4th grade humanities
Writing: Learners will research the topic of their choice to prepare for writing an informational piece responding to their driving question. Learners will engage in mini-lessons on: writing an introduction and thesis, grouping similar information, using linking words and phrases, and writing a conclusion. Each day, learners will add a new section to their drafts, which will be written in Google Docs.
Social Studies: Learners finish their Google Slides presentations on the four regions of California (coast, desert, mountains, or Central Valley), and present to the class. Learners will be assessed on their presentation and the organization of their information.
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Writing: This week, learners will explore topics they want to research for their informational writing piece. Learners will brainstorm topics they are interested in learning about, narrow their ideas down to three topics, and briefly research these topics to to identify potential sources of information. Learners will choose one of these topics, and craft a specific question about the topic that they will strive to answer through their research.
Learners will complete a bibliography for the topic of their choice, in order for them to be prepared to begin their in-depth research when we return from break. Social Studies: This week, learners finish their Google Slides presentations that highlight the physical features, natural resources, and lives of people who live in one region of California (coast, desert, mountains, or Central Valley). Learners will give their presentations following break. Writing: This week, learners will do finishing touches on the final drafts of their vermicomposting persuasive writing pieces. We will then dive right into our next unit: informational writing. Learners will first do a short pre-assessment writing piece. This will provide me with insight into their strengths and challenges with opinion writing, and enable me to plan lessons and activities and target these specific areas. Then, learners will read example informational pieces and reflect on what is informative writing. and how it is organized into a main ideas and supporting details.
Speaking/Listening: Last week, learners were given the prompt "Why do you deserve to win a prize? Provide a topic sentence, reasons, and supporting evidence." Learners worked in groups to began organizing their reasons, and this week learners will present with their groups. The most convincing group will win the prize! Learners do not know what the prize is, and will not find out until after the presentations. Social Studies: This week, learners will begin their unit on the four regions of California (coast, desert, mountains, Central Valley). Learners will be divided into small groups, read an informational text on one region, and create a Google Slides presentation that highlights the physical features, natural resources, and lives of people who live in that region. Writing: This week, learners will engage in the final steps of the writing process for their persuasive essays on vermicomposting. We will review the rubric that will be used to grade this writing piece. Then, learners will self-edit and have a peer edit their drafts for organization, ideas, and content, as well as grammar. Learners will incorporate these revisions and suggestions into their final drafts, which they will type in Google Docs. Additionally, learners will complete their advertisements for vermicomposting that utilize one of the persuasive techniques we have discussed in class: bandwagon, emotional appeal, promotion, repetition, and testimonial. These final writing pieces will be published and be displayed with the science and math components of their interdisciplinary project later this year at Expo Night.
Learners will practice using persuasive techniques and supporting reasons/evidence in activities in which they must try to persuade the facilitator or a peer to accept their argument in order the win the prize. Reading: We will read Hey, Little Ant and The Perfect Pet and discuss the types of persuasive techniques and supporting reasons used in the stories to broaden learners' scope of ways to use persuasive writing. |
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May 2018
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