FULL WEEK Week 7 Kolenich (Language, Reading, and Social Studies) February 18-22

Language 8:00-8:30
Monday Topic: Review for Linking Verbs COS: 11.) Demonstrate knowledge of subject-verb agreement with simple subjects and correct usage of irregular verb forms. -differentiate among helping, linking, and action verbs. 1.) Demonstrate word recognition skills, including structural analysis. 10.) Apply mechanics in writing. Goal: For students to be able to recall information learned throughout the unit. Objectives: -TSWBA to remember and apply language skills learned throughout the unit. Materials: -Unit Review Procedures: TTW will hold a question/answer session for the students to be able to work on their unit review and receive individual help for skills that they are struggling to master. Evaluation: TTW evaluate the students readiness for their unit test through their unit review. Tuesday Topic: Linking Verbs Test COS: 11.) Demonstrate knowledge of subject-verb agreement with simple subjects and correct usage of irregular verb forms. -differentiate among helping, linking, and action verbs. 1.) Demonstrate word recognition skills, including structural analysis. 10.) Apply mechanics in writing. Goal: For students to be able to excel on their unit test! Objectives: -TSWBA to take their unit test and excel! Materials: -Unit Test Procedures: TTW hand out the students test and explain the directions for each part of the test. The class will have the 30 minute period to complete their test. Evaluation: The teacher will evaluate the students mastery of the unit skills through the unit test.

Wednesday Topic: Review Test & Ask Questions COS: 11.) Demonstrate knowledge of subject-verb agreement with simple subjects and correct usage of irregular verb forms. -differentiate among helping, linking, and action verbs. 1.) Demonstrate word recognition skills, including structural analysis. 10.) Apply mechanics in writing. Goal: For students to be able to understand what they missed on their test and why! Objectives: -TSWBA to understand why they made the errors they did on their test and how they should have responded. Materials: -Unit Test and Student Responses Procedures: TTW begin by handing out the Unit Test and graded student responses. The teacher and class will go through each section on the test discuss the correct answers. TTW ask the students to explain their thought process on problems they got correct or wrong. Evaluation: TTW evaluate student learning based on class participation and students questions throughout the lesson. Thursday Topic: Intro into Adverbs: Lesson 1-2 COS: 11.) Demonstrate knowledge of subject-verb agreement with simple subjects and correct usage of irregular verb forms. Demonstrate correct use of adverbs

Goal: For students to be able to recognize and use adverbs. Objectives: -TSWBA to identify adverbs. - TSWBA to use adverbs correctly in a sentence. Materials: -Practice worksheet -School House Rock video -Oral language warm-up Procedures: TTW being by introducing adverbs. The class will watch a School House Rock video on adverbs. The students will work and oral language warm-up with the teacher. The students will then show what they know with a skill worksheet. Evaluation: The students will be evaluated based on their oral warm-up and skills worksheet. Friday Topic: Comparisons: Lesson 3

COS: 3.) Use a wide range of strategies, including distinguishing fiction from nonfiction and making inferences, to comprehend fourth-grade recreational reading materials in a variety of genres. Comparing and contrasting to extend meaning Goal: For students to be able to make comparisons Objectives: -TSWBA to identify and use comparatives correctly. Materials: -Comparison cards Procedures: The teacher will begin with an oral warm up. The students will then meet together in groups to create a comparison line up. Following the activity, the students will demonstrate with a skills worksheet. The teacher will walk around the room and assist those who are having trouble grasping the concept. Evaluation: The teacher will evaluate the students based on the oral warm up, group activity, and skills worksheet.

Reading 8:30-9:45 and 10:25-11:50

How do the diverse regions and peoples of the United State reflect its greatness? Monday Topic/Question: What can we learn about the United States as we travel? COS: 4.) Identify literary elements and devices, including characters, important details, and similes, in recreational reading materials and details in informational reading materials. Identifying main idea Goal: For students to be able to use graphic organizers and identify the sequence of events in a story to improve comprehension. Objectives: -TSWBA to listen to the story and record details in a graphic organizer to improve comprehension. - TSWBA to apply meaning to the details of a story to find meaning in the main idea. Materials: -Vocabulary - Student Workbook worksheet- Main idea - Graphic organizer -Story Procedures: (15 minutes) TSW first take their spelling pretest. TSW then separate their workbook worksheets for the week. (15 minutes) TTW introduce the vocabulary for Grandfathers Journey. TSW marginate their vocabulary. TTW explain the students vocabulary.

(15 minute) TTW introduce the skill for the day: Main Idea and details . The students will then work on their skill worksheet. (20 minutes) TTW set the purpose for the story and hand out a graphic organizer. TSW listen to the story for the week: Grandfathers Journey, and record their thoughts within their graphic organizer. Evaluation: TTW evaluate the students on their vocabulary/skill worksheet. Students will receive spelling homework if they do not pass their pretest. Tuesday Topic/Question: Why do you think traveling in the United States made the grandfather long to see even more? COS: 5.) Use a wide range of strategies and skills, including using sentence structure, locating information, and distinguishing fact from fiction, to comprehend fourth-grade informational and functional reading materials. Goal: For students to be able to use a dictionary and glossary. Objectives: -TSWBA to use a dictionary and glossary - TSWBA to identify the sequence of events in a story Materials: -Story - Dictionary/Glossary Worksheet - Sequence of Events Graphic Organizer -Time line -Scategories sheet Procedures: (15 minutes) TTW introduce the skill for the day: Dictionary/Glossary. TSW complete their skill worksheet. (20 minutes) The teacher and class will read the story together in the reading center. (15-20 minutes) TSW then work in groups to complete a scategories page. Evaluation: The students will be evaluated by their skill sheet and scategories activity. Wednesday Topic/Question: What do you think the author of Grandfathers Journey would say are some positive and negative effects of moving to a new place? COS: 5.) Use a wide range of strategies and skills, including using sentence structure, locating information, and distinguishing fact from fiction, to comprehend fourth-grade informational and functional reading materials. Goal: For students to be able to identify and follow a sequence of events. Objectives: -TSWBA to identify a sequence of events. Materials:

-Sequence of Events Graphic Organizer -Ten important sentences - Story -Buddy Reading charts -Review sheet Procedures: (20-30 minutes) The class will read the story in pairs and record their findings on their buddy reading chart. (15-20 minutes)The class will then begin and finish their sequence of events graphic organizer with their partners. Each pair will work together to record the sequences of events in the story. (10-15 minutes) The class will review for their test! Evaluation: The students will be evaluated on the recordings in their buddy reading charts and sequence of events graphic organizer. Thursday Topic/Question: Why do you think Allen Says grandfather was fascinated by his journey through America? COS: 5.) Use a wide range of strategies and skills, including using sentence structure, locating information, and distinguishing fact from fiction, to comprehend fourth-grade informational and functional reading materials. 4.) Identify literary elements and devices, including characters, important details, and similes, in recreational reading materials and details in informational reading materials. Identifying main idea Goal: For students to excel on their test. Objectives: -TSWBA to recall the skills that were taught during the week. - TSWBA to recall the information from the story. Materials: -Review Game -Test Procedures: The teacher and class will review for the unit test on Grandfathers Journey. The class will then take their reading test. Evaluation: The students will be evaluated by their participation in the review game and their reading test.

Friday Topic: Reflections on Grandfathers Journey.

COS: 4.) Identify literary elements and devices, including characters, important details, and similes, in recreational reading materials and details in informational reading materials. 10.) Apply mechanics in writing, including capitalization of business and friendly letter parts and envelope addresses and use of punctuation, including apostrophe with contractions; underlining or italicizing of book titles; and commas to separate items in a series and in a physical address. Goal: For students to be able to write a friendly postcard. Objectives: -TSWBA to apply the mechanics in writing to write a post card. Materials: -quick write -postcards - Test review -KWL Procedures: The teacher will being by going over the unit test from yesterday. The class will then do a KWL chart on what they know about postcards. The students will reflect back on the story. The class will then do a quick write about their favorite vacation or journey. Following their quick write, the teacher will discuss the elements of a postcard. The class will then write a post card to a friend. They will write as if they are on the vacation or journey that they wrote about in their quick write. If time permits, the class will share their postcards. Evaluation: The students will be evaluated by their KWLs, quick writes, and postcards.

Social Studies 1:15-2:15

Monday (Kolenichs class) Topic: A Growing Economy COS: 4.) Describe the relationship of the five geographic regions of Alabama to the movement of Alabama settlers during the early nineteenth century. Describing natural resources of Alabama Examples: water, trees, coal, iron, limestone, petroleum, natural gas, soil Goal: For students to be able to explain Alabamas development as the coal mining and ironproduction hub of the late nineteenth century. Objectives: -TSWBA to draw conclusions about the development and changing role of industry and trade in Alabama during the nineteenth century. - TSWBA to explain how Alabama became the coal mining and iron-production hub of the South in the late nineteenth century. Materials: -Vocabulary Sheet -Lesson worksheet -Pair questions -Book

Procedures: (15 minutes) TTW begin by introducing the chapter vocabulary. The students will be able to marginate on their vocabulary worksheets to help increase understanding. The students will complete their vocabulary sheets. (20-30 minutes) The teacher will then divide up the class in pairs to read lesson one. Each pair will be responsible for answering their individual question. The questions are: 1. From the timeline on page 180, which event happened first? 2. Near which city in Alabama were rich mineral deposits located? 3. List three events about Birmingham in the late 1800s. 4. How did developments in transportation affect Alabamas industries? 5. What helped Alabama become the center of coal and iron production in Alabama? 6. Why did coal, iron, and lumber companies build towns? 7. Why did Europeans begin buying cotton from Egypt and India? 8. Name the three materials that were a major export of Alabama in 1900. 9. In the early 1900s, what happened in Alabama as the cotton industry slowed? (10-15 minutes) After reading the lesson and answering their questions, each group will share the answer to their question. (10 minutes) The students will then begin to answer the questions on the lesson one worksheet. Evaluation: The students will be evaluated by their vocabulary worksheet, pair presentation and question, and their lesson one work sheet. Tuesday (Wilsons class) Topic: A Growing Economy COS: 4.) Describe the relationship of the five geographic regions of Alabama to the movement of Alabama settlers during the early nineteenth century. Describing natural resources of Alabama Examples: water, trees, coal, iron, limestone, petroleum, natural gas, soil Goal: For students to be able to explain Alabamas development as the coal mining and ironproduction hub of the late nineteenth century. Objectives: -TSWBA to draw conclusions about the development and changing role of industry and trade in Alabama during the nineteenth century. - TSWBA to explain how Alabama became the coal mining and iron-production hub of the South in the late nineteenth century. Materials: -Vocabulary Sheet -Lesson worksheet

-Pair questions -Book Procedures: (15 minutes) TTW begin by introducing the chapter vocabulary. The students will be able to marginate on their vocabulary worksheets to help increase understanding. The students will complete their vocabulary sheets. (20-30 minutes) The teacher will then divide up the class in pairs to read lesson one. Each pair will be responsible for answering their individual question. The questions are: 1. From the timeline on page 180, which event happened first? 2. Near which city in Alabama were rich mineral deposits located? 3. List three events about Birmingham in the late 1800s. 4. How did developments in transportation affect Alabamas industries? 5. What helped Alabama become the center of coal and iron production in Alabama? 6. Why did coal, iron, and lumber companies build towns? 7. Why did Europeans begin buying cotton from Egypt and India? 8. Name the three materials that were a major export of Alabama in 1900. 9. In the early 1900s, what happened in Alabama as the cotton industry slowed? (10-15 minutes) After reading the lesson and answering their questions, each group will share the answer to their question. (10 minutes) The students will then begin to answer the questions on the lesson one worksheet. Evaluation: The students will be evaluated by their vocabulary worksheet, pair presentation and question, and their lesson one work sheet. Wednesday (Kolenichs class) Topic: Cities of Iron and Steel COS: 4.) Describe the relationship of the five geographic regions of Alabama to the movement of Alabama settlers during the early nineteenth century. Describing natural resources of Alabama Examples: water, trees, coal, iron, limestone, petroleum, natural gas, soil Goal: For students to be able to describe the changing role of industry, trade, and agricultural in Alabama. Objectives: -TSWBA to explain the development and changing role of industry in Alabama in the late nineteenth century. - TSWBA to explain the development of trade in Alabama in the late nineteenth century. -TSWBA to describe the development and changing role of agriculture in Alabama in the late nineteenth century.

Materials: -Power point -Question review - Tri fold -Worksheet -Study guide Procedures: (5-10 minutes)The teacher will begin with a question review from the previous day: 1. What benefit did textile manufacturing bring to Alabamians? 2. How do you think Alabamas changing industry affected trade in the late 1800s? 3. Where was Alabamas transportation hub located? 4. Why did railroad construction increase in the 1880s? 5. Why were Alabama cotton farmers facing competition in European markets? (15-20 minutes)The class will then take notes on their tri fold graphic organizer of the power point presentation for lesson one. (25-30 minutes) The students will work in their circle groups to complete the study guide for lesson one. The class and teacher will review the answers for the study guide upon completion. Evaluation: The students will be evaluated on their oral participation in the question review, their graphic organizer, and study guides. Thursday (Wilsons class) Topic: Cities of Iron and Steel COS: 4.) Describe the relationship of the five geographic regions of Alabama to the movement of Alabama settlers during the early nineteenth century. Describing natural resources of Alabama Examples: water, trees, coal, iron, limestone, petroleum, natural gas, soil Goal: For students to be able to describe the changing role of industry, trade, and agricultural in Alabama. Objectives: -TSWBA to explain the development and changing role of industry in Alabama in the late nineteenth century. - TSWBA to explain the development of trade in Alabama in the late nineteenth century. -TSWBA to describe the development and changing role of agriculture in Alabama in the late nineteenth century. Materials: -Power point -Question review - Tri fold -Worksheet -Study guide Procedures: (5-10 minutes)The teacher will begin with a question review from the previous day:

1. What benefit did textile manufacturing bring to Alabamians? 2. How do you think Alabamas changing industry affected trade in the late 1800s? 3. Where was Alabamas transportation hub located? 4. Why did railroad construction increase in the 1880s? 5. Why were Alabama cotton farmers facing competition in European markets? (15-20 minutes)The class will then take notes on their tri fold graphic organizer of the power point presentation for lesson one. (25-30 minutes) The students will work in their circle groups to complete the study guide for lesson one. The class and teacher will review the answers for the study guide upon completion. Evaluation: The students will be evaluated on their oral participation in the question review, their graphic organizer, and study guides. Friday (Kolenichs class) Topic: TEST COS: 4.) Describe the relationship of the five geographic regions of Alabama to the movement of Alabama settlers during the early nineteenth century. Describing natural resources of Alabama Examples: water, trees, coal, iron, limestone, petroleum, natural gas, soil Goal: For students to be able to excel on their test! Objectives: -TSWBA to recall the information they have learned throughout the week and apply it. Materials: -Review Questions -Test -Popcorn activity sheet Procedures: The teacher will begin by reviewing with the class the information that will be tested. The students will then take their Chapter 7, lesson 1 test. Following the test, the students will work on a Popcorn supply and demand activity sheet. Evaluation: The students will be evaluated on their test!

1. From the timeline on page 180, which event happened first?

2. Near which city in Alabama were rich mineral deposits located?

3. List three events about Birmingham in the late 1800s.

4. How did developments in transportation affect Alabamas industries?

5. What helped Alabama become the center of coal and iron production in Alabama?

6. Why did coal, iron, and lumber companies build towns?

7. Why did Europeans begin buying cotton from Egypt and India?

8. Name the three materials that were a major export of Alabama in 1900.

9. In the early 1900s, what happened in Alabama as the cotton industry slowed?