Fourth adaptations

Objectives to
be presented:
4.C&G.1.1 Summarize the key principles and revisions of the North Carolina Constitution.
4.C&G.1.2 Compare the roles and responsibilities of state elected leaders.
4.C&G.1.3 Explain the influence of the colonial history of North Carolina on the governing documents of our state. 4.C&G.1.4 Compare
North Carolina‘s government with local governments.
4.C&G.2.1 Analyze the preamble and articles of the North Carolina Constitution in terms of rights and responsibilities. 4.C&G.2.2 Give
examples of rights and responsibilities of citizens according to North Carolina Constitution.
4.C&G.2.3 Differentiate between rights and responsibilities reflected in the North Carolina Constitution.
RL.4.2 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text.
RL4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems when writing or
speaking about a text.
4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison
4.OA.4 Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its
factors.
4.NBT.5 Multiply a whole number of up to four digits by a one digit whole number, and multiply two two-digits numbers, using
strategies based on place value and the properties of operations.
Essential
Questions
What is an adaptation?
What are some animal adaptations?
What threats do animals face in their environments?
7:45-8:00 Unpacking, Checking AR Logs, Morning News, Morning Meeting
8:00-8:50 Specials
8:50-9:50
Reading
Workshop
Poetry Lesson 10 – See next slide.
9:50-11:05
Math
Investigations
Homework p33
Session 2.4 Practicing Multiplication 10 Minute Math- Counting around the Class
The teacher will model solving 39 X 75 (p79). The teacher will start with asking the students how they
would start to solve the problem using 40 x 75 as an option for solving from the day before. The
teacher will record students‘ suggestions of strategies. Students will discuss how they should finish
the problem? How can we change one factor to create an easier problem?
Math Workshop:
•More multiplication Cluster Problems (finish 23-26)
•Writing Multiplication Story Problems
•Factor Bingo
•Solving pg. 29
Discussion: What kinds of story problems did you write to help you represent your multiplication
problems? How does this strategy help you understand the problem you are trying to solve? Ask
students whether their solution is clear enough for someone else to understand, whether they can
combine any of the steps? Have you double checked your work to make sure that all the computation is
correct?
11:05-11:20
Word
Study/Read
Aloud
The teacher will continue to read the book Riding Freedom. The teacher/students will talk
about interpreting the text.
Lesson Plans for Fourth Grade – Date – Monday, April 29, 2013
Enduring Understanding: What‘s the Big Idea here? Animals adapt to their
environments in order to survive. In varying environments, some kinds of plants and
animals survive well, less well, and some don‘t survive at all.

Poetry Lesson
10
Use all you
know about
poetry to
understand the
author’s
message.
(Mood, Tone,
Personification)
“Moon”
Poetry Lesson 10 – Use all you know about poetry to understand the author’s
message. (Mood, Tone, Personification)
Connection: The teacher will begin the lesson by telling the students they will be
reading and responding to a poem called ―moon‖ which was written by Myra Cohn
Livingston. Tell them this poem is a nonfiction poem. It made me think of all the
things I know about the moon, or have felt while looking up at it on a cold, dark night.
It‘s so far away and at the same time, so familiar to us, up there in the sky, night
after night. Tell students to turn and talk about some things they know about the
moon, or some thoughts you have had while gazing at it. (turn and talk and share out.)
Remind students that poetry requires us to infer meaning from the poem‘s language.
Remind students their background knowledge and experiences will help them infer to
understand the poem. As we read the poem, we‘ll think about the poet‘s choice of
words and phrases and make inferences to understand her ideas about the moon. Ask
students to name some of the things poets use to create a mood and to help us
understand what they want us to know. (Line breaks, rhythm & rhyme, alliteration,
personification, imagery, figurative language, similes and metaphors.) Tell students
that often when we read, we are pretty sure we know what the words mean, but poets
usually play with words, so we have to always be thinking and visualizing as we read.
―With this poem, we‘ll want to stop and infer, making sure we understand the poem‘s
language. To do that, we‘ll read more slowly rather than whizzing right through the
poem. We‘ll stop and discuss words, phrases, or lines from the poem, to merge the
information and ideas in the poem with our thinking. As we interpret the poet‘s words,
we‘ll surface the bigger ideas. ―
Teach: The teacher will read the poem aloud. She will invite students to chime in.
―Now, we‘ll reread the poem slowly, a few lines at a time. You‘ll see me stop to think
carefully about certain words and phrases. Tell students you will write your inferences
right next to the words or line you‘re trying to understand. The teacher will read
―Moon remembers‖ hmmm. When I read those words, I immediately asked myself a
question. I wondered, Remembers what? What does the moon remember? Since I don‘t
know the answer to that question, I‘ll write it down. I‘m noticing that the poet has
used personification, so she must want me to get to know the moon. I‘m going to get
my mind ready to learn about how the moon acts and maybe how it feels.‖
Active Engagement: The teacher will continue to read the next line, ―Marooned in
shadowed night, ― The teacher will quickly explain the meaning of marooned. (stranded
, stuck or unable to go anywhere– We were marooned at the restaurant for an hour
when the rain poured down so hard, we couldn‘t leave.) The teacher will continue
reading and ask students to consider the tone or mood of the poem and to think about
how the moon may be feeling, since we know the poet wants us to think of the moon as
a person who may think and have feelings. Ask a few students to share their
discussions about the mood of the poem and the feelings of the moon and TO TELL
WHAT MAKES THEM THINK THAT. The teacher may record in a chart ―Meaning I
Infer/What Makes Me Think That.‖
Link: When we read poetry slowly, we can notice the meaning in each word or image a
poet sends our way.

MOON
Moon remembers.
Marooned in shadowed night,
white powder plastered
on her pockmarked face,
scarred with craters,
filled with waterless seas,
she thinks back
to the Eagle,
to the flight
of men from Earth,
of rocks sent back in space,
and one
faint
footprint
in the Sea of Tranquility.
Lesson 12: Moon (1 of 1) From SPACE SONGS by Myra Cohn Livingston. Copyright © 1988 Myra Cohn Livingston. Used by permission of Marian Reiner.
© 2005 by Stephanie Harvey and Anne Goudvis from The Comprehension Toolkit (Portsmouth, NH: Heinemann). This page may be reproduced for classroom use
only.

“Moon”
By Myra Cohn
Livingston
Meaning I Infer What Makes Me
Think That
Mood or Tone
Sad, Lonely, Somber,
Mysterious…
―Remembers‖
―Marooned‖
―Shadowed night‖
―thinks back‖
Personification The moon feels sad or
lonely.
She‘s marooned and
she seems to just
have her memories.
Line
breaks/placement:
Shaped like a moon.
Picture the moon
alone in the sky –
understand she‘s
lonely – only one moon
The breaks in the
lines slow the poem
down and make it
sound sad or lonely.
Rhythm & Rhyme:
None
Alliteration: faint
footprint
The footprint is
almost gone – like
everything else and
moon‘s alone.
It‘s the only
alliteration in the
poem, so the poet
must want us to pay
attention to it.
Metaphor: surface of
the moon is compared
to ―waterless seas‖
and ―pockmarked
face.‖
Helps us understand
the moon as lonely,
without things and
scarred.
Because the poet
could have described
the moons surface in
more positive ways,
but chose these ways
to show loneliness and
scars from the past.
Simile: none
Putting together the Big idea: The moon is lonely. She‘s all by herself
in the sky. She misses the men who visited when the astronauts
walked there.

11:15-12:15
12:15-1:00
Inquiry
The lesson will begin by introducing the new inquiry board. Give students pictures
of a variety of animals in their habitat. Have the students to a blind sort of the
pictures. Ask groups how they sorted their animals out? Was it by
characteristics, habitat, size? Have groups notice that animals can be categorized
in many different ways. Ask students to sort their animals by the habitats that
the animal lives in. The teacher will do a group sort on the board with the animals-
keep this up on your inquiry board. Add a map to your inquiry board, where you can
locate certain habitats like ocean, desert, rainforest, grasslands, arctic. The
teacher will model formulating a quality questions she has about animals in a similar
environment based on the observations he has made. ―I noticed that all the
animals that live in the ocean have a rubbery looking skin. I wonder why they don‘t
have fur?‖ Have the students turn and talk and write some of their observations
and questions down on post-it notes. (add to your inquiry board) Tell students
that throughout the unit, your going to think about and learn how animals are able
to survive in their environment. Then, the teacher will tell the students that today
they are going to further study some of the environments that animals live in.
They will complete an activity called ―what would animals encounter in…‖ The
teacher will model with the desert. She will read information about the desert,
and stop and jot about what the environment is like their, she will also model
continuing to ask good questions about the environment and the animals that are
present in that environment. Than each group will be given a habitat (either arctic,
grassland, rainforest, ocean, desert, forest) and they will read the information as a
group (From Tanya), and jot down on the recording sheet (Kylene will make) about
what that environment is like. The students will share out their information with
the class, and post their information learning sheet onto the inquiry board.
1:00-1:45
Writers‘
Workshop
4 Focus: Adapted from Lucy Session 2: Listening for Line Breaks
Connection: Remind students about how we have been analyzing poetry through the eyes of
a writer, refer back to the anchor char you have been keeping about what you have noticed
about how poets use words.
Teach: Tell students that poets do things on purpose! Show the students the Moon Poem
(from toolkit) The author was very particular about where they stopped each line so that
the poem looked like a moon. Show them of the other Space poem that is from toolkit and
how the author divided up the words on the page in a certain way so that the readers will
read the poem in a certain way. Show students the Goldfish Poem (SMARTBoard) Read
aloud both poems with the students the way that they are written. Have the students turn
and talk about what they noticed about the difference in the way that the two poems
sounded to the readers. The teacher will go back to the poem that they wrote the day
before and model how she wants to use line breaks so that her poem is read a particular
way.
Active Engagement: The students will then have a chance to practice this strategy as well.
Have students read their poems to their partners again, and notice how the sound of the
poem has changed because of the way the lines break. This changes the way that the poem
is read. Sometimes Poets needs to change their line breaks many times in order to have the
poem sound just the way that they want it to.
Mini-Workshop Point: The teacher will model doing this until she likes the way her poem
sounds. The teacher will also point out how doing this also makes the poem sound musical
(relate that idea to the rap music or musical artists that they know about).
Link: remember as a poet you need to pay attention to the line breaks, because it will
determine how your readers read your poem.
1:45-2:15 Math Differentiation
2:15-2:45 AR/Conferring

Objectives to
be presented:
4.C&G.1.3 Explain the influence of the colonial history of North Carolina on the governing documents of our state. 4.C&G.1.4 Compare
North Carolina‘s government with local governments.
4.C&G.2.1 Analyze the preamble and articles of the North Carolina Constitution in terms of rights and responsibilities. 4.C&G.2.2 Give
examples of rights and responsibilities of citizens according to North Carolina Constitution.
RL4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems when writing or
factors.
Essential
Questions
8:00-9:30 Double Specials
9:30-10:30
Reading
Workshop
Poetry Lesson 11 – Ask yourself, “Why did the author do that?” (Line Breaks/Shape)
Connection: Remind students of how they have been reading slowly, out loud, and carefully to
understand the language in the poems. Tell students that we do this because poets use fewer words to
tell the reader what they want them to know. For this reason, the words are packed with meaning and
we have to pay extra-close attention to try and understand what the poet is saying – or what the poet
wants us to feel and know. (infer) Thinking about why poets do certain things can help us understand
poetry better.
Teach: Show an enlarged version of Moon. Model thinking aloud about the way the print of the poem is
placed on the page. (In the shape of a moon. It‘s written in lines – some short, some longer. The
thoughts are not always written in complete sentences...) Record your ideas on the chart. Model
asking yourself, ―Why did the author write the lines this way?‖ Think aloud about how the short lines
slow the poem down and add to the sad or lonely mood of the poem. Model wondering why the poet put
the lines in the shape of the moon. Model inferring that maybe because we know there is only one moon
in the sky at night, we will feel how lonely the moon is – in the sky all by herself. Tell students that
sometimes poems are special in other ways – Sometimes they rhyme. Sometimes they are longer and
are grouped in groups of lines called stanzas. Because poems don‘t have to follow all the rules of
regular text, the poet can get pretty fancy with how he does things to make you feel and think what he
wants. That‘s another reason that we have to read poetry more slowly and carefully, always thinking:
―Why did the author say that?‖ ―What is the author trying to get me to think or feel?‖
Active Engagement: Reread the poem and ask students to notice any lines that are especially long or
short and to ask themselves ―Why.‖ Students should notice that faint and footprint are all alone on the
line by themselves. If students don‘t come up with the idea that these could be important words to the
poem, discuss to help them think of that.
Link: When we read poems slowly to try and understand, it helps to ask ourselves, ―Why did the poet do
that?‖
Lesson Plans for Fourth Grade – Date – Tuesday, April 30, 2013
Enduring Understanding: Animals adapt to their environments in order to survive. In
varying environments, some kinds of plants and animals survive well, less well, and
some don‘t survive at all.

10:30-
11:15
Math
Investigat
ions
Homework
p35
Session 2.5 Assessment: 34 X 68 Ten-Minute Math – Counting Around the Class HW p.
35
The lesson will begin with an assessment. The students will work to complete the problem on
M19. The teacher will remind students that they have been working hard on multiplication
problems for some time and that she wants to see what strategies they use when they solve
multiplication problems on their own. She will remind students to show their solution clearly
so that she can understand their thinking just by looking at the paper.
Workshop
• More Multiplication Cluster Problems
• Writing Multiplication Story Problems
• Factor Bingo
• Small group for students who are struggling.
Discussion: The teacher and students will discuss the strategies they used for solving the
multiplication problem. (Break apart, landmark numbers, arrays, cluster problems, prayer…)
11:15-12:15 Lunch/Recess
12:15-1:00
Inquiry
The lesson will begin by reviewing the habitat sort from yesterday, and the information that the
students collected on the habitats. The students will tell the students that scientists research
information to find the answers to their many questions so they will be completing lots of
research throughout this unit. She will tell them they will be collecting information/data through
their research. They will be recording their data as scientists do and they will learn more about
adaptations through their research. The teacher will show students a picture of the camel (from
D11 book, All About Animals pp12 & 13) and ask students how to talk with their partners about
how this animal survives in its environment. The teacher and students will discuss what an
adaptation is. An adaptation is a way an animal’s body helps it survive, or live, in its
environment. She will also tell the students that animals depend on their physical features to
help them obtain food, keep safe, build homes, withstand weather, and attract mates. The
teacher will also tell the students that adaptations develop over many generations. The lesson will
continue by having the students see if they can identify animals with adaptations that help them
survive. In groups, students will brainstorm a variety of animals by filling in information from the
Adaptations recording chart The teacher will model with the students how to read the camel
information and then record the information on her sheet. Students will practice with the camel
and help the teacher.
1:00-1:45
Writers‘
Workshop
5 Session 5: Focus: Some poets use rhyme in their poems.
Connection: Remind students that with the line breaks that they have been working on we created rhythm in
our poems.
Teach: Today we are going to work on examining and practicing creating poems with rhyme. Ask students to
turn and talk about what rhyme is. As we have learned before, though not all poems rhyme, some do and they
rhyme in certain patterns. The teacher will give students a couple of minutes to examine various poems with
rhyming. Have students notice the pattern. Come back together and discuss what you found. Then tell the
students you would like to model this, and your subject that you are choosing to write about is a dog (you can
use a picture of Dixie if you want from the SMARTBoard lesson) Start with ―I have a dog...‖ Model how to
think about words that rhyme with ―dog‖- Hog, Bog, Smog, and Fog. Then say ―I have a dog, she likes the fog‖
and look around for students‘ input....then say ―oh wait! That makes no sense! Even though it rhymes, it is
important that my poem is still meaningful and makes am writing about just so my poem rhymes. Model
thinking about the dog again and thinking aloud to figure out what you really want to say. ―Soft black fur,
ears that flop, of the best dogs ever, Dixie is at the Top‖ Remind to students that when they are working on
their poems today and using rhyming that they want to be sure that their poems still make sense.
Active Engagement: Students will then practice using the craft of rhyming to create poems in their
journals. They will choose the best one to add to their poetry book.
Link: Remember that you do not want to lose sight of what your poem is really about when you a creating a
rhyming poem.
(May need to finish Investigations)

Objectives to
be presented:
4.C&G.1.3 Explain the influence of the colonial history of North Carolina on the governing documents of our state. 4.C&G.1.4 Compare North Carolina‘s
government with local governments.
4.C&G.2.1 Analyze the preamble and articles of the North Carolina Constitution in terms of rights and responsibilities. 4.C&G.2.2 Give examples of rights
and responsibilities of citizens according to North Carolina Constitution.
RL4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems when writing or speaking about a text.
4.OA.4 Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors.
4.NBT.5 Multiply a whole number of up to four digits by a one digit whole number, and multiply two two-digits numbers, using strategies based on place
value and the properties of operations.
Essential
Questions
8:00-8:50 Specials
8:50-9:50
Reading
Workshop
Poetry Lesson 12 Ask yourself, “Why did the author do that?” (Personification)
Connection: Remind students of the first line of Moon and think aloud ―Moon remembers. That
sounds like the moon is a person who can think and remember. ― Remind students of how the author
set us up to think of the moon as human with thoughts and feelings, so we got our minds ready to
think about the moon that way. Remind them that it helps us understand the poem better to ask, ―I
wonder why the author of this poem wanted to make the moon seem human‖
Teach: The teacher will tell students that she is connecting to the thinking she already did about the
shape of the poem and how there being only one moon in the sky sort of helps us feel that the moon is
lonely. So if the poet wants us to think of the moon as lonely, it would help to make the moon seem
human.
Active Engagement: Tell students that we are going to keep reading with this question in mind. ―Why
did the poet make the moon seem human?‖ Tell students to let you know if they hear other places
where the author makes the moon seem human –uses personification. Allow students to share as you
read when they notice personification. When someone notices the ―pockmarked face‖ say, ―that really
makes me visualize the moon with a face like a human. But ‗pockmarks‘ are scars like you get from the
chicken pocks or from getting a cut on your skin. Maybe the poet wants us to know that the moon has
scars, or hurts from things that have happened in the past. That would go along with ‗remembering‘
too! I wonder what happened in the past?‖ Ask students to keep listening as you read for times when
the moon sounds human. When someone notices ―she thinks back‖ ask students to turn and talk about
how ―thinking back‖ connects to another part of the poem. (Moon remembers).
Link: When we want to understand better, we ask, ‖Why did the author do that?‖
9:50-11:05
Math
Investigations
Homework p
Session 3.1 – How Many Groups Can You Make? Ten-Minute Math – Closest Estimate
HW p. 40
The lesson will begin by writing a story problem from SAB p37 on the board. Students will
work in pairs to solve the problem. The teacher will encourage students to use drawings or
other representations to show the teams of 14. The teacher will listen in to pairs to ask,
―How can you begin to organize these students into teams‖? And ‖Do you think there will be
more or fewer than 10 teams? Why?‖ The class will discuss how they figured out the
number of teams and how they drew/represented their teams.
Discussion: The teacher will ask volunteers to give the first step of how they solved
problem 2 on page 37. The teacher will collect several examples that used multiples of 10 to
discuss because this is an important landmark that students should consider. She will ask
how many teams of 7 can be made from 112 students. The teacher and students will discuss
several examples collected. The teacher will ask for other ways that students solved this
problem that weren‘t shared.
11:05-11:20
Word Study/Read
Aloud
The teacher will continue to read the book Riding Freedom. The teacher/students
will talk about interpreting the text.
Lesson Plans for Fourth Grade – Date Wednesday, May 1, 2013

12:15-1:00
Inquiry
Continue Tuesday‘s lesson.
1:00-1:45
Writers‘
Workshop
6 Focus: Studying the authors craft to help us create our own poems. - Onomatopoeia
Connection: The teacher will remind students of the things that we have been looking at thus
far in our poetry unit. And have several students share out their great work!
Teach: Tell students that over the next couple of days we are going to continue to look at
author‘s crafts and see how they use onomatopoeia, repetitions, alliteration, metaphor, simile, and
personification as elements in their poetry. The teacher will explain that today we are going to
discuss onomatopoeia. Remind students of when we used this as a strategy to begin our personal
narratives earlier this year. The teacher will show students an example of the poem
―onomatopoeia‖ and explain how this craft helps give the reader a humorous and visual image. The
teacher will then model using this author‘s craft to help her create her own poem (she will model
looking through her journal at her generated ideas to help her decide what she can write about,
or relate it to an object in the room)
Active Engagement: Have the students turn and talk about what you did, and how you used the
authors craft. Students will then work on their own poem using onomatopoeia, and then they can
add this poem to their poetry booklet.
Link: Remember that this is one powerful device that poets often use.

Objectives to
be presented:
4.C&G.1.3 Explain the influence of the colonial history of North Carolina on the governing documents of our state.
4.C&G.1.4 Compare North Carolina‘s government with local governments.
4.C&G.2.1 Analyze the preamble and articles of the North Carolina Constitution in terms of rights and
responsibilities. 4.C&G.2.2 Give examples of rights and responsibilities of citizens according to North Carolina
Constitution.
RL4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems
when writing or speaking about a text.
4.OA.4 Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of
each of its factors.
4.NBT.5 Multiply a whole number of up to four digits by a one digit whole number, and multiply two two-digits
numbers, using strategies based on place value and the properties of operations.
Essential
Questions
8:20-8:50
Global Studies
8:50-9:50
Reading
Workshop
See Poetry Lesson 13 – Next slide.
9:50-11:05
Math
Investigations
Homework p 48
Session 3.2 Solving Division Problems Ten-Minute Math – Closest Estimate HW p. 48
The lesson will begin by reminding students of the multiple tower activity they worked on in
the previous unit. She will draw students‘ attention to p41. The teacher will ask students to
discuss the questions with each other for a few minutes. Next, the class will solve the
problem together by sharing some of the student strategies. The teacher will ask how they
figured out how many numbers Marvin had in the tower and if he had 240 at the top, what
helped you think about this?
Workshop Using Multiples of Ten
• Problems About Multiple Towers
• Solving Division Problems
• Factor Bingo
Discussion: The teacher and students will discuss the different ways they solved the
problems. How did they break the dividend part of the problem? How did they use multiples
of 10 to solve.
11:05-11:20
Word
Study/Read
Aloud
Lesson Plans for Fourth Grade – Date – Thursday, May 2, 2013
Enduring Understanding: What‘s the Big Idea here? Animals adapt to their environments
in order to survive. In varying environments, some kinds of plants and animals survive
well, less well, and some don‘t survive at all.

Poetry Lesson 13
Ask yourself,
“Why did the
author do that?”
(Personification)
“Moon”
Poetry Lesson 13 - Ask yourself, “Why did the author do that?” (Personification)
Connection: The teacher will remind students of how they have been reading and
rereading ―Moon‖ slowly and carefully to understand the language. She will remind
them of how it helps to ask, ―Why did the poet do this?‖ so that we can start to put
the meaning together. She will tell students that she thinks many of them are starting
to have the ―mystery‖ of this poem all figured out. She will remind them of how they
found connections between the meaning they found in the personification and in the
shape of the poem. She will tell them that this ―putting things together is what helps
us really understand the meaning of a poem.
Teach: The teacher will suggest to the students that we read the poem one more
time, carefully and pay attention to any parts that we haven‘t really thought carefully
about yet since we know that authors of poems choose words carefully. They don‘t use
many, so each word has big meaning.
Teach: The teacher will read the poem again, going back to the second half to reread
it from, ― to the Eagle…‖ She will tell students that she remembers when the United
States sent men to the moon. She remembers watching the moon landing on TV and
hearing them say ―The Eagle has landed!‖ (Most of you will have to say your
grandmother told you.) and that she knows the astronauts took moon rocks back to
earth from the moon‘s surface. (She may show students the video of the moon landing
at http://player.discoveryeducation.com/index.cfm?guidAssetId=6DA4F2E9-F560-
4196-8F5C-1D80DAC848D0&blnFromSearch=1&productcode=US The teacher will
reread the last half of the poem, thinking aloud about the sea of tranquility being the
part of the moon where the astronauts landed (and how the ―sea‖ was dry). The
teacher will tell students that when this poet talked about the ―Eagle‖ and the ―Sea of
Tranqulitiy ― that she was alluding to the moon landing. (Allusions are when authors
mention something else that people she‘s sure people will know about – usually
something famous or well known.) The teacher will wonder how all this information
goes together with what we have already worked to understand about the poem. She
will remind herself that the poet wanted us to think of the moon as a person and as
having feelings of loneliness and hurt from things that have happened in the past,
Point out the places in the poem that gave you the clues to these inferences – Why
you think that. She will tell students that she has a theory of how these pieces of
information could fit together with the moon landing.
Active Engagement: The teacher will ask students to turn and talk about their
theories of how all the information fits together: What does the lonely moon and its
past have to do with the astronauts walk on the moon? (Go Back to the two short lines
―faint‖ and ―footprint.‖ Students will quick write to tell their theory and the teacher
will ask a few of the students to share their theories. The teacher may record in the
chart.
Link: When we read the poem over and over again, we try to fit the pieces together to
get the big idea of the poem.

12:15-1:00
Inquiry
The lesson will begin with a review of the class map of animal habitats. The
teacher and students will discuss the ways that animals change to adjust to
their habitats. They will discuss what types of adaptations different animals
would need to adapt in their habitats. The teacher and students will read the
―Letter from Nora‖ to learn about the job of a conservationist. Students will
view some pictures (from Kylene) of animals in distress in their environments.
Students will study the pictures to discuss how certain habitats and conditions
are more helpful to animals than others. They will discuss what they notice
affects a habitat in a positive or negative way. As students share, the teacher
will record in a ―Positive and Negative Effects‖ chart. Next, students will
receive the newspaper from Conservationist, Nora. The teacher will model by
reading the flamingo article with the students. As they browse the text, the
teacher will model using subheadings and features of print to help her think
about what she will be learning. He teacher will think aloud as she reads the
Flamingo article to discuss with students how the flamingo is affected in his
environment and possible solutions to the flamingo‘s problems. ―Why is this an
important issue to deal with now instead of later?‖ The teacher and students
will examine some of the domain specific vocabulary and how they can figure
out the meanings when they don‘t know. (Proper names, decline, purposes…) The
teacher will also model thinking aloud about the parts of the map and how the
keys and other map features can help her learn. The teacher will show
students her chart of problems and solutions in habitats to model how she
would complete the chart for flamingos. Students will continue to read Nora‘s
newspaper and completing the chart. Each day, students will share their
information and the teacher will continue recording in a class chart. (Students
will try to complete the chart for two animals per day.) Some students may
work with the teacher in a small group to read and record in the chart.
1:00-1:45
Writers‘ Workshop
DIGGING DEEPER

Objectives to
be presented:
4.C&G.1.3 Explain the influence of the colonial history of North Carolina on the governing documents of our state.
4.C&G.1.4 Compare North Carolina‘s government with local governments.
4.C&G.2.1 Analyze the preamble and articles of the North Carolina Constitution in terms of rights and
responsibilities. 4.C&G.2.2 Give examples of rights and responsibilities of citizens according to North Carolina
Constitution.
RL4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems
Essential
Questions
8:00-8:50 Specials
8:50-9:50
Reading
Workshop
See next slide.
9:50-11:05
Math
Investigations
Session 3.3 Solving Division Problems, (continued) Ten- Minute Math – Closest
Estimate
The lesson will begin with Workshop. The teacher will remind students of some of the
discussions they had at the end of yesterday‘s lesson.
Workshop Using Multiples of Ten
• Problems About Multiple Towers
• Solving Division Problems
• Factor Bingo
Discussion: The teacher and students will discuss the different ways they solved the
problems. How did they break the dividend part of the problem? How did they use multiples
of 10 to solve.
11:05-11:20
Word
Study/Read
Aloud
Lesson Plans for Fourth Grade – Date – Friday, May 3, 2013

Poetry Lesson
10
Use all you
know about
poetry to
understand the
author’s
message.
(Mood, Tone,
Personification)
“My Shadow”
Poetry Lesson 10 – Use all you know about poetry to understand the author’s
message. (Mood, Tone, Personification)
Connection: The teacher will begin the lesson by telling the students they will be
reading and responding to a poem called ―My Shadow‖ which was written by Robert
Louis Stevenson. Tell students to turn and talk about some things they know about
shadows and what the title makes them think about. (turn and talk and share out.)
Remind students that poetry requires us to infer meaning from the poem‘s language.
Remind students their background knowledge and experiences will help them infer to
understand the poem. The teacher will model thinking aloud to remind herself of all
the things we need to remember to notice and think about when we read poetry. As we
read the poem, we‘ll think about the poet‘s choice of words and phrases and make
inferences to understand his ideas about shadows. Ask students to name some of the
things poets use to create a mood and to help us understand what they want us to
know. (Line breaks, rhythm & rhyme, alliteration, personification, imagery, figurative
language, similes and metaphors.) Tell students that often when we read, we are
pretty sure we know what the words mean, but poets usually play with words, so we
have to always be thinking and visualizing as we read. ―With this poem, we‘ll want to
stop and infer, making sure we understand the poem‘s language. To do that, we‘ll read
more slowly rather than whizzing right through the poem. We‘ll stop and discuss
words, phrases, or lines from the poem, to merge the information and ideas in the
poem with our thinking. As we interpret the poet‘s words, we‘ll surface the bigger
ideas. ―
Teach: The teacher will read the first stanza of the poem aloud. She will invite
students to chime in. ―Now, we‘ll reread the poem slowly, a few lines at a time. You‘ll
see me stop to think carefully about certain words and phrases. Tell students you will
write your inferences right next to the words or line you‘re trying to understand. The
teacher will model noticing the rhythm and rhyme in the poem and telling how it makes
her feel.
Active Engagement: The teacher will continue to read the next two stanzas (or the
rest of the poem). The teacher will stop to think aloud about and explain some of the
obscure vocabulary. Students will turn and talk to discuss how the poem makes them
feel. Ask a few students to share their discussions about the mood and tone of the
poem and the feelings it invokes in them. Make sure TO TELL WHAT MAKES THEM
THINK THAT. The teacher may record in a chart ―Meaning I Infer/What Makes Me
Think That.‖
Link: When we read poetry slowly, we can notice the meaning in each word or image a
poet sends our way.

12:15-1:00
Inquiry
Day 2: The lesson will begin with a review of the class map of animal habitats.
The teacher and students will discuss the ways that animals change to adjust to
their habitats. They will discuss what solutions students have come up with so
far and whether they are reasonable. As students share, the teacher will record
in a ―Positive and Negative Effects‖ chart. The teacher and students will examine
some of the domain specific vocabulary that students encountered the day
before and how they can figure out the meanings when they don‘t know. (Proper
names…) Students will discuss how they may have used the class map help them
understand the habitats and figure out solutions. Students will continue to read
Nora‘s newspaper and completing the chart. Each day, students will share their
information and the teacher will continue recording in a class chart. (Students
will try to complete the chart for two animals per day.) Some students may work
with the teacher in a small group to read and record in the chart.
1:00-1:45
Writers‘
Workshop
DIGGING DEEPER

Objectives to
be presented:
4.L.1.1 Give examples of changes in an organisms environment that are beneficial to it and some that are harmful
4.L.1.2 Explain how animals meet their needs by using behaviors in response to information received from the environment
4.L.1.3 Explain how humans can adapt their behavior to live in changing habitats
4.L.1.4 Explain how differences of the same population sometimes give individuals an advantage in surviving and reproducing and
changing habitats
.RL4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems when writing or
factors.
Essential
Questions
8:00-8:50 Specials
8:50-9:50
Reading
Workshop
U8-1 Teaching Point- Focus Strategy: Students read text features to gather information to increase
text understanding. Use ANIMAL ADAPTATIONS BY Kate Boehm Jerome (conceptLinks) FROM THE
INQUIRY TUB.
Connection: Remind students they learned earlier in the year that good readers often
look at text features, such as pictures with captions, maps, or graphs, and use them to help understand
nonfiction text ideas. But, let them know that now, we learn how to actually ―read‖ text and visual
features to learn all the information we can from graphics. Explain that ―reading‖ text features
is one way to help understand articles.
Teach: Display the feature article and distribute student copies. Ask students to name the article‘s
features, which will probably be familiar to them as they have practiced since early in the year.
Highlight these features on the article. Call their attention to any they miss. Tell students you will now
―read‖ the text features, which may confuse them, as many students may assume that naming the
feature is the same as ―reading‖ it. Model looking at and ―reading‖ several text features by thinking
aloud what you know or can infer from each text feature. Record some on sticky notes and place them
near the appropriate text features.
Active Involvement: After modeling several, ask students to work with their partners and finish
―reading” by placing sticky notes near, or writing directly in the margins the article‘s remaining text
features. Students share out after working together about five minutes. Point out to students all the
gathered information. Ask them how they think it will help when we read the text of the article. The
point of today‘s lesson is to note information gathered from text features, not to read the article.
Link: Tell students to select short articles that interest them from three or four you copied and
continue to ―read‖ text features, recording information on sticky notes and placing them near the
features or writing notes in the margins. Remind them they will not actually read the articles right
now, just text features. After ―reading‖ their text features, have students read from book
bags/boxes. It is okay if some students become engrossed in their articles and read them.
Share: Partners share information recorded on their sticky notes. Have two or three students share
out with the whole group. Ask students again how they think reading text features might help when
they read articles.
Materials: Variety of highly interesting or engaging feature articles, persuasive writing, and editorials
collected before launch of unit, from various sources, such as www.timeforkids.com,
http://teacher.scholastic.com/scholasticnews/, www.ajkids.com/news.asp,
www.pbs.org/newshour/extra
9:50-11:05
Math
Investigations
Homework p50
Session 3.4 Sharing Division Strategies Ten-Minute Math Counting Around the Class HW p. 50
The lesson will begin with a discussion. The teacher will choose a problem from p45 and ask students to
share strategies they used to solve the problem. The teacher will ask students whether they have a
story context in mind to help them think about the division problem. The teacher will record students‘
strategies on chart paper as they are shared. The teacher will ask questions that focus on what
students knew about he number in the problem that helped them get started.
Workshop Using Multiples of 10
Lesson Plans for Fourth Grade – Date – Monday, May 6, 2013

12:15-1:00
Inquiry
Day 3: The lesson will begin with a review of the class map of animal habitats.
The teacher and students will discuss the ways that animals change to adjust to
their habitats. They will discuss what solutions students have come up with so
far and whether they are reasonable. As students share, the teacher will
record in a ―Positive and Negative Effects‖ chart. The teacher and students will
examine some of the domain specific vocabulary that students encountered the
day before and how they can figure out the meanings when they don‘t know.
(Proper names…) Students will discuss how they may have used the class map
help them understand the habitats and figure out solutions. Students will
continue to read Nora‘s newspaper and completing the chart. Each day, students
will share their information and the teacher will continue recording in a class
chart. (Students will try to complete the chart for two animals per day.) Some
students may work with the teacher in a small group to read and record in the
chart.
1:00-1:45
Writers‘
Workshop
Focus: Studying the authors craft to help us create our own poems. - Alliteration
Connection: The teacher will remind students of the things that we have been looking
at thus far in our poetry unit. Review and define the poetic devises that have been
discussed.
Teach: Tell students that over the next couple of days we are going to continue to look
at authors crafts and see how they use particular devices in their poetry. The teacher
and students will review what was learned about how onomatopoeia is used in poetry.
The teacher will explain that today we are going to discuss alliteration. Show students
the alliteration example ―Peter Piper‖ and have the students turn and talk about how
they would define alliteration. Tell students that today we are going to apply this craft
to our own poems. The teacher will model creating an alliteration poem .(Animals are
always a good topic for this).
Active Engagement: Then students will work on creating their own alliteration poem
and apply their favorite one to their poetry book. Students will share their alliteration
poems with a peer. Students will share out on how their partners used alliteration. *
Bring in how alliteration effects the mood and tone, rhythm and rhyme.
Link: From this moment on, remember how good poets utilize alliteration in their
poetry as a particular craft.

Objectives to
be presented:
changing habitats
factors.
Essential
Questions
What are the basic needs for survival?
What is a food chain and how does it work?
How are food chains and food webs different?
What do all food chains start with?
9:30-10:30
Reading
Workshop
U8-2 Teaching Point- Focus Strategy: Students read text features to gather information to increase
text understanding. Use ANIMAL ADAPTATIONS BY Kate Boehm Jerome (conceptLinks) FROM THE
INQUIRY TUB.
Connection: Remind students good readers ―read‖ and make logical inferences from text
features to learn all the information they can from graphics. Tell students we will continue developing
our skill ―reading‖ text features, but we will also use the information from them to help read and
understand an article.
Teach: Display a copy of a new feature article and distribute student copies.
Ask students to name the article‘s features and read their meanings. Record some on class article or
chart with sticky notes and place them near the appropriate text features
Active Involvement: After doing several together, ask students to work with their partners and
finish ―reading‖ by placing sticky notes near the article‘s remaining text features. Students share out
after working together about five minutes. Point out to students all the gathered information. Tell
students you will read the article aloud and think about how reading text features helped
you understand the article‘s contents. After reading the article, ask students what new information
they now have. Ask students how reading text features first helped them read and
understand the article.
Link: Tell students to select articles that interest them from three or four you copied and ―read‖
text features, recording information on sticky notes and placing them next to the features.
Tell students to read their articles and think about any new information they have.
Share: Partners share information recorded on their sticky notes. Ask students to discuss how reading
text features helped when they actually read their articles‘ text. Have two or three students share
out with the whole group.
Materials: Variety of highly interesting or engaging feature articles, persuasive writing, and editorials
collected before launch of unit, from various sources, such as www.timeforkids.com,
http://teacher.scholastic.com/scholasticnews/, www.ajkids.com/news.asp,
www.pbs.org/newshour/extra
Older articles that deal with issues from current events magazines. Maybe from Flocablulary.
Lesson Plans for Fourth Grade – Date – Tuesday, May 7, 2013
environments in order to survive. Plant and animal populations depend on each other
for survival. (food chains, relationships)

10:30-11:15
Math
Investigations
Homework
C63
3.5A Common Core Lesson
Dividing 4-Digit Numbers
Ten Minute Math – Closest estimate with 4 digit numbers
Discussion: The teacher/students will talk about the different strategies they have
practiced when dividing 4 digit numbers. The teacher will show them a story problem on
page C61. The teacher will ask students to solve the problem. (have on the board) Ask
student questions as they discuss the problem. Ask: ―Do you think there will be more or
fewer than 10, 100, 1,000 bags and why.‖ Ask ―How can multiplication help you solve this
problem?‖ Record their strategies on the board that they used to solve the problem.
Look for a variety of ways. Students will solve problems on page C61-62.
Students work on the problems. Then Discuss how they were able to solve the problems
on the two pages. Check for their understanding. (One will have a remainder so talk a
bit about this.) Focus on this a bit and what they were able to do with the problem. Ask
if they‘re harder than the ones they had previously solved. Hopefully they will know
that they are just longer not harder than the others.
EOG Review: Balanced equations/input and output (Algebra and order of operations)
12:15-1:00
Inquiry
The lesson will begin with a review by reading the class chart of problems and solutions
for animals in different habitats. The teacher will wonder aloud, ―What happens if one
type of animal goes away? Or what if some plants disappear?‖ The teacher and students
will discuss articles they have read about different animals and how habitats were
affected by loss of food sources. Students will use parts of a food chain to put the
parts of the chain in order. After ordering, students will share their chains and discuss
why they ordered the way they did. The teacher will ask students to discuss what a
producer and consumer, would be based on what they already know about these words
in different contexts. Students and teacher will read ppA47-A49 in the science book
to learn about producers and consumers in a food chain. Students may reorder their
chains, discussing why and how they reordered. Students will discuss which animals
would be the producers and which would be the consumers. They will also try to
label/name the other parts of the chain.
1:00-1:45
Writers‘
Workshop
Focus: Studying the authors craft to help us create our own poems. -Metaphors
Connection: The teacher will remind students of the things that we have been looking at thus
far in our poetry unit. Tell students that over the next couple of days we are going to continue to
look at authors crafts and see how they use repetitions, alliteration, metaphor, simile, and
personification as elements in their poetry. Remind students about some of the devices we have
already talked about, and have one of two students share their simile poems.
Teach: The teacher will tell students that today we are going to take a deeper look at
metaphors, and how poets use this device to create imagery in their poems. Remember when we
read some poems that included metaphors, we noticed that the author was comparing two things
using the word ―is.‖ The teacher will share the poem ―blue‖ again to students and discuss the
images she sees due to the authors words. The teacher will then show students another poem
from Hailstones and Halibut Bones to see how the poet uses metaphors to paint pictures in our
mind, point out how the words are very precise to create those images. Have students turn and
talk about what they hear, and think, when they read the poem. The teacher will then model
using metaphors to create her own poem- ( I would suggest using a color.)
Active Engagement: The students will turn and talk about what they noticed you did as a writer
when you wrote your poem, what did you think about? How did you use metaphors to create
pictures in your text? The students will then work on their own poems using the metaphors in
their poems.
Link: Remember how writers use metaphors to compare two things saying that they are the
same, this creates powerful images in the readers mind.
(May need to finish Investigations)

Objectives to
be presented:
4.L.1.2 Explain how animals meet their needs by using behaviors in response to information received from the
environment
4.L.1.4 Explain how differences of the same population sometimes give individuals an advantage in surviving and
reproducing and changing habitats
.RL4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems
Essential
Questions
8:00-8:50 Specials
8:50-9:50
Reading
Workshop
U8-3Teaching Point- Focus Strategy: Students use their skill of ―reading‖ text features to infer author‘s purpose
and main idea of an article, justifying their ideas with text evidence.
Connection: Hand out student copies and display a feature article rich with text features. Tell students to think
about all the facts they can see or infer from the article‘s text features. Explain that text features help us think
about the big idea the author is trying to communicate. You do not need to elaborate on what big idea means at
this point; understanding emerges and grows during this lesson.
Teach: Tell students to spend a few minutes just reading text features and noting what they see or can infer on
their copies. Have students share out and record their observations on a chart. Now, ask students to review all
their observations and decide what they think the author wants us to understand. This question is different from
asking students what the article is about.
Asking them to read and infer from text features what authors want us to understand helps them see articles‘ big
pictures. They are learning a strategy for understanding authors‘ issues and perspectives.
Active Involvement: As students share out what they think the author wants us to understand,
ask them to support their ideas with text evidence. Record their ideas on ―The Big Idea—What Does the Author
Want Me to Understand About This Information?‖ chart. Tell students that understanding big ideas of feature
articles or editorials takes us beyond what we learned earlier in the year about identifying main ideas and
important details. Explain that we have definitely found the main idea, but taken it to a higher level by going
beyond identifying the topic; now we are figuring out what the author really wants us to know about the topic,
which is the article‘s big idea.
Link: Tell students to return to their articles from Lessons 1 or where they used sticky notes
to ―read‖ text features. Tell them to review their notes on the articles and answer the question
from the class chart, ―What does the author want me to understand about this information?‖
Students write their statements of big ideas in their reading response notebooks, justifying their thinking with
text evidence.
9:50-11:05
Math
Investigations
Homework p 54-
55
Session 3.5 Solving Problems in Context Ten-Minute Math counting Around the Class HW pp. 54-55
The lesson will begin with students solving story problems on pp51 and 52. The teacher will ask students to create
an estimate for each problem. The teacher and students will complete the first problem together and then the
teacher will model thinking aloud, questioning herself about the problem. (See questions on p107). Students will
complete numbers 2-4 independently.
Discussion: The teacher and students will discuss by sharing their first steps for 460 divided by 8. The teacher
will ask students to suggest ways to finish the problem. (Can they explain using cards and pages?)
11:05-11:20
Word
Study/Read
Aloud
Lesson Plans for Fourth Grade – Date Wednesday, May 8, 2013

12:15-1:00
Inquiry
The lesson will begin ordering some new pictures (April will sent) into a food
chain and labeling them as ―producers,‖ ―consumers,‖ and ―decomposers.‖ The
class will check their work by consulting the chart in the science book on pA46.
Next, the teacher will wonder if (one animal) is the only animal that eats ( ).
The teacher and students will create a web (―Oh Deer‖) by assigning students
certain animals to pass the string to each animal who eats the same food.
Students will discuss what they notice about how the organism survives. Can
they infer what the difference is in a food chain and a food web. Students and
teacher will read the DE passage, ―Food Webs.‖ As they read, the teacher and
students will discuss their inferences and their reasons for conclusions they
draw. The teacher will remind students that researchers also use videos to
gather information. Students will view the DE video, ―What is a Food Chain?‖
Students will turn and talk to discuss answers they have gathered to the
Essential Questions. Students will complete a mini assessment after discussing
with their peers. (Nicole will send mini assessment.)
1:00-1:45
Writers‘
Workshop
Focus: Studying the authors craft to help us create our own poems. –
Personification
at thus far in our poetry unit. Review and define the poetic devises that have been
discussed.
Teach: Tell students that today we are going to look at another poetic devise,
personification. Have the students turn and talk about what they remember about
personification from our reading unit. Show students an example of a poem that has
personification that we have already used, like ―August‖ and point out how the author
uses personification to make the month act like a person. Tell students some other
examples might be:
The waves ran towards the shore with furious pace.
The leaves danced their way through the lawn.
Every morning, the Sun glanced at them with love.
Give students some starter topics to think about, and model stopping to jot an example of
personification.
Active Engagement: The students will join with you and you will give them a topic (dog,
December, wind) and have them stop and jot a sentence using personification. Have
students turn and share your example. Then students will take a topic from their
topics list, and they will work on their own example of a personification poem.
Link: From this moment on, remember how good poets utilize personification in their
poetry as a particular craft.

Objectives to
be presented:
environment
Essential
Questions
8:20-8:50
Global Studies
8:50-9:50
Reading
Workshop
U8-4 Teaching Point- Focus Strategy:
Students locate specific information using a ―right there‖ strategy to increase their ability to read and process nonfiction texts.
Connection: Remind students that in Reading Workshop, they will work to strengthen their nonfiction text reading skills. Ask
students to quickly scan the Venn diagram from Lesson 1 to review some differences in reading nonfiction texts.
Teach: Illustrate the purpose of reading nonfiction texts—to gather information to solve problems and expand knowledge—versus
fiction texts—to entertain.
Hold up various nonfiction resources and ask students to share with elbow partners what the purpose of reading that text is. For
examples, in a telephone book, to find telephone numbers or addresses; in an atlas, to find locations of countries; in an encyclopedia,
to find information about George Washington; and in a nonfiction book, such as Cheyenne, to find out where the Cheyenne lived.
Using the phone book, tell students you will search for the telephone number for Joseph Smith. Ask them if this is how to read this
nonfiction text: Starting with letter ―A,‖ read each name, address, and telephone number in order as it appears. Hopefully they will
stop you immediately to let you know this strategy is not useful for this kind of text, unlike fiction books, which people read from
cover to cover.
Explain that when reading nonfiction texts, you are often looking for specific information, which is ―right there‖ in the text. It is
the easiest kind of information to find and more than likely answers ―who,‖ what,‖ ―when,‖ or ―where‖ questions. As students read
nonfiction texts, they should form questions. Remind them of the ―I wonder‖ strategy in Unit 2. Readers often determine what
information they will look for as they read. Sometimes teachers or test items determine the questions to answer particular
information, but it does not matter. Explain that students should have questions in mind before locating information in nonfiction
texts. Begin creating the ―Strategies for Locating Specific Information in Nonfiction Texts‖ chart. Display a copy of the text,
then write and read the first ―who,‖ what,‖ ―when,‖ or ―where‖ question you prepared. Skim for and underline two important clue
words. For example, in a ―who‖ question, such as ―Who ordered Lewis and Clark to make maps?‖ underline the clue words ―Thomas
Jefferson,‖ ―ordered,‖ and ―make maps.‖
Discuss how the answer was ―right there‖ in the words of the text. Once you found clue words, you had the information you were
looking for. You did not have to interpret or add to other background information in your head. The information was ―right there‖ in
the text.
Active Involvement: Students work with partners to examine the photocopied passage and find ―right there‖ information. Tell them
to underline clue words in the questions and scan the text for clue words and find ―right there‖ information that answers the
questions.
Link: Tell students to find ―right there‖ information in their nonfiction reading today.
Students read independently from at least one nonfiction source.
• Ask them to think of at least two questions with ―right there‖ answers in their chosen texts, then read the texts to locate the
―right there‖ information.
• Have students record their experiences with this technique in their reading response journals.
9:50-11:05
Math
Investigations
Homework
Review sheet
Ten-Minute Math counting Around the Class
Session 3.6 End-of-Unit Assessment
Students will complete the End-of-Unit Assessment (M21-M22 30 mins.)
The teacher/students will complete EOG review. The lessons will involve base 10 word problems for students to complete.
Workshop:
•Factor Bingo
•Multiple Towers
Discussion: The teacher and students will discuss how they are using division to determine solutions to Multiple Tower problems.
11:05-11:20
Lesson Plans for Fourth Grade – Date – Thursday, May 9, 2013

12:15-1:00
Inquiry
The lesson will begin with a review by discussing with students the idea of how
the shark fits into its food chain. What happens to protect other animals from
sharks? Students will discuss to hypothesize about what might happen to keep
sharks from depleting the populations of other animals. Students and teacher
will view the page about dolphins and sharks (p26) in How Animals Defend
Themselves (Inquiry tub). The teacher will wonder aloud, ―Do animals only work
together with their own kind?‖ Students will view the first, un-narrated,
portion of the video (youtube – animal partnerships – David Attenborough –
BBC). The teacher will stop the video and students will discuss the teacher‘s
question. Next, the students will finish watching the video to learn how
different types of animals cooperate to meet each other‘s needs. Students
and teacher will read pp28 and 29 in How Animals Defend Themselves.
Students will turn and talk about why the relationships they have learned
about would be important for survival. Students will share, then write to
answer the question. (Name one relationship of two different types of animals
and tell why this relationship would be important for the survival of both.)
1:00-1:45
Writers‘ Workshop
DIGGING DEEPER

Objectives to
be presented:
environment
Essential
Questions
How do animals use their senses to help them survive?
8:00-8:50 Specials
8:50-9:50
Reading
Workshop
See next slide. U8-5
9:50-11:05
Math
Investigations
Unit 9 and to end of year
Session 2.1 The Penny Jar Ten-Minute Math - Closest Estimate
The lesson will begin by explaining to students that the Penny Jar begins with a jar
containing some pennies and then those get added to again and again. The teacher will show
students the Penny jar and begin with 4 pennies in it. She will then add 6 pennies and ask
students how many are in the jar now. This procedure will continue with the teacher
recording the number of pennies in the jar each time on the board. Pairs of students will
use Penny Jar Situation Cards (M19) to find the number of pennies after 6 rounds for each
of the two situations. They will record their work on SAB p13. As some students begin to
complete p13, the teacher will direct students‘ attention to their results. She will ask them
if they can tell from their work how many pennies there are in the jar after each round?
The teacher will ask students to find a way to show on a separate sheet of paper the
number of pennies in the jar after each round. Students may use a picture, a table, a
diagram, numbers, or any other way that shows this clearly. She will tell students that
someone looking at their work should be easily able to see how many pennies there are
after any round. If they have time, they can show more than 6 rounds.
Discussion: The teacher and students will share some of the REPRESENTATIONS that
students created for showing the number of pennies. The class will discuss whether they
can tell how many pennies are in the jar after (different rounds). What helps us see how
many pennies were in the jar after each round? What helps us see how many were added
each round? What arithmetic expressions can you use to represent the number of pennies
in the jar after round 6? If students need more understanding, start with 7 and ask for an
arithmetic expression for each round.
11:05-11:20
Word
Study/Read
Aloud
Lesson Plans for Fourth Grade – Date – Friday, May 10, 2013
Enduring Understanding: What‘s the Big Idea here? Animals adapt to their environments
in order to survive. Animals collect information about the environment using their senses.

U8-5
Teaching Point- Focus Strategy:
Students locate multiple pieces of information from different sentences and use the ―put-it-
together‖ strategy to increase their ability to read and process nonfiction texts.
Connection: Remind students they are strengthening their nonfiction text reading skills.
Refer students to the ―Strategies for Locating Specific Information in Nonfiction Texts‖ chart.
Have them tell their elbow partners what the ―right there‖ strategy is and when to use it.
Teach: Let students know ―right there‖ information is the easiest to find, but not always the most
useful or interesting. We need to learn to find information buried deeper in texts.
After briefly reviewing the ―right there‖ strategy, move students to understanding the ―put-it-
together‖ strategy. Explain sometimes information we want is not always ―right there.‖ Often, we
have to read more than one sentence to find information we seek.
Demonstrate with two ads from the Yellow Pages. Show students they may have to ―put together‖
information from the two ads to answer questions, such as ―How late are restaurants open?‖
Explain that students can recognize questions that require the ―put-it-together‖ strategy by some
keys words. These ―think and search‖ questions require that they accurately locate and put
together multiple facts to completely answer the questions, which often include words, such as all,
sequence, or different types. Tell students that questions containing key words, such as all: ―Who
are all the senators from Colorado?‖ and different types: ―What are the different types of fish in
the Colorado River?‖ are ―put-it-together‖ questions. So are questions with number words, such as
―What are three animals that live in Colorado?‖ and sequence words, such as ―What are the steps in
baking a cake?‖ As you share cue words, ask students to share with their elbow partners other
examples of questions that require the ―put-it-together‖ strategy.
Display an overhead or digital copy of your social studies text, such as ―Indians of Colorado,‖ and
distribute student copies of pre-determined ―think and search‖ questions about the selection that
require students to locate at least two different pieces of information from more than one
sentence. Ask students to read the first question with you. Point out cue information. For example,
asking students to answer the question, ―What are the two major groups of Indians who lived in
Colorado in the early 19th century?‖ requires them to get information from the first sentence in
the paragraph and near the end of the paragraph. Thus, they have to read and gather information
and ―put-it-together‖ to answer the question.
Read the first paragraph with students and ask them to discuss with their partners where they see
information to put together to answer the question. On the projected copy, underline separate
pieces of information that have to be put together to answer the question. Have students help put
together the answer to the question.
Active Involvement: Students work with partners to examine the photocopied passage and answer
two more ―put-it-together‖ questions. Tell students that their jobs are to underline clue words in
the questions and scan the text for clue words to put together information to answer the
questions.
Link:
Tell students to find ―put-it-together‖ information in their nonfiction reading today.
• Students read independently from at least one nonfiction source.
• Ask students to think of at least one question with ―put-it-together‖ answers in their chosen
texts and read texts to locate ―put-it-together‖ information.
• Have students record their experiences with this technique in their reading response journals.
Have a few students share their experiences with “put-it-together” information during independent reading. Write
this new nonfiction reading strategy on the “Strategies for Locating Specific Information in Nonfiction Texts” chart.

12:15-1:00
Inquiry
The lesson will begin with a review by reading some of the answers that students
wrote the day before about how relationships between animals help them survive.
The teacher will remind students of the reading about the desert tortoise in the
research package. Students and teacher will re-read the information and the
teacher will wonder aloud, ―How do they know they need to change their sleeping
habits?‖ Students will discuss to infer how the tortoise may know that they need
to adapt their schedule. The teacher will record ideas as students share.
Students will view the video, (Youtube – Sense of Survival). Students will discuss
again to decide if the video confirmed any of their inferences. Next, students
will read assigned pages in How Animals Use Their Senses (Inquiry Tub).
Different groups will read about how eyes, ears, smell, touch and taste assist
animals in survival. Each group will discuss and record on a white board how their
sense helps animals survive. As they share, the teacher will record in a class
chart, listing ways each of the senses helps animals survive.
1:00-1:45
Writers‘
Workshop
DIGGING DEEPER

Objectives to
be presented:
changing habitats
factors.
Essential
Questions
What are some examples of learned behaviors?
What is learned behavior?
Do all animals exhibit learned behavior? Why do you think so?
8:00-8:50 Specials
8:50-9:50
Reading
Workshop
See next slide.
9:50-11:05
Math
Investigations
Homework p20
Session 2.2 Penny Jar Tables Ten-Minute Math – Closest Estimate
The lesson will begin by reviewing the Penny Jar lesson from the previous day. Students will continue
working with the Penny Jar situation card to determine the total number of pennies in the jar after a
particular round. Students will work on answering questions such as how many pennies will be in the jar
in round 10. Can they think of a way to figure this out without taking all the steps. Students will use
pp17-18 to determine the number of pennies in the first seven rounds. The teacher will ask students
How many 3s they need for the seventh round? Is there a way to think of that using multiplication?
She will remind students that they have to check that their pattern works all the way down the table
and that it could be more than one operation.
Discussion: The teacher and students will focus on describing the relationship between two quantities
in a situation of constant change, taking into account a beginning amount and a constant increase AND
on finding the value of one quantity in a situation of constant change, given the value of the other.
Students will work on M20 and 21 to complete a new Penny Jar situation. Together the teacher will fill
in the transparency chart through round 7 taking students input. Record one student‘s idea about how
to figure out the number for any round in this Penny Jar. The teacher will ask students to think if
there is anything about 90 that would help them decide whether there can ever be that number of
pennies in the jar?
11:05-11:20
Word
Study/Read
Aloud
Lesson Plans for Fourth Grade – Date – Monday, May 13, 2013
environments in order to survive . Animals exhibit learned behaviors that help them
survive.

U8-6
Students locate multiple pieces of information from different sentences and combine that
information with their own background knowledge to increase their ability to read and process
nonfiction texts.
Connection: Remind students they are strengthening their nonfiction text reading skills. Point out
the ―Strategies for Locating Specific Information in Nonfiction Texts‖ chart. Have students
describe to their elbow partners one strategy for reading nonfiction texts.
Teach: Let students know they will expand on the strategies they have already been using . Often,
we combine text information with information we already know to answer the most important
questions about information we are gathering. Display your text selection and pose your chosen
question.
Note cue words and point out that this question requires students to ―put-it-together‖ and make
inferences from what they already know. Lead students in a shared reading, pointing out cue words
while thinking aloud how to put information together and combine it with what you know to answer
the question.
Active Involvement: Students work with partners to examine the photocopied passage and answer
one more ―put-it-together and infer‖ question. Tell students their jobs are to underline the
question‘s clue words, scan text for clue words, find information to put together, and talk with
partners about what knowledge they need to draw on to answer the question.
Link: Tell students to find ―put-it-together and infer‖ information in their nonfiction reading today
Students read independently from at least one nonfiction source.
• Ask students to think of at least one question with a “put-it-together and infer” answer in
their chosen texts and read texts to locate “put-it-together and infer” information.
• Students record their experiences with this technique in their reading response journals.

12:15-1:00
Inquiry
The lesson will begin with a review of the class chart of how animals use their
senses to help them survive. The teacher will explain that our senses work
without thinking. She will point out the big idea for today and wonder about the
meaning of ―behavior.‖ Students will share their ideas of the meaning of the
word and tell why they think that. Next, the teacher will have one student
come up and drop a ruler between her hands. The teacher will try to slap her
hands together to catch the ruler. The student will continue until it becomes
clear to the students that she has gotten better at catching the ruler between
her hands. The teacher and students will discuss how this learning could relate
to the behaviors of animals. Do all animals get better at things through
experience or practice? Why would animals need to practice – what are some
examples in nature? The teacher and students will discuss/wonder why this
ability – to learn a behavior – would be important to survive. Students will view
the DE video, ―Learned Response‖ to learn more about animal learning. Students
and teacher will read p13 in Animal Adaptations from Inquiry tub. The teacher
will notice the text features of the passage to model thinking aloud about the
information she can gather even before she reads. Students will read pB71 in
the Science book to learn more about learned behaviors. Students will read to
answer the question, ―Why is the ability to learn a behavior important to
survival?‖ Students will include one example of learned behavior in their
response.
1:00-1:45
Writers‘
Workshop
Focus: Studying the authors craft to help us create our own poems. - Simile
at thus far in our poetry unit. Tell students that over the next couple of days we are
going to continue to look at authors crafts and see how they use repetitions,
alliteration, metaphor, simile, and personification as elements in their poetry.
Teach The teacher will share with students ―Willow and Gingko‖ to point out how the
author created images. The teacher will model rereading a poem she has written,
thinking aloud about a simile that might make her poem better – show the reader
exactly what something or someone is like.
Active Engagement: Students and teacher will also read the poem ―similes.‖ The
students will turn and talk about the purpose of the similes in the poem. Students will
tell how a simile could help their poem show what something is like.
Link: Remember how readers use repetition to make a point by repeating particular
words and phrases.

Objectives to
be presented:
changing habitats
factors.
Essential
Questions
What is an instinct?
What instincts do animals have?
How does instinctual behavior help animals survive?
9:30-10:30
Reading
Workshop
See next slide.
Lesson Plans for Fourth Grade – Date – Tuesday, May 14, 2013
environments in order to survive . Survival advantage is the result of characteristics
that the organism already possesses.

U8-7
Students reflect on information to answer ―on your own‖ questions, enabling them to think more
deeply about their reading and comprehend nonfiction texts.
Connection: Remind students they are strengthening their nonfiction text reading skills. Point out
how the ―Strategies for Locating Specific Information in Nonfiction Texts‖ chart helps the
process. Have students describe to their elbow partners one strategy for reading nonfiction texts.
Teach: Let students know today‘s strategy can be used before or after reading nonfiction texts.
Today they work with ―on your own‖ questions, which they answer from inside their own heads.
Sometimes people use it both before and after reading.
Ask students to think how they feel about going to a school where all the grades were together in
one room. After silently reflecting a minute or two, ask them to turn to their elbow partners and
share thoughts about this question. You can teach the next part of this lesson on animals in the
library and/or technology lab, rather than during Reading Workshop. Plan where it fits best in your
schedule. If you teach the lesson in the technology lab or library, have students sit at computers in
pairs.
Active Involvement: Have pairs of students go to the Doing History site and click any picture on
the home page, which takes them to the site‘s table of contents. Ask students to click ―Farmers &
Ranchers,‖ then ―Families, Children & Schools,‖ then click ―Schools‖ (or the school photo).
Students click the first photo, then ―About this Photo,‖ ―More about this Topic,‖ and ―Their Own
Words‖ for each of the seven photos in this section.
Have students think silently for a moment about how they would answer the original reflection
question now.
After personal reflection, ask students to share their thoughts about attending school in a one-
room schoolhouse now, in the current year. Has their opinion changed from how they felt before
they read this chapter?
Link: During Independent and Small Group Time, students continue to explore this Web site or
read independently, asking themselves ―on your own‖ questions before they begin reading
Students reflect on this activity in their reading response journals.
Students think of ―on your own‖ questions before reading independently, based on pictures or titles
on the texts‘ first pages.
• After reading, students reflect in their reading response journals.

10:30-11:15
Math
Investigations
Homework
p24
Session 2.3 Round 20 Ten-Minute Math Quick Survey HW p. 24
Students and teacher will work to fill out the table on p62. Students and teacher will record
every 5th round. They will explain how they found the number of pennies after round 20. They will
also develop arguments and a representation to show why the number of pennies for round 20 is
not double the number of pennies for round 10. The teacher will show students the Penny Jar
Table with Calculation T96. The teacher and students will work as a class, recording information
in the first two rows for this Penny Jar situation. Start with 3 pennies and add 5 pennies each
round. They will write the calculation in the middle column. Students may come up with other
ways to calculate as they work. Students will work on pp21-22 to record totals for rounds 5, 10,
15, and 20 for the given Penny Jar situation.
Discussion of Round 10 and 20: The teacher will ask students to share whom she observed
during the previous activity and ask them to share their methods for finding the totals for the
rounds. The teacher will write each method on the board as they are shared. The teacher will
include others in the discussion by asking, ―Who else used this method?‖ The teacher will discuss
with students how doubling can be useful in some situations. She will ask students why it doesn‘t
work in this situation.
12:15-1:00
Inquiry
The lesson will begin by sharing some of the student responses from the day before
about learned behavior and how it helps animals survive. The teacher will wonder aloud
if all behavior is learned. The teacher will discreetly drop a heavy book on the floor or
slam the door. When students startle, the teacher will ask students to discuss whether
they made a conscious decision to have that reaction or if it just happened. The
teacher and students will discuss other things we do automatically and the possible
reasons that our bodies may automatically respond in these ways. (help us survive in
some way) The teacher and students will create a class chart of things we do
automatically and how they help/protect us. The class will use the list to
discuss/wonder about other animals and what instincts they may share with us or other
instincts they have. Students will sort some picture cards that represent learned and
instinctual behaviors. Students will share their sorts and defend them by giving reasons
for their sorts. Next, students and teacher will read p12 in Animal Adaptations from
Inquiry Tub to learn about the word, instinct. The teacher will model thinking aloud
about the text features and how to figure out the meaning of the word instinct.
Students will read pB70 in the science book to learn more about instinctual behavior.
They will resort their picture cards after reading if needed. Students will complete a
quick assessment from Kylene at the end of the session.
1:00-1:45
Writers‘
Workshop
Focus: Creating a higher quality poem by revising poems.
Connection: We have talked about all the various devices that good poets use, and we have
practiced these devices in our own poems.
Teach: Tell students that today you want them to go back to one of their previous poems and
raise the quality of that poem. Have students turn and talk about what they remember that we
have done in the past when we revise our writing? Point out that when we revise, we are making it
BETTER. Revision is a hard process to go through, because you have to step back from your
writing, and look at it through the various lenses of a writer, but also think about what it sounds
like to a reader. The teacher will remind students that when we revise, we want to make our
good work even better, The teacher will model taking one of her previous poems from the unit
and reading it to think about the word choices that she uses, does the poem make sense, does it
create a picture in the readers mind?
Active Engagement: The students will share out on what they think about the revisions that the
teacher made to her poem. Turn and talk about the revisions that they can make to their poems.
The students will have 30 seconds to find a poem that they feel good about, that they can work
on making even better! Have students turn and talk about one idea they have to revise their
poem. Have students work on revising their poems.
Link: From this moment on, remember how great poets always challenge themselves to make
their poems even better!
1:45-2:15 Math Differentiation (May need to finish Investigations)

Fourth adaptations

Recommended

Recommended

More Related Content

Similar to Fourth adaptations

Similar to Fourth adaptations (20)

Fourth adaptations