Weekly Lesson Plans For Week 9

Weekly Lesson Plans for___Sound /Motion
Force_______________Topic/Unit________SCIENCE________
* = Required
Name: MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Marsee *Standard # / Goal: *Standard # / Goal: *Standard # / Goal: *Standard # / Goal: *Standard # / Goal:
S4P2 S4P2 S4P3 S4P3 S4P3
*Listed *Listed *Listed *Listed *Listed

Subject/Time: Element(s): Element(s): Element(s): Element(s): Element(s):
Sound Sound Force and Motion Force and Force and Motion
Motion
*Essential *Essential *Essential *Essential *Essential
Question: Question: Question: Question: Question:
How is sound How is sound How can motion How can motion What are Gravity
produced?? Made? be described be described and Friction
*Procedure: *Procedure: *Procedure: *Procedure: *Procedure:

SWBAT discover SWBAT discover SWBAT discover SWBAT discover SWBAT discover
how sound is how sound is how motion can how motion can what gravity and
produced. Made.. be described be described friction wkbk pg
Workbook pg. Wkst. pg 116- wkbk pg. 136- wkbk pg. 136- 141-147
112 -115 119 140 140
Textbook Wksht Textbook Wksht
pg 102 -103 & pg. 111
Walk Through 106
Focus Area:
Light/Sound Materials: Materials: Materials: Materials: Materials:
Workbook Workbook Workbook Workbook Workbook
Evaluation: Evaluation: Evaluation: Evaluation: Evaluation:

Textbook Wksht Textbook Wksht Textbook Wksht Textbook Wksht Textbook Wksht
* (1 per week) Differentiation: Differentiation: Differentiation: Differentiation: Differentiation:

Enrichment/Rem Enrichment/Rem Enrichment/Rem Enrichment/Rem Enrichment/Rem
ediation ediation ediation ediation ediation
Cooperative Cooperative Cooperative Cooperative Cooperative
Learning Learning Learning Learning Learning
Technology Technology Technology Technology Technology

* (1 per week) Connection: Connection: Connection: Connection: Connection:

Homework: Homework: Homework: Homework: Homework:
Students will Students will Students will
design a design a design a
compound compound compound
machine machine machine
Due Sept. 3 Due Sept. 3 Due Sept. 3
Weekly Lesson Plans for__ Sept. 27 – Oct. 1________Topic/Unit________Math________
* = Required
*Standard # / Goal: *Standard # / *Standard # / *Standard # / Goal: *Standard # / Goal:
4th Grade M4N3,N1 Goal:M4N3 Goal:M4N3 M4N3 M4N3
M4N4b,c M4N4 M4N4 All for 1st nine All for first nine
weeks weeks
Subject/Time: *Listed Element(s): *Listed Element(s): *Listed Element(s): *Listed Element(s): *Listed Element(s):
Division Division Division All for first nine All for first nine
weeks weeks
*Essential Question: *Essential *Essential *Essential *Essential
Question: Question: Question: Question:
What is division and What happens to What new math How can I What new math
how can the the “left overs” in concepts have I demonstrate what concepts have I
knowledge of division? learned? I’ve learned in learned?
multiplication help math the first nine
me to better weeks?
understand this
operation?
Walk Through Math fact quiz Math fact quiz Math fact quiz Math fact quiz Math fact quiz
*SWBAT determine *SWBAT review *SWBAT review Students will take

the definition of vocabulary from vocabulary by summative *SWBAT review
division by having yesterday with playing the fly assessment – First math concepts
to equally pass out practice swatter game. quarter benchmark from the first nine
candy to group benchmark test weeks with math
members. quizzes. *SWBAT review centers
- you have 20 math facts by
pieces how many *SWBAT define a playing around the Center 1 – SWBAT
will each person remainder as the world review graphing by
get? “left overs” by making a bar graph
- discuss trying to equally *SWBAT review with jelly beans and
importance of equal pass out 21 coordinate answering
groups candies to their graphing by questions using the
groups of 4 or 5 playing the data
-*SWBAT classify - did everyone get coordinate Center 2 – SWBAT
division as the the same amount? graphing rocket review
opposite of - were there any game on multiplication by
multiplication left? promethean board playing mult-egg-
- you divided 20 *SWBAT determine plicaiton
equally into 5 that if the divisor *SWBAT review Center 3 – SWBAT
groups of four. and dividend are graphing with review coordinate
What is 5 x4? not factors of the online graphing graphing by playing
quotient, then activities fly swatter
*SWBAT correctly there will be a Center 4 – SWBAT
set up a division remainder review division by
problem and label modeling with
the divisor, *SWBAT solve unifix cubes
dividend, quotient basic division Center 5 – SWBAT
and remainder. problems with or review word
- students will relate without a problems
these new remainder by
vocabulary terms to playing tic-tac-t toe
those associated with side partners
with multiplication
to further
emphasize the fact
that division and
multiplication are
opposite.
*SWBAT use this

knowledge of
multiplication
problems to
complete a basic
division fact
worksheet
Focus Area:
Materials: Materials: Materials: Materials: Materials:
Candy Candy Fly swatters Benchmark tests Unifix cubes
Division practice Division sheet(s) Word problem
sheet Vocabulary card: sheet
Diagram of division remainder Division tic-tac-toe
problem with Jelly beans and
vocabulary graph
Vocabulary cards: Egg carton
division. Divisor, multiplication game
dividend, quotient
Oral discussion Oral discussion Oral discussion Benchmark Oral discussions
Division sheet Division
Enrichment/Remedi Enrichment/Remed Enrichment/Remed Enrichment/Remed Enrichment/Remedi
ation iation iation iation ation
Students will be
grouped according
to ability and
different ability
groups will perform
different tasks at
each center
*SWBAT create a Coordinate
bar graph using graphing
dataset on promethean board
promethium board game
using NLVM:
http://nlvm.usu.edu
/en/nav/frames_asi
d_323_g_2_t_5.htm
l?
from=grade_g_2.ht
ml
Interactive
pictograph
website:
http://gwydir.demo
n.co.uk/jo/numbers
/pictogram/pictogr
am.htm

Division worksheet Division worksheet Review vocabulary none none
words
]
Weekly Lesson Plans for___September 27-October 1, 2010 Topic/Unit________Reading ________
* = Required
*Standard # / Goal: *Standard # / Goal: *Standard # / Goal: *Standard # / Goal: *Standard # / Goal:
ELA4R1h
Themes and lessons
in fables
*Essential Question: *Essential Question: *Essential Question: *Essential Question: *Essential Question:
What are the
characteristics of a
fable?
Walk Through Read aloud “The Review the definition of Review the definition of Review the definition of Review the definition of
Tortoise and the Hare,” a fable with the a fable with students. a fable with the a fable with the
since most students are students. students. students.
familiar with it. Ask Read aloud a fable and
students if they learned Read aloud a fable and have the students add it Read aloud a fable and Students will view a
a lesson from this story. have students add it to to their fable flip book. have the students add it fable video. They will
Lead them to define the their fable flip book. to their fable flip books. then add the video to
story as a fable. Tell Complete “The Boy Who their flip book. The fllip
the students that as a Cried Wolf” fable Complete “Aesop’s books will be turned in
class we will be reading Complete “The Mouse packet. Fables: Fitting In” to the teacher for
fables this week. Have and the Lion” fable -Using the transparency packet. evaluation.
students write the title packet. of p. 28 introduce the -Below Level Readers:
of the fable, a brief story and discuss using Exercise A and C (Detail Students can read and
summary, the moral, Students can read and expression as we read. Check and Draw) AR test.
and an illustration in AR test. -Students will take turns -On Level Readers:
their flip book. Model reading the passage Exercise A and B (Detail
this for students today. with a partner. Check and Deeper
-Complete Meanings)
Present the fable comprehension sheet. -Above Level Readers:
Powerpoint and discuss. Exercise A and D
Have students write Students can read and
what they think the AR test. Students complete
moral of each story is Word Search using
on dry erase boards and words from the story.
hold them up.
Students can read and
Complete fable reading AR test.
comprehension sheet
(p. 16) with a partner.
Discuss and check as a
class.
Focus Area:
Copy of “The Tortoise Fable Flip book Fable flip book Fable flip book Fable Flip Book
and the Hare” Copy of fable to read Copy of fable to read Copy of fable to read Fable video
Fable flip book aloud aloud aloud
Powerpoint (on shared “The Mouse and the Transparency of p. 28 “Fitting In” packet
drive) Lion” fable packet “The Boy Who Cried
WS 16 Wolf” packet
Dry erase boards and
markers

Teacher Observation Teacher Observation Teacher Observation Teacher Observation Flip Book
WS Packet Packet Packet
Enrichment/Remediat Enrichment/Remediat Enrichment/Remediat Enrichment/Remediat Enrichment/Remediat
ion ion ion ion ion
Challenge students who Challenge students who Challenge students who Teacher will work with
are on a higher reading are on a higher reading are on a higher reading struggling readers to
level to rewrite the level to rewrite the level to rewrite the rehearse what they are
moral in their own moral in their own moral in their own going to write in their
words in the flip book. words in the flip book. words in the flip book. flip book before they
begin writing.
Teacher will work with Teacher will work with Teacher will work with
struggling students to struggling students to struggling students to
complete the flip book complete the flip book complete the flip book
page. page. page.
Pull students who score Students will be

below 80% on the assigned pages for the
worksheet to review the story, “The Miller, His
story and discuss. Son, and Their Donkey,”
based on their reading
level.
Fables Powerpoint Video
Reading Log Reading Log Reading Log Reading Log Reading Log
Weekly Lesson Plans for___September 27- October 1, 2010 Topic/Unit________R & E

* = Required
*Standard # / Goal: *Standard # / Goal: *Standard # / Goal: *Standard # / Goal: *Standard # / Goal:
ELA4R2 ELA4R2 ELA4R2
Reads at least 25 Reads at least 25 Reads at least 25
books or book books or book books or book
equivalents equivalents equivalents
*Essential Question: *Essential Question: *Essential Question: *Essential Question: *Essential Question:
How do I choose How do I choose How do I choose
books that are books that are books that are
appropriate for my appropriate for my appropriate for my
reading level? reading level? reading level?
Students will choose AR Students will choose AR CLASSWORKS Students will choose AR MEDIA CENTER
books. They will books. They will books. They will
reading and take tests. reading and take tests. reading and take tests.
Teacher will: Teacher will: Teacher will:

-pull small math groups -pull small math groups -pull small math groups
to practice skills worked to practice skills worked to practice skills worked
on during math class on during math class on during math class
-Have reading -Have reading -Have reading
conferences (Fry Sight conferences (Fry Sight conferences (Fry Sight
Words and fluency Words and fluency Words and fluency
assessments) with assessments) with assessments) with
students students students
-pull students from -pull students from -pull students from
writing classes to work writing classes to work writing classes to work
on adding descriptive on adding descriptive on adding descriptive
language to their language to their language to their
Walk Through pieces. pieces. pieces.
Focus Area:
Books Books Books
Computers Computers Computers
Reading Notebook Reading Notebook Reading Notebook
Teacher Observation Teacher Observation Teacher Observation
AR scores AR scores AR scores

Enrichment/Remediat Enrichment/Remediat Enrichment/Remediat Enrichment/Remediat Enrichment/Remediat
ion ion ion ion ion
Students will choose Students will choose Students will choose
books based on their books based on their books based on their
assigned reading assigned reading assigned reading
level according to level according to level according to
the STAR test. the STAR test. the STAR test.
AR AR AR

Weekly Lesson Plans For Week 9

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Weekly Lesson Plans for___Sound /Motion

Listed Listed Listed Listed *Listed

Procedure: Procedure: Procedure: Procedure: *Procedure:

Evaluation: Evaluation: Evaluation: Evaluation: Evaluation:

* (1 per week) Differentiation: Differentiation: Differentiation: Differentiation: Differentiation:

Technology Technology Technology Technology Technology

SWBAT determine SWBAT review *SWBAT review Students will take

*SWBAT use this

Evaluation: Evaluation: Evaluation: Evaluation: Evaluation:

Pull students who score Students will be

Weekly Lesson Plans for_September 27- October 1, 2010 Topic/Unit______R & E

Teacher will: Teacher will: Teacher will:

* (1 per week) Differentiation: Differentiation: Differentiation: Differentiation: Differentiation:

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