CURRICULUM MAPPING
Subject: Language Arts
Grade: Fourth
*Enrichment Curriculum:
The purpose of this curriculum is to expand, extend, and enrich the regular curriculum, to
motivate and stimulate the academic and creative talents of all students, and to encourage
higher order questioning and critical thinking in the learning process.
*Essential Skills
 Provide opportunities for real-world investigations and experiences
 Encourage fluency, flexibility, originality, and elaboration through open-ended
classroom activities and products
 Provide opportunities for creative problem solving and divergent thinking
techniques
 Provide opportunities for students to connect prior knowledge to new learning
experiences and to establish relationships across disciplines
 Integrate creative thinking skills and problem solving strategies with solid
learning content
 Provide opportunities for independent and small group projects and
investigations
 Emphasis should be placed on students’ interests, learning styles, and strengths
and open-ended problems with multiple solutions or multiple paths to solutions.
 Help students transfer abstract thinking into a variety of forms of expression
 Use choice in student assignment so students can use their strengths to
demonstrate their knowledge
 Provide opportunities for students to use the text to compare and contrast, to
provide responses in their own words, and to identify problems and solutions
presented by the author.
 Allow students to write about personal experiences similar to a concept or event
in the selection, describing something that the selection brings to mind, or writing
about how they might place themselves with in the selection.
 Student responses should include finding relationships within the selection and
identifying elements and their functions within the text.
 Student responses should include making judgments and providing personal
views using support from the text.
 Student responses should include composing alternate conclusions and creating
original products that relate to the text.
 Use critical thinking prompts to develop, review, or extend conceptual
knowledge, to determine any misunderstandings, to assess student prior
knowledge, and to discover students’ perspectives.
 Expose students to words in a variety of contexts
 Generating and answering questions that demand higher order thinking
confronting conflicting ideas and information, problems, or dilemmas;
 Exploring and making discoveries
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conducting systematic inquiries
Summarizing, reciting, and discussing new ideas and their relationships
Relating new understandings to other concept
Applying new ideas and information in basic problem-solving activities
Reflecting and verbalizing about cognitive processes involved in comprehension
I. Unit: Vocabulary
A. Content/Essential Questions
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Use context clues to determine meanings of unfamiliar words
Relate new vocabulary to familiar words
Identify shades of meaning in related words
Use meaning of base words and prefixes and suffixes to determine
meanings of unfamiliar words
Standards:
The following Common Core standards apply to all units below:
RI.4.4- Determine the meaning of general academic and domain-specific words or
phrases in a text relevant to a grade 4 topic or subject area.
L.4.3- Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
L.4.3a- Choose words and phrases to convey ideas precisely.
L.4.3b- Choose punctuation for effect.
L.4.3c- Differentiate between contexts that call for formal English (e.g., presenting
ideas) and situations where informal discourse is appropriate (e.g., small-group
discussion).
L.4.4- Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade 4 reading and content, choosing flexibly from a range
of strategies.
L.4.4a- Use context (e.g., definitions, examples, or restatements in text) as a clue to
the meaning of a word or phrase.
L.4.4b- Use common, grade appropriate Greek and Latin affixes and roots as clues
to the meaning of a word (e.g., telegraph, photograph, autograph).
L.4.4c- 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.
L.4.5- Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings
L.4.5a- Explain the meaning of simple similes and metaphors (e.g., as pretty as a
picture) in context.
L.4.5b- Recognize and explain the meaning of common idioms, adages, and
proverbs.
L.4.5c- Demonstrate understanding of words by relating them to their opposites
(antonyms) and words with similar but not identical meanings (synonyms).
L.4.6- Acquire and use accurately grade-level appropriate general and academic and
domain specific words and phrases, including those that signal precise actions
emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to
a particular topic (e.g., wildlife, conservation, and endangered when discussing
animal preservation).
B. Skills
The student will be able to:
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Define words
Match meanings of words
Recognize synonyms
Recognize antonyms
Use context clues to determine meanings of unknown words
Use vocabulary words to complete sentences
Make word associations
Analyze word meanings by using his/her knowledge of root words,
prefixes, and suffixes
Use library sources such as a dictionary and thesaurus
*Enrichment Skills
 Use open ended questions that require more than yes/no answers
 Utilize probing questions that explore word meanings
 Extend thinking by asking "what if" questions
 Engage in group problem solving to promote collaboration and
conversations
C. Activities/Procedures
 Group instruction
 Small group instruction
 Independent work
 Concept circles, Word squares, Word webs
* Enrichment Activities/Procedures
 Play "Pass the Container." Record vocabulary words on index cards.
Instruct students to sit in a circle. Have students pass the container while
music is playing. When the music stops, have the student holding the
container pull a card, read the word, define the word, and use the word
in a meaningful sentence. The activity continues until all the cards have
been read.
 Clip vocabulary words on the backs of students. As students move about
the room, instruct classmates to provide hints about the meanings of
words placed on students' backs.
 Have students write questions that can be answered with selected
vocabulary terms.
 Play "Group Password." Have students work in teams to guess vocabulary
words. Choose representatives from each team to be clue givers. Show
the clue giver a word and its definition. Instruct Team A clue giver to
announce a clue. Allow Team A to have one guess. If correct, the team
receives a point. If incorrect, Team B has a turn to guess. If correct,
Team B receives a point. Continue rotating turns until all words have
been guessed.
 Play "Perform It." Working in groups, provide students with selected
vocabulary words. Have students create raps, songs, or poems using the
vocabulary words, showing understanding of the meanings of the words.
Share with classmates.
 Have students create four column charts labeled Word, Definition,
Personal Connection, Visual Association. Instruct students to complete
the charts using specified vocabulary words.
 "A Picture is Worth a Thousand Words"- Provide small groups with
markers, paper, and several vocabulary words. Instruct groups to make
posters using words and visuals that represent assigned vocabulary
words. Post visual displays.
 Have students write acrostics with vocabulary words to show the
meanings of the words.
 Play Tic Tac Toe with vocabulary words. Display a tic tac toe grid with
selected vocabulary words. Divide the class into two teams. Call
definitions. As teams answer correctly, the teams place X's or O's on the
grid. The first team with three in a row wins.
 Listen to and solve vocabulary riddles.
 Perform cheers and chants that emphasize vocabulary words.
 Complete graphic organizers to develop vocabulary.
 Use electronic tools to project visual images of vocabulary.
 Act out or pantomime vocabulary words and meanings.
 Use probing questions that explore word meanings.
 Ask questions aligned to Bloom's Taxonomy.
 Extend thinking by asking "what if" questions.
 Engage in group problem solving to promote collaboration and
conversations.
D. Resources
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Vocabulary Workshop – Enriched Edition-Sadlier
Novels
o The Year of the Dog by Grace Lin
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o King George, What Was His Problem? by Steve Sheinkin
o Flush by Carl Hiaasen
o The Wish Giver by Bill Brittain
o The Graduation of Jake Moon by Barbara Parks
o Because of Mr. Terupt by Bob Buyea
o Flying Solo by Ralph Fletcher
Harcourt Social Studies The United States
A Young Nation-McGraw Hill Publications
Progress in Mathematic-Sadlier Oxford
*Enrichment Resources
 Vocabulary Unplugged by Alana Morris
 Motivation Reading-Mentoring Minds
 Comprehension Detective-Mystery Based Exercises in Deductive
Reasoning
 Jacob's Ladder-Elementary 2 Reading Comprehension Program
 Choice boards and Tic Tac Toes
 Vocabulary Unplugged by Alana Morris
 http://www.taggalaxy.com/ (associate your vocabulary words to
pictures)
E. Technology
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Excel - words, definitions, illustrations
Vocabularyworkshop.com
Active Board
F. Assessment
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Teacher generated assessments on each unit
Ability to incorporate vocabulary words into all other areas
II. Unit: Reading
A. Content/Essential Questions
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Novels, non-fiction, and historical fiction
Identifying plot
Characters
Setting
Theme
Comprehension
Identifying problem/conflict
Fact and opinion
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Inference
Time Sequence
Mood
Predicting
Standards:
The following Common Core standards apply to all units below:
RF.4.4- Read with sufficient accuracy and fluency to support comprehension.
RF.4.4a- Read on-level text with purpose and understanding.
RF.4.4b- Read on-level prose and poetry orally with accuracy, appropriate rate,
and expression on successive readings.
RF.4.4c- Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
RL.4.1- Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.
RL.4.2- Determine a theme of a story, drama, or poem from details in the text;
summarize the text.
RL.4.3- Describe in depth a character, setting, or event in a story or drama,
drawing on specific details in the text (e.g., a character’s thoughts, words, or
actions).
RL.4.4- Determine the meaning of words and phrases as they are used in a text,
including those that allude to significant characters found in mythology (e.g.,
Herculean).
RL.4.5- Explain major differences between poems, drama, and prose, and refer to
the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., cast
of characters, settings, descriptions, dialogue, stage directions) when writing or
speaking about a text.
RL.4.6- Compare and contrast the point of view from which different stories are
narrated, including the difference between first-and-third-person narrations.
RL.4.7- 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.
RL.4.9- Compare and contrast the treatment of similar themes and topics (e.g.,
opposition of good and evil) and patterns of events (e.g., the quest) in stories,
myths, and traditional literature from different cultures.
RL.4.10- By the end of the year, read and comprehend literature, including
stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently,
with scaffolding as needed at the high end of the range.
RI.4.1- Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.
RI.4.2- Determine the main idea of a text (informational) and explain how it is
supported by key details; summarize the text.
RI.4.3- Explain events, procedures, ideas, or concepts in a historical, scientific or
technical text, including what happened and why, based on specific information in
the text.
RI.4.4- Determine the meaning of general academic and domain-specific words or
phrases in a text relevant to a grade 4 topic or subject area.
RI.4.5- Describe the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in a text or part of a
text.
RI.4.6- Compare and contrast a firsthand and secondhand account of the same
event or topic: Describe the differences in focus and the information provided.
RI.4.7- 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 n which it appears.
RI.4.8- Explain how an author uses reasons and evidence to support particular
points in a text.
RI.4.9- Integrate information from two texts on the same topic in order to write or
speak about the subject knowledgeably.
RI.4.10- By the end of the year, read and comprehend informational texts,
including history/social studies, science, and technical texts, in the grades 4-5 text
complexity band proficiently, with scaffolding as needed at the high end of the
range.
SL.4.1- Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 4 topics and texts,
building on others’ ideas and expressing their own clearly.
SL.1.4a- Come to discussions prepared and having read or studied required
material; explicitly draw on that preparation and other information known about
the topic to explore ideas under discussion.
SL.1.4b- Follow agreed-upon rules for discussions and carry out assigned roles.
SL.1.4c- Pose and respond to specific questions to clarify or follow up on
information, and make comments that contribute to the discussion and link to the
remarks of others.
SL.1.4d- Review the key ideas expressed and explain their own ideas and
understanding in light of the discussion.
SL.4.2- Paraphrase portions of a text read aloud or information presented in
diverse media and formats, including visually quantitatively, and orally.
SL.4.3- Identify the reasons and evidence a speaker provides to support particular
points.
SL.4.4- 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.
SL.4.5- Add audio recordings and visual displays to presentations when
appropriate to enhance the development of main ideas or themes.
SL.4.6- Differentiate between contexts that call for formal English (e.g.,
presenting ideas) and situations where informal discourse is appropriate (e.g.,
small-group discussion); use formal English when appropriate to tasks and
situation.
L.4.3- Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
L.4.3a- Choose words and phrases to convey ideas precisely.
L.4.3b- Choose punctuation for effect.
L.4.3c- Differentiate between contexts that call for formal English (e.g.,
presenting ideas) and situations where informal discourse is appropriate (e.g.,
small-group discussion).
L.4.4- Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade 4 reading and content, choosing flexibly from a range
of strategies.
L.4.4a- Use context (e.g., definitions, examples, or restatements in text) as a clue
to the meaning of a word or phrase.
L.4.4b- Use common, grade appropriate Greek and Latin affixes and roots as
clues to the meaning of a word (e.g., telegraph, photograph, autograph).
L.4.4c- 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.
L.4.5- Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings
L.4.5a- Explain the meaning of simple similes and metaphors (e.g., as pretty as a
picture) in context.
L.4.5b- Recognize and explain the meaning of common idioms, adages, and
proverbs.
L.4.5c- Demonstrate understanding of words by relating them to their opposites
(antonyms) and words with similar but not identical meanings (synonyms).
L.4.6- Acquire and use accurately grade-level appropriate general and academic
and domain specific words and phrases, including those that signal precise actions
emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic
to a particular topic (e.g., wildlife, conservation, and endangered when discussing
animal preservation).
B. Skills
The student will be able to:
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Read with accuracy and fluency to support comprehension
Identify the author’s purpose
Determine the main idea
Make inferences
Determine the chronology of events
Summarize text
Identify cause and effect
Identify different genres
Use the technique of compare/contrast
Compare and contrast points of view, including firsthand and secondhand
accounts of an event.
 Identify the problem/solution and resolution of a story
 Answer questions about what they have read
 Identify the author’s theme
 Identify figurative and descriptive language (i.e. metaphors, similes,
personification)
 Identify, understand, and write original puns, redundancies, oxymoron,
anagrams, and palindromes
 Identify how language choice helps develop mood and meaning in poetry
 Relate how the setting contributes to the story
 Use context clues to figure out unknown words
 Make predictions
 Keep a record of the titles and authors of books read
 Independently read two books each month
 Write three reading responses each month
 Produce literacy projects
 Connect his/her reading to personal experiences
 Connect his/her reading to other forms of the text (oral/visual)
 Locate, explain, and use information from table of contents, glossary,
chart, graphs, pictures, etc.
 Identify the functions of different types of texts – reference materials,
newspapers, magazines
 Select appropriate non-fiction material –biographies, science, history- to
build knowledge from different sources
 Identify first and third person narratives
C. Activities/Procedures
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Read aloud
Independent reading
Direct instruction
Jigsaw grouping
Class discussion
Small discussion groups
Lead discussion using open-ended questions
Illustrated Chinese calendar
Writings related to The Year of the Dog
Journal writings related to novels read in class
Power Point for sequencing literacy project
Pretending to be a member of American Library Association selecting a
candidate for the Newbery Award
*Enrichment Activities/Procedures
 Allow students to create original questions for each level of thinking of
Bloom's Taxonomy
 Have students view video clips of stories that they are reading. Working
in small groups, have the students determine the message, tone and
beauty depicted in the clips. Then have students read printed versions of
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the same story and compare their interpretations of message, tone, and
beauty between the two versions.
Write a scene that was lost from your book.
Write three questions that you would include on a quiz about this book.
Think about the events in the story you are reading. Is there something
different you wished would have happened instead of what the author
wrote. Choose an event and describe what happened. Then tell how you
wish that event could have been different.
Compare and contrast a fiction and non-fiction book on a similar topic.
Create a YouTube production about your book.
Design a cartoon strip showing the sequence of events in your story
Write a commercial to sell this book.
Rewrite the story from a different character's point of view.
Make a puzzle or game about your story.
If you could trade places with the main character, how might you have
handled the problem in your story?
Pretend that one of the main characters in this story is meeting a
character in another story. Would they get along? Would they like each
other? Do they have any thing in common? Using a Venn diagram,
compare and contrast these two characters.
Write a haiku about one character.
Ask students to choose the most important moment in their book and
represent it graphically. When they are ready to share it with their
classmates, they should explain the reasons for choosing the moment as
well as why they portrayed it as they did.
What advice would you give to a character in your book who is facing a
tough decision?
If you remove one character from your story, whom would you choose
and how would it change the story?
Place students into cooperative groups of four. Give each group a copy of
the daily newspaper. Have students search through and cut out articles,
advertisements, etc., and identify the author's purpose. Follow-up with a
class discussion.
Additional Learning Specialist Activities/Procedures:
 Wilson phonetics program
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Resources
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Summer Reading (incoming fourth grade):
o The Year of the Dog by Grace Lin
o Flush by Carl Hiaasen
o The Wish Giver by Bill Brittain
George Washington’s Socks by Elvira Woodruff
The Landry News by Andrew Clements
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Because of Mr. Terupt by Bob Buyea
Flying Solo by Ralph Fletcher or The Graduation of Jake Moon by
Barbara Parks
Miami Herald
Scholastic News
*Enrichment Resources
 Motivation Reading-Mentoring Minds
 Comprehension Detective-Mystery Based Exercises in Deductive Reasoning
 Jacob's Ladder-Elementary 2 Reading Comprehension Program
 Reading A-Z
 Readworks.org
 Esperanza Rising by Pam Munoz Ryan
 Wringer by Jerry Spinelli
 Wonder by R.J. Palacio
Additional Learning Specialist Resources:
 Wilson program materials
o Manipulatives
o Worksheets
o Readers
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Technology
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Alpha smart word processing
Computer word processing
Kidspiration
Promethean Board
Assessment
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Literacy projects
Reading responses
Book assessments
Answering oral questions
Answering written questions
*Enrichment Assessment
 iPad apps: Use polleverywhere or socrative to see if students understand
the concept being taught; use padlet which allows students to work
collaboratively as they post closing thoughts, ideas, and questions on a
digital corkboard.
III. Unit - Connecting Children’s Literature with Judaic Heritage - The Rosenfeld Legacy
Project.
 Blending of Jewish values to secular literature
 Finding Jewish interpretation of mainstream materials
 Connection of Jewish values to secular values in our society
 Integration of art, music to literature and Judaic morals
Book: Click, Clack, Moo – Cows That Type
A. Content/Essential Questions
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What do the words justice and injustice mean? How do they relate to
current events and personal experiences?
Why is it important to stand up for the rights of others?
What happens if we are bystanders and do nothing when we see others
being treated unfairly?
What can each of us do to help others who are treated unfairly,
unkindly, or unjustly (consider both human being and animals)?
How can we make sure our voices are heard? What forms of
communication can we use (e.g., letters, emails, posters, petitions,
marches, etc.)?
Throughout the Torah we learn about respectful treatment of animals.
Why do you think this is such an important concept in Judaism?
Standards:
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Connects to Common Core reading and writing standards (see
language arts)
Engage students in critical thinking through the blending of Jewish
wisdom, ethics, and values, above and beyond the standards
Integrates art, music and literature to Judaic learning
Judaic Heritage:
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Justice, Justice Shall You Pursue- Tzedek, Tzedek Tirdof
(Deutoronomy 16:20)
Kindness to Animals - Tza’ar Ba’alei Chayim
The righteous person regard the life of his/her animal (Proverbs
12:10).
B. Understandings:
 Problems can be solved successfully when people work together.
 Each of us has the ability to help injustice by standing up, finding our
voice, and using our words.
 The compassionate treatment of animals is fundamental to Judaism.
 Together we can prevent or minimize the suffering of animals and
encourage humane treatment.
C. Activities/Procedures
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Activities listed in Rosenfeld Legacy Project lesson plans (Pages 6-23)
Additional Learning Specialist Activities/Procedures:
 Judaic content reinforcement
 Vocabulary enrichment through use of games, flashcards, and contextual
clues
D. Resources
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The Rosenfeld Legacy Project: Connecting Children’s Literature with
Judaic Heritage Edited by Anita Meyer Meinbach
Click, Clack Moo, Cows that Type, by Doreen Cronin (Kindergarten
curriculum)
“We’re All G-d’s Creatures by Sarah Dekelbaum
As Good as Anybody: Martin Luther King and Abraham Joshua
Heschel’s Amazing March Toward Freedom by Richard Michelson
(Fourth grade curriculum)
Other literature connections as listed in Rosenfeld project lesson plans
E. Technology
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See resources
Additional Learning Specialist Technology:
 Online research and fact checking
F. Assessment
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Students will demonstrate understanding of values presented in the
literature
Book: Wilfrid Gordon McDonald Partridge by Mem Fox
A. Content/Essential Questions
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Why is it important to remember the past? What kinds of things do
you want to make sure you remember when you are older?
What must a Jew also remember?
o We must remember we were slaves in Egypt (Deuteronomy
5:15, 15:15, 16:12, 24:18).
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o We must remember the Shabbat to keep it holy.
Jewish holidays and festivals have a historical side in which we are
reminded of important life lessons.
In what ways can we show our respect for senior citizens?
What does Judaism teach us about the importance of a person’s name?
Standards:
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Connects to Common Core reading and writing standards (see
language arts)
Engage students in critical thinking through the blending of Jewish
wisdom, ethics, and values, above and beyond the standards
Integrates art, music and literature to Judaic learning
Judaic Heritage:
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Remember! Zachor!
Honoring the Aged – Kibud Zekaynim
“A good name, “Shem Tov,” is superior to all else” (Pirkei Avot 4:17).
Acts of Loving Kindness – G’Milut Chasadim
B. Understandings
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Remembrance, as a means of the past influencing the present and
future, ensures and informs the continuity and informs the continuity
of Jewish Identity and cultural experience.
Creating meaningful, respectful relationships between children and
seniors can result in profound and life-changing experiences.
A name is more than just a word-it is actions, thoughts, and deeds, the
very essence of the person who carries it.
C. Activities/Procedures
 Activities listed in Rosenfeld Legacy Project lesson plans (Pages 177217)
Additional Learning Specialist Activities/Procedures:
 Judaic content reinforcement
 Vocabulary enrichment through use of games, flashcards, and contextual
clues
D. Resources
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The Rosenfeld Legacy Project: Connecting Children’s Literature with
Judaic Heritage Edited by Anita Meyer Meinbach
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Wilfrid Gordon McDonald Partridge by Mem Fox
“Jewish Holiday Rap” by Lisa Baydush and Shir Synergy
“L’dor Vador” by Josh Nelson
“I Wanna be a Mensch” by Moanie Leeds, lyrics by Joanie Leeds and
Jessica Lenza.
“When You Give a Little Ahava” by Judy Farber
The First Gift by A.S.Gadot
Other literature connections as listed in Rosenfeld project lesson plans
Additional Learning Specialist Resources:
 Storytelling
E. Technology
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See resources above
Additional Learning Specialist Technology:
 Online research and fact checking
F. Assessment
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Students will demonstrate understanding of values presented in the
literature
IV. Unit - Spelling
A. Content/Essential Questions
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Learn how to divide words into syllables
Spelling pattern skills
How to alphabetize words
How to use Greek and Latin Roots to figure out the meanings of words
How to use Prefixes and Suffixes to figure out meanings of words
Know the correct spelling and meaning of homophones
Standards:
Common Core Standards
RF.4.3a- Know and apply grade-level phonics and word analysis skills in decoding
words: Use combined knowledge of all letter-sound correspondences, syllabication
patterns, and morphology (e.gl, roots and affixes) to read accurately unfamiliar
multisyllabic words in context and out of context.
L.4.2-Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L.4.2a- Use correct capitalization.
L.4.2b- Use commas and quotations marks to mark direct speech and quotations
from a text.
L.4.2c- Use a comma before a coordinating conjunction in a compound sentence.
L.4.2d- Spell grade-appropriate words correctly, consulting references as needed.
L.4.3- Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
L.4.3a- Choose words and phrases to convey ideas precisely.
L.4.3b- Choose punctuation for effect.
L.4.3c- Differentiate between contexts that call for formal English (e.g., presenting
ideas) and situations where informal discourse is appropriate (e.g., small-group
discussion).
B. Skills
The student will be able to:
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Read, write, spell, and identify words with long a spelled ai, a-e, or ei
Read, write, spell, and identify words with long i spelled y, i-e, or i
Read, write, spell, and identify words with long o spelled o-e, ow, or o
Read, write, spell, and identify words with long e spelled ee, ea, e-e, or y
Read, write, spell, and identify words with oo spelled ui, o-e, u-e, o, or
ue
Read, write, spell, and identify words with yoo spelled u, you, u-e, ue, or
eau
Read, write, spell, and identify words with o spelled o, oa, au, aw, al, or
all
Read, write, spell, and identify words with short vowel sounds
Read, write, spell, and identify words by changing base word
pronunciation when a suffix is added
Read, write, spell, and identify words with final schwa with l sound
spelled al, el, il, or le
Read, write, spell, and identify words with final schwa plus n sound
spelled en, on, or ion
Read, write, spell, and identify words with final schwa plus r sound
spelled er or “or”
Read, write, spell, and identify words with ur as in er, ear, ir, or, ur, and
uir
Read, write, spell, and identify words with ar spelled ar, are, or air
Read, write, spell, and identify words with r-controlled vowel sound /or/
spelled or or ar
Read, write, spell, and identify words with r-controlled vowel sound /ir/
spelled eer, er, ear, or ier
Read, write, spell, and identify words with /oi/ spelled oi or oy
Read, write, spell, and identify words with /ou/ spelled ou or ow
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Read, write, spell, and identify words with Prefixes pre, re, post, co, dis,
im, in, non, us, bi, mid, semi, tri
Read, write, spell, and identify words with suffixes er, est, ed, ing, en,
ize, or, er, ist, ty, ity, ness, ment, ive, ous, ish, ant, ic
Read, write, spell, and identify words with /k/ spelled c, ck, or ch
Read, write, spell, and identify words with /s/ spelled c+e or c+i
Read, write, spell, and identify words by changing a word from a verb to
a noun by adding suffix ion
Read, write, spell, and identify words made up compound words
Read, write, spell, and identify words that are homophones
Read, write, spell, and identify words made up of plurals- regular and
irregular
Read, write, spell, and identify words with /j/ spelled dge, g+e, g+i, and
g+y
Read, write, spell, and identify words that are synonyms and antonyms
Read, write, spell, and identify words with Latin roots: spec, scrib/script,
rupt, port, ject, dict
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C. Activities/Procedures
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Large group instruction
Read the text
Small group instruction
1 on 1 instruction
Computer center: Spelling City
Independent work
Games
Riddles
*Enrichment Activities/Procedures
 Create a crossword puzzle and answer key using all your spelling
words.
 Write a synonym or an antonym for each spelling word.
 Create one wordle for the ten most challenging words. Include the
spelling word and 5 or more synonyms. Print the word clouds you
made and share them with your classmates.
 Create a spelling rebus story and underline your spelling words.
 Create a riddle for each spelling word.
 Write a rap song using all of your spelling words.
 Cut out a picture from a magazine or print a picture on the computer.
Use your spelling words to write a story about the picture. Underline
your spelling words.
 Create a cartoon strip using at least half of your spelling words.
 Write a letter to your friend using all of your spelling words.
D. Resources
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Spelling Connections Zaner-Bloser Grade 5
Teacher generated spelling lists
Curriculum related words (at teacher’s discretion)
*Enrichment Resources
 www.abcya.com
 www.wordle.net
 Tic Tac Toes-Choice Boards- Menus
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E. Technology
 Spelling City-online games and activities
o www.spellingcity.com
 Promethean Board
E. Assessment
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Weekly spelling tests
o Weekly word list
o Dictated sentences using words from prior word lists
Ability to apply spelling rules in writing
Teacher observation
V. Unit - Grammar
A. Content/Essential Questions
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The students will be able to use mechanical and grammatical
conventions in their writing
The students will be able to write in complete sentences.
The students will be able to use conventions of punctuation in their
writing.
Standards:
The following Common Core standards apply to all units below:
L.4.1- Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
L.4.1a- Use relative pronouns (who, whose, whom, which, that) and relative adverbs
(where, when, why).
L.4.1b- Form and use the progressive (e.g., I was walking; I am walking; I will be
walking) verb tenses.
L.4.1c- Use modal auxiliaries (e.g., can, may must) to convey various conditions.
L.4.1d- Order adjectives within sentences according to conventional patterns (e.g., I
small red bag rather that a red small bag).
L.4.1e- Form and use prepositional phrases.
L.4.1f- Produce complete sentences, recognizing and correcting inappropriate
fragments and run-ons.
L.4.1g- Correctly use frequently confused words (e.g., to, too, two; there, their).
L.4.2-Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L.4.2a- Use correct capitalization.
L.4.2b- Use commas and quotations marks to mark direct speech and quotations
from a text.
L.4.2c- Use a comma before a coordinating conjunction in a compound sentence.
L.4.2d- Spell grade-appropriate words correctly, consulting references as needed.
L.4.3- Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
L.4.3a- Choose words and phrases to convey ideas precisely.
L.4.3b- Choose punctuation for effect.
L.4.3c- Differentiate between contexts that call for formal English (e.g., presenting
ideas) and situations where informal discourse is appropriate (e.g., small-group
discussion).
L.4.4- Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade 4 reading and content, choosing flexibly from a range
of strategies.
L.4.4a- Use context (e.g., definitions, examples, or restatements in text) as a clue to
the meaning of a word or phrase.
L.4.4b- Use common, grade appropriate Greek and Latin affixes and roots as clues
to the meaning of a word (e.g., telegraph, photograph, autograph).
L.4.4c- 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.
L.4.5- Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings
L.4.5a- Explain the meaning of simple similes and metaphors (e.g., as pretty as a
picture) in context.
L.4.5b- Recognize and explain the meaning of common idioms, adages, and
proverbs.
L.4.5c- Demonstrate understanding of words by relating them to their opposites
(antonyms) and words with similar but not identical meanings (synonyms).
L.4.6- Acquire and use accurately grade-level appropriate general and academic and
domain specific words and phrases, including those that signal precise actions
emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to
a particular topic (e.g., wildlife, conservation, and endangered when discussing
animal preservation).
B. Skills
The student will be able to:
 Use correct punctuation in sentences
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Use correct capitalization of sentences
Demonstrate usage of four kinds of sentences
Identify complete and simple subject and predicates
Combine related sentences by joining subjects and predicates
Identify simple and compound sentences
Combine sentences to form compound sentences
Identify fragments and run on sentences
Identify common and proper nouns
Form the plural forms of nouns
Use correct spelling of singular and plural nouns
Identify and use irregular plural nouns
Identify and use singular and plural possessive nouns
Identify and use action verbs and verbs of being
Identify, explain and use verb tenses
Use verb tense agreement with subject
Identify and use linking verbs
Identify and use main and helping verbs
Identify and use irregular verbs
Identify and use contractions
Explain the words that make up particular contractions
Identify adjectives and the nouns they describe
Identify articles
Identify and use demonstrative adjectives
Identify and use adjectives that compare
Identify and use comparative and superlative forms of good and bad
Identify adverbs and the verbs they describe
Demonstrate proper usage of good and well
Identify subject and object pronouns
Demonstrate correct usage of I and me
Identify and use possessive pronouns
Identify and use homophones
Demonstrate use of abbreviations
Demonstrate correct usage in writing titles
Demonstrate correct usage of commas in a series
Identify the parts of a letter
Demonstrate correct use of quotation marks
Identify prepositions and prepositional phrases
C. Activities/Procedures
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Direct instruction
Class discussion
Mini lessons
Small discussion groups
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Lead discussion using open-ended questions
*Enrichment Activities/Procedures
 iPad apps: Punctuation Pop, Grammar Blast, Grammar Gorillas, Plural
Noun, Edit Dan's Copy, and Clean Up Your Grammar
 Create a new noun. Give it a name and write an original story about your
noun.
 Play Grammar Jeopardy at jeopardylabs.com
 Write an acrostic poem of your name using adjectives
 Design a grammar board game using the different parts of speech
 Play "An Acting Verb Game." Write 10 sentences about things you do or
say. Choose an adverb and act out your sentence.
D. Resources
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Sadlier-Oxford Grammar Workshop
Individual worksheets
* Enrichment Resources
 Punctuation Pop Up
http://www.scholastic.com/play/cool/punctuation.htm
 Grammar Blast
http://www.eduplace.com/kids/hme/k_5/quizzes/
 Grammar Gorillas
http://www.funbrain.com/cgibin/gg.cgi?A1=m&A2=0&A3=0&AFUNCT=1&ALEVEL=1
 Plural Noun
http://www.harcourtschool.com/activity/plural/index_pre.html
 Edit Dan’s Cop
http://www.missmaggie.org/scholastic/editdan_eng_launcher.html
 Clean Up Your Grammar
http://teacher.scholastic.com/activities/adventure/grammar1.htm#
www.jeopardylabs.com
 iPad apps-Mad Libs, Nouns Express, Grammaropolis (nouns are fee),
and Grammar Express-all free apps
 iPad app-Punctuation and Capitalization- ($1.99)
 iPad app-Grammar Express-Parts of Speech and Grammar Express
Nouns (free for nouns and pronouns)
 iPad App- Mad Libs-free
E.Technology
 Online Sadlier-Oxford Grammar Workshop
 Promethean Board
F. Assessment
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Teacher generated tests
Oral speaking
Teacher observation
Conferencing
Student ability to apply taught techniques in their writing
VI. Unit – Writing
Standards:
The following Common Core Standards apply to all units of study listed below.
SL.4.1- Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 4 topics and texts,
building on others’ ideas and expressing their own clearly.
SL.1.4a- Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation and other information known about the topic to
explore ideas under discussion.
SL.1.4b- Follow agreed-upon rules for discussions and carry out assigned roles.
SL.1.4c- Pose and respond to specific questions to clarify or follow up on
information, and make comments that contribute to the discussion and link to the
remarks of others.
SL.1.4d- Review the key ideas expressed and explain their own ideas and
understanding in light of the discussion.
SL.4.2- Paraphrase portions of a text read aloud or information presented in
diverse media and formats, including visually quantitatively, and orally.
SL.4.3- Identify the reasons and evidence a speaker provides to support particular
points.
SL.4.4- 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.
SL.4.5- Add audio recordings and visual displays to presentations when
appropriate to enhance the development of main ideas or themes.
SL.4.6- Differentiate between contexts that call for formal English (e.g.,
presenting ideas) and situations where informal discourse is appropriate (e.g.,
small-group discussion); use formal English when appropriate to tasks and
situation.
L.4.2-Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
L.4.2a- Use correct capitalization.
L.4.2b- Use commas and quotations marks to mark direct speech and quotations
from a text.
L.4.2c- Use a comma before a coordinating conjunction in a compound sentence.
L.4.2d- Spell grade-appropriate words correctly, consulting references as needed.
L.4.3- Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
L.4.3a- Choose words and phrases to convey ideas precisely.
L.4.3b- Choose punctuation for effect.
L.4.3c- Differentiate between contexts that call for formal English (e.g.,
presenting ideas) and situations where informal discourse is appropriate (e.g.,
small-group discussion).
L.4.4- Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade 4 reading and content, choosing flexibly from a range
of strategies.
L.4.4a- Use context (e.g., definitions, examples, or restatements in text) as a clue
to the meaning of a word or phrase.
L.4.4b- Use common, grade appropriate Greek and Latin affixes and roots as
clues to the meaning of a word (e.g., telegraph, photograph, autograph).
L.4.4c- 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.
L.4.5- Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings
L.4.5a- Explain the meaning of simple similes and metaphors (e.g., as pretty as a
picture) in context.
L.4.5b- Recognize and explain the meaning of common idioms, adages, and
proverbs.
L.4.5c- Demonstrate understanding of words by relating them to their opposites
(antonyms) and words with similar but not identical meanings (synonyms).
L.4.6- Acquire and use accurately grade-level appropriate general and academic
and domain specific words and phrases, including those that signal precise actions
emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic
to a particular topic (e.g., wildlife, conservation, and endangered when discussing
animal preservation).
Narratives
A. Content/Essential Questions
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Magnify moment
Write in chronological order
Write with details
Write about significant topics and big ideas by writing a focused story
Utilize one main character
Standards:
The following Common Core standards apply to Narratives:
W.4.3- Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences.
W.4.3a- Orient the reader by establishing a situation and introducing a narrator
and/or characters, organize an event sequence that unfolds naturally.
W.4.3b- Use dialogue and description to develop experiences and events or show
the responses of characters to situations.
W.4.3c- Use a variety of transitional words and parses to manage the sequence of
events.
W.4.3d- Use concrete words and phrases and sensory details to convey experiences
and events precisely.
W.4.3e- Provide a conclusion that follows from the narrated experiences or events.
WS.4.4 Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience.
W.4.5 With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, and editing.
W.4.6 With some guidance and support from adults, use technology including the
Internet to produce and publish writing as well as to interact and collaborate with
others, demonstrate sufficient command of keyboarding skills to type a minimum of
one page in a single sitting.
W.4.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
W.4.9a- Apply grade 4 Reading standards to literature (e.g. “Describe in depth a
character, setting or event in a story or drama, drawing on specific details in the text
(e.g., a character’s thoughts, words, or actions).”).
W.4.10 Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
B. Skills
The student will use the first step of the Writing Process, prewrite, by:
 Generating ideas from multiple sources (e.g., model stories,
brainstorming, drawing, and group activities)
 using organizational strategies (e.g., graphic organizer, chart, log) to make
a plan for writing that includes a main idea.
 determining the purpose
The student will use the second step of the Writing Process, a first draft, by:
 using a pre-writing plan to develop the main idea with supporting details
that describe or provide facts and/or opinions;
 organizing information into a logical sequence through the use of timeorder words and cause/effect transitions.
 creating interesting leads through use of quotations or descriptions
The student will use the third step of the Writing Process, revise, by:
 creating interest by adding descriptive words and specific details
 adding or taking out parts
 changing words or ideas to better ones
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completing any unfinished thoughts
expressing ideas through various language techniques such as simile,
metaphor, and sensory language
applying strategies such as peer review, checklists and rubrics to evaluate
and refine the draft
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The student will use the fourth step of the Writing Process, edit, by:
 correcting for spelling, using spelling patterns and generalizations,
capitalization for proper nouns, including holidays, product names, titles
used with someone’s name
 correcting for punctuation including end punctuation, apostrophes,
commas, quotation marks in dialogue, and apostrophes in singular
possessives
 correcting for end punctuation for declarative, interrogative, imperative
and exclamatory sentences
 correcting for present and past verb tense, noun-pronoun agreement
The student will use the fifth step of the Writing Process, publication, with the
intended audience:
 preparing writing by using technology in the proper format for the audience
and purpose
 using spacing and design to enhance the appearance of the document
 share the piece with the audience
C. Activities/Procedures
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Mini lesson
Small group
Read aloud
One on one instruction
Independent lessons
*Enrichment Activities/Procedures
 For a single day, you are given the opportunity to be someone else. It
can be anyone (e.g., a movie star, a comic book hero, a character from a
novel). This is going to be an exciting day, a day that is out of the
ordinary for you, a day that you will be talking about for a long time.
Write a nursery rhyme or poem about your day as someone else.
 Imagine you woke up one morning and found that you had switched
places with a creature. You may be an insect, a mammal, a reptile, or
even a sea creature. Imagine a day in the life of this creature. (e.g., what
it feels like in the skin of this creature, how your senses have changed,
things that are hard to get used to, the best things about being this
creature). Write a story about your day as this creature, and include true
facts about your chosen creature.
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Read the nursery rhyme, Humpty Dumpty. Why was Humpty on the
wall? What made him fall? Write an obituary telling about Humpty 's
life and how it ended. Research obituaries for ideas.
Why is the galaxy called The Milky Way? First come up with a fable
explaining how our galaxy got its name. Then look up the real answer to
the question. You should include other media like visuals, music,
displays or computer graphics.
The Mayflower set sail from England in 1620. Research the Mayflower's
journey and create postcards from a pilgrim telling about the journey and
the pilgrim's hopes, fears, and dreams.
Use a variety of graphs (e.g., pie graph, bar graph, picture graph) to tell a
story. (e.g., your soccer season, the story of your family, injuries you
have had).
Pretend you are going on a vacation to visit the characters in your story.
What things would you need to pack to stay for a week?
Additional Learning Specialist Activities/Procedures:
 Teacher modified - The Paragraph Writing Strategy
D. Resources
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Journals
Writing folders
Individual lists of story topics
Teacher demonstrations of written memoirs
Written ideas for shared class events using step by step process
Picture books and short stories (Looking Back by Lois Lowry, Through
Grandpa’s Eyes by Patricia MacLachlan, My Ol’ Man by Patricia
Polacco, My Rotten Redheaded Older Brother by Patricia Polacco, The
Relatives Came by Cynthia Rylant, and Wilfrid Gordon McDonald
Partridge by Mem Fox
*Enrichment Resources
 Books on Nursery Rhymes
 Books about the Mayflower
Additional Learning Specialist Resources:
 Teacher modified materials - The Paragraph Writing Strategy
 Other selected readings
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Technology
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Computer word processing
Kidspiration
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Assessment
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Conferencing: In the style of Lucy Calkins
Rubrics:
o Magnify small moment
o Sequencing
o Spelling
o Capitalization
o Punctuation
Expository
A. Content/Essential Questions
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Write informational forms of summary and analysis
Record information in a variety of forms: notes, charts, graphic
organizers
Write informational essays that contain introductory, body, and
concluding paragraphs (minimum 3 – 5 paragraphs)
Write a variety of communications in correct format (friendly letters,
thank-you notes, invitations)
Write persuasive text with main idea, supporting details/examples, and
conclusion
Plagiarism is illegal and to be avoided.
Standards:
The following Common Core standards apply to Expository Writing:
W.4.1 Write opinion pieces on topics or texts, supporting a point of view with
reasons and information.
W.4.1a- Introduce a topic or text clearly, state and opinion, and create an
organizational structure in which related ideas are groped to support the writer’s
purpose.
W.4.1b- Provide reasons that are supported by facts and details.
W.4.1c- Link opinion and reasons using words and phrases (e.g., for instance, in
order to, in addition).
W.4.1.d- Provide a concluding statement or section related to the opinion presented.
W.4.2- Write informative/explanatory tests to examine a topic and convey ideas and
information clearly.
W.4.2a- Introduce a topic clearly and group related information in paragraphs and
sections, include formatting (e.g., headings), illustrations and multimedia when
useful to aiding comprehension.
W.4.2b- Develop the topic with facts, definitions, concrete details, quotations, or
other information and examples related to the topic.
W.4.2c- Link ideas with categories of information using words and phrases (e.g.,
another, for example, also, because).
W.4.2d- Use precise language and domain-specific vocabulary to inform about or
explain the topic.
W.4.2.e- Provide a concluding statement or section related to the information or
explanation presented.
W.4.4 Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience.
W.4.5 With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, and editing.
W.4.6 With some guidance and support from adults, use technology including the
Internet to produce and publish writing as well as to interact and collaborate with
others, demonstrate sufficient command of keyboarding skills to type a minimum of
one page in a single sitting.
W.4.7 Conduct short research projects that build knowledge through investigation
of different aspects of a topic.
W.4.8 Recall relevant information from experiences or gather relevant information
from print and digital sources; take notes and categorize information, and provide a
list of sources.
W.4.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
W.4.9a- Apply grade 4 Reading standards to literature (e.g. “Describe in depth a
character, setting or event in a story or drama, drawing on specific details in the text
(e.g., a character’s thoughts, words, or actions).”).
W.4.9b- Apply grade 4 Reading standards to informational texts (e.g., “Explain
how an author uses reasons and evidence to support particular points in a text”).
W.4.10 Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
B. Skills
The student will use the first step of the Writing Process, prewrite, by:
 generating ideas from multiple sources (e.g., model stories, brainstorming
solo or in groups, drawing, mapping, drama, and class discussions)
 determining the purpose (e.g., to entertain, to inform, to communicate),
the writer’s point of view, and the intended audience of a writing piece;
 using organizational strategies (e.g., graphic organizer, chart, log) to make
a plan for writing that includes a main idea, transition words, and
important details.
 brainstorming interesting topic sentences in a variety of styles (question,
general, detail-topic, summary)
The student will use the second step of the Writing Process, a first draft, by:
 using a pre-writing plan to develop the main idea with supporting details
that describe or provide facts and/or opinions;
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organizing information into a logical sequence through the use of
appropriate transition wording (time, sequence, importance, contrast)
and/or correct chronology of events, when necessary.
choosing favorite items from brainstorming lists
writing a first draft.
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The student will use the third step of the Writing Process, revise, by:
 sharing first draft with another to receive feedback
 adding or deleting parts of writing, using suggestions and new ideas
 using teacher provided rubrics
 creating interest by adding descriptive words and specific details
 adding interesting language – increased vocabulary diversity (said,
exclaimed, repeated, answered, etc.)
 checking author’s “voice” for the intended audience (formal, informal,
peer-speak)
 checking syntax
The student will use the fourth step of the Writing Process, edit, by:
 correcting for spelling (plurals, homonyms, prefixes, and suffixes)
 correcting for capitalization
 correcting punctuation (commas, quotations marks, apostrophes in
contractions and possessives, end punctuation, hyphens, and semi-colons)
 checking for agreement: tense, noun/pronoun, and point of view
 using accepted editing marks
The student will use the fifth step of the Writing Process, publication, with the
intended audience
 preparing final copy in a clean, finished style with appropriate spacing of
margins and lines (typed or handwritten)
 sharing the writing with an audience (author reading, printed in fourth
grade newsletter, posted in class, archived in portfolio)
C. Activities/Procedures
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Group lesson
Mini skill review lesson
Small group/partner feedback
Read aloud
One to one instruction
Modeling good expository writing – process and finished product
*Enrichment Activities/Procedures
 Imagine that you have no TV, no computer, and no video games for one
week. Think about how that would affect your daily life. Now think of
some activities that you can do, instead, to keep you busy and out of
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trouble. They can be activities that you have never tried or wish you
could do more often. Write an essay to explain what you can do to keep
occupied in a week of no TV, computer, or video games. Support your
ideas with examples and details.
Imagine that today you can change places with anyone you would like.
This person can be real or imaginary, from the past or from the present.
Write and perform a speech explaining why you wanted to change
places with that person and what events take place during the switchedidentify day.
Congratulations! You have just won a million dollars in the lottery.
Once you calm down, you realize that you have some serious thinking to
do. A million dollars is a lot of money, and it is your responsibility to
figure out just what to do with all of that money. It can change your life
for the better, or it can make your life worse. Present a monologue
showing your reaction upon hearing that you won a million dollars and
stating your thoughts on what you will do with money that you have just
won. Perform your monologue for the class.
The landfills are overloaded and the government is putting out a plea to
the people. They need your ideas. What would you do with all of the
world's garbage? Write a sales pitch promoting your idea.
The Statue of Liberty now resides in the New York Harbor.Design a
statue for your town and explain its meaning. Include a model of your
statue.
What do the colors red, white, and blue symbolize on the flag? Explain
the colors' origins, and then share what three colors you feel symbolize
you. Write a poem or song to showcase your thoughts.
You are in desperate need of a getaway. You want to go to your absolute
favorite place. It can be a place where you've actually been, or a place
that you know a lot about, and have always wanted to visit. The problem
is that you need to convince your parents to take you there or let you go
there. Create a PicCollage or Tellegami presentation to convince your
parents to make your dream a reality.
Research a topic that the author brings up in your book. Present your
written work to the class.
Additional Learning Specialist Activities/Procedures:
 Teacher modified - The Paragraph Writing Strategy
 Verbalizing mental steps of The Writing Process
D. Resources
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Journals
Writing folders
Individual and class brainstorming lists of story topics
Teacher demonstrations of composing steps
Graphic organizers, various models
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Internet and printed research materials (books, magazine articles,
websites)
o Early American biographies and Israel topics
*Enrichment Resources
 Book about The Statue of Liberty
 Books about the American Flag
 Books about landfills and garbage
E. Technology
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Computer word processing
Kidspiration
F. Assessment
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Conferencing with teacher
Guided peer comments
Rubrics:
o Cover page or correct headings
o Interesting title
o Interesting topic sentence (on topic)
o Minimum of two supporting details per main idea
o Mechanics (capitalization, punctuation, indentation)
o Spelling
o Use of draft and previous copies incorporated into final copy
o Neatly presented
o All editing corrections completed
o Interesting conclusion sentence that differs from topic sentence
*Enrichment Assessment
 Allow students to respond to texts in journals
 Form questions with the 5 W's (who, what, where, why, when) for quick
check of texts
 Have students use written or electronic means to record thoughts and
observations based on texts.
 Allow students to formulate questions about texts and exchange with
partners to answer, confirm, and correct.
 Provide students with inaccurate responses based on texts. have students
use the texts to correct the responses.
Poetry
A. Content/Essential Questions
 Some of the different formats
 Rhyming
 Rhythm patterns
 Free verse
 Limericks
 Haiku
 Songs
 Setting the mood
 Metaphor Poem
 15 Word poems
 Shape poems for Chanukah
 Poetry beginning with a line from a published poem
 Color Poems to describe themselves
 I am poem…
 Question poems (I wonder…)
 Spinning metaphors and similes
 Personification
 Lyric summaries
B. Skills
The student will be able to:
 identify and use the figurative language of similes, metaphors and
personification in poetry
 identify and use onomatopoeia
 identify and use alliteration
 write poetry using factual information
 recognize rhythm in poems
 recognize different types of formats used in writing poetry
 add descriptive words to make phrases and sentences more colorful
The student will use the first step of the Writing Process, prewrite, by:
 listing a choice of topics
 identifying his/her audience
 discussing his/her ideas with teacher and peers
The student will use the second step of the Writing Process, a first draft, by:
 choosing his/her best idea
 organizing his/her information
 choosing a format
 putting the draft down on paper
The student will use the third step of the Writing Process, revise, by:
 rereading what he/she wrote
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making a list of more colorful words (adjectives and adverbs) he/she
could use to make a poem more descriptive
adding or eliminating parts
sharing with one or more peers and teacher
listening and incorporating suggestions offered
The student will use the fourth step of the Writing Process, edit, by:
 correcting for spelling, consistent format, and word usage
 correcting for punctuation
 having a peer check his/her work
 having a teacher check his/her work
 recopying his/her work
 marking changes using taught editing marks
The student will use the fifth step of the Writing Process, publication, with the
intended audience:
 putting work in Portfolio
 sharing it with peers
 illustrating as appropriate
 displaying
C. Activities/Procedures
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Large group instruction
Read examples of many different types of poetry
Small group instruction
1 on 1 instruction
Center with many different poetry books
*Enrichment Activities/Procedures
 Ask students to close their eyes as poems are read. Have students draw
illustrations showing what was visualized as they listened to the
poems. Guide student s to describe the illustrations with figurative
language phrases or sentences. Have students share an discuss
illustrations and descriptions.
 Design a scavenger hunt for your classmates that includes clues that
are written in the form of poems.
 Write a tribute, in the form of a poem, about someone very special to
you. Design a greeting card that includes this poem
 Write an ode to your favorite material item (e.g., a pair of jeans, teddy
bear, smelly shoes).
 Create a jump rope rhyme. Make sure that it rhymes, goes on or
repeats so that people can keep jumping rope for longer, and make
sure it is easier to remember. Present it whiled jumping rope.
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Assume the role of a reporter and describe how the poem makes you
feel using precise and vivid verbs and adjectives, at least two
similes/metaphors, and sensory details.
Open a book that you are reading to any page. On this page are the
materials you have at your disposal to make a poem. Circle words and
phrases that strike you, as well as words with which you are not
familiar or are overly familiar. Use the words on this page to write an
original poem. Repeat words as you see fit. Share with your
classmates.
Select a favorite poem and create a PicCollage using graphics and text
to enhance your poem. Display your PicCollage as you read your
poem aloud to your classmates.
D. Resources
 Awakening the Heart by Georgia Heard
 Holiday poetry
 Student’s book of choice
 Many varieties of poetry
*Enrichment Resources
 iPad app PicCollage
 Fig Pudding by Ralph
 Four Famished Foxes and Fosdyke by Pamela Edwards
 Alpha Beta Chowder by Jeanne Steig
E. Technology
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Computer word processing
F. Assessment
 Teacher observation
 Conferencing
 Student ability to use taught techniques to compose own poems
 Assessment rubrics
Revised December 10, 2014