Term Plan Term

Term Plan – Term 2

2019-2020

Grade 4

Subject

Term 2 Content/ Standards

Arabic

Islamic

Islamic Special

Social Studies

ةدحتملا ةيبرعلا تاراملاا ةلود يف ناكسلا

-

: لولأا سردلا / ىلولأا ةدحولا

يتيلوؤسم يتئيب/ ثلاثلا سردلا

سردلا / ةيناثلا ةدحولا

ىمسمو ةرامإ / يناثلا

ليصلأا انثارت/ ثلاثلا سردلا

English

Unit 1:

4RL.1, 4W1a, 4W.5, 4l.1e(14 lessons)

4RL.1:

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Resources :(At the Library)

Text book ( Reading /Writing Workshop) Literature Anthology

Online Resources – Your Turn Practice book. Graphic organizer Vocabulary cards

Determine what the text says explicitly and to make logical inferences from it. Cite specific textual evidence when writing or speaking to support conclusions. Drawn from the text.

4W1a:

Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

4W.5:

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.

I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 4l.1e:

Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

I can create sentences using the correct order of adjectives.

Unit 1

-4RL.5, 4RL.7, 4L.5a/b, 4L.1d(8 lessons)

4RL.5:

Explain major differences

between poems, drama, and

prose, and refer to the structural

elements of poems.

Recourses:(Sing to Me)

4RL.7:

-I can identify elements of a poem.

-I can Compare and contrast differences between poems, prose, and drama.

Make connections between

the text of a story or drama

and a visual or oral

presentation of the text,

identifying where each

version reflects specific

descriptions and directions in

the text.

4L.5a/b:

a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

b. Recognize and explain the meaning of common idioms, adages, and proverbs.

-I can Identify the difference between metaphor and similes in a poem.

-I can interpret the various levels of meaning including the literal and the figurative.

4L.1d:

Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

-I can use modal verbs to express condition.

Unit 1

-4RL.6, 4W.3.d, 4W.5,4L1.f, 4SL.4 (13 lessons)

4RL.6:

Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third person narration.

Resources : (Judy′s Appalachia)

-I can compare and contrast the point of view from different stories.

Text book (Reading /Writing Workshop), Online Resources – Your Turn Practice book. Graphic organizer, Vocabulary cards. Mind maps

4W.3.d:

Use concrete words and phrases and sensory details to convey experiences and events precisely.

4W.5:

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.

-I can add sensory words and details to express a point of view.

- I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

4L1.f:

Form and use prepositional phrases.

I can create prepositional phrases in my writing.

4SL.4:

Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and

relevant, descriptive details to support main ideas or themes; speak clearly at an

understandable pace.

a. Plan and deliver a narrative presentation that: relates ideas, observations, or

recollections; provides a clear context; and includes clear insight into why the event or experience is

I can Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

-4RI.1, 4W1.b/4W1.c/4w.4, 4L.1c. 4RI.1:

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Resources :(Animal adaptations)

Text book (Reading /Writing

Workshop), Online Resources –

Your Turn Practice book.

Graphic organizer, Vocabulary

cards. Mind maps

-I can cite specific examples and details to support inferences.

4W1.b:

Provide reasons that are supported by facts and details. 4W1.c:

Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition)

4w.4:

Produce clear and coherent

writing (

development and organization are appropriate to task, purpose, and audience. (

- I can

-I can use transitional words to link opinion and reasons in my writing.

-I can identify my writing task is to research, to persuade, to inform.

4L.1c:

Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

I can use the progressive form of to present events.

-4RI.4, 4L.4c, 4W.3e, 4RF.3 4RI.4:

Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topics or subject area. ( Words for Change)

Text book (Reading /Writing

Workshop), Online Resources –

Your Turn Practice book.

Graphic organizer, Vocabulary

cards. Mind maps

I can use suffixes to determine the meaning of academic words used in scientific text.

4L.4c:

Consult reference materials (e.g., dictionaries, glossaries,

thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases and to identify alternate word choices in all content areas.

I can determine the precise meaning of key words using a print or digital dictionary to locate definitions of key words and phrases.

I can Identify alternate word choices using print or digital thesauruses or dictionaries.

Provide a conclusion that follows from the narrated experiences or events.

I can provide a conclusion to my narrative writing.

4RF.3:

a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

I can use roots, affixes and base words to read unfamiliar multisyllabic words in context.

4RI.5, 4L.3, 4W.2d: 4RI.5:

Describe the overall structure

(e.g., chronology, comparison,

cause/effect, and

problem/solution) of events,

ideas, concepts, or information

in a text or part of a text.

Resources :(wonders of the Night Sky)

Text book (Reading /Writing Workshop), Online Resources – Your Turn Practice book. Graphic organizer, Vocabulary cards. Mind maps

I can analyze text using comparison, cause and effect, problem and solution techniques.

4L.3:

Use knowledge of language and

its conventions when writing,

speaking, reading, or listening.

I can identify differences or shades of meaning of words

in a given text.

a. Choose words and phrases to

convey ideas precisely.

b. Choose punctuation for

effect.

c. Differentiate between

contexts that call for formal

English (e.g., presenting ideas)

and situations where informal

discourse is appropriate (e.g.,

small group discussion)

4W.2d:

Use precise language and domain

specific vocabulary to inform about or

explain the topic.

I Know semantic differences in words that lead to

precise and specific language

-4RI.6, 4L.2b, 4W.3b/4W.7, 4SL.3 4RI.6:

Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

Recourses: (Judy′s Appalachia)

Text book (Reading /Writing Workshop), Online Resources – Your Turn Practice book. Graphic organizer, Vocabulary cards. Mind maps

I can assess how point of view or purpose shapes the content and style of a text.

Use commas and quotation marks to mark direct speech and quotations from a text.

I can identify the use of quotation marks when quoting from a text.

4W.3b:

Use dialogue and description to develop experiences and events or show the responses of characters to situations.

4W.7:

Conduct short research projects that build knowledge through investigation of different aspects of a topic.

-I can use

-I can use reference materials, key words for searching topic.

4SL.3:

Identify the reasons and evidence a speaker or media source provides to support particular points.

-I can evaluate a speaker’s point of view, reasoning, and use of evidence.

-4RI.7, 4L.1h, 4W.1d, 4W.8 -4RI.7

Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or

interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. (online resource)

-I can integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words

Math

Math Grade( 4 ) –Term Plan ( 2 ) (2019 – 2020)

Lesson

Standard & Code Objectives

(4.1) (4.3) (4.4) (4.9) (5.3) (8.1) (8.2)

4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Note: Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Explain and represent multiplication of a multi- digit factor by a one-digit factor.

(4.10)

(5.5) (5.6)

4.OA.1 Interpret a multiplication equation as a comparison,

e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as

many as 7 and 7 times as many as 5. Represent verbal

statements of multiplicative comparisons as multiplication

equations.

Explain the difference between multiplicative (as many times as) and additive (more) comparisons.

(6.1) (6.3) (6.9) (6.10)

4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Note: Grade 4 expectations in this domain are limited to whole numbers

less than or equal to 1,000,000.

Use place value and models to explore division

(6.2) (6.5) (6.6)

4.OA.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness

Students will divide with remainders and check Using multiplication and addition.

of answers using mental computation and estimation strategies including rounding.

4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. (12.1) (12.2) (12.3) (12.5)

4.MD.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two- column table. For

example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...

Explain the relationship between kilometers, meters, and centimeters.

Explain the relationship between yards, feet, and inches. Explain the relationship between pounds and ounces.

Explain the relationship between hours, minutes, and seconds. Explain the relationship between liters and milliliters.

On line resources

4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

-Use the relationship between units to make conversions from larger units to smaller units.

-Represent measurement quantities using number lines with measurement scales. (13.1) (13.3) (13.4) (13.5)

4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

-Explain the area formula. -Explain the perimeter formula.

-Use area formula to solve problems including unknown length or width problems.

-Use perimeter formula to solve problems including unknown lengths or width problems.

Online resources

4.G.1 Draw points, lines, line segments, rays, angles

(right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-

dimensional figures.

Identify points, lines, line segments, rays, angles, parallel lines, and perpendicular lines.

(8.3) (8.4) (8.5)

4.NF.1 Explain why a fraction a/b is

equivalent to a fraction (n x a)/(n x b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

Note: Grade 4 expectations are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Represent equivalent fractions with color tiles, pattern blocks, Cuisenaire rods, fraction bars, fraction circles, and number lines.

(8.6) (8.7)

4.NF.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that

comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Note: Grade 4 expectations are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Create equivalent fractions to compare using common denominators (8.9) (9.1) (9.2) (9.3)

4.NF.3 Understand a fraction a/b with a > 1 as

a sum of fractions 1/b.

a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole

Represent addition of fractions with varied models Represent subtraction of fractions with varied models (including a number line).

Online resources

b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 =

1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8;

2-_{= 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.}

Compose and decompose a fraction (i.e. 7/12 = 4/12 + 1/12 + 1/12 + 1/12).

(9.6) (9.7)

c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed

Represent addition of mixed numbers with varied models. Represent subtraction of mixed numbers with varied models.

number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.

(9.5)

d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

Note: Grade 4 expectations are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Solve word problems with adding and subtracting fractions and mixed numbers.

(9.8)

(9.9)

4.NF.4 Apply and extend previous

understandings of multiplication to multiply a fraction by a whole number.

a. Understand a fraction a/b as a multiple of 1/b. For

example, use a visual fraction model to represent 5/4 as the product 5 x (1/4),

recording the conclusion by the equation 5/4 = 5 x (1/4).

Explain a fraction as a multiple of a unit fraction.

Science

ScienceGrade( 4 ) –Term Plan ( 2 ) (2019 – 2020)

Lesson /Unit Standard &Code Objectives

Unit 3 Module 1

L.1: Map Earth’s

features

4-ESS2-2.B

Analyze and interpret data from maps to describe patterns of Earth’s features.

1. ESS2.B: Plate Tectonics and Large-scale System Interactions

I can analyze data from maps to describe patterns of ocean`s features.

Unit 3 Module 2

4-PS4-1.A

Develop a model of waves to describe patterns in

terms of amplitude and wavelength and that waves

can cause objects to move.

*I can develop a model of wave behavior.

*I can identify and describe the relevant relationships between components of the model.

L.2: Model Earthquake movement 2. Wave Properties Unit 2 Module 2 L.1:Energy from nonrenewable resources L.2:Energy from renewable resources L.3: Impact of energy use Connections to Engineering, Technology, and Applications of Science 4-ESS3-1

Obtain and combine information to describe that energy and fuels are derived from natural resources

and their uses affect the environment.

3. Natural Resources

I can use the information they obtained and combined to describe the causal relationships between:

1. Energy resources and the environmental effects of using that energy source.

2. The role of technology in extracting and using an energy resource. Unit 4 Module 2 L.1: Information processing in animals L.2: Role of animals’ eyes L.3: information transfer 4-LS1-2.D

Use a model to describe that animals receive different types

of information through their senses, process the information in their brain, and respond to the information in different ways.

4. Information Processing

I can identify Different sense receptors are specialized for particular kinds of information.

I can describe that animals are able to use their perceptions and memories to guide their actions.

Unit 1 Module 1 L.2: speed and energy

4- PS3-1.A

Use evidence to construct an explanation relating the speed of an object to the energy of that object.

5. Definitions of Energy

I can use evidence to describe that energy can be transferred in various ways and between objects.