| 2007 and 2008 School Year |
Reading Class Assignments
Assignment Due Date and Test dates: March 27, 2008
* Spelling Workbook * (pages 153 and 161)
- Place all words in alphabetical order
- Define all the words on the list
- Define the words on the board
Apathetic
Segregation
Creed
Gamble
Courage
- Complete pages 154 through 158 and 162 – 165
- Use each word in a complete sentence
* Reading Workbook * (pages 177 – 192)
- Complete the above listed pages
* Reading Textbook *
- Complete the questions on pages 606 and 628
- Complete 1 activity from pages 606 – 607
- Complete write an essay on page 628
- Complete Create a Collage on page 629
- Read the stories 5 times each
* EXTRA CREDIT * Each student MUST complete a minimum of 1 EC assignment
• Find out more on page 629
• Research the life of Pee Wee Reese and write an essay about him
• Research the Negro League and select one player to compare and contrast to a
player from now using a Venn Diagram
• Research Jim Crow Laws and explain the following:
o What were they?
o Why they were enacted?
o Where they were enforced?
o Who did they affect?
o Did they violate the Bill of Rights?
- Research the Ku Klux Klan and answer the following:
o Who they were?
o What did they believe?
o How did they express themselves?
o Did they violate any of the Bill Of Rights?
o What do you think of them and their actions?
Assignment Due Date and Test dates: March 27, 2008
* Spelling Workbook * (pages 153 and 161)
- Place all words in alphabetical order
- Define all the words on the list
- Define the words on the board
Apathetic
Segregation
Creed
Gamble
Courage
- Complete pages 154 through 158 and 162 – 165
- Use each word in a complete sentence
* Reading Workbook * (pages 177 – 192)
- Complete the above listed pages
* Reading Textbook *
- Complete the questions on pages 606 and 628
- Complete 1 activity from pages 606 – 607
- Complete write an essay on page 628
- Complete Create a Collage on page 629
- Read the stories 5 times each
* EXTRA CREDIT * Each student MUST complete a minimum of 1 EC assignment
• Find out more on page 629
• Research the life of Pee Wee Reese and write an essay about him
• Research the Negro League and select one player to compare and contrast to a
player from now using a Venn Diagram
• Research Jim Crow Laws and explain the following:
o What were they?
o Why they were enacted?
o Where they were enforced?
o Who did they affect?
o Did they violate the Bill of Rights?
- Research the Ku Klux Klan and answer the following:
o Who they were?
o What did they believe?
o How did they express themselves?
o Did they violate any of the Bill Of Rights?
o What do you think of them and their actions?
Language Arts Syllabus for the week
Standard/Element:
ELA4C1 The student demonstrates understanding and control of the rules of
the English language, realizing that usage involves the appropriate application
of conventions and grammar in both written and spoken formats. The student
a. Recognizes the subject-predicate relationship in sentences.
b. Uses and identifies four basic parts of speech (adjective, noun, verb, adverb).
c. Uses and identifies correct mechanics (end marks, commas for series,
capitalization),
correct usage (subject and verb agreement in a simple sentence), and correct
sentence
structure (elimination of sentence fragments).
g. Spells most commonly used homophones correctly (there, they’re, their; two, too,
to).
h. Varies the sentence structure by kind (declarative, interrogative, imperative,
and exclamatory sentences and functional fragments), order, and complexity
(simple, compound).
Group Assignment:
Group 1: Group 2: Group 3:
DaShawn Littles SheTwana Cunningham Chris Henderson
Dewona Johnson Yazmine Ford Ashton Reed
Aja Davis Taylor Head Darian Brinkley
Group 4: Group 5: Group 6:
Keenan Livingston Adriana Lewis Dontavious Pugh
Michael Lewis Yeonnie Brooks Lorenzo Byrd
Shykeria Alford
Group 7: Group 8: Group 9:
Shakeya Fuller Jerome Caldwell Tyonna Brown
Kendrun Murray Markus Whiters Angel Branham
Kyia Andeson Kim McCrimmon
Assignments:
Each assignment must be completed as a partnership or group. You must use
teamwork.
Group 1: ELA4C1 (a)
• Complete the following pages and letters
o Pages 2 and 3- A and B
o Pages 14 and 15- B and Writing Activity
o Page 17- A and Writing Activity
o Page 19- A
• Using words from the word wall/board construct 10 sentences
• Identify the following in each of your sentences:
o Complete subject
o Simple subject
o Complete predicate
o Simple predicate
Group 2: ELA4C1 (c) (h):
• Complete the following pages:
o Pages 174 and 175- A and Writing Activity
o Pages 38 – 39- A, B, and Writing Activity
o Pages 202 – 205- Write Now
o Pages 40 and 41- A, B, and C
• Use 20 words from the word wall/board to construct 9 compound sentences.
You cannot use any conjunction more than 3 times and no sentence started more than
once
• Write a How-to-Guide on preparing your favorite meal
Group 3: ELA4C1 (c) (b):
• Complete the following pages:
o Pages 40 and 41- A, B, C, and Writing Activity
o Pages 24 and 25- A, B, and Writing Activity
o Pages 174 – 175- B and Writing Activity
o Page 177- A, B, and C
• Use 20 words from the word wall/board to construct 9 compound sentences.
You cannot use any conjunction more than 3 times and no sentence starter more than
once
• Write a How-To Guide on playing your favorite sport
Group 4: ELA4C1 (b):
• Complete the following pages:
o Page 158 and 159- All even numbers
o Page 160- All odd problems
o Page 91- Writing Activity
o Page 93- Writing Activity
• Write a How-To-Guide on Identifying and using nouns
Group 5: ELA4C1 (h):
• Complete Writing Activity on page 5
• Complete Writing Activity on page 7
o Use the index cards to complete this assignment
• Complete A, B, and C- All Odd problems
• Complete A, B, and C on page 77- All even problems
• Create a game or an activity for identifying the 4 types of sentences
Group 6: ELA4C1 (c):
• Complete the following pages:
o Pages 174 – 175- A, B, C, and Writing Activity
o Pages 176 – 177- A, B, and Writing Activity
o Pages 178 – 179- A, B, C, and Writing Activity
• Write a Class Update to tell about recent class activities
o Each sentence must describe activities in which 3 or more students have been
involved
Group 7: ELA4C1 (b) (g):
• Complete the following pages:
o Pages 262 – 263- A, B, and Writing Activity
o Pages 264 – 265- A, B, C, and writing Activity
o Pages 374 – 375- A, B, and Writing Activity
• Create a “Treasure Hunt” activity/game. Your group will select 5 objects within
the classroom and will create at least 10 descriptive clues for each object selected.
• Select 10 words from the word wall/board and create a sentence for each
word.
o No sentence can begin with the same word twice and each sentence must
contain a minimum of 5 adjectives
Group 8: ELA4C1 (b) (h):
• Complete the following pages:
o Pages 420 – 421- A, B, C, and Writing Activity
o Pages 422 – 423- A, B, and Writing Activity
o Pages 424 – 424- A, B, C, and Writing Activity
• Write a How-To-Manual for your favorite board or card game
o Instructions must be descriptive and detailed
• Select a National Geographic magazine and write an essay where you answer
all of the adverb questions.
o All sentences must be complete and start with a different word
Group 9: ELA4C1 (b) (c):
• Complete the following pages:
o Pages 170 – 171- A, B, and Writing Activity
o Pages 172 – 173- A, B, C, and Writing Activity
o Page 175- Writing Activity
o Page 246- All Even numbers
• Reporting How, When, and Where-
o Read the sports account and circle all of the adverbs in the article and identify
if which adverb question it answers.
• Write a How-To-Guide on playing your favorite Spanish Game
o Directions must be detailed and use several verbs
Standard/Element:
ELA4C1 The student demonstrates understanding and control of the rules of
the English language, realizing that usage involves the appropriate application
of conventions and grammar in both written and spoken formats. The student
a. Recognizes the subject-predicate relationship in sentences.
b. Uses and identifies four basic parts of speech (adjective, noun, verb, adverb).
c. Uses and identifies correct mechanics (end marks, commas for series,
capitalization),
correct usage (subject and verb agreement in a simple sentence), and correct
sentence
structure (elimination of sentence fragments).
g. Spells most commonly used homophones correctly (there, they’re, their; two, too,
to).
h. Varies the sentence structure by kind (declarative, interrogative, imperative,
and exclamatory sentences and functional fragments), order, and complexity
(simple, compound).
Group Assignment:
Group 1: Group 2: Group 3:
DaShawn Littles SheTwana Cunningham Chris Henderson
Dewona Johnson Yazmine Ford Ashton Reed
Aja Davis Taylor Head Darian Brinkley
Group 4: Group 5: Group 6:
Keenan Livingston Adriana Lewis Dontavious Pugh
Michael Lewis Yeonnie Brooks Lorenzo Byrd
Shykeria Alford
Group 7: Group 8: Group 9:
Shakeya Fuller Jerome Caldwell Tyonna Brown
Kendrun Murray Markus Whiters Angel Branham
Kyia Andeson Kim McCrimmon
Assignments:
Each assignment must be completed as a partnership or group. You must use
teamwork.
Group 1: ELA4C1 (a)
• Complete the following pages and letters
o Pages 2 and 3- A and B
o Pages 14 and 15- B and Writing Activity
o Page 17- A and Writing Activity
o Page 19- A
• Using words from the word wall/board construct 10 sentences
• Identify the following in each of your sentences:
o Complete subject
o Simple subject
o Complete predicate
o Simple predicate
Group 2: ELA4C1 (c) (h):
• Complete the following pages:
o Pages 174 and 175- A and Writing Activity
o Pages 38 – 39- A, B, and Writing Activity
o Pages 202 – 205- Write Now
o Pages 40 and 41- A, B, and C
• Use 20 words from the word wall/board to construct 9 compound sentences.
You cannot use any conjunction more than 3 times and no sentence started more than
once
• Write a How-to-Guide on preparing your favorite meal
Group 3: ELA4C1 (c) (b):
• Complete the following pages:
o Pages 40 and 41- A, B, C, and Writing Activity
o Pages 24 and 25- A, B, and Writing Activity
o Pages 174 – 175- B and Writing Activity
o Page 177- A, B, and C
• Use 20 words from the word wall/board to construct 9 compound sentences.
You cannot use any conjunction more than 3 times and no sentence starter more than
once
• Write a How-To Guide on playing your favorite sport
Group 4: ELA4C1 (b):
• Complete the following pages:
o Page 158 and 159- All even numbers
o Page 160- All odd problems
o Page 91- Writing Activity
o Page 93- Writing Activity
• Write a How-To-Guide on Identifying and using nouns
Group 5: ELA4C1 (h):
• Complete Writing Activity on page 5
• Complete Writing Activity on page 7
o Use the index cards to complete this assignment
• Complete A, B, and C- All Odd problems
• Complete A, B, and C on page 77- All even problems
• Create a game or an activity for identifying the 4 types of sentences
Group 6: ELA4C1 (c):
• Complete the following pages:
o Pages 174 – 175- A, B, C, and Writing Activity
o Pages 176 – 177- A, B, and Writing Activity
o Pages 178 – 179- A, B, C, and Writing Activity
• Write a Class Update to tell about recent class activities
o Each sentence must describe activities in which 3 or more students have been
involved
Group 7: ELA4C1 (b) (g):
• Complete the following pages:
o Pages 262 – 263- A, B, and Writing Activity
o Pages 264 – 265- A, B, C, and writing Activity
o Pages 374 – 375- A, B, and Writing Activity
• Create a “Treasure Hunt” activity/game. Your group will select 5 objects within
the classroom and will create at least 10 descriptive clues for each object selected.
• Select 10 words from the word wall/board and create a sentence for each
word.
o No sentence can begin with the same word twice and each sentence must
contain a minimum of 5 adjectives
Group 8: ELA4C1 (b) (h):
• Complete the following pages:
o Pages 420 – 421- A, B, C, and Writing Activity
o Pages 422 – 423- A, B, and Writing Activity
o Pages 424 – 424- A, B, C, and Writing Activity
• Write a How-To-Manual for your favorite board or card game
o Instructions must be descriptive and detailed
• Select a National Geographic magazine and write an essay where you answer
all of the adverb questions.
o All sentences must be complete and start with a different word
Group 9: ELA4C1 (b) (c):
• Complete the following pages:
o Pages 170 – 171- A, B, and Writing Activity
o Pages 172 – 173- A, B, C, and Writing Activity
o Page 175- Writing Activity
o Page 246- All Even numbers
• Reporting How, When, and Where-
o Read the sports account and circle all of the adverbs in the article and identify
if which adverb question it answers.
• Write a How-To-Guide on playing your favorite Spanish Game
o Directions must be detailed and use several verbs
 |  |  |  |
Teach Me Lesson- Math
Objective:
The objective of this assignment is to afford children extra practice and time in the
mastery of set skills. This task will build a better understanding of math standards and
elements as it relates to their individual topic.
Grading System and Requirements:
Students will be graded according to the following:
1. Mastery of the subject matter
2. Submission of Lesson Plan covering their assigned subject (See attached Plan
Format)
3. Presentation- personal appearance and use of visual aids ( dry erase board,
poster board, and technology)
4. Ability to respond to questions posed by teacher and other students
5. Teamwork and effort
6. Completion of all tasks
*Please refer to the Rubric*
Homework:
Each group and individuals must assign a minimum of 3 homework problems for the
class to complete. Homework problems may be done as a group or individually.
Presentation and assignment Due Date:
April 18, 2008
Related Standards:
ELA4LSV1 The student participates in student-to-teacher, student-to-student,
and group verbal interactions. The student
b. Asks relevant questions.
c. Responds to questions with appropriate information.
i. Responds appropriately to comments and questions.
j. Volunteers contributions and responds when directly solicited by teacher or
discussion leader.
k. Gives reasons in support of opinions expressed.
l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates
for similar expansions.
Assignment of Task with Standard/Element:
Teach Me a Math Lesson-
Each Group is responsible for working on a specific task that they will have to teach
the class. The list is as follows:
Kyia Anderson, Dashawn Littles, and Dewona Johnson:
Aja Davis
Problem Solving Strategies
(See pages 418 to 421)
M4P1. Students will solve problems (using appropriate technology).
c. Apply and adapt a variety of appropriate strategies to solve problems.
d. Monitor and reflect on the process of mathematical problem solving.
Ashton Reed, Taylor Head, Darian Brinkley:
Christopher Henderson, SheTwana Cunningham, and
Yazmine Ford:
Markus Whiters and Lorenzo Byrd:
Angel Branham and Shykeria Alford
Classify Triangles
(See pages 416 to 417)
M4G1. Students will define and identify the characteristics of geometric figures
through examination and construction.
a. Examine and compare angles in order to classify and identify triangles by
their angles.
SheTwana Cunningham, Jerome Caldwell, and Yazmine Ford:
Taylor Head:
Ashton Reed and Darian Brinkley:
Yeonnie Brooks and Lorenzo Byrd:
Locate Points on a Grid
(See pages 616 to 617)
M4G3. Students will use the coordinate system.
a. Understand and apply ordered pairs in the first quadrant of the coordinate
system.
Christopher Henderson, Angel Branham, and Kim
McCrimmon:
Keenan Livingston and Michael Lewis:
SheTwana Cunningham and Yamine Ford
Ashton Reed
Darian Brinkley
Shykeria Alford
Jerome Caldwell and Dontavious Pugh
Measure Angles
(See pages 410 to 411)
M4M2. Students will understand the concept of angles and how to
measure it.
a. Use tools, such as a protractor or angle ruler, and other methods such as
paper folding, drawing a diagonal in a square, to measure angles.
Dontavious Pugh, Shykeria Alford, and Lorenzo Byrd:
Tyonna Brown and Taylor Head:
Darian Brinkley:
Ashton Reed:
Christopher Henderson
Markus Whiters
Adrianna Lewis and Dewona Johnson
Quadrilaterals and other Polygons
(See pages 412 to 414)
M4G1. Students will define and identify the characteristics of geometric figures
through examination and construction.
c. Examine and classify quadrilaterals (including parallelograms, squares,
rectangles, trapezoids, and rhombi).
d. Compare and contrast the relationships among quadrilaterals.
Markus Whiters-
Kendrun Murray, Michael Lewis, and Aja Davis
Adrianna Lewis and Kyia Anderson
Christopher Henderson
Ashton Reed and Darian Brinkley
Analyze Graphs
(See pages 384 to 387)
M4D1. Students will gather, organize, and display data according to the situation
and compare related features.
a. Represent data in bar, line and pictographs.
b. Investigate the features and tendencies of graphs.
Keenan Livingston-
Adrianna Lewis and Yeonnie Brooks:
Angel Branham-
Taylor Head
DaShawn Littles and Aja Davis
Yazmine Ford and Angel Branham:
Customary Units of Weight
(See pages 312 to 314)
M4M1. Students will understand the concept of weight and how to measure it.
a. Use standard and metric units to measure the weight of objects.
Lesson Plan Format
Objective Of the Lesson: (what do you hope to accomplish?)
Name of Presenter/s and the role they will perform during presentation:
Standard and Element of the Lesson:
Name/Title of the Lesson:
In-class Activity:
Visual Aids that will be used:
Vocabulary:
Homework that will be assigned: (page number and number of problem)
Sample Problem that will be used in demonstration:
Solutions to Homework Problem:
Solution to Sample Problem:
How will you know that students have mastered/understand the material?
Writing Assignment:
Lesson Plan Format
(Sample Plan)
Objective Of the Lesson: (what do you hope to accomplish?)
The objective of this lesson is to develop the student’s understanding of the meaning of
common fractions and how to use them in computations.
Name of Presenter/s and the role they will perform during presentation:
Ms. Shy will function as the speaker/teacher
Mr. Priestley will function as the demonstrator. He will work the problems on the board
Ms. Cook will function as the classroom supporter. She will walk around the class and
aid anyone who is struggling
Standard and Element of the Lesson:
Standard: M4N6: Students will further develop their understanding of the meaning of
common fractions and use them in computations
Element: (b): Add and subtract fractions and mixed numbers with common
denominators
Name/Title of the Lesson:
Fractions- What are they good for?
In-class Activity:
1. Students will work sample problems as a group
2. Students will create 1 sample problem with the solution
Visual Aids that will be used:
• Dry Erase Board to work sample problems
• Microsoft PowerPoint to show a step-by-step process for solving the problem
Vocabulary:
• Mixed Fraction
• Denominator
• Numerator
• Improper Fraction
• Proper Fraction
Homework that will be assigned: (page number and number of problem)
Page 1065; Problem Numbers 3, 7, 10, and 14
Sample Problem that will be used in demonstration:
1. 3/4 + 2/4
2. 5/12 – 3/12
3. 4/8 + 2/8
Solutions to Homework Problem:
3. 7/8
7. 1 2/10
10. 3 1/5
14. 5 2/8
Solution to Sample Problem:
1. 5/4 = 1 ¼
2. 2/12 = 1/6
3. 6/8 = 3/4
Objective:
The objective of this assignment is to afford children extra practice and time in the
mastery of set skills. This task will build a better understanding of math standards and
elements as it relates to their individual topic.
Grading System and Requirements:
Students will be graded according to the following:
1. Mastery of the subject matter
2. Submission of Lesson Plan covering their assigned subject (See attached Plan
Format)
3. Presentation- personal appearance and use of visual aids ( dry erase board,
poster board, and technology)
4. Ability to respond to questions posed by teacher and other students
5. Teamwork and effort
6. Completion of all tasks
*Please refer to the Rubric*
Homework:
Each group and individuals must assign a minimum of 3 homework problems for the
class to complete. Homework problems may be done as a group or individually.
Presentation and assignment Due Date:
April 18, 2008
Related Standards:
ELA4LSV1 The student participates in student-to-teacher, student-to-student,
and group verbal interactions. The student
b. Asks relevant questions.
c. Responds to questions with appropriate information.
i. Responds appropriately to comments and questions.
j. Volunteers contributions and responds when directly solicited by teacher or
discussion leader.
k. Gives reasons in support of opinions expressed.
l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates
for similar expansions.
Assignment of Task with Standard/Element:
Teach Me a Math Lesson-
Each Group is responsible for working on a specific task that they will have to teach
the class. The list is as follows:
Kyia Anderson, Dashawn Littles, and Dewona Johnson:
Aja Davis
Problem Solving Strategies
(See pages 418 to 421)
M4P1. Students will solve problems (using appropriate technology).
c. Apply and adapt a variety of appropriate strategies to solve problems.
d. Monitor and reflect on the process of mathematical problem solving.
Ashton Reed, Taylor Head, Darian Brinkley:
Christopher Henderson, SheTwana Cunningham, and
Yazmine Ford:
Markus Whiters and Lorenzo Byrd:
Angel Branham and Shykeria Alford
Classify Triangles
(See pages 416 to 417)
M4G1. Students will define and identify the characteristics of geometric figures
through examination and construction.
a. Examine and compare angles in order to classify and identify triangles by
their angles.
SheTwana Cunningham, Jerome Caldwell, and Yazmine Ford:
Taylor Head:
Ashton Reed and Darian Brinkley:
Yeonnie Brooks and Lorenzo Byrd:
Locate Points on a Grid
(See pages 616 to 617)
M4G3. Students will use the coordinate system.
a. Understand and apply ordered pairs in the first quadrant of the coordinate
system.
Christopher Henderson, Angel Branham, and Kim
McCrimmon:
Keenan Livingston and Michael Lewis:
SheTwana Cunningham and Yamine Ford
Ashton Reed
Darian Brinkley
Shykeria Alford
Jerome Caldwell and Dontavious Pugh
Measure Angles
(See pages 410 to 411)
M4M2. Students will understand the concept of angles and how to
measure it.
a. Use tools, such as a protractor or angle ruler, and other methods such as
paper folding, drawing a diagonal in a square, to measure angles.
Dontavious Pugh, Shykeria Alford, and Lorenzo Byrd:
Tyonna Brown and Taylor Head:
Darian Brinkley:
Ashton Reed:
Christopher Henderson
Markus Whiters
Adrianna Lewis and Dewona Johnson
Quadrilaterals and other Polygons
(See pages 412 to 414)
M4G1. Students will define and identify the characteristics of geometric figures
through examination and construction.
c. Examine and classify quadrilaterals (including parallelograms, squares,
rectangles, trapezoids, and rhombi).
d. Compare and contrast the relationships among quadrilaterals.
Markus Whiters-
Kendrun Murray, Michael Lewis, and Aja Davis
Adrianna Lewis and Kyia Anderson
Christopher Henderson
Ashton Reed and Darian Brinkley
Analyze Graphs
(See pages 384 to 387)
M4D1. Students will gather, organize, and display data according to the situation
and compare related features.
a. Represent data in bar, line and pictographs.
b. Investigate the features and tendencies of graphs.
Keenan Livingston-
Adrianna Lewis and Yeonnie Brooks:
Angel Branham-
Taylor Head
DaShawn Littles and Aja Davis
Yazmine Ford and Angel Branham:
Customary Units of Weight
(See pages 312 to 314)
M4M1. Students will understand the concept of weight and how to measure it.
a. Use standard and metric units to measure the weight of objects.
Lesson Plan Format
Objective Of the Lesson: (what do you hope to accomplish?)
Name of Presenter/s and the role they will perform during presentation:
Standard and Element of the Lesson:
Name/Title of the Lesson:
In-class Activity:
Visual Aids that will be used:
Vocabulary:
Homework that will be assigned: (page number and number of problem)
Sample Problem that will be used in demonstration:
Solutions to Homework Problem:
Solution to Sample Problem:
How will you know that students have mastered/understand the material?
Writing Assignment:
Lesson Plan Format
(Sample Plan)
Objective Of the Lesson: (what do you hope to accomplish?)
The objective of this lesson is to develop the student’s understanding of the meaning of
common fractions and how to use them in computations.
Name of Presenter/s and the role they will perform during presentation:
Ms. Shy will function as the speaker/teacher
Mr. Priestley will function as the demonstrator. He will work the problems on the board
Ms. Cook will function as the classroom supporter. She will walk around the class and
aid anyone who is struggling
Standard and Element of the Lesson:
Standard: M4N6: Students will further develop their understanding of the meaning of
common fractions and use them in computations
Element: (b): Add and subtract fractions and mixed numbers with common
denominators
Name/Title of the Lesson:
Fractions- What are they good for?
In-class Activity:
1. Students will work sample problems as a group
2. Students will create 1 sample problem with the solution
Visual Aids that will be used:
• Dry Erase Board to work sample problems
• Microsoft PowerPoint to show a step-by-step process for solving the problem
Vocabulary:
• Mixed Fraction
• Denominator
• Numerator
• Improper Fraction
• Proper Fraction
Homework that will be assigned: (page number and number of problem)
Page 1065; Problem Numbers 3, 7, 10, and 14
Sample Problem that will be used in demonstration:
1. 3/4 + 2/4
2. 5/12 – 3/12
3. 4/8 + 2/8
Solutions to Homework Problem:
3. 7/8
7. 1 2/10
10. 3 1/5
14. 5 2/8
Solution to Sample Problem:
1. 5/4 = 1 ¼
2. 2/12 = 1/6
3. 6/8 = 3/4
The Malachite Palace
Standards/Elements:
ELA4R1 The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational
texts.
a. Locates facts that answer the reader’s questions.
d. Identifies and uses knowledge of common organizational structures (e.g.,
chronological order, cause and effect).
e. Distinguishes cause from effect in context.
f. Summarizes main ideas and supporting details.
g. Makes perceptive and well-developed connections.
ELA4W1 The student produces writing that establishes an appropriate organizational
structure, sets a context and engages the reader, maintains a coherent focus
throughout, and signals a satisfying closure.
b. Writes texts of a length appropriate to address the topic or tell the story.
c. Uses traditional structures for conveying information (e.g., chronological order,
cause and effect, similarity and difference, and posing and answering a question).
Objective:
Our objective as a class is to master the elements in order to build a deep
understanding of the standard.
Tasks:
1. Read the story twice per day for 4 days
2. Answer questions 1 – 5 on page 660 in the textbook
3. Place all spelling words in alphabetical order from your spelling workbook on
page 167
4. Complete pages 168 – 171 in your spelling workbook
5. Define all spelling words
6. Create a story using 15 of the spelling words
7. Use each of the 25 spelling words in a complete sentence
8. Complete pages 193 – 199 in the reading workbook
9. Create 10 questions from the reading textbook- you must answer all of the
questions
10. Complete the Find Out More activity on page 661 in the reading textbook
11. Create a 15 question quiz for the story- 5 questions must be true or false, 5
questions must be story comprehension, and 5 questions must be fill-in-the-blanks
12. Create a clue finding game for the story- Your group must create the rules for
the game and a How-to-Play guide
13. Change the Ending- Your group will create an alternate ending for the story.
Your group must use 10 of your spelling words
14. Create a 20 question vocabulary test using the story. Select words from the
story and the sentences they are contained within.
15. Create a sequence of events for the story and illustrate your timeline
Group Assignment:
Group 1: Complete the following activities:
1, 2, 3, 4, 5, 7, 8, and 11
Group 2: Complete the following activities:
1, 2, 5, 7, 8, 6, and 11
Group 3: Complete the following activities:
1, 2, 5, 8, 11, and 15
Group 4: Complete the following activities:
1, 2, 4, 6, 7, 8 and 10
Group 5: Complete the following activities:
1, 2, 5, 6, 8, 9, 11 and 13
Group 6: Complete the following activities:
1, 2, 6, 8, 10, 11, and 15
Group 7: Complete the following activities:
1, 2, 5, 8, 9, 11, and 12
Group 8: Complete the following activities:
1, 2, 4, 5, 8, 10, and 13
Group 9: Complete the following activities:
1, 2, 4, 6, 8, 12, and 14
Due Date:
April 4, 2008
Assessment Date:
April 4, 2008
Standards/Elements:
ELA4R1 The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational
texts.
a. Locates facts that answer the reader’s questions.
d. Identifies and uses knowledge of common organizational structures (e.g.,
chronological order, cause and effect).
e. Distinguishes cause from effect in context.
f. Summarizes main ideas and supporting details.
g. Makes perceptive and well-developed connections.
ELA4W1 The student produces writing that establishes an appropriate organizational
structure, sets a context and engages the reader, maintains a coherent focus
throughout, and signals a satisfying closure.
b. Writes texts of a length appropriate to address the topic or tell the story.
c. Uses traditional structures for conveying information (e.g., chronological order,
cause and effect, similarity and difference, and posing and answering a question).
Objective:
Our objective as a class is to master the elements in order to build a deep
understanding of the standard.
Tasks:
1. Read the story twice per day for 4 days
2. Answer questions 1 – 5 on page 660 in the textbook
3. Place all spelling words in alphabetical order from your spelling workbook on
page 167
4. Complete pages 168 – 171 in your spelling workbook
5. Define all spelling words
6. Create a story using 15 of the spelling words
7. Use each of the 25 spelling words in a complete sentence
8. Complete pages 193 – 199 in the reading workbook
9. Create 10 questions from the reading textbook- you must answer all of the
questions
10. Complete the Find Out More activity on page 661 in the reading textbook
11. Create a 15 question quiz for the story- 5 questions must be true or false, 5
questions must be story comprehension, and 5 questions must be fill-in-the-blanks
12. Create a clue finding game for the story- Your group must create the rules for
the game and a How-to-Play guide
13. Change the Ending- Your group will create an alternate ending for the story.
Your group must use 10 of your spelling words
14. Create a 20 question vocabulary test using the story. Select words from the
story and the sentences they are contained within.
15. Create a sequence of events for the story and illustrate your timeline
Group Assignment:
Group 1: Complete the following activities:
1, 2, 3, 4, 5, 7, 8, and 11
Group 2: Complete the following activities:
1, 2, 5, 7, 8, 6, and 11
Group 3: Complete the following activities:
1, 2, 5, 8, 11, and 15
Group 4: Complete the following activities:
1, 2, 4, 6, 7, 8 and 10
Group 5: Complete the following activities:
1, 2, 5, 6, 8, 9, 11 and 13
Group 6: Complete the following activities:
1, 2, 6, 8, 10, 11, and 15
Group 7: Complete the following activities:
1, 2, 5, 8, 9, 11, and 12
Group 8: Complete the following activities:
1, 2, 4, 5, 8, 10, and 13
Group 9: Complete the following activities:
1, 2, 4, 6, 8, 12, and 14
Due Date:
April 4, 2008
Assessment Date:
April 4, 2008
Science- Group Work
Solar System
Tasks: All work is due on April 2, 2008
1. Define the terms on page C64
2. Explain and Illustrate the phasing of the moon- Do not forget waning and waxing
3. Explain seasonal changes and what causes them.
4. Answer the following questions:
a. How do the Moon and earth compare?
b. What is the difference between rotate and revolve?
c. How many planets are in the solar system? And list them in order from the Sun.
d. What are telescopes and how are they used?
e. What is the difference between a star and a planet?
f. Why is the earth able to support life?
g. How are Jupiter and Saturn alike?
h. What is the difference between a comet, asteroid, and a meteor?
5. Create a 20 question test for pages C62 to C91- You must include 8 true or false
questions, 8 fill in the blanks, and 4 multiple choice questions
6. Create a clue find game for pages C62 to C91- You must make up the clues and
enough copies for the other groups
7. Complete 1 – 20 on pages C92 and C93
8. Create a vocabulary quiz using the words from page C64
9. Create a Venn Diagram that compares the Earth and another planet of your
choice
10. Research views of the universe and write a report summarizing your findings
Group Assignments:
All groups MUST complete 1 – 4
Group 1: Complete assignment 7 and 9
Group 2: Complete assignment 5 and 9
Group 3: Complete assignment 6 and 8
Group 4: Complete assignment 8 and 7
Group 5: Complete assignment 7, 5, and 9
Group 6: Complete assignment 5 and 7
Group 7: Complete assignment 7 and 5
Group 8: Complete assignment 9, 6, and 7
Group 9: Complete assignment 7 and 10
Solar System
Tasks: All work is due on April 2, 2008
1. Define the terms on page C64
2. Explain and Illustrate the phasing of the moon- Do not forget waning and waxing
3. Explain seasonal changes and what causes them.
4. Answer the following questions:
a. How do the Moon and earth compare?
b. What is the difference between rotate and revolve?
c. How many planets are in the solar system? And list them in order from the Sun.
d. What are telescopes and how are they used?
e. What is the difference between a star and a planet?
f. Why is the earth able to support life?
g. How are Jupiter and Saturn alike?
h. What is the difference between a comet, asteroid, and a meteor?
5. Create a 20 question test for pages C62 to C91- You must include 8 true or false
questions, 8 fill in the blanks, and 4 multiple choice questions
6. Create a clue find game for pages C62 to C91- You must make up the clues and
enough copies for the other groups
7. Complete 1 – 20 on pages C92 and C93
8. Create a vocabulary quiz using the words from page C64
9. Create a Venn Diagram that compares the Earth and another planet of your
choice
10. Research views of the universe and write a report summarizing your findings
Group Assignments:
All groups MUST complete 1 – 4
Group 1: Complete assignment 7 and 9
Group 2: Complete assignment 5 and 9
Group 3: Complete assignment 6 and 8
Group 4: Complete assignment 8 and 7
Group 5: Complete assignment 7, 5, and 9
Group 6: Complete assignment 5 and 7
Group 7: Complete assignment 7 and 5
Group 8: Complete assignment 9, 6, and 7
Group 9: Complete assignment 7 and 10
Social Studies
SYMBOL HISTORY DID YOU
KNOW?
SYMBOL HISTORY DID YOU
KNOW?
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