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Micaela Morgan's Lesson Plans for Week of Nov 10, 2014

Mon, Nov 10 (Week C

Tue, Nov 11 (Week A

Wed, Nov 12 (Week C

Thu, Nov 13 (Week C

Fri, Nov 14 (Week C

Day A)

Day A)

Day C)

Day D)

Day E)

MORNING DUTIES

MORNING DUTIES

MORNING DUTIES

MORNING DUTIES

(7:45 AM - 8:15 AM)

(7:45 AM - 8:15 AM)

(7:45 AM - 8:15 AM)

(7:45 AM - 8:15 AM)

Work on Language

Work on Language Art

Work on Language Art

Assessment on Week

Arts Packet

Packet

Packet

3 of Language Arts of

VETERANS DAY

what has been


reviewed during the
week

Standards:
RI.4.2: Determine
the main idea of a
text and explain how
it is supported by
key details;
summarize the text.
CCSS.ELALiteracy.RI.4.4:
Determine the
meaning of general
academic and
domain-specific
words or phrases in
a text relevant to a
grade 4 topic or
subject area. (See
grade 4 Language
standards 46 for
additional
expectations.)
RI.4.7: Interpret
information
presented visually,
orally, or
quantitatively (e.g.,
in charts, graphs,
diagrams, time lines,
animations, or
interactive elements
on Web pages) and
explain how the
information

contributes to an
understanding of the
text in which it
appears.
RI.4.10: By the end
of year, read and
comprehend
informational texts,
including
history/social
studies, science,
and technical texts,
in the grades 45
text complexity band
proficiently, with
scaffolding as
needed at the high
end of the range.
RF.4.3: Know and
apply grade-level
phonics and word
analysis skills in
decoding words.
RF.4.4: Read with
sufficient accuracy
and fluency to
support
comprehension.
L.4.3: Use
knowledge of
language and its
conventions when
writing, speaking,
reading, or listening.
L.4.4: Determine or
clarify the meaning
of unknown and
multiple-meaning
words and phrases
based on grade 4
reading and content,
choosing flexibly
from a range of
strategies.
L.4.5: Demonstrate
understanding of

figurative language,
word relationships,
and nuances in word
meanings.
L.4.6: Acquire and
use accurately
grade-appropriate
general academic
and domain-specific
words and phrases,
including those that
signal precise
actions, emotions, or
states of being (e.g.,
quizzed, whined,
stammered) and that
are basic to a
particular topic (e.g.,
wildlife,
conservation, and
endangered when
discussing animal
preservation).

ART (8:15 AM - 9:00

RELIGION (8:20 AM -

RELIGION (8:20 AM -

RELIGION (8:20 AM -

AM)

9:05 AM)

9:05 AM)

9:05 AM)

Chapter 10 Day 4 -

Day 2 of 2

Day 5

(Two day Lesson Day

Page 128 Review

1 of 2)
Catechist Goal

pages 129-130

To underscore that

We Respond Faith

keeping God's name


holy includes

Complete questions 1-

respecting the places

10

where we worship him

Work on Assessment
Activity

Our Faith Response

Complete the Reflect

To respect sacred

and Pray activity

places that honor

Review Remember and

God's name

Key Words
Read and discuss Our

Vocabulary Word

Catholic life
Discuss the Sharing

sacred

Faith with my Family


page

Opening Question:
What is it that you find

Homework: Study for

sacred?

Test

Why am I asking this


question?

Because we need to
learn to respect and
honor sacred places.

Discuss the We Gather


statements
Discuss the sacred in
the We Believe text
Reflect on the second
commandment

Very little is known


about Jesus' life when
he was a boy. We have
only one story about
Jesus between his
birth and life as an
adult. In the Gospel of
Luke, the boy Jesus is
accidentally left in
Jerusalem by his
parents. They later find
him listening and
teaching in the temple
as if he was an adult.
One of the most
incredible things about
Christ is that he
became a human
being just like us. We
can relate to him even
though he is God.
Even children can
relate to God knowing
that Christ was once a
child too! Use the
lesson plan below to
help young people
come to know the boy
Jesus.

As students enter the


room, have them
complete the
worksheet titled,
"Sometimes I Travel."
The purpose of this
bell work activity is to
help students think of
their latest vacations
so they can relate to
Jesus' vacation during
the Passover holiday.
When students are
finished, either have
them all read about
their vacations to the
class or have them
partner up and read
what they have written
to another student in
class.

Check
Prior
Knowledge
Students should be
able to know the
following before
teaching this new
lesson about Jesus as
a boy:
Jesus was born in
Bethlehem.
Jesus grew up in
Nazareth.
Jesus' parents were
Mary and Joseph.
Jerusalem was the
capital of Israel.
There was a big
temple in Jerusalem.

RELIGION (9:05 AM -

MATH (9:10 AM - 9:55

MATH (9:10 AM - 9:55

MATH (9:10 AM - 9:55

9:45 AM)

AM)

AM)

AM)

Connections to

1-4 Place Value

1-5 Estimation

1-6 Comparing and

Thinking

Objective - To write

Objective:

Ordering Whole

Student Objectives

numbers in expanded

To recognize an

Numbers

Read, spell, and write

form from standard

estimate and when an

words with the long i

form and vice versa.

estimate is

Objective: To compare

sound spelling i, i-C-

Also, to count on and

appropriate. Also, to

and order whole

e,y, igh, ey,and uy.

back by 10, 100, and

explore visual, or

numbers

Sort spelling words

1000.

gross, estimation.

according to the long i


spellings.

Vocabulary:

Vocabulary

Vocabulary:

estimate

compare,order,is

expanded form

greater than > is less

We also had a pretest

googol

Mathematics involves

of this weeks

googolplex

more than working with

vocabulary words

than <

exact numbers. This is

Essential Question:

Homework

A number in expanded

when estimation

How can you compare

Spell each word out

form is expressed by

comes into play.

and order numbers?

three times in cursive

addition, where each

Estimation is

Homework due for

addend represents the

approximation.

In today's lesson, the

Wednesday; Write

value of a digit. The

Therefore, estimation

students compare and

each word three times

values of the digits in

should be an integral

order whole numbers.

in cursive

expanded form are

part of the

This aligns with

written in the order in

mathematics

4.NBT.A2 because the

which the digits appear

curriculum. This lesson

students compare two

in the number.

builds on students'

multi-digit numbers

prior knowledge of

based on meanings of

GO MATH p. 11 will be

estimation by helping

the digits in each place,

used in the classroom

them develop a sense

using >, =, and <

of when an estimate or

symbols to record the

rounded number is

results of comparisons.

4.NBT.1: Recognize

appropriate and when

I begin by reminding

that in a multi-digit

an exact number is

the students that they

whole number, a

needed. This lesson

have used place value

digit in one place

will also provide the

to read numbers. I say,

represents ten times

student with the

"Today, you will learn to

what it represents in

opportunity to combine

compare and order

the place to its right.

number sense and

numbers according to

spatial sense to make

place value." I

visual, or gross,

ask,"When might you

estimates.

need to compare two

Standards:

numbers?" I allow the


Go MATH! p9 will be

students to think about

used as a classroom

the question. I let 2 or 3

worksheet

students respond.

Standards:

Student responses: 1)
To see who has the

4.NBT.3: Use place

most money, 2) When

value understanding

we are buying candy at

to round multi-digit

the store, and 3) when

whole numbers to

we want to know who

any place.

has read the most


pages in a book.

This lesson will consist


of both group and
independent work.

Independent - Write a
paragraph and explain
how you would
compare 4,592 to
4,590.
The students should
take out a piece of
paper to complete the
assignment. I collect
the papers as an
evaluation. I identify
any students who may
need remediation.

http://studyjams.schola
stic.com/studyjams/jam
s/math/numbers/orderwhole-numbers.htm

Standards:
4.NBT.2: Read and
write multi-digit
whole numbers
using base-ten
numerals, number
names, and
expanded form.
Compare two multidigit numbers based
on meanings of the
digits in each place,
using >, =, and <
symbols to record

the results of
comparisons.

MATH (9:50 AM - 10:25

SPELLING (10:00 AM -

SCIENCE (10:00 AM -

SCIENCE (10:00 AM -

AM)

10:30 AM)

10:30 AM)

10:30 AM)

Worked on correcting

Day 2

Day 2 of 2

Create a drawing that

Language Arts Day 1


and Day 2

shows the different


Connections to

parts of an active

Vocabulary

volcano

Student Objectives

Homework Chapter 2

Identify the meanings

Review

of spelling words

Standards:

Use patterns to identify


syllables in spelling

RL.4.1: Refer to

words

details and

Use a dictionary to

examples in a text

identify respellings of

when explaining

words and identify

what the text says

homophones

explicitly and when


drawing inferences
from the text.
RI.4.1: Refer to
details and
examples in a text
when explaining
what the text says
explicitly and when
drawing inferences
from the text.

MORNING RECESS

MORNING RECESS

MORNING RECESS

MORNING RECESS

(10:30 AM - 10:50 AM)

(10:30 AM - 10:50 AM)

(10:30 AM - 10:50 AM)

(10:30 AM - 10:50 AM)

PE (11:00 AM - 11:45

SCIENCE (10:55 AM -

PE (11:00 AM - 11:45

SOCIAL STUDIES

AM)

11:40 AM)

AM)

(10:55 AM - 11:40 AM)

Lesson 4 ( Two Day

Read as a class

Lesson) Day 1 of 2

Follow the Routes on a

Objectives - Discover

Historical Map

what natural resources

Objectives: Interpret a

are found on the earth

route on a historical

& learn how to

map

conserve natural

Recognize direction of

resources.

movement on a map

Describe major routes


Introduce this lesson

taken by Spanish

using Brainpop's

galleons in the 1500's.

rendition of the topic.


Students will learn that

Vocabulary

natural resources are


useful things the earth

route

produces and how


people can conserve

Materials being used

natural resources.
A black and white map
Students will quietly

of the routes of the

pre-read this section

Spanish Galleons

while others students


will join Ms. Morgan
and work read Mount
St. Helens National
Volcanic Monuement.
This is part of the
Guided Reading
Program.

Mount St. Helens


National Volcanic
Monument is a
nonfiction book that
describes the eruption
and renewal of Mount
St. Helens. Students
will learn how the
surface of the earth is
changed by volcanic
eruptions.

Question to reflect on
is
In what ways does the
book show the power
of nature.

Content Words:
ash, avalanche,
burrows, crater,
earthquake, lava,
molten, renew,
seedlings, survivors.

Technology Used:

Brainpop will be used


to explain how the
context words work
together. A laptop,
projector, speakers,
internet and white
board will be needed.

Standards:
5.a.: Students know
some changes in
the earth are due to
slow processes,
such as erosion,
and some changes
are due to rapid
processes, such as
landslides, volcanic
eruptions, and
earthquakes
RL.4.1: Refer to
details and
examples in a text
when explaining
what the text says
explicitly and when
drawing inferences
from the text.
RL.4.3: Describe in
depth a character,
setting, or event in a
story or drama,
drawing on specific
details in the text
(e.g., a character's
thoughts, words, or
actions).
RI.4.3: Explain
events, procedures,
ideas, or concepts in
a historical,
scientific, or

technical text,
including what
happened and why,
based on specific
information in the
text.
RI.4.5: Describe the
overall structure
(e.g., chronology,
comparison,
cause/effect,
problem/solution) of
events, ideas,
concepts, or
information in a text
or part of a text.
W.4.1: Write opinion
pieces on topics or
texts, supporting a
point of view with
reasons and
information
W.4.1b: Provide
reasons that are
supported by facts
and details.
W.4.2b: Develop the
topic with facts,
definitions, concrete
details, quotations,
or other information
and examples
related to the topic.
W.4.3d: Use
concrete words and
phrases and
sensory details to
convey experiences
and events
precisely.

SOCIAL STUDIES

SOCIAL STUDIES

SOCIAL STUDIES

READING (11:45 AM -

(11:50 AM - 12:30 PM)

(11:45 AM - 12:30 PM)

(11:45 AM - 12:30 PM)

12:30 PM)

Veterans Day Activity

Start off by checking in

Spanish California pp.

Planning Chart and

to see how everyone

130-163

http://youtu.be/tt4d2JH

spent their Veterans

Read out loud

4e84

Day.

Explorers Arrive from

Studnet Objectives -

What is Veterns Day

Unit Introduction

Mexico

identify the

https://www.teachervisi

Newcomers to

Objective: Summarize

characteristics of a

on.com/tv/printables/08

California pp. 122-129

why Cortes conquered

good news article

7628...

Unit Opener and Unit

Mexico and explored

write a news articile

Preview

the lands north of it.

add details to their

Set the Scene with

Identify the part of

news articles to

Literature To Fly with

California explored by

improve their writing

the Swallows: A Story

Cabrillo

of Old California by

Explain why the

Dana Catherine de

Spanish were

Ruiz

concerned about
English ships in the

Adding Details

Standards:

Pacific.

RI.4.6: Compare

Identify the purpose of

and contrast a

Vizcaino's exploration.

firsthand and

Analyze the physical

secondhand account

barriers that made

of the same event or

access to California

topic; describe the

difficult for settlers.

differences in focus

Focus Question -

and the information

Name new places that

provided.

are being explored

W.4.1: Write opinion

today and to identify

pieces on topics or

motives for these

texts, supporting a

explorations. Also

point of view with

bridge the visit Jesus

reasons and

had to the temple of

information

Jerusulem.

W.4.1a: Introduce a

Main Idea - Students

topic or text clearly,

will examine why Spain

state an opinion,

sent explorers to what

and create an

is now California.

organizational

Students will be asked

structure in which

to identify reasons the

related ideas are

Spanish explored the

grouped to support

land north of Mexico.

the writer's purpose.

Theme

RI.4.5: Describe the

Conflict and

overall structure

Cooperation

(e.g., chronology,

Vocabulary

comparison,

Conquistador

cause/effect,

strait

problem/solution) of

peninsula

events, ideas,

expedition

concepts, or

port

information in a text

galleon

or part of a text.

ocean current

L.4.1h: Write fluidly

barrier

and legibly in

colony

cursive or joined

Exit Questions are

italics.

found on page 137

L.4.2d: Spell grade-

Numbers 1-4

appropriate words
correctly, consulting
references as
needed.
L.4.4c: Consult
reference materials
(e.g., dictionaries,
glossaries,
thesauruses), both
print and digital, to
find the
pronunciation and
determine or clarify
the precise meaning
of key words and
phrases and to
identify alternate
word choices in all
content areas.
W.4.6: With some
guidance and
support from adults,
use technology,
including the
Internet, to produce
and publish writing
as well as to interact
and collaborate with
others; demonstrate
sufficient command
of keyboarding skills
to type a minimum of
one page in a single
sitting.
RI.4.3: Explain
events, procedures,
ideas, or concepts in
a historical,

scientific, or
technical text,
including what
happened and why,
based on specific
information in the
text.
W.4.2: Write
informative/explanatory
texts to examine a
topic and convey
ideas and
information clearly.
W.4.2a: Introduce a
topic clearly and
group related
information in
paragraphs and
sections; include
formatting (e.g.,
headings),
illustrations, and
multimedia when
useful to aiding
comprehension.
W.4.9: Draw
evidence from
literary or
informational texts to
support analysis,
reflection, and
research.

LUNCH RECESS (12:30

LUNCH RECESS (12:30

LUNCH RECESS (12:30

LUNCH RECESS (12:30

PM - 1:10 PM)

PM - 1:10 PM)

PM - 1:10 PM)

PM - 1:10 PM)

MUSIC (1:15 PM - 2:00

WRITING (1:10 PM -

SPELLING (1:10 PM -

WRITING (1:10 PM -

PM)

1:50 PM)

1:55 PM)

1:50 PM)

Worked on Social

Day 2 of A Reason for

Day 3

Day 3 for Reasons for

Studies creating our

Writing.

own Tipi's.

Words that will

Connections to

Words that will

presented are God,

Reading

presented are mind,

Writing

heart, and soul. The


letter G will be the

strength, others, and


Student Objectives

much. There is no

letter focused on today.

letter focused today.

Once children are

Make inferences to

Once children are done

done they can work on

solve riddles and

they can work on their

their Writers Workshop

complete analogies

Writers Workshop

papers.

using spelling words

papers.

Standards:

Use context clues to


write spelling words

RL.4.5: Explain

Practice and write

major differences

spelling words

between poems,
drama, and prose,

Homework Day 4

and refer to the

Connections to Writing

structural elements

Student Objectives

of poems (e.g.,

Develop proofreading

verse, rhythm,

and editing skills by

meter) and drama

correcting spelling

(e.g., casts of

errors.

characters, settings,

Use the writing

descriptions,

process to write a

dialogue, stage

persuasive poster

directions) when

Use spelling words in a

writing or speaking

persuasive poster

about a text.

SSR (2:05 PM - 2:45

SSR (1:55 PM - 2:10

SSR (1:55 PM - 2:45

PM)

PM)

PM)

Started Reading Title


III book titled " ... If you
lived with the Indians
of the Northwest
Coast.

Subject Area: Social


Studies

Reading Level: 3.0

Book Summary
What was life like for
Native American tribes
along the northwest
coast of the United
States before the
arrival of European
settlers? Details from

SLE (1:55 PM - 2:45 PM)

housing to dress to
food are provided in an
engaging questionand-answer format.

Objective
Using a nonfiction
source, students will
be introduced to the
life and times of Native
American tribes living
along the Northwest
coast of our country
before the arrival of
European settlers.
They will practice their
research skills and
compare/contrast what
they learn to their own
lives.
Standard: Students will
gain an understanding
of the daily life and
values of early Native
American cultures.
Standard: Uses prior
knowledge and
experience to
understand and
respond to new
information

Before Reading
My Questions
The question-andanswer format is fun
and informative. Have
your students pose
questions of their own.
1. Ask students to think
about what it might
have been like to be a
Native American living
along the Northwest
coast of our country
200 years ago. How

might the Native


American way of life
have been different
from our own? What
similarities might we
share?
2. Have each student to
come up with a list of
three to five questions
they have about Native
American life in this
particular place
hundreds of years ago.
3. As you read through
the book (individually
or as a class), ask
each student to look
for answers to his or
her question.
4. After reading the book,
if any students have
unanswered questions,
encourage them to
look for information
online or in the school
library.

Activities
All About My Time
Encourage your
students to think about
their place in history.
1. Have each student
choose five (or ten, or
more, depending on
the abilities of your
class) questions from If
You Lived With the
Indians of the
Northwest Coast.
2. Ask students to answer
their chosen questions
using their own lives as
a basis. For instance,
in answering a

question such as
"What was your house
like?" students would
provide information
about their houses or
apartments. It might
help to write these
questions and answers
in a double-entry
journal. One side
would include "Life on
the Northwest Coast"
and the other side "My
Life."
3. Next, ask each student
to compare and
contrast his or her
answers to the
answers provided in
the book. How are our
times different from
those described in the
book? How are they
the same?
4. Have each student
share his or her
questions and answers
with the class.
5. If more than one
student chose to
answer the same
question, talk about
how their individual
answers are alike or
different.
What a Surprise!
What unexpected facts
did the book reveal?
1. Challenge your
students' preconceived
ideas about Native
American people by
asking each to list two
(or more) surprising
facts gleaned from the

book. Examples: how


Native Americans
made their clothing;
some tribes had
slaves; the importance
of wealth; food
sources.
2. Have each student list
his or her surprising
facts. Then, have each
list what information
they expected to find
and why. For instance,
did they expect that
clothing would be
made from wool?
Why? Share each
student's list with your
class.
3. What other
assumptions do your
students share? Turn
your attention to
another culture or
another period of
history. As a class, pick
a topic to research.
Encourage your
students to do online
research, use
classroom resources,
or visit the school
library.
4. Talk about your
discoveries as a class.
What assumptions
were proven true?
Which were
disproved?
5.

Micaela Morgan

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