Third Grade Lesson Plans - Anderson School District Five
| |Fourth Grade Lesson Plans |
| |Subject: Writing and Grammar |
| |April 8-19, 2013-TWO WEEK UNIT |
| |4-4: 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 |MATERIALS |
|Day 1 |Standards: 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 doesn’t 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 I’ll 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 2 |Standards: 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 TESTING | |
|Day 4 |Standards: 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 5 |Standards: 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. I’ve had students spend a lot of time getting their organizers just right;| |
| |then I send them off to write their letter, and it’s 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 6 |Standards: 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. It’s an interesting exercise to watch them work in reverse and hold their | |
| |partner accountable! In other words, can each determine a partner’s audience, desire, and persuasive reasons?| |
| | | |
| |Share Time/Journal Time | |
| | | |
| |Assessment: Writing will be assessed during the writing conference time. | |
|Day 7 |Standards: 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. It’s an interesting exercise to watch them work in reverse and hold their | |
| |partner accountable! In other words, can each determine a partner’s audience, desire, and persuasive reasons?| |
| | | |
| | | |
| |Share Time/Journal Time | |
| | | |
| |Assessment: Writing will be assessed during the writing conference time. | |
|Day 8 |Standards: 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 9 |Standards: 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 10| | |
| | | |
| | | |
| | | |
| |Free Day to replace second grade program day and second day of MAP testing | |
Persuasive Letter –Graphic Organizer
I want ______________ to _________________________
(person)
Some reasons ____________ should do this for me are:
(same person)
1. _______________________________________________
_______________________________________________
2. _____________________________________________
_______________________________________________
3. _____________________________________________
_______________________________________________
4. _____________________________________________
_______________________________________________
5. _____________________________________________
_______________________________________________
Word Bank:
should best worst must important need
................
................
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