Cirrus Academy Charter School

Standards-Based Classroom Model Weekly Lesson Plan

Teacher: Stubbs Subject/Grade Level: Reading ELA/Fourth Grade Dates: December 12- December 20

Essential How do good writers use nouns, adjectives, and verbs correctly in their writing?
Question(s)
How can you write paragraphs to make a clear picture for your reader?
How do you apply the RACE strategy to answering comprehension questions?
How do we build our vocabulary?
Standard(s) ELAGSE4W5: With guidance and support from peers and adults, ELAGSE3L1a. Explain the function of nouns, pronouns, verbs,
develop and strengthen writing as needed by planning, revising, and adjectives, and adverbs in general and their functions in
editing. particular sentences.
(Editing for conventions should demonstrate command of Language
standards 13 up to and including grade 4. ELAGSE4L2: Demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling when
ELAGSE4RL3: Describe in depth a character, setting, or event in a story or drama, writing. a. Use correct capitalization.
b. Use commas and quotation marks to mark direct speech and
drawing on specific details in the text (e.g., a characters thoughts, words, or
quotations from a text.
actions).
c. Use a comma before a coordinating conjunction in a
ELAGSE4W2: Write informative/explanatory texts to examine a topic and convey compound sentence.
ideas and information clearly. d. Spell grade-appropriate words correctly, consulting references
a. Introduce a topic clearly and group related information in paragraphs and as needed.
sections; include formatting (e.g., headings), illustrations, and multimedia when
useful to aiding comprehension. ELAGSE4L4: Determine or clarify the meaning of unknown
b. Develop the topic with facts, definitions, concrete details, quotations, or other and multiple-meaning words and phrases based on grade 4
information and examples related to the topic. c. Link ideas within categories of reading and content, choosing flexibly from a range of strategies.
information using words and phrases. (e.g., another, for example, also, because). a. Use context (e.g., definitions, examples, or restatements in
d. Use precise language and domain-specific vocabulary to inform about or explain text) as a clue to the meaning of a word or phrase.
the topic. b. Use common, grade-appropriate Greek and Latin affixes and
e. Provide a concluding statement or section related to the information or roots as clues to the meaning of a word (e.g., telegraph,
explanation presented photograph, autograph).
c. Consult reference materials (e.g., dictionaries, glossaries,
Reminders: thesauruses), both print and digital, to find the pronunciation and
*Signed papers go home on Wednesday
determine or clarify the precise meaning of key words and
*Send home Parent Newsletter for the Week and post assignments on
phrases.
EDMODO
* Continue to work on Data Notebooks this week
*Meeting on Monday with Mustaphas mother EIP is expiring at 8:15
* Professional Development after school
*USA Test Prep
*Finish up Duty Schedule to submit
lAs a result of Understand how to implement the Identify and use nouns, Use vocabulary strategies
this week,
RACE strategy when answering adjectives, and verbs in define vocabulary words- example: use root word,
students will.
comprehension questions writing prefix, suffix, synonyms, antonyms

Transfer reading strategies into

Science, Social Studies, and Math
Day Monday Tuesday Wednesday Thursday Friday
Formative Informative Formative assessment on Informative assessment Informative assessment Informative assessment
Assessment
assessment parts of speech on Denotation and on comparing and on Visualizing
(Assessments for
Learning) on simile Daily formative Connotation contrasting Teacher observation,
Exit card, Quiz, Checklist,
Observation, Journal, Product,
and assessment- Making Teacher observation, Daily formative student response
Audit Cards, Conferencing , Self-
Assessment metaphor predictions and Reading student response assessment- Reading Daily formative
How will you find out where your
students are? Comprehension Daily formative Comprehension assessment- Reading
Questions assessment- Reading Questions Comprehension
Comprehension Questions
Questions
Materials Novel: Worksheets, Worksheets, Worksheets,
Bridge to Writing journals, Reading Writing journals, Writing journals, Reading Worksheets,
Terabithia Journals Reading Journals Journals Writing journals, Reading
Worksheets Journals
Writing
Journals
Warm-up Daily Daily Journal Writing: Daily Journal Writing: Daily Journal Writing: Daily Journal Writing:
Activity (under
10 minutes)
Journal
i.e. sponge, number Writing: Students come up with Students come up with Students come up with
talk, routine, read topic
aloud, journal, KWL Daily topic topic Students come up with
Journal topic
Writing:
Mini-Lesson Introduce Bridge to Terabithia Bridge to Terabithia Bridge to Terabithia Bridge to Terabithia
(no more than 10 Similes and
Chapters 1-4 Chapters 1-4 Chapters 1-4 Chapters 1-4
min) Metaphors
EX. Instructional
Strategies:
Identifying
Use page 20 Reading Strategy Reading Strategy: Reading Strategy: Discussion: Similes and
Similarities/Differences in Group Recognizing Point of Drawing Conclusion Summarizing Metaphors
Summarizing and Note- discussion
taking Examples
View
Nonlinguistic Language Review: Language Review Language Review
Representations from the text
Cues, Questions, to give a Language Review:
Advance Organizers clear
Writing Prompt
Authentic
understandin
Relevant to Life g of the
Use Embedded difference
Technology between a
Motivational, Non-
Routine similes and
Manipulative metaphors
Connecting to Prior
Learning
Scaffolding Instruction
Work/Student Cursive Handwriting Cursive Handwriting Cursive Handwriting Cursive Handwriting
Activity Period Practice
Students Practice Practice Practice
(approximately 30
minutes) find other Quiz over
(student centered) similes and Students will continue to Students will continue to Students will continue to Chapters 3-4
Grouping: metaphors in work on their writing work on their writing work on their writing
Independent, Pairs,
Small Groups, total the reading journal journal journal
group Spelling Test
Answer Comprehension Quiz over Chapters 1-2 Literature Response
Differentiation: **Teacher will facilitate
Content, Product, or Questions Journal
using small group
Process Write an opinion about
Based on Spelling Activity: ABC instruction with students
Week 15 Spelling
Readiness, Interest, Order the joke that jess and who need
Learning Style Extended: Using Letters Leslie play on Janice? accommodations/modificati
*May extend more on based on assessments
**Teacher will facilitate Spelling Activity: Write
than one day (i.e.
using small group results or students
center rotation) **Teacher will facilitate word 4 times each learning styles
instruction with students
EX, Consider above who need using small group
Instructional Strategies accommodations/modificati instruction with students **Teacher will facilitate
AND Jigsaw, Interest
on based on assessments who need using small group
Centers, Small Group accommodations/modificati instruction with students
Instruction, Tiered results or students
Task, Group learning styles on based on assessments who need
Investigation, Setting results or students accommodations/modificati
Objectives and learning styles on based on assessments
Providing Feedback,
results or students
Reinforcing Effort and
Providing Recognition learning styles
Closing Discussion Complete Journal Writing Complete Journal Complete Journal Writing Complete Journal Writing
Activity/Wrap Group:
Writing
Up The Setting
(approximately 10 Friendshop
min) Write about the
Student Sharing, elements of
Independent Activity,
Restatement of
friendship
Learning Goals.
Journals
Accommodation Students Identify nouns, adjectives, Narrative Writing: Incomplete Assignments
s/
who need and verbs Daily:
Modifications
extra Jullian, Elijah,
practice on Jabari, Zaria, Camden, Quintavious, Mustapha, Justin, Laila, Jullian,
Students who Spelling: Markia, Matia, Laila, Jullian, Laila, Lillia, Tavaris,
are seen by Ms. Nykerria Battle, Kaden,
Elijah, Quintavious,
Humble
Mustapha, Nykerria, Jared, Ajhori
Grabrielle, Corey D., Mustapha, Jared,
Quintavious Joshua, Matia
Mustapha Kaleiyah, Quintavious, Tavaris
Laila, Lillia,
Pronouns: Justin, Kori
Quintavious,
Tarvarius,
Adjectives: Aghori,
Kaden,
Elijah
,Jullian,

Technology Edmodo Snapshots-

Integration
How is technology used
to support instruction
ELA Homework
and /or how are
students using
IXL- Reading
technology to
demonstrate learning
Assignments
goals?

Anchor Activities Centers Centers Centers Centers Centers

How will students
review or extend
learning if they finish
early?
Teacher: Stubbs Subject/Grade Level: Science and Social Studies Fourth Grade Dates:
Dec. 12-Dec. Dec. 20
Essential Science EQ:
Question(s) How do meteorologists use the following weather instruments: rain gauge, thermometer, anemometer, barometer, and wind vane?
How do we distinguish between weather and climate?
What if Matt Daniel didnt use weather symbols on a map?
How do we know if a weather forecast is accurate?
Where does water go in a drought?

Social Studies EQs:

Why was the Declaration of Independence written?
How are our natural rights described in the Declaration of Independence?
Why is the message of the Declaration of Independence important to our country?
How does the belief in the Declaration of Independence affect decisions made by our country?
How was the Declaration of Independence a response to tyranny and the abuse of power?
What precedents exist for specific elements in the Declaration of Independence, both in previous documents and in historical
events? How is the Declaration structured? Why is Patrick Henry a symbol of the American struggle for liberty?

Standard(s) Science: S4E4.a Students will analyze weather charts/maps and collect weather
data to predict weather events and infer patterns and seasonal changes Social Studies Continued:
Identify weather instruments and explain how each is used in gathering weather SS4G2 The student will describe how
data and making forecasts (thermometer) physical systems affect human
S4E4c Students will use observations and records of weather conditions to predict systems.
weather patterns throughout the year.
S4E4b Students will identify the fronts, temperature, and precipitation and use the d.Explain how each force (American
and British) attempted to use the
information
physical geography of each battle site
Coming up next:
Earth and Space Science
to its benefit (SS4H4c).
S4E1. Obtain, evaluate, and communicate information to compare and contrast the physical
attributes of stars SS4CG1 The student will describe the
and planets. meaning of
a.Ask questions to compare and contrast technological advances that have changed the
amount
and type of
a.Natural rights as found in the
Reminders: information on distant objects in the sky. Declaration of Independence (the right
b. Construct an argument on why some stars (including the Earths sun) appear to be larger to life, liberty, and the pursuit of
or brighter than others. (Clarification statement: Differences are limited to distance and size, happiness).
not age or stage of evolution.)
c. Construct an explanation of the differences between star
s and planets.
d. Evaluate strengths and limitations of models of our solar system in describing relative
size, order, appearance and composition of planets and the sun. (Clarification statement:
Composition of planets is limited to rocky vs. gaseous.)

S4E2. Obtain, evaluate, and communicate information to model the effects of the position
and motion of the Earth and the moon in relation to the sun as observed from the Earth.
a. Develop a model to support an explanation of why the length of day and night change
throughout the year.
b. Develop a model based on observations to describe the repeating pattern of the phases
of the moon (new, crescent, quarter, gibbous, and full).
c. Construct an explanation of how the Earths orbit, with its consistent tilt, affects seasonal
changes.

Social Studies:
SS4H4 The student will explain the causes, events, and results of the
American Revolution.
a. Trace the events that shaped the revolutionary movement in America,
including the French and Indian War, British Imperial Policy that led to the
1765 Stamp Act, the slogan no taxation without representation, the
activities of the Sons of Liberty, Daughters of Liberty, and the Boston Tea
Party.
b. Explain the writing of the Declaration of Independence; include
who wrote it, how it was written, why it was necessary, and how it was a
response to tyranny and the abuse of power.
c. Describe the major events of the Revolution and explain the factors
leading to American victory and British defeat; include the Battles
of Lexington and Concord, Saratoga, and Yorktown.
d. Describe key individuals in the American Revolution with emphasis on
King George III, George Washington, Benjamin Franklin, Thomas Jefferson,
Benedict Arnold, Patrick Henry, and John Adams.

Understand how to implement the RACE strategy when answering comprehension questions

Transfer reading strategies into Science, Social Studies, and Math

Day Monday Tuesday Wednesday ThursdayFriday
Formative Performance Task: Rubric for both assessments Social Studies:
Assessment To work on Christmas
(Assessments for Group Assessment:
Learning)
Around the World Formative Assessment: American Revolution Declaration of
Exit card, Quiz, Checklist,
(See Lesson) Independence
Observation, Journal, Product,
Audit Cards, Conferencing , Self-
*Map of Mexico
Assessment
How will you find out where your
*Poinsettia
students are?
*Piatas
Materials Science Worksheets Social Studies: cone Shape cups Science Graphic Social Studies:
Earths Weather voc. Green and Red Construction paper Organizer: Write a
review Narrative: Tell a Trees
Story through all four
seasons
Warm-up Copy of the transcript: Science Vocabulary:
Activity (under Declaration of weather-what the air is like outside
10 minutes) Independence water cycle- way water moves from the air to land and back
i.e. sponge, number
talk, routine, read
again
aloud, journal, KWL evaporate- change from a liquid into a gas
thermometer-tool that measures temperature
temperature-how hot or cold the air is
stratus-low, gray clouds
cirrus- very high, thin, feathery clouds
cumulus- clouds that look like puffy, white cotton
thunderstorm- storm with rain, thunder and lightening
tornado- funnel-shaped cloud
hurricane- storm with strong winds high ocean waves, and heavy
rain
blizzard- storm with heave snow and strong winds

Mini-Lesson Discuss with students Social studies Vocabulary: Have students use a
(no more than 10 adversary-enemy; variety of sources to
that you have
min) brethren-brothers; create a weather
EX. Instructional overheard them, at delusive -false; map.
Strategies:
Identifying
times, make various extenuate -to try to make less serious; You may wish to
Similarities/Differences complaints about the formidable-causing fear; record a weather
Summarizing and
Note-taking treatment of young idle-inactive; forecast from a
Nonlinguistic people. Complaints invincible -incapable of being conquered; local television show,
Representations irresolution-uncertain how or to play a live
Cues, Questions, not unlike those to act; forecast from The
Advance Organizers
Writing Prompt
motivated the submission-surrender; Weather Channel in
Authentic Founding Fathers at supinely-passively, inactively; your classroom.
Relevant to Life
Use Embedded the time of the vain -useless Use online
Technology
American resources and
Motivational, Non- project weather map
Routine Revolution.
Manipulative
Connecting to Prior
To whom would you send your complaints? Why? What images in your
Learning Give the students a reasons would you give for your decision to write out your classroom.
Scaffolding Instruction
short time ? in small complaints? (Preamble)
groups ? to list
complaints they have What makes you think your complaints are worthwhile?
about the treatment of Aren't there good reasons why things are the way they are?
young people. The Why should things as they are be changed? Would it be
complaints should be possible to summarize the thinking behind your desire for
of a general nature change in a single sentence? (statement of beliefs, or the
(for example: recess thinking behind the complaints)
should be longer,
fourth graders should Is there anything in particular the reader should notice
be able to see PG about your complaints? Is there anything you need to keep
videos, etc.). Collect in mind to make sure your audience understands and
the list. Choose appreciates your complaints? What kinds of events inspired
complaints to share your complaints? (the list of complaints)
with the class, so you
can guide the Have you already tried to make any changes in the
discussion to follow. treatment of young people? In what way? (prior attempts to
Save the lists for redress grievances)
future reference.
Is it possible to say in a single sentence what it is you
There are moments really want to happen? It would take time to change the
when all of us are system to accommodate all of your complaints. What
more eager to express should happen right away? (declaration of independence)
what's wrong than we
are to think critically Who would be willing to sign his/her name to this list of
about the problem complaints even if it were going to be seen and read by
and possible many people? (the signatures)
solutions. There is no
reason to think
people were any
different in 1776. It's
important to
understand the
complaints of the
colonists as one step
in a process involving
careful deliberation
 and attempts to
redress grievances.

Work/Student WHO makes the Preamble: the reasons for writing down the
Activity Period
rules they don't like, Declaration (from "WHEN, in the Course of human
(approximately 30
minutes) WHO decides if they Events" to "declare the Causes which impel them to
(student are fair or not, HOW the Separation."). What reason(s) did the Founding
centered) does one get them Fathers give for their decision to write out a
Grouping:
Independent, Pairs,
changed, WHAT declaration?
Small Groups, total does it mean to be Statement of beliefs: specifying what the
group independent from the undersigned believed, the philosophy behind the
Differentiation: rules, and finally, document (from "We hold these Truths to be self-
Content, Product, or HOW does a group of evident" to "an absolute Tyranny over these
Process
Based on
people declare that States"). What beliefs did the Founding Fathers
Readiness, Interest, they will no longer declare they held?
Learning Style follow the rules? List of complaints: the offenses that impelled the
*May extend
more than one declaration (from "To prove this, let Facts be
day (i.e. center submitted to a candid World" to "unfit to be the
rotation)
ruler of a free people"). What are a few of the
EX, Consider above complaints? Are any specific events mentioned? If
Instructional Strategies
AND Jigsaw, Interest not, is the information given sometimes sufficient to
Centers, Small Group figure out to which events the complaints refer?
Instruction, Tiered
Task, Group Statement of prior attempts to redress grievances:
Investigation, Setting
Objectives and
(From "Nor have We been wanting in attentions to
Providing Feedback, our British brethren," to "Enemies in War, in Peace
Reinforcing Effort and
Providing Recognition Friends.") In what way(s) did the framers claim to
have already tried in addressing the complaints?
Declaration of independence: (From "WE,
therefore" to "and our sacred Honor.") What will
change in the colonies as a result of the Declaration?
 The signatures: Which signers do students
recognize?

Closing students to work in small groups to review some of the

Activity/Wrap
earlier documents and find common features between the
Up
(approximately 10 historical documents and the Declaration.
min)
Student Sharing,
Independent Activity,
Restatement of
Learning Goals.
Journals
Accommodation Students who are Ms. Humble will visit from 10:30-11:15 daily
s/ seen by Ms. Humble:
Modifications Quintavious
Mustapha
Laila
Technology https://learn.weatherstem.com/modules/learn/lessons/61/05.html https://www.youtub
Integration e.com/watch?v=o2Xt Students will go
How is technology kMBzwuE through the
used to support
instruction and /or
Powerpoint with
how are students a partner and
using technology to complete
demonstrate learning activities and
goals?
assessment
Anchor Centers Centers Centers Centers Centers
Activities
How will students
review or extend
learning if they finish
early?
:
Teacher: Stubbs Subject/Grade Level: Math Fourth Grade
Essential What is a fraction and how can it be represented?
Question(s)
What patterns do I notice when I am multiplying whole numbers that can help me multiply?
Standard(s) MGSE4.NF.1
Explain why two or more fractions are equivalent using
visual fraction models. Focus attention on how the
number and size of the parts differ even though the
fractions themselves are the same size. Use this principle
to recognize and generate
equivalent fractions.
MGSE4.NF.2
Compare two fractions with different numerators and
different denominators, e.g.,
by using visual fraction models, by creating common
denominators or numerators, or by
comparing to a benchmark fraction such as
1/2. Recognize that comparisons are valid only
when the two fractions refer to the same whole. Record
the results of comparisons with symbols >, =,
or <, and justify the conclusions
Reminders:
Dates:
December 12- December 20
MGSE4.OA.1 Interpret a multiplication equation as a comparison,
e.g., interpret 35 = 5 7 as a statement that 35 is 5 times as many as
7 and 7 times as many as 5. Represent verbal statements of
multiplicative comparisons as multiplication equations.
MGSE4.OA.2 Multiply or divide to solve word problems involving
multiplicative comparison, e.g., by using drawings and equations
with a symbol for the unknown number to represent the problem,
distinguishing multiplicative comparison from additive comparison.
MGSE4.OA.3 Solve multistep word problems posed with whole
numbers and having whole-number answers using the four
operations, including problems in which remainders must be
interpreted. Represent these problems using equations with a letter
standing for the unknown quantity. Assess the reasonableness of
answers using mental computation and estimation strategies
including rounding.
MGSE4.OA.4 Find all factor pairs for a whole number in the range
1100. Recognize that a whole number is a multiple of each of its
factors. Determine whether a given whole number in the range 1
100 is a multiple of a given one-digit number. Determine whether a
given whole number in the range 1100 is prime or composite.
MGSE4.OA.5 Generate a number or shape pattern that follows
a given rule. Identify apparent features of the pattern that were not
explicit in the rule itself. For example, given the rule Add 3 and the
starting number
1, generate terms in the resulting sequence and observe that the terms
appear to alternate
between odd and even numbers. Explain informally why
the numbers will continue to alternate in this way.
As a result of this Understand how to implement the RACE strategy when answering comprehension questions
week, students
will.
Transfer reading strategies into Science, Social Studies, and Math
Day Monday Tuesday Wednesday Thu Friday
rsd
ay
Formative Performance Task See Sub Math
Assessment Folder for Quiz
Fraction Performance Task
(Assessments for Wednesday over
Learning) Continue to review multiplication and division
Exit card, Quiz, Checklist,
and Fractions
Observation, Journal, Product, Audit
Cards, Conferencing , Self-
Thursday
Assessment
How will you find out where your
students are?

Materials * Math Worksheets

Pattern blocks
Geoboards
Pattern Block Puzzles student recording sheet Fractions on Geoboards Worksheet

Die cut paper pattern blocks (or pencils and crayons for recording
findings)

Pattern Block Puzzles, Version 2 student recording sheet, for
intervention students only

Warm-up Activity Number Talk- Math Review:

(under 10 minutes)
i.e. sponge, number talk,
routine, read aloud,
journal, KWL
Mini-Lesson Use the pattern blocks to show equivalent fractional amounts. Use the Geoboards to show
(no more than 10 equivalent fractions
min) Record the equivalent fractions on the one whole pairs below.
EX. Instructional Record it on the worksheet
Strategies:

Identifying Write a number sentence for each equivalent fraction. (See example.) How many different ways
Similarities/Differences can you show equivalent
Summarizing and Note-
taking
How many equivalent fractions can you find? fractions
Nonlinguistic Refer to previous
Representations Use what you know about factors and multiples to identify two equivalent
Cues, Questions, Advance
fractions
experiences with fractions
Organizers
Writing Prompt without using the pattern blocks.
Authentic
Relevant to Life
Use Embedded Of the fractions that are equivalent, which one uses the least number of
Technology pattern
Motivational, Non-Routine blocks?
Manipulative
Connecting to Prior
Learning
Scaffolding Instruction

Work/Student
Activity Period
(approximately 30
minutes)
(student centered)
Grouping:

Ongoing
Independent, Pairs,
Small Groups, total
group

Differentiation:
Content, Product, or
Process
Based on
Readiness, Interest,
Learning Style
*May extend more
than one day (i.e.
center rotation)

EX, Consider above

Instructional Strategies
AND Jigsaw, Interest
Centers, Small Group
Instruction, Tiered Task,
Group Investigation,
Setting Objectives and
Providing Feedback,
Reinforcing Effort and
Providing Recognition

Closing
Activity/Wrap Up
(approximately 10
min)
Student Sharing,
Independent Activity,
Restatement of Learning
Goals. Journals
Accommodations/ Identify the symbols for halves, quarters, thirds, fifths, and
Modifications
tenths including fractions greater than 1.

Students who are Identify symbols for any fraction, including tenths,
seen by Ms. hundredths, thousandths, and those greater than 1.
Snow/Humble
Quintavious
Mustapha Find equivalent fractions and order fractions.
Laila
Review: Multiplication and Division Prepare for Math Benchmark Test

https://nzmaths.co.nz/resource/creating-fractions

Technology IXL Math Assignments http://www.prometheanplanet.com/en

Integration -us/Resources/Item/75410/using
How is technology used -fraction-bars
to support instruction and Multiplication games from A+ Math
/or how are students . It can be used as a mini-lesson to
using technology to http://aplusmath.com/Games/index.html introduce the task or for remediation
demonstrate learning
goals?
purposes.
Math in literature. Lists books with multiplication themes https://learnzillion.com/lesson_plans/323
http://archon.educ.kent.edu/Oasis/Resc/Educ/mathkidslit.html Learnzillion Lesson Plan: Generate
Equivalent Fractions by Using Fraction
Strips This lesson plans provides a real
Multiplication flashcards world problem that could help students
http://aplusmath.com/Flashcards/multiplication.html apply knowledge of equivalent fractions.
http://www.mathlearningcenter.org/web
USA Test Prep -apps/pattern -shapes/*This tool provides
the opportunity for students to virtually
manipulate pattern blocks.

Anchor Activities Centers Centers Centers Ce Centers

How will students review
or extend learning if they nte
finish early?
rs