ࡱ> vyu|{ &bjbjzz .fnnL(KfxS S S K K K K K K K$LO/KS S S S S /KxDK!!!S x K!S K!!@CV) (A"JZK0KA.P!!R.PDCC.PyH|S S !S S S S S /K/Ks!RS S S KS S S S .PS S S S S S S S S n : Fourth Grade Lesson Plans Subject: Writing and Grammar April 8-19, 2013-TWO WEEK UNIT4-4: Developing Written Communications. 4-4.1 Generate and Organize ideas, 4-4.2 Use complete sentences. 4-4.3 Create multi paragraph compositions, 4-4.4 Use grammatical conventions, 4-4.5 Use revision strategies, 4-4.6 Edit for Correct Use, 4-5.1 Create informational pieces, 4-5.3 Create written descriptions, 4-5.4 Create written pieces to entertain 4-6.1 Clarify and refine a research topic, 4-6.2 Use print sources, 4-6.3 Organize information by classifying and sequencing, 4-6.4 Paraphrase research information, 4-6.5 Create a list of sources.Writing and Grammar MATERIALSDay 1Standards: 4-4.1, 4-4.6, 4-4.2, 4-4.4, 4-5.4 Writing Workshop- I Wanna What? Persuasive Letter Writing Read to the class the book titled I Wanna Iguana. Mrs. Esqueda has this book if you need it. The book is a series of short letters between a boy and his mother. The boy is trying to persuade his mother that he can take care of a pet iguana. Read the book several times during the writing process and highlight the use of persuasive vocabulary: should, need, best, worst, etc. One concept to hit is not demonstrated in this book. As the students brainstorm the reasons why their parents should do something for them, they need to come up with the most important reason and save it for the final punch of their letter. After reading the book for the first time to introduce this lesson, explain to the students that they get to write letters to their parents. We talk about how the boy in the book doesnt spend the whole story saying please, please, please, -- he gives his mom good reasons why he should have the iguana. It can also work to have some students role-play a situation where they really want something from their parents. Most students will take the bribery approach If you get it for me Ill clean my room! or simply, beg. Introduce the graphic organizer by projecting a copy of it in the front of the room, and we filled it out together based on I Wanna Iguana. What if the boy could only write one letter to convince his mom to let him have the iguana? Together we determine the audience (mom) and what he wanted her to do (let the boy have the pet iguana). Then we listed the reasons the boy gave his mom to convince her he deserved the pet. Share Time/Journal Time Assessment: Writing will be assessed during the writing conference time.Day 2Standards: 4-4.1, 4-4.6, 4-4.2, 4-4.4, 4-5.4 Writing Workshop- I Wanna What? Persuasive Letter Writing The teacher will write an example from scratch again, determining the audience (usually the principal) and what I wanted her to do (build the fourth grade class a swimming pool) Have fun coming up with the reasons why your class deserves your own swimming pool. Share Time/Journal Time Assessment: Writing will be assessed during the writing conference time.DAY 3 ONE DAY FREE FOR MAP TESTINGDay 4Standards: 4-4.1, 4-4.6, 4-4.2, 4-4.4, 4-5.4 Writing Workshop- I Wanna What? Persuasive Letter Writing Give students their own graphic organizers that prompt them to identify their audience and choose what it is that they are going to ask for. This is the most challenging part of the lesson and requires the most assistance from the teacher. However, you will see a lot of light bulb moments when students start to understand that they need to appeal to another person rather than simply state that they want something. It is not uncommon for students to change their minds as they work through the process and see that some arguments will have more value to their parents than others. Share Time/Journal Time Assessment: Writing will be assessed during the writing conference time.Day 5Standards: 4-4.1, 4-4.6, 4-4.2, 4-4.4, 4-5.4 Writing Workshop- I Wanna What? Persuasive Letter Writing 1. Once the framework of ideas is filled out from yesterday, the students should highlight what they think is the best reason they should get what they want. They need to save this reason for last in their letter. Give a brief lesson on the format of a friendly letter, and then model constructing a letter from the graphic organizer that we filled out together. Save the best reason for a final sentence that states But the most important reason you should ____________ is It is important to remember to model how to go back to the organizer to construct the letter. Ive had students spend a lot of time getting their organizers just right; then I send them off to write their letter, and its on a completely different topic! Some might need extra direction to stick to their topic. Share Time/Journal Time Assessment: Writing will be assessed during the writing conference time.Day 6Standards: 4-4.1, 4-4.6, 4-4.2, 4-4.4, 4-5.4 Writing Workshop- I Wanna What? Persuasive Letter Writing Students should begin the rough drafting stage of writing this letter using their graphic organizers from last week. The students will have this week to edit, revise, and write the final of this letter. With my higher ability kids, who are fast finishers, pair them up and have them fill out graphic organizers based on their partners letters. Its an interesting exercise to watch them work in reverse and hold their partner accountable! In other words, can each determine a partners audience, desire, and persuasive reasons? Share Time/Journal Time Assessment: Writing will be assessed during the writing conference time.Day 7Standards: 4-4.1, 4-4.6, 4-4.2, 4-4.4, 4-5.4 Writing Workshop- I Wanna What? Persuasive Letter Writing Students should begin the rough drafting stage of writing this letter using their graphic organizers from last week. The students will have this week to edit, revise, and write the final of this letter. With my higher ability kids, who are fast finishers, pair them up and have them fill out graphic organizers based on their partners letters. Its an interesting exercise to watch them work in reverse and hold their partner accountable! In other words, can each determine a partners audience, desire, and persuasive reasons? Share Time/Journal Time Assessment: Writing will be assessed during the writing conference time.Day 8Standards: 4-4.1, 4-4.6, 4-4.2, 4-4.4, 4-5.4 Writing Workshop- I Wanna What? Persuasive Letter Writing Give the students the ability to put their letters into a book format with illustrations to give to their parents. Share Time/Journal Time Assessment: Writing will be assessed during the writing conference time.Day 9Standards: 4-4.1, 4-4.6, 4-4.2, 4-4.4, 4-5.4 Writing Workshop- I Wanna What? Persuasive Letter Writing Give the students the ability to put their letters into a book format with illustrations to give to their parents. 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