Week of: November 9th 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 4.G.1 Draw and label points, lines, line segments, rays,)
four digits by a one-digit whole number, and and angles (right, acute, obtuse). Identify these in
multiply two two-digit numbers, using strategies two-dimensional figures
based on place value and the properties of 4.G.2 Classify two-dimensional figures based on the
presence or absence of parallel or perpendicular
operations.
lines, or the presence or absence of angles of a
specified size.
Reading/ ELA – RI2, RI3, RI5 W3 Supporting Standards: RL4;L1,4,5; SL2
Science/ Social Studies SS4H1b Describe the influence of key individuals and groups during the American Revolution: King George III, George
Washington, Benjamin Franklin, Thomas Jefferson, Benedict Arnold, Patrick Henry, John Adams, Paul Revere, and Black regiments.
*An asterisk or highlight indicates items that will be graded

Login/ Morning MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

Lesson Independent Lesson Independe Lesson Independent Lesson Independent Lesson Independe
Math: nt nt
Distributive Use
8:20- Property of
Meet:
Distributive
Multiply
with Meet:
Multiply by
a Multi-Digit
Meet:
Multiply by a
Multiply by
Tens (with
Meet:
Multiply by Distributive Meet: Use
Multiplicatio Regroupin Property to
9:25 n Practice
Property of
Multiplication g WB 241-
Multiply with
Regrouping
Number
(Partial
Multi-Digit
Number (Partial
2 digit
numbers)
Tens (with 2
digit
Multiply (by a
Distributive
Property to
242 two digit Multiply (by
On (Area Practice (Area WB 241-242 Products) Products) WB WB 279- numbers) WB
number) WB
Model) WB Model) WB WB 247-248 278 279-278 a two digit
MyMath 247-248 293-294 number)
235-236 235-236
Book WB 293-294
Volume 1 At seat:
At seat: WB 243-244 At seat: WB At seat: WB At seat:
237-238 Daily Spiral Pages 249-250 Pages 279- Check My
Advanced Daily Spiral Daily Spiral 280 Daily Progress
MyMath Technolog Spiral WB 253-
Technology y: Technology
Book IReady Math
254
None IReady Math Daily Spiral
Volume 2
 Hands On Technology:
project/ Hands On Hands On Ready Math Technolog
Nearpod/ None project/ y:
choice board Nearpod/ Hands On IReady
choice board project/ Math
Nearpod/
choice Hands On
board project/
Nearpod

Lesson Independent Lesson Independe Lesson Independent Lesson Independent Lesson Independe
nt Draw and nt
Meet: Geometr label Meet: check Parallel Meet: check Review
y- Draw Meet: WB angles and 895-896 geometry Meet:
Unit 6 Complete WB 875-876
and label 873-874 Perpendic Complete vocab/ check
pretest data sheet Complete
points, Write Vocab: ular lines 879-880 concepts so
data using 893-894 881-882
definition Angle Write far
illuminate line Write review all
and Right Vocabulary: definition
data, write a segments definition and geometry
Obtuse Parallel
, rays examples and vocab.
goal for unit 6 acute examples in
in math Intersecti examples in
geometry math journals At seat:
Vocab: journals ng math
At seat: Complete
Ray Perpendi journals
Daily Spiral At seat: WB check my
Endpoint At seat: cular
Q3.6 895-896 progress
Line WB 875- At seat:
Daily Spiral WB 885-
Line 876 WB 881-882
Q3.6 886 for
segment Daily Spiral grade
Technology Technology:
Q3.6
iReady Technology: IReady
(Could use self-grade
IReady
MyMath Technolog
Hands On Hands On spiral
Vocabular y:
project/ y cards) Hands On project/
IReady Technolog
nearpod/ project/ nearpod/
choice board nearpod/ choice y: IReady
Hands On
choice board board
project/ Hands
nearpod/ Onproject
 choice /
board nearpod/
choice
board

Read Read Aloud Read Aloud Read Aloud Read Aloud Read Aloud
Turk and Rut by Lisa Turk and Rut by Lisa Turkey Passage in Turk and Rut and How to Catch a
Aloud Wheeler Wheeler TEAMS (for a grade) Turkey Passage Turkey by Adam
9:30-9:50 The class will listen to the
Reread Wallace
The class will reread The students will read The teacher will read
story and answer the article about turkeys the book and the
the story and The class will reread
questions during the and answer questions, students will create a
complete a story the book from
reading, engaging in a being sure to answer in marble maze using the
map filling in the Monday and the
range of collaborative complete sentences given materials to help
characters, setting, article on Turkeys and
discussions to build on and using the text as the turkey reach the
problem and solution compare the two
other ideas, and express evidence. This will be stage.
of the story. paired texts and
their own thoughts and turned in for a grade.
(Standard RL 3) answer questions
opinions. (Standard RI.2) (Standard RL 2)
about the two texts.
(Standard: RL.3)
(Standard RL.6)
P.E.- Coach K Music/LeSaicherre Spanish
Specials Art/Strom P.E.- Braddock

9:55- Throwing for Accuracy Face Proportion

(continue drawing and
Melody: Melodic Direction
Throwing for Accuracy Numbers, date, buildings
and Musical Alphabet in a city
10:40 In Person: None coloring/shading foreg
round)
In Person: None
In Person: Personal
In Person: None At Home: None
At Home: None Device, Pencils, Materials
In Person: Crayons or for City Design Project
colored pencils At Home: None
At Home: City Design
At Home: Face Project, Pencils, Materials
drawing that we for City Design Project
started but didn’t color
yet,
Crayons or colored
pencils
Recess
10:45-
11:15
Language Arts skill of the Language Arts skill of FUN IN WRITING
Writing/ week: Similies & the week: Similes & Hook: Video
TAG DAY
FRIDAYS
ELA Metaphors Metaphors Introductions
REVIEW DAY
Unit 2, Session 14
11:15- I-Ready Toolbox Mini-Lesson:
11:45 & Page 218-219 Unit 2, Session 12
Writing Introductions
and Conclusions
12:15- Mini-Lesson:
Teach children the
Becoming Our Own
12:45 Job Captains different ways writers
Teach children that https://youtu.be/JmEWp commonly open and
writers solve their wB85E0 close essays, and that
ELAGSE4W1:
Write opinion own problems, writers try out multiple
pieces on topics
taking ownership of leads and conclusions
or texts, Unit 2, Session 13 https://share.nearpod
supporting a the writing process before deciding which
point of view with Mini-Lesson: .com/e/UJW5iFLWbbb works best for their
reasons. .
by developing their Writing Introductions and
own systems. essay
Conclusions Review/ Practice
ELAGSE4L4: Unit 2, Session 11 Teach children the Similes & Metaphors
Determine or Mini-Lesson: different ways writers
clarify the https://quizizz.com/ad Conclusions: For a
Building a Cohesive commonly open and
meaning of min/quiz/58bd95bad8 Grade
unknown and Draft close essays, and that
multiple-meaning writers try out multiple 922f5b1864cade
words and Teach children that
phrases based on writers create cohesion leads and conclusions
grade 4 reading before deciding which
and content, with logically sequenced
works best for their essay
choosing flexibly information, transition
from a range of
strategies. words, and repeated
phrases.
 Student Practice: Practice
organizing the evidence in
their essays and tape material
together.
Use digital class notebook for
entries / class notebook
Lunch
11:45-
12:15
Mini-Lesson:
Reading Unit 3 Lesson 10: Recognizing
Different Perspectives
/Phonics In this session, you will teach
students that historians pay
12:45-1:35 careful attention to multiple points
of view, so that they can try to
form a more complete
understanding of what happened
Standards in the past.
RI.2
Teaching Point: “Today I want to
RI.3 teach you that historians always
RI.5 keep in mind that every account
of history is told from a particular
RI.6 perspective, highlighting a
particular side of the story. Just as
we needed to seek out all sides of
the story about the argument in
the cafeteria, historians seek out
all sides of the stories they
research, and they realize there
are always multiple points of
view.”
Word Work ject= throw
TTW Introduce, teach, and review
each of the vocabulary words for
the week.
Students record the words in their
reading notebook.
Student Practice:
Students will work on
completing their body
paragraphs.
Mini-Lesson:
Unit 3 Lesson 11: Readers
Find and Angel Evidence to
Support Their Claim
In this session you will teach
students that readers study
historical evidence to
determine their own point of
view and then they analyze
the evidence to figure out
how to make it support their
point of view.
TP: “Readers, today I want to
teach you that readers look
at historical evidence and
ask themselves, ‘What does
this tell me? What can I
make of this?’ And if you
have looked at enough
evidence to decide on your
point of view, the question
becomes: ‘How can I use this
to support my point of view?’
Word Work ject= throw
TTW review the vocabulary
words for the week. Students
will sort the vocabulary
words and the definitions
correctly in their reading
notebook.
Students will practice
working on their
introductions using ways to
start essay resource.
Mini-Lesson:
Unit 3 Lesson 12: Rehearsing a
Debate
In this session you will teach
students that debaters research
both sides of an issue to present
their position effectively with
reasons and evidence and rebut
the position of their opponent.
TP: “Today I want to remind you
that when you are debating, you
want to be compelling. As a good
debater, you’ll state a position,
give reasons to back up that
position, and give evidence to
support each of your reasons. A
good debater is never wishy-
washy!”
Word Work: ject= throw
TTW review the vocabulary words.
The class will play vocabulary
bingo.
Student Practice:
Complete Nearpod Task
Quizizz
Continue working on
writing piece.
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.
Word Work: ject-throw
TTW review the vocabulary
words. Students will complete
a choice board activity to
complete for their vocabulary
work.
Students will Practice
working on their
conclusions.
Mini-Lesson:
Unit 3 Lesson 13: Staging A
Continental Congress Debate
Have the class debate in a
whole-class format (begin by
allowing each side to give an
opening statement and closing
statement). For the body of the
debate, have the Patriots
present one of their arguments
for two minutes, and then let
the Loyalists rebuttal for 2
minutes, and then the Patriots
get a one-sentence response.
Repeat this format throughout
the debate.
Word Work: ject=throw
The students will take a
vocabulary quiz.
 Independent Practice Independent Practice Independent Practice Independent Practice Independent Practice
Students will work on I-Ready Students will work on I-Ready Students will work on I-Ready Students will work on I-Ready
Reading. Reading. Reading. Reading. *Vocabulary Quiz

Students will read independently
and record their reading on their
reading log.
The teacher will pull small groups
Focus to work on Characters.
Groups
Reteach/Reinforcing Lesson 6.6
from Reading Strategies Book
Students will read
independently and record
their reading on their reading
log.
The teacher will pull small
groups to work on
Characters.
Reteach/Reinforcing Lesson
6.6 from Reading Strategies
Book
Students will read independently
and record their reading on their
reading log.
The teacher will pull small groups
to work on Characters.
Reteach/Reinforcing Lesson 6.6
from Reading Strategies Book
Students will read
independently and record
their reading on their reading
log.
The teacher will pull small
groups to work on Characters.
Reteach/Reinforcing Lesson
6.6 from Reading Strategies
Book
Students will work on I-Ready
Reading.
Students will read
independently and record their
reading on their reading log.
The teacher will pull small
groups to work on Characters.
The students will take a quick
check on characters in text to
monitor the learning.

Enrich Lesson 6.18 from Reading Enrich Lesson 6.18 from Reading
Strategies Book Strategies Book Enrich Lesson 6.18 from
Enrich Lesson 6.18 from Reading Strategies Book
Reading Strategies Book

SS/Sci Focused Lesson Focused Lesson Focused Lesson Focused Lesson

American Revolution
Focused Lesson
Important People of
1:35-2:05 Important People of Important People of Finish notes and work on video American Revolution
American Revolution American Revolution extension activities
Lines of Safari Montage George vs George reading
Inquiry- Students fill out Important Students fill out Important People of the AR Liberty Kids “United We passage graded assignment
People organizer and fill in Important People Kahoot Review Stand”
~How can a
appropriate events on organizer and fill in https://safari.fultonsch (next week: A.R. battles)
revolution cause https://create.kahoot.it/share/
timeline appropriate events on ools.org/SAFARI/mont
change? american-revolution-
(cause) timeline age/play.php?keyind
important-people/58a08551-
Teacher will guide students ex=351990&location=l
08b4-4ac7-8b07-
~How do events through Important people Teacher will guide e6590700b5b3 ocal&filetypeid=81&x
impact a person’s PPT students through
perspective? c=1
Important people PPT
(perspective) Use Extension activities for
Important People of Write 3 facts you
~How does American Revolution learned about
position affect the Intolerable Acts and
review:
perspective and 1.Important People American Revolution or
phases of the Facebook project complete chart
moon? (change) 2. Continue causes of
American Revolution
Webquest
Teacher 3. Studies Weekly
Inquiry newspaper weeks 1-3
AR Spies NearPod
4. American Revolution
Questions- Choice Board extension
How did the
5. WB pages 25-35 https://share.nearpod
colonists feel
6. Add a wonder to the .com/e/EhnuyBKs0ab
about taxes?
wonder board about
What are taxes?
Are taxes American Revolution,
necessary? Why research and answer
or why not? another’s wonder.

How did the Student Independent Practice Student Independent Student Independent Practice Student Independent Student Independent
colonists feel Practice Research landmarks and Practice Practice
about taxes? Research landmarks and cities of IB country Research landmarks and Research landmarks and
cities of IB country Research landmarks and cities of IB country cities of IB country
What would we https://kids.nationalgeographi cities of IB country https://kids.nationalgeographi
do if we did not c.com/videos/are-we-there- https://kids.nationalgeogr c.com/videos/are-we-there- https://kids.nationalgeogra https://kids.nationalgeogra
have taxes? yet/ aphic.com/videos/are- yet/ phic.com/videos/are-we- phic.com/videos/are-we-
Also use MackinVia and we-there-yet/ Also use MackinVia and Safari there-yet/ there-yet/
What are some Safari Montage resources Also use MackinVia and Montage resources Also use MackinVia and Also use MackinVia and
ways people Safari Montage resources Safari Montage resources Safari Montage resources
persuade others
to change sides?

How does
perspective
change
outcome?