7/30/2019 Lesson Plans Friday 11-16-12

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Math

MA.4.2.6 2000

Use a standard algorithm to divide

numbers up to 100 by numbers up to10 without remainders, using relevantproperties of the number system.

CCSS.Math.Content.4.NBT.B.6 Fin

d whole-number quotients and

remainders with up to four-digit

dividends and one-digit divisors,

using strategies based on place

value, the properties of operations,

and/or the relationship between

multiplication and division. Illustrate

and explain the calculation by using

equations, rectangular arrays,

and/or area models.

DMR (4.2.5, 4.3.6, 4.3.4, 4.3.2, etc)

Rocket Math review and 1 min quiz (4.2.4)

Problem Solving: DMR question 5

Objective / Rationale: Students to gain conceptual understanding ofthe forgiving strategy for dividing numbers up to 100 by numbers up to 10.

Mini Lesson: Model using the strategy, with flats, rods and units on stickytack, to support conceptual understanding of why the steps happen as theydo. Review the anchor chart for the Forgiving Method strategy, and ananchor chart in their math journals.

partners turn and talk about the steps and why they are done in thatorder

Guided Practice: In pairs, students will have the opportunity to practice fouproblems of their choice. 8 division problems will be posted on the smartboard. Guided practice from this activity will be collected and formativelyassessed. Data from this practice will be used to form small groups forMonday.

Fluency Stations: Math Facts Stations, students choose the stationsaccording to what math facts they're focused on that day. (Rocket math)

Vocabulary: 10 Min. Curriculum from Vocabulary: Making Meaning

Digging up Tyrannosaurus Rexby Horner and Lessem(Review student made classroom word wall additions from Monday)

Words: partial portray establish

Reading Comprehension:EL.4.3.5 2006

Define figurative language, such as

similes, metaphors, hyperbole, orpersonification, and identify its use inliterary works. Simile: a comparison thatuses like oras Metaphor: an implied comparison Hyperbole: an exaggeration foreffect Personification: a description thatrepresents a thing as a personExample: Identify a simile, suchas Twinkle, twinkle little star... like adiamond in the sky. Identify ametaphor, such as You were the windbeneath my wings. Identify anexample of hyperbole, suchas Cleaner than clean, whiter thanwhite. Identify an example ofpersonification, such as The NorthWind told the girl that he would blowso hard it would be impossible to walkup the steep hill.

Objective:

Mini Lesson:

Why do we need to understand figurative language? Sometimes

authors use language that make the reader think. This having to

think keeps the reader engaged and entertained. Sometimes whendescribing ideas or feelings, its too abstract to outright say it, sofigurative language is used to capture what the author wants to

express.

What is a hyperbole: exaggeration. Create an anchor chart

1. I'm as hungry as a horse.2. I had a ton of Homework.

3. I have a million things to do.4. You could have knocked me over with a feather.

5. That joke is so old, the last time I heard it I was riding a dinosaur.6. That smile is a mile wide!

7. Its raining cats and dogs!8. I was so nervous. I felt the whole world was looking at me!

Guided Practice: All students will get hyperbole examples from on

strips. In partners, they'll share their hyperbole then explain why it is ahyperbole. .

Share:A few pairs of partners will share their thinking with the group.

Reader's Workshop:

Small Group #2CCSS.ELA-Literacy.RF.4.4aRead

grade-level text with purpose and

understanding.

Book Intro/ I DO: Black and White by David Macaulay on Synthesizing

Start with a Synthesizing anchor chart from Comprehension

Connections: Good readers monitor overall comprehension,important concepts and themes as they read. Good readers

understand that their thinking evolves and changes in the process ofunderstanding.

http://www.corestandards.org/Math/Content/4/NBT/B/6http://www.corestandards.org/ELA-Literacy/RF/4/4/a/http://www.corestandards.org/Math/Content/4/NBT/B/6http://www.corestandards.org/ELA-Literacy/RF/4/4/a/