Month Day, Year Ms.

Matthews Grade Four

Thursday is Duty Day @ 7:45/10:15/12:00 3-4 Team Meeting Thursday @ 2:30-3:30 4-5 Team Meeting Friday @ 2:30-3:30 ! Monday 8:30 9:45 9:45 10:15 10:30 12:00 12:00 12:50 12:50 1:30 1:30 2:05 2:05 2:30 2:30 3:00 ! LA Snack @ 10 Math Tuesday LA Snack@10 Math Wednesday LA Snack @10 Math Thursday LA Snack @ 10 Math Friday LA Leader in Me Math Lunch/Recess

Lunch/Recess Lunch/Recess Lunch/Recess Lunch/Recess French Prep Social Studies Phys.Ed Science French Prep Social Studies Phys. Ed Team Meeting

Science

Art

Social Studies Phys. Ed

Social Studies Phys.Ed

Music Phys. Ed Team Meeting

8:10 - Bell. Teachers meet students at playground doors to walk homeroom back to class. You will have the Grade 4 line. Make sure that they are in a 4-S line (silent, still, straight and smiling) and then walk them back to class.
8:10 8:30 Routine/ Morning task. Students are asked to tidily put their book bags and coats on their hooks, lunchboxes on the top shelf by their name tag and shoes lined up on the floor underneath their coats. Remind students to put agendas on their desks opened to todays date. Students will have a pencil and their worksheet on their desks before going to breakfast program. When they come back from breakfast they are to complete morning task. At this time I take attendance as well as the lunch count. I have a few students who arrive later than most so I usually wait until closer to 8:25. Once attendance is checked I ask who is buying lunch and record it on the back of the attendance sheet. Each student who orders also gets a yellow order card with their name on it, what they ordered as well as your signature.

Morning Task: Write ! What would this building say if (s)he could speak? 8:308:30-10:10OCanada LANGUAGE ARTS Curriculum Outcomes/ Goals: GCO 2: Students will be expected to communicate information and ideas effectively and clearly, and to respond personally and critically. GCO 7: Students will be expected to respond critically to a range of texts, applying their understanding of language, form, and genre. GCO 1: Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences. GCO 10: Students will be expected to use a range of strategies to develop effective writing and other ways of representing and to enhance their clarity, precision and effectiveness. SCO 8.2

Words of the Week:

Materials: Journals, Powerpoint, Browsing Boxes, Play-Doh, Keyboards, Word Work Books, White boards, Dry Erase Markers. Classroom Management Goals: Use the Bingo Board & 1,2,3 Magic.

8:30-

1st Round of Daily Three At this time, student can either choose to work on their writing (Procedural Piece), Read to Self, or do Work Work. Students know what their options are for Word Work (Play-Doh, keyboards, White boards, journal, etc.) While students are working on the Daily 3, I will be pulling students to the back table to look at their writing and talk about ways to improve (notes in LA binder). Review the expectations for Daily 3 with the students: Can anyone tell me what the expectations are during Daily 3?

8:50 Mini Lesson #1

Hand students their penny words sheets and ask them to choose one of the words with a blue star beside it. Students will need to think about other words that can replace the penny word that are million dollar words. Have students write the words in their word work notebook, then go around and check what they have written. Initial their words and give them a paint swatch to write the million dollar words on. Do this two more times so each student has done 3 petals. THIS IS A CONTINUUATION OF YESTERDAYS MINI LESSON. Students can choose any of the words on their sheet but they need to choose words that are interchangeable for the word. i.e. I want that doll. I could that doll. This is not interchangeable, it is not a synonym. Remember, we are looking for synonyms but also looking for million dollar words that can replace the word. Remind students that we are doing this independently. If we get stuck and cannot think of anything, we can raise our hands but not speak out. It is important to choose words that you can find others for, not ones that you will get stuck on. 9:05 2nd Round of Daily Three At this time, student can either choose to work on their writing (Procedural Piece), Read to Self, or do Work Work. Students know what their options are for Word Work (Play-Doh, keyboards, White boards, journal, etc.) While students are working on the Daily 3, I will be pulling students to the back table to look at their writing and talk about ways to improve (notes in LA binder). Review the expectations for Daily 3 with the students: Can anyone tell me what the expectations are during Daily 3? 9:25 - Mini Lesson #2 Contractions Explain why we use contractions (a contraction is a shorter way of saying what you need to say). And make an anchor chart with the definition as well as the following contractions: I + Will = Ill You + Will = Youll She + Will = Shell I + am = Im He + is = Hes There + is = Theres That + is = Thats Did + Not = Didnt

Are + Not = Arent Is + Not = Isnt Could + Not = Couldnt Were + Not = Werent Do + Not = Dont Can + Not = Cant Will + Not = Wont The apostrophe goes in the air.

9:40 3rd Round of Daily Three At this time, student can either choose to work on their writing (Procedural Piece), Read to Self, or do Work Work. Students know what their options are for Word Work (Play-Doh, keyboards, White boards, journal, etc.) While students are working on the Daily 3, I will be pulling students to the back table to look at their writing and talk about ways to improve (notes in LA binder). Review the expectations for Daily 3 with the students: Can anyone tell me what the expectations are during Daily 3?

After the third round of the Daily 3, ask students to put away their browsing boxes and any materials that may have gotten left out during one round or another. Once students have cleaned everything up and they are sitting quietly at their Desks, allow them to get their snack and return to their seat. 10:00- 10:15 Students wash their hands and have a snack at their desks. Snack / Prepare for Outdoor Recess Read/ Tumblebooks- I google NB public library, under student services I choose Tumblebooks. They enjoy the story on the Smartboard while having their snack. 10:15-10:30 Walk students to the intermediate dismissal doors. We will be practicing the 4S line. Straight, Still, Silent, Smiling I need to see your toes and your nose Meet students at the intermediate doors. Remind students to take things off quietly. MATH Curriculum Outcomes/ Goals: N4: Explain the properties of 0 and 1 for multiplication and the property of 1 for division N5: Describe and apply mental mathematics strategies

10:30-10:35

10:35-12:00

N6: Demonstrate an understanding of multiplication (2- or 3-digit by 1digit) to solve problems N7: Demonstrate an understanding of division (1-digit divisor and up to 2digit dividend) to solve problems I can find the quotient to division equations with remainders. Warm up: The answer is 42. What is the equation?(Great ways to differentiate mathematics instruction, Small) This question is good because it is open ended and allows students to choose an equation at their own level. Some students will choose to use addition or subtraction and others may choose to use multiplication or division. It truly is a differentiated warm up question. Whole Group Lesson: Smart Board Lesson (mms unit 8 lessons 8 and 9 2) The smart board activity asks questions that deal with division with remainders. As we go through the smart board lesson students will need to do the equations in their Math Journals. After students are finished, we will solve the equation as a large group. STUDENTS WILL NEED TO CORRECT THEIR WORK IN THEIR MATH JOURNALS SO THEY CAN REFER BACK TO THEM. After the whole group lesson, have students do their minute math. * Their goal should be to beat their score from yesterday. * Math Workshop Make sure to ask students what it should look like, sound like. 3 before Me When I am working with someone I should not have any interruptions. Students need to ask 3 peers the question before they come to me. Math Facts- Box F At Your Seat- Group 1 MMS Pg. 303-304 Q. 3,4,5 Group 2 - MMS Pg. 303-304 Q. 3,4,5 Group 3 - MMS Pg. 303 Q. 1,2,3 Group 4 MMS Pg. 304 Q. 5,6,7 Teachers Choice- ** See intervention Notes Hands-On- Box I

Math Groups Team 1 Team 2 Team 3 Team 4

Interventions/Notes: !

Intervention/ Notes: !

Intervention/Notes: !

Intervention/Notes: !

12:00-12:20

Walk students to intermediate dismissal doors. When the buzzer rings at 12:20 you must go outside to bring your students back to the class. Students will get their indoor shoes on, get their lunchboxes and stand behind their desks with their chairs pushed in to show they are ready to go to the cafeteria. The quietest group lines up first. Once students are delivered to the cafeteria it is time to eat lunch. **NAME is our line leader and moves to the front of the line when he is ready. Walk the students to the cafeteria. When the second bell rings at 12:50 you must go to the cafeteria to bring the class back to homeroom. SCIENCE CREATING INSTRUMENTS 1. Go over rubric with students. Hand out a copy of the rubric to each student and discuss it as a class. Make a checklist together of what their instrument needs. Let them know that this is how their instrument is going to receive a grade, and so we must make sure that we have everything that we need. 2. Model making an instrument. Use a margarine container, plastic wrap, a rubber band and rice. Explain you plan for an instrument before making anything. ** It is important that I had this plan before I began so I could remember what I needed to do and not waste my materials.

12:20- 12:50

12:50- 2:00

3. CONSTRUCT THE INSTRUMENT IN FRONT OF THE CLASS FOR THEM TO OBSERVE THE PROCESS. 4. Before handing out the blueprints, explain that it is alright if students need to make adjustments to their plans, as that is exactly what all inventors need to do and we call it innovation. Finally, hand out the students blueprints. 5. Explain to students that they are going to use their blueprints to create their instrument and that this should be done one step at a time. 6. Give students time to create their instruments. Circulate while they do this to make sure that they have everything that they need and that they can ask for help. Once students finish their instruments, make sure they check the rubric to see everything that they need in order to score in the level 4. blueprint name of instrument knowledge of how sound works varying pitch and loudness step by step direction sheet. After students have compared their instrument to the rubric and are sure that they have everything that they need to be a level 4, we will begin share time. Share Time Norms what do we do when someone else is sharing? " what do we do when we are sharing? " What shouldnt we do when we are sharing? " What shouldnt we do when our peer is sharing?

2:00- 2:30

SOCIAL STUDIES Curriculum Outcomes/ Goals: 4.3.1 Examine major physical features of the world 4.3.2 Describe the main attributes of rivers, islands, mountains and oceans 4.3.3 Examine the relationship between humans and the physical environment. I can explain describe the major physical features of the world. Materials: Explorations textbooks, Social Studies Journals, Pencils, Powerpoint.

Classroom Management Goals: Use the Bingo Board & 1,2,3 Magic. Driving Question: What does our world look like? 2:00 Show video of a skydiver and ask students to watch how the view changes. What can the skydiver see at the beginning, what can they see at the end? Snapshot of My World Invite students to imagine they are exploring Earths surface and its features from ground level, from an airplane window, and from outer space. Encourage students to discuss what they would see on Earths surface from each vantage point. Students will complete the following sentence starters to record their ideas: " From a window I may see " From an airplane window I may see " From a space shuttle window I may see.. Display images of Earths physical features taken from various vantage points, such as aerial and satellite images, and invite students to compare what they visualized to these images. Afterwards students will save their sentences for lesson 5.

2:05 -

2:15

On the Page With students, read the chapter heading, the Think About questions, and the Learn to statement on Page 60. Encourage students to use this information as a guide to learning and as a tool for reflecting on learning. Note that as they read, listen, speak, view, and think throughout this chapter, they will gather information that will help them answer these questions.

2:20 -

Terms Define the terms physical features, climate, and vegetation. (on the board). Ask students to think, pair, share what an example is of each of the three terms. Students will examine the pictures on page 60 and 61 with their partner next. Ask students to make inferences about Earths surface by looking at the images (they should be able to find one inference per picture). If time allows, talk as a whole group about how the physical features affect lifestyle (in areas with a lot of sand or ice, people may rely on imported foods because they are unable to grow them on their own) (in areas close to rivers or oceans, jobs or transportation may rely on waterways).