Unit Lesson Plans For Portfolio

Unit Lesson Plans
Weekly Schedule
Must contain exploratory/specials/enhancements, bathroom breaks, lunch, etc.
T = teaching O=observing A= assisting
Time
Monday
Tuesday
Wednesday
Thursday
Friday
Morning
Routine
8:00-8:10
Math B1
8:10-9:40
Library
Art
SS
Music
P.E.
Bathroom
Break
9:40-9:50
Reading
(ELA)
9:50- 11:25
Transition
11:25-11:30
Facts/
Spelling
11:30-11:40
Lunch
11:40- 12:10
Bathroom
Break/ Read
Aloud
12:10-12:30
Specials
12:30-1:00
M-Library
T-Art
W-S.S./
Science
TH- Music
F- P.E.
Specials
1:00-1:30
M-Recess
T- P.E.
W- P.E.
TH- Recess
F- S.S./
Science
Recess
P.E.
P.E.
Recess
S.S.
T
Wildcat
Power Hour
1:30-2:30
Pack up/
Line up
2:30-2:40
Introduce the unit:

On the first day of the unit have maps for each student to find their desk. (rearrange desks) At
their desk they will have a pirate prize. Once student are at their desk they will find a pirate
letter. (with pirates of the caribbean music playing in the background)
https://www.youtube.com/watch?
v=T8k9y2hunuU&index=2&list=PLKTI3E4nilhy7SCrUHFt1NAJ0erarkmqU
On the letter it will say:
Aye aye maties,
You have now arrived on Miss Carmeans Ship. For the next few weeks, we will be going on a
journey. Through this journey, we will meet fearless pirates that have beaten all odds and have
sailed the rough seas. They capture ships, pillage (rob) towns, and leave chaos in their wake
(behind them). Very soon, you will be able to create your own pirate name!
Yours truly,
Miss Carmean
Wednesday
1/27/16
Review
Day of Week: Wednesday
Subject: Math
NCSCOS Standards: CCSS.MATH.CONTENT.4.NF.B.3.A
Understand addition and subtraction of fractions as joining and separating parts
referring to the same whole.
CCSS.MATH.CONTENT.4.NF.B.3.B
Decompose a fraction into a sum of fractions with the same denominator in more than
one way, recording each decomposition by an equation. Justify decompositions, e.g.,
by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2
1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.
CCSS.MATH.CONTENT.4.NF.B.3.C
Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed
number with an equivalent fraction, and/or by using properties of operations and the
relationship between addition and subtraction.
CCSS.MATH.CONTENT.4.NF.B.3.D
Solve word problems involving addition and subtraction of fractions referring to the
same whole and having like denominators, e.g., by using visual fraction models and
equations to represent the problem.
CCSS.MATH.CONTENT.4.NF.B.3.A
Understand addition and subtraction of fractions as joining and separating parts
referring to the same whole.
CCSS.MATH.CONTENT.4.NF.B.3.B
Decompose a fraction into a sum of fractions with the same denominator in more than
one way, recording each decomposition by an equation. Justify decompositions, e.g.,
by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2
1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.
CCSS.MATH.CONTENT.4.NF.B.3.C
Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed
number with an equivalent fraction, and/or by using properties of operations and the
relationship between addition and subtraction.
CCSS.MATH.CONTENT.4.NF.B.3.D
Solve word problems involving addition and subtraction of fractions referring to the
same whole and having like denominators, e.g., by using visual fraction models and
equations to represent the problem.

Learning Targets
Today I am taking
So I can show what I
I know I understand it when I
a test review
have learned
understand all the material that is on the

test.
Common Misconceptions / Misunderstandings of Students: (consult with your CT)

What will you do to prevent student misconceptions / misunderstandings?
Materials Needed for Lesson:
review/ test worksheets
elmo
go math book
Plan for Instruction: Items to Include in this section:
How will you hook the students?
Students will use the last letter of their first name and the first letter of their last name to
determine their pirate name in this unit. This will be the pirate name throughout this unit.
They will have time to create their nametag before lunch today and make it look nice to stay
on their desk, along with their real name.
How will you focus the students for the learning?
I want everyone to get out their math books and turn to the correct page. Once I see all
math books open to the right page and all eyes on me, we will start.
How will students be grouped?
Pair on who has worked well last week
What is the step-by-step process you will use to teach the lesson?
Go through each question and show where they can find help.
Pair students up in groups (already have list ready)
tell the students that we will go over it at the end of class
have students work with their partner and try and make them figure out the
answer for themselves.

At the end of class go over together.
Have them study this for the test with this review
What will you be doing?
modeling the answers when they are finished as a class

o
How will you model instruction for students?
I will walk through problems with the students. I will show what they need to be doing for
each question.
o
How will you ensure the needs of every student are being met?
Visually show the students what they need to be doing as well as letting them do the work
on their own.
Have students talk out any problems that they have.
Have students get up and move around with their partners.
For EC students underline key words and have them paired with a good reader
o
Where will formative assessments occur?
Asking students why they got the answer that they got.
Have students walk me through their process of getting the final answer.
What will the students be doing?
Today we will be working on the review with a partner. I am going to go through the review
first and go over a few things before we get started. I will then split you up into your
partners and you can chose any spot around the room to work.
o
What will students be doing to practice (internalize) the skill?
By working on their review for the test

o
How will students apply the knowledge/skill?
review problems
Evaluation / Assessment of Learning:
How will you know what the students have learned? Your assessment/evaluation of
lesson should be directly linked to your essential understanding. Formative assessments

should be identified throughout the lesson.
The test review- looking for understanding throughout the review
Students will work on focus areas that they are struggling in and show improvement
1/27/16
Day 2 How to read Maps, Historical Maps, and Diagrams
Day of Week: Wednesday (will move into Thursday)
Subject: ELA
NCSCOS Standards:CCSS.ELA-LITERACY.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.
4.E.2 Understand the use of fossils and changes in the surface of the earth as
evidence of the history of Earth and its changing life forms.
Learning Targets
Today I am going to
So I can gather
I know I understand it when I can read
learn how to read maps
information from
texts, analyze maps and diagrams to draw
and diagrams.
diagrams and
conclusions from the material.
maps.
-What certain icons on the map mean.
- How to locate specific places or information.
- We may not always have a GPS, we need to know how to read a map in this situation.
- Explain different icons/ use visuals
- show how to use those icons to find information
-maps are a way to visually read
-pirates used maps of oceans
-Teacher Mini Lesson pages for Lessons 3,21, 19
- Student nonfiction element tip sheets: Map, social studies textbook (historical map), science
textbook (diagram)
end of lesson test prep opportunity for classwork grade: around the world in 71 days

Close your eyes and imagine you are a pirate on his, or her, ship, looking into the ocean. Give me
a quiet Argggg! This water goes on for miles and miles and miles and you havent spotted a
piece of dry land in weeks. All you have is the map in front of you and a crew to sail with.

Okay, open your eyes. Pirates had to use maps in order to find their way around. If they didnt use
a map, instead of landing in North Carolina, they could have ended up in Florida. This was not a
good time for Pirates. They had to use maps in order to survive!! Why do we use maps now if we
have technology like GPS?

students will pick partners
Tell students they may pick the partners as long as they are working together and staying on task.
Maps
What are maps: give out the student nonfiction element tip sheet (maps)/ use mini lesson
teaching the text feature to discuss map tips as reading tools/ quickly address the different
types of maps
Why are they useful? Have students brainstorm why maps are useful in texts
Direct instruction: give out About Florida map selection (discuss the different features of
the map and how they are used together to give us information)
o The title tells me that this map shows the state of Florida. Looking at the map key,
I see that many map features are color-coded. For example, I see that the Gulf of
Mexico and the Atlantic Ocean- two bodies of water- are in blue. Other bodies of
water, such as bays and everglades are in blue too. I also see the major cities
identified by a small dot with the citys name written beside it. Using the scale, I
can estimate the distance from one city to another.
Students read article silently before discussing model text together. Then display the color
transparency and use it to guide students as they read and use reading tools.
Guided practice/ apply and comprehension quick check: 7 questions for the student to
answer on the back of the About Florida selection.
Discuss/ answer a few together as whole group, some with partners and some
independently
Social studies textbook (historical map)
Now that we have looked at a regular map we are going to look at a historical map
Historical maps
*refer to the teacher mini lesson page instructions for lesson 21 to guide your lesson
Multiple features of SS textbooks: give out the SS textbook tip sheet (go over text features and
reading tools together)
-Why are they useful?- discuss how we use these text features to help us when we read nonfiction
text
Direct instruction:give out The Country Doubles its Size selection (discuss how this selection has
a much smaller map and its used as a resource not as the main source of information)
Use Think Aloud dialogue in teacher plans to lead discussion
Guided Practice/ Apply and Comprehension quick check: Use some but not all of the questions to
create the 7 questions for the students to answer on the back of the Country Doubles its Size
selection
Let students work with partners this time and then discuss together
So now we have looked at two different maps but we have one more to go over today! What have
the past two maps been used for?
Now we are going to look at our Science Textbook (Diagram)
*refer to the teacher mini lesson page instructions for lesson 19 to guide your lesson.
Multiple Features of Science Textbooks: give out the Science Textbook Tip Sheet (go over text
features and reading tools together)
Direct instruction: give out What is Under the Earths surface selection (discuss how this selection
has a diagram not a map and it's used as a resource along with the textual information)
Use Think Aloud Dialogue in teacher plans to lead discussion
Guided Practice/ Apply and Comprehension quick check: 7 questions for the students to answer
on the back of Whats Under the Earths Surface selection
Let students work with partners again and this time let them discuss together
Test prep classwork grade: Give out Around the World in 71 Days (EOG like lesson review)
Remind students to use the tips theyve learned to help them refer back to the text
Guide them through material
Guide discussions
o
Walk through sheets with students

o
during formative assessment I will note who needs extra help and I will make sure to tend to what
they need at appropriate time. For example when students split up into groups.
o
Why is each map useful?

discuss 7 questions per map
Working through different map diagram sheets

discussing the importance of each map
individual classwork
group work out together
be involved in group discussion
answer given questions about the florida selection/ Country Doubles its Size/ Whats Under the
Earths Surface selection
o
Around the World in 71 days Lesson Review

o
use what they have learned in how to use maps in the Lesson review
they will use tips they have learned to help them refer back to the text in order to understand the
map
How will you know what the students have learned? Your assessment/evaluation of lesson
should be directly linked to your essential understanding. Formative assessments should be

identified throughout the lesson.
Test prep classwork grade: Give out Around the World in 71 Days (EOG like lesson review)
Remind students to use the tips theyve learned to help them refer back to the text
Catch up days
Day 1
1/27/16
Day of Week: Wednesday
Subject: Social studies
NCSCOS Standards:
4.E.1.1 Understand the basic concepts of a market economy: price, supply, demand, scarcity,
productivity and entrepreneurship.
4.E.1.2 Understand how scarcity and choice in a market economy impact business decisions.
4.E.2.2 Explain how scarcity of personal financial resources affects the choices people make
based on their wants and needs.
CCSS.ELA-LITERACY.W.4.2.B
Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
CCSS.ELA-LITERACY.W.4.2.C
Link ideas within categories of information using words and phrases (e.g., another,for
example, also, because).
Learning Targets
Today I amlearning
So I can better
I know I understand it when I can
about the basic terms of
understand the
recognize these words in text, know
a market economy.
way our economy
definitions of key words of the market
works.
economy and be able to explain how North

Carolinas economy was impacted.

-Mixing up the vocabulary definitions of supply and demand
- clearly stating and giving examples of supply and demand
Elmo
paper foldable

Did you know that almost all pirates stole their ships? They did this because they couldnt buy
ships in case they got caught and sent to jail. Once they had taken over a ship they had to
convert it for pirate life, this usually meant making more room for sailors to live on board and
strengthening the decks to hold the weight of the heavy cannons.

The captains and the ships that were stolen carried goods that the town's needed to survive.
What do you think happened? How do you think this affected people? (take a few answers and
move on)

Students stay at their seats and we work on this as whole class.
-each student has a piece of plain, white paper.
-fold it in half, hot dog style. We are going to make sections on this organizer. Each section is
going to be of the whole folded side. How many sections do we need to make? (answer:5)
Good. Okay so now we are going to cut the front half into 5 equal sections (4 cuts) so that it
has 5 flaps to write on and then open to inside cover.
Remember to keep these terms in mind because we are going to be using these organizers
again. We are going to be using our own examples from the reading. For now we are just
going to write down the definitions.
For each flap verbally ask questions about any ideas they might have on these terms.
A KWL chart in front of the class will help students get focused on what we are about to do.
Have students tell you what they know what they want to know and we will come back to the
Learn part at the end of the market economy lessons.
*on the front of the first flap, write market economy. On the inside, write: an economy where
people sell goods & services. The prices are based on supply and demand.
*2nd flap: Supply & demand: Open up, on the inside write supply: the amount of the item that a
market has. Write below that definition; demand: how many people want the item
*3rd flap write scarcity. On the inside write when demand is up and supply is down this creates
a scarcity
*4th flap write productivity. On the inside write the ratio of the quantity and quality of units
produced to the labor per unit of time (quality goods produced/goods produced)- the
closer the fraction is to a whole the better the productivity
*5th flap write entrepreneurship: On the inside write: the development of a business from the
ground up coming up with an idea and turning it into a profitable business

Following my modeling at the front of the class
o
I will be working at the elmo with an example of what we are creating. They will follow every
step I take as I create this foldable from the first piece of scratch paper until the last definition is
written.
o
Once you have completed writing the definition or word for the students at the front of the
classroom walk around while the students finish writing to make sure they are on task.
o
-Provide examples and ask students for examples of each definition.
They will be making a foldable

o
In the next class they will use this foldable and the definitions to better understand concepts in
the article.
o
Students will be navigating through a social studies weekly and will use this foldable to better
understand the text as well as provide examples to the foldable under the correct term.
They use the definitions that they have learned and the examples that they have read to create
their own examples of each term.

They use the definitions that they have learned and the examples that they have read to create
their own examples of each term.
Monday
2/1/16
8.1- Multiples of Unit Fractions
Day of Week: Monday
Subject: Math
NCSCOS Standards:
4.NF.4 Apply and extend previous understandings of multiplication to multiply a
fraction by a whole number a.
Understand a fraction a/b as a multiple of 1/b. For
example, use a visual fraction model to represent 5/4 as the product 5 (1/4),
recording the conclusion by the equation 5/4 = 5 (1/4).
Learning Targets
Today I am making
So I can connect the
I know I understand it
connections between
relationship between whole
when I can write a
multiples of whole
number multiplication and
fraction as a product of
numbers and multiples
repeated addition with fraction
a whole number and a
of unit fractions
multiplication and repeated
unit fraction
addition
Students may confuse the numerator and the denominator when writing the fraction
as a product of a whole number and a unit fraction
Remind students that the denominator tells how many parts the whole is divided
into. The unit fraction is the part of the whole that 1 piece represents, so it is 1 over
the denominator. Have students circle the denominator as a reminder.
Go math book pg 455
elmo

Have a treasure box full of fractions with the same denominator
Have 8 student come up to the front of the class and have the classmates put them
in order
Now look at these numbers. These are all multiples of . The denominator always
stays the same and the numerator changes.

what is a fraction?
- has a numerator and denominator

pick their own partner depending on how they are behaving
if not have already assigned partners
Unlock problems and work through problems with all students
go over answer with students
move on to page 456
walk through models on page 456 having to do with
-
do the rest of the models with the students and stop and show
the difference between them after that ask this question
Do number 1 on page 457 with the students.

use fraction bars on the smartboard as a visual
show that is just 3x
show on smartboard that times 3 is still smaller than 1
Have students do numbers 2-6 with partners around the room
if students look like they are understanding the concept very well have them do 7-11
with the same partner if they are not call them back to their seats and go over 2-6
with them
if they do numbers 7-11 wait until a majority of the class is done to call them back to
the seats and go over them as a class.
have students do numbers 12 at their seat and go over it as a class
then do number 13
for number 15 use math talk. If students need to have them write down what they
are thinking.
For homework you will be doing all even numbers on 459 and all evens on 460
Tomorrow we will continue working with this
modeling problems for students

writing definitions on anchor charts
helping students during small groups
o
under the elmo we will go over problems

o
Use visuals/ model under elmo

small groups to let students talk out the problems
Have student (AIG) come up to the board and teach the class a problem
o
questions are highlighted throughout the lesson

as well as questions asked throughout the partner work to specific groups
working with me as well as partners through math problems

o
They have classwork and homework as well as a test at the end of the unit
The homework will be collected the next day
the classwork will be collected at the end of the unit
o
on their homework and classwork and test

How will you know what the students have learned? Your
assessment/evaluation of lesson should be directly linked to your essential

understanding. Formative assessments should be identified throughout the lesson.
For homework you will be doing all even numbers on 459 and all evens on 460
2/1/16
Day 4 How to read charts, graphs and time lines
Day of Week: Monday (will carry into Tuesday)
Subject: ELA
NCSCOS Standards: CCSS.ELA-LITERACY.RL.4.7
Make connections between the text of a story or drama and a visual or oral
presentation of the text, identifying where each version reflects specific descriptions
and directions in the text.
Learning Targets
Today I am looking at
So I can gather
I know I understand it when I can analyze
the basic foundations of
information from
texts, look at maps, graphs and timelines and be
maps, graphs and
maps, graphs and
able to draw conclusions from material.
timelines.
timelines.

-maps are outdated (Spatial thinking allows students to comprehend and analyze phenomena
related to the places and spaces around themand at scales from what they can touch and see in
a room or their neighborhood to a world map or globe.)
-it is helpful to have an understanding for different types of maps
-Teacher Mini Lesson pages for Lessons 5, 15, 17
- Student Nonfiction Element Tip sheets: Circle and line Graphs, Periodicals (Graphs/ charts),
Multi-Tiered Time Lines
- Student selections/ questions: Diversity in the United States, Danger: High Speed!, The Amazing
1800s
-End of Lesson Test Prep opportunity for Classwork Grade: Head Downhill and Follow the Water
- elmo

Who thinks that pirates are still around today?! Raise your hand if you think there are still pirates in
the world.
Students, this is a chart about the Somali pirate attacks that have been happening in the past 10
years. (Show Somalia on a map) Students, look at this chart and discuss with partners what they
think the chart means.
Walk around the room and listen to conversation and bring it back into a group discussion. Discuss
the chart and make sure to mention the labels for the graph and that a graph needs a title and
labels.

-Discuss what is interesting in the chart and how this helps people understand what is happening
around the world and how it is changing through the years.
-Today, you will be learning more about graphs and diagrams and how these are to be constructed
to make the most sense.

groups will be determined before class
Graphs
*refer to the teacher mini lesson 5 teacher page instructions to guide your lesson
What are graphs: give out the student nonfiction element tip sheet (circle and Line Graphs)/ use
mini lesson teaching the text feature to discuss graph tips as reading tools/ quickly address the
different types of graphs
Why are they useful: Have students brainstorm why they are useful in texts
direct instruction: give out Diversity in the United States selection (discuss the different graph
features and how they are used together to give us information)
Use Think Aloud dialogue in the teacher plans to lead discussion
- Guided Practice/ Apply and comprehension quick check: create the 7 questions for the students to
answer on the back of the selection.
Discuss/ answer a few together (whole group), some with partners and some independently
Periodicals (Graph/ Chart)
*refer to the teacher mini lesson 15 teacher page instructions to guide lesson
What are periodicals: give out the periodicals tip sheet (go over text features and reading tools
together)
why are they useful?: discuss how we use these text features to help us when we read nonfiction
text
Direct instruction: give out Danger: High Speed selection (discuss how this election has a much
smaller chart along the bottom o and it's used as a resource not as the main source of information)
Use Think Aloud dialogue in teacher plans to lead discussion
Guided practice/ Apply and Comprehension quick check: create 7 questions for students to answer
on the back of the selection
let students work with partners then discuss together
Time Lines (Multi- Tiered)
*refer to teacher mini lesson 17 teacher page instructions to guide your lesson
What are multi tiered time lines: give out the multi tiered time lines tip sheet (Go over text features
and reading tools together)
Direct instruction:give out The Amazing 1800s selection (discuss how this selection has time lines
for 3 different categories) talk about using a sheet of paper to cover all but one of the categories at
a time to read and organize the information so it's not so overwhelming- use Think aloud dialogue in
teacher plans to lead discussion
Guided practice/ apply and comprehension quick check: Use 7 questions for the students to answer
on the back of the Whats Under the Earths Surface selection-- going to let students work with
partners again this time and then discuss together
Lightly review material that we have gone over in class. Note students who are struggling as well
as students who understand completely.
Test Prep Classwork Grade: Give out Head Downhill and Follow the Water Eog like lesson review
for independent classwork grade
Modeling maps and what to do for individual practice

walking around room listening to and helping students
o How will you model instruction for students?
Using the elmo
o How will you ensure the needs of every student are being met?
I use visuals
Formative assessments: questions asked aloud in class, observing the discussion in groups,
observing students reactions to questions
o Where will formative assessments occur?
Questions are noted throughout the lesson
Working through different graphs, charts and timelines
answering questions about these graphs, charts and timelines
working with other peers

answering questions through class discussion
o What will students be doing to practice (internalize) the skill?
Students will be reading nonfiction text and looking at different graphs, charts, and timelines and
answering questions based off that material.
o
Students will be reading nonfiction text and looking at different graphs, charts, and timelines and
answering questions based off that material.
How will you know what the students have learned? Your assessment/evaluation of lesson
should be directly linked to your essential understanding. Formative assessments should be

identified throughout the lesson.
Test Prep Classwork Grade: Give out Head Downhill and Follow the Water Eog like lesson review
for independent classwork grade
2/3/16
Day of Week: wednesday
Subject: Social Studies
NCSCOS Standards:
4.E.1.1 Understand the basic concepts of a market economy: price, supply, demand,
scarcity, productivity and entrepreneurship.

4.E.1.2 Understand how scarcity and choice in a market economy impact business
decisions.
4.E.2.2 Explain how scarcity of personal financial resources affects the choices
people make based on their wants and needs.
4.H.1.1 Summarize the change in cultures, everyday life and status of indigenous
American Indian groups in North Carolina before and after European exploration.
4.H.1.3 Explain how people, events and developments brought about changes to
communities in various regions of North Carolina
CCSS.ELA-LITERACY.W.4.2.B
Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
CCSS.ELA-LITERACY.W.4.2.C
Link ideas within categories of information using words and phrases

(e.g., another,for example, also, because).
Learning Targets
Today I amInvestigating a
So I can recognize the
nonfiction news article in
causes and effects of
when I can
regards to the natives and
piracy within this article.
recognize these words
pirates of the 1700s
in text, give definitions

of key words of the
market economy and
explain how it impacted
NC.

-difficult words to tackle
-consult your context clues as well as your foldable when looking at words in the
article
North Carolina Social Studies weekly, week 15, front section, American Indian Wars
and Pirate Problems selection
Share wacky facts about pirate ships:

Pirates believed that wearing pierced earrings would improve their eyesight.
These are some facts and myths about pirates. One fact that you may not know is
that not all pirates were hated by the people of the town. Today we are talking about
their effect on the towns of NC and other areas.
students are able to pick their groups

We are doing this as a whole class lesson, popcorn reading and asking questions as
we continue throughout the text. The students will be at their desks.
Today we are going to look at our weekly study that I have given you. I want you to
follow along and pay attention to the cause and effect throughout the article.
We will learn more about how to identify cause and effect in ELA but can someone
tell me a cause and effect that has happened in their lives?
Read first page aloud to students.
We are going to popcorn read American Indian Wars and Pirate Problems
Call on someone to start and remind students that we only switch at the end of the
paragraph.
Under War Rages Throughout North Carolina
What caused the colonists to have a shortage of food?
Grumbling caused people to neglect their farms and they were in the middle of a
drought so there was a shortage of food (explain the word drought to class)
Under Peace Comes Again
In order to achieve peace what did Carolina Government decide to do?
Army set off in hopes of ending war, lead by Colonel John Barnwell
Under Blackbeard's, infamous Pirate (explain the word infamous means famous for
bad acts that they committed or bad deeds, wicked)
What is Blackbeards real name?
Edward Teach
Under Pirate Goods for Sale
What caused pirates to be welcome in some ports of North Carolina?
They had cheap merchandise. So because they had the law after them they couldnt
wait around for the rich people to pay top dollar. They were in a hurry so they sold
merchandise for cheap.
What are some of the things pirates did that were illegal?
robbed, plundered, murdered, etc.
Under Pirate Punishment
Who ended Blackbeards pirate career?
ship of soldiers
Go down to Crime Affects North Carolinas Economy and read to the students.
What was the cause and effect for this article?
Blackbeard stole from ships, merchants were expecting the goods lost money, so
prices went up to compensate
I will be pacing around the classroom making sure they are paying attention to the
selection.
o
I will begin reading sections and reflecting on my reading by highlighting cause and
effects as we read. This will take the students attention as they watch their
classmates participate, they will too. If not, friendly reminder that I will not be here for
EOGs and this will be their job as 4th graders to know this.
o
Read aloud to EC students

Have AIG students create their own cause and effect involving science topics
o

-as reading progresses, continue to prod them and ask questions pertaining
to the selection.
reading through the article

o
In the next class students will use what they have learned from the article and apply it
to the foldable that we have made. They will put examples from the text on the inside
cover.
o
In the next class students will use what they have learned from the article and apply it
to the foldable that we have made. They will put examples from the text on the inside
cover.

Students will be navigating through a social studies weekly and use this foldable to
better understand the text as well as provide examples to the foldable under the
correct term.
Pirate Project
You will create a video of an interview between 2 pirates and 2 interviewer. Each person will
have one job and it is the groups responsibility to work together to create a great video.
It is each persons job to get into character, whether this means having an eye patch or a cape
or a hook, or the interviewer having a microphone and top hat, the more creative the better. The
accurate information that you use throughout the video is VERY important. Use the information
that we have been reading about to create a script of what needs to be said by each character
and use this as you record.
We will watch these videos as a class and they will also be sent to Fallston Elementary and
shown to a fourth grade class there. This needs to be your BEST work because you are going to
be representing West Elementary throughout these videos. Within your group you will be
grading your classmates, which means you will need to cooperate and collaborate to create
work that is accurate and creative.
Group member jobs and job descriptions:
Interviewer #1 and #2: In charge of asking the questions that you create as a group for the
pirates to answer.
Pirate #1 and #2: This is where all of your accurate information will be coming from. These
answers need to be thoughtful and informative giving the audience a clear understanding of
what you have learned over the next few weeks.
Film producer: Needs to make sure everything is running smoothly and the group is staying on
task.
ALL: In charge of creating intelligent questions that uses the words we have learned in class the
interviewer could ask a pirate (for example, What effect does your profession have on the
economy?). And all will work together to create intelligent answers (for example, I believe it
would cause a scarcity because I take away a product that was needed or wanted in the
community.)
MAIN GOAL FOR YOUR PROJECT: Colloborate with your group to create a creative and
informative video on the information we have learned about pirates and the economy. This
assignment is designed to make you express your knowledge in a fun new way!
RUBRIC:
3
Information
(accurate and
comprehensive)
Video has 5 or more pieces

of accurate information.
Video has 4 pieces of Video has 3 or

accurate information. less pieces of
accurate
information.
Creativity (shows
that you have
thought about this
project)
Each actor/actress gets

into the role of their
character and answers
questions, using at least 2
props (accent, cape, eye
patch, etc)
Each actor/actress
presents information
as their character
and answers
questions, using at
least 1 prop (accent,
cape, eye patch, etc)
Each actor/actress
does not get into
the role of their
character and
does not use
props.
Working together
(time on task)
Students use strengths of

their classmates and work
together to write script and
create video (NOT just
completed by 1 or 2
people) Students stay on
task and do not get off
track while working
together.
Only a few students

work together to
write script and
create video (1 or 2
students off track
throughout creating
video) Group does
not stay on task
while working
together.
The project was

created by only 1
or two people. The
rest of the
students were not
on task. Group did
not work together.
Organization (not
scattered,
conversation flows
between
interviewer and
pirates)
Information is not
scattered, conversation
flows between interviewer
and pirates.
Group is responsible for
keeping track of their work
and information they use.
Information is
somewhat scattered,
conversation does
not flow between
interviewer and
pirates.
Group is responsible
for keeping track of
their work and
information they use.
Information is
somewhat
scattered,
conversation does
not flow between
interviewer and
pirates.
Group is was not
responsible for
keeping track of
their work and
information they
use.
2/3/16
Day 6: Compare and contrast
Day of Week: Wednesday- Friday
Subject:ELA
NCSCOS Standards: CCSS.ELA-LITERACY.RL.4.5
Explain major differences between poems, drama, and prose, and refer to the
structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts
of characters, settings, descriptions, dialogue, stage directions) when writing or
speaking about a text.
Learning Targets
Today I ammaking
So I can
I know I understand it whenI can read texts
different graphic
better
and compare and contrast the material with
organizers such as venn
understand
complete understanding.
diagram to compare and
how to
contrast
compare and
contrast

what material to compare and contrast
What a venn diagram is and how it is used

give examples of compare and contrast
Give visuals for the venn diagrams and explain exactly what they are used for.
-Teacher Mini Lesson pages for Lessons 6, 14, 16
- Comparing and Contrasting Student Tip sheet (introduction)
-Graphic Organizers: Venn Diagram Ellis Island and Angel Island (1 teacher copy for Elmo)/
Warm-blooded and cold blooded animals (12 copies/ 1 per partner group)/ Animals vs.
Humans (1 copy per student)
- Student selections/ questions: Coming to America, Willows heart of Stone, Animals vs.
humans
- End of Lesson Test Prep opportunity for Classwork Grade: (Lesson 1 independent
practice) Sonar shapes, (Lesson 5 application) Saltwater and Freshwater

Have a visual of two different pirate ships
Ask the students what is different about the two pictures (pirate ship: patched sails, dark and
black, cannons) vs (British Trading company ship: lighter, nicer, name elegantly written on
back of ship, white sails)

In the same way we compared and contrasted these two ships we are going to compare and
contrast material about animals and humans and so many more exciting things!

let students pick groups
*use comparing and contrasting introduction tip sheet to review the key points of the text
structure/ clue words/ etc that make it comparing and contrasting structure (refer back to
day 1 graphic organizer of nonfiction text structure)
Direct instruction:
*spend time discussing what the text features add to the content, and how they are being
used to support that particular topic ALSO look for clue words and key points that identify the
text structure as comparing and contrasting (see student tip sheet)
*give out coming to America selection (discuss the different text features and how they are
used together to give support the topic)

Use think aloud dialogue in the teacher plans to lead discussion as you guide the reading of
the text
Guided practice/ apply and comprehension quick check: Put the Ellis Island and Angel
Island graphic organizer on the ELMO/ work together to complete the Venn Diagrams
(Whole group) using information from the text- on the back create 7 questions for the
students to answer aloud
Direct instruction: give out Willos Heart of Stone selection (discuss how this selection
shows information from a website and how the text features relate to the topic- really draw
their attention to the links and side-bar) use the think aloud dialogue in teacher plans to lead
discussion
Guided practice/ apply and comprehension quick check: have students get with partners and
pass out one warm-blooded and cold-blooded animals graphic organizer to each pair/
have the students work together with their partner to complete the graphic organizer using
information from the text- and answer the questions on the back- 7 questions for the students
to answer with their partner (there will be very few similarities on this graphic organizer- use
this fact as a way to have students recognize that the website's purpose was probably to
point out primarily their differences)
-Direct instruction: give out Animals vs. humans selection/ have students read
independently/ try to have them see how many clues they can find to show that this article's
structure is comparing and contrasting-use the
Think aloud dialogue in teacher plans sparingly so that students have to do most of the
processing alone
Guided practice/ apply and comprehension quick check: pass out an Animals vs. Humans
graphic organizer to student to complete independently using information from the text- and
answer the questions on the back- use 7 questions
Test prep classwork grades: Give out Sonar Shapes and Saltwater and Freshwater
selections packet for an EOG like lesson review for an independent classwork grade
Closure for Wednesday:
Elevator pitch- You are riding up an elevator with your favorite famous person
ever. You have tell them in 30 seconds a summary of what you just learned.
Closure for Thursday:
Compare and contrast two of their favorite things using key words or signal
words
Closure for Friday:
Have students get into their reading groups. Have them summarize what they
have learned over the past three days. Pick a team representative to come up
and record their answer in front of the ipod

Modeling maps and what to do for individual practice
walking around room listening to and helping students
o
Using the elmo

o
For EC students modify test prep packet. If necessary work with them at back table and read
aloud.
For the one student that needs to get up and move, as the teacher, pace around the
classroom, and when he/she needs to be focused tap them on the shoulder to signify that
they can stand up to complete work.
Students are able to talk through questions with partners.
o
Questions are noted throughout the lesson
Working through different compare and contrast material and answering questions the
material read
working with other peers
answering questions through class discussion
o
Students will be reading nonfiction text and looking how to compare and contrast each set of
material
o
use Sonar Shapes and Saltwater and Freshwater packet for students to work through

Test prep classwork grades: Give out Sonar Shapes and Saltwater and Freshwater
selections packet for an EOG like lesson review for an independent classwork grade
Thursday
2/4/16
8.3- Multiply a fraction by a whole number using models
Day of Week: Monday
Subject: Math
NCSCOS Standards: 4.NF.4 Apply and extend previous understandings of multiplication
to multiply a fraction by a whole number.
b.
Understand a multiple of a/b as a multiple of 1/b, and use this understanding to
multiply a fraction by a whole number. For example, use a visual fraction model to express
3 (2/5) as 6 (1/5), recognizing this product as 6/5. (In general, n (a/b) = (n a)/b.)
Learning Targets
Today I am Use
So I can visualize
I know I understand it when I am able to
fraction models
operations with fractions
use a model to multiply a fraction by a

whole number

Students may incorrectly multiply the whole number by the denominator and write it over
the numerator
Remind students that the numerator tells the number of equal parts being considered and
the denominator tells the total number of equal parts in a whole. Students should multiply
the whole number by the numerator to find the total number of parts being considered. The
denominator stays the same because the number of equal parts in a whole remains the
same.
Go math book pg 469
elmo
smartboard
-Instruct students to stand up, group together students with orange on at the
front of the class. If there are 23 students in the classroom and 4 have orange
on, what is our fraction? (4/23) ***Make sure that the groups you bring to the
front is the same fraction of the class**** Now we are going to group the
students who have on red (4/23). If we put these two groups of students
together, what is our fraction now? Did the number of students change in the
entire class when we combined these two groups? (No) Now, we could say 4/23
+ 4/23 = 8/23, this is using repeated addition. WHat is the faster way to use
repeated addition? (Multiplication) So how many groups do we have? (2) What is
the fraction of students in each group (4/23) So we could also say that 4/23 x 2
(the number of groups we have that are the same fraction of the classroom).
Write this on the board to illustrate the
-Instruct students to sit back down in their seats and tell them, this is what we will be
learning today, multiplying fractions by whole numbers.
partners and individual

Unlock the problems
Example 2 with class
Okay I want you all to work on page 471 with a partner. I will be walking around helping you
if you have questions.
Bring class back together and work through problems
For homework do all of page 473 and evens on 474
Closure:
Do the hustle
Students get up raise their hands and high five a partner- hustle buddy.
Ask question let them discuss the answer- listen to responses.
Play song ( www.youtube.com/watch?v=3zyt6qw5pdo&feature=youtu.be) as
a signal for them to find a new partner

o

o
the group work or partner time really gives me a chance to see who is comprehending and
who is not
Those who are exceeding expectations can work on understanding fractions without a
model.
o
What do you need to find?

Why do you multiply by 3 to solve the problem?
in the model, how will you show of a whole?
how many equal parts are shaded in 3 wholes?
What fraction of the 3 wholes is this? Explain.
What if I said that Blackbeard (the pirate we have been learning about), worked on his ship
hour of each day for 3 days? how would the model change? How much time will he
practice in 3 days?How many sixths do you have if you multiply 2x ?
if you multiply 2 by 2/6 ?
what happens to the number of sixths each time you multiply the number of sixths by 2?
which number in the fraction tells you how many sixths there are?
what happens to the numerator each time you multiply it by 2?
why does the denominator stay the same each time?
what is 2x 8/6? Explain how you know.

o
o


For homework do all of page 473 and evens on 474
Friday
2/5/16
8.4- Multiply a fraction or mixed number by a whole number
Day of Week: Friday
Subject: Math
NCSCOS Standards: 4.NF.4 Apply and extend previous understandings of multiplication to
multiply a fraction by a whole number.
c.
Solve word problems involving multiplication of a fraction by a whole number,
e.g., by using visual fraction models and equations to represent the problem. For example, if
each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the
party, how many pounds of roast beef will be needed? Between what two whole numbers
does your answer lie?
Learning Targets
Today I am writing numbers
So I can rename the
as a fraction, I am recognizing
fraction as a mixed
when I can multiply a
that I am multiplying a fraction
number, connecting
fraction by a whole number
by a whole number
fractions and division
to solve a problem

Students may incorrectly multiply only the fraction part of the mixed number by the whole
number.
Remind students to rename the mixed number as a fraction before multiplying
Go math book
elmo
smart board
-pirate dance (http://youtu.be/6luwLbVftoI) lasts 2.5 minutes - get them up and moving
-just like in this dance, what we are learning today in math has steps to complete.
These steps are not just something to memorize, but think about the pattern behind
the steps and why they are completed this way.
pick their own partner depending on how they are behaving
if not have already assigned partners
Yesterday we learned how to use a model to multiply a fraction by a whole number.
What else have we been working with to find the product of a whole number and a fraction?
repeated addition (explain briefly what that is with 4x +++= 8/5
and our denominator does not change
what is another way?
multiplying the whole number 4, by the numerator 2, and wrote the product over the
denominator. (write on anchor chart if not already up)

Turn to page 475
We have been working with sequencing and figuring out things did you know we could use
that in math too? We have learned the different sequences or steps pirates took. Now we
can apply that to math!
unlock the problem
like pirates dancing also involves steps
But how does this relate to math?
some dances involve small turns or moves or some sequences involve small steps or
fractions of a turn.
step 1
Work on numbers 1 and 2 with students
work on example on page 476 with students
why can you rewrite 8x1 as 8?
the identity property of multiplication states that the product of any number and 1 is that
number (write on anchor chart)
How can you find the sum of 40/5 + ?
add the numerators and write the sum over the denominator. So the denominator stays the
same
look at right column
why is dividing by 5 the same as finding how many groups of 5/5 are in 32/5?
both are finding how many wholes there are and how many fifths are left over.
Let students work on 3 and 4 at their desk with partner sitting next to them
go over questions
have students work on page 477 #1-7 in partners
go over questions when finished
work on numbers 8-14 with same partners
go over questions
do numbers 15-18
homework: page 479 and odds on 480
Closure:
Snowstorm
Have students get a piece of paper and ask them one specific piece of
information that they have learned today. I do not want to just hear about fractions it
needs to be very specific.
Give them a signal and have them throw it up in the air.
When I say 10 people may go pick up one
Then the next 11
Have them read aloud a few.
o
the group work or partner time really gives me a chance to see who is comprehending and
who is not
Students who are exceeding expectations will create their own problems and teach it to a
small group.
Read aloud word problems to EC students.
o
-Throughout guided practice as I am working through the problems at the front of the class.
As I am continuing this problem, ask why we are completing the steps in this order and
why it is important to do this. This will reiterate the process to students struggling with the
process and allow the students who know the information to clearly state it for the class

o
o


homework: page 479 and odds on 480
2/5/16
Day of Week: Friday
Subject: Social studies
NCSCOS Standards:
4.E.1.1 Understand the basic concepts of a market economy: price, supply, demand,
scarcity, productivity and entrepreneurship.
4.E.1.2 Understand how scarcity and choice in a market economy impact business
decisions.
4.E.2.2 Explain how scarcity of personal financial resources affects the choices
people make based on their wants and needs.
4.H.1.1 Summarize the change in cultures, everyday life and status of indigenous
American Indian groups in North Carolina before and after European exploration.
4.H.1.3 Explain how people, events and developments brought about changes to
communities in various regions of North Carolina
Learning Targets
Today I am searching
So I can better
I know I understand it when I can
through my weekly
understand why I
recognize these words in text, give
review for answers as
am reading social
definitions of key words of the
well as examples
studies.
market economy and how it
impacted NC so that they can later

apply concepts to everyday life.
What kind of examples to use to use for each term
give real life examples for each term before they start
Weekly 15
previously made foldables
questions
-Ask the question, do you think there are still pirates around today? By a show
of hands, who thinks there are still pirates today? At your table discuss what a
pirate actually is. Pirate: a person who attacks and robs ships at sea.
There are still pirates to this day! Somalian pirates are the most infamous
(discuss the word infamous, as this is a big word in pirates descriptions). Today
we will discover more about the pirates.

table groups
The past few days we have been working with our weekly article and the foldables we
made. So I want you to get your foldables out. Today we are going to use our article
to answer a few questions. While you are answering these questions I want you to be
looking for example of our 5 terms.
I am going to split you up into groups and if you finish in time you can do the word
puzzle on the back.
have groups already figured out
Walk around while students are working on the problems, try to assist as little as
possible and urge them to use what they know to figure out the problems. For the
examples they are allowed to ask if it is correct before writing it in their foldable.
Remind students that we will be recording videos and we will have a green screen
and we are going to make a newscast to tell another 4th grade class at Falston
Elementary all about pirates.
- At the end of each social studies lesson have them keep notes of what
they could use. Check each time.

giving instruction
modeling examples
walking around the classroom assisting students
o
assist when asking for clarification on example for foldable terms
guide them to the right answer or examples
o
as I am walking around I will make sure that the students are staying on task and
understanding the task at hand.
For those who are exceeding expectations have them brainstorm ideas of definitions
on their own.
Work with ec student at back table
o
Walking around asking students to tell me what they are thinking for certain term
examples.
working on questions and foldable examples

o
Using the article and what they have learned to give examples for each term on their
foldable
o
They will answer questions from the text as well as give examples from the text on
each term on the foldable

Weekly #15
Copy and paste a copy of these questions into your Social Studies notebooks.
Answer all the questions in complete sentences and explicitly use text details to
support your answers.
1.
2.
3.
4.

How did piracy affect the prices of items in North Carolina?
How was Blackbeard punished for his crimes?
After the attack by King Chief Hancock and his band of natives, how did the surviving
5.
6.
7.
8.
colonists react?
What is the name of the war between settlers and natives?
What is another word for problem?
What is the last name of the man who was slowly killed by natives?
What is the name of Blackbeards ship?
Examples for foldable terms
ELA
2/8/16
Subject:
ELA
NCSCOS Standards:
CCSS.ELA-Literacy.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.
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.
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.
Learning Targets
Today I am taking an EOG like test on comparing and contrasting non fiction texts
So I can be better prepared when the EOG arrives
I know I understand it when am able to understand and find the answer within the text
Common Misconceptions/ Misunderstandings of Students?
-students may skim through the passage and pick out answers based on what they see first
What will you do to prevent student misconceptions and understandings?
- make sure students know to take their time
-Test
-Elmo
What is the Step-by-Step process you will use to teach this lesson? Include time frames.
PRE (Hook/Focus)
o How will you hook the students?
Show different graphs of pirates (circle graph, venn
diagram, line graph)
o How will you focus the students for learning?
Go over how you read each one
DURING (Input/ Guided Practice)
o How will students be engaged in learning?
o
o
o
POST
o
Closure
Tell students tomorrow we will move on to sequencing
What will students be doing?
Taking EOG like test
What will students be doing to internalize the information?
EOG test
How will students apply the knowledge?
EOG like test
(Independent Practice/ Assessment/ Closure)
Closure:
Review our text features

Text structures
Different graphs and diagrams
Test prep classwork grades: Give out Sonar Shapes and Saltwater and
Freshwater selections packet for an EOG like lesson review for an
independent classwork grade
Compare and contrast two of their favorite things using key words or
signal words
o How will you know the students have learned? Your

assessment/evaluation of lesson should be directly linked to the
essential understanding/objective(s).
I will be circulating around the room checking to see what
students are struggling and what questions they seem to
be struggling on
How are students grouped?
o Independently
o Reading groups
What types of differentiation is planned and for whom?
o EC students will have some questions marked out
o How is instruction being modeled for student?
Reviewing text structure and text features to help us find
the answer
Remind them to look in the text and when they think they
find the answer make sure it is actually what they are

looking for
o How will you ensure the needs of all students are being met?
EC students are not aloud to have their ELA tests read
aloud to them but they can be modified
Where will formative assessment occur?
In the review for the test
Tuesday
2/9/16
Fractions of a whole day 1
Subject: Math
NCSCOS Standards:
NCSCOS Standards: 4.NF.4
and extend previous understandings of multiplication to multiply a fraction by a whole number.
c.
Solve word problems involving multiplication of a fraction by a whole number, e.g.,
by using visual fraction models and equations to represent the problem. For example, if each
person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how
many pounds of roast beef will be needed? Between what two whole numbers does your answer
lie?
Learning Targets
Today I am working in groups and at centers with fractions of a whole
So I can review how to multiply a fraction by a whole number and solve word problems having to
do with these types of problems.
I know I understand it when I can properly use fractions of a whole in different activities to either
create my product or my answer.
When multiplying fractions the denominator does not change
-One game that they are playing will show that it does not change
Smart board lesson
Fractions of a whole word problem sheets
PRE (Hook/Focus)
Show a visual of a pot of gold

Ask fraction question about blackbeard and his crew
Go through smartboard lesson

Stop to ask questions such as why we need to do each step
Do fractions of a whole word problem practice
First one with students then have students in partners for the rest
Have them do the last one by themselves
Go over sheet as a class
Go over hw
Closure
o What
o What
will students be doing?

Working in partners to complete fractions of a whole
will students be doing to internalize the information?
Students will be working with me, with partners and
independently
o How will students apply the knowledge?
Students will apply their knowledge by classwork,, homework,
and formative assessment questions throughout the class
POST (Independent Practice/ Assessment/ Closure)
o Closure:
Exit ticket on a word problem on the board
Closure activity question will tell me what they got out of the
lesson. This will tell me if I need to focus more on this
information on the review the next day
o Branson, parker
o Olivia H, Mashayln
o Bryson, Gracie
o Julyan, taylor
o Adam, Jessica
o Eli, Trinity
o Jylircle, Isaac
o Avery, Alexa
o Ethan, Hunter
o Kevion, Grayson
o For Grayson I will highlight key words throughout the lesson so that
he can follow along easier for the ones that we go through as a
class.
o If Jylircle is very tired I will ask her one time to sit up straight and
pay attention if it happens more than once I will have her stand up.
o For my AIG students theyw ill be doing the think smart question
once finished with work
o They students will have independent, partner, and guided work to
complete throughout the lesson.
I will model the problems at the beginning of the class
By collecting data from how they are responding to questions
and how they are working through the games
I will be circulating the room while the students are working to
make sure they are understanding the concept.
Throughout guided practice, partner work and independent
practice and closure
ELA
2/9/16
Day 9 & 10 how to read primary and reference sources
Subject:
ELA
NCSCOS Standards:
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.
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.
4.H.1 Analyze the chronology of key historical events in North Carolina history.
CCSS.ELALITERACY.RI.4.6
Compareandcontrastafirsthandandsecondhandaccountofthesameeventortopic;describe
thedifferencesinfocusandtheinformationprovided.
Learning Targets
Today I am interpreting information from a primary text and explaining how the type of text
helps me understand the event that it talked about
So I can better understand why a primary source is important so that I can refer to details and
examples in order to comprehend the material
I know I understand it when I can identify a primary source and interpret why the text is
important.
- the difference between a primary and reference source
- cover both in detail and give students study sheets to look off of
-internet
https://www.gilderlehrman.org/sites/default/files/content-images/03107.00239p1.jpg
http://docsouth.unc.edu/csr/index.html/document/csr01-0177
Shirley letters
Primary source tip sheet
PRE (Hook/Focus)
Show image of a letter
https://www.gilderlehrman.org/sites/default/files/contentimages/03107.00239p1.jpg
Tell them this is what we would call a primary source. It is
a source from the time the event happened
Tell them that we are going to be looking at two primary
sources about pirates to start off.
But first lets go over what primary sources are
Give out study sheet on primary sources
Show link on board for and show students the two letters
http://docsouth.unc.edu/csr/index.html/document/csr010177
Pirates lived off the coast of North Carolina in colonial
times. There were several reasons pirates liked the North
Carolina coast. If you look at a map of North Carolina you
can see the outer banks, a row of small islands off the
coast. These islands provided safe harbors for pirates.

North Carolina did not have a large harbor so the pirates
would mainly come to sell their stolen goods, rest and
spend their money. The pirates would bring the stolen
supplies to North Carolina and sell them for a lower price.
North Carolinians were able to get supplies at a cheaper
rate.
Since North Carolina did not have a large harbor the

pirates did not upset the government and actually provided
a benefit to the citizens of North Carolina. But North
Carolina pirates would terrorize ships entering South
Carolina and Virginia harbors. The governors of South
Carolina and Virginia were upset that North Carolina would
not apprehend pirates and ignored their presence along
the coast.
The two letters read earlier were sent as reminders that if

they knew pirates were on the coast they needed to arrest
them. If pirates were caught they would be tried by a
court. Once they were found guilty they would be hung.
So what was the purpose of these two letters?
Why are these primary sources?
How can you tell?
Brain break
Split students up into groups
Make sure they unravel the passage
Have them read The Shirley letters together
Bring them back to their seats
Go over answers as a class
Collect to make sure they are following along
Closure
o What will students be doing?
Interpreting primary sources as a class
o What will students be doing to internalize the information?
Reviewing passages and applying what we have already
gone over
They will have an exit ticket having to do with primary
sources as well as questions that go along with the primary
source
Students will apply knowledge through discussion, exit
ticket and eventually a EOG like test having to do with
primary sources

o Closure:
Ask them critical thinking skills question and have them
write it down as an exit ticket
How would you assess a source to decide if it is a primary
source?
Exit ticket and questions from reading
o Reading groups
o For Grayson I will highlight key words throughout the lesson so
that he can follow along easier for the ones that we go through
as a class. I will also cross out ones that my be too past his level
pay attention if it happens more than once I will have her stand
up.
o For my AIG students they will be helping groups after they finish
in order for them to learn more by teaching
o The students will have independent, partner, and guided work to
o Visuals on the board for visual learners
Model the reading and primary sources
Collect data while circulating around the room.
Note those who are struggling or those who are exceeding
expectations
Throughout passages and throughout group work
Wednesday
2/10/16
Review
Subject: Math
NCSCOS Standards:
4.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole
number.
c.
Solve word problems involving multiplication of a fraction by a whole number, e.g.,
by using visual fraction models and equations to represent the problem. For example, if each
person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how
many pounds of roast beef will be needed? Between what two whole numbers does your answer
lie?
4.NF.B.4aUnderstand
a fraction a/b as a multiple of 1/b. For example, use a visual

fraction model to represent 5/4 as the product 5 (1/4), recording the
conclusion by the equation 5/4 = 5 (1/4).
4.NF.B.4bUnderstand
a multiple of a/b as a multiple of 1/b, and use this

understanding to multiply a fraction by a whole number. For example, use a
visual fraction model to express 3 (2/5) as 6 (1/5), recognizing this product
as 6/5. (In general, n (a/b) = (n a)/b.)
Learning Targets
Today I am reviewing chapter eight so that I will be prepared for my chapter 8 test on fractions of
a whole, comparing fractions,
So I can be prepared for 5 things
1)
2)
3)
4)
5)
identify multiples of unit fractions

understand a fraction a/b as a multiple of 1/b
multiply a fraction or mixed number by a whole number
draw a diagram to solve comparison problems with fractions
use a visual model to multiply a fraction by a whole number
I know I understand it when I am able to finish the review and apply my knowledge on the test
the next day.
Common Misconceptions / Misunderstandings of Students: (consult with your CT)\
o
when to use the different steps in renaming fractions

o Review those questions as a class
Elmo
Test review
PRE (Hook/Focus)
Have a picture of a researched ship on the smartboard
Cut it into 4 pieces using the smartboard tools

Ask them how mush would be left of the ship if 2/4 sunk
Go through each question and show where they can find help.
Go over questions that students will struggle on as a class
Pair students up
tell the students that we will go over it at the end of class
have students work with their partner and try and make them figure out the
answer for themselves.

At the end of class go over together.
Have them study this for the test with this review
Closure: snowstorm actvity
o What
o What
will students be doing?

Working in partners as well as listening to guided instruction
will students be doing to internalize the information?
Students will be working with me, with partners on the review
for the test
Students will apply their knowledge by classwork, homework,
and formative assessment questions throughout the class as
well as the test the next day
o Closure:
Snowstorm
Closure activity question will tell me what they got out of the
lesson. This will tell me if I need to review anything before
the test the next day
o Branson, parker
o Olivia H, Mashayln
o Bryson, Gracie
o Julyan, taylor
o Adam, Jessica
o Eli, Trinity
o Jylircle, Isaac
o Avery, Alexa
o Ethan, Hunter
o Kevion, Grayson
o For Grayson I will highlight key words throughout the lesson so that
he can follow along easier for the ones that we go through as a
class. I will also cross out ones that my be too past his level
pay attention if it happens more than once I will have her stand up.
o For my AIG students they will be helping groups after they finish in
order for them to learn more by teaching
I will model the problems at the beginning of the class
By collecting data from how they are responding to questions
and how they are working through the games
I will be circulating the room while the students are working to
make sure they are understanding the concept.
Throughout guided practice, partner work and independent
practice and closure and test
Social Studies
2/10/16
Scheduled for Wednesday but will begin during any break throughout the week.
Subject:
Social studies
NCSCOS Standards:
4.E.1.1 Understand the basic concepts of a market economy: price, supply, demand, scarcity,
productivity and entrepreneurship.

4.E.1.2 Understand how scarcity and choice in a market economy impact business decisions.
4.E.2.2 Explain how scarcity of personal financial resources affects the choices people make
based on their wants and needs.
4.H.1.1 Summarize the change in cultures, everyday life and status of indigenous American
Indian groups in North Carolina before and after European exploration.
4.H.1.3 Explain how people, events and developments brought about changes to communities
in various regions of North Carolina
Learning Targets
Today I am learning about market economy, supply an demand and scarcity.
So I can better understand how to make decisions about supply and demand
I know I understand it when I can recognize these words in text, give definitions of key words
of the market economy and how it impacted NC so that they can later apply concepts to
everyday life.
What kind of examples to use to use for each term
- give real life examples for each term before they start
-weekly 15
-notes
-questions
PRE (Hook/Focus)
Show video clip of pirates
Show video clip of pirates
Students will be in groups answering given questions using
weekly 15
Weekly #15
Copy and paste a copy of these questions into your Social Studies notes

How did piracy affect the prices of items in North Carolina?
How was Blackbeard punished for his crimes?
What is another word for problem?
What is the name of Blackbeards ship?
They will be finishing their scripts today
They already figured out their roles

Tell the students that they need to follow the rubric and
help them when they need help
Have resources up on the computers where each group
gets 10 minutes to research more information on sites that
I give them.
Have each group give me their rough draft of their script
By Wednesday afternoon make sure students are ready to
record.
Their closure the first day will be draft of script
Have students fill out peer grade sheets
Second day: any questions that they have as an exit ticket
Wednesday: the video will be their final closure
Creating a script
Creating a video
Creating a video
o Closure:
Exit ticket of scripts
Second day: any questions that they have as an exit ticket
Wednesday: the video will be their final closure
The material present in their script
o 4 groups already given
o The students are able to pick their role in the video
o They are able to use their strengths inorder to make their video
better
I will review how we find quality information
I will give examples of good questions
Circulating the room
Asking questions
Collecting information on what students are struggling with
the task and which ones are not
ELA
2/11/16
Subject:
ELA
NCSCOS Standards:
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.
4.H.1 Analyze the chronology of key historical events in North Carolina history.
Learning Targets
Today I am learning why we use sequencing while learning about various topics
So I can better understand the importance of certain events and why they happened based
on specific information as well as how to logical sequence events
I know I understand it when I can interpret the non fiction text that includes sequencing and
apply my knowledge of what I already know about sequencing
-why we need to learn about sequencing
-reiterate the importance of sequencing
-sequencing tip sheet
Monroe selection
Family time line graphic
Hatshepsut woman pharaoh
Elmo
Internet
PRE (Hook/Focus)
Give example of blackbeards day/life out of order, and ask students
to reorder the story in the correct order.
Over the next few days we are going to work on
sequencing which is what you all just did
Finish test
Review sequencing tip sheet to review the key points of the
text structure/ clue words that make it a sequencing
structure
Disucss what text features add to the content and how
they are being used to support that particular topic.
Look for clue words and keypoints that identify the text
structure as sequencing
Give out Monroe selection
Disucss different text features and how they are used
together to give support to the topic
Lead discussion on reading
Give out graphic organizer and complete together
Closure
We will continue with this tomorrow
Interpret sequencing as a class
Reviewing passages and applying what we have already
gone over
Closure activity as well as questions that go along with the
sequencing
Students will apply knowledge through discussion, closure
activity and eventually a EOG like test having to do with
sequencing
o Closure:
Low stakes quiz
Put learn about understanding sequence on page 2 under
elmo have them do independently and collect as they
finish (count as hw grade)
Closure activity and questions from reading, test
o Reading groups, independent, whole class
o For Grayson I will highlight key words throughout the lesson so
that he can follow along easier for the ones that we go through
as a class. I will also cross out ones that my be too past his level
pay attention if it happens more than once I will have her stand
up.
o For my AIG students they will be helping groups after they finish
in order for them to learn more by teaching
o Visuals on the board for visual learners
Model the reading and reference sources
Collect data while circulating around the room.
Note those who are struggling or those who are exceeding
expectations
Throughout passages and throughout group work

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Unit Lesson Plans

Introduce the unit:

equations to represent the problem.

So I can show what I

I know I understand it when I

understand all the material that is on the

Common Misconceptions / Misunderstandings of Students: (consult with your CT)

How will you hook the students?

How will you focus the students for the learning?

How will students be grouped?

Pair on who has worked well last week

answer for themselves.

What will you be doing?

modeling the answers when they are finished as a class

How will you model instruction for students?

Where will formative assessments occur?

What will the students be doing?

What will students be doing to practice (internalize) the skill?

By working on their review for the test

How will students apply the knowledge/skill?

lesson should be directly linked to your essential understanding. Formative assessments

Interpret information presented visually, orally, or quantitatively (e.g., in charts,

I know I understand it when I can read

learn how to read maps

texts, analyze maps and diagrams to draw

conclusions from the material.

How will you hook the students?

How will you focus the students for the learning?

How will you model instruction for students?

Walk through sheets with students

Where will formative assessments occur?

Why is each map useful?

What will the students be doing?

Working through different map diagram sheets

What will students be doing to practice (internalize) the skill?

Around the World in 71 days Lesson Review

How will students apply the knowledge/skill?

should be directly linked to your essential understanding. Formative assessments should be

I know I understand it when I can

about the basic terms of

recognize these words in text, know

way our economy

definitions of key words of the market

economy and be able to explain how North

Common Misconceptions / Misunderstandings of Students: (consult with your CT)

How will you hook the students?

How will you focus the students for the learning?

How will students be grouped?

What will you be doing?

What will the students be doing?

They will be making a foldable

What will students be doing to practice (internalize) the skill?

How will students apply the knowledge/skill?

lesson should be directly linked to your essential understanding. Formative assessments

Understand a fraction a/b as a multiple of 1/b. For

So I can connect the

relationship between whole

when I can write a

number multiplication and

numbers and multiples

repeated addition with fraction

a whole number and a

multiplication and repeated