.
Mental math
What is a rhombus/ kite worksheets students work with a partner to
complete each side (a different partner each time) and then share in small
groups what they wrote. Whole class discussion about what makes a
rhombus and a kite
Math message- have students use straws to make pentagons (5 sided
polygons) discuss convex and concave shapes (SRB 97) (remind students
that as long as a shape has at least 3 straight sides and is closed it is a
polygon). Have students form groups and make shapes with 6-9 sides.
Review vocabulary (hexagon, heptagon, octagon, nonagon)
Have students work with a partner to complete page 12 of their MJ
Cut polygon pair-up cards if time
Standard: 4.3.2.4.1

I (See right)
of the East region.
Students finish RIT7 assessment for East Region
Reading 11:40- 12:15
Standard: RIT2

details.
M none
I (See right)
of a text.
Read aloud: Pollyanna. (short)
Students finish partner reading Seeker of Knowledge and answer
comprehension questions in their LA notebook. What is the main idea of
________?
Specials 12:20-12:50 Media
Math 2 12:50- 1:20
Standard: 4.3.1.2

O /E TSW classify polygons by playing
polygon pair-up with 90% accuracy
M polygon pair up cards
I (See right)
Todays Learning Target: I can classify polygons.
Finish cutting cards if necessary and play polygon pair-up with a partner.
Each student takes a turn reading one description card and their partner
picks a polygon that matches the description.
Fact strips (0,1,2,5,10)- however many we can get through in the remaining
time.
4.8.8.8

M computer lab,
I (See right)
Computer Lab: 1:20-1:50 Last chance to work on ppt in school! (extra
activities for verbs and main idea if students do not need this time to work)
Main and idea and supporting details: Additional time to partner read and
answer questions for Seeker of Knowledge.
When done: write a short story using as many of the vocab words as
possible.
Work on cursive

O/E TSWBAT identify sentence
fragments and run-on sentences by
completing pages 1 and 5 of the packet
with 80% accuracy.
M sentence packets.
I (See right)
Todays Learning Target: I can identify sentence fragments and run-on
sentences.
Sentence fragment worksheet: pages 1 and 5
When finished, work on pages 2 and 6
Break/Snack 2:40- 2:55
Action 100 2:55-3:30
Standard: RIT2

O/E TSW identify the main idea of their
text by giving two supporting details.
M none
I (See right)
Accountable Talk:
With person sitting near them: main idea of text and 2 supporting details.
Closing/ Dismissal

Friday, October 24
th
F
Morning Work 9:15- 9:30
Math 9:20- 10:25
Standard: 4.3.1.2

Unit 1 Review with 80% accuracy.
M review packets
I (See right)
1.3H
Unit 1 Review and Open Response Instruction
Complete open response as a class and review individually- then review
answers as a class
Standard: 4.3.2.4.1

completing the East Region assessment
with 80% accuracy.
M SB file
I (See right)
of the East region.
East region review game

Reading 11:40- 12:15
Standard: RL3

O/E TSWBAT describe a character in
detail by using character traits to
describe them.
M chart paper
I (See right)
Todays Learning Target: I use character traits to describe a character from a
book.
Long read aloud: Pollyanna.
Around the room have charts with different characters: Tom, Nancy, the
old man on the street, Mrs. Winters and have students pick the character
that they would like to describe and work with the other students to write as
many character traits about that person as possible. Then students work
together to put a few of those into a sentence (______ is ________,
__________, and __________ because __________ and ____________.) giving
three traits and two reasons why. **Sentence frame on SB for students to
use. Share with the rest of the class.
Action 100 2:55- 3:30
Standard: RL2

O/E TSWBAT summarize their story by
using the someone wanted, but, so, then
format of summaries.
M none
I (See right)
Turn and Talk:
Students use SWBST to summarize their latest book.
Math 2 12:50- 1:20
Standard: 4.1.1.1

O/E TSWBAT correctly multiply numbers
0-9 by 4 by playing stars and moons
multiples and shake, rattle, and roll with
a partner.
M math materials, wooden cubes
I (See right)
Todays Learning Target: I can list the 4x facts.
Multiplication strips if not done already
Play: stars and moons multiples and shake, rattle, and roll using 4x facts.
Students who need more of a challenge can request a different cube from
the teacher

Standard: RIT2

O/E TSWBAT identify the main idea and
supporting details of Seeker of
Knowledge by completing the
assessment with 80% accuracy.
M assessments, cardstock,
hieroglyphics chart on SB
I (See right)
of a text.
Spell check: have students get a privacy folder and a blank piece of
paper.
On the paper students write: Their name and number and their group
number.
Seeker of Knowledge assessment
Create own hieroglyphics of name (check with Christine and Lora for
materials)

Story time: spooky story

O/E TSWBAT identify sentence
fragments and run-on sentences by
completing pages the language
assessment with 5/6 or 80% accuracy.
M sentence packets.
I (See right)
Todays Learning Target: I can identify sentence fragments and run-on
sentences.
Sentence fragments assessment.
Put two different spooky pictures up on the SB.
Allow students to choose one (or both) as a writing prompt for 5- 10 minutes
5 minutes: sharing time with peers
Specials 2:55-3:25 Phy Ed
Closing/ Dismissal
http://www.chompchomp.com/frag01/frag01.htm
sentence fragment game (if extra time)

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