Week of 4-21-14 LESSON PLAN FOR Reading

AZCCRS: RL.4.1 ~ Refer to details and examples in a text when explaining explicit meanings and inferred meanings. RL.4.3 ~ Describe in depth a character, event, or setting, drawing on specific details in the text. RL.4.4 ~ Determine the meaning of words and phrases (even seemingly nonsensical ones) as they are used in a text. RL.4.6 ` Compare and contrast Point of View. RI4.3 Explain events, procedures, ideas, or concepts in a historical text, including what happened and why, based on the text info. Learning objective(s): Students will focus on the cause and effect in Biography. Demonstrate command of the standard use of English grammar. Identify specific reasons and evidence the author provides. Spell grade appropriate words correctly, consulting references as needed. Use common grade appropriate Greek and Latin stems. Question of the Week- How can words change peoples lives? Content Knowledge- SW understand the right of equal opportunity is or was protected by the Civil Rights

changing laws. The role Martin Luther King and the U.S. Constitution played in this struggle.

Daily agenda: Our Language Arts block is from 9:00 11:10. We will spend the first 45 - 60 minutes engaged in reading and rereading the selection My Brother Martin and discussing it. Monday is an introduction of the Spelling and Vocabulary words and the use of the pronunciation guides in our dictionaries to determine where the schwas are placed in each word. Tuesday we will read along with the etext on Pearson SuccessNet. Wednesday is devoted to seeking and mapping Cause and Effect relationships that we find in the piece. This places students in the position of conducting a second, close read of the text, or portions of it. Thursday is dedicated to the reading of Hopes and Dreams of Young People, a poem, and to interpreting the phrasing and imagery. We will take our Reading test on Thursday this week. High Yield Learning Activities: Setting Objectives and Providing Feedback at the beginning of each days lesson. Development of Academic Vocabulary ie. Literary elements.

Think-Pair-Share and other Cooperative/Partner strategies Thinking Maps are used throughout to help organize ideas, esp. before writing. Reading Response Journals are used daily for homework/practice

Describe the Depth of Knowledge Level (DoK) for the activity (s)-Refer to the Hess Matrix: Level 1~ Construct meaning make predictions, paraphrase, differentiate between relevant/irrelevant Level 2~ read words orally with fluency and accuracy, identify &describe literary elements. Level 3~ Specify or explain using evidence to support, analyze or interpret authors craft Level 4~ Analyze multiple works of the same author. Synthesize information across multiple texts.

LESSON PLAN FOR LEARNING-Math

Date(s): Monday, April 21, 2014 Through Friday, April 25, 2014 AZCCRS: 4.MD.4.: 4.NF.2 : 4.NF.3c,d: 4.NF 4. :4.OA.2: 3.OA.3: 3.NF.!. Learning objective(s): Mon: SW decompose fractions as a sum of unit fractions using a tape diagram Tues: Decompose non-unit fractions asd represent them as a whole number times a unit fraction using tape diagrams. Wed: Decompose fractions into sums of smaller unit fractions using tape diagrams. Thurs: Decompose unit fractions using area models to show equivalence. Fri: Field Trip today.

(after folding and shading strips) Can you show your number sentence in another way? Can 4/4 be renamed? Can you construct a number bond for this (each)example? Continue with several similar questions, growing in complexity. Challenge Question: Use parenthesis to write as many number sentences as you can for the tape diagram of 11/5=2/5+2/5+2/5. How do tape diagrams model a number greater than one? What can you infer about the two number sentences in Problem 1 from the portions of shaded fractions? How did using the paper strips during our lesson help you visualize the tape diagrams you had to draw in Problem 2? How do the number bonds connect to the number sentences? Invite reflection and active processing of this lesson experience. Encourage sts to review solutions by comparing answers with a partner before going over answers as a class. Evidence of Mastery: Exit Ticket as quick formative eval. tool. Independent Practice (MP.5): Use any of the methods we have practiced any other method you like to solve the homework problems. Closure: Weve explored decomposing fractions today. What relationship does the unit fraction have

Application Problem connect to todays lesson? (Assessment): On your own, find the unit conversion for the two problems on your Exit Ticket Homework tonight will reinforce these skills with the decomposition of fractions. High Yield Learning Activities: Setting Objectives and Providing Feedback Cooperative Learning Identifying Similarities and Differences of Strategies (use of Number lines, clock faces, and subtraction) Summarizing ~ Developing Academic Vocabulary Reinforcing Effort and Providing Recognition Homework with Examples

Monday
Teaching/Instructional Process (Input): SW: Read tape diagrams Add unit fractions in Unit Form Guided Practice: Today we will explore using paper strips and number bonds as ways to decompose fractions. Questions: What is a number sentence to describe the decomposition starting

Describe the Depth of Knowledge Level (DoK) for the activity (s)-Refer to the Hess Matrix: Level 1: Select appropriate vocabulary to describe process. Follow simple procedures. Level 2: Make and record observations. Specify and explain relationships between methods. Level 3: Compare information across data sets Describe, compare, and contrast multiple solution methods. Level4: Develop generalizations and apply to new situations. Design a mathematical model to solve a practical problem. Weekly rich math task: TLW: Find as many fractions as we can in our