Questions, Cues, & Advanced Organizers

Math
Instructional Strategy: advanced organizers
Day: 1-3 days

Objectives: Students will be able to factor a number into its prime factors creating a factor tree

Links to Standards: Math 4.6.1 algebraic concepts

Anticipatory Set: video Finding Prime Factors: The Branching Method from PowerMediaPlus

Assessment: Students will correctly create a factor tree from a numeral larger than 30.

Learning Connections: http://nlvm.usu.edu/en/NAV/frames_asid_202_g_3_t_1.html this site will factor random numbers.
http://www.worldofteaching.com/mathspowerpoints.html for a free ppt on prime numbers and prime factor tree

Students will log into www.starrmatica.com and complete the factors and multiples lessons/practice/tests during computer time

Learning Activities or Tasks: student will choose a number larger than 30 and make a factor tree on 11x18 poster paper.

Teaching Strategies: modeling, integrated technology

Adaptations/Modifications/Enrichment: NA

Materials & Resources: computers, projector, poster paper, supplies as needed
Lesson Evaluation & Reflection: To be completed when lesson has concluded.
+++++++++

Instructional Strategy: cuing and questioning
Day: 1-7 Social Studies/Reading

Lewis and Clark

Objectives: Students will become familiar with the journey of Lewis and Clark, so that when they read in their reading basal “Lewis and Clark and Me” by Laurie Myers

Links to Standards: social studies-famous explorers

Anticipatory Set: To give cues for this adventure we’ll complete the journey at the following site http://www.nationalgeographic.com/west/main.html This site asks questions about decisions to made that will make the trip successful

Assessment: In cooperative groups of 3 students will create a board game using the map and journey of Lewis and Clark.

Now, using the map you just found, you are ready to make the game.
Materials:
# game board sized paper or poster board
# construction paper
# markers/paint
# game pieces
# 1 die
# question cards
# any other materials that might make your game board more creative or look more real!
As an expert in your area, your group will:
1. Create 12-15 question cards for the game. Place the answer in small print on the bottom of the card. A fellow member will read the question to the player who will try to answer it. Here are two examples:
* * * * * * *
(Example)
What was the name of the Indian woman who helped Lewis and Clark?
Answer: Sacagawea
* * * * * * *
2. Represent your area of expertise on the game board with at least 3 pictures or images of items you discovered or saw while on the trail. They can be decorations (placed anywhere on the game board) or illustrations (placed in the actual spot where they were found or seen):
o Images copied and downloaded from the internet.
o Drawings or sketches that you have made of animals, plants, landforms, etc...
* Remember, select the size of your pictures according to how much space is allotted on your board. Plan ahead!
You and your fellow Corps members will:
1. Design the game board in the form of a map of the trail. The general trail should go from St. Louis to Oregon and back to St. Louis.
You may choose either to have the players reach Oregon and then turn around and follow the same squares back, or you may make the squares separate, but close to each other, knowing that the Corps followed basically the same trail to and from St. Louis. Remember that around the Marias and Missouri River that Lewis and Clark split up on the way back to St. Louis.
# Your game board should include the area of the United States where the journey took place, not the whole US. For a good example of the area you should use, return to the map at the end of your virtual tour of the trail.
# Your game board must have at least 20 squares.
# You may use squares, or footprints, or whatever mark you would like your players to follow as they circulate the US.
# You may use whatever kind of game piece you like, but remember, they should be distinctly different (color, shape, etc.) so that the players can tell their piece from the others.
2. Select 5 major events on the journey to label on the game board. http://www.nationalgraphic.com/west/7map.html
# These labels should be written neatly or typed. They should help guide students who have never studied Lewis and Clark... now you must be the teacher as well as the expert.
# They can be located anywhere they look appropriate.
# Examples: In 1805, the Corps spent a long, cold winter traveling over the Rocky Mountains.
Rules of the Game:
1. Each player gets one game piece, beginning on the start square of the game (St. Louis).
2. The player with the highest role of the dice begins.
3. The first player roles the dice and travels the number of squares accordingly.
4. If the player lands on a box that indicates a question, then a fellow player must read the question to him.
# Correct Answer = Take another turn.
# Incorrect Answer = Turn is over.
5. If the player lands on a square with a direction (ex. Snow storm, go back 2 paces, or Grizzly bear attacks- must hide in a tree, skip next turn), then the player will follow the direction. Player's turn is then over.
6. First person to return to St. Louis (the beginning) WINS!!!

Learning Connections: Enjoy camping? … In an unknown place?
“On January 18, 1803, in a secret message to Congress, President Thomas Jefferson called for an expedition into the uncharted West. Jefferson, believing that the possession of the Northwest Passage was necessary for control of North America, appointed Merriwether Lewis to lead a group of men to the Pacific Ocean. Lewis, an expert in botany, the study of plants, and zoology, the study of animals, knew that he could not lead alone. He asked William Clark, a friend of his from the army, to join him. Clark's expertise was in native cultures and map making. Together, the two friends would lead "The Corps of Discovery" on one of the most memorable expeditions in American History...”

Learning Activities or Tasks: The students will create a game board that relates the adventure and journey of Lewis and Clark in the 1800’s.

Teaching Strategies: technology integration, discussion, hands-on, group work, simulation, independent activity

Adaptations/Modifications/Enrichment: NA

Materials & Resources: projector, computers, art supplies, ss books

Lesson Evaluation & Reflection: To be completed when lesson has concluded.
*************
Instructional Strategy: cuing & advanced organizer
Day: 1

Objectives: Students will complete a concept map relating the items packed for the journey of Lewis and Clark

What Advance Organizers ARE:
* Organizational cues
* Tools that help connect the known to the unknown
* Frameworks for helping students understand what it is they'll be learning

Links to Standards: social studies-famous explores

Anticipatory Set: What do you pack to go camping? Let’s see what was on the list for Lewis and Clark as they journeyed into the unknown in the 1800’s.

Assessment: Students to create a concept map showing at least four of the provisions categories discussed. The headline/topic for the page should be "The Lewis and Clark Expedition." The center square or circle should be labeled "Equipping the Expedition."


Learning Connections: When going on a long trip in the 1800’s it is necessary to pack many different categories of supplies.

Learning Activities or Tasks: Students with a partner will read the list of supplies taken on the expedition. Each pair will choose one category, decided why the items were included and share with the class.

Teaching Strategies: discussion, introduction, modeling

Adaptations/Modifications/Enrichment: NA

Materials & Resources: “To Equip and Expedition” (http://www.pbs.org/lewisandclark/inside/equip.html), spider web,

Lesson Evaluation & Reflection: To be completed when lesson has concluded.

Generating & Testing Hypotheses

Math/Reading
Instructional Strategy: generating and testing hypotheses

Day1: 1-2 days

Objectives: Students will us math reasoning to complete easy chess moves.

Links to Standards: math 4.6.2

Anticipatory Set: Read The Homework Machine by Dan Gutman. This is one of the Golden Sower nominees for middle school students this school year. It’s about four fifth-grade students—a geek, a class clown, a teacher’s pet, and a slacker—as well as their teacher and mothers, each relating events surrounding a computer programmed to complete homework assignments. One of the characters learns to play chess and continues while his dad is deployed to Iraq.

Assessment: Students will be able to make basic moves with the classroom chess sets or the computer game

Learning Connections: students will watch beginning chess suggestions at http://www.chessdryad.com/education/magictheater/

Learning Activities or Tasks: Students will complete the following page from their math book.
Successfully play a game of chess with a classmate

Teaching Strategies: modeling, discussion

Adaptations/Modifications/Enrichment: NA

Materials & Resources: computer, projector, chess games, math books
Lesson Evaluation & Reflection: To be completed when lesson has concluded.
+++++++++++++++++++++++++++++++++++++
Instructional Strategy: generating and testing hypotheses

Day: 1-5 days

Nebraska Government (social studies)

Objectives: Students will study Nebraska’s Unicameral, how laws are passed, and generate hypotheses that predict what our government would look like if it were to change.

Links to Standards: SS 5.1.1 government

Anticipatory Set: Why do we have laws? Who decides what will become law?

Assessment: Student will explain the parts that make Nebraska’s government and how it generates laws we must obey by creating a poster (which will be graded using a rubric—yet to be produced)

Learning Connections: Visit from Senator Tom Baker to talk about his former job as our state senator and how laws are passed in Nebraska.
“How Laws Are Made” video from PowerMediaPlus.com
http://uniweb.legislature.ne.gov/UnicamKids/ is a site that explains the legislature and how it works.

Learning Activities or Tasks:
1. Students will first read about the Unicameral in their social studies book. The class will take notes of the important details and keep them in their notebook under the title Nebraska State Government
2. The class will watch the movie “ How Laws are Made” and add information to our notebooks
3. The class will generate questions for Senator Baker as he visits the class about how bills are passed into laws.
4. The class will visit websites that relate to Nebraska’s government from
http://pbaker.lakesidecentral.k12.ne.us/love.html
5. Students will create a situation where one aspect of law making in Nebraska changes and what will be the result. This could be a paired partner project.

Teaching Strategies: integrated technology. Modeling, discussion, exploration, cooperative learning

Adaptations/Modifications/Enrichment: NA

Materials & Resources: speaker, video, computer, projector, class books, social studies notebooks,

Lesson Evaluation & Reflection: To be completed when lesson has concluded.
+++++++++++++++++++++++++++++++
Instructional Strategy: generating and testing hypotheses

Social Studies-famous Nebraskan

Day: 1-4 days

Objectives: Students will investigate the reasons why a park and a street in McCook are named after George Norris.

Fourth graders last year telling George how much fun they had learning about him at his home in McCook.

Links to Standards: ?? I don’t assess social studies in the 4th grade, so I’m not sure of the standard number.

Anticipatory Set: What do you have to do to have a park and street named after you? Is there an example of this in southwest Nebraska?

Assessment: Students will make a ppt after investigating why George Norris is classified as a famous Nebraskan. There will be 6 slides to include an introduction and concluding slide with the other 4 slides telling one important fact about Senator Norris. Every slide will have a transition, picture, and one slide will have audio of the student reading the caption. This assessment will be in the form of a checklist or rubric-yet to be made.

Learning Connections: Goals along hard work will someday make me famous!

Learning Activities or Tasks: Students will internet search (http://pbaker.lakesidecentral.k12.ne.us/fiftiesjukeboxtemplate/page4.htm), read social studies books, books, field trip to George Norris Home,

Teaching Strategies: integrated technology, cooperative learning, discussion, research

Adaptations/Modifications/Enrichment: NA

Materials & Resources: http://pbaker.lakesidecentral.k12.ne.us/fiftiesjukeboxtemplate/page4.htm
From Nebraska Studies, the selection of George Norris includes a good review
http://www.nebraskastudies.org/0800/frameset.html , the time period is from 1925-1949.
Text books, biographies, field trip

Lesson Evaluation & Reflection: To be completed when lesson has concluded.

Setting Objectives and Providing Feedback

Reading
Instructional Strategy: Setting Objectives * Providing Feedback

Days: Quarterly Goal

Objectives: By the end of each quarter the students will have met or exceeded their self-selected Accelerated Reader goal and read from at least two of the self-selected genres by signing a contract.

Links to Standards: LA 4.1.6

Anticipatory Set: Any one know what a contract is? A contract is an exchange of promises between two or more parties to do an act, which is enforceable in a court of law. It is a binding legal agreement. That is to say, a contract is an exchange of promises and if you don’t fulfill your part of the contract you will be in big trouble. You keep your end of the contract and it proves you are responsible. What do I want from you in 4th grade?-- to get smarter. And how are you going to do that? You’re right! READ! We’re going to sign a contract to help you get smarter. You will promise to read and I’ll promise to help you by giving you suggestions on books to read and teaching you reading strategies to help you understand what you read.

Assessment: When students have read their book and taken an AR test, they will review the bar graph that shows them the % of completed points earned to meet their goal.

Learning Connections: My two focus words for 4th grade are responsibility & stamina.

Learning Activities or Tasks: students will complete the following contract:
I will earn _______points during the ____quarter.
I will read at least one book from the following genres. (circle 2 (two)
• Realistic fiction
• Historical fiction
• fairy tale
• narrative nonfiction
• biography
• expository nonfiction
• fantasy
• poetry
• science fiction
___________________
student signature

I will help select books of interest, at the correct reading level, and suggest reading strategies to making reading successful and fun.

Mrs. Baker


Teaching Strategies: integrated technology, discussion, introduction

Adaptations/Modifications/Enrichment: NA

Materials & Resources: contract, books at appropriate reading levels, Computer

Reflection: I have not consistently encouraged students to set reading goals. This year, with the contract it will make that job easier. The genre selection (http://pbaker.lakesidecentral.k12.ne.us/genre.html at this site list the characteristics of each and give a couple examples) will help students broaden their reading background.
Lesson Evaluation: To be completed when lesson has concluded.






****************************************
Instructional Strategy: Providing Feedback-

Monthly Project – Genre Reading

Objectives: The students will complete a monthly book project. Students will finish the assignment using a rubric.

Links to Standards: LA 4.1.6

Anticipatory Set: This month the book project requires you to read _______genre. Does anyone know the characteristics of this genre?

Assessment: (http://pbaker.lakesidecentral.k12.ne.us/project.html) This site lists my projects with directions and a rubric to follow when completing the project. Students share their completed project with the class while I conference with the student, using the rubric, for a final grade.

Learning Connections: In lower elementary reading is about learning to read, but in fourth grade is about studying various genres and refining our reading as helping us learn and become smarter.

Learning Activities or Tasks: See website with projects and rubrics.

Teaching Strategies: Discussion, introduction, modeling

Adaptations/Modifications/Enrichment: NA

Materials & Resources: Books from specific genres, supplies from home or school

Lesson Evaluation & Reflection: To be completed when lesson has concluded.
******************************************

Instructional Strategy: Student Feedback

Day of spelling test

Objectives: Students will monitor and record their spelling test grade in order to increase or decrease their focus in this language arts area.

Links to Standards: LA 4.2.1

Anticipatory Set: A sign on my room overhead reads: Spelling Counts! When we start our first spelling class for the year I stress the fact that people may consider how smart you are my how you spell. Therefore it’s important to want to do your best. Some of us are just born good spellers while others have to put forth a lot of effort.

Assessment: final spelling test

Learning Connections: Spelling is a skill that, whether fair or not, people may use to judge one’s intelligence.

Learning Activities or Tasks: Students record the number correct on the chart that is inside spelling notebooks along with the lesson focus.

Week 1

Short vowels vccv Number correct Correctly write 2 words missed:
---------------------------------------------------------------------------------------
Week 2
Long a & i

Teaching Strategies: modeling, discussion, introduction (at the beginning)

Adaptations/Modifications/Enrichment: word list may need to be lengthened or shortened

Materials & Resources: chart, spelling notebook (students write their words in it every week and it never goes home)

Lesson Evaluation & Reflection: To be completed when lesson has concluded.

Cooperative Learning

Instructional Strategy: cooperative learning-formal group

Reading

Days: 1-2 weeks
Objectives: Students will work in groups to read and discuss a self-selected book.

Links to Standards: LA 4.1.6 comprehension

Anticipatory Set: Is there someone in the class that like the same author you do? Do you enjoy chatting about books you’ve read?

Assessment: Students will read and discuss a self-selected book and retell the story by completing a book report or pass the AR test.

Learning Connections: Teacher suggestions to make this a successful teaching and learning experience.

Learning Activities or Tasks: Students will take responsibility for their own learning. They will take charge of their own discussions, hold each other accountable for how much or how little reading is done, and for the preparation for each session. The peer pressure contributes to each student’s accountability to the rest of the group.

Teaching Strategies: cooperative learning, discussion, teacher modeling

Adaptations/Modifications/Enrichment: NA

Materials & Resources: The site of Laura Candler has blackline masters and worksheets needed to assist in the learning strategy. Multiple copies of book titles, notebooks

Lesson Evaluation & Reflection: To be completed when lesson has concluded.
**************************
Instructional Strategy: cooperative learning-informal group

Reading/fluency

Day: 1-5 days

Objectives: Working in groups of two, each group will choose a two voice poem and perform it for the class or in the form of an enhanced podcast.

Links to Standards: 4.1.4 fluency

Anticipatory Set: What does it sound like when someone reads to you and you’re enjoying the story?

Assessment: Students will perform a poetry reading with fluency and expression.

Learning Connections: In order for children to be able to put more resources into comprehension, they must first become more fluent readers. Through repeated readings, children can become more fluent, and will begin to grasp the content of the story easier, their sight vocabulary will increase, and their reading speed will also increase.

Learning Activities or Tasks: Choose a two-voice poem and perform it with fluency and expression.

Teaching Strategies: modeling, cooperative learning, technology integration
Adaptations/Modifications/Enrichment: NA

Materials & Resources: two voice poems, computer

Lesson Evaluation & Reflection: To be completed when lesson has concluded.
********************
Instructional Strategy: cooperative learning-informal

Spelling

Day: 1

Objectives: Students complete the spelling test with 90% or better grade

Links to Standards: LA 4.2.1

Anticipatory Set: Find a partner that’s wearing the same color shirt. Let’s practice our spelling words for 15 minutes. Don’t forget to reverse the teacher job.

Assessment: Student will be engaged with practicing spelling words for 15 minutes.

Learning Connections: When practice at home doesn't work, it's time to practice words that involve academic and social interactions.

Learning Activities or Tasks: Paired spellers may practice spelling words in one of the following ways:
• Hangman
• Guess the Word (clues given)
• Spelling City game on the computer
• Regular word recitation

Teaching Strategies: modeling, discussion, cooperative learning

Adaptations/Modifications/Enrichment: As needed

Materials & Resources: spelling word, dry erase boards, computers,

Lesson Evaluation & Reflection: To be completed when lesson has concluded.

Nonlinguistic Strategies

Reading
Instructional Strategy: nonlinguistic – kinesthetic activity

Kinesthetic learners typically learn best by doing. They are naturally good at physical activities like sports and dance. They enjoy learning through hands-on methods. They typically like how-to guides and action-adventure stories.

Days 1-3
Objectives: The student will express the feeling of poem through kinesthetic activity

Links to Standards: LA 4.1.6a

Anticipatory Set: Try the classes’ talents at playing a few rounds of Charades. Then explain that April is poetry month. Challenge the students to find poems that could easily be reenacted.
Assessment: The student will be able to nonverbally express the meaning of a poem or short reading.

Learning Connections: Butterfly poetry gives students an opportunity to explore body movements while being expressive non-verbally. Choose a student who loves drama and is not inhibited in actions. Read the poem as the student performs the poem.

“Butterfly, Butterfly” by Miriam Drury
Butterfly, butterfly, open your wings,
Fly to the garden while everyone sings;
Smell the pink roses that grow by the wall,
Taste the nice honey in hollyhocks tall;
Butterfly, butterfly, home is the best.
Fold your wings gently and rest.

Learning Activities or Tasks: Student will choose a poem to be read by a partner as he/she interprets the meaning and theme of the poem through dramatic actions.

Teaching Strategies: teacher modeling, introduction, partner learning

Adaptations/Modifications/Enrichment: This would be a great activity for an enhanced podcast or imovie.

Materials & Resources: poetry books

Lesson Evaluation & Reflection: To be completed when lesson has concluded.
********************
Instructional Strategy: nonlinguistic
Reading
Day 1-31: Fourth grade reading studies various genres. This is the year in school where the reading shifts to mostly nonfiction reading selections. This homework assignment is presented at the beginning of January. Students have all of January to complete the project. Timelines and speeches are shared on the last day of the month

Objectives: The student will read a biography at grade level, complete an “Important Poem”, produce a timeline, and create a report about the famous person-giving the report in first person format and dressing in the appropriate style. Each student will follow the design designated on the monthly book project website and be evaluated using the rubric provided.

Links to Standards: LA 4.3.1 (Marco Polo visited last school year)

Anticipatory Set: Who are your heroes? What makes them a hero? What genre would we read to find out more about your hero?

Assessment: The rubric from my website is used to evaluate the project. I also use this assignment to assess the rating the student will receive for meeting the state standard.

Learning Connections: The class has read 2-3 reading selections that are biographical in the reading series. Using the book, Amelia Earhart: A Legend in Flight, from www.readinga-z.com, I share with the students the life of this famous aviator. We make a timeline, poem, and brainstorm what it would look like to arrive in class looking like this famous person.
Learning Activities or Tasks: Students will select a biography and complete the timeline in a timely manner. This is a homework assignment but supplies may be taken home to complete it.
Teaching Strategies: research, teacher modeling, discussion

Adaptations/Modifications/Enrichment: Podcasts and or imovie to record the final project - Another great way to share with the world.

Materials & Resources: biographies, chart paper, supplies as needed

Lesson Evaluation & Reflection: To be completed when lesson has concluded.

*********************

Instructional Strategy: nonlinguistic
Math-place value
1day activity
Objectives: The student will relate one million to hundreds and thousands

Links to Standards: math 4.1.2 numeration/number sense

Anticipatory Set: Do you think you could read 1,000,000 words in one day? Let’s find out.

Assessment: The student will make a chart estimating how groups of 100 words are on the front page of a newspaper.

How many groups of 100 words are on the page?
How many pages to read 1,000 words?
How many pages to read 10,000 words?
How many pages to read 100,000 words?
How many pages to read 1,000,000 words?


Learning Connections: Place value is one of the most important math ideas in elementary school. Students will benefit from grouping concrete materials into groups of a hundred and solving problems that call for estimating large numbers of things.

Learning Activities or Tasks: The student will take a newspaper and count 100 words and then circle the words.

Teaching Strategies: Demonstration, discussion

Adaptations/Modifications: online help/

Enrichment: MegaPenny Project

*How many watermelons would it take to get a million seeds?

Materials & Resources: newspapers, chart, red pen

Lesson Evaluation & Reflection: To be completed when lesson has concluded.

Practice Makes Perfect

Pat Baker
Grade Level 4

[Background information
I have been using the basic format of Daily Five in my classroom. It is a series of literacy tasks (reading to self, reading with someone, writing, word work, and listening to reading) which students complete daily while the teacher confers with individuals. In my classroom I just use read-to-self and work-on-writing. Prior to this lesson on read-to-self we have discussed and had guided practice on book selection, good fit books, use of book boxes to store books, etc.]

Reading
Instructional Strategy: practice
Day: 1-?? Stamina to read for 20 minutes
Objectives: Students will read to self for a minimum of 20 minutes following the rules from the read-to-self chart

Links to Standards: LA 4.1.4 & 4.1.5 & 4.1.6

Anticipatory Set: “What do we need to do to become better readers who love to read?” From this prompt I should hear or I’ll take suggestions until … “spend more time practicing reading.”
Assessment: Students will read independently for 20+ minutes follow the classroom rules.
Learning Connections: vocabulary-stamina.

Learning Activities or Tasks: Brainstorm what it looks and sounds like to read to self. The chart should have the following items:

WHY…Urgency:
· Helps us become better readers and writers
· It is fun
Students Teacher
· Read the whole time Work with students
· Stay in one spot
· Read quietly
· Work on Stamina
· Get started right away

We start practicing read-to-self for 3 minutes explaining that this will help build our stamina. Most students will be successful for 3 minutes and this is training correct behaviors. The class then watches as we chart 3 minutes on the graph (we’re working toward 20 minutes) for the first day. Each day we review the chart and add 3 minutes to our read-to-self period or until the first student is off task. We graph our results every day until we’ve read for 20 minutes, in 4 consecutive days.

Teaching Strategies: discussion, modeling

Adaptations/Modifications/Enrichment: NA

Materials & Resources: just right books, book boxes, read-to-self chart, timer, large graph paper

Reflection: I find this a high quality form of silent reading because the students have a purpose and the process has been modeled extensively. If I see there is a student who is having trouble with any of the tasks, the whole class stops and we practice as a group the wanted behaviors. Once the students are independently reading, I use this time to work with students who are in need of comprehension skills to improve their reading.

Lesson Evaluation: To be completed when lesson has concluded.
**********************
Instructional Strategy: practice
4 & 5 grade social studies (my 4th graders have another instructor for science, so in place of that instruction I teach 5th grade social studies. At the beginning of the year I’m going to concentrate on regions with both classes –on less lesson plan –and by next year the then 5thgrade should know states & capitals and it will just be review)

Day: 1-??
Objectives: Students identify the states and capitals of the United States (along with their regions.)

Links to Standards: SS 4.12

Anticipatory Set: “Let’s brainstorm all the states we’ve visited”. I’ll list where we’ve traveled and pass out maps (Spectrum- Geography 4 regions of the USA) with states & regions. We’ll begin our study of regions with the most traveled to states.

Assessment: At the conclusion of regions in the United States, students will be able to identify 85% states’ capitals using flash cards in less than 3 minutes.

Learning Connections: A geographic and regional way of looking at and understanding the United States is asking how who, what, where, of the region have in common. When the United States is divided into regions to study it makes it easier for students to assimilate the areas further from us.

Learning Activities or Tasks: After reading and discussing characteristics of states in each region (to be placed in their social studies notebook) the students will make flashcards from index cards. One side of the card will be the state and the other side the capital. Students will practice with a partner and graph their success.

Teaching Strategies: introduction, research, peer learning

Adaptations/Modifications: students will listen to or watch the states and capital song:
Youtube video
Or lyrics and tune
Computer site to match state & capital

Enrichment: computer class: Students will choose a capital and make a minimum of 6 slides showing what makes this city unique.

Materials & Resources: maps, student made flashcards (index cards) with state on one side and capital on the other, timer, graph paper, writing supplies as needed

Lesson Evaluation & Reflection: To be completed when unit has concluded.
********************************
Instructional Strategy: practice
Math-multiplication facts
Day: 1-??

Objectives: Students will learn multiplication facts 1-9.

Links to Standards: Math 4.2 computation

Anticipatory Set: Do we need to be fast and accurate when we play video games? We need the skills if we’re going to become good math students. How do we get better at video games…right we play them A LOT! Let try that we math facts!

Assessment: Weekly I will check students to see if they have increased their learning of the multiplication facts (I choose 54 facts-no zeros or 1’s). Students will keep their own results in their math folders. The helper will compile the total for the week and record the data on the classroom chart.

Learning Connections: How do we get better?---practice! In the 4th grade we are beginning to concentrate on division, fractions, measurement, algebra, and geometry. Word problems are practiced daily and when it takes students too long and uses too much working memory to do the basic skills-they can't keep track of the higher skills needed for learning. That’s why we spend time practicing and memorizing math facts.

Learning Activities or Tasks: One day a week the students, with partners, practice, with flashcards and timer, to see the total number of correct responses in one minute. When students are practicing with a partner they may reuse the stack if someone knows all the answers before the minute has elapsed. There is a class chart with the total number correct. As soon as someone beats another’s total the name is added to the chart with the total correct. (Very motivating)
Throughout the week the teacher will determine, in a non-timed manner, the class total by using the same 54 flashcards.

Teaching Strategies: teacher modeling, partner sharing,

Adaptations/Modifications math fact cards to be used independently
/Enrichment: math games

Materials & Resources: timers, flashcards, graph paper, writing supplies as needed

Lesson Evaluation & Reflection: To be completed when lesson has concluded.

Sequence & Summarize

Summarizing is an important comprehension strategy. Not only does it help us remember what we read, it helps us communicate with others regarding our reading.

Pat Baker
Grade Level 4
Reading
Instructional Strategy: Sequence & Summarize

Day 1 introduction

Objectives: The student will be able to determine a sequence of events and use sequence to summarize.

Links to Standards: LA 4.1.6b&c Identify & analyze elements of narrative text
Anticipatory Set: Ask students to name things the class did yesterday or earlier in the day at school. Write three or four of these activities out of sequence. Then ask students to put the listed events in order from the first thing that happened to the last.
Assessment: Make a graphic organizer (time line) to put the main events in order from the story “Going Batty”.
Learning Connections: “When we think about yesterday, is it easier to remember when events are in order of the day on randomly listed? Sometimes events in a story are told out of sequence. Something that happened earlier might be told after something that happened later. But when we think of the story it’s easier to think about the story if it’s in chronological order. Think about making a peanut butter sandwich…share with your elbow partner the easiest way to receive directions.”
Learning Activities or Tasks: Students will partner read, “Going Batty”, from their reading basal. Students will complete a timeline and from this graphic organizer write a summary including only the main events. The summary will begin, “Kindergarten class goes to Story Hour.”

Teaching Strategies: Teacher modeling, partner sharing

Adaptations/Modifications/: Listen to the story on a CD/teacher reads the story/
Enrichment: The title of the text on p. 19 is an idiom. Before students read "Going Batty," have volunteers tell what it means to "go batty." (act crazy) Discuss the title's humorous play on words, which emphasizes a crazy event involving real bats getting into the library.
Materials & Resources: overhead, reading book, CD & player

Lesson Evaluation & Reflection: To be completed when lesson has concluded.
++++++++++++++++++++
Day 2-practice

Objectives: Sequence & Summarize
Links to Standards: LA 4.1.6b Identify & analyze elements of narrative text

Anticipatory Set: Has anyone moved to a new school, town, or state?

Assessment: Student will be able to complete a narrative summary by writing a 5-7 sentence paragraph.

Learning Connections : Together as a class: Create a web about moving to a new place.
* Have students come up with as many things as they can about moving to anew place, such as new people to meet, new places to explore, and relate feelings. Record student responses on the concept web. Add an idea of your own.
* Tell students that, as they read, they should look for other ideas or details from the story to add to the web.

Learning Activities or Tasks: Day 1: Read the story selection Because of Winn-Dixie and complete a timeline.
Day 2: Read the story selection Because of Winn-Dixie. Then write a summary of the story to include:
•Characters
•Setting
•Problem/Prompt
•Central Theme
•Exciting Actions
•Solid Conclusion
Summarizing is an important comprehension strategy. Not only does it help us remember what we read, it helps us communicate with others regarding our reading.

Teaching Strategies: Teacher modeling from the previous lesson, discussion, partner reading

Adaptations/Modifications: Listen to Because of Winn-Dixie as you follow or read along in your book. Listen for the sequence of events that occur in Because of Winn-Dixie. If there is anything you don't understand, you can listen again to any section.
Enrichment: Imagine you’ve been asked to promote the movie Because of Winn-Dixie. Draft a poster to convince people to see the movie.
1. Draw a rough sketch of your favorite part of the story.
2. Under your sketch write three or four sentences to convince people to see the movie. Be sure to include something about the story.
EARLY FINISHERS Use your draft to create a finished poster.

Attempt to take the test at the following website if you've read the whole book.

Research the author. Are there other books she's written with similar themes?

Materials & Resources: overhead, reading basal, classroom supplies as needed
Lesson Evaluation & Reflection : To be completed at the conclusion of the lesson.
+++++++++++++++++++++++++
Day 3- review
Objectives: The student will share examples of summaries in everyday life.
Links to Standards: LA 4.1.6b Identify & analyze elements of narrative text
Anticipatory Set: Who wants to summarize a movie they’ve just seen?
Assessment: Students will choose a time in their day when they’ve used the strategy of summarization and orally summarize. The summary is not to be more than 3-7 sentences.

Learning Connections: Group discussion will generate a list where summarizing is needed. The list will include but is not limited to the following…
Daily uses of summarizing strategy
• Phone messages
• Book reports
• Sharing day with parents
• Sharing a movie

Learning Activities or Tasks: From the website Starrmatica.com, the class will complete the introduction, fairytale section, and fiction sections as a review as a whole group activity.

Teaching Strategies: Integrating technology, discussion, review

Adaptations/Modifications/Enrichment: students may complete the practice & test selection under summarizing at starrmatica.com
Materials & Resources: LCD projector and computer, www.strrmatica.com (lesson on summarizing through fiction), book jackets, movie cases

Lesson Evaluation & Reflection: To be completed when lesson concludes

3 lesson plans for compare/contrast

Pat Baker
Grade 4
Let’s Be Detectives…
Compare/Contrast Compare-contrast is the process of identifying how things are alike and different. Comparison refers to how two things are alike; contrast refers to how they are different. This is one of the most difficult text structures for students to understand because it requires evaluating and synthesizing. The following site has graphic organizer pdf files where you may type text and save it on the form (this isn’t always the case with pdf files).

http://my.hrw.com/nsmedia/intgos/html/igo.htm

Reading:
Objectives: The student will be able to compare & contrast black bears to the bears in Goldilocks using a T chart*. [By 4th grade the students prefer this type of compare contrast chart. Many think Venn diagrams are for lower elementary.]

Links to Standards: LA 4.1.6a author’s purpose

Anticipatory Set: I subscribe to www.starrmataica.com , which includes math & language art objectives which I project on the whiteboard. This lesson will start with the compare/contrast lesson through the making of a T chart.
Assessment: Students will be able to complete a T chart by comparing and contrasting bears from Goldilocks and black bears in the wild.

Learning Connections: When students use compare and contrast, they will pay attention to details that may be overlooked. It also helps in activating prior knowledge. Students will make a poster to be placed in room to list the characteristics & definition of compare/contrast.

Learning Activities or Tasks: Students will partner read basal pg 36-39 (Fast Facts about Black Bears), and review the story of Goldilocks. Students compare & contrast the bears by completing a T chart .

Teaching Strategies: Introduction, computer instruction, teacher modeling, partner sharing.

Adaptations/Modifications: Listen to selection on CD

Enrichment: Search the Internet to learn more about black bears.
1. Using a student-friendly search engine (google.com/ask.com), type the keywords black bears into the search line.
2. Click on one or more Web site links listed to learn more about bears.
3. Use a word web, chart, or other graphic organizer to record interesting information about bears.

Materials & Resources: LCD Projector hooked to a computer, reading basal, copies of Goldilocks, T-charts

Lesson Evaluation & Reflection: To be completed when lesson has concluded.
***************************

Writing:

Objectives: The students will write a compare/contrast writing using the ALL/ALL format when comparing black bears and brown bears.

Links to Standards: writing process 4.2.1 a&b prewriting & generating ideas, then proceeding to a draft.

Anticipatory Set: Are there other bears besides the Chicago Bears? What do we know about bears in the wild?

Assessment: Students will be able to complete a four paragraph essay using the ALL/ALL** format giving details about brown bears and black bears.
Learning Connections: We read about black bears. There was a black bear in our basal selection from Because of Winn-Dixie. Are there other bears besides black bears? Is it possible to compare/contrast them?

Learning Activities or Tasks: Students will google search brown bears and black bears. Each student will find 3 details about each bear type. The class will cooperatively generate an introduction, 1st paragraph about black bears, 2nd paragraph –brown bears, and a concluding paragraph. Whatever I want my students to do well, I first have to show them how. Of all the changes I have made in my teaching, adding explicit demonstration to everything I teach has been a big boost to student learning.

Teaching Strategies: Integrating technology. Discussion, Shared writing

Adaptations/Modifications: Cooperative group to gather data/shared writing
Enrichment: Students may transfer their writing into a powerpoint or web using Kidspiration.

Materials & Resources: computer lab

Lesson Evaluation & Reflection: To be completed when lesson has concluded.

********* ********************************

Social Studies/Computer Class

Objectives: Each student chooses a geographical attraction in the United States and browses a few Web sites or print reference materials to develop an inquiry question about what makes it unique and appealing.

Links to Standards 4.1.6a author's purpose

Anticipatory Set: How do the diverse regions and peoples of the United States reflect its greatness?

Assessment : rubric 1-4pt with a 4 to include
* Research is accurate and very detailed. Sources are reliable and relevant to inquiry question.
* Poster is informative, well organized, and visually appealing.
Students will share why their chosen region in unique. Group discussion will incur to compare/contrast regions.

Learning Connections: Students read a selection from realistic fiction, Because of Winn-Dixie, and will just have finished a historical fantasy, Lewis and Clark and Me. The former takes place in Florida, while the latter retells the journey of Lewis and Clark through our part of the country. Each region is strikingly different. Does this diversity make for a great country?

Learning Activities or Tasks: In this project, students choose a geographical attraction in the United States and research what makes it unique and appealing. Students may use print or online resources as available. Students will produce a 18x12” poster depicting what makes that region unique and special.

Teaching Strategies: Integrating technology, inquiry, research, discussion
Adaptations/Modifications-cooperative learning as needed
Enrichment: Create a Travel Brochure Have each student choose a setting and think of categories of information to include about it, such as "fast facts," weather, attractions to see, fun things to do, and so on. Students can draw pictures and maps or print online images to illustrate their brochures

Materials & Resources: social studies book, state books, computer lab

Lesson Evaluation & Reflection: To be completed when lesson has concluded.

*******


*T chart
---------------Goldilocks’ bears -------------Black bears
Attribute 1
Attribute 2
Attribute 3


** ALL/ALL Besides an introduction and concluding paragraphs this format consists of students writing paragraph 2 only about one topic (in this case the black bears) while paragraph 3 is only relates to brown bears.

Graphic Organizer for "What Great Teachers Do...

Click on the image to read the comments:

Who is the Variable?

Option 2: Throughout chapters 5-6, the book stresses the belief that the teachers should take responsibility for what happens within their classrooms. It is suggests that if we all look in the mirror each time we ask, “Who is the variable?,” we will have taken great strides toward school improvement. Take a few moments to write about your thoughts on this concept. Next, take some time to reflect in writing about how the issues of student, parent, and teacher responsibility all play a significant role in ensuring academic success for each student we teach.

option 2 Response
“Mirror, mirror, on the wall,
How do I go about being the best teacher of all?”

Looking into the mirror will let me know that I am the variable between being a good teacher or best teacher, having a classroom of learners or classroom of ‘do I have to be here students, or mayhem vs. order. It is necessary for me to constantly and consistently make every effort to improve my performance.

Am I giving the right message if I relay “Do as I say, not as I do” ? If I expect students to be responsible, I also need to be held accountable, and to a higher degree.

How does the involvement of student-teacher-parent fit into the mix of being the best?

Families play a huge role in how well students do in school. It is important that teachers and parents work together. Schools often time don’t think parents are interested, but a lot of it is a wrong insight. Many families don't know how to be involved. Parents are sometimes hesitant to become involved in schools because they don't have extra time or their elementary education was a less than satisfactory experience.

Teachers (and districts) need to have a plan for involving parents in the education of their children. Effective communication is necessary for building school-family partnerships. Communication lays the groundwork for all other forms of family involvement in education. Not surprisingly, research shows that the more parents and teachers share relevant information with each other about a student, the better equipped both will be to help that student achieve.

Parents also benefit from being involved in their child's education by getting ideas from school on how to help and support them, and by learning more about the school's academic programs and how they work. Perhaps more importantly is the fact that parents become more confident about the value of school and how it impacts their child. Parents then develop a greater appreciation for the important role they play in their child's education.
Thus it is the job of the great teacher, as she reaches above and beyond, to see that the school-family involvement/relationship is successful.

Good vs Great

Option 1: In his book, “Good to Great: Why Some Companies Make the Leap . . .and Others Don’t”, Jim Collins maintains that good is actually the enemy of great; that is, we have so few GREAT companies because so many are willing to settle for being GOOD companies. He extends the examples to schools, indicating that we have so few great schools primarily because we have good schools. The book, too, speaks to the shade of difference between good and great teachers, stating that most teachers do about as well as they know how. Maintaining anonymity, identify two teachers who are settling for good and two teachers who always strive for greatness. What is the obvious difference between the two pairs? Write your insights and reflect on what the great teachers are doing differently than those classified as merely “good”.

Option 1 Response
What does it mean to be a good teacher? What does it mean to be a great teacher? Every district has their share of good teachers, but it that GOOD enough?

A good teacher is one that presents the material the students need to know…while a great teacher is one who inspires students to do their best and learn and reach their potential. How do teachers “measure up” in my district?

*Love what they do:
• Great teachers are not doing it for the money or glory. They teach because it brings them a feeling of satisfaction knowing they are contributing in a meaningful way to the futures of others.
• Good teachers are only doing the job and covering the material. They’re always ready for payday.

*Admirable:
• Great teachers are models of who we would like to someday be. Great teachers help show us the way.
• Good teachers tend to lead their life away from education as theirs and have no regard to how their moral decisions will influence students.

*Fair and Just
• Great teachers treat their students equally, yet giving them the individual attention they need. No child is left out or behind!
• Good teachers show their preference in students and blame the problems that arise on other factors like home life, friends, attitude, etc.

*Committed:
• Great teachers go above and beyond the time requirements of a good teacher, and are willing to help students whenever needed. Great teachers are very committed to the curriculum, and have a long-term desire to learn in the hopes of becoming even better teachers.
• Good teachers are there to get the job done as easy and quickly as possible. No early arrivals or late departures for them.

*Prepared:
• Great teachers are prepared. They know what needs to be done to teach the curriculum and have the students meet their potential. They follow through with the needed re-teaching and acceleration. These are also the educators that make an effort to stay abreast of educational topics and trends.
• Good teachers make no effort to have lesson plans done, “fly by the seat of their pants”, and do not take into consideration the learning styles, and academic needs or levels of the students. There is no professional development for these teachers who find what they’re doing to be adequate since their teaching has worked for years.

*Professionalism:
• Professionalism is the sign of a great teacher. They know that as someone who is responsible for helping students learn, they must take their work seriously. Great teachers dress well, have good hygiene, and treat their students with respect.
• Good teachers wear the latest fashions students are wearing considering the need to be liked by the students an excuse.

In conclusion, many studies show the single most important factor determining the quality of the education a student receives is the quality of his/her teacher. With all these qualities necessary, it's no wonder that it's hard to find great teachers.

"The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires." - William Ward, author of Fountains of Faith, one of America's most quoted writers of inspirational maxims.

Hello

My (20+years) teaching career has run the gamut from grades k-6. At the present time I teach 4th graders in the Hitchcock County School District in Culbertson. After 2.5 years of online classes I received a masters in reading degree from UNK. I’ve had many withdrawal symptoms this past year, so I was glad to see the ESU providing a hybrid online/face-to-face class.

The following quote, which I have on my homepage, sums up my feeling about education…"Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young." –Henry Ford

On a personal note, I’ve been married to the same man for 40 years this fall, 3 grown--self-sufficient (for the most part) children, 6.5 grandchildren (my daughter is due in Sept. with our 2nd granddaughter) and I’ve now lived on a farm longer than living in a city.

Free time finds me weeding my flowers (a never ending job), reading (I'm tackling the new intermediate Golden Sower nominees right now), twittering, commenting on facebook, creating cards, and traveling.

I'm looking forward to a great class with other professionals from southwest Nebraska.

Pat Baker