OUR LADY QUEEN OF MARTYRS SCHOOL WEEKLY LESSON PLAN
Teacher’s Name__Ms. Saville____________________ Subject ______ELA_________________________________ Grade _____4________________
Week of ____11/17 to 11/21__________________________ Unit ____2_______ Week___5_________
Unit Title___Literature Settings: Weather or Not_______________ Essential Question___How does the author’s use of setting affect the plot of a story?____________
Resources: “Fog” by Carl Sandburg and “Clouds” by Christina Rossetti and The Long Winter by Laura Ingals Wilder
| CCSS Code e.g. RL.K.5 | OUTCOMES (Lesson Focus) What will the students know or be able to do at the end of the lesson? | ASSESSMENT How will the students demonstrate that they have accomplished the desired outcome? Please state the question that will be asked during your formative assessment. | STRATEGIES In what activities will the students be engaged to accomplish the desired outcome? Please list in the order that you will implement. | 3 HOTS QUESTIONS e.g. one should be on knowledge, one on application, and one on synthesis or evaluation. |
Mon
| RF4.4 | Students use prior knowledge based on research to help interpret poems on cloud formations. | Students write a paragraph comparing the two poems. | Students examine meaning of “Fog” on http://iws2.collin.edu/mtolleson/2328online/2328notesfog.htm Students watch video on “Clouds” on | What do both poets use to describe the fog and the clouds? Why do you think they chose these particular animals? |
Tues
| L4.5 RI4.4 | Students analyze poem “Dust of Snow” by Robert Frost. | Students give example of poetic technique being used and why. | Students examine the rhyme scheme. Students describe poetic technique used. Students explain meaning of poem. | How are the words crow and hemlock related? How does the use of these words affect the mood of the poem? |
Wed
| TEACHER ATTENDS GRADE 3 MEETING. INDEPENDENT WORK ASSIGNED |
| Students answer Voyages Workbook pp. 32,43,60,77.94 as review work in grammar skills | ||
Thurs
| W4.2 | Students compose rough draft for explanatory essay on weather topic. |
Written draft of a three paragraph essay | Students use their tree map for vocabulary and outline listing subtopics to compose their draft. | What type of sentences do not belong in an explanatory essay? Why? What information would not be considered facts? |
Fri
| W4.2 | Students edit and revise their essay. | Revised essay | Students revise their essay and rewrite it in script. If time allows, students share their finished work. | Are you able to understand the topic being explained in the essay? Are scientific terms used in the essay explained? |
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| Bloom’s Taxonomy (HOTS Questions) -Knowledge -Comprehension -Application -Analysis -Synthesis -Evaluation | School Grade Weighting Scale: Tests (40%): Quizzes (20%): Classwork/ Participation (15%): Homework (5%): Projects/ Portfolios (20%):
| Vocabulary words for week: 1.simile 6.symbolic language 2.metaphor 7.mood 3. idiom 8. draft 4.hemlock 9.edit 5. crow 10.revise | Use of Technology: ____ Smartboard ____ Student Response System |