4th Grade - Day 5
Lesson Title: Ancient CHamorus
Subject: PSST (Priority Standard, Skill, or Topic) SLOs:
Social Studies 4.2.4 Explain how ancient Chamorros lived and built their civilization. ATES
Objective SWBAT describe ancient CHamoru civilization.
I Can statement I can describe ancient CHamoru civilization.
Materials crayons
Vocabulary culture, tradition, ancient, civilization, CHamoru
Anticipatory Set:
1. Review vocabulary words from foldable: culture, tradition, ancient, civilization.
Direct Instruction/Guided Practice:
2. Study the table below.
TOPIC WORD PICTURE
clothing tifi skirt (women)
necklace (men)
work fishing
weaving
pottery
Tools & -shell
weapons -bone
-stone
home latte house
caste Chamorri
system
Manachang
3. Using all the topics from the table, draw and color a picture that shows ancient CHamoru
civilization. Be sure to include ALL the topics.
Ancient CHamoru Civilization
Closure/Quick Check:
Write a caption for your picture
Caption: _____________________________________________________________________________
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Lesson Title: Homophones
Subject: PSST (Priority Standard, Skill, or Topic) SLOs:
orrectly use frequently confused words (e.g., to, too, two; there, their)
Spelling 4.L.1g C ATES
Objective SWBAT…
● Explain what homophones are and give examples.
● Use frequently confused words correctly in a sentence.
I Can statement I can explain what homophones are and give examples.
I can use frequently confused words correctly in a sentence.
Materials Spelling glossary
Vocabulary homophones
Anticipatory Set:
1. Review Spelling Word List 1.
wait/weight creak/creek heal/heel peak/peek
heard /herd scent/cent/sent ring/wring vain/vane/vein
to/too/two your/you’re their/there/they’re rays/raise
Direct Instruction:
1. Choose a different activity from the Spelling Menu below.
2. Spelling Menu Activity: __________________________________________________
Lesson Title: Fragments, Run-Ons, and Sentences
Subject: PSST (Priority Standard, Skill, or Topic) SLOs:
ELA 4.L.1f Produce complete sentences, recognizing and correcting ATES
inappropriate fragments and run-ons.
Objective SWBAT correct run-on sentences in a paragraph.
I Can statement I can correct run-on sentences in a paragraph.
Materials Worksheet, pencil
Vocabulary Fragment, sentence, run-on
Anticipatory Set: Read each sentence below. Label it “sentence” or “run-on.” Correct each run-on.
I run for a living I enjoy looking at the scenery.
I wanted to go fishing it was too cold to go out on the lake.
We are not going to make it to the movies on time.
The girls play soccer the boys play football.
The students did their homework they could have some time to play after school.
Sarah bought a new computer because her old one broke.
Direct Instruction:
1. Review the answers for each sentence.
I run for a living. I e njoy looking at the scenery. r un-on
I wanted to go fishing. It was too cold to go out on the lake. r un-on
We are not going to make it to the movies on time. sentence
The girls play soccer. The boys play football. r un-on
The students did their homework. They could have some time to play after school. run-on
Sarah bought a new computer because her old one broke. sentence
Guided Practice: Complete the worksheet.
Closure: Write a paragraph that includes at least three sentences without any fragments and run-ons.
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Homework Journal: If you had to write your own personal definition of the word “Success,” what
would it be?
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Lesson Title: Akiak
Subject: PSST (Priority Standard, Skill, or Topic) SLOs:
Reading 4.RL.1 Refer to details and examples in a text when explaining what ATES
the text says explicitly and when drawing inferences from the text.
Objective SWBAT…
Refer to details and examples in a text to draw inferences.
I Can statement I can refer to details and examples in a text to draw inferences.
Materials Vocabulary Chart, pencil, Akiak booklet
Vocabulary blizzards, checkpoints, courageous, experienced, musher, rugged
Anticipatory Set:
In the story, Akiak, reflect on what happened so far? Why did Akiak know the trail so well?
Direct Instruction:
1. Read pages 37-41 (Refer to your Akiak story). Then, answer the questions.
a. Why was Akiak limping on day four?
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b. How would you summarize day five of the race? Circle your answer.
i. Akiak fought hard to escape and get back to the race.
ii. Akiak did not like the volunteers and tried to get away.
iii. Akiak did not want to get on the plane because she was afraid.
iv. The storm was getting bad and the pilot did not want to fly.
c. Why did Akiak burrow into a snowdrift? What clues in the text helped you draw this
conclusion?
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d. What do you think will happen when Akiak gets to Shaktoolik? What evidence from
the text do you base your prediction?
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Extended Activity:
Read the following questions. Choose one of the questions by circling the number and write a story
explaining your answer.
1. Why do you think people would want to participate in a race like the Iditarod?
2. What makes Akiak a heroic character?
3. Do you think that the dogs in the Iditarod really enjoy the experience, or is it too tough a race
to enjoy? Explain your answer.
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Lesson Title: Comparing Numbers
Subject: PSST (Priority Standard, Skill, or Topic) SLOs:
Math 4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, ATES
number names, and expanded form. Compare two multi-digit numbers based
on meanings of the digits in each place, using >, =, and < symbols to record
the results of comparisons.
Objective SWBAT…
● Compare multi-digit numbers using >, =, and < symbols.
I Can statement I can identify numbers that are greater than, less than, or equal to any given
number.
I can comprare multi-digit numbers using >,=, and < symbols.
Materials
Vocabulary Value, place value, digit, period, ones, tens, hundreds, thousands, ten
thousands, hundred thousands, comma, millions, ten millions, hundred
millions, greater than, less than, equal to
Anticipatory Set:
Let’s say you are buying a new car today! Is it important to be able to compare the prices of cars? Of
course it is important to compare the prices of cars before purchasing one! There are different
symbols to help you compare whole numbers such as the prices of cars. Look at the chart below to
help you learn more about these symbols.
greater than >
less than <
equal to =
Direct Instruction:
A. To compare numbers, you can compare two numbers by comparing the digits in each
place-value position.
Step 1: Start with the first place on the left. Compare the millions.
2,340,083
2,331,760 2 = 2
Step 2: Compare the hundred thousands.
2,340,083
2,331,760 3=3
Step 3: Compare the ten thousands.
2,340,083
2,331,760 4 > 3
4 ten thousands are greater than 3 ten thousands.
So 2,340,083 > 2,331,760
B. Answer the following questions. Use >, <, or = to compare the numbers.
1.) 254,908 ___ 254,908 2.) 9,531 ___ 4,631
3.) 3,911,067 ___ 3,911,007 4.) 82,245,235 ___ 82,245,535
5.) 5,000,371 ___ 500,371 6.) 439,503,209 ___ 350,320,943
C. Look at the table below and answer the questions that follow.
River Continent Length(mi)
Amazon South America 4,000
Chang Asia 3,964
Huang Asia 3,395
Nile Africa 4,160
1. Which river is longer, Amazon or Nile? _____________________________
2. Which Asian river has a length greater than 3,500 miles? ________________
3. Which river above has the greatest length? ________________________
4. Which river above has the least amount of miles? _______________________
Guided Practice: Complete the worksheet below.
