Author: Peg Holmes
4.1.1 By the end of fourth grade, students will draw on a variety of
strategies to read and understand unfamiliar words and phrases.
4.1.2 By the end of fourth grade, students will acquire and use correctly an advanced reading vocabulary.
4.1.4 By the end of fourth grade, students will locate, access, and evaluate resources to identify appropriate information.
4.1.5 By the end of fourth grade, students will identify characteristics of different types of text.
4.1.6 By the end of fourth grade, students will identify and apply knowledge of the structure, elements, and meaning of fiction and provide evidence from the text to support their answers.
4.2.1 By the end of fourth grade, students will identify, describe, and apply knowledge of the structure of the English language and standard English conventions for sentence structure, usage, punctuation, capitalization, and spelling.
4.2.2 By the end of fourth grade, students will write compositions with a clear focus, logically related ideas, and adequate supporting details.
4.2.4 By the end of the fourth grade, students will use a variety of forms to write for different audiences and purposes.
OBJECTIVES: Students will...
1. Respond, explore, and imagine beyond the story Slower than a Snail
by Anne Schreiber, The Fattest, Tallest, Biggest Snowman Ever
by Bettina Ling, The Biggest Fish by Sheila Keenan.
2. Identify words with inflectional endings.
3. Recognize descriptive language in literary works, including but not limited to, poetry.
4. Use the five step writing process.
5. Compose a short paragraph with a clearly identified beginning, middle, and end containing a main idea and supporting details
6. Correctly spell nouns, verbs, and root words with inflectional endings.
7. Recognize and appropriately use parts of speech in their own writing
books presented in objective 1, pencil, paper, word processor, chalk board, drawing paper
1. The teacher/student will read one or all of the following books
presented in objective 1.
2. The students will identify words that end with -er and -est to make comparisons. As the students select words that compare, the teacher will list the words on chart paper or on the board.
1. Students will identify the base/root word of each adjective that compares and spell it correctly. Some of the words may be added to weekly spelling lists.
1. Using the list of words on the chart, students will divide the words into categories: the base/root word stays the same, double the final consonant before adding the ending, or drop the final e before adding the ending.
2. Student will choose words that compare and illustrate the concept
(e.g. tall, taller, tallest) on a sheet of drawing paper.
3. Using the illustration created in Step 2, student will write a paragraph about the illustration that will include adjectives that compare.
4. After the story has been edited by peers and the teacher, each student will use a word processing program to prepare a final copy of the story and a spell check function to check spelling.
1. Students will create a title page for the story. Students will assemble the title page, context, and illustration to create a booklet. Place thE stories in the classroom library for all students.
ASSESSMENT: Students will be graded according to a writing rubric
used in all writing assignments in class.
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