4th Grade - Day 7 

Lesson Title:​ ​Living Things

Subject: PSST (Priority Standard, Skill, or Topic) SLOs:

Science 4-LS1-1 Construct an argument that plants and animals have internal and external  ATES
structures that function to support survival, growth, behavior, and reproduction. 
Disciplinary Core Idea (Content): ​ Plants and animals have both internal and external 
structures that serve various functions in survival, growth, behavior, and reproduction.

Objective SWBAT…
1. Identify features of animals.
2. Describe how body types and support systems are used to classify animals.

I Can statement I can identify features of animals.

I can describe how body types and support systems are used to classify animals.

Materials paper/notebook, pencil, pen, crayons, color pencils or markers

Vocabulary Vertebrate, invertebrate, arthropod

Anticipatory Set:
1. Write the alphabet (A to Z) on a sheet of paper.
2. Using each letter of the alphabet, name an animal that begins with each letter. Time for two
minutes.
3. Look at the pictures in Chapter 1 Lesson 2 “What Are Animals?” on pages A14-A17. Name
the animals that you see. If you listed it on your animal alphabet list, circle it.
Direct Instruction/Guided Practice:
1. Introduce the following vocabulary words:
Simple animals: ​animals that have many cells but Complex animals:​ animals that have many
few body parts body parts

Vertebrates:​ animals with a backbone Invertebrates: ​animals without a backbone

Arthropods:​ the largest group of invertebrates; an

invertebrate with legs that have several joints
2. Preview the “Features of Animals” graphic organizer below. As students read pages
A14-A17 in the science textbook, they must fill in the blanks.
 3. Complete the Review Questions 1-5.

Closure/Quick Check: ​Use old magazines or newspapers to cut (or draw) animals that belong to each
category below. Label each animal correctly.
1. Simple animal
2. Complex animal
3. Vertebrate
4. Invertebrate
5. Arthropod
Extended Activities:
➔ Check out some of the videos below.
◆ Vertebrate & Invertebrates - Britannica Kids
https://kids.britannica.com/students/assembly/view/220357
◆ Arthropods
● What is an Arthropod? ​https://www.youtube.com/watch?v=puKoq5fzyAg
● "Baby, You're an Arthropod!" Song about insects, crustaceans, arachnids & more by
Lucas Miller ​https://www.youtube.com/watch?v=UFe3cZLuhUs
● Arthropod Adaptations ​https://www.youtube.com/watch?v=bz4ODmqbnQA
➔ Try some of these activities below on page A17
◆ Math Link - Identify Lines of Symmetry
◆ Writing Link - Narrative Writing - Story
◆ Social Studies Link - Invertebrates and Disease
◆ Technology Link
➔ Do the Investigation Lesson: Comparing Real and Artificial Sponges on page A12
➔ Complete workbook pages WB10-WB11 below.
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:

I. Choose the homophone words that best completes the paragraph.

​ ​Early this morning, I took a ______________ (peak/peek) outside my window.
The weather ______________ (vain/vane/vein) on the roof was spinning wildly. I had
planned to take a hike along the bank of the ______________ (creak/creek). I decided
to ______________ (wait/weight) until the wind died down.

Check your work.

​ ​Early this morning, I took a ​peek​ outside my window. The weather ​vane​ ​on the
roof was spinning wildly. I had planned to take a hike along the bank of the ​creek​. I
decided to ​wait​ ​until the wind died down.

Guided Practice:
I. Proofreading. ​Find and​ ​cross out the fourteen misspelled words from your Spelling Word
List 1 in the letter below. ​Write each misspelled word correctly in the table in the order of
how you crossed them out on the letter. Take a look at #1 below for your example.

Dear Tyler,
Dad and I are visiting the West! We drove to a tall mountain ​peek​. When I
leaned on a ledge to peak into the valley, I scraped my heal. It is starting to heel now.
In Gold Rush country, Dad and I looked for gold in a creak, but it was in vein. I found
a stone with a vane of shiny ore, but it was not gold. I guess I am not much of a
minor. I bought a gold wring anyway and cent it to Mom.
 On Monday, we went hiking. We herd the sound of galloping hooves in the
distance. Then a heard of wild horses raced by! The fresh sent in the air has made Dad
sleepy. He is resting now in the rocking chair. I can hear it creek as he snores!
Your sister,
Caitlin

Write your answers in the table below. ​Write each misspelled word correctly​ in the table in the
order of how you crossed them out on the letter. Take a look at #1 below for your example.

Example: 1. peak 2.

3. 4. 5. 6.

7. 8. 9. 10.

11. 12. 13. 14.

Extended Activity:
1. Choose a different activity from the Spelling Menu below.
2. Spelling Menu Activity: __________________________________________________
Lesson Title:​ Auxiliaries

Subject: PSST (Priority Standard, Skill, or Topic) SLOs:

ELA 4.L.1c ​Use modal auxiliaries (can, may, must) to convey various conditions. ATES

Objective SWBAT identify modal auxiliaries.

SWBAT use modal auxiliaries to convey various conditions.

I Can statement I can identify modal auxiliaries in a sentence.

I can use modal auxiliaries in a sentence correctly. .

Materials Worksheet, pencil

Vocabulary Modal auxiliaries

Anticipatory Set: ​Which word would you use for each sentence?
1. Julie (can, must, may) swim well.
2. (Can, Must, May) I borrow your pen?
3. You (can, must, may) show proof of identity to enter the building.
4. I (can, must, may) run a mile in eight minutes.
5. When you are finished with the test, you (can, must, may) read a book quietly while you
wait.
6. Kelly (can, must, may) be there before 8:00AM or she’ll be late.
Direct Instruction/Guided Practice:
1. Inform students that can, must, and may are examples of modal auxiliaries - words that are
usually used with another verb to indicate modality such as possibility, necessity, and
permission.
2. Have students study the table below to learn about when to use each modal auxiliary word.

Modal auxiliaries When to use it: Examples

Can Show ability Sara can play the guitar.

Must Obligation/Necessity I must finish my homework

before I play outside.

May Asking permission May I go to the movies with

my friends tonight?

3. Answer the following questions.

​ Part 1: Circle the modal auxiliary in each sentence.

1. We can definitely win the championship game.
2. May I sit down now?
3. I can speak a little Spanish.
4. I must go now.
5. I can play basketball very well.
6. Can you help me lift the couch?
7. It must be very cold on the east coast.

​ ​Part 2: Write the correct modal auxiliary (can, may or must) to complete each sentence.
8. __________ I borrow your dictionary?
9. Julie ____________swim all by herself now.
10. You ___________ follow all the school rules every day.
 11. We _____________ arrive on time or else we will be in trouble.
12. I ____________ go home before it gets dark.
13. _________ I use the restroom?
14. After taking lessons, I ____________ play the piano very well.

4. Closure:​ Review the answers to the questions above.

Extended activity: ​Use each auxiliary word (can, may, must) in a sentence correctly.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Homework Journal: ​Write a message for yourself on a bad day? What are some things you would tell
yourself to have a better day?
_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________
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?

Direct Instruction:
Inform students that they will finish reading the story, Akiak and take a quiz. When they are done
reading, they are to answer the following questions on their own. Remind them to double check their
work when they are done.
Reading Quiz
1. Read pages 49-51 (Refer to your Akiak story). Then, answer the questions in complete
sentences.
a. Why do you think it’s so important for Akiak to win the Iditarod this year? What
clues in the text helped you draw this conclusion?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

b. What did Mick decide to do because Akiak hurt her pawpad and started limping?
_____________________________________________________________________
_____________________________________________________________________

c. How did Mick’s team at the beginning of the race differ from Mick’s team at the end
of the race?
i. At the beginning of the race, Akiak was not the lead dog. At the end of the race,
Akiak was the lead dog.
ii. At the beginning of the race, the team ran as fast as they could. At the end of the
race, the team ran slow and easy.
iii. At the beginning of the race, Mick’s team had 16 dogs. At the end of the race,
Mick’s team had eight dogs.
iv. All of the above.

d. Why do you think Akiak ran down the hill instead of jumping into the sled with
Mick? What clues in the text helped you draw this conclusion?
_____________________________________________________________________
_____________________________________________________________________

e. What caused the loud noise that Mick heard about a mile outside of Nome?
 _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

f. Choose two vocabulary words below. Write a meaningful sentence for each word you
have chosen.
blizzards checkpoints courageous

experienced musher rugged

_____________________________________________________________________
_____________________________________________________________________
Lesson Title:​ Place Value, Comparing Numbers, and Rounding Numbers Quiz

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…

● Read and write whole numbers up to the thousands period using

standard, expanded, and word form.
● Identify numbers that are greater than, less than, or equal to any given
number.
● Round whole numbers to the nearest place value up to the thousands
period.

I Can statement I can use place value understanding to round whole numbers up to the
thousands period.

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, round

Anticipatory Set:

Today you will be taking a quiz on all the skills you have learned
in the past couple of weeks. What are some skills you have
learned? This will be your first quiz of the school year. Do your
best and double check your work.
Math Quiz 1
Round each number to the nearest hundred.

1) 145,918 - ________________ 2) 13, 531- ____________

Round each number to the nearest thousand.

3) 413,057 - ________________ 4) 445,655- ____________

Round to the nearest million.

5) 5,654,565- __________________ 6) 8,342,707- ______________