Laura Hostetler and Ava Kelley Language Arts Charts

Laura Hostetler and Ava Kelley: 4th Grade
Language Arts: Week 1

Character Trait: Courage
Day 1 Day 2 Day 3 Day 4 Day 5
HKSOL – E – 4 – 4.1 HKSOL – E – 4 – 4.1 HKSOL – E – 4 – 4.1 HKSOL – E – 4 – 4.1 HKSOL – E – 4 – 4.1
Presenting Directions Presenting Directions Presenting Directions Presenting Directions Discussion
R: Owl Moon R: Owl Moon R: Owl Moon R: Owl Moon R: Owl Moon
W: Journal Entry; W: Journal Entry; Use W: Journal Entry; W: Journal Entry; W: Journal Entry; Imagine
Pretend you are an owl your notes from the Describe a student in Choose one of the that you are a bird flying
perched in the homework to create a the classroom. Use classroom rules. Think outside. Use similes and
classroom; use story about an animal direction/location words and write about the metaphors to describe the
direction/location words sighting. Use imagery and adjectives to importance of the rule weather, temperature, and
to describe where you to express the mood describe the student. and consequences for landscape.
are. and setting. breaking the rule.
CM/L/TX/T/HS CM/L/TX/T CM/L/TX CM/L/TX/MO CM/L/TX
After the students read, The teacher will read The teacher will read The teacher will read The teacher will read
the teacher will pages five through pages nine through pages thirteen through pages seventeen through
introduce words that eight and have the twelve and have the sixteen and have the twenty and have the
describe location and students follow along. students follow along. students follow along. students follow along. The
direction. The teacher The teacher will call on The teacher will call on The teacher will call on teacher will call on students
will review the days students periodically to students periodically to students periodically to periodically to read. After
reading to find read. After the read. After the read. After the the students read, the
examples of those students read, the students read, the students read, the teacher will use examples
kinds of words. The teacher will explain teacher will review the teacher will have the from the text to explain
teacher will explain setting, mood and vocabulary words. The students identify the similes and metaphors.
Web Blogging. The imagery. The teacher teacher will provide rules for owling as The teacher will discuss
teacher will display a will guide the students objects and sounds that listed throughout the the meaning of each within
chart that lists the in finding examples will prompt student’s text. The teacher will the context of the story.
safety rules for Web from the text. While the memory of vocabulary list the rules on in a The teacher will lead the
Blogging. The teacher students are journaling, words. The teacher will diagram on the board. class in a discussion on the
will review the chart. the teacher will have provide student The teacher will discuss impact of similes and
The teacher will provide individuals work at the instruction for the the importance of each metaphors in stories. The
student examples of computer to enter their activity. rule and what might teacher will provide objects
Web Blog entries. blog entries from their happen if a rule were for the activity.
journals. D.A – Students whose not followed.
strongest intelligence
The teacher will area is Musical will
introduce the Review Vocabulary benefit from singing.
vocabulary for the
week.
R/LI/HS R/LI R/LI R/LI R/LI
The students will read The students will read The students will read The students will read The students will read p.g’s
p.g’s 1-4. The students p.g’s 5-8. The students p.g’s 9-12. The p.g’s 13-16. The 17-20. Each group will be
will identify the will identify the students will view or students will work in given a common object to
direction/location words location/direction words listen to the teacher s groups. Each group describe using adjectives.
from the text. The in the text they have prompts. The students will choose a well Groups will brainstorm to
students will imagine read and discuss the will work in groups of known sport and create silly similes and
that they are an owl significance of them in four. The students will describe as many of goofy metaphors. One
perched somewhere in the story. The class will use newspapers to the rules that they can student will record the
the classroom. The use their notes from the spell the vocabulary think of. The students suggestions. The students
students will write a homework assignment words that are will act out possible will share their similes and
paragraph using to create a journal entry connected to the consequences for metaphors with the class.
direction/location words on animal sighting. The objects. The students violating the rules. The
to describe where they students will express will cut out letters to class must decide what
are. The students will mood and setting with spell the words and the sport is. HW: The students will
read their paragraphs imagery. One at a time, paste them onto complete a worksheet on
to the class and the the students will type construction paper. the vocabulary words for
others must determine their web blogs on the HW: The students will the week.
the location described. computer complete a worksheet
HW: The students will on the vocabulary
interview family words for the week.
members about
animals they may have
seen in the wild. Carratello, P.
Students will take Carratello, P.
notes. Carratello, P. Carratello, P.
Carratello, P.
Discussion Discussion Discussion Seeking Opinion Seeking Opinion
R: Sleeping Ugly R: Sleeping Ugly R: Sleeping Ugly R: Sleeping Ugly R: Puss in Boots
W: Journal Entry; W: Journal Entry; Use W: Journal Entry; W: Journal Entry; W: Journal Entry;
Recall an important your notes to retell your Create your own fairy If you were the Fairy, Answer the question from
scene from your family member’s tale using as many as would you have left the the day’s lesson and
favorite story and favorite childhood story. the words from your Princess under the provide at least two
rewrite it from the vocabulary list as spell? Why? Or Why arguments to support your
“villains” point of view. possible. not? opinion.
CM/L/TX/T/HS CM/L/TX/T CM/L/TX CM/L/TX/MU CM/L/TX
After the students read, After the students read, The teacher will The teacher will read The teacher will read the
the teacher will help the the teacher will present the list of root the story to the class story to the class. The
students brainstorm introduce compare and words and their for review. The teacher teacher will divide the
different fairy tales such contrast. The teacher meanings for the will divide the students students into groups and
as “Snow White”, will write comparison vocabulary words on into groups and assign assign each group a
Cinderella”, “and and contrast words on the overhead. The each group a certain certain page or scene to
Rapunzel and so on. the board. The teacher teacher will assign each page or scene to role- role-play. After the students
The teacher will have will guide the students student one of the roots play. After the students complete their role-plays,
the students identify in comparing and or stems. The teacher complete their role- the teacher will summarize
what story Sleeping contrasting the two girls will ask each student to plays, the teacher will the story and pose the
Ugly is a version of. in the story. While the select ten words from summarize the story following question to the
The teacher will students are journaling, his/her list with which and pose the following class. “ Was Puss in Boots
demonstrate how to the teacher will have everyone should question to the class. wrong when he lied to the
write fairy tales from individuals work at the become familiar. The “Although the princess King and deceived him.”
another character’s computer to enter their teacher will have the was mean, was it right The teacher will create a
point of view. The point of view stories for student write the words to leave her under the two column graphic
teacher will make a their web blogg. on an index card along spell. The teacher will organizer with the question
chart showing the point with their definitions. create a two column at the top.
of view usually used to Review Vocabulary The teacher will graphic organizer with After the students give their
tell a story as will as a demonstrate how to the question at the top. answers, the teacher will
list of other characters HW: The students will create a visual display have the students compare
possibilities. complete a worksheet and provide the student the answers from Puss in
Introduce the on the vocabulary with colored Boots to the answers to
vocabulary for the words for the week. construction paper. Sleeping Ugly.
week.
The students will read p.g’s The students will read p.g’s The students will read p.g’s The students will work as a The students will work as a
A29-A31. The students A32-A33. A34-A35. group to role-play their group to role-play their
will choose one classic The students will The students will listen as selections from the story. selections from the story. One
fairy tale from a list. The participate in identifying the teacher gives One student will be the student will be the narrator of
students will write recall an comparing and contrasting instruction. Once the narrator of the selection. the selection. During the
important scene from the words. The students will teacher has assigned each During the instruction, instruction, students will
story. The students will use their text to compare student a root or a stem, students will provide either provide either a yes or no
also write the scene from the characters in the story. the students will research a yes or no response to the response to the question. The
the “villains” point of view. The students will use their words containing the root question. The students will students will provide at least
The students will read both notes from the homework or stem and make a list of provide at least one one explanation for their
versions to the class. The assignment to rewrite the as many words as possible explanation for there answers. The students will
class will discuss the favorite story of a relative. along with the definitions. answers. The students will compare their answers to
differing points of view. The students will describe The students work demonstrate respect for yesterday’s discussion.
HW: The students will poll the plot, main characters, individually to create a one anther answers. The D.A – Students who
their family members to and moral of the story. One visual display of all of the students will write their experience stage anxiety, or
find out what their favorite at a time, the students will words they have found for journal entries. have a speech impediment
fairy tales were when they type their web bloggs on the root or stem, a tree and HW: The students will will be allowed draw their
were children. The the computer. a flower. complete a worksheet on scene and present it to the
students will note the main the vocabulary words for class.
characters, plot and moral the week.
of the stories.
Carratello, P.
Carratello, P.
Carratello, P. Carratello, P. Carratello, P.
Seeking Opinion Seeking Opinion Supporting Opinion Supporting Opinion Supporting Opinion
R: Jack and the R: Jack and the R: Fanny’s Dream R: Fanny’s Dream R: Fanny’s Dream
Beanstalk. Beanstalk W: Journal Entry; W: Journal Entry; W: Journal Entry;
W: Journal Entry; Was W: Journal Entry; Compare Fanny’s Compare your Write a paragraph of some
Jack right or wrong for Although you know the Dream to Cinderella. predictions to what of the chores that you have
stealing the giants Giants point of view, Name specific actually happened in at home after school.
goose and Harp? Why was the giant right to differences in the plot the story. Were they
or Why not? want to eat Jack. and use facts from the the same? Why? Or
stories to support your Why not?.
opinions.
The teacher will read The teacher will have Before the students Before the students The teacher will have the
the story to the class the students listen to a read, the teacher will read, the teacher will students discuss what they
and have the students recording of the story. Identify eight to ten review the previous may or may not know
follow along using their The teacher will then words from the day’s lesson. The about farm life. The
fingers or a pencil. read another version of student’s upcoming teacher will review the teacher will have the class
Before discussing the the story to the class reading selection that vocabulary words. The list Fanny’s chores from the
question, the teacher from the giant’s point of will provide a clue as to teacher will write the story. The teacher will
will present a mini view. The teacher will what the selection is words on the board and have the students watch a
lesson on respect for break the students up about. The teacher will have different students fifteen minute educational
others ideas. The into groups. The write print the words on offer their definitions. clip that explains and
teacher will pose the groups will be assigned a sheet of unlined The teacher will have demonstrates the chores of
following question; to either the original paper and make the students share their farm life. The teacher will
“Was it ok that Jack version or the new enough copies for each projects from yesterday separate the students into
stole the Giants goose version (giant’s point of group. The teacher will and have them share groups and provide each
and harp?” The teacher view). The teacher will separate the students their explanations as to group with a scene from
will create a two column have the groups role- into groups and why they ordered their the story along with the
graphic organizer with play the stories. The distribute the wordlists. words that way. appropriate costumes and
the question at the top teacher will call the The teacher will props.
and have the students individuals to the demonstrate the
give a simple yes or no computer to type their activity.
question blog entries as the The teacher will call the
The teacher will class writes in their individuals to the
introduce the journals. computer to type their
vocabulary for the blog entries as the
week. Review Vocabulary class writes in their
journals.

The student will use their The student will use their Te students will work in The students will offer their The students will read Fanny’s
fingers or a pencil to follow fingers or a pencil to follow groups. Each group will definitions for the Dream.
along as the teacher reads. along as the teacher reads cut apart the words on the vocabulary words. The The students will listen as the
The students will offer their both stories. The students list. The students will glue students will share their teacher reviews the story. The
yes or no responses to the will work in groups. Each the words in any order they projects from yester day students will discuss what they
teachers question and group will re-read the choose on another sheet of along with the reasons as know about farm life. The
demonstrate respect for stories and role-play each paper, but they must give a to why they ordered their students will review the text
others responses. After story. While other groups reason for their order. The words that way. The and identify some of Fanny’s
the lesson, the students role-play, other students students will write the students will use the farm chores from the story.
will will be respectful. After the reason for the order on the bottom of their papers to After watching the clip, the
Write two to three presentations are back of the paper. The write what they think the students will be separated into
paragraphs in their journals complete, the students will students will write the selections will be about groups. Each group will be
explaining their opinions. write in their journals. definition next to each based on the vocabulary given a scene and must use
HW; Summarize the story D.A – Students whose word. words. The students will the costumes and props to re
to a guardian or sibling and strongest intelligence The students will read p.g’s write sentences explaining enact the scene. Based on
have them answer the area is Kinesthetic will 1-7 of Fanny’s Dream. The their prediction. what they learned from the
following question; “Was it benefit from role-playing. students will write in their HW: The students will video, the class will determine
Ok that Jack stole the journals when they have complete a worksheet on which of Fanny’s chores was
Giants goose and Harp” finished reading the vocabulary words for being role-played.
Record the answer in your DA the week.
Journals.
Allington, R. L. P. 62
Bauer, K., Drew. P 45

O'Brien-Palmer. P. 26 Scott, Foresman. P 67 O'Brien-Palmer. P. 85
Supporting Opinion Communicating Ideas Communicating Ideas Communicating Ideas Communicating Ideas
R: Because of Winn- R: Because of Winn- R: Because of Winn- R: Because of Winn- R: Because of Winn-Dixie
Dixie Dixie Dixie Dixie W: If you had to get a job
W: Journal Entry; The W: Journal Entry; What W: Journal Entry; Write W: Describe an tomorrow, what would you
students will have their write about being in a paragraph interesting person that want to do?
parents talk about their church from Winn- summarizing the plot you have met.
favorite childhood pet. Dixie’s point of view. for chapter three.
The teacher will have The teacher will write The teacher will provide The teacher will have The teacher will have the
the students to think of the word “plot” on the the students with 10 the students review students review the plot for
their best friend to board and have the slips of paper (one for their plot summaries for chapters one through four.
introduce the units students define it in each spelling word). chapter three. The The teacher will have the
theme of Friendship. their own words based The teacher will have teacher will have the class make a list on the
The teacher will on the previous lesson. the students practice students copy their board of the characters that
introduce the book and The teacher will have writing their spelling summaries on index they have met thus far in
discuss some of the some of the students words, one per slip. cards and file them. the book. The teacher will
themes found in the share their summaries The teacher will instruct The teacher will read give each of the students
book. The teacher will of plot for chapters one the students to turn chapter four and have Index cards with each of
explain that the and two. The teacher over the slips. The the students follow the characters names on
students will be reading will check for correct teacher will have the along. The teacher will one side. The class will
the book for the next grammar and specific students arrange their divide the students into use details from the story
two weeks and will also vocabulary. Before the words in alphabetical groups for the activity. to create a character profile
be working on a Book teacher reads, the order. The teacher will for each character. The
report. The teacher will teacher will remind the keep track of the order teacher will read chapters
show an example of students to pay in which the students five and six and have the
what the finished attention to the plot as stand up. The teacher students follow along. The
project will look like and they listen. will check the students teacher will remind the
explain the various The teacher will call the work and determine the students to pay attention to
parts. The teacher will individuals to the winner. the plot.
explain what the plot of computer to type their
a story is. blog entries as the
class completes the
activity.
Review Vocabulary
The students will follow The students will share The students will read p.g’s The students will follow The students will review the
along in their books as the their plots for chapter one. The students will write their along in their books as the plot for chapters one through
teacher reads the first The students will follow words on the index cards. teacher reads chapter four. four. The students will use the
chapter. The teacher will along in their books as the After turning the cards The students will read index cards to create a
periodically call upon each teacher reads the second over, the students will have short passages from the character profile for each
student to read short two chapters. The fifteen seconds to arrange story. The students will character. The students will
paragraphs from the story students will follow along in the cards in alphabetical record the events on pre- include the characters
to ensure that students are their readings and read order. After reading their labeled index cards. The personality traits, and
reading along. The class short passages as the words in order to be students will keep their plot significant role in the story.
will work together to recall teacher calls on them. The checked, the student must cards in an index card file. The students will give one
the events as they students will work in also use each word in a The students will work in contribution of the character to
happened in the first groups to recall the events complete sentence and groups. Each group will be the story.
chapter. The teacher will in the chapter. The write the sentence on the given a scene from the The students will follow along
help the students place the students will record the board. If the student chapter. The students will in their books as the teacher
events in chronological events on pre-labeled correctly arranges the choose parts and role-play reads chapters five and six.
order. The students will index cards. The students words but miss uses the their scene. The students The students will recall the plot
write the events in their will keep their plot cards in word, the next student will will present their scenes as of the chapters and record it on
own words and label them an index card file. be given the opportunity. they are told in the story. their index cards.
in order. The students will D.A – Students whose H.W Read chapter three HW: The students will
record the events on index strongest intelligence and write your journal complete a worksheet on
cards that are pre labeled area is Logic will be able assignment. the vocabulary words for
by the teacher. to file their plot cards in the week.
order.
O'Brien-Palmer. P. 95
Bauer, K., Drew. P. 93 O'Brien-Palmer. P. 79 Bauer, K., Drew. P. 99
Character Trait: Self Esteem
HKSOL – E – 4 – 4.2 HKSOL – E – 4 – 4.2 HKSOL – E – 4 – 4.2 HKSOL – E – 4 – 4.2 HKSOL – E – 4 – 4.2 Gathering
Vocabulary and Oral Vocabulary and Oral Vocabulary and Oral Vocabulary and Oral Information
Communication Communication Communication Communication
R: Because of Winn-Dixie R: Because of Winn-Dixie R: Because of Winn-Dixie R: Because of Winn-Dixie R: Because of Winn-Dixie
W: Journal Entry; Think of W: Journal Entry; Think of W: Journal Entry; W: Journal; Free choice W: Journal Entry; Free choice.
a Time that you were ever the first time that you were Write a paragraph
scared. What did you do invited to a birthday party. summarizing the plot for
to make yourself feel How did it make you feel? chapter nine
better. Explain.
The teacher will begin by The teacher will have the After the students read, the The teacher will have the The teacher will read chapters
having the students re-tell students summarize the teacher will students review their plot ten and eleven and have the
the plot from chapters one events and characters from The teacher will have the summaries for chapter students follow along. The
through six. The teacher chapter seven. The students play Spelling nine. The teacher will teacher will call on students
will also have the class teacher will introduce Concentration. The have the students copy periodically to read. The
share their character setting. The teacher will teacher will prepare a their summaries on index teacher will divide the students
profiles for each character. have the students identify game sheet in advanced. cards and file them. The into groups to role-play their
The teacher will introduce the setting of the story. The teacher will divide the teacher will read chapter favorite scene from the book.
“main character” and have The teacher will read sheet into 20 squares and nine and have the students The teacher will have the class
the class identify the main chapter eight and call on write each spelling in a follow along. The teacher assemble their plot cards in
character in the story. students periodically to square. The teacher will will have the students re order of what happened. The
As the teacher reads, she read. While the students write the corresponding tell the main plot for the teacher will work with the class
will periodically call upon are drawing their definition in the other story and copy it on an to compile them into a
students to read aloud. illustrations, the teacher squares. The teacher will index card. The teacher paragraph explaining the
The teacher will introduce will call individuals to the have the students cut the will divide the students into sequence of events in the
the vocabulary for the computer to work on their squares, turn them over so groups for the activity. story.
week. web bloggs. the blank side of the paper
is facing up, and mix the
square to create a board
Review Vocabulary game.
The students will re-tell the The students will work The students will follow The students will follow The students will follow along
plot for chapters one individually to summarize along as the teacher reads along in their books as the in their books as the teacher
through six. The students the events and characters chapter nine. The students teacher reads chapter reads chapters ten and eleven.
will identify the main from chapter seven. The will complete a vocabulary nine. The students will The students will determine
character. The students students will identify the activity. read short passages from their favorite scene from the
will share their character setting. The students will The students will cut the the story. The students will text and role-play it before the
profiles. The students will follow along as the teacher squares, turn them over so copy the plots for chapters class. The students will
follow along as the teacher reads chapter seven. The the blank side of the paper eight and nine on their assemble their plot cards in
reads. The students will students will read short is facing up, and mix up index cards. The students order and compile them into a
be called on to read aloud. paragraphs from the texts. the squares to create a will work in pairs to begin coherent paragraph. The
After reading, the students Students will then think of game board. The students on their Book report students will work to complete
will use different materials a favorite scene from the will play in pairs, taking presentations. Each pair their character illustrations or
to illustrate the characters story and illustrate it using turns turning over two will be given a presentation their presentation boards.
in the story crayons and markers. squares (one from the board with markers, D.A – Students whose
While the class is working word column, one from the crayons, and paint. The strongest intelligence area is
on their illustrations, definition column). If the students will decorate their Kinesthetic will benefit from
individuals will work at the squares correspond, the presentation boards. role-playing the scenes.
HW: Journal Entry computer to type their blog student keeps the squares HW: The students will
entries. and takes another turn. If complete a worksheet on
they don’t correspond, the the vocabulary words for
opponent takes a turn. the week.
DA O'Brien-Palmer. P. 198
Bauer, K., Drew. P. 115 O'Brien-Palmer. P. 159 Bauer, K., Drew. P. 190 Allington, R. L.. P. 129
Gathering Information Gathering Information Gathering Information Organizing Information Organizing Information
R: The Great Fire R: The Great Fire R: The Great Fire R: The Great Fire R: The Great Fire
W: Journal Entry; Based W: Journal Entry; Imagine W: Journal Entry; W: Think of a building or an W: Journal Entry;
on what we have read, that you lived in Chicago at Re-tell the story of the object that you have seen Think of a natural disaster that
what do you think was the the time of the fire. How Chicago fire in your own burn down. Describe what happened locally. How were
cause of the fire. would feel if your house words. Use your it looked like before and the victims affected?
burnt down? vocabulary words. after the fire.
The teacher will introduce The teacher will read The teacher will read The teacher will read The teacher will read chapters
the story. The teacher will chapter three. The teacher chapter four. chapter five. The teacher six and seven. The teacher will
read chapters one and two will use the smart board to The teacher will review the will use the smart board to have the students play the
and call students to read visit the History Maker. vocabulary words along visit about.com. The fireman game. The teacher will
short passages. The The students will point out with their definitions. The teacher will display before use the remainder of the class
teacher will use the smart the size of Chicago and its teacher will have each and after the pictures of time to have the students
board to visit the books current population. The student share a creative the Chicago fire. The present their book reports.
website. The teacher will teacher will have the class sentence with the class teacher will display After the students finish their
have the class answer visit another website to using one of the words. pictures of pre-fire presentations, the teacher will
questions pertaining to understand what Chicago The teacher will arrange landmarks as well as have the students finish their
chapters one and two. was like in 1871. The the class into teams. The before and after pictures. Venn diagrams, illustrations
The teacher will have the teacher will also have the teacher will instruct the The teacher will save the and charts.
students listen to the song class visit websites to students to write the pictures to a disk and print
“ Mrs. O’Leary’s Cow”. obtain photos of Chicago alphabet along the top of a them out. The teacher will
The teacher will have the before, during and after the sheet of paper. The make a chart with the
class visit fire. The teacher will teacher will select a illustrations showing
http://www.chicagohs.o demonstrate different types vocabulary word and write Chicago's landmarks
rg/fire/oleary/index.html to of Venn Diagrams and it on a piece of paper and before and after the fire.
determine the cause of the have the students choose place it face down. The
fire. one for their project. While teacher will have the
The teacher will introduce the students are journaling, students ask questions
the vocabulary for the the teacher will have about its spelling in order
week. individuals work at the to determine the word.
computer to enter their
blog entries from their
journals.
Review Vocabulary
The students will follow The students will follow The students will follow The students will follow The students will follow along
along in their books as the along in their books as the along and read parts of along in their books as the in their books as the teacher
teacher reads. The teacher reads. The chapter four. teacher reads. The reads. The students will read
students will sing the lyrics teacher will work at the The students will work students will read short short passages from the story
of the song several times. smart board. The class will individually to use the passages from the story aloud to the class. The
The students will answer visit different websites to spelling words in creative aloud to the class. The students will work at the smart
the chapter questions on learn about Chicago and sentences. The students students will be allowed to board to play the fireman
the smart board. The the great fire. The will work in groups. Each work at the smart board game. The students will
students will work in students will make a Venn group will write their during instruction. After present their book reports from
groups. Each group will Diagram illustrating alphabet at the top of a the instruction, the last week. The students will
take one section of the Chicago 125 years ago sheet of paper. The students will work in spend the remainder of the
song to illustrate. Once and today. The students students will ask questions groups. Each group will class finishing their Venn
the groups have finished, will print photos to include concerning the spelling of think of a local building. diagrams, illustrations, and
the illustrations will be put in their diagram. The the vocabulary word (E.g. The students will charts.
together in a class song teacher will call individuals Is there a p in the word?). brainstorm to think about
book. Once finished, the to type their web bloggs. If the teacher responds what it would look like after
students will work on D.A – Students whose yes, the students circle the a fire. The students will
finishing their book reports. strongest intelligence letter. If the answer is no, draw a before and after
area is Spatial will an X is placed over the picture and post them on a
HW:Journals benefit from classifying letter. Students can raise chart.
their photos. their hand to guess the HW: The students will
“mystery word” at any time. complete a worksheet on
the vocabulary words for Allington, R. L. P. 342
the week.
Allington, R. L. P. 205 Scott, Foresman. P. 278 Carratello, P. P. 299
Bauer, K., Drew. P 241
Organizing Information Organizing Information Context Clues Context Clues Context Clues
R: The Cricket in Times R: The Cricket in Times R: The Cricket in Times R: The Cricket in Times R: The Cricket in Times Square
Square Square Square Square W Imagine that you are a
W: Journal Entry; W: Write a short paragraph W: Like Chester Mouse, W: Journal Entry; cricket. Describe everything
Describe what is under the and use your unknown describe your favorite food What is your favorite from your point of view.
sidewalks of our city. word at least once. and why you like it. desert. Who makes it the
best and why?
The teacher will introduce The teacher will read The teacher will read The teacher will read The teacher will read chapter
the story. The teacher will chapter three. The teacher chapter four. The teacher chapter five. The teacher six. The teacher will call on
read chapters one and two will call students to will review the weeks will call students to students to read passages
and call on students to periodically read passages spelling words along with periodically read passages aloud. The teacher will review
read passages. The aloud. The teacher will their definitions. The aloud. The teacher will the use of context clues to
teacher will use the smart instruct the students to teacher will give the rules have the students use the identify unfamiliar words. The
board to visit the books simply raise their hand for scrabble spelling. The context clue of deduction teacher will use sentences from
website. The teacher will when they come to an teacher will divide the to understand unfamiliar chapter six to explain chunking.
have the class answer unknown word and skip students into pairs. Each words. The teacher will The teacher will demonstrate
questions pertaining to over it. The teacher will pair will be given a review all parts of speech how to use the words around
chapters one and two. The write each word on the miniature scrabble board using a diagram. The the unknown word to determine
teacher will have the board. After reading, the and letter tiles. The teacher will demonstrate its meaning.
students finish their book teacher will use the difficult teacher will demonstrate how to determine the The teacher will separate the
report presentations. The words to explain deduction. how to use the tiles to spell meaning of unfamiliar students into groups for the
teacher will introduce the The teacher will have the the vocabulary words. The words by determining their activity.
vocabulary for the week. students determine which teacher will also parts of speech.
words the unknown word demonstrate how to
relates to. While the calculate the numerical
students are journaling, the value of each word.
teacher will have
individuals work at the
journals.

along in their books as the along in their books as the along in their books as the along in their books as the in their books as the teacher
teacher reads. The teacher reads. The teacher reads. The teacher reads. The reads. The students will read
students will read short students will read short students will read short students will read short short passages from the story
passages from the story passages from the story passages from the story passages from the story aloud to the class. The
aloud to the class. The aloud to the class. The aloud to the class. aloud to the class. The students will be divided into
students will work at the students will raise their The students will work in students will list unfamiliar groups of three. The students
smart board during hand when they come to pairs. Each pair will use words and use deduction will be given two index cards
instruction. The students an unknown word. After letter tiles from a Scrabble to determine their with words on them. The
will answer the chapter reading the students will game to build their spelling meaning. Each student students must decide on a third
questions. The students listen as the teacher words for the week. The will be given a sentence mystery word. The groups will
will use the remainder of explains the process of students will then add up with a difficult word and the stand at the front of the class in
the class period to finish deduction. The students the value of the letters in words part of speech. The a line. The students on each
their book report will work in groups. Each each word to learn which students must determine end will hold up a word. The
presentation. group will be given a of the week’s spelling the meaning of the word class must use the meaning of
sentence containing one of words has the highest using deduction and the those words to decide on the
HW the unknown words. The mathematical value. words part of speech. mystery word.
groups must use the D.A – Students whose HW: The students will
process of deduction to strongest intelligence complete a worksheet on
determine the meaning of area is Math will be able the vocabulary words for
the unknown word. to find the sum of each the week.
word. Allington, R. L. P. 591
Scott, Foresman. P. 482 Allington, R. L. P. 396 Scott, Foresman. P. 295 Allington, R. L. P.523
Context Clues Words with multiple Words with multiple Words with multiple Words with multiple meanings
R: The Cricket in Times meanings meanings meanings R: The Cricket in Times Square
Square R: The Cricket in Times R: The Cricket in Times R: The Cricket in Times W: Writing out definitions
W: Journal Entry; Have Square Square Square
your parents or siblings W: Write a paragraph of W: Journal Entry; W: Journal Entry;
describe how it feels to get your choice. Choose one Free choice. Write two paragraphs
a gift. word to repeat using describing what you can
synonyms. do if you get caught in a
fire.
The teacher will read The teacher will read The teacher will read The teacher will read The teacher will read chapter
chapter seven. The chapter eight. The teacher chapter nine. The teacher chapter ten. The teacher eleven. The teacher will call
teacher will call students to will call students to will call students to will call students to students to periodically read
periodically read passages periodically read passages periodically read passages periodically read passages passages aloud. The teacher
aloud. As the teacher aloud. The teacher will aloud. aloud. The teacher will will write the vocabulary words
reads, the students will use a word in two After the students read, the write the vocabulary words on the board. The teacher will
raise their hands to identify sentences. Each sentence teacher will have the on the board. The teacher have the students give all of
unfamiliar words. The will give the word a students play Vocabulary will have the students tell the definitions for each of the
teacher will write the words different meaning. The Bingo. The teacher will the definition for each words from yesterday’s lesson.
on the board. The teacher teacher will lead the provide each student with word. The teacher will give The teacher will divide the
will have the students work students in a discussion of a blank Bingo card. The each student an index students into groups. The
in groups to decide on the words that have different teacher will instruct the card. Each card will have teacher will provide examples
meaning of the words. meanings. The teacher students to write one an alternate definition for for the activity
will write several words on vocabulary word in each one of the words written on
the board. The teacher will box. The teacher will draw it. The teacher will divide
have the student’s think of one of the words from a the students into teams for
as many meanings for hat and call on students to the activity.
each word as possible. stand and spell the word. D.A – Students whose
The teacher will write the If the student spells the strongest intelligence
meanings on the board. word correctly, the word is area is interpersonal will
The teacher will have put aside and students benefit from working in a
students type their blog place an X over that word group.
The teacher will introduce entries during journal time. on their cards
the vocabulary for the Review Vocabulary
week.
passages from the story passages from the story passages from the story passages from the story aloud to the class. The
aloud to the class. The aloud to the class. For the aloud to the class. aloud to the class. The students will work at the board
students will use the activity, each student will The students will work in students will offer the during instruction. The
unfamiliar words to create have a card on which a groups to make their Bingo definitions for the spelling students will write out all of the
“possible sentences”. The words meaning is written. cards Students will be words. The students will definitions for each of the
groups will create at least The object of the game is called upon to spell the work in groups for the vocabulary words. The
two sentences for each for each student to identify words as the teacher calls activity. Each group will students will work in groups.
word. The students will the word that goes with the them out. If the standing take turns matching their Each group will brainstorm to
create sentences that give meaning on his/her card; student spells the word alternate definitions to the think of sentences for each
the meaning of the word. then the student must find correctly, the students will appropriate word. It a meaning of each word. The
The students will share the classmate who holds a mark that word on their team misses a word, the students will read their
their sentences with the card that has another cards. The students will next team will have the sentences aloud.
other groups. meaning for the same continue until someone option of taking that
word. gets Bingo.
O'Brien-Palmer. 490
O'Brien-Palmer. P. 333-334 O'Brien-Palmer. P. 423 Scott, Foresman. P. 326 Allington, R. L. P.523

HKSOL – E – 4 – 4.3 HKSOL – E – 4 – 4.3 HKSOL – E – 4 – 4.3 Word HKSOL – E – 4 – 4.3 Word HKSOL – E – 4 – 4.3
Word Origins; Synonyms Word Origins; Antonyms Origins; Multiple Meanings Origins; Word Reference Materials
R: The Cricket in Times of words. Homonyms R: The Cricket in Times Square
Square R The Cricket in Times R: The Cricket in Times R: The Cricket in Times W: Writing sentences that
W: Describe your favorite Square: Square Square include guide words on a
song. W: Writing synonyms and W: Think of another legend W: Writing definitions of dictionary page.
antonyms. that you know. Re-tell it in Homophones.
your own words.
chapter twelve. The chapter thirteen. The chapter fourteen. The chapter fifteen. The sixteen. The teacher will call
teacher will call students to teacher will call students to teacher will call students to teacher will call students to students to periodically read
periodically read passages periodically read passages periodically read passages periodically read passages passages aloud. The teacher
aloud. The teacher will aloud. The teacher will aloud. The teacher will aloud. The teacher will will explain the meaning of the
review synonyms. The define synonym and have the class review the introduce the lesson giving term guide word with the
teacher will make a list of antonym. The teacher will vocabulary words. The a joke about homophones students. The teacher will give
synonym pairs. The write words on the board teacher will have the and homonyms. The students any word. The teacher
teacher will Use a blue and have the class give a students spell each word, teacher will define will tell the students to look up
marker to write on blank synonym and antonym for define each word, and use homophone and homonym that word in their dictionaries and
index cards the first word each word. The teacher each word in a sentence. and write the definition on find the two guide words on that
in one of the synonym will then call out The teacher will line the the board. The teacher will page. The teacher will have
pairs. The teacher will Use vocabulary words. The students up for the activity. ask the students for students read the definition of
a red marker to write on teacher will have the homophones and each guide word. The teacher
the back of the first card students use their white homonyms and write them will have the students make up a
the second word in the boards to write a synonym D.A – Students whose on the board sentence that includes both
second synonym pair of and an antonym for each strongest intelligence guide words.
the list. The teacher will word. The teacher will areas are kinesthetic and
pass out one card to each have students work at the interpersonal will benefit
student. computer while the class is from the vocabulary
journaling. activity.

The students will read The students will follow The students will follow The students will follow The students will follow along
short passages from the along in their books as the along in their books as the along in their books as the in their books as the teacher
story aloud to the class. teacher reads. The teacher reads. The teacher reads. The reads. The students will read
The teacher will Start the students will read short students will read short students will read short short passages from the story
game by showing and passages from the story passages from the story passages from the story aloud to the class. The
calling out the red word on aloud to the class. For aloud to the class. The aloud to the class. The students will look up their
your card. The students independent practice, The students will participate students will work in vocabulary words in the
must look at their cards to students will be given a during guided practice. groups of three or four. dictionary. The students will
see who has the blue word sheet of paper with a word The students will line up. Each group will use locate the guide words for each
that is a synonym for the and letter on it (A for The teacher will call out a dictionaries to create a list vocabulary word. The students
word you call out. That antonym and S for vocabulary word. The of at least 25 pairs of will read the definitions for the
student should call out the synonym). When the student at the front will say homophones. The words and write sentences
synonym. Then, the teacher directs them to do the first letter of the word. students will define the using both guide words in the
student holding the card on so, students will get up out The second student will words and use them in sentence. The students will
which was written the of their seats and find the say the second letter. The sentences. The students share their sentences with the
synonym for your card flips antonym or synonym that students will continue until will then compile their class.
over his or her card and matches the word they the word is spelled. If a sentences into a
reads the red word on the were given. The students student misses a word, paragraph.
back. must stand by the person they must take a seat. HW: The students will
with the right word. complete a worksheet on
the vocabulary words for O'Brien-Palmer. P 390
the week.
Scott, Foresman. P 396 O'Brien-Palmer. P. 379 Scott, Foresman. P. 429
Allington, R. L. P. 423
HKSOL – E – 4 – 4.3 Word HKSOL – E – 4 – 4.3 Word HKSOL – E – 4 – 4.3 Word HKSOL – E – 4 – 4.4 HKSOL – E – 4 – 4.4
Reference Materials; Reference Materials; Reference Materials; Comprehension; Authors Comprehension; Authors
Thesaurus Glossary dictionary Purpose Purpose
R: An essay written by the R: An essay from Sports R: Where the Wild Things R: Playing it safe. R: National Geographic News
teacher. Magazine. Are W: Journal Entry; Write a W: Journal Entry; Read an
W: writing sentences using W: Writing explanations of W: Journal Entry; paragraph for each type of article from your local
synonyms unfamiliar words. purpose. newspaper. Explain the
author’s purpose and support
your answer.
The teacher will begin by The teacher will explain the After the students read, The teacher will have the The teacher will hold up the
having the students read a importance of a glossary. the teacher will ask the students take turns reading day’s newspaper and read
long paragraph in which The teacher will students to define the term orally. The teacher will some of the headlines. The
one word is used too demonstrate how to use a Guide Word and give write teach, entertain, and teacher will have the student’s
much. The teacher will glossary. The teacher will examples. The teacher will convince on the board. list news websites that they
have the students identify have several students use organize the students into The teacher will help the may have visited. The teacher
the word and the teacher a glossary. The teacher will pairs. The teacher will give class define each term. will use the smart board and
will write the word on the have the students read an each group one dictionary The teacher will have the have the class read tow articles
board. The teacher will article from Sports and a teacher-made work students suggest books form the National Geographic
have the student’s think of Magazine about football. sheet that has a list of words that they have read that News. The teacher will post
other words that mean the The teacher will have the beginning with different were informative, questions for each that require
same and write them on student copy any words letters of the alphabet. The entertaining, or convincing. the students to identify the
the board. The teacher will that they are unfamiliar teacher will tell students they The teacher will provide organization that published the
review synonyms and with. After the students have X minutes to locate and examples of each type. article, the author’s point of
explain how using a have read, the teacher will write down the guide words The teacher will show an view and the articles purpose.
thesaurus can make assign one word to each that appear at the top of the encyclopedia, a fiction The teacher will provide
writing more interesting. student. The teacher will page for each word and the book and an editorial and examples of why it is important
The teacher will use the smart board and page numbers the guide have the students suggest to understand the basic aspect
demonstrate how to use a help each student research words fall on. the author’s purpose. of any article or web cite.
thesaurus their word. While the
The teacher will introduce students are journaling, the
the vocabulary for the teacher will have
week. individuals work at the
journals.
D.A – Students with

Dyslexia will be allowed
to cut and paste their
words.
The students will read the The students will read a The students will read The students will read the The students will work in
essay the teacher has football article from Sports where the wild things are. book aloud. After guided groups to read one story from
written. The students will Magazine. The students The students will define practice, the students will the National Geographic News.
offer synonyms for the will write down unfamiliar Guide Word and give suggest what they think the The students will identify the
repeated word. The words. The students will examples. The students author’s purpose was for organization that published the
students will practice use the smart board to will work in pairs to look up writing this book. The article, the author’s point of
looking up words in a research the connection the words on their list. The students will turn to the view, and the articles purpose.
thesaurus to find that their word has to the students will locate and introduction and find The students will read another
synonyms. Each student game. Each student will write down the guide words phrases or sentences that article of the same topic. The
will be given five words. write an easily understood that appear at the top of give them clues. The students will identify the same
The students must use a explanation for their word. the page for each word students will complete the facts for the second article.
thesaurus to find as many Each student will then along with the page Authors Purpose The students will compare the
synonyms for their words draw illustrations for their numbers that the words fall worksheet. The students articles.
as possible. The students word. When the students on. At the end of the time will circle the phrase at the
will write complete are through with drawing, limit, the students will be top that tells the authors
sentences using their the class will bind their given an answer sheet and purpose. The students will
synonyms. The students words together into a will check their own work. circle the sentence that
will then compile their glossary. gave them the clues
sentences into a creative While the class is drawing,
paragraph. students will type in their O'Brien-Palmer. P. 510
blog entries.
Scott, Foresman P. 492 Scott, Foresman. P. 421 Allington, R. L. P. 459

Carratello, P. P.523
Character Trait: Self Control
Comprehension; Authors Comprehension; Authors Comprehension of Fiction; Comprehension of Fiction; Comprehension of Fiction;
Purpose Purpose language language setting
R: The perilous Road R: The perilous Road R: The perilous Road R: The perilous Road R: The perilous Road
W: Writing author info. W: Typing blogg entries W: Journal Entry; Free W: Revising sentences. W: Journal Entry;
choice
chapters one and two. The chapters three and four. chapter five. The teacher chapter six. The teacher seven. The teacher will call
teacher will call students to The teacher will call will call students to will call students to students to periodically read
periodically read passages students to periodically periodically read passages periodically read passages passages aloud. The teacher
aloud. read passages aloud. aloud. The teacher will aloud. The teacher will will have the students review
Before reading, the teacher The teacher will review the take sentences from the review the previous lesson. the author’s purpose for the
will have the class three reasons that authors text and write them in the The teacher will review the book. The teacher will write
research facts about the write. The teacher will original text and write a importance of adverbs, the word setting on the board.
author using the smart have the students review more boring version. The precise verbs, and precise The teacher will provide the
board. The teacher will their predictions from the teacher will have the class nouns. The teacher will settings of previously read
have the students write the previous lesson. The identify the adjectives and provide examples of each. stories and explain how they
facts on a sheet of paper. teacher will review the specific nouns in the The teacher will divide the contributed to the purpose of
The teacher will have the events of chapters one sentences. The teacher students into groups and the stories.
students predict what the through four. The teacher will have the class discuss provide one example for D.A – Students whose
author’s purpose for the will have the students how the use of adjectives the activity. The teacher strongest intelligence areas
story is. decide whether they want and specific nouns will distribute the materials. are kinesthetic and
to stick with their original contribute to the author’s interpersonal will benefit
predictions, or do they purpose. from interacting with smart
The teacher will introduce predict that the author’s board.
the vocabulary for the purpose is something else.
week. Review Vocabulary
passages from the story passages from the story passages from the story passages from the story aloud to the class. After the
aloud to the class. Before aloud to the class. The aloud to the class. The aloud to the class. The students read, they will
the students read, they will students will recall the students will work at the students will work in determine the setting of the
work at the smart board to three reasons for writing board during guided groups for the activity. story. The students will visit
research information about and write them on paper. practice. The students will Each group will be given http://www.tennesse el and
the author. The students The students will re-read circle all of the specific six simple sentences. The sale.com/vall eyphotos.htm to
will research the author’s their predictions to the nouns and adjectives. The groups must revise the learn about the elevation, and
birth place, place of class from the previous students will give possible sentences so that the climate and obtain photos of
education, and social lesson. Based on the answers as to how the use reader can picture the idea the region. The students will
issues that were dominant information that they have of adjectives and specific by using adverbs, precise use this information to
when the author wrote the read, the students will nouns contribute to the verbs, and precise nouns. determine how the author uses
book. The students will decide whether their author’s purpose. The The groups will draw a it to appeal to the reader. The
record their findings and predictions is right or students will work in picture for each sentence. students will write in their
use them to predict what needs to be changed. The groups. Each group will be Each group will share one journal about how setting
the author’s purpose for students will then write a given a short story. The sentence. The class must contributes to the author’s
the story is. The students journal entry explaining the groups will read the story draw a picture that purpose.
will share their predictions author’s purpose for the to the class. The class will illustrates the sentences.
with the class. book. The students will then decide on the purpose The class pictures should
HW; Journal entry provide examples from the of the selection. match the group’s pictures.
story that support their
opinion. While the students
are journaling, the teacher
will have individuals work Allington, R. L. P. 428
at the computer to enter
Carratello, P. P. 458 their blog entries from their Carratello, P. P. 497 Scott, Foresman. P.523
journals.
Scott, Foresman P. 520
Comprehension of Fiction; Major events and Major events and Major events and Major events and supporting
information supporting details supporting details supporting details details
R: The perilous Road R: The perilous Road R: The perilous Road R: The perilous Road R: The perilous Road
W: Writing specific info on W: writing the answers to W: writing major events on W: Placing quotes in their W: Journal Entry; Describe the
the board. questions. the index cards. illustrations. main events of the day.
chapters eight and nine. chapters ten and eleven. chapter twelve. The chapter thirteen. The fourteen. The teacher will call
The teacher will call The teacher will call teacher will call students to teacher will call students to students to periodically read
students to periodically students to periodically periodically read passages periodically read passages passages aloud. The teacher
read passages aloud. The read passages aloud. The aloud. The teacher will aloud. The teacher will will review the terms main
teacher will explain how teacher will write their term review the term Major review main events. The events and supporting details.
the use of specific major events on the board. Events. The teacher will teacher will have the The teacher will have the
information contributes to The teacher will provide have the students provide students identify the main students review the chapter
the author’s purpose. The the students with the major the major events from event in chapter thirteen. and identify the main event.
teacher will have the events from previously stories that they have The teacher will use The teacher will have each
students identify instances read stories. The teacher previously read. The selected passages from student give and example of a
of specific information from will give the students four teacher will have the the chapter to introduce supporting detail and explain
the reading by raising their questions to ask in order to students review the and explain the function of their reasoning. The teacher
hand when an instance is determine what major questions for determining supporting details. The will write all of the chapters on
read. The teacher will use events are. The teacher the major events. The teacher will review the board along with the main
the smart board to visit will divide the students into teacher will have the chapters one through event. The teacher will have
http://www.mce.k groups for the activity. students use their major thirteen. The teacher will the student create the comic
12tn.net/civil_war While the students are events cards from the have the class identify the strip for the last chapter and
/confederacy.htm. The journaling, the teacher will previous lesson to create a main event from each the students will take a vote on
teacher will use this have individuals work at story. The teacher will chapter. The teacher will which one to use for the
website to explain the the computer to enter their write the story on the write the chapters and their assignment.
events in chapter nine from blog entries from their board. The teacher will main events on the board.
a historical perspective. journals. pass out index cards, The teacher will show the
paper bags, and markers students a comic strip.
D.A – Students whose for the activity.
strongest intelligence
area is spatial will be
able to illustrate their
main events.

passages from the story passages from the story passages from the story passages from the story aloud to the class. The teacher
aloud to the class. As the aloud to the class. The aloud to the class. The aloud to the class. The will have all of the students put
students read, they will students will identify the students will participate students will identify the their comic illustrations into a
raise their hands as they major events from during guided practice. main events for each paper bag. The teacher will
read specific information previously read stories and For the activity, the chapter. The students will draw an illustration from the
that may contribute to the describe how they students will decorate the work in groups. Each bag. The teacher will show the
author’s purpose. The identified them as major bag to look like the setting group will be assigned a picture to the students and
students will write the events. The students will or cover of the story. On chapter. The groups will read the dialogue. The student
information on the board. work in groups. Each the cards, the students will use art materials to create must decide which chapter it
After visiting the website. group will be assigned a describe the main events an illustration of their event belongs in and the teacher will
The students will Create short passage of a story. and place the cards in the in the form of a comic strip. tape it on the board. The
their own illustrations of The students will answer bag. The students will The students will then students will then work to paste
Fort Sumter based on what the questions and use their trade bags with one choose a quote form the the illustrations into an
they have read. answers to determine the another and sequence the chapter that is a supporting accordion book.
HW major event from their story. detail for the event and
story. The students will DA include it in the illustration.
illustrate it.
O'Brien-Palmer. 42-45
Scott, Foresman. P. 56-58 Scott, Foresman. 28-29 O'Brien-Palmer. P 153-154 Allington, R. L. P. 222-224
Relationship: Text and Relationship: Text and Relationship: Text and Relationship: Text and Sensory Words
previously read material previously read material previously read material previously read material R: Sample sensory/shape
R: Follow the Drinking R: Follow the Drinking R: Follow the Drinking R: Follow the Drinking poem
Gourd Gourd Gourd Gourd W: Writing their own apple
W: writing similarities and W: Recording the lyrics of W: listing the words and W: writing the timeline poem.
differences of the stories. the song. writing their definitions. events in complete
sentences.
The teacher will introduce The teacher will begin the The teacher will read The teacher will read The teacher will introduce the
the Book. lesson by showing the pages 21-30. The teacher pages 31-48. The teacher shape that will be used for the
The teacher will read class a real drinking gourd. will call students to will call on students to writing activity. The teacher will
pages 1-10. The teacher The teacher will read periodically read passages periodically read passages have the students to conduct a
will call students to pages 11-20. The teacher aloud. The teacher will aloud. The teacher will sensory exploration of the
periodically read passages will call students to present the list of root display a time line of physical objects. The teacher
aloud. The teacher will use periodically read passages words and their meanings events surrounding slavery will ask the students what a
the smart board to visit aloud. After the students for the vocabulary words that happened at the same shape poem might look and
http://wwwsongsf read. The teacher will use on the overhead. The time of the events in the sound like. The teacher will
orteaching.com/olk/fol visit a website about the teacher will assign each story. The teacher will provide an example shape
lowthedrinking song. While navigating student one of the roots or have the students create a poem for the students to read.
gourd.htm. The teacher this web page, the stems. The teacher will ask time line of events for The The teacher will have the
will have the class listen to students will listen to the each student to select ten Perilous Road and Follow students create a list of words
the lyrics of Follow the tune and lyrics of the song. words from his/her list with the Drinking Gourd. The related to the selected object.
Drinking Gourd. The The teacher will use this which everyone should teacher will have the The teacher will have the
teacher will review point of website to explain the become familiar. The students compare the students make connections
view. lyrics of the song and how teacher will have the different accounts in each among the words related to
they were a code for student write the words on story. The teacher will sight and other senses.
runaway slaves. The an index card along with have the students visit a
The teacher will introduce students will also learn the their definitions. website that helps students
the vocabulary for the constellations from this understand the life of a
week. website. While the slave.
students are journaling, the
teacher will have
individuals work at the
journals.
Review Vocabulary
The students will follow The students will follow The students will follow The students will follow Other connections include
along in their books as the along in their books as the along in their books as the along in their books as the words describing how an apple
teacher reads. The teacher reads. The teacher reads. The teacher reads. The grows and experiences that the
students will read short students will read short students will read short students will read short students have had with apples.
passages from the story passages from the story passages from the story passages from the story The students will choose the
aloud to the class. The aloud to the class. The aloud to the class. Once aloud to the class. The main idea for the poem. The
students will sing the lyrics students will pass around the teacher has assigned students will work in students will select words from
to Follow the Drinking the drinking gourd. The each student a root or a groups to create their time the brainstormed list that are
Gourd. The students will students will listen to the stem, the students will lines. Each group will be associated with the main idea
Work in Groups. The lyrics of the song. The research words containing given paper, crayons, and and write them in the apples
students will recall the students will record the the root or stem and make markers. To create their outline. The students will read
point of view of The lyrics for the song. The a list of as many words as time lines. The students their poems aloud to the class.
Perilous Road. The students will record each possible along with the will accompany their D.A- Students who have
Students will identify the stanza on an index card. definitions. The students timelines with illustrations. difficulty with fine motor
narrator’s point of View in The students will listen as work individually to create The students will work skills will be given the potion
Follow the Drinking Gourd. the teacher navigates the a visual display of all of the individually for the website to use pre cut apple shapes.
The students will website and explains the words they have found for activity. The students will
brainstorm. The students meaning of the lyrics. The the root or stem, a tree and travel back to the 1800s
will think of how the points students will write the a flower. and become an eyewitness
of view are similar and how meaning of the lyrics on to history.
they are different. the back of the index O'Brien-Palmer. P 523
cards.
O'Brien-Palmer. P. 453 O'Brien-Palmer. P. 111 Allington, R. L. P. 231

Scott, Foresman. P. 252
Sensory Words Sensory Words Sensory Words Predict and categorize Predict and categorize
R: Alexander and the R: Alexander and the R: Alexander and the information information
Terrible, Horrible, No Terrible, Horrible, No Terrible, Horrible, No R: Inside Your Body R: Trade books
Good, Very Bad Day Good, Very Bad Day Good, Very Bad Day W: Recording facts in their W: Writing book summaries.
W: writing the words in W: writing sensory words W: Writing definitions and KWL charts
columns. complete sentences
The teacher will read The teacher will read The teacher will read Before reading, the teacher The teacher will call on
chapter one and have the chapter two and have the chapter three and have the will have the students students to read periodically.
students follow along. The students follow along. The students follow along. The begin a KWL chart. The The teacher will have the
teacher will call on teacher will call on teacher will call on teacher will have the students share their KWL
students to read students to read students to read students share some charts with the class. The
periodically. The teacher periodically. The teacher periodically. The teacher thinks that they know about teacher will have the students
will write the five senses on will review the definition of will review the definition of the human body. The explain how to use the title,
the board. The teacher will sensory words. The sensory words. The teacher will draw the author, and illustrations of a
remind the students that teacher will have the teacher will provide student’s attention to the story to predict what it will be
sensory words describe students provide examples examples of less obvious title, author, illustrations, about. The teacher will have
the way that we perceive of sensory words. The sensory words. The and illustrator in order to the students find several
objects. The teacher will teacher will have the teacher will have the predict what the book will stories from their reading books
give examples of sensory students review chapter students review their be about. The teacher will using the table of contents.
words. The teacher will two and identify as many vocabulary words to also have the students The teacher will divide the
have the students give sensory words as possible. identify any sensory words. predict what type of book students into five groups for the
examples of other sensory The teacher will have the The teacher will have the this is. The teacher will activity. The teacher will have
words. students write the sensory students write the write table of contents on five trade books. Based on the
words that they identified. vocabulary under the the board and explain how books title and illustrations, the
While the students are correct sensory heading. to use it. Before reading, students will predict what the
journaling, the teacher will the teacher will have the books are about.
have individuals work at students explain why some
The teacher will introduce the computer to enter their words are in bold.
the vocabulary for the blog entries from their
week. journals.
DA- Students who have

difficulty with writing will
be able to use pre cut
letters to spell the
sensory words.
The students will follow The students will follow The students will follow The students will discuss The students will share their
along in their books as the along in their books as the along in their books as the what they already know KWL charts with the entire
teacher reads. The teacher reads. The teacher reads. The about the human body. class. The students will explain
students will read short students will read short students will read short The students will predict how to use the title, author, and
passages from the story passages from the story passages from the story what the book is about illustrations of a story to predict
aloud to the class. The aloud to the class. The aloud to the class. The based on the title, author, what the story will be about.
students will provide other students will provide students will review the and illustrations. The The groups of students will be
examples of sensory examples of sensory vocabulary words. The students will also predict given one of the trade books
words. The students will words. The students will students will identify the whether the text is fiction which they must read,
complete a worksheet on review chapter two and sensory words and classify or nonfiction. The students summarize and role-play their
sensory words. The identify as many sensory them under the correct will use the table of summarization. The students
worksheet will have a word words as possible. The heading. The students will contents to find certain will present their books, ant the
bank. Below the word students will write the write out the words things. The students will class must match the group’s
bank, there will be five sensory words. The definition. The students predict why certain words number with the book
columns. One for each of students will use the words will also use the sensory are in bold type. While predictions on the board.
the five senses. The to write a diamante poem. words in complete reading, the students will
students will place the sentences to show their find two facts about each
words in the correct meanings. The students system in the body and
column will share their sentences. record them in their KWL Carratello, P. P 221
HW DA chart.
O'Brien-Palmer.P 107-110 Scott, Foresman. P 107 Allington, R. L. P 285

Character Trait: Integrity
Predict and categorize Predict and categorize Formulating Questions Formulating Questions Formulating Questions
information information
R: Stopping a Toppling R: We Don’t Look Like Our R: We Don’t Look Like Our R: A Day With the Amish R: A Day With the Amish
Tower Mom and Dad Mom and Dad W: Write two questions W: Writing information that they
W: Filing out pre-reading W: Journal Entry; Ask W: Journal Entry; about the photos have learned in the KWL chart.
organixer and writing parents or a guardian if Like the story, write a
predictions. they saved any of your menye describing foods
baby things. Write a that are part of your culture
description of each item. or family tradition
Before the students read, The teacher will have the The teacher will have the The teacher will have the The teacher will call students to
the teacher will distribute a students share their students read the last five students brainstorm what the front to write their questions
pre-reading organizer. The predictions from the pages. The teacher will call they know about the in the W colum of the chart.
teacher will display a previous lesson. The students to periodically Amish. The teacher will The teacher
transparency of the article. teacher will review how to read passages aloud. record their ideans in the K The teacher will read pages 8-
The teacher will lead the use text organizers to After the students read, the colum of a K-W-L chart. If 10 and have the students
students through “reading predict and categorize teacher will have the students dont have follow along. The teacher will
about”. The teacher will information. Before students play Vocabulary information, the teacher call on students to read
have the students look reading the story, the Bingo. The teacher will will have them preview the periodically. The teacher will
over the article and notice teacher will draw the provide each student with photo in the article for have the students list things
special text features. The students attention to the a blank Bingo card. The ideas. The teacher will that they have learned from the
teacher will lead the picture and title on the title teacher will instruct the have the students examine reading. The teacher will have
students through tools that page to predict what the students to write one the photos in the story. the students write the
will help them read the text story will be about. The vocabulary word in each The teacher will have each information they learned in the
(on the transparency). The teacher will have the box. The teacher will draw student write two questions L colum of the chart. The
teacher will have the students read the first five one of the words from a they have about the teacher will have the students
students use the pre- pages aloud. The teacher hat and call on students to photose. The teacher will compare their questions to
reading organizer to make will have the students look stand and spell the word. have the students write what they learned from the text.
predictions about the text. at the pictures to become If the student spells the them in the W colum of the
familiar with the people in word correctly, the word is chart. The teacher will
the selection. put aside and students have the students read the
DA-Students whose place an X over that word first half of the story orally.
strongest intelligence on their cards The teacher will prepare
area is spatial will benefit the students for the activity.
from working with the
pictures.

The students will look over The students will share The students will follow The students will record The students will work at the
the article and notice the their predictions from the along in their books as the what they know about the board as they write what they
special text features: title, previous lesson. The teacher reads. The Amish in the KWL chart. want to learn in the W colum of
headings, photos, etc. students will work at the students will read short The students will observe the chart. The students will
Have students comment board as the teacher passages from the story the photos in the story. follow along in their books as
on the differences they see reviews how to use text aloud to the class. Each student will formulate the teacher reads. The
on the article page organizers to predict and The students will work in two questions about the students will read short
compared to a page in a categorize information. groups to make their Bingo photose. The students will passages from the story aloud
favorite story. As the The students will look at cards. Students will be write them in the W colum to the class. The students will
students review the the title and picture on the called upon to spell the of the chart on the board. list things that they have
“reading tools”, they will title page. The students words as the teacher calls The students will follow learned. The students will
identify corresponding will predict and discuss them out. If the standing along in their books as the review the chart to determine
features from the section. what the story will be student spells the word teacher reads. The wethor or not their questions
The students will use their about. The students will correctly, the students will students will read short were answered in the reading.
pre-reading organizers to read the first two mark that word on their passages from the story Afterward, the students will
make predictions about the paragraphs and become cards. The students will aloud to the class. After finish coloring their quilting
readint. The students will familiar with the continue until someone the students read, they will squares.
read “Stopping a Toppling characters. gets Bingo. color quilt squares to make
Tower” While the students are a class Amish Quilt.
HW journaling, the teacher will
have individuals work at O'Brien-Palmer. P. 70
the computer to enter their
Carratello, P. P. 294 blog entries from their Allington, R. L. P. 639 Carratello, P. 295
journals.
Character Trait: Intergrity
Formulating Questions Explain Authors Purpose Explain Authors Purpose Explain Authors Purpose Explain Authors Purpose
R: Newspaper Article R: National Geographic R: I’m the Big Sister Now R: I’m the Big Sister Now R: I’m the Big Sister Now
W: Completing a KWL News Article W: Researching and W: Researching and W: Journal Entry; Explain the
chart. W: Authorus point of view writing facts about the writing facts about the authors purpose for writing the
and the purpose of the author author book.
article.
The teacher will review the The teacher will have the The teacher will read The teacher will read The teacher will read pages 9-
KWL chart from last weeks students take turns reading pages 1-6. The teacher will pages 7-8. The teacher will 18. The teacher will call
lesson. The teacher will orally. The teacher will call students to periodically call students to periodically students to periodically read
have the students discuss write teach, entertain, and read passages aloud. read passages aloud. passages aloud.
how the text organizers convince on the board. Before reading, the teacher The teacher will review the The teacher will review the
were helpful in predicting The teacher will help the will have the class three reasons that authors three reasons that authors
and categorizing the class define each term. research facts about the write. The teacher will write. The teacher will have
information. The teacher The teacher will have the author using the smart have the students review the students review their
will provide the students students suggest books board. The teacher will their predictions from the predictions from the previous
with an article from the that they have read that have the students write the previous lesson. The lesson. The teacher will review
newspaper. The teacher were informative, facts on a sheet of paper. teacher will review the the events of chapters one
will have the students entertaining, or convincing. The teacher will have the events of chapters one through four. The teacher will
predict what types of The teacher will provide students predict what the through four. The teacher have the students decide
articles will be in the examples of each type. author’s purpose for the will have the students whether they want to stick with
newspaper based on the The teacher will show an story is. decide whether they want their original predictions, or do
section headings. The encyclopedia, a fiction D.A – Students whose to stick with their original they predict that the author’s
teacher will divide the book and an editorial and strongest intelligence predictions, or do they purpose is something else.
students into groups for the have the students suggest areas are kinesthetic and predict that the author’s
activity. the author’s purpose. interpersonal will benefit purpose is something else.
The teacher will introduce While the students are from interacting with
the vocabulary for the journaling, the teacher will smart board.
week. have individuals work at
the computer to enter their
journals.

The students will discuss The students will work in The students will follow The students will follow The students will follow along
how the text organizers groups to read one story along in their books as the along in their books as the in their books as the teacher
were helpful in predicting from the National teacher reads. The teacher reads. The reads. The students will read
and categorizing the Geographic News. The students will read short students will read short short passages from the story
information. The students students will identify the passages from the story passages from the story aloud to the class. The
will predict what the article organization that published aloud to the class. Before aloud to the class. Before students will recall the three
will be about based on the the article, the author’s the students read, they will the students read, they will reasons for writing and write
section of the newspaper point of view, and the work at the smart board to work at the smart board to them on paper. The students
that it is in as well as the articles purpose. The research information about research information about will re-read their predictions to
articles heading. The students will read another the author. The students the author. The students the class from the previous
students will work in article of the same topic. will research the author’s will research the author’s lesson. Based on the
groups. Each will be given The students will identify birth place, place of birth place, place of information that they have
a different article. The the same facts for the education, and social education, and social read, the students will decide
students will create and fill second article. The issues that were dominant issues that were dominant whether their predictions is
out a KWL chart. The students will compare the when the author wrote the when the author wrote the right or needs to be changed.
groups will share their articles. book. The students will book. The students will The students will then write a
charts with the class. HW: The students will record their findings and record their findings and journal entry explaining the
complete a worksheet on use them to predict what use them to predict what author’s purpose for the book.
HW the vocabulary words the author’s purpose for the author’s purpose for The students will provide
the story is. The students the story is. The students examples from the story that
will share their predictions will share their predictions support their opinion.
with the class. with the class.
for the week. Allington, R. L. P. 196
Carratello, P. 92-94 O'Brien-Palmer. P. 243-236 Scott, Foresman. P. 153- Carratello, P. 173

154
Make Inferences Make Inferences Make Inferences Make Inferences Drawing Conclusions
R: Danny The Dinosaur R: books by Paul Goble R: Biography R: Biography R: Short scripts
W: Journal Entry; Pretend W: Answering quesions W: Writing vocabulary W: Journal Entry; W: Journal Entry;
that you are Danny and words.
describe your typical day.
Before reading, the teacher The teacher will divide the The teacher will provide The teacher will Review The teacher will begin the
will write four sentences on class into groups of the students with 10 slips the recorded impressions lesson by showing a power
the board that could be approximately four of paper (one for each from Tuesday. The teacher point that explais what if means
possible endings to the students each and provide spelling word). The will have the students refer to make and inference and
story. The teacher will one or two Paul Goble teacher will have the to their answers as the draw a conclusion. The
instruct the students to books for each group. The students practice writing teacher reads a made up teacher will explain that
think about how the story teacher will ask students to their spelling words, one biography about Paul conclusions are made from
might end as they read. look at the books, read per slip. The teacher will Goble. The teacher will inferences when you use the
The teacher will have the them, and discuss their instruct the students to turn have the students list some clues in the text to answer a
students read aloud impressions of the author. over the slips. The teacher of the factual information question. The teacher will
through pages 52 of the The teacher will have will have the students on the board. The teacher display a short passage and
story. The teacher will stop groups exchange books arrange their words in will have the students refer have the student draw a
and have the students among groups and alphabetical order. The to their inferences to conclusion about what is
predict what the real continue this process until teacher will keep track of decide what information is actually happening. The
outcome will be. The each group has had an the order in which the fact and what is false. The teacher will have the class read
teacher will have the opportunity to review students stand up. The teacher will use a sebcite a short story. The students will
students read through the several of the selected teacher will check the and visit a real biography make inferences from the story
next page and make titles. While the students students work and about Paul Goble. The to complete the sentences at
another prediction. are journaling, the teacher determine the winner teacher will have the the end.
will have individuals work students read aloud.
at the computer to enter
their blog entries from their
journals.

The students will follow As a class, the students The students will write their The students will referr to The students will listen as the
along in their books as the will discuss and record words on the index cards. their answers from teacher explains the dfference
teacher reads. The students' impressions of After turning the cards Tuesday’s lesson as the between making inferences
students will read short the author on chart paper. over, the students will have teacher reads a made up and drawing conclusions. The
passages from the story Questions to guide this fifteen seconds to arrange biography about Paul students will read the shour
aloud to the class. The discussion include: What the cards in alphabetical Goble. The students will passage and offer conclusions
students will think about do you think this author's order. After reading their go to the board and list about what is actually
possivle endings as they interests are? What makes words in order to be some of the “factual” happening in the story. The
read and listen to the story. you think this? Where do checked, the student must information from the made students will read another short
The students will read you think he gets his ideas also use each word in a up biography. The story. The students will make
through pates 52. The and inspiration? What complete sentence and students will refer to their inferences from the story to
students will predict what makes you think this? write the sentence on the inferences and compare complete the sentences at the
the outcome will be. The Does his work remind you board. If the student the information. The end.
students will read through of anything else you have correctly arranges the students will determine As the class checks their
the next page and make seen or read? What and words but miss uses the which “facts” from the answers, the students will give
another prediction. how? Where do you think word, the next student will biography are real facts explanations for the
DA – Students whose this author comes from? be given the opportunity. and which ones are false. conclusions that they have
stronges intelligence Why? The teacher will HW: The students will The students will then read drawn.
area is verbal will benefit save the students complete a worksheet on a real biography to
from reading the responses for latter the vocabulary words for determine which facts are
selection. lessons. the week. correct. The students will
compare their inferences to
the real biographical
information.
O'Brien-Palmer. P. 256 Scott, Foresman. P. 386 Allington, R. L. P. 73
O'Brien-Palmer. 142
Drawing Conclusions Drawing Conclusions Drawing Conclusions Summarizing Content Summarizing Content
R: Blizzard: The Storm R: Blizzard: The Storm R: Blizzard: The Storm R: Blizzard: The Storm R: Blizzard: The Storm that
that Changed America that Changed America that Changed America that Changed America Changed America
W: Writing a predicted W: Writing a predicted W: Writing inferences W: Recording the main W: Recording the main events
conclusion to the story conclusion to the story. made about the story. events in each chapter in each chapter along with a
along with a supporting supporting detail.;
detail.;
The teacher will have the The teacher will have the The teacher will have the The teacher will have the The teacher will have the
students read chapters one students read chapters students read chapters five students read chapter students read chapter eight
and two orally. As the three and four orally. As and six orally. As the seven orally. orally.
students read, the teacher the students read, the students read, the teacher The teacher will revies the The teacher will divide the
will stop the reading for a teacher will check up on will stop the reading for a method of summarizing. students into groups to role-
quick check up on student’s comprehension. quick chedk up on students The teacher will review play their favorite scene from
student’s comprehension. The teacher will select comprehension. The main idea and supporting the book. The teacher will
The teacher will select passages and have the teacher will select details. The teacher will have the class assemble their
passages and have the students make inferences passages and have the have the students review plot cards in order of what
students make inferences about what is happening. students make inferences chapters one through happened. The teacher will
about what is happening. The teacher will have the about what is happening. eight. The teacher will work with the class to compile
The teacher will have the students write their The teacher will have the have the stydents them into a paragraph
students write their inferences and then draw students write their summarize the main event explaining the sequence of
inferences and then draw conclusions about what inferences and then draw from each chapter and events in the story.
conclusions about what might happen next. The conclusions about what provide one supporting
might happen next. The teacher will have the might happen next. The detail for each event. The
teacher will have the students record their teacher will have the teacher will record the
students record their conclusions. The students students record their main events on the board.
conclusions. After the will accompany their conclusions. After the The teacher will pass out
students finish reading, conclustions with students finish reading, the materials for the
the teacher will have the illustrations. While the the teacher will have the activity.
students compare their students are journaling, the students compare their
conclusions to what teacher will have conclusions to what
actually happened. individuals work at the actually happened.
journals.
Review Vocabulary
The students will read . The students will read The students will read The students will read The students will read chapter
chapters one and two chapters three and four chapters five and six orally. chapter seven orally. eight orally.
orally. The students will orally. The students will The students will pay The students will review The students will determine
pay special attention to make inferences about special attention to chapters one through their favorite scene from the
selected passages. The what is happening. The selected passages. The seven. The students will text and role-play it before the
students will make students will write their students will make summarize the main class. The students will
inferences about what is inferences and draw inferences about what is events from each chapter assemble their plot cards in
happening. The students conclusions about what happening. The students and provide one supporting order and compile them into a
will write their inferences might happen next. The will write their inferences detail for each event. The coherent paragraph. The
and draw conclusions students will draw pictures and draw conclusions students will work in students will work to complete
about what might happen to illustrate their prediction. about what might happen groups. Each group will their character illustrations or
nest. The students will The students will present nest. The students will draw an illustration for their presentation boards.
write their conclusions. their illustrations to the write their conclusions. each event and provide D.A – Students whose
The students will finish class and have the class The students will finish one supporting detail. The strongest intelligence area is
reading chapter two. After The students will finish reading chapter two. After students will paste the Kinesthetic will benefit from
the students finish reading, reading chapter two. After the students finish reading, pictures into an accordion role-playing the scenes.
the students will compare the students finish reading, the students will compare book. The students will
their conclustions to what the students will compare their conclustions to what decorate the covor.
really happened. their conclustions to what really happened. HW: The students will
happened in the chapter. complete a worksheet on
O'Brien-Palmer. P. 689 Scott, Foresman. P. 285 the vocabulary words for
Carratello, P. 245 the week. Allington, R. L. P. 146
HKSOL – E – 4 – HKSOL – E – 4 – HKSOL – E – 4 – HKSOL – E – 4 – HKSOL – E – 4 –
4.5 4.5 4.5 4.5 4.5
Identifying Providing Details Content and Content and Content and
Details previously previously previously learned
learned concepts learned concepts concepts
The teacher will read The teacher will After reading “Poppa’s The teacher will The teacher will provide
“Poppa’s New Pants” show the students New Pants” the teacher provide the students the students will a
by Angela Shelf how to provide will have a discussion with art supplies. writing topic and
about the story. After
Medearis to the details about a The teacher will settting. The teacher
the discussion, the
students. The certain topic. The teacher will have the have the students will have the students
teacher will inform teacher will have the students use their prior make a comic strip use their prior
the students that students choose a knowledge of writing of the story that was understand and writing
they will have to simple topic and skills to write a short read at the beginning skills to write a fictional
identify specific have to provide at summary of the story. of the week. The story based on the topic
details about the least ten details teacher will expect and setting provided by
story so they need to about that one topic. the students to use the teacher.
pay close attention. Then the teacher will their prior acquired
After reading the have the students art skills and writing
story the teacher will evaluate the list they skills to make the
provide an example made to double comic strip. They
of identifying details check the list to make work in groups
from the story and make sure that of two.
then let the students everything has to do
identify details about with that particular
specific parts of the topic that they chose
story as asked on a to provide details.
worksheet provided
by the teacher.
The students will The students will The students will The students will be The students will have
follow along in their actively participate actively participate in given art supplies. to lean on their prior
reading books as the by helping the the discussion about They will have to understanding of
the story that was read.
teacher reads the teacher to provide make a comic strip fictional stories. They
The students will then
story. The students specific details as a use their prior about the previously must write a fictional
will pay close class. They will knowledge to write a read story. They will story based on the topic
attention to the story observe how to short summer of the have to use their art and setting provided by
as it progresses as make a listing of story. and writing skills the teacher. The
they will need to be providing details learned earlier in students will have to
able to pick out about one thing at a their education lean on past writing
specific details at the time. The students career. skills.
end. After the story will then choose their
is finished they will own topic and DA: Having the
answer questions provide a listing of at students
that are asked on a least ten details and participate in art
worksheet by the making sure that all will give the
teacher about of the details provide students a hands
specific details. stick to the chosen on activity and help
topic. with fine motor
skills.
4.5 4.5 4.5 4.5 4.5
Content and Cause and Effect Cause and Effect Fact and Opinion Fact and Opinion
previously
learned concepts
The teacher will The teacher will The teacher will The teacher will help The teacher will
provide the students the students to become introduce opinion to the
review a particular provide the
with a topic and an familiarized with the students as something
event from students with a truth of what a fact is
organizational tool. “Poppa’s New paper divided into that is not definite and
and is not. The teacher
The teacher will will explain exactly what as something that one
explain to the
Pants” with the two sections with person may view
a fact is to the students.
students that the students. They will one section being differently from another
The teacher will have
organizational tool is review a particular causes and the the students write 10 person. The teacher will
used to organize the event where other effects. The sentences as facts compare fact and
thoughts for writing a Poppa wants his teacher will give about themselves. opinion. The teacher
story. The teacher Through this activity the
pants hemmed. the students will have two statements
students will be able to
will then have the The teacher will specific scenerios on the board. The
see first hand what
students fill out the explain the events and they will have facts can be. students will comment
organizational tool with this particular to appropriately on which one they think
using the topic is a fact or opinion. The
provided by the
situation have to identify the events teacher will say officially
teacher. do with cause and that are the which statement is fact
effect. The causes and the and which one is
teacher will have effects. opinion. The teacher
to students help will give the sentences
identify the about the students back
different causes to their rightful owner.
and effects for that The teacher will have
particular situation. the students check for
opinions accidentally
included in with their
factual statements.
The students will The students must The students will The students will The students will be
attentively listen to carefully read each attentively listen to the
actively participate active participants in
the teacher’s sceneario that is teacher as the
in the review of the explanation is given the discussion of
explanation about story. They should provided by the comparing fact and
about facts. The
the organizational teacher. The students will have to
tool. The students
remember specific students will have to
opinion. They will
write down at least 10
will then have to use details about the identify the causes give their opinion on
sentences containing
the tool to store story. They will on the cause section facts about themselves. what they think about
thought/ideas that also have to help of the chart and the facts and opinions.
they come up with the teacher to effects on the effect The students will also
for the topic that has identify the causes side of the chart. check their listings of
been given to the and effects of DA: Having to place facts for accidental
students by the the events on the
when Poppa chart, can help the opinions on the list.
teacher. wanted his new visual learner by
pants hemmed. being able to see the
events split up and
how they in turn fit
together.
Character Trait: Reliability
4.6 4.6 4.6 4.6 4.6 Research;
Research; Research; Research; Research; collecting
Constructing Constructing Constructing Constructing Information
Questions Questions Questions Questions
The teacher will The teacher will The teacher will The teacher will The teacher will provide
provide each student give the students provide a new wrap up this the students with
with a topic. The back their topic for each section by having newspapers. The
teacher will explain questions that they student. The the students come teacher will have the
to the students that students use their
in order to start any
constructed teacher will model up with research questions to research
research, the yesterday. The once again questions about an for answers through the
researcher must teacher will have forming questions assigned person in newspaper. The
compile a list of the students look to be researched. the class. The teacher will have the
questions to be over their Then the teacher teacher will have students cut out articles
answered through questions and see will have each pre assigned the and write a paragraph
the research. The it they have any student com up students with per five questions
teacher will model key questions like with their own partners. The answered.
this by having a what is this made questions to go teacher will
class topic and
asking the students
out of? When did along with their observe the
what they would like this come about? new topic given by students as the
to know about the How is this used? the teacher. interview the
given topic. After If they don’t, the person who they
there is at least one students should made their
question from each add those type of research questions
student the students questions. The about.
will be given their teacher will then DA: This will give
own topic and trade the the students a
questionnaire paper chance to get up
to record at least ten
questions with
another classmate and move around
of their own which will be a
questions on that to see if they can benefit to the
particular topic. answer the kinesthetic and
questions or can anxious students.
add questions.
The students will The students will The student will The students will The students will review
actively participate in their questions that they
check for and add actively participate make at least ten
the discussion and had made earlier in the
activity of coming up key questions, as in the discussion research questions
listed above. The and activity of about their partner week. The students will
with research questions
for the class topic. be given newspapers.
students will trade coming up with that was assigned They will go through the
After each student has
questions. The research questions by the teacher. newspapers,
given at least one
question, the students new questions that for the class topic. Once everyone researching for answers
will be given their own each student has, Then the students has finished to their questions. They
topic and questionnaire should be tried to will each be given constructing their will also have to write a
page to record at least
be answered or a new topic and questions, they are paragraph for every five
ten of their own
even add some will have to come to interview their questions that are
questions about their
given topic. questions to the up with new partner and get the answered through
list of existing research answers to their articles in the
newspaper.
questions on that questions. approved
topic. questions.
4.6 Research; 4.6 Research; 4.6 Research; 4.6 4.6
collecting collecting collecting Evaluate Evaluate
Information Information Information Information Information
The teacher will The teacher will The teacher will The teacher will The teacher will
provide the students take the students take the students provide the provide the students
with magazines. The to the library to do to the computer students with with questions for
teacher will give the research in books. lab to do research questions for them them to answer then
students a set of
their questions. The
The teacher will on the internet. to answer then they are writing…a
teacher will have the again give the The teacher will they are writing…a way for the students
students look for students a set of again give the way for the to evaluate the
answers to their their questions. students a set of students to information that they
questions in the The teacher will their questions. evaluate the provide. The second
magazines. The have the students The teacher will information that question for them to
teacher will also searching for have the students they provide. The answer for
have the students answers in books. searching for first question for themselves is “How
write a paragraph for The teacher will answers on the them to answer for clearly did you
every four questions
they get answered.
also have the internet. The themselves is “Do communicate the
students write a teacher will also you think that your ideas in your piece?”
paragraph for have the students readers will find The teacher will give
every three write a paragraph your information the students pieces
questions they get for every two useful?” The of their work for them
answered. questions they get teacher will give to review and answer
answered. the students a this question.
pieces of their Houghton Mifflin, p.
DA: Allowing the work for them to 159G
students to work review and answer
on the computer this question.
will help Houghton Mifflin,
kinesthetic p. 159G
learners to keep
the hands active.
The students will be The students will be The students will be The students will be The students will be
given a set of their given a set of their given a set of their given the first given the second
answers that the answers that the answers that the question that they question that they
came up with last came up with last came up with last should answer about should answer about
week. They will also week. They will also week. They will also their work when
be provided with be taken to the be taken to the evaluating their
their work when
magazines to library to do research computer lab to do piece. The students evaluating their piece.
research in for in books for answers research on the will also be given The students will also
answers to their to their questions. internet for answers some of their recent be given some of
questions. They will They will have to to their questions. work to look over. their recent work to
have to write a write a paragraph for They will have to While the students look over. While the
paragraph for every every three write a paragraph for are looking over their students are looking
four questions they questions they get every two questions work, they are to over their work, they
get answered. answered. they get answered. answer the question are to answer the
that was given to
them today.
question that was
given to them today.
4.6 4.6 4.7 4.7 4.7
Evaluate Evaluate Writing; Writing; Writing; Focusing
Information Information Focusing on Topic Focusing on Topic on Topic
The teacher will The teacher will The teacher will read a The teacher will provide The teacher will introduce
provide the students passage that does not the students with a the students to a Cluster
provide the
with questions for stick to one topic. After chart that is broken into Diagram. The teacher will
students with the passage is read, parts for different show the students how this
them to answer then questions for them the teacher will ask the details on one topic. tool is used to help writers
they are writing…a students if this passage The teacher will stress to stay focused on one
way for the students
to answer then
made any sense. If not again the importance of topic. The teacher along
to evaluate the they are writing…a as what was wrong. focusing on one topic with the students will fill in
information that they way for the The teacher will stress when writing. The the cluster diagram using
provide. The third students to to the students the teacher will have the information from a story
and fourth questions evaluate the importance of staying students pick one that was just read. The
for them to answer on one topic and not person that they want teacher will show the
information that jumping around. The to write about. The students that they will have
for themselves are they provide. The teacher will provide the teacher will then have to identify four main ideas
“How complete is last question for students with a paper the students do a and give details for each.
your piece? And Was them to answer for that has a listing of character sketch before After the class cluster is
your piece lively and events that are ready to writing about their finished, the teacher will
easy to read?” The
themselves is go into a story. The person. After they have have the students work in
teacher will give the “What was the teacher will help the done the sketch, the groups of two to work on
students a pieces of most important students get started on teacher will look over it their on cluster diagram.
their work for them to thing that you marking through the and allow the students
sentences that are not to proceed to writing
review and answer learned while on the given topic. about their chosen
this question. writing this piece?” person.
Houghton Mifflin, p. The teacher will
159G give the students a
pieces of their
work for them to
review and answer
this question.
Houghton Mifflin,
p. 159G
The students will be The students will be The students will listen The students will write The students will actively
given the third and given the last question attentively to the story specific details in their participate in activity of
fourth questions that that they should answer that the teacher reads character sketch about any filling in the cluster diagram
one person that they want
they should answer about their work when to the class. They will to be their topic. They will
on the previously read
about their work when evaluating their piece. most likely notice that wait for the teacher to look story. They will help
evaluating their piece. The students will also the story does not go over their character sketch. identify key points from the
The students will also be given some of their well since there are After the teacher has had a story along with providing
be given some of their recent work to look things that do not chance to look over the the teacher with detail to
recent work to look over. While the belong. They will help sketch, the student may include in the diagram.
over. While the students are looking the teacher identify proceed onto writing about After the class diagram is
their chosen person using
students are looking over their work, they those sentences that the character sketch as a
finished, the students will
over their work, they are to answer the do not belong. At the tool to help them to stay work in groups of two to
are to answer the question that was given end, the students will focused on one topic. complete their own cluster
question that was given to them today. be given their own DA: Visual learners will diagram.
to them today. listing of sentences that benefit from the diagrams
are ready for a story to because they will be able
pick out the sentences to see everything laid out
and ready for the writing
that do not belong in process.
the story with the other
sentences.
4.7 4.7 Writing; 4.7 Writing; 4.7 Writing; 4.7 Writing;
Writing; Developing a Plan Developing a Plan Developing a Plan Developing a Plan
Focusing on Topic
The teacher will The teacher will The teacher will help The teacher will The teacher will take
provide the students provide the the students to now introduce the students to the
with their cluster students with a brainstorm ideas to making an outline computer lab. The
diagrams that they paper that has go along with their to the students. teacher will allow the
completed last week. topic that they chose
The teacher will
questions for the through the
The teacher will students to type their
inform the students students to answer questions. The use the stories on the
that they will be about a topic. The teacher will have the information in the computer. The
using their diagrams teacher will show students make a class web to help teacher will make self
to help them to stay the student tips on web and connect the show the students available for help to
focused on the one choosing a topic to ideas/details to the how to make an any student.
topic as they write write on. The topic that was outline. After
about their topic. teacher will show chosen. The teacher making the outline
The teacher will that it is hard to will model making of the class DA: Typing on the
make self available the web for the topic
for any students who
come up with a that the class chose
information, the computer will help
need help. topic on your own through using the teacher will have those who have
without any help. questions. The the students make poor handwriting
Then the teacher teacher will provide their own outline and even those with
will show how the students with an for their own poor motor skills.
much easier it is to already constructed information. The
come up with a web with at least four teacher will make
topic using the places for self available for
questions. The ideas/details help to any
attached to the topic.
teacher will model student.
coming up with a
topic using the
questions.
The students will use The students will The students will The students will The students will act
their cluster actively participate observe and help the actively participate responsibly in the
diagrams to write in the activity of teacher to complete in making the computer lab. They
three paragraphs on coming up with a the class web on outline for the will type their stories
the topic that the their topic. After the
diagram was
topic. Once the class web is
class information following the outline,
completed. They will class has chosen complete the from the web that cluster, and web that
have to show that a topic through the students will was made they made charting
they can follow the questions, the complete their own yesterday. The out their topic. They
diagram that they students will each web using the topic students will have to write at least
completed earlier. go through the that they chose construct their own two paragraphs.
They will also be same process on yesterday. They will outline for their
showing their writing their own by have to provide at information that
abilities. answering the least for details/ideas they put in the
on the web that is
questions. provided by the
webs yesterday.
teacher.
Character Trait: Cooperation
4.7 Writing; 4.7 Writing; 4.7 Writing; 4.7 Writing; 4.7 Writing;
Organization Organization Organization Organization Paragraphs
The teacher will start The teacher will The teacher will The teacher will The teacher will give
the exploration of the review the review outlining show examples of all each student a
world of organization organization tool of information with the three organization paragraph to follow
for writing. The the cluster diagram students. The tools that were along with while the
teacher will review with the students. teacher will make an taught. The teacher teacher reads it aloud.
the web that the The class will again outline of the will also prepare new After reading the
students were make a cluster information gathered topics for each paragraph the students
introduced to last diagram together to in the last two student. The teacher will be asked to take the
week. The teacher ensure that everyone lessons with the help will give the students paragraph apart. The
will give the students understands how the of the students. The the choice of which teacher will ask for the
a topic and have cluster works. The teacher will also organization tool is main idea, some of the
them make a web on teacher will provide provide the students used when details, and if there was
that given topic. the student with the with an outline organizing the anything that did not
cluster diagram template that they ideas/details of their belong. The teacher will
layout so that the will use to make an topic. have the students write
students to do not outline for their one paragraph on one
have to spend their information. of the links from one of
time drawing it. the webs that the
students made a few
days ago.
The students will The students will The students will The students will be The students will
review the concept actively participate in actively participate in given a new topic. actively participate in
of making a web with the review of the the review of the The students will the discussion about the
the teacher. The cluster diagram outline through have to choose paragraph that was read
students will then be through helping the helping the teacher which type of to the class. They will
given a topic that teacher fill out a to arrange the organizational tool to have to use their writing
they will each have cluster diagram. information in an use in order to skills to write a
to develop in a web. Then the students appropriate manner. organize their ideas paragraph using the
Each person will will complete their After the class and details for their information that they
have the same topic. own diagram with a outline, the students new topic. included in one of the
Each web will have topic given by the will make their own links of the web.
at least seven stems teacher. All topics outline of their DA: Being able to
from the main idea. will be the same. information. see the information
laid out will help
the visual learner.
Paragraphs Paragraphs Paragraphs Utilizing Style Utilizing Style
The teacher will give The teacher will The teacher will give The teacher will The teacher will give a
the students their provide the students the students their have writing style second tip of using
paragraphs back. with their cluster paragraphs back. tips on posters for details for characters
The teacher will diagrams. The The teacher will the students to be and the setting. The
stress the teacher will have the stress the able to view. The teacher will concentrate
importance of students write an importance of first tip will be to on developing the
sticking to one topic appropriate sticking to one topic introduce the setting. The teacher will
and making sure that paragraph or two and making sure that characters at the ask the students to
you follow a following the you follow a beginning. The brainstorm words that
sequence. The information that is in sequence. The teacher will help the could be used to
teacher will have the their diagram. The teacher will have the students to find ways describe a place that is
students check all of teacher will be students check all of to develop their used for a setting. The
their sentences for looking for the their sentences for characters at the teacher will give each
strays and eliminate consistency between strays and eliminate beginning instead of student a specific
any strays. The the diagram and the any strays. The having the character setting and the student
teacher will also paragraphs along teacher will also develop all over the will have to use details
have the student with finding the main have the student place. The students to describe that setting.
identify the main idea and no identify the main will be given the tip
sentence and the sentences that do sentence and the that the reader
key points in the not pertain to the key points in the should get through
paragraph. topic at hand. paragraph. the ‘get to know the
character session’ at
the beginning of the
story.
The students will The students will The students will The students will The students will have
check their look over their check their actively participate in actively participate in
paragraphs for cluster diagrams to paragraphs for developing their coming up with words
consistency of familiarize consistency of characters in the that describe the setting
sticking to one topic. themselves with the sticking to one topic. beginning of the for a story. After the
The students will information again. The students will story. They will class setting is detailed,
also have to identify The students will also have to identify brainstorm with the the students will be
the main sentence have to have a the main sentence teacher specific assigned their own
and any key points paragraph or two and any key points ways for them to be setting. They will have
that may be in the following their that may be in the able to develop their to use specific details to
paragraph. The diagram. paragraph. The characters ‘get to describe the setting that
students may revise students may revise know you’ at the was given by the
their paragraphs as their paragraphs as beginning. The teacher.
needed. needed. students will practice
DA: Visual learners developing their
will benefit from characters.
being able to see
the information in
more than one way.
Utilizing Style Utilizing Style Poetry Poetry Poetry
The teacher will give A forth tip that the The teacher will The teacher will look at The teacher will bring in
a third tip for poems that have an AB appropriate songs for
teacher will give start the
students to use time- rhyme scheme. The the class to listen to.
the students is to exploration of the teacher will help the
order words to make write the story types of poems. The teacher will help the
students to think of
sure that the rhyming words. The students to understand
sequence of the
using dialogue to The exploration that songs are a form of
class will work with the
events is clear to the help their story to will start with poetry also. The
teacher to write a poem
reader. The teacher come alive. The acrostics. The that has an AB rhyming teacher will look with the
will have the student teacher will have teacher will scheme. They will student at how the song
practice using time- the students provide the have to make sure that is written and sung.
order words. To get the words rhyme with
practice using students with After listening to multiple
each appropriate line.
the students started dialogue by writing examples of songs, the class will
After the class poem is
the teacher will a story in partners acrostics. The finished, each student write a short song
brainstorm with them and then having teacher will explain will write their own together. Once the song
to find out which poem. is written the class will
time-order words
the students act how an acrostic sing it together.
they know. After the out their story. works. The
brainstorming The teacher will teacher and the
activity, the students tell the students students will write
will practice using that they should an acrostic DA: Singing will allow
the time-order words write so that the together. Once for students to be able
by using them in reader can picture the class acrostic to hear their work;
sentences the story is finished, the hopefully help with
appropriately. happening while teacher will have understanding the
concept.
they read it. the students write
their own acrostic.
The students will The students will The students will The students will The students will listen
actively participate in participate in the to the songs that are
practice using actively participate
the brainstorming discussion about the brought in by the
dialogue. They will in the exploration AB rhyme scheme of a
activity of thinking of be in groups of two of poetry starting teacher to explore
poem. They will help
time-order words. the teacher to construct another type of poetry.
Once they have
or three. Each with acrostics. They will also actively
such a poem, helping
completed the group will have to They will help the participate in writing the
to think of rhyming
brainstorming write a story. teacher write an words. After the class class song. Once the
activity, the students Once each story is acrostic as a class. poem is complete, the class song is finished,
will practice using written, each Once the class students will write their the entire class will sing
the time-order words own poem, making
group must act out acrostic is finished, the song together.
sure that the
by using them in their story. The each student will appropriate lines rhyme
sentences correctly. students must write their own with each other.
keep in mind that acrostic.
they should be
writing in a way
that the reader will
be able to see the
story happening in
their mind as the
read the story.
4.7 Writing; 4.7 Writing; 4.7 Writing; 4.7 Writing; 4.7 Writing; Using
Poetry Using Technology Using Technology Using Technology Technology
The teacher will The teacher will Computer Lab Time Computer Lab Time Computer Lab Time
display the examples reserve computer The teacher will The teacher will The teacher will have
of the three different time. The teacher show the students provide the students the students on the
types of poetry that will also provide how to make a with websites to go same computer since
were taught last each student with his PowerPoint to. The teacher will they saved their work
week. The teacher or her poem that Presentation. The monitor their use of from yesterday. The
will provide the they wrote. The teacher will provide the internet. The teacher will help the
students with topics teacher will help the the information for teacher will have the students find their work
for a poem. The students type their the students. The students use their on the computer. The
teacher will also be poems using WORD. teacher will show the research skills to teacher will then let the
made available for The teacher will many different gather information students know that they
help to any student. show the students options for the from the website. will be writing a
how to insert clipart Presentation after After the research is paragraph or two on the
that goes along with the students have done, the teacher information that they
their poem. entered all of their will have the gathered yesterday from
information. students make their the website. Allow them
notes in WORD. to go back to that
website if they did not
get enough notes.
The students are to The students will act The students will The students will The students will find
participate in the responsibly in the attentively listen to stay on the website their information that
review of the poems. computer lab. The the instructions from that is provided by they saved about the
Once the review is students will listen the teacher on how the teacher. The website. They will have
done, each student attentively to the to make a students will make to write a paragraph or
will be given a topic teacher as PowerPoint notes of the two about the website.
for a poem. The instructions are Presentation. They information on the They will write their
student then will given on how to type will enter the site. After the information in WORD
write one out of the their poem and insert provided information. researching is done, and add ClipArt that
three types of poetry. clipart. The students After everyone has the students will put goes along with the
The type of poem will then proceed to entered their their notes into Word information from the
that they write will be typing their poem information, the and save for the next website.
their choice. and adding clipart teacher will allow the day.
DA: Allow students that goes along with students to add
who have poor their poem. transactions to the
handwriting, to slides and other fun
draw their poem aspects.
instead of writing
it.
Language Arts : Week 29
HKSOL – E – 4 HKSOL – E – 4 HKSOL – E – 4 HKSOL – E – 4 HKSOL – E – 4 – 4.8
– 4.8 – 4.8 – 4.8 – 4.8 Editing; Prepositional
Editing; Editing; Editing; Editing; Phrases
Subject-verb Subject-verb Subject-verb Subject-verb
agreement agreement agreement agreement
The teacher will The teacher will The teacher will The teacher will The teacher will reserve the computer
remind the students remind the students review the two rules prepare a game of lab in order for this lesson to take
of the rule for of the rule for plural with the students. memory to do a final place. The teacher will take the
singular subject-verb subject-verb The teacher will review of the students to this website. The teacher
agreement. When agreement. When have a mixed subject-verb will instruct the students to select the
the subject is the subject is plural, worksheet of plural agreement rules. prepositions they think would best fit in
singular, the verb the verb does not and singular On one set of the the sentence. The teacher will make
needs a ‘s’ on the change. The subjects. The cards there will be a sure that they know that it is okay if the
end. The teacher teacher will provide teacher will be sentence with the get a question wrong. We will work on
will provided the the students with a checking the verb missing. On correcting that.
students with a worksheet that will students’ the other set of
worksheet that will have plural subjects understanding and cards there will be *This is going to be used as an
have singular listed and the ability to identify the the verbs that have assessment to see how much they
subjects listed and students will have to plural and singular to be matched up know about prepositions.*
the students will match the correct subjects and match with the sentences.
have to match the verb to the subjects, their verbs with them The teacher will let
correct verb to the choosing between being mixed up the students know http://www.better-
subject, choosing verbs with and together. how the game works english.com/grammar/prepositions.htm
whether or not there without a ‘s’ on the and the rules in
should be a ‘s’ at the end. order to continue the
end of the verb. game.
The students will The students will The students will The students will The students will act respectfully and
listen attentively to listen attentively to actively participate in actively participate in responsibly in the computer lab. The
the rule of singular the rule of plural the review of the the review MEMORY students will go to the above sight.
subjects and verbs. subject-verb plural and singular game for the They will choose the prepositions that
They will practice agreement. They subjects and verbs. subject-verb they think would best fit in the given
this rule by will practice this rule The students will be agreement rules. sentence. They do not need to worry
completing the by completing the given a worksheet They must correctly about getting any of the questions
worksheet where worksheet where with mixed subjects match the verb with wrong because this chance is a
they have to match they have to match and verbs. The the sentence to keep practice round.
the correct verb to the correct verb to students will have to the cards out. The
the subject, the subject, correctly match and student with the
choosing whether or choosing between identify each of the most cards at the
not there should be verbs with and subjects and verbs. end is the winner.
a ‘s’ at the end of the without a ‘s’ on the Most likely do this in
verb. end of the verb. groups.
DA: Game is a
great way to have
the student
participate in a
hands on activity
especially to get
the kinesthetic
learners moving.
HKSOL – E – 4 – HKSOL – E – 4 – HKSOL – E – 4 – Field trip: Dixie HKSOL – E – 4 –
4.8 Editing; 4.8 Editing; 4.8 Editing; caverns 4.8 Editing;
Prepositional Prepositional Prepositional Double Negatives
Phrases Phrases Phrases
The teacher will provide The teacher will The teacher will take The teacher will have The teacher will have two
the students with a introduce the concept the students back to parents to help U shaped magnets. The
review of the rules and of prepositional the computer lab to chaperon the field trip. teacher will show the
examples of phrases to the practice identifying The teacher will also students how the two
prepositions. The students. The teacher prepositions by using take pictures of the negative end push against
teacher will have will help the students to the website from Day different rocks to be each other and they won’t
sentences on the board be able to pick the 145. The teacher will used when graphing work as a magnet. The
and will model how to prepositional phrases make sure that each the data that the teacher will use this
pick out the out of sentence and to students’ page is students record. example to lead into the
prepositions. The be able to form them. checked before the discussion about double
teacher will provide the The teacher will provide student closes the negatives. The teacher will
students with several examples on the board. page. The teacher will explain that when there are
sentences. The The teacher will also use this activity as an two negatives in a
teacher will have the have a mixture of assessment to see how sentence, the negatives
students identify the magnet words. The much they have are canceled out. The
prepositions. teacher will have the learned about teacher will have a
students come up one prepositions. worksheet for the students
at a time to form a to identify whether or not
prepositional phrase. the have a double
The students will then negative.
be given a short
worksheet of sentences
to identify the
prepositional phrases.
The students will The students will The students will go The Students will The students will actively
actively participate in actively participate in back to the computer collect data for writing a participate in the activity.
the review of the the discussion about lab to work on the site paragraph of the They will be allowed to try
prepositions. They will prepositional phrases. from Day 145. The different characteristics to get the negative ends of
help the teacher to They will also students will have to of rocks (like color, the magnet to connect.
identify the participate in the correctly choose the shape, the appearance They will attentively listen
prepositions. After the activity of forming prepositions that match of texture) while acting to the teacher explaining
class has adequately prepositional phrases the given sentence. respectful on the field the two negatives cancel a
reviewed and identified by using the teacher’s This will be used as trip. They will have to negative out. The students
the prepositions the magnet words on the their summative practice all of the will also have a worksheet
students will be board. Then the assessment for this writing rules that have to complete where they
provided with a students will be given a section. been taught so far. have to identify whether or
worksheet of sentences short worksheet of not a sentence contains a
where the students will sentences where they DA: Field trip is an double negative.
have to identify the will have to identify the excellent way for all
prepositions. prepositional phrases. learners to have a
hands on experience
for all of the core
content areas.
Character Trait: Respect
4.8 Editing; 4.8 Editing; 4.8 Editing; 4.8 Editing; 4.8 Editing; Noun-
Double Negatives Double Negatives Double Negatives Noun-pronoun pronoun agreement
agreement
The teacher will The teacher will give The teacher will The teacher will The teacher will review
review double the students some of provide the students review with the the concept of proper
negatives with the their work back. The with a worksheet full students specifically Nouns (pronouns) with
students since it was teacher will have the of sentences with nouns. The teacher the students. The
introduce at the end students check their and without double will remind the teacher will give a
of the week last work for any double negatives. The students that definition of a Proper
week. The teacher negatives that they teacher will have the common nouns are a Noun. The teacher will
will give the students may have students identify person, place, or also show examples of
a paragraph that has unknowingly those that have the thing. They will also the Pronoun to the
double negatives. included in their double negatives be remind that not all common noun. The
The teacher will work. The teacher and correct those common nouns are teacher will also make a
have the students will make self particular sentences. capitalized unless worksheet for the
correct the available for any The teacher will that are the start of a students to come up
paragraph, getting help needed by any make self available sentence. The with a pronoun to make
rig of all of the student. for any help needed teacher will provide the common noun
double negatives in by any student. the students with a already on the
the paragraph give worksheet of mixed worksheet.
by the teacher. words of nouns and
verbs.
The students will The students will be The students will be The students will The students will
actively participate in given some of their given a worksheet participate in the actively participate in
reviewing the past works. They full of sentences with review of common the discussion and
concept of double will have to check and without double nouns. The students review of Pronouns and
negatives. Then their works for any negative. The will have to complete how they relate to
they will be given a double negatives students will have to the worksheet of common nouns. The
paragraph containing that they may have identify the mixed nouns and students will have to
double negatives. unknowingly sentences with and verbs. In this complete a worksheet of
The students will included in their without the double worksheet the common nouns. The
have to correct the works. If they find negatives. The students will have to student will have to
entire paragraph, any double students will also identify all of the come up with a pronoun
getting rid of all of negatives they have to correct the nouns while marking to go with the common
the double negatives should go ahead and double negative through the verbs, noun.
in the paragraph. correct their works. sentences.
DA: Visual learners
will benefit from
this lesson
because they will
be able to see both
regular negative
and double
negative sentences
together.
HKSOL – E – 4 – HKSOL – E – 4 – HKSOL – E – 4 – Field Trip: news HKSOL – E – 4 –
4.8 Editing; 4.8 Editing; 4.8 Editing; station weather 4.8 Editing;
(review writing)
Noun-pronoun Noun-pronoun Comma Use Comma Use
agreement agreement
The teacher will The teacher will The teacher will The teacher, along The teacher will explore
show the students compare the explore with the with parents, will another area where
that the proper common nouns students the many chaperon the commas are used…with
nouns are the names with the pronouns areas where students on the field places. The teacher will
of persons, places, trip. The teacher will help the students to
or things. Another
along with the commas are used. make sure that the understand that when
thing for the students students help. The The teacher will students behave in they write a place like
to remember is that teacher and the concentrate on the an appropriate Lynchburg, Virginia;
the pronouns are students will one area of manner. The they must have a
always capitalized. brainstorm the commas with teacher will also be comma between the city
The teacher will similarities and dates. The sure that all of the and the state. The
prepare a worksheet differences teacher will students understand teacher will also help
of the names of between the prepare sentence that they will have to the students to
places, persons, and common nouns strips for the write a paragraph on understand that if they
things with errors in their favorite part of use a place in a
the capitalization.
and pronouns. students to work the field trip while sentence that they must
The teacher will The teacher will with to put the remember to keep in have a comma after the
have the students fix provide the commas in where mind the tips and state(except at the end
the capitalization. students with a they are needed. strategies that were of the sentence). The
worksheet of The teacher will learned earlier in the teacher will provide the
common and assist the students year. students with examples
pronouns. The as helped is where they have to add
teacher will have wanted by the the commas in the
the student come students. appropriate places.
up with the
missing common
or proper noun.
The students will The students will The students will The students will use The students will
attentively listen to the actively participate in participate in the their organization participate in the
explanation that the the comparison of discussion and the skills and write a discussion and the
teacher gives about the
common nouns and activity. The paragraph about activity. The students
pronouns. The
students will be given a pronouns. The students will place their favorite part of will place commas in the
worksheet of the name students will have to commas in the the field trip. The appropriate places for
of places, persons, and complete a appropriate places students must use the listed places. The
things with errors in the worksheet of with the dates. The appropriate spelling students will come to
capitalization. The common and proper students will come to and word choice the understand that
students will have to nouns. They will the understanding along with staying on commas are to be
correct the have to come up that commas are to topic. between a city and state
capitalization. The
with the missing be placed between (when listed together)
students should double
check things because common or proper the day and the year DA: Field trip is an and after the state
there may be some noun. and after the year if excellent way for (except when the place
common nouns thrown the date is used in a all learners to have is at the end of the
in so they won’t just go sentence (except a hands on sentence.
through and capitalize when the date is at experience for all
all of the words. the end of the of the core content
sentence. areas.
Language Arts: Week 33: REVIEW WEEK FOR STANDARDIZED TESTING
HKSOL 4.1-4.2 HKSOL 4.3-4.4 HKSOL 4.5 HKSOL 4.6-4.7 HKSOL 4.8
review concepts review reading review student review students review the student’s
concerning oral techniques for comprehension in comprehension of ability to edit their
language with the reading accuracy nonfiction. research materials writing with using
students to help
them to prepare for
and fluency along Through this and steps along correct grammar,
the standardized with student review the teacher with reviewing capitalization,
testing. comprehension of will be helping the techniques for spelling, punctuation,
fiction to help the students to writing narratives, and sentence
students to become prepared poems, and structure. Through
prepare for the for the explanations. this review the
standardized standardized Through this teacher will be
testing. testing. review the teacher helping the students
will be helping the to become prepared
students to for the standardized
become prepared testing.
for the
standardized
testing.
The students will The students will The students will The students will The students will
actively and willingly actively and actively and actively and actively and willingly
participate in the willingly participate willingly participate willingly participate participate in the
review of oral in the review of in the review of in the review of review of the ability to
language. They will
participate in the
techniques for comprehending comprehending edit their writing with
review games and reading accuracy nonfiction. They research materials using correct
other review and fluency along will participate in and steps along grammar,
activities. with reading review games and with writing capitalization,
comprehension of other helpful techniques for spelling, punctuation,
fiction. They will review activities. writing narratives, and sentence
participate in poems, and structure. They will
review games and explanations. participate in review
other helpful They will games and other
review activities. participate in helpful review
review games and activities.
other helpful
review activities.
Character Trait: Respect and Citizenship
Standardized
Testing All
Week
Character Trait: Citizenship
4.8 Editing; 4.8 Editing; 4.8 Editing; 4.8 Editing; 4.8 Editing;
Comma Use Comma Use Adjectives/ Adjectives/ Adjectives/
Adverbs Adverbs Adverbs
explore one more prepare a letter, explore the world of explore adverbs prepare a ‘fishing’
area where commas where all three adjectives with the with the students. game. The game will
are used with the rules for commas students. The The teacher will consist of fishing
students. This area teacher will give the
being in a listing of
are used, for the definition of
give the definition poles labeled as
things. The teacher students. The adjectives. The of adverbs. The adverbs and
will show the teacher will also teacher will also give teacher will also adjectives. The fish
students examples provide the examples of five give some will be labeled with
of this case. The students with kinds of adjectives. examples of words that are
teacher will provide elbow macaroni The teacher will adverbs to help adjectives or adverbs.
the students with a and liquid glue. provide the students with the In order for them to
worksheet where the The teacher will with a worksheet understanding of keep the fish, they
students have to show the students where they have to adverbs. The have to catch a word
appropriately place match the adjective
the commas in the
that they are going with the type.
teacher will help that goes along with
given instance. to place commas the students to their fishing pole.
in their appropriate come to the
places in the letter understanding that
by using the the adverbs
noodles. answer the
question how,
when, and where.
actively participate in have to apply all of participate in the participate in the actively participate in
the lesson by their discussion about discussion about the fishing game.
participating in the understanding of adjectives. They will adverbs. They will They will have to
discussion. The come to understand
students will come to
the three comma what adjectives are
have a worksheet identify the fish as
the understanding of rules in gluing and how they are to complete about being adverbs or
where commas commas (noodles) used. They will answering the adjectives. They also
should be in a listing in the appropriate complete the when, how, and can only keep the fish
of things. They will places. The worksheet of where questions that match their
show this students will be matching the by looking at the fishing pole. The fish
understanding by expected to adjective with the adverbs. that they catch that
completing a complete this type. do not match their
worksheet provided assignment Colins, p. 8 pole, must be thrown
by the teacher by
placing a comma in
without back to the ‘pond’.
the specific spots misbehaving.
where needed. They will be able DA: Game as a
to play with the hands on activity for
noodles after they kinesthetic learners.
have finished their
work.
Character Trait: Citizenship
4.8 Editing; Use 4.8 Editing; Use 4.8 Editing; Use 4.8 Editing; 4.8 Editing;
of articles (a, of articles (a, of articles (a, Correct spelling Correct spelling for
an, and the) an, and the) an, and the) for common common words
words
introduce articles to introduce the prepare an article provide the prepare Bingo boards
the students by article ‘the’. The game for the students with a ahead of time with the
providing them with teacher will explain students as a listing of 12 of the spelling words. The
definitions. The
teacher will have two
the use of ‘the’ as review. This game fourth grade Dolch teacher will inform the
articles on the board, an article. Then will be played as words. The students that they are
a and an. The the teacher will Memory. The teacher will help going to play BINGO
teacher will explain provide the teacher will have the students to help review their
the uses of a and an students with a six sentences in practice these words. The teacher
as articles. After worksheet where each group and a words by helping will read the words
explaining how a and they have to blank for the article them write the aloud as the students
an are used, the choose the correct in each sentence. words, understand locate the words on
teacher will provide article, a, an, or The teacher will the meaning, and their BINGO boards.
the students with a
worksheet where
the for the instruct the learning how to
they have to identify appropriate students to match spell the words.
whether a or an is instance. the article with the
used in the particular appropriate
instance provided. sentence.
actively participate in actively participate actively participate learn the 12 Dolch actively participate in
the discussion and in the discussion in playing the words that are the BINGO game for
activity of a and an and activity of ‘the’ game of article provided by the their sight words.
as articles. They will
have to complete a
as an article. They memory. They will teacher. The They must cover the
worksheet on these will have to be in groups of two students will correct words as they
two articles, complete a students. They will actively participate are read by the
identifying which worksheet on the have to in learning the teacher. The first
article is three articles, a, appropriately sight words by student to cover their
appropriately needed an, and the. They match the article writing, board wins that
in the particular will have to match with its matching understanding the round.
instance provided. the instance sentence in order meaning, and
provide to the to be able to keep practice spelling
appropriate article. the match. the words.
DA: Game as a
hands on activity
for kinesthetic
learners.
KEY
A – art
CI – community involvement – collaboration with the community
CC – collaboration with colleagues
CL – cultural literacy and diversity
CM – communication
CZ – citizenship
DA – differentiation / accommodation
E – evaluation
GA – group activity
L – literacy
LA – Language Arts
LI – listening
LS – life skills
H – health
HS – home / school connection – collaboration with families
HW – homework
M – math
MA – manipulative activity
MO – movement / physical education
MU – music
OL – oral language / public speaking
PS – problem solving / critical thinking
R – reading
S – science
SS – social studies
T – technology
TX – text
W – writing
References.
Allington, R. L. (1993). Celebrate reading! [Grade 4, level A], [Don't wake the princess].
Glenview, Ill: Scott, Foresman. ***
Bauer, K., Drew, R., Mouri, G., & Bruno, J. (1992). Alternatives to worksheets. Cypress, CA:
Creative ***
Carratello, P. (1988). Literature and critical thinking. Book 3. Sunset Beach, CA: Teacher
Created Materials. ***
Collins, S. Harold.(1988). Straight Forward: English Series: Adjectives and Adverbs. Oregon:
Garlic Press.
Cooper, J. David. (2002). Virginia Teacher’s Edition: Grade 3, Level 3.1: Rewards: Them 2:
Celebrating Traditions: Focus on Trickster Tales. Boston: Hougton Mifflin: Reading.
Cooper, J. David. (2002). Virginia Teacher’s Edition: Grade 3, Level 3.1: Rewards: Them 3:
Incredible Stories. Boston: Hougton Mifflin: Reading.
Cooper, J. David. (2002). Virginia Teacher’s Edition: Grade 3, Level 3.2: Horizons: Them 6:
Smart Solutions. Boston: Hougton Mifflin: Reading.
DiCamillo, K. (2000). Because of Winn-Dixie. Cambridge, Mass: Candlewick Press
Discovery Communications, Inc. (2006). Playing it safe. Skills for healthy living. Silver Spring,
MD: Discovery Communications
Hazzard, S. (2003). The great fire. New York: Farrar, Straus and Giroux.
National Geographic Society (U.S.). (1959). National geographic. [Washington, D.C.]: National
Geographic Society
National Geographic Society (U.S.), & National Geographic Society (U.S.). (1984). Inside your
body. Washington, D.C.: National Geographic Society, Educational Services.
Nesbit, E., & Tavares, M. (2006). Jack and the beanstalk. Cambridge, Mass: Candlewick Press.
O'Brien-Palmer, M., Stephens, H., & O'Brien, P., Michelle. (1998). Plot 15 creative projects that
help kids become better readers and writers. Let's learn about story elements. New York, NY:
Scholastic Professional Books. ***
Perrault, C., Marcellino, F., & Arthur, M. (1990). Puss in boots. New York: Farrar Straus Giroux
Scott, Foresman and Company. (1993). We're all in this together how families matter. Celebrate
reading!, 4C. Glenview, Ill: ScottForesman. ***
Selden, G. (1960). The cricket in Times Square. New York: Ariel Books
Sendak, M. (1963). Where the wild things are. [New York]: Harper & Row.
Steele, W. O. (1958). The perilous road. New York: Harcourt, Brace.
Viorst, J., & Cruz, R. (1972). Alexander and the terrible, horrible, no good, very bad day. New
York: Atheneum.
Winter, J. (1988). Follow the drinking gourd. New York: Knopf

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Laura Hostetler and Ava Kelley: 4th Grade

Language Arts: Week 1

R/LI/HS R/LI R/LI R/LI R/LI

Bauer, K., Drew. P 45

R/LI/HS R/LI R/LI R/LI R/LI

O'Brien-Palmer. P. 333-334 O'Brien-Palmer. P. 423 Scott, Foresman. P. 326 Allington, R. L. P.523

R/LI/HS R/LI R/LI R/LI R/LI

D.A – Students with

Scott, Foresman P. 492 Scott, Foresman. P. 421 Allington, R. L. P. 459

R/LI/HS R/LI R/LI R/LI R/LI

O'Brien-Palmer. P. 453 O'Brien-Palmer. P. 111 Allington, R. L. P. 231

DA- Students who have

O'Brien-Palmer.P 107-110 Scott, Foresman. P 107 Allington, R. L. P 285

R/LI/HS R/LI R/LI R/LI R/LI

R/LI/HS R/LI R/LI R/LI R/LI

Carratello, P. 92-94 O'Brien-Palmer. P. 243-236 Scott, Foresman. P. 153- Carratello, P. 173

R/LI/HS R/LI R/LI R/LI R/LI

DiCamillo, K. (2000). Because of Winn-Dixie. Cambridge, Mass: Candlewick Press

Steele, W. O. (1958). The perilous road. New York: Harcourt, Brace.

Winter, J. (1988). Follow the drinking gourd. New York: Knopf

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