4th+Grade

=4th Grade Lessons=

Project 1: Fall 2011
Expository writing. Connect evidence and reasoning. Class wrote one paper together and analyzed sections as a group. Discussed broadening topics to be able to provide more detail.

Tell about your favorite person (your mom). Generate topics (on post it notes) with a time limit, evaluate which were bad and good ideas, collaboratively write and peer edit, put together and rate how well the paper was written and what areas need improvement. media type="custom" key="11354862"

Project 2: Spring 2012
The teacher will use the bookend lesson from Norma Jackson to discuss how the introduction and conclusion are like bookends that holds up the body of the paper. The teacher will examine with the class the story “What’s New Kinkajou.” The teacher will facilitate a discussion about how to write a more effective conclusion using the “So What” questions. The teacher will then guide students into writing a conclusion together. || The students will then be instructed to turn and talk to their partner about what they have learned. At the conclusion of the lesson, the teacher will have the students fill out the form I used to think….but now I know…as an exit ticket. || Students will read a strong paper that possesses a wildly off topic conclusions. Without prompting, the teacher will ask the students to give their observations about what might need improvement in the paper. Answers will vary, but after a few answers the teacher will need to direct the students to consider whether or not the conclusion fits with the central idea of the story. || Once students have finished identifying the problem with the conclusion, they will participate in a think-pair-share in which each student will consider changes that can be made on the conclusion, pair up with another student to write a new conclusion, and then share their new conclusion with others. Students can vote on whether or not the new conclusion fits the central idea. || Students will write their own narrative or expository that has an introduction and conclusion that support the central idea. When they are done, they will work with peers to get feedback on how well their introduction and conclusion connect to the central idea. With that feedback, students will make changes to improve their introductions and conclusions. || Students will form an inside-outside circle to share their introduction and conclusions with a partner. The partner will then provide feedback. This will be repeated 3 times so that every student has multiple pieces of feedback to use in improving their introduction and conclusion. Students will then record themselves reading their final copy of their paper. This will be used to create a QR code that students and parents can use to listen to their work. ||
 * # **Lesson Objective(s) (__I Can__ Statement)**: What do I want students to know and be able to do? ||
 * **I can create an introduction and conclusion that connect and support my central idea.** ||
 * # **Content Chunks**: How will I divide and teach content in chunks/segments while engaging students? ||
 * **Lesson Segment 1:**
 * **Engagement Strategies (Ways to Maintain Students’ Commitment and Attention)**
 * **Lesson Segment 2:**
 * **Engagement Strategies (Ways to Maintain Students’ Commitment and Attention)**
 * **Lesson Segment 3:**
 * **Engagement Strategies (Ways to Maintain Students’ Commitment and Attention)**
 * # **Instructional Strategies to Engage Students** ||
 * ** W ** riting **peer editing**  || ** I ** nquiry  ||  ** C ** ollaboration ** think-pair-share **** inside-outside circle **  ||  ** R ** eading ** peer editing **  ||

Examples of QR Code and Audio samples media type="youtube" key="ZFJVZKU0yRI" height="360" width="640"