Week of: November 2nd 2020 Grade Level: 4th Grade Office Hours: By Appointment Only

PYP Unit and Central Idea: HOW WE EXPRESS OURSELVES; Different perspectives and conflicts can lead to change

Prioritized Standards Addressed This Week:

On Level Math Advanced Math
MGSE4.NBT.5 Multiply a whole number of up to Unit 5
four digits by a one-digit whole number, and 4.NF.5 Express a fraction with denominator 10 as
multiply two two-digit numbers, using strategies an equivalent fraction with a denominator of
based on place value and the properties of 100. Use this technique to add two fractions with
operations. denominators of 10 & 100.
4.NF.6 Use decimal notation for fractions with
denominators of 10 & 100.
4.NF.7 Compare two decimals to hundredths by
reasoning about their size.
Reading/ ELA – RI2, RI3, RI5 W3 Supporting Standards: RL4;L1,4,5; SL2
Science/ Social Studies SS4H1 Explain the causes, events, and results of the American Revolution.

*An asterisk or highlight indicates items that will be graded

Login/ Morning MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Meeting -Greeting -Teacher Work Day -Greeting -Greeting -Greeting
8:15- 8:30 am -Review Expectations -Review Expectations -Review Expectations -Review Expectations
-Heards Ferry Live -Heards Ferry Live -Heards Ferry Live -Heards Ferry Live
-Student Success Skills: -Student Success Skills: -Student Success Skills: -Student Success Skills:
Lesson Lesson Lesson Lesson

Lesson Independent Lesson Independe Lesson Independent Lesson Independent Lesson Independe
Math: nt nt
Multiples of Practice
8:20- 10, 100, and
Meet: WB
Pages 197-
Teacher
Work Day Meet:
Use Place
Value to
Meet:
Use Place
Introduce
Area
Meet:
Introduce Multiplying Meet:
1,000 Multiply by 2 Digit
9:25 WB Pages
198 Multiples
of 10, 100,
None
WB Pages
Value to
Multiply
Model for
Multi-Digit
Area Model
for Multi-Digit
Numbers WB
Practice
Multiplying
197-198 209-210 223-224 by 2 Digit
On and 1,000 At seat:
WB Pages 209- Multiplicati Multiplication
210 on WB Numbers
MyMath WB Pages
None *Use Area WB 223-224
At seat: WB Pages 215- 215-216
Book At seat: WB 216
Model*
199-200 Technolog At seat:
Volume 1 Pages 211-212 At seat: WB
Daily Spiral 24x2:
y: Check My
Daily Spiral Pages 217-
None Progress
Advanced Technology 218 Daily
WB 221-
IReady Technology Spiral
MyMath Hands On 222
Math IReady Math
Book None Daily Spiral
Volume 2 Technology: D
Hands On Hands On Ready Math Technolog
project/ project/ y:
Nearpod/ Nearpod/ Hands On IReady
choice choice board project/ Math
board Nearpod/
choice Hands On
board project/
Nearpod

Lesson Independent Lesson Independe Lesson Independent Lesson Independent Lesson Independe
nt nt
Unit 5 Meet: No school Unit 5 test Meet: none Unit 6 Meet: Unit 5 test
Meet: Pretest Data Meet:
review Check Unit 11/2
5 Review At seat: At seat:
At seat:
and WB Complete Unit At seat:
682-683 5 test Technology: Nearpod
Technolog IReady
review review and
y:
Technology: self-grade
IReady Hands On
At seat: IReady
project/ spiral
Complete
Hands On Nearpod/
Unit 5 Hands On
project/ choice Technolog
review and project/
Nearpod/ board y: IReady
Daily Spiral Nearpod/
choice
Nearpod choice board
board Hands On
review
project/
https://shar
Nearpod/
e.nearpod.
choice
com/e/pITf9
board
wQq0ab

Technology
iReady
 Hands On
project/
Nearpod/
choice
board

Read Read Aloud
King George: What
Aloud Was His Problem?
9:30-9:50
Unit 3 Lesson 7: Readers
Develop Strategies for reading
primary sources.
TP: “Today I want to teach you
that readers of history value
primary sources, and they know
that just as there are strategies
to draw upon when reading
narrative texts or persuasive
texts, there are also strategies
that pay off when reading
primary source documents.
No School- Read Aloud
Election Day King George: What
Was His Problem?
Unit 3 Lesson 8: Readers Bring Their
Topics to Life
TP: “Today I want to teach you
that the important thing about
reading history is that it requires
both imagination and factual
knowledge. Readers need to use
their factual knowledge to help
them do the imaginative work of
envisioning a, of putting
themselves into the historical
scene.”
Read Aloud Read Aloud
King George: What King George: What
Was His Problem? Was His Problem?
Unit 3 Lesson 9: A Celebration of
Review Previous
Learning
Sessions TP: “Today I want to teach you
that when you teach someone
all you have learned about
your topic, your oral teaching
needs to reflect all that you
know about good informational
writing. Above all, information
writing is structured—and that
structure is clearly evident to
your readers.”

Specials P.E.- Coach K Art/Strom

(No School)
Music/LeSaicherre P.E.- Braddock Spanish- Murdock

9:55- Fitness Melodic Direction Fitness Numbers, date,

buildings in a city
10:40 No Materials Needed No Materials Needed No Materials Needed
Materials for In Person &
Online: Pencil, Materials
Needed for City Design
Project

Recess
10:45-
11:15
Writing/ Unit 2
Session 7: Return to Boot
No School- Election Day Unit 2
Session 8: Composing and
TAG DAY Unit #2
Session 9: Creating
ELA Camp Sorting Mini-Stories REVIEW DAY Parallelism in Lists

11:15- Teaching Point: Writers Teaching Point: Writers • Elaboration Teaching Point: Writers
focus on both form and draw on narrative writing • Thesis Statement gather a lot of different
11:45 & content, gathering a and use mini stories to Box Frames material to write their
variety of evidence to essays, including lists, and
12:15- support their opinions as
support the ideas they • Mining our
writing they decide what
want to advance.
12:45 they write within the material should go in
frame of an essay. Materials: their essays.
Practice using mini-
ELAGSE4W1:
Materials: • List of Seed ideas stories to support thesis Materials
Write opinion
pieces on topics • List of Seed ideas and reasons • List of Seed ideas
• “Questions writers
or texts, • “Questions writers • “Questions writers
supporting a ask of Earlier Entries
ask of Earlier Small Group Focus: ask of Earlier
point of view with –Chart
reasons. . Entries –Chart Focus on essay form Entries –Chart
• Strategies for
• Strategies for and practice choosing • Strategies for
Generating Essay
Generating Essay mini stories that support Generating Essay
ELAGSE4L2: Entries –Chart
Demonstrate Entries –Chart thesis and reasons Entries –Chart
• “To Develop a
command of the • “To Develop a • “To Develop a
conventions of Thesis Statement
Thesis Statement Thesis Statement
standard English Chart
capitalization, Chart Chart
punctuation, and
spelling when Small Group Focus:
Small Group Focus:
writing. Choosing mini stories that
Building a thesis Small Group Focus:
support thesis and reasons
statement with at least Focus on generating
three reasons material (lists, mini stories)
Share: Mini-stories that
Share: Thesis Statements that directly relates to
students have generated
to support their reasons. thesis and reasons

Share: Material that

students have generated
to support reasons- mini-
stories, lists, etc.
 Student Practice: Gather
evidence to support
thesis and three reasons
that they generated last
week using “Ways to
Extend Our Thinking”
chart
Write in writer’s
notebook/ Microsoft
Word/ Class Notebook
Lunch
11:45-
12:15
Mini-Lesson:
Reading Unit 3 Lesson 7: Readers
Develop Strategies for reading
/Phonics primary sources.
TP: “Today I want to teach you
12:45-1:35 that readers of history value
primary sources, and they know
that just as there are strategies
to draw upon when reading
Standards narrative texts or persuasive
RI.2 texts, there are also strategies
that pay off when reading
RI.3 primary source documents.
RI.5
Safari Video on Analyzing
RI.6
Nonfiction: Chapter 1:
Introduction
Word Work: dict= speak
TTW Introduce, teach, and
review each of the vocabulary
words for the week.
Student Practice: Use what
we know about narrative
writing to generate mini
stories to support reasons
for opinion
Write in writer’s notebook/
Microsoft Word/ Class
Notebook
No School- Election Day Mini-Lesson:
Unit 3 Lesson 8: Readers Bring Their
Topics to Life
TP: “Today I want to teach you
that the important thing about
reading history is that it requires
both imagination and factual
knowledge. Readers need to use
their factual knowledge to help
them do the imaginative work of
envisioning a, of putting
themselves into the historical
scene.”
Safari Video on Analyzing
Nonfiction: Chapter 2: Types of
Nonfiction
Word Work: dict=speak
TTW review the vocabulary words.
The class will play vocabulary
bingo.
Student Practice: Use
what we know about
narrative writing to
generate mini stories to
support reasons for
opinion
Mini-Lesson:
Review Day
Review previous session and
work with students in small
group to support identified
areas of concern or with
students that may need
additional support.
Safari Video on Analyzing
Nonfiction: Chapter 3:
Features of Nonfiction
Word Work: dict= speak
TTW review the vocabulary
words. Students will complete
a choice board activity to
complete for their vocabulary
work.
Student Practice:
Focus on generating
material (lists, mini stories)
that directly relates to
thesis and reasons
Write in writer’s
notebook/ Microsoft
Word/ Class Notebook
Mini-Lesson:
Unit 3 Lesson 9: A Celebration of
Learning
TP: “Today I want to teach you
that when you teach someone
all you have learned about
your topic, your oral teaching
needs to reflect all that you
know about good informational
writing. Above all, information
writing is structured—and that
structure is clearly evident to
your readers.”
Safari Video on Analyzing
Nonfiction: Chapter 4: Critically
Evaluating Nonfiction
Nearpod on Finding the Main
Idea of Nonfiction
Word Work: dict=speak
The students will take a
vocabulary quiz.
 Students record the words in
their reading notebook.
Independent Practice
Students will work on I-Ready
Reading.
Students will read
independently and record their
reading on their reading log.
The teacher will pull small
Focus groups to work on Characters.
Groups
Reteach/Reinforcing Lesson 6.6
from Reading Strategies Book
Enrich Lesson 6.18 from Reading
Strategies Book
SS/Sci Focused Lesson
1:35-2:05 Finish causes of American
Revolution notes and fill
Lines of in appropriate events on
Inquiry- timeline
~How can a
Check this fun Nearpod
revolution cause
out!
change?
(cause)
https://share.nearpod.co
~How do events m/e/GeFCyY7C0ab
impact a person’s
perspective?
Use Extension activities for
(perspective) Causes of American
Revolution review:
No School- Election Day Independent Practice
Students will work on I-Ready
Reading.
Students will read independently
and record their reading on their
reading log.
No School- Election Day The teacher will pull small groups
to work on Characters.
Reteach/Reinforcing Lesson 6.6
from Reading Strategies Book
Enrich Lesson 6.18 from Reading
Strategies Book
Focused Lesson
No school
Focused Lesson
Historical Figures of
American Revolution
Share Election Activities Historical Figures: Graffiti Wall-
document with parents- Portraits of each historical
relate to 4th grade SS figure (King George III, George
standards Washington, Thomas
Jefferson, Benjamin Franklin,
Benedict Arnold, Patrick
Henry, John Adams) will be
posted around the hallway.
The students will write in
assigned class marker/crayon
color their name and any prior
knowledge they have to each
figure answering the following
guiding questions: Who is this
Independent Practice Independent Practice
Students will work on I-Ready
Reading. Students will work on I-Ready
Reading.
Students will read
independently and record Students will read
their reading on their reading independently and record their
log. reading on their reading log.
The teacher will pull small The teacher will pull small
groups to work on Characters. groups to work on Characters.
Reteach/Reinforcing Lesson The students will take a quick
6.6 from Reading Strategies check on characters in text to
Book monitor the learning.
Enrich Lesson 6.18 from
Reading Strategies Book
Focused Lesson
American Revolution
Focused Lesson
Causes of American
video Revolution
Check this fun Nearpod
Safari Montage
out!
Liberty Kids Boston Tea
Party https://share.nearpod.co
http://safarimha.fulto m/e/GeFCyY7C0ab
nschools.org/SAFARI/
montage/play.php?k
eyindex=352297&loca
tion=local&filetypeid=
81
Write 3 facts you
learned about Boston
~How does 1. Causes of American famous American? Why are Tea Party and American
position affect the Revolution Webquest they famous? What was their Revolution or complete
perspective and 2. Studies Weekly weeks role during the American chart
phases of the 1-3 Revolution? Where have you
moon? (change) 3. American Revolution heard about this person
Choice Board before?
4. WB pages 25-35 Post Unit: The students will
Teacher 5. Causes of A.R. Kahoot revisit the same graffiti wall,
Review and using a different colored AR Spies NearPod
Inquiry marker, will re-answer the extension
https://create.kahoot.it/d
Questions- same guiding questions as https://share.nearpod
etails/duplicate-of- Use Boston massacre
How did the before
causes-of-the-american- .com/e/EhnuyBKs0ab image do discuss the
colonists feel
revolution/8a850892- importance of Primary
about taxes? Schedule:
3810-432a-b134-
What are taxes? Stockard 1:30-1:37 (blue) Sources and how they
Are taxes
dc4336fa763f
Collins 1:38-1:45 (red) show a perspective.
necessary? Why Rutledge 1:46-1:52 (green) What does this show?
or why not? Hunt 1:53-2:00 (black) Who made it? (Paul
What are you wondering
Revere-patriot) How do
How did the now? Complete Causes of AR you know?
colonists feel Add a wonder to the review Kahoot and extension
about taxes? wonder board. activities
Research and answer Discuss significance in
What would we another wonder. differences and
do if we did not perspectives between
have taxes? Loyalists and Patriots

What are some

How is this relevant/
ways people
connected to today?
persuade others
to change sides?
Causes of A.R. graded
How does assignment
perspective
change (next week: A.R. Historical
outcome? Figures notes and moon journal
homework science intro)
Student Independent Student Independent Student Independent Practice Student Independent Student Independent
Practice Practice Research landmarks and Practice Practice
cities of IB country Research landmarks and Research landmarks and
Research landmarks and Research landmarks and cities of IB country cities of IB country
cities of IB country cities of IB country
https://kids.nationalgeograp
hic.com/videos/are-we-
there-yet/
Also use MackinVia and
Safari Montage resources
https://kids.nationalgeogra
phic.com/videos/are-we-
there-yet/
Also use MackinVia and
Safari Montage resources
https://kids.nationalgeographi
c.com/videos/are-we-there-
yet/
Also use MackinVia and Safari
Montage resources
https://kids.nationalgeogra
phic.com/videos/are-we-
there-yet/
Also use MackinVia and
Safari Montage resources
https://kids.nationalgeogra
phic.com/videos/are-we-
there-yet/
Also use MackinVia and
Safari Montage resources