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

Subject/Time: *Listed Element(s): *Listed Element(s): *Listed Element(s): *Listed Element(s): *Listed Element(s):

Sound Sound Force and Motion Force and Motion Force and Motion

*Essential Question: *Essential Question: *Essential Question: *Essential Question: *Essential Question:

How is sound produced??

How is sound Made?

How can motion be described

How can motion be described

What are Gravity and Friction

*Procedure: *Procedure: *Procedure: *Procedure: *Procedure:

Walk Through

SWBAT discover how sound is

produced.Workbook pg.

112 -115Textbook Wksht pg 102 -103 &

106

SWBAT discover how sound is

Made..Wkst. pg 116-

119Textbook Wksht

pg. 111

SWBAT discover how motion can

be described wkbk pg. 136-

140

SWBAT discover how motion can

be described wkbk pg. 136-

140

SWBAT discover what gravity and friction wkbk pg

141-147

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/Remediation Enrichment/Remediation Enrichment/Remediation Enrichment/Remediation Enrichment/Remediation

Cooperative Learning





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

Homework: Homework: Homework: Homework: Homework:

Students will design a compound machine

Due Sept. 3


Due Sept. 3


Due Sept. 3

Weekly Lesson Plans for__ Sept. 27 – Oct. 1________Topic/Unit________Math________* = Required


4th Grade *Standard # / Goal: M4N3,N1 *Standard # / Goal:M4N3 *Standard # / Goal:M4N3 *Standard # / Goal: M4N3 *Standard # / Goal: M4N3

M4N4b,c M4N4 M4N4 All for 1st nine weeks All for first nine 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 weeks All for first nine weeks

*Essential Question: *Essential Question: *Essential Question: *Essential Question: *Essential Question:What is division and how

can the knowledge of multiplication help me to better understand this

operation?

What happens to the “left overs” in division?

What new math concepts have I learned?

How can I demonstrate what I’ve learned in math

the first nine weeks?

What new math concepts have I learned?

*Procedure: *Procedure: *Procedure: *Procedure: *Procedure:Walk Through Math fact quiz

*SWBAT determine the definition of division by

having to equally pass out candy to group members.- you have 20 pieces how

many will each person get?- discuss importance of

equal groups

-*SWBAT classify division as the opposite of

multiplication- you divided 20 equally into 5 groups of four. What is 5

x4?

*SWBAT correctly set up a division problem and label

the divisor, dividend, quotient and remainder.

- students will relate these new vocabulary terms to

those associated with multiplication to further emphasize the fact that

division and multiplication are opposite.

*SWBAT use this

Math fact quiz

*SWBAT review vocabulary from yesterday with practice benchmark

quizzes.

*SWBAT define a remainder as the “left

overs” by trying to equally pass out 21 candies to their groups of 4 or 5- did everyone get the

same amount?- were there any left?

*SWBAT determine that if the divisor and dividend

are not factors of the quotient, then there will be

a remainder

*SWBAT solve basic division problems with or without a remainder by playing tic-tac-t toe with

side partners

Math fact quiz

*SWBAT review vocabulary by playing the

fly swatter game.

*SWBAT review math facts by playing around the

world

*SWBAT review coordinate graphing by playing the

coordinate graphing rocket game on promethean

board

*SWBAT review graphing with online graphing

activities

Math fact quiz

Students will take summative assessment – First quarter benchmark

test

Math fact quiz

*SWBAT review math concepts from the first nine weeks with math centers

Center 1 – SWBAT review graphing by making a bar graph with jelly beans and answering questions using

the dataCenter 2 – SWBAT review

multiplication by playing mult-egg-plicaiton

Center 3 – SWBAT review coordinate graphing by

playing fly swatterCenter 4 – SWBAT review division by modeling with

unifix cubesCenter 5 – SWBAT review

word problems

knowledge of multiplication problems to complete a

basic division fact worksheet

Focus Area:

Materials: Materials: Materials: Materials: Materials:Candy

Division practice sheetDiagram of division problem

with vocabularyVocabulary cards: division. Divisor, dividend, quotient

CandyDivision sheet(s)Vocabulary card:

remainder

Fly swatters Benchmark tests Unifix cubesWord problem sheetDivision tic-tac-toe

Jelly beans and graphEgg carton multiplication

gameEvaluation: Evaluation: Evaluation: Evaluation: Evaluation:

Oral discussionDivision sheet

Oral discussionDivision

Oral discussion Benchmark Oral discussions

* (1 per week) Differentiation: Differentiation: Differentiation: Differentiation: Differentiation:Enrichment/Remediation Enrichment/Remediation Enrichment/Remediation Enrichment/Remediation Enrichment/Remediation

Students will be grouped according to ability and

different ability groups will perform different tasks at

each center* (1 per week) Technology Connection: Technology Connection: Technology Connection: Technology Connection: Technology Connection:

*SWBAT create a bar graph using dataset on

promethium board using NLVM:

http://nlvm.usu.edu/en/nav/frames_asid_323_g_2_t_5

.html?from=grade_g_2.html

Interactive pictograph website:

http://gwydir.demon.co.uk/jo/numbers/pictogram/picto

gram.htm

Coordinate graphing promethean board game

Homework: Homework: Homework: Homework: Homework:Division worksheet Division worksheet Review vocabulary words none none

http://gwydir.demon.co.uk/jo/numbers/pictogram/pictogram.htm



http://nlvm.usu.edu/en/nav/frames_asid_323_g_2_t_5.html?from=grade_g_2.html



]

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


What are the characteristics of a fable?


Walk Through

Read aloud “The Tortoise and the Hare,” since most students are familiar with it. Ask students if they learned a lesson from this story. Lead them to define the story as a fable. Tell the students that as a class we will be reading fables this week. Have students write the title of the fable, a brief summary, the moral, and an illustration in their flip book. Model this for students today.

Present the fable Powerpoint and discuss. Have students write what they think the moral of each story is on dry erase boards and hold them up.

Complete fable reading comprehension sheet (p. 16) with a partner. Discuss and check as a class.

Review the definition of a fable with the students.

Read aloud a fable and have students add it to their fable flip book.

Complete “The Mouse and the Lion” fable packet.

Students can read and AR test.

Review the definition of a fable with students.

Read aloud a fable and have the students add it to their fable flip book.

Complete “The Boy Who Cried Wolf” fable packet.-Using the transparency of p. 28 introduce the story and discuss using expression as we read. -Students will take turns reading the passage with a partner. -Complete comprehension sheet.



Read aloud a fable and have the students add it to their fable flip books.

Complete “Aesop’s Fables: Fitting In” packet.-Below Level Readers: Exercise A and C (Detail Check and Draw)-On Level Readers: Exercise A and B (Detail Check and Deeper Meanings)-Above Level Readers: Exercise A and D

Students complete Word Search using words from the story.



Students will view a fable video. They will then add the video to their flip book. The fllip books will be turned in to the teacher for evaluation.


Focus Area:

Materials: Materials: Materials: Materials: Materials:

Copy of “The Tortoise and the Hare”Fable flip bookPowerpoint (on shared drive)WS 16

Fable Flip bookCopy of fable to read aloud“The Mouse and the Lion” fable packet

Fable flip bookCopy of fable to read aloudTransparency of p. 28“The Boy Who Cried Wolf” packet

Fable flip bookCopy of fable to read aloud“Fitting In” packet

Fable Flip BookFable video

Dry erase boards and markers


Teacher ObservationWS

Teacher ObservationPacket



Flip Book

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

Enrichment/Remediation Enrichment/Remediation Enrichment/Remediation Enrichment/Remediation Enrichment/Remediation

Challenge students who are on a higher reading level to rewrite the moral in their own words in the flip book.

Teacher will work with struggling students to complete the flip book page.



Pull students who score below 80% on the worksheet to review the story and discuss.



Students will be assigned pages for the story, “The Miller, His Son, and Their Donkey,” based on their reading level.

Teacher will work with struggling readers to rehearse what they are going to write in their flip book before they begin writing.


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 books or book equivalents




How do I choose books that are appropriate for my reading

level?


level?


level?


Walk Through Students will choose AR books. Students will choose AR books. CLASSWORKS Students will choose AR books. MEDIA CENTER

They will reading and take tests.

Teacher will:-pull small math groups to practice skills worked on during math class-Have reading conferences (Fry Sight Words and fluency assessments) with students-pull students from writing classes to work on adding descriptive language to their pieces.





Focus Area:

Materials: Materials: Materials: Materials: Materials:

BooksComputers

Reading Notebook

BooksComputers

Reading Notebook

BooksComputers

Reading Notebook


Teacher ObservationAR scores



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

Enrichment/Remediation Enrichment/Remediation Enrichment/Remediation Enrichment/Remediation Enrichment/Remediation

Students will choose books based on their assigned

reading level according to the STAR test.






AR AR AR


Documents

Weekly Lesson Plans for Week 9