Week of: February 1st - 5th 2021 Grade Level: 4th Grade Office Hours: By Appointment Only

PYP Unit and Central Idea: HOW WE ORGANIZE OURSELVES; Systems and cooperation can create a balanced community.
Prioritized Standards Addressed This Week:
On Level Math
Unit 4
MGSE.4.NF.3 Understand a fraction a/b with a >
1 as a sum of fractions 1/b.
a. Understand addition and subtraction of
fractions as joining and separating parts referring
to the same whole.
Advanced Math
Unit 7b Unit measurements
4.MD.3 Apply the area and perimeter formulas for
rectangles in real world and mathematical problems.
4.MD.8 Recognize area as additive. Find areas of
rectilinear figures by decomposing them into non-
overlapping rectangles and adding the areas of the
non-overlapping parts, applying this technique to
solve real world problems.
4.MD.2. Use the four operations to solve word
problems involving distances, intervals of time
Accelerated Math
MGSE5.NF.4 Apply and extend previous
understandings of multiplication to multiply a
fraction or whole number by a fraction.
A. .Apply and use understanding of
multiplication to multiply a fraction or
whole number by a fraction
B. Find the area of a rectangle with
fractional side lengths by tiling it with unit
squares of the appropriate unit fraction
side lengths, and show that the area is
the same as would be found by
multiplying the side lengths
MGSE5.NF.6 Solve real world problems involving
multiplication of fractions and mixed numbers,
e.g., by using visual fraction models or equations
to represent the problem.

Reading/ ELA – RL2 Determine the theme of a story, drama or poem from details in the text; summarize the text. RL.3 Describe in depth a character, setting,
or event in a story or drama, drawing on specific details in the text. SL.1 Engage effectively in a range of collaborative discussions with diverse partners on
grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
Science/ Social Studies S4L1. Obtain, evaluate, and communicate information about the roles of organisms and the flow of energy within an ecosystem.
a. Develop a model to describe the roles of producers, consumers, and decomposers in a community. (Clarification statement: Students are not expected to identify the
different types of consumers – herbivores, carnivores, omnivores and scavengers.)
b. Develop simple models to illustrate the flow of energy through a food web/food chain beginning with sunlight and including producers, consumers, and decomposers.
c. Design a scenario to demonstrate the effect of a change on an ecosystem. (Clarification statement: Include living and non-living factors in the scenario.)
d. Use printed and digital data to develop a model illustrating and describing changes to the flow of energy in an ecosystem when plants or animals become scarce, extinct
or over-abundant.
SS4CG3 Describe the structure of government and the Bill of Rights.
a. Describe how the three branches of government interact with each other (checks and balances and separation of powers), and how they relate to local, state, and
federal government.
b. Identify and explain the rights in the Bill of Rights, describe how the Bill of Rights places limits on the powers of government, and explain the reasons for its inclusion in
the Constitution in 1791.
SS4H2 Analyze the challenges faced by the framers of the Constitution.
c. Identify the major leaders of the Constitutional Convention (James Madison, George Washington, and Benjamin Franklin).
d. Evaluate the major issues debated at the Constitutional Convention: the weaknesses of the Articles of Confederation, the rights of states to govern themselves
(federal system), the Great Compromise, and slavery (Three- Fifths Compromise).
*An asterisk or highlight indicates items that will be graded

Login/ Morning MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Meeting -Greeting - Greeting -Greeting -Greeting -Greeting
 8:10- 8:20 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: Respect Lesson: Respect Lesson: Respect Lesson: Respect Lesson: Respect

Lesson Lesson Independen Lesson Independent Lesson Independent Lesson Independe

Math: t nt
Adding & Review
8:20- Subtracting
Meet:
Adding &
Decomposin
g Fractions Meet:
Decomposin
g Fractions &
Meet:
Decomposin
Multiplying
a Whole
Meet:
Multiplying a Multiplying a Meet:
Fractions Whole
9:25 Word
Subtracting
Fractions
Interactive
Notebook
Decomposi
ng Fractions
Unit Fractions
Nearpod
g Fractions &
Unit Fractions
Number by
a Fraction
Whole
Number by Number by a
Review
Multiplying
Problems-
On Guided
Word Interactive Nearpod Interactive a Fraction Fraction a Whole
Homework: Homework: Notebook workbook Number by
MyMath practice Problems Notebook Interactive
WB 587-588 Decomposin Notebook pages 615- a Fraction
Book with teacher
g Fractions (More 616 and 617- workbook
provided At seat: At seat: At seat:
**Change word WB 589-590; Vocabulary: worksheet examples At seat: 618 pages 615-
Decomposi Check My
to Volume 2 problems Daily Spiral Decomposin
ng Fractions
on WB 613-
WB 615- 616 and
g Progress 614) 617-618
Interactive 616;
Unit Fraction 585-586;
Technolog Notebook Daily Spiral
Advanced Homework:
y: Independen Daily Spiral At seat:
MyMath WB 577-578 ; Daily Spiral
IReady t Practice; Technology
Book Daily Spiral Technology
All Math Homework: :
IReady Technolog
Volume 2 homework WB 617-618 IReady
Technolog Math y:
due the Hands On Math
following y IReady
project/
day IReady Hands On Math
Nearpod Hands On
Math project/
Project
Nearpod/ Hands On
Choice
Hands On choice project/
Board/Near
project/ board Nearpod
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choice
board
 Lesson Independen Lesson Independen Lesson Independent Lesson Independent Lesson Independe
Review t Measure t Measure Area and At seat: Area and nt
Converting Perimeter At seat: Area with At seat: perimeter Complete perimeter
At seat: with formula WB 827-828 At seat:
customary formula WB 847-848 as area and word
P=2W+2L
units Check my A=LxW Additive perimeter problems Continue
progress Daily Spiral Daily Spiral (composit as additive area and
Elapsed 721-722 Q4:2 Meet: Q4:2 e/nonstan practice perimeter
formative Meet:
time Check 827- dard word
grade Go over Technolog Meet:
830 Technology: shapes) Daily Spiral problems
Formative y: IReady check area
Meet: IReady Q4:2
Daily Spiral grade and
#4-7
Check 717- Complete
Q4:2 721-722 Hands On perimeter
718 845-846 Hands On Meet: Technology
Technolog project/ as additive self-grade
project/ Check IReady
y: IReady Check Nearpod practice Daily Spiral
Complete Nearpod/ 847-850
elapsed Perimeter Hands On and 851-854 Q4:2
elapsed https://shar
time word https://shar project/ Technolog
time word e.nearpod. Complete/
problems e.nearpod. Nearpod/ Complete/ y: IReady
problems com/e/44fy model
with com/e/ezIi choice model area Hands On
#1-2 using Hands On NRCeqdb area and
timelines u30cqdb board and project/
timeline project- perimeter
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(see unit 7 create a /choice as additive
Complete board Homework word choice
test) timeline board notes
825-826 Relate problems board
project
Homework area and #1-3 (next
All Homework
Perimeter perimeter week: line
Homework Homework Area WB
WB 829-830 WB 851-854 plots/
due the Finish 849-850
review/
following Elapsed
test Feb
day time word
10-11)
problems
#3-4 using
timeline
Accel Focused Student Focused Student Focused Student Focused Student Focused Student
Lesson Independe Lesson Independe Lesson Independe Lesson Independe Lesson Independ
nt Practice nt Practice nt Practice nt Practice ent
Essential Day 1 Day 2 Day 3 Day 4 Day 5 Practice
 Questions Multiiply Multiplying Explore (Work is Tag Day (Work is Find the
Fraction by (Work is Fractions/ (Work is Word posted in posted in area of a (Work is
posted in Mixed posted in each Review Day each posted in
How can I use a whole Problems rectangle
each each channel daily channel each
place value and number. Numbers Multiplying w/
channel channel 1. Multiply daily channel
Power Power Point Fractions/ fractional
properties to daily daily) Fractions by Spiral daily
Let's Get Mixed Spiral whole # side lengths
divide decimals? Point Let's Digital -
Spiral
Numbers Hands On
Get Digital Spiral Multiplying 2. Multiply
Hands On Hands On
Small Groups - Fractions Spiral Fractions by
Review Mixed Technology Classwork:
T- Word Multiplying Hands On PPT Day 1 Technology Numbers I-Ready Technology
Problems/ .pptx Hands On Cubes Area w/
Fractions I-Ready I-Ready
Inquiry work Technology 3. CUBES/ rectangular
PPT Day 1 Meet-
Technology Word fractional
S- Spiral Work I-Ready Spiral Topic Meet – Problems Teacher
.pptx I-Ready sides
T- Technology of the week Teacher
(I-Ready) Meet – : Adding/
Spiral Topic Teacher Meet-
Subtracting Teacher
of the week Fractions
: Adding/ Multiply and
Subtracting Worksheet: Dividing
(Taskwork
Fractions Word Fractions
and links
Problems w/
posted on Assessment
fractions and
each Part II
mixed
Exit Ticket: channel)
numbers
Multiplying
Fractions
Exit Ticket:
by a whole
number 4 Word
using visual Problems
fractions with
models multiplying
fractions/
mixed
numbers.

Read Read Aloud Read Aloud Read Aloud Read Aloud Read Aloud
Number the Stars by Number the Stars by Number the Stars by Lois Number the Stars by Number the Stars by
Aloud Lois Lowry Lois Lowry Lowry Lois Lowry Lois Lowry
Chapter 14 and 15 Chapters Review 1-15 Chapters 16 Chapters Review 1-16
 Chapters 17 (Final
9:30- The class will read The class will go back The class will read aloud The class will think Chapter)
9:50 aloud Chapter 14 and and work on Chapters 10 and 11 and about the theme in
15 and discuss what Annemarie’s timeline discuss what the story they have The class will read
wonderings, questions, for the story. wonderings, questions, read so far and review aloud Chapter17 and
and small details they and small details they chapters 1-16 discuss what the book.
notice. notice. Students will reflect on
their time with this
novel.
Specials PE- Coach K Art/Strom Music/LeSaicherre P.E.- Braddock Spanish- Murdock

9:55- Striking How to Draw a Fruit Woodwind Family Striking Foods &
Bowl
10:40 Materials:
Sports/Activities
Materials: Materials:
Materials: Materials:
In Person: None In Person: None In Person: None
In Person: Pencil, In Person: Device,
At Home: None coloring supplies, At Home: None At Home: None pencil
device
At Home: None
At Home: Pencil,
coloring supplies,
drawing paper
Recess
10:45-
11:15
 Units of Study Language Skill of the Week: Units of Study TAG DAY Units of Study
Writing Unit 3 Session 13 (Writescore data –Sentence Unit 3 Session 15 Drafting Unit 3 Session 16
Formation )
/ ELA Session 13 ELAGSE4L2: Demonstrate
REVIEW
Remind students that writers The Other Side of the
command of the Session 15 Story
11:15- Text Features: Popping conventions of standard
draw on all they know as
information writers to draft
Out the Important Using All We Know to Craft
11:45 & Information
English capitalization,
punctuation, and spelling
Essay and Narrative
new information.
Session 16
Sections
12:15- Teach students that
when writing. b. Form and
The Other Side of the
use the progressive (e.g., I REVIEW DAY
12:45 writers think about the
most important was walking; I am walking; I
Remind students that
writers always approach
Story

information and ideas will be walking) verb new work equipped with a Vocabulary Choice board
Teach students that to
that they’re trying to aspects. toolkit of strategies that Writing Choice Board:
ELAGSE4W2: Write write and think about
informative/explanato convey in a chapter or a they have learned from January
history well, you need to
ry texts to examine a
topic and convey
section, and they use text Unit 3 Session 14 previous work. (Students will select an item remember that there is
ideas and information features to highlight that to complete) always more than one
clearly.
a. Introduce a topic
information. Session 14 1. Some of the Nearpod – Language side to a story. When
clearly and group chapters should be Practice trying to understand an
related information in
paragraphs and Using Text Features Quotations Accentuate written as stories or event in history, it is
sections; include • Highlighting the Importance: Voices essays important to ask, What
formatting (e.g.,
headings), illustrations, various text features Chime In to Make a Point are some other sides to
and multimedia when
in literature. Task: Planning a micro-story this story.
useful to aiding
comprehension.
Teach students that history embedded in historical
writers add quotations to research. Task: Historians go to great
their writing to accentuate
lengths to tell the stories that
. a central idea.
have been lost.
Task: We will review
What can you do to make
completed chapters of our
sure that more than one
informational books to Nearpod
side of your story is told?
identify where we can https://share.nearpod.com
• embed quotation marks. /e/mvnmy5FKrdb
• Non-Fiction Text Complete the graphic
• Citations (ALL
Features Activity organizer on perspective
ABOUT) FEBRUARY WRITING CHOICE
“What’s the text feature To write another side to your
• Dialogue (STORY) BOARD
and where did you find it?” story.
• COMPLETE
NEARPOD
• WORK ON
LANGUAGE
PRACTICE SKILL
 Students will: Students will: Student Practice: Student Practice:
• Work on producing • Work on producing • Work on producing
• Work on producing
informational books informational books informational books
informational books
• Language Skill • Language Skill • Language Skill
• Language Skill
Practice Practice Practice
Practice
• Choiceboard • Choiceboard • Choiceboard
• Choiceboard
• Vocabulary • Vocabulary • Vocabulary
• Vocabulary
Choiceboard Choiceboard Choiceboard
Choiceboard

Lunch
11:45-
12:15
Mini-Lesson: Mini-Lesson: Mini-Lesson: Mini-Lesson:
Reading Mini-Lesson:

/Phonics Unit 4 Lesson 12: Unit 4 Lesson 13: Unit 4: Lesson 14: Some Perspective Review Unit 4: Lesson 15:
Turning Reading into a Readers Learn from People’ s Perspective is Seeing Power in Its
12:45- Project Historical Narratives Not All People’s Review previous Many Forms
1:35 Perspective sessions work and
Teaching Point: “Today Teaching Point: “Today identify any areas of Teaching Point: “Today
I want to remind you I want to teach you Teaching Point: “Today I concern or work with I want to teach you
Standards that readers don’t limit that readers of want to teach you that students who may that looking at our
RL. 2 themselves to the book historical fiction not as readers research need additional books with the lens of
RL. 3 in their hands. Readers only shift between character perspectives, power, leads to all
support.
SL. 1 father resources on the it's important to sorts of new thinking.
reading fiction and
run that will deepen When you investigate
reading related recognize that one Complete the
who has the power,
comprehension, one nonfiction. Readers of person’s perspective is Nearpod activity on what form power takes
important way to do historical fiction also not everyone’s Perspective and how power
this work is to read shift between reading perspective. Readers, https://share.nearpod. changes, or shifts, that
texts alongside your their historical fiction as therefore, are cautious com/e/Kq3ojbGIodb helps you find huge
novel—texts that add one reads a story and about making meaning in books.”
background read it as one reads an assumptions and Word Work
knowledge.” informational text. overgeneralizations. “ Word Work
 Because here’s the ben, bene, bon= ben, bene, bon= good,
Word Work thing, you can learn Students will complete a good, well well
ben, bene, bon= good, information from Readworks Passage and Quizziz Review: Have
well historical fiction” question set to show students review the Vocabulary Quiz-
The teacher will their understanding of vocabulary words and Students will take their
introduce, teach, and Word Work the standards. play the quizziz to help vocabulary quiz to
review each of the ben, bene, bon= good, them study. check for
vocabulary words for well Word Work understanding.
the week. Vocabulary Sort- ben, bene, bon= good, Quizziz Review:
Students will match the well https://quizizz.com/ad
Digital Flash Cards: correct definition with Vocabulary Bingo- min/quiz/5a0c6f34906
https://www.flippity.net the correct vocabulary Students will play Bingo 261110060b3f2
/fc.php?k=1iN3y3vPl6b words. to review the definitions
SBdMlMiA92Dsaw4dH2 of the weekly words.
q9KMkbOAPmuGfe8

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 Students will work on I-Ready
Reading. Reading. Reading. Reading. Reading.

Students will read Students will read independently Students will read independently Students will read Students will read
independently and record their and record their reading on and record their reading on their independently and record their independently and record their
reading on their reading log. their reading log. reading log. reading on their reading log. reading on their reading log.

*Readworks: “Journalism” *Vocabulary Quiz

The class will participate in small
Small book clubs within the class to
talk, discuss, and wonder about
Groups books on their level.
The class will participate in small
book clubs within the class to
talk, discuss, and wonder about
books on their level.
The class will participate in small
book clubs within the class to talk,
discuss, and wonder about books
on their level.
The class will participate in
small book clubs within the
class to talk, discuss, and
wonder about books on their
level.
The class will participate in small
book clubs within the class to
talk, discuss, and wonder about
books on their level.

SS/Sci Focused Lesson

Changes in Ecosystems
Focused Lesson
Changes in Ecosystems
Focused Lesson
Changes in Ecosystems
Focused Lesson
Changes in Ecosystems
Focused Lesson
New Nation Intro
1:35-2:05
Unit 3 Continue vocabulary http://studyjams.scholasti https://www.brainpop.co Watch Bill Nye: Dinosaurs Review/ Discuss: How did
note cards using c.com/studyjams/jams/s m/science/ecologyandbe and write 3 facts about American Revolution
Theme: An
inquiry into the
NearPod and have class cience/ecosystems/popu havior/extinction/ why changes in an end? Now what?
lation-growth.htm Discuss ecosystem may have
interconnectedn discussion (This is a good Discuss affected the extinction Class will create a
ess of human- one I made! ) Students will complete of dinosaurs and other KnowThinkWonder chart
made systems https://create.kahoot.it/s Ecosystems Vocabulary animals thinking about newly
and
https://share.nearpod.co hare/ecosystems-4th- Quiz independent US after
communities; the
m/e/KpX32Ihmqdb grade/2dae306a-67ab- Summative grade https://safari.fultonschool Revolutionary War and
structure and
function of 48c6-a465-8b963aa98749 s.org/SAFARI/montage/p the response to tyranny.
organizations; CONTINUE STUDY SKILLS lay.php?keyindex=35365
societal decision- PRACTICE!!! For vocab https://create.kahoot.it/s 6&location=local&filetyp Inro New Nation
making; quiz Wednesday hare/4th-grade- eid=81&xc=1 Nearpod
economic ecosystems-and- https://share.nearpod.co
activities and adaptations/f4a3dae6- Or m/e/BG3W4Mypqdb
their impact on
Extensions for the week 49e3-4fff-b129-
humankind and
1. WB 259-261, 263-265; f369f7cb91f5 Mystery Science: Why New Extensions
the environment.
271-272; 287-289 did the dinosaurs go 1. SS WB 54-74
Central Idea: 2. Ecosystems Think-Tac- CONTINUE STUDY SKILLS extinct game 2. New Nation Choice
Systems and Toe PRACTICE!!! For vocab https://mysteryscience.c Board
cooperation 3. Research IB Country of quiz Wednesday om/ecosystems/mystery- 3. Research IB Country of
can create a Study 6/food-webs-flow-of- Study
balanced January: humanitarian energy/212?r=939780 February: architecture,
community. and conservation efforts- art, music
compare and contrast Connection:
Lines of Inquiry/ with US and/or other What kind of
Key Concepts:
countries Connection: organizations; societal
How can changes
affect systems? How are ecosystems decision making affect
(change) affected? Deforestation? the architecture/ art/
Human impact Water cleanliness? Use music of the New Nation
affects systems. extinct, scarcity and 4. Add a wonder to the
(responsibility)
overabundance vocab. wonder board
Explain the
interaction of 4. Add a wonder to the 5. Research and answer
systems. wonder board another’s wonder
(connection) 5. Research and answer
another’s wonder
Teacher
Student Independent Student Independent Student Independent Student Independent Student Independent
Inquiry Practice Practice Practice Practice
Practice
Questions- Research IB country Research IB country Research IB country
Research IB country
~How did the
tyranny of
England’s king https://kids.nationalgeograp https://kids.nationalgeograph https://kids.nationalgeogra https://kids.nationalgeogra
effect new hic.com/videos/are-we- ic.com/videos/are-we-there- phic.com/videos/are-we- phic.com/videos/are-we-
decisions? there-yet/ yet/ there-yet/ there-yet/
~How did the Also use MackinVia and Also use MackinVia and Also use MackinVia and Also use MackinVia and
fathers of the Safari Montage resources Safari Montage resources Safari Montage resources Safari Montage resources
constitution work
together to
establish an
effective
government?
~How would
losing an
organism effect
an ecosystem?