Lesson Plan Template s11

Trousdale County Schools Weekly Lesson Plan

Teacher:Harris Pacing Guide Week #:1

Dates: 8/5/13-8/9/13

Subject: Grammar Common Core Standard(s) to be taught: (Write the entire standard)  L.4.1f Produce complete sentences, recognizing and correcting fragments and run-ons  L.4.2a Use correct capitalization

SPI(s) to be taught: (Write the entire SPI)  GLE 0401.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling Daily practice activity for citing text based evidence in conversation and/or writing:  Identify complete sentences  Identify complete subjects and predicates  Use complete sentences in writing and speaking  Use correct capitalization I Can Statements : Student Agenda:  I can produce complete sentences and use correct  Posted daily but NOT included in Lesson Plan capitalization.

Assessment Strategies (for Stage 1 teachers ONLY): Assessment used to determine mastery daily: If a quiz or test is given, include in the Teacher’s Lesson Plan Notebook.

Instructional Materials (for Stage 1 teachers ONLY): All instructional materials are to be included in the Teacher’s Lesson Plan Notebook.

Instruction: In outline form, describe each day of instruction. Formative Assessment: Day 1 Reader’s Notebook p. 7   Teach simple subjects and predicates

Day 2 Reader’s Notebook p.8  Teach complete subjects and predicates

Day 3 Reader’s Notebook p. 9  Teach compound subjects and predicates

Day 4 Reader’s Notebook p. 10  Spiral Review Nouns

Day 5 Reader’s Notebook p. 11  Connect to writing; Sentence Fluency

Day 6 

Day 7 

Alternate Instructional Interventions: Provide a specific plan for alternate instructional interventions, or re-teaching.  What is a sentence?/ Narrative writing: students write 3-4 sentences that describe what they and their friends enjoy doing after school. Underline the simple subject in the sentences and circle the simple predicate. Invite students to read their sentences aloud.

1 Instructional technologies to enhance learning: List how each will enhance the effectiveness of the lesson.  Grammar snap videos  Write Smart online writing tools

Teacher: Harris Pacing Guide Week #:1 Dates: 8/5/13-8/9/13

Subject: Spelling

Common Core Standard(s) to be taught: (Write the entire standard)  L.4.2d Spell grade-appropriate words, consulting references as needed

SPI(s) to be taught: (Write the entire SPI)  SPI 0401.1.8 Identify correctly or incorrectly spelled words in context Daily practice activity for citing text based evidence in conversation and/or writing:  Spelling words correctly I Can Statements : Student Agenda:  I can spell fourth grade words correctly  Posted daily but NOT included in Lesson Plan

Assessment Strategies (for Stage 1 teachers ONLY): Assessment used to determine mastery daily: If a quiz or test is given, include in the Teacher’s Lesson Plan Notebook.

Instruction: In outline form, describe each day of instruction. Formative Assessment: Day 1 Reader’s Notebook p. 4  Teach short a and long a

Day 2 Reader’s Notebook p. 5  Teach spelling word sort

Day 3 What is the connection between magic  Teach word families and magician?; What is the connection between amaze, amazing, and amazement? Day 4 Reader’s Notebook p. 6  Teach proofreading for spelling

Day 5 Test  Assess spelling test

Day 6 

Day 7 

Alternate Instructional Interventions: Provide a specific plan for alternate instructional interventions, or re-teaching.  If students misspell four or more words, revisit the ‘Model and Sort’ for spelling patterns with long and short a.

2 Instructional technologies to enhance learning: List how each will enhance the effectiveness of the lesson.  Reader’s Notebook; text analysis and citing text evidence, vocabulary strategies, spelling, grammar, and writing traits  Powerpoint

Teacher: Harris Pacing Guide Week #:1 Dates: August 5-9

Subject: Reading Common Core Standard(s) to be taught: (Write the entire standard) RL. 4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text, (e.g., a character’s thoughts, words, or actions). W.4.3d Use concrete words and phrases and sensory details to convey experiences and events precisely W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

SPI(s) to be taught: (Write the entire SPI) SPI 0401.8.2 Identify characters, setting and plot in a passage CU 0401.3.15 Incorporate vivid language into writing GLE 0401.3.1 Write for a variety of purposes and to a variety of audiences Daily practice activity for citing text based evidence in conversation and/or writing: Talk through text questions and text based questioning in science and social studies

I Can Statements : Student Agenda:  I can describe a character, setting, and events in a  Posted daily but NOT included in Lesson Plan story.  I can use words to describe things and events. I can write a narrative. Assessment Strategies (for Stage 1 teachers ONLY): Assessment used to determine mastery daily: If a quiz or test is given, include in the Teacher’s Lesson Plan Notebook.

Instruction: In outline form, describe each day of instruction. Formative Assessment: Day 1 Wb 16-17 Teacher read aloud- T12- model story structure- text based questioning Student book 18  Vocabulary- T14- in groups talk it over activity  Introduce story- realistic fiction genre T18-19  Story Structure  Read story Writing  . Descriptive Paragraph  Projectable 1.7 T52

3 Day 2 p. 32  Lesson opener- turn and talk p. 34 wb p. 3  Reread story completing think through text questions- focus on citing evidence from story (text based questioning)  T30-31 Dig Deeper student book p. 32  Students complete a plot chart with the bear story  T34 formal and informal language  Vocabulary strategy p. 3 T40 Writing  T53 Word choice Day 3 Wb p. 1-2  T35 Vocabulary strategy  Citing text evidence  Reread for test tomorrow Writing  Prewrite

Day 4 Week one assessment on computer Test Writing  Draft

Day 5 p.39 compare texts  Informational Text T36-38-  Think through text T38(text based questioning) Writing  Proofread

Alternate Instructional Interventions: Provide a specific plan for alternate instructional interventions, or re-teaching.  Leveled readers provide support and challenges for students.  Cold Reads provide test taking practice and skill review with challenges

Instructional technologies to enhance learning: List how each will enhance the effectiveness of the lesson.  Powerpoint slides will display questions for students.

Teacher: Harris Pacing Guide Week #: 1

Dates: 8/5/13-8/9/13

Subject: Math

Common Core Standard(s) to be taught: (Write the entire standard)  4.NBT.A.1. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. 1Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

SPI(s) to be taught: (Write the entire SPI) SPI 0406.2.3 Identify the place value of a specified digit in a number and the quantity it represents. Daily practice activity for citing text based evidence in conversation and/or writing:  Students will express reasoning for answers through writing on weekly math task. 4 I Can Statements : Student Agenda:  I can read and write numbers in standard form, written  Posted daily but NOT included in Lesson Plan form, and expanded form.  I can identify the value of digits.  I can tell greater than, less than, or equal to for numbers up to one million.  I can round whole numbers to a specified place. Assessment Strategies (for Stage 1 teachers ONLY): Assessment used to determine mastery daily: If a quiz or test is given, include in the Teacher’s Lesson Plan Notebook.

Instruction: In outline form, describe each day of instruction. Formative Assessment: Day 1 Students will work on Envision  Define the terms: standard form, word form, and expanded form. textbook pages 5-6; numbers 1-25  Teach how to identify and create numbers using all three forms. individually and with teacher  Discuss the place value of numbers up to the hundred thousand place. assistance.

Day 2 Students will work on Envision  Continue with expanded form, word form, and standard form for numbers up to textbook pages 8-9; numbers 1-25 the hundred millions place. individually and with teacher  Continue to focus on the value of a specified digit in a number. assistance. Day 3 Envision textbook pages 10-13;  Discuss the signs for greater than, less than, and equal to. numbers 1-37.  Teach how to compare numbers using place value.

Day 4 Envision textbook pages 14-15;  Teach how to round numbers to a specified place value. numbers 1-36.  Teach how to estimate numbers in real world situations. Day 5 Harcourt textbook pages 31-33;  Continue working on rounding numbers. numbers 1-53.

Day 6 

Day 7 

Alternate Instructional Interventions: Provide a specific plan for alternate instructional interventions, or re-teaching.  Harcourt Textbook pages 2-9 and pages 21-23  Harcourt workbook pages 1-3, 6, and 9

Instructional technologies to enhance learning: List how each will enhance the effectiveness of the lesson.  Pearson Success Net Envision Math- online tests and quizzes  Learning Farm- daily review of skills  Quiz Show- end of week assessment  Brain Pop- review of lesson  Problem Attic- TCAP type questioning review