4th grade humanities
This week, learners will do final revisions and finish typing the final drafts of their vermicomposting persuasive letters in Google Docs. We will have a publishing party on Friday to celebrate learners' hard work and accomplishments on this writing piece!
We will continue reading Morning Girl by Michael Dorris as a class. Learners will reflect and respond to questions about the book through class discussion and written responses to comprehension questions. For our social studies unit on California Indians, we will watch short video interviews in which people with CA Indian ancestry discuss impact aspects of their tribe's culture and history. Learners will reflect on how the arrival of Europeans affected native populations in this region, as well as the island portrayed in Morning Girl.
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This week, learners will finish writing their persuasive letter drafts for their Trimester 1 vermicomposting project. Learners will then engage in peer editing, specifically checking for grammar the organization of reasons and supporting details, using the opinion writing rubric to guide the editing process. Learners will begin typing their finals drafts in Google Docs near the end of the week.
We will begin reading Morning Girl by Michael Dorris as a class. We will use this book to introduce our next social studies unit on California Indians. This week learners will wrap up their writing outlines and begin writing their persuasive letter drafts for their Trimester 1 vermicomposting project. Lessons will specifically focus on writing a strong introduction that catches the reader's attention and clearly conveys the learner's opinion and main reasons, and grouping reasons and supporting evidence into paragraphs, We will also go over the opinion writing rubric in order for learners to understand expectations for their writing, and encourage learners to challenge themselves to push their writing further.
Learners are putting finishing touches on their Regions of California museum projects, and the museum will be open for visitors this Wednesday, Oct. 12, 10:00-10:45am in Room 33. Learners are prepared to act as curators, and explain the importance of their display in regards to their assigned region of California. Families are welcome to stop by!
This week, learners will dive into the humanities component of their Trimester 1 vermicomposting project. Each learners will write a persuasive letters to their family about why they should or should not do vermicomposting at home. Learners will utilize their background knowledge from science, and begin outlining their persuasive letters this week. Learners will engage in mini lessons on ways to catch the reader's attention, crafting a strong thesis statement, and organizing their opinion writing using main points and supporting details. Learners will have a publishing party to celebrate the hard work and accomplishments on their original narrative writing stories! Learners will share their writing by rotating around the room to read their peers' writing and give feedback. Then, the class will enjoy some light snacks!
We will transition into our next unit of writing: opinion writing. Learners' next writing piece will align with their Trimester 1 vermicomposting/waste diversion project. This week, learners will read sample opinion articles explore how the author's thesis statement and supporting reasons are organized in opinion writing. Finally, we will carry on with our social studies unit on the Regions of California. Learners will continue to read/research information about one of the regions, and develop an artifact/display to teach other learners about that region. |
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May 2018
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