Marshall Elementary School

Weekly Lesson Plan School Year 2015-2016

Fourth Grade Reading Lesson Plan
Sept. 28th Oct. 2nd
09/28/2015
Objective:

09/29/2015
Objective:

09/30/2015
Objective:

10/1/2015
Objective:

4.11C Students will be able to

describe explicit and implicit
relationships among ideas in
texts organized by cause &
effect, sequence, or
comparison.

4.11C Students will be able to

describe explicit and implicit
relationships among ideas in
texts organized by cause &
effect, sequence, or comparison.

4.11C Students will be able to

describe explicit and implicit
relationships among ideas in
texts organized by cause &
effect, sequence, or
comparison.

4.11C Students will be able to

describe explicit and implicit
relationships among ideas in
texts organized by cause &
effect, sequence, or
comparison.

Resources:

Resources:

Resources:

Resources:

Resources:

RALLY Educational Resource

(Dechaumes)
STAAR Bright Reading
Daily Reading Comprehension

RALLY Educational Resource

(Dechaumes)
STAAR Bright Readin
Daily Reading Comprehension

RALLY Educational Resource

(Dechaumes)
STAAR Bright Reading
Daily Reading Comprehension

RALLY Educational Resource

(Dechaumes)
STAAR Bright Reading
Daily Reading Comprehension

RALLY Educational Resource

(Dechaumes)
STAAR Bright Reading
Daily Reading Comprehension

Read Aloud:
Esperanza Rising

Read Aloud:
Esperanza Rising

Read Aloud:
Esperanza Rising

Read Aloud:
Esperanza Rising

Read Aloud:
Esperanza Rising

*Students will turn and talk

about what has happened in the
story, and the teacher will go
ahead and ask guided
questions throughout the story.

*Students will turn and talk about

what has happened in the story,
and the teacher will go ahead
and ask guided questions
throughout the story.

*Students will turn and talk

about what has happened in the
story, and the teacher will go
ahead and ask guided questions
throughout the story.

*Students will turn and talk

about what has happened in
the story, and the teacher will
go ahead and ask guided
questions throughout the
story.

*Students will turn and talk

about what has happened in
the story, and the teacher will
go ahead and ask guided
questions throughout the
story.

Do Now:

Do Now:
School Is a Click

Do Now:

Do Now:

Do Now:

Libraries to Go(Daily
Reading Comprehension
Workbook)Tell students they
are going to read about three
places with unusual library
systems-Kenya, northern
Thailand, and Indonesia.
Students will pay attention to
details about each place
mentioned in the passage.
These details will help them
understand the causes and
effects in the passage.
*Why do camels deliver
library books to some villages
in Kenya?

Icky or Interesting?(Daily
Reading Comprehension
Workbook)Tell students
Hagfish live deep in the
ocean and have some
unique characteristics. As
you read, look for causes
and effects of the hagfishs
unusual traits. Also, pay
attention to the opinions the
writer includes to describe
his feelings about hagfish.
*A hagfish can tie its body
into a knot because_.
*Which one is an opinion
about hagfish_.(Supporting
Standard)

How to Make A Pizza

Students will read the
procedural text and write
the steps to how to make a
pizza using the sequence
of events in which they
happen.

Australias and Americas

Great Capitals(Daily
Reading Comprehension
Workbook)
*What is the implied purpose
of this text selection?
*How is Australias capital
(Canberra), different from the
U.S.s capital (Washington
D.C.)?
*How are Canberra and
Washington alike?
*What is similar about the
National Library of Australia
and the Library of Congress?
*Why do people visit the
monuments in each capital?

Away(Daily Reading
Comprehension Workbook)
Tell students they will read
about a different kind of
school that was created in
Australia.
*What was the effect of
schooling for students living
on the outback?
*Because students as
AASSOA use computers,
they_.
*Why do students go to
ASSOA?
*Because ASSOA has virtual
assemblies, students_.

10/2/2015
Objective:
.
4.11C Students will be able to
describe explicit and implicit
relationships among ideas in
texts organized by cause &
effect, sequence, or
comparison.

*How did the author organize

the information to make it
easier to understand?
PAGE 89

*Boats carry library books in

Indonesia because_.
*Because of the heavy rain in
Thailand,_.
*Based on the passage,
which conclusion can be
made?

*Which one states a fact

about hagfish?(Supporting
Standard)
*A hagfish can go months
without eating because_.

Spelling/ Vocabulary:

Spelling/ Vocabulary:

Spelling/ Vocabulary:

Spelling/ Vocabulary:

Spelling/ Vocabulary:

Knuckle, knowledge, know,

knot, knockwurst, knockout,
knock-off, knock, knob, knit,
knife, knight, knickers,
kneeling, kneel, knew,
kneecap, knee, knave,
knead, knapcack, knack

Knuckle, knowledge, know,

knot, knockwurst, knockout,
knock-off, knock, knob, knit,
knife, knight, knickers,
kneeling, kneel, knew,
kneecap, knee, knave, knead,
knapcack, knack

Knuckle, knowledge, know,

knot, knockwurst, knockout,
knock-off, knock, knob, knit,
knife, knight, knickers,
kneeling, kneel, knew,
kneecap, knee, knave,
knead, knapcack, knack

Knuckle, knowledge, know,

knot, knockwurst, knockout,
knock-off, knock, knob,
knit, knife, knight, knickers,
kneeling, kneel, knew,
kneecap, knee, knave,
knead, knapcack, knack

SPELLING
TEST

Visuals:

Visuals:

Visuals:

Visuals:

Visuals:

Mini Lesson:

Mini Lesson:
Review Anchor Chart

Mini Lesson:

Mini Lesson:

Mini Lesson:

Students will work on some task

cards to identify the cause and
effect.

Create a graphic organizer

based on a book that has
been read.

ASSESSMENT

Students will watch a video

on cause and effect.
Students will complete cause
and effect anchor chart.

Students will add cause and

effect foldable to their
interactive notebook.

Guided Instruction:
Review Cause and Effect.
Explain to students that
stories and passages have
many important details.
Sometimes these details
are connected to each
other- they have a causeand-effect relationship. A
cause answers the
question Why did it
happen?
Discuss signal words for
cause and effect:
because, therefore, due
to, since, outcome, the
reason for, as a result,
then led to, caused, so
and thus.
Read sentences and
identify the cause and
effect in each sentence.
PG.7
Independent Practice:

Guided Instruction:
Students and teacher will
read the model of, The
Great Depression and use
a graphic organizer to
identify what caused the
Great Depression. Pg. 10

Guided Instruction:
Students will work in
TEAMS on small passages
to identify the cause and
effect in each question,
while the teacher walks
around and facilitate.
Pages 20-23

Guided Instruction:
Students and Teacher
will read the story, A
Priceless Park and use
multiple choice Tallys to
identify their answers.
pages 28-29.

Guided Instruction:

Independent Practice:

Independent Practice:

Independent Practice:

Independent Practice:

Students will read

sentences on their own
and use a graphic
organizer to identify the
cause and effect. pg. 8 &
9.

Students will independently

read small passages and
identify the cause and
effect, through multiple
choice, open ended
questions, and graphic
organizers. Pages 12-15

Students will read, Why

Exercise Is Good for You
and answer the cause and
effect questions. Pages
24-25

Students will create their

own scenerios with a
cause and effect
situation.

ASSESSMENT

ASSESSMENT

Students will also read

about Krista loves visiting
Aunt Lauras house. They
will identify the effect of
Krista picking up Sammie.
Page 11

Small Group:

Small Group:
Meet with 2 small groups

Small Group:

Small Group:
Meet with 2 small groups

Small Group:

Exit Ticket/Assessment
STAAR ready question
based on TEK

Exit Ticket/Assessment
STAAR ready question
based on TEK

Exit Ticket/Assessment
STAAR ready question
based on TEK

Exit Ticket/Assessment
STAAR ready question
based on TEK

Exit Ticket/Assessment
STAAR ready question
based on TEK

Special Ed.
Modifications:

Special Ed.
Modifications:

Special Ed.
Modifications:

Special Ed.
Modifications:

Special Ed.
Modifications:

Extra time, dictionary, supplemental

aid: blank Graphic organizers

Extra time, dictionary, supplemental

aid: blank Graphic organizers

Extra time, dictionary, supplemental

aid: blank Graphic organizers

Extra time, dictionary,

supplemental aid: blank Graphic
organizers

Extra time, dictionary,

supplemental aid: blank Graphic
organizers