Fourth Grade Language Course Map--2013 Course Title: 4 th Grade Language Arts Duration: one school year Frequency: 5 class periods weekly, 40 minutes each Teacher: 4 th grade teacher Year: 2013 Text: God s Gift of Language A, published by A Beka Book WRITE! Foundations and Models for Proficiency, published by Curriculum Associates, Inc. Review, Grade 4, published by Evan-Moor Instructional Publishers, EMC 582 Multisensory Grammar & Written Composition Teacher s Manual, published by Suzanne Carreker Other materials: MSG colored-coded magnets, packages of colored foam squares, and parts of speech colored-coded cards, teacher-generated files Areas to be evaluated: -correct and creative writing of sentences, paragraphs, short accounts, and reports; -correct usage of punctuation marks, capitalization, and words in correction exercises and in written work identification and correct use of parts of speech correct usage of troublesome words -unit objective (listed below) through teacher-directed whiteboard practice, daily assignments, quizzes and tests Additional activities: Course objectives: Students will: -have a better knowledge of how to correctly and creatively write sentences, letters, paragraphs, stories, and reports -have an improved understanding of the use of punctuation marks and capitalization -identify and write sentences using the eight parts of speech -access information in dictionary entries and correctly use words in speaking and writing Course explanation: -Students integrate grammar, mechanics, and word usage knowledge into their writing and speaking. -God created language that He might communicate with people and that people might communicate with one another. graciously, creatively, forcefully, and persuasively. Unit: Writing Language, 1-17; WRITE!, 38-45, 56-63, 76-105 Time frame:6 weeks Unit objectives: -recognize and write clear, correct sentences, pp. 1-17 -recognize fragments, pp. 6-8 -recognize and write declarative, interrogative, exclamatory, and imperative sentences, pp. 9-11 -correct run-together sentences, pp. 12-14 -make sentences interesting and informative, pp. 15-16 -replace overused words with specific nouns and verbs, p. 72 -understand why plagiarism is wrong -write the rough draft of a report -write a final copy of a report
-identify a topic sentence -write paragraphs with topic sentences and supporting sentence -choose exact, interesting verbs -create an interesting title relating to the topic -included variety in sentences -use colorful, sensory words to create a strong image for readers -expand sentences by using details and descriptive words- -follow format checklist for written paragraph -give instructions in a paragraph about how to make or do something -write four to five of the following:. describe a personal possession in a written paragraph. a descriptive account of an event. an event which began poorly but ended well and include a compound sentence. a problem that is solved or a surprise which includes six quotations from at least two speakers. a short story about an outdoor event which you enjoy. description of your favorite animal. a personal narrative about an exciting day in your life. a summary of an article. a news article about something that has recently happened at school -writing samples are read to class Activities: Students partner with a classmate to share their personal experiences or ideas verbally before beginning to write people and that people might communicate with one another. Other Integration: Students apply writing instruction in book reports and other forms of written communication such as thank-you notes 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.4.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Orient the reader by establishing a situation W.4.4. Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1 3 above.) W.4.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing Unit: Mechanics Language, 18-52; WRITE!, 50-55 Review, 5-112 Time frame: 7 weeks Unit Objectives: : Students will: -identify and correctly use abbreviations and end marks, Unit 2 -identify and correctly use commas, Unit 2 -identify and correctly use quotation marks in direct quotations, Unit 2 -identify and correctly use quotation marks for titles, Unit 2 -identify and correctly use apostrophes in contractions, Unit 2 -identify and correctly use apostrophes to write possessive words, Unit 2 -identify and correctly use colons and underlining, Unit 2 -recognize when capital letters are needed, Unit 3 -capitalize words correctly, Unit 3 Activities: Students identify missing punctuation in Review transparencies using proofreading symbols Other Integration: Students use correct punctuation and capitalization when completing assignments and tests in Bible, Reading, Social Studies, Science, and Spelling 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use correct capitalization. Use commas and quotation marks to mark direct speech and quotations from a text. Use a comma before a coordinating conjunction in a compound sentence. Unit: Grammar Language, 103-214; WRITE!, 4-17, 20-35; Unit Objectives: Students will: -master subjects and predicates simple and compound -identify and correctly use verbs action, state of being, helping; verb phrases; principal parts of verbs (regular and irregular) -identify and correctly use nouns common, proper, and compound; plurals of
Review, 5-112; Multisensory Grammar, all reproducible worksheets; Teacher-generated worksheets Time frame: 16 weeks nouns -identify and correctly use pronouns subject and object forms; possessive pronouns; use in writing -identify and correctly use adjectives before nouns; predicate adjectives; articles; comparisons -identify and correctly use adverbs distinguishing from adjectives; modifying verbs; modifying adjectives and adverbs; using negatives -identify and correctly use prepositions prepositional phrases -identify and correctly use conjunctions -identify and correctly use interjections -select colored foam pieces to correlate to parts of speech in oral or printed Sentences -construct sentences with a given pattern of parts of speech -color-code controlled sentences -color-code original sentences for a given pattern of parts of speech -diagram subjects, verbs, adjectives, and adverbs Activities: Student groups select and hold color-coded cards with parts of speech to show classmates sentence patterns for given sentences. Students arrange foam pieces on desktops to demonstrate understanding of parts of speech in given sentences. Other Integration: Students use correct grammar in written and oral work for other subjects areas and classroom communication. 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.4.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). Form and use prepositional phrases. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* 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. Use correct capitalization. Use commas and quotation marks to mark direct speech and quotations from a text. Use a comma before a coordinating conjunction in a compound sentence. Unit: Words Language, 217-255; WRITE!, 32-33, 36-37 Review, 5-112 Time frame: 5 weeks Pages: Time frame: Unit Objectives: Students will: -use guide words to locate words in the dictionary -use the dictionary to find the correct spelling of a word -use the dictionary to find the correct pronunciation of a word -use the dictionary to accent the proper syllable of a word -use the dictionary to find the syllabication of a word -use the dictionary to find the part of speech of a word -use the dictionary to find the definition of a word -use the dictionary to find the plural form of a word if it is irregular -use the dictionary to find a sample sentence using a word -choose correct words for subject-verb agreement -distinguish between and among troublesome words sit and set; lie and lay; its and it s; your and you re; their, they re, and there; to, too, and two; learn and teach; can and may Activities: graciously, creatively, forcefully, and persuasively Other Integration: Students use words correctly in written work and orally for other subjects areas and classroom communication 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. 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. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). 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.