Download SPI 401.1.5 Identify the 4 types of sentences.

4th/Writing-Language
1st Nine Weeks
Wk
.
1
Standard
Learning Targets
Student Friendly Statements
Essential Question
SL.4.1 - Engage effectively in a range of
collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse
partners on grade 4 topics and texts,
building on others’ ideas and expressing
their own clearly.
Introduce rules and
procedures.
I can follow rules and
procedures.
How can we build
our community?
I can listen and participate
verbally in class.
What does a great
classroom
environment look
like?
Essential
Vocabulary
Additional
Resources
Assessments
4th/Writing-Language
1st Nine Weeks
2
L.4.1f - Produce complete sentences,
recognizing and correcting
inappropriate fragments and runons.
L.4.2 - Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing.
SPI 401.1.5 Identify the 4 types of
sentences.
SPI 401.1.4 Select the best way to
correct incomplete sentences within
context
Students must know a clause
I know a clause is a group of
is a group of words that
words that contains a
contains a subject and a
subject and a verb.
verb.
I know an independent
Students must know an
clause expresses a
independent clause
complete thought and
expresses a complete
can stand alone as a
thought and can stand
sentence.
I
know
a run-on sentence is
alone as a sentence.
two or more independent
clauses written as though they
Students must know a run-on
were one sentence
sentence is two or more
independent clauses written as
though they were one
sentence.
How can I identify
fragments and
run-on sentences?
Fragment
What are the best
ways to edit these
types of errors in
writing?
Run on
sentence.
Why would we
need as writers 4
types of
sentences?
Phrase
Declarative
Interrogative
Imperative
Exclamatory
4th/Writing-Language
1st Nine Weeks
3
4
W.4.3 - Write narratives to develop
real or imagined experiences or
events using effective technique,
descriptive details, and clear
event sequences.
W.4.3a - Orient the reader by
establishing a situation and
introducing a narrator and/or
characters; organize an event
sequence that unfolds naturally.
W.4.3b - Use dialogue and description
to develop experiences and
events or show the responses of
characters to situations.W.4.3c Use a variety of transitional
words and phrases to manage
the sequence of events.
W.4.3d - Use concrete words and
phrases and sensory details to convey
experiences and events precisely.
W.4.3e - Provide a conclusion that
follows from the narrated experiences
or events.
SPI 401.3.10 Complete a graphic
organizer
SPI 0401.3.1 Identify the purpose for
writing.
W 4.3
SPI 0401.1.1 Identify the correct use of
nouns and pronouns within context.
Students must know the
audience and purpose
determine the form (e.g.,
memoirs, fiction, biographies,
poetry, investigations,
instructions).
Students must know
narratives include one or more
characters and follow a clear
sequence of events that may or
may not include a problem and
solution.
Students must know that
technique, as it applies to
writing, is the way a writer
interacts with the audience
(e.g., inner dialogue, character
interactions, foreshadowing).
Students must know effective
techniques that enhance a
narrative (e.g., manipulating
time to create suspense,
including interior monologues
to provide insight into a
character's motivations).
I can determine an effective
form for my narrative based on
my audience and purpose.
I can develop one or more
characters in a narrative
through the sequence of
events.
I can sequence narrative
events in a logical order.
I can demonstrate interaction
with my audience through my
writing.
I can determine which
effective techniques to use to
enhance my narrative (e.g.,
manipulating time, interior
monologue).
How does an
author develop a
narrative
including relevant
details and
effective
techniques?
Students will identify the
correct use of nouns within
context. (singular and plural)
I can utilize nouns and
pronouns within my context.
Who am I writing
for?
Why is a writer's
interaction with
the audience
important in
writing
narratives?
audience
descriptive
details
effective
techniques
interaction
motives/motiv
ation
purpose
narrative
4th/Writing-Language
1st Nine Weeks
5
SPI 0401.3.2 Identify the audience for
which a text is written.
I can identify the audience for
Students will create a narrative which my writing is intended
to develop real or imagined
for.
experiences applying nouns
and pronouns within text.
Is my writing
clear, and does my
paragraphs flow?
L.4.1a - Use relative pronouns (who,
whose, whom, which, that) and relative
adverbs (where, when, why).
W 4.3
SPI 0401.1.1
Students must know relative
pronouns refer to nouns
within a clause that clarifies or
gives more information about
the noun.
How are relative
pronouns and
adverbs used?
Students must know the
relative pronoun who may
refer to a singular or plural
subject that is human or an
animal personified (e.g., Elmo
is the dog who ate my cake.
Colby and Grant are the boys
who ate your cake.)
Students must know the
relative pronoun whose is
possessive and is usually
followed by a noun (e.g., The
Steins are the people whose
pool we swam in. Jerry is the
mouse whose plan was to fool
Tom.)
Students must know the
relative pronoun whom may
I know relative pronouns refer
to nouns within a clause that
clarifies or gives more
information about the noun.
I know the relative pronoun
who may refer to a singular or
plural subject that is human or
an animal personified.
I know the relative pronoun
whose is possessive and is
usually followed by a noun.
I know the relative pronoun
whom may refer to a singular
or plural object.
I know the relative pronouns
which and that may refer to
singular or plural subjects that
are not persons.
Why are they
important to
communicating a
clear message?
Pronoun
Relative
pronoun
4th/Writing-Language
1st Nine Weeks
refer to a singular or plural
object of a sentence (e.g., Luke
is the student to whom I am
speaking. The Scouts are the
boys whom we met at the
lake.)
Students should know the
relative pronouns which and
that may refer to singular or
plural subjects that are not
persons (e.g., These are the
cookies I baked last night. Last
week I bought a cake which
cost $25.)
6
W.4.6 - With some guidance and support Students must use technology
from adults, use technology, including
to produce a published piece of I can use technology to
the Internet, to produce and publish
writing.
produce a published piece of
writing as well as to interact and
writing.
collaborate with others; demonstrate
sufficient command of keyboarding
skills to type a minimum of one page in
a single sitting.
W 4.3
L4.1 a
SPI 401.1.1
How does the
Internet help a
writer to improve
a piece of writing?
How does a
specific
technology affect
the format of a
piece of writing?
7
SPI 0401.2 Identify the correct use of
verbs within context.
What verb should Subject-verb
be used to
agreement
correctly complete
the sentence?
Verb tenses
Students will identify the
corrct use of verbs (i.e.
agreement, tenses, action and
linking).
I can identify the correct use of
the verb in context.
Format
4th/Writing-Language
1st Nine Weeks
8
SPI 401.1.11 Identify sentences with
correct subject-verb agreement.
SPI 0401.1.2
Students will create sentences
utilizing correct subject-verb
agreement.
Students will identify the
correct use of irregular verbs.
9
SPI 401.1.2
Students will create sentences
with vivid verbs to make their
writing more interesting.
I can create sentences with
correct subject-verb
agreement and correct
irregular verbs.
When should I use
irregular verbs?
I can write creative sentences
using vivid verbs.
Why would I use
vivid verbs in my
writing?
Irregular verbs
How can I know I
have used the
correct verb with
the subject?
Vivid Verbs
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