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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 Trade literature Thesaurus