Section outline

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    Teacher

    Lesson Date/Periods/Location

     

     

    Trujillo

     

    April 11-15, 2016

    Rm. 145

    Periods 1-8

    AZ MERIT TESTING WEEK

     

     

    Board Configuration

    (To be displayed on chart paper or other visible medium)

     

     

     

    Language Objective

    I can interpret information presented through charts, graphs, timelines, or Web sites. (RI.4.7)

    I can determine the meaning of academic words or phrases in an informational text. (RI.4.4)

    I can determine the meaning of content words or phrases in an informational text. (RI.4.4)

    I can explain what a text says using specific details from the text. (RI.4.1)

    I can make inferences using specific details from the text. (RI.4.1)

     

     

     

    Core Vocabulary

    /Concepts

    mascot, right, rights, article, timeline, context, glossary, synonym, impact; restricted (269), qualification (269), ratified, restrict, bar, rejects, deny, resign, immigrants (270), repealed, suffragists (271), first-generation, eliminates, oversee, residents (272)

     

    Lesson Agenda (not for display)

    Time

    Agenda Item

    Teacher Action/Input

    Student Action/Input

     

    MONDAY  

     

     

    5

    Bellwork

    Take Attendance/ Explain Bellwork

    Complete Bellwork

    40

    AZ MERIT WRITING TEST

     

     

     

     

     

     

    5

    Closure: Wrap up what was taught in class

    Exit Card

    Tell teacher what was discussed in class

     

    TUESDAY

     

     

    5

    Bellwork

    Take Attendance/ Explain Bellwork

    Complete Bellwork

    30

    AZ MERIT READING PART 1

    AZ MERIT MATH PART 1

     

     

    20

     

     

     

    5

     

    Closure: Wrap up what was taught in class

    Exit Card

    Tell teacher what was taught in class

     

    WEDNESDAY  

     

     

    5

    Bellwork 

    Take Attendance/ Explain   Bellwork

    Complete Bellwork

    50

    • Sharing/Debrief: Concentric Circles
    •            Tell students that in a moment you would like them to gather in two circles, one facing in and the other facing out, for Concentric Circles (Appendix 1). Students should face a partner they did not work with during the lesson.

     

              

    • Give students 3 minutes for this final discussion question. If time permits, ask students to move to a new partner and continue to discuss this question.

    •  Collect students’ Close Reading recording forms for formative assessment.

    •         For the first round of Concentric Circles, ask students to share their gist statement. Circulate and listen to gauge students’ understanding of the first paragraph of the speech. It is not likely that they will have a deep understanding of the text at this point, but they should understand that Susan B. Anthony believed women should have the right to vote and that at the time of this speech it was against the law. Give students 2 minutes to share and take notes or revise their gist statements before moving to their next partner.

    •         Next, ask students in the outside circle to move three people to their right and remind them of the discussion question from the beginning of the lesson: “Is it ever okay to break the law? Why or why not?” Tell them that you would like them to discuss a different version of this question:

    •         *              “Was it OK for Susan B. Anthony to break the law? Why or why not?”

    5

    Closure:Wrap up what was taught in class

    Exit Card

    Tell teacher what was taught in class

     

    THURSDAY

     

     

    5

    Bellwork

     

    Take Attendance/ Explain Bellwork

    Complete Bellwork

    50

    AZ MERIT READING PART 2

    AZ MERIT MATH PART 2

     

     

     

     

     

     

    5

    Closure:Wrap up what was taught in class

    Exit Card

    Tell teacher what was taught in class

     

    FRIDAY

     

     

    5

    Bellwork

    Take Attendance/ Explain Bellwork

    Complete Bellwork

    40

    Timeline of 4th grade

     

    SW create a timeline of 4th grade using descriptive details

    Eg. First day of school, schedule, electives, etc….

    10

     

     

     

    5

    Closure:Wrap up what was taught in class

    Exit Card

    Tell teacher what was taught in class

    Home

    work

     NO HOMEWORK, TESTING WEEKJ