Table of Contents Fourth Grade Title Teacher/School Focus Pages
Table of Contents Fourth Grade Title Teacher/School Focus Pages
Table of Contents Fourth Grade Title Teacher/School Focus Pages
Create successful ePaper yourself
Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.
<strong>Table</strong> <strong>of</strong> <strong>Contents</strong><br />
<strong>Fourth</strong> <strong>Grade</strong><br />
<strong>Title</strong> <strong>Teacher</strong>/<strong>School</strong> <strong>Focus</strong> <strong>Pages</strong><br />
Introduction to Donna Glandorf<br />
Punctuating dialogue in 1-5<br />
Dialogue<br />
Canton<br />
Elementary <strong>School</strong><br />
a story (introductory)<br />
Using a Thesaurus Donna Glandorf<br />
Using a thesaurus to 6-8<br />
to Understand the Canton<br />
better understand the<br />
Preamble<br />
Elementary <strong>School</strong><br />
Preamble<br />
An Interview with<br />
Red Riding Hood<br />
A Georgian<br />
Cinderella<br />
Writing a Friendly<br />
Letter from Space<br />
What Side Are You<br />
On?<br />
Writing to Learn<br />
about the Bill <strong>of</strong><br />
Rights<br />
Writing Sentences<br />
and Identifying<br />
Sentence Parts:<br />
Language <strong>of</strong> the<br />
Civil War<br />
Research and<br />
Writing about<br />
Artifacts:<br />
Time Capsule Trivia<br />
<strong>Fourth</strong> <strong>Grade</strong><br />
Donna Glandorf<br />
Canton<br />
Elementary <strong>School</strong><br />
Kim Hicks<br />
Buffington<br />
Elementary <strong>School</strong><br />
Kim Hicks<br />
Buffington<br />
Elementary <strong>School</strong><br />
Kim Hicks<br />
Buffington<br />
Elementary <strong>School</strong><br />
Carry Holland<br />
Buffington<br />
Elementary <strong>School</strong><br />
Carry Holland<br />
Buffington<br />
Elementary <strong>School</strong><br />
Carry Holland<br />
Buffington<br />
Elementary <strong>School</strong><br />
Dialogue Lesson 2 Debra Templeton<br />
Canton Elementary <strong>School</strong><br />
Writing Descriptive<br />
Paragraphs Using<br />
the Five Senses<br />
Debra Templeton and Donna<br />
Glandorf<br />
Canton Elementary <strong>School</strong><br />
Writing a newspaper<br />
article including the<br />
“W” questions<br />
Using cultural fairy<br />
tales to explore how<br />
setting affects other<br />
story elements<br />
Writing in the content<br />
area <strong>of</strong> science –<br />
friendly letter format<br />
Examining the<br />
Revolutionary War<br />
from alternate points <strong>of</strong><br />
view<br />
Writing in the content<br />
area <strong>of</strong> social studies –<br />
creative writing on the<br />
Bill <strong>of</strong> Rights<br />
Using Civil War slang<br />
to learn subjects,<br />
predicates, and<br />
modifiers<br />
Writing in the content<br />
area <strong>of</strong> social studies –<br />
researching an artifact<br />
Using a variety <strong>of</strong><br />
speech tags to enhance<br />
writing<br />
Using sensory language<br />
to write vivid<br />
descriptions<br />
9-15<br />
16-23<br />
24-29<br />
30-38<br />
39-45<br />
46-54<br />
55-63<br />
64-71<br />
72-77
<strong>Title</strong> <strong>Teacher</strong>/<strong>School</strong> <strong>Focus</strong> <strong>Pages</strong><br />
Expository Writing: Debra Templeton<br />
Writing in the content 78-81<br />
Magnetic Boat Canton Elementary <strong>School</strong> area <strong>of</strong> science –<br />
Races<br />
expository piece on<br />
magnetism<br />
Using Technology Debra Templeton<br />
Inquiry learning 82-90<br />
to Publish a News<br />
Story<br />
Canton Elementary <strong>School</strong> writing to inform<br />
<strong>Fourth</strong> <strong>Grade</strong>
Overview<br />
Introduction to Dialogue<br />
Donna Glandorf<br />
Cherokee County <strong>School</strong> District<br />
<strong>Fourth</strong> <strong>Grade</strong><br />
The use <strong>of</strong> dialogue is an important tool in writing. It helps brings actions and feelings to<br />
the story. When a story is written without properly formatted dialogue, but conversation<br />
takes place, the story becomes confusing. This lesson introduces the use <strong>of</strong> dialogue in<br />
writing. I prefer using this lesson at the beginning <strong>of</strong> the year so that the students may use<br />
dialogue in their story writing. This lesson could be followed by Debra Templeton’s<br />
Dialogue Lesson 2 on page 64.<br />
Materials/Preparation<br />
• Provide students with a copy <strong>of</strong> the rules for punctuation in dialogue. I also make<br />
a poster that I display on the wall <strong>of</strong> the classroom.<br />
• Overheads <strong>of</strong> the two versions <strong>of</strong> “The White Cat” story (one with dialogue and<br />
one without).<br />
• Provide students with two copies <strong>of</strong> the “Missing Baseball” story (one with<br />
punctuation and the other without) for comparison.<br />
Instructional Sequence<br />
1. Introduce the lesson by asking the students to share ways that they have learned to<br />
become better writers. The discussion might include the use <strong>of</strong> adjectives, adverbs,<br />
sound words, etc. Explain to the students that they will be learning another tool to<br />
make their writing interesting to the readers and enjoyable to read. Instead <strong>of</strong><br />
introducing the topic <strong>of</strong> “using dialogue,” tell the students to follow along as you read<br />
two paragraphs and see if they can tell what writing tool they will be learning about in<br />
this lesson.<br />
2. Place the two versions <strong>of</strong> “The White Cat” story on the overhead and/or read them<br />
aloud to the students. Ask the students which version was easier to “see” in their<br />
minds and why. While discussing the two versions, lead the students to realize that<br />
although the first version provided plenty <strong>of</strong> visual description, it was the second that<br />
provided action and made the story come alive. Discuss how conversation/dialogue<br />
makes the story seem “animated” and brings the reader into the action.<br />
3. Next, give the students the two copies <strong>of</strong> the “Missing Baseball” story. Inquire <strong>of</strong> the<br />
students what seems to be different about the two versions. (Note: The first and<br />
second versions are worded the same. The second version contains proper<br />
punctuation and the first does not.) As students comment on the differences in the<br />
two paragraphs, write these on the board.<br />
4. Finally, provide your students with copies <strong>of</strong> the rules <strong>of</strong> punctuation. Compare these<br />
rules to the students’ responses on the board. Discuss the use <strong>of</strong> quotation marks,<br />
capital letters, commas, and speech tags.<br />
<strong>Fourth</strong> <strong>Grade</strong> 1
Assessment<br />
Informal: Assess students by listening to their responses in class.<br />
Formal: The standards in this lesson can be formally assessed in a follow-up piece <strong>of</strong><br />
writing in which students are required to use dialogue. An example <strong>of</strong> formal assessment<br />
can be found in Dialogue Lesson 2 by Debra Templeton.<br />
Performance Standards<br />
W.4.1 Prepares for writing by applying correct principles <strong>of</strong> grammar, parts <strong>of</strong><br />
speech, usage, and mechanics by:<br />
• Applying standard rules <strong>of</strong> capitalization<br />
• Applying standard rules <strong>of</strong> punctuation<br />
Reflection<br />
It is important to teach the proper format and use <strong>of</strong> dialogue in student writing early in<br />
the year, so that students have an opportunity to practice and experiment with the use <strong>of</strong><br />
dialogue before the Georgia Writing Assessment. An added benefit to this lesson was<br />
students’ enthusiasm and continuing use <strong>of</strong> new speech tags. When my class<br />
brainstormed speech tags, they were so excited they opened several thesauri and added to<br />
the list that I had started. The response was overwhelming!<br />
<strong>Fourth</strong> <strong>Grade</strong> 2
The White Cat<br />
Version 1<br />
Sarah could not sleep on this cold winter night. She slipped from her bed and<br />
crossed to the broken window that allowed the chilled air to sneak into her room.<br />
Shivering, she looked into the cluttered alley below. She was surprised to see a white<br />
Persian cat wearing a sparkling rhinestone collar. It was daintily picking its way through<br />
the trash strewn along the alley below.<br />
Sarah rushed over to her sister, Lisa, whose bed was also in this room. She<br />
urgently shook her shoulder and told her to come to the window to see the fluffy white<br />
cat. When they reached the window, the cat was no where in sight and all that was<br />
visible was the untidy alley below.<br />
Lisa scowled and grumbled about being taken out <strong>of</strong> her warm bed to look at the<br />
ugly alley. Sarah explained that she wanted her to see the white cat that was so fluffy.<br />
She told her it had a sparkly collar around its neck. Sarah thought it would have been<br />
neat to have been her cat. She jumped beneath the covers. Lisa told Sarah to go back to<br />
sleep as she drifted <strong>of</strong>f herself.<br />
The White Cat<br />
Version 2<br />
Sarah could not sleep on this cold winter night. She slipped from her bed and<br />
crossed to the broken window that allowed the chilled air to sneak into her room.<br />
Shivering, she looked into the cluttered alley below. She was surprised to see a white<br />
Persian cat wearing a sparkling rhinestone collar. It was daintily picking its way through<br />
the trash strewn along the alley below. “What are you doing there?” Sarah whispered to<br />
the cat as though it could hear her.<br />
Sarah rushed over to her sister, Lisa, whose bed was also in this room. She<br />
urgently shook her shoulder and whispered loudly, “There’s a beautiful white cat outside.<br />
Come and see!” When they reached the window, the cat was no where in sight and all<br />
that was visible was the untidy alley below.<br />
Lisa scowled and grumbled, “Why did you get me up out <strong>of</strong> my warm bed to look<br />
at that ugly alley?”<br />
“I wanted you to see that white cat. It was so fluffy. It had a sparkly collar<br />
around its neck. It would have been neat if it could have been our cat!” exclaimed Sarah<br />
as she jumped beneath the covers on her bed.<br />
“Go to sleep,” mumbled Lisa as she drifted back to sleep.<br />
Created by D. Glandorf and D. Templeton<br />
Canton Elementary<br />
<strong>Fourth</strong> <strong>Grade</strong> 3
The Missing Baseball<br />
Version 1<br />
“I can’t find the ball anywhere,” John complained. “I know it went over this<br />
fence, but it could be in these bushes or it might have landed past that group <strong>of</strong> trees,” he<br />
muttered to himself. Finally, in aggravation, he yelled to his brother Fred, “Have you<br />
found my ball yet?”<br />
“No,” Fred replied. “It’s not here. I’ve looked in all <strong>of</strong> those bushes. It’s<br />
disappeared.”<br />
The Missing Baseball<br />
Version 2<br />
I can’t find the ball anywhere John complained. I know it went over this fence, but it<br />
could be in these bushes or it might have landed past that group <strong>of</strong> trees he muttered to<br />
himself. Finally, in aggravation, he yelled to his brother Fred Have you found my ball<br />
yet? No Fred replied. It’s not here. I’ve looked in all <strong>of</strong> those bushes. It’s disappeared.<br />
Created by D. Glandorf and D. Templeton<br />
Canton Elementary<br />
<strong>Fourth</strong> <strong>Grade</strong> 4
How to Punctuate Dialogue<br />
*Use quotation marks around a speaker’s exact words.<br />
*Quotation marks are used before and after the speaker’s words.<br />
*The first word <strong>of</strong> a quotation should be capitalized.<br />
Example: speech tag<br />
“I watched the ballgame,” said Kelly.<br />
quotation marks around Kelly’s exact words<br />
*If the speech tag comes before the quotation, put a comma after<br />
the speech tag.<br />
Example:<br />
Roy asked, “Could I have another slice <strong>of</strong> pizza?”<br />
Example:<br />
*If the quotation comes first, you must use a comma (instead <strong>of</strong> a<br />
period on a statement), an exclamation mark, or a question mark<br />
at the end <strong>of</strong> the direct quotation. A period must be placed at the<br />
end <strong>of</strong> the entire sentence.<br />
Statement: “The dog is large, black and fluffy,” said Marla.<br />
Question: “Does it have a red collar?” asked Jeff.<br />
Exclamation: “I see the missing dog in the park!” exclaimed<br />
Jenny.<br />
Created by D. Glandorf and D. Templeton<br />
Canton Elementary<br />
<strong>Fourth</strong> <strong>Grade</strong> 5
Overview<br />
Using the Thesaurus to Understand the Preamble<br />
Donna Glandorf<br />
Cherokee County <strong>School</strong> District<br />
<strong>Fourth</strong> <strong>Grade</strong><br />
The Preamble is an important part <strong>of</strong> the Constitution <strong>of</strong> the United States. It introduces<br />
the Constitution and provides the reasons the Framers had for writing it. The Framers<br />
probably did not realize, however, that fourth graders would be studying the Constitution.<br />
Therefore, the terminology used in this important document is not fourth-grade user<br />
friendly. This lesson is designed to provide fourth graders with a better understanding <strong>of</strong><br />
the Preamble through the use <strong>of</strong> a thesaurus. Prior knowledge <strong>of</strong> a thesaurus would be<br />
helpful for this lesson. This lesson could take approximately 30-45 minutes.<br />
Materials/Preparation<br />
• Overhead transparencies <strong>of</strong> the Preamble (with the words that will be looked up in<br />
the thesaurus highlighted in some way) and Vis-à-vis pen, one per group<br />
• A copy <strong>of</strong> the book, We the Kids: The Preamble <strong>of</strong> the United States <strong>of</strong> America,<br />
written by David Caltrow<br />
• Thesauri for each group or use the website http://thesaurus.reference.com/<br />
Instructional Sequence<br />
5. Begin the lesson by playing an instrumental version <strong>of</strong> a patriotic song (s<strong>of</strong>tly playing<br />
as a background) such as “America,” or “America the Beautiful.” Introduce the book,<br />
We the Kids: The Preamble <strong>of</strong> the United States <strong>of</strong> America. Read the book aloud to<br />
the students as a way to introduce the lesson <strong>of</strong> the Preamble.<br />
6. Discuss the reasons for the Preamble. It is an introduction to the Constitution much<br />
like we use an introductory paragraph to explain what an informative paper is about.<br />
It provides the reader with the reasons for writing the paper.<br />
7. Place a transparency <strong>of</strong> the Preamble (included) on the overhead and read it aloud<br />
together. Talk about the words that may seem unfamiliar to the students. Explain to<br />
the students that today’s lesson will incorporate the use <strong>of</strong> a thesaurus to help us<br />
understand the Preamble. This would be a good time to talk about times when we<br />
have used a thesaurus (i.e. revising our written work). Discuss that the thesaurus is a<br />
book <strong>of</strong> synonyms to use as a reminder or review for students who may have<br />
forgotten.<br />
8. Divide the students into groups <strong>of</strong> two to four. Give each an overhead transparency<br />
<strong>of</strong> the Preamble and a Vis-à-vis pen. Instruct them to use the thesaurus or the<br />
electronic thesaurus to look up the bold-faced/underlined words and the word bank<br />
provided. One student in each group could record the word change above the boldfaced/underlined<br />
word.<br />
9. After all groups have completed the activity, instruct students to come together as a<br />
whole group to assess their work. Use the teacher overhead to put the correct<br />
<strong>Fourth</strong> <strong>Grade</strong> 6
synonyms above the underlined words in the Preamble. This will allow students to<br />
check their own responses. After all words have been checked, read the “new”<br />
Preamble aloud together. Ask the students if they understand what the writers <strong>of</strong> the<br />
Constitution were trying to say now that we have substituted harder words with<br />
synonyms. Listen closely to student responses.<br />
10. Now that the activity is completed, read the actual Preamble again. As an extension<br />
to my lesson, I assign every student to memorize the Preamble and then recite it to me<br />
during the next couple <strong>of</strong> weeks. I generally reward those that complete the task with<br />
10 extra credit points, although I make the assignment a requirement because I feel<br />
that students need to do memory work.<br />
11. This lesson could be used with other important historical documents such as The<br />
Gettysburg Address and the Declaration <strong>of</strong> Independence.<br />
Assessment<br />
Informal Assessment: Informally assess students by listening to their group work<br />
discussion and their responses during the whole group time.<br />
Performance Standards<br />
SS.4.16 Understands the unique historical conditions that influenced the formation<br />
<strong>of</strong> the nation<br />
• Explains and analyzes challenges faced by the new United States<br />
government, with emphasis on the writing <strong>of</strong> a new Constitution in<br />
government, with emphasis on writing a new Constitution in 1787, the<br />
struggles over ratification and the addition <strong>of</strong> a Bill <strong>of</strong> Rights<br />
W.4.8 Revises written work to ensure that writing:<br />
• Demonstrates a command <strong>of</strong> language including precision in word choice<br />
W.4.9 Revises writing based on feedback, by adding, substituting, deleting, or<br />
moving text around to:<br />
• Clarify meaning<br />
W.4.10 Uses available technology in assisting in revising<br />
Reflections<br />
In today’s world it is very important for students to know and understand the creation and<br />
ideas behind the documents that govern our country. I generally use this lesson to<br />
introduce the unit on the Constitution. The understanding <strong>of</strong> this portion <strong>of</strong> the<br />
Constitution seems to create a new understanding and pride for the country in which we<br />
live for my fourth graders.<br />
<strong>Fourth</strong> <strong>Grade</strong> 7
Using the Thesaurus to Understand the Preamble<br />
The Preamble<br />
We the people <strong>of</strong> the United States, in order to form a more perfect<br />
Union, establish justice, insure domestic tranquility, provide for<br />
the common defense, promote the general welfare, and secure<br />
the blessings <strong>of</strong> liberty to ourselves and our posterity, do ordain<br />
and establish this Constitution for the United States <strong>of</strong> America.<br />
Word Bank<br />
work toward well-being freedom<br />
future generations create fairness<br />
protection peace order<br />
<strong>Fourth</strong> <strong>Grade</strong> 8
Overview<br />
Writing Non Fiction Text<br />
An Interview with Red Riding Hood<br />
Donna Glandorf<br />
Cherokee County <strong>School</strong> District<br />
<strong>Fourth</strong> <strong>Grade</strong><br />
An interview is a fun way to conduct a writing assignment. This lesson is designed to be<br />
used with the play, “Red Writing Hood” in our new literature series, Harcourt Brace.<br />
You will go through all <strong>of</strong> the steps <strong>of</strong> writing so it will take several days for a final<br />
product, but the students will have fun creating newsworthy articles!<br />
Note: This plan is designed to be used during several language arts periods. I would<br />
introduce the story and have students plan the interview in one day. The next period<br />
would allow time for the interview and writing <strong>of</strong> rough draft. Next, editing and revising<br />
would take place. Finally, publishing and if time, sharing. I usually cover these steps in<br />
4-5 days.<br />
Materials/Preparation<br />
• Newspaper articles from The Atlanta Journal-Constitution (Pre-select 2-3 articles<br />
that will be high interest for students)<br />
• Editing/Pro<strong>of</strong>reading Checklist-Providing a poster with the editing/pro<strong>of</strong>reading<br />
marks is also helpful<br />
• Each child will need three different colored pens or pencils (suggested colors:<br />
red, blue, and green)<br />
• Rubric to assess each student (attached)<br />
• A copy <strong>of</strong> the traditional story, Little Red Riding Hood<br />
Instructional Sequence<br />
1. Students do not naturally know how to write a news article. Start this lesson<br />
explaining that news articles answer the questions: “Who? What? When? Where?<br />
and Why?” Read two or three pre-selected newspaper articles. Guide the students in<br />
finding the answers to the questions: Who? What? When? Where? and Why? Point<br />
out to the students that within the articles there are statements <strong>of</strong> facts and<br />
information. Direct the students’ attention to the fact that most statements that<br />
answer the five W’s are written as declarative sentences.<br />
2. Next, do a model <strong>of</strong> a news article by reminding students <strong>of</strong> the familiar story,<br />
Cinderella. Tell students that they will be helping in composing an article for the<br />
“King’s Quarterly.” This article will be about the Prince’s search for Cinderella using<br />
the glass slipper.<br />
Begin by listing the following on the board:<br />
• Who: Prince Charming<br />
• What: He is looking for Cinderella, who owns the glass slipper.<br />
<strong>Fourth</strong> <strong>Grade</strong> 9
• When: after the ball<br />
• Where: throughout the kingdom<br />
• Why: Prince Charming wants to marry the owner <strong>of</strong> the slipper.<br />
Brainstorm some questions that you could ask Prince Charming. Some examples are:<br />
• Where did you meet the girl that has the glass slipper?<br />
• Why are you looking for her?<br />
• When did you find the slipper?<br />
• Who is helping you to find her?<br />
• What does she look like?<br />
3. Now, with the information above, model writing the news article with the assistance<br />
<strong>of</strong> the students. Use a computer projection device, such as In<strong>Focus</strong>, or chart paper to<br />
write the article. After the article is finished, give each student a copy so that he/she<br />
will have a model for their own articles for the lesson on Interviewing Red Riding<br />
Hood.<br />
4. This lesson follows the play “Red Writing Hood” in our McGraw-Hill literature series<br />
on pages 456-467. After reading this play, read an actual copy <strong>of</strong> the Little Red<br />
Riding Hood story. (There are several versions; you should pick the one that you like<br />
the most.) Discuss the beginning, middle and end <strong>of</strong> the story.<br />
5. Continue the lesson by listing with the aid <strong>of</strong> students the Who? What? When?<br />
Where? Why? <strong>of</strong> the news article about Red Riding Hood.<br />
• Who: Red Riding Hood<br />
• What: the attack <strong>of</strong> the Wolf on grandmother and Little Red Riding Hood<br />
• When: Red Riding Hood went to Grandmother’s house.<br />
• Where: The wolf attacked Grandmother and Red Riding Hood at<br />
Grandmother’s house deep in the woods.<br />
• Why: Red Riding Hood went to visit her Grandmother because she was sick.<br />
Explain to the students that they will be interviewing Little Red Riding Hood about<br />
her encounter with Mr. Wolf. Enlist the help <strong>of</strong> students in listing other people in the<br />
story who could be interviewed. Possibilities might include Grandmother, the<br />
Woodsman, the forest authorities, etc. At this point brainstorm some possible<br />
questions that could be asked <strong>of</strong> Red Riding Hood and the others. Examples to get<br />
the students started:<br />
• How did Mr. Wolf get into your grandmother’s house?<br />
• What happened to your grandmother?<br />
You should take a moment here to remind students that all newspaper articles answer<br />
the questions: Who? What? When? Where? and Why?<br />
6. Divide the students into pairs. Have each pair <strong>of</strong> students write the interview<br />
questions that cover all newspaper article questions. The students should have at least<br />
six questions, but not more than ten. There should not be questions that can be<br />
answered with a simple “yes or no.” After the questions are written, the pairs <strong>of</strong><br />
students should decide which will be the interviewer and which will be Red Riding<br />
Hood, and the other people to be interviewed. Advise the students to conduct their<br />
interviews. Circulate the room and listen to student questioning and responding. Offer<br />
guidance where there is a need for assistance.<br />
7. Give the same pairs <strong>of</strong> students the task <strong>of</strong> writing their article about Red Riding<br />
Hood. Encourage the students to come up with a catchy headline/title that will “grab”<br />
<strong>Fourth</strong> <strong>Grade</strong> 10
the reader’s attention. An example might be: “Wolf Attacks Small Girl in a Red<br />
Hood!” Reiterate once more that the six questions must be answered within the<br />
article.<br />
8. Next, assign the pairs <strong>of</strong> students the task <strong>of</strong> revising and editing. These students can<br />
continue this process with their partners. This is my process for editing and revising.<br />
a. First, students need three different colored pens or pencils. Suggested colors<br />
to provide are red, blue, and green.<br />
b. Students will read their articles and look for spelling errors only. These will be<br />
circled in red and the correct spelling written neatly above it.<br />
c. Next, students use blue to edit for missing capital letters, missing punctuation,<br />
indention, and other mechanical errors. Please refer to the editing/revising<br />
checklist attached. This is given to every student to use throughout the year.<br />
Have students use these marks.<br />
d. Finally, use the green pen to revise. Students learn that this is the time that you<br />
add, delete and/or move words; use a thesaurus to change overused words to<br />
something more interesting; and add similes, onomatopoeia, metaphors and<br />
other figurative language. Adding adjectives and adverbs are also ways to<br />
make writing more interesting. At this point, tell the students a specific<br />
number <strong>of</strong> changes to make.<br />
9. Rewriting the published copy is the next step. This may be accomplished by using a<br />
word processor such as Student Writing Center or Micros<strong>of</strong>t Word. Student Writing<br />
Center has a newspaper format available.<br />
10. For the final step, provide time for the students to share their articles with the rest <strong>of</strong><br />
the class. Examples <strong>of</strong> sharing could include reading aloud to peers, making a class<br />
book, producing a class newspaper, and posting on a writing bulletin board.<br />
Assessment<br />
Informal Assessment: Informally assess the students by observing them as they are<br />
working.<br />
Formal Assessment: Formally assess the students with a specific rubric. See attached<br />
rubric.<br />
Performance Standards<br />
W4.1 Prepares for writing by applying correct principles <strong>of</strong> grammar, parts <strong>of</strong><br />
speech, usage, and mechanics by:<br />
• Applying standard rules <strong>of</strong> capitalization<br />
• Applying standard rules <strong>of</strong> punctuation<br />
W.4.2 Prepares for writing by recording thoughts, focusing on a central idea, and<br />
identifying a purpose for writing by:<br />
• Gathering information and generating by:<br />
-interviewing<br />
<strong>Fourth</strong> <strong>Grade</strong> 11
W.4.5 Writes for a variety <strong>of</strong> occasions, audiences, and purpose by:<br />
• Identifying a purpose and audience before writing<br />
W.4.6 Drafts writing that:<br />
• Uses prewriting ideas<br />
• With few exceptions, has sentences that are complete<br />
• Generally follows the conventions <strong>of</strong> punctuation, capitalization and spelling<br />
W.4.7 Writes in a variety <strong>of</strong> genres to produce paragraphs and compositions<br />
including:<br />
• Responses to literature<br />
W.4.8 Revises written work to ensure that writing:<br />
• Expands use <strong>of</strong> descriptive words<br />
• <strong>Focus</strong>es on a topic<br />
• Demonstrates a sense <strong>of</strong> completeness or wholeness<br />
• With few exceptions, as sentences that are complete<br />
• Generally follows the conventions <strong>of</strong> punctuation, capitalization, and spelling<br />
W.4.11 Participates in editing conferences by:<br />
• Sharing writing with others to give and receive feedback<br />
• Editing using pro<strong>of</strong>reading marks<br />
• Editing writing based on feedback, by adding, substituting, deleting, or moving<br />
text to correct<br />
-punctuation<br />
-capitalization<br />
W.4.13 Produces final documents that have been edited for:<br />
• Correct use <strong>of</strong> punctuation, including commas in a series, dates, addresses,<br />
and beginning and ending quotation marks<br />
• Correct paragraph indention<br />
Reflection<br />
This lesson has been revised <strong>of</strong>ten. I have learned from teaching this lesson that news<br />
article writing is a skill that does not come naturally to all students and not even to their<br />
teachers. In order for students to have better understanding, the first step <strong>of</strong> this lesson is<br />
very important and may have to be repeated several times. To assist in learning how a<br />
news article should sound, it would be beneficial to provide time for current events a few<br />
weeks prior to completing this lesson. Designing a bulletin board <strong>of</strong> newspaper articles<br />
with catchy titles would also enhance this lesson.<br />
<strong>Fourth</strong> <strong>Grade</strong> 12
Story Writing: Interviewing Red Riding Hood<br />
<strong>Teacher</strong> name ___________________ Student______________________________<br />
CATEGORY Excellent Good Satisfactory Needs<br />
Improvement<br />
Writing<br />
Process<br />
<strong>Focus</strong> on<br />
Assigned Topic<br />
Student devotes a<br />
lot <strong>of</strong> time and effort<br />
to the writing<br />
process (prewriting,<br />
drafting, reviewing,<br />
and editing). Works<br />
hard to make the<br />
news article<br />
wonderful.<br />
The entire news<br />
story is related to the<br />
assigned topic and<br />
allows the reader to<br />
understand the<br />
“who, what, when,<br />
where, how and<br />
why” <strong>of</strong> the news<br />
story.<br />
<strong>Title</strong> <strong>Title</strong> is creative,<br />
sparks interest and<br />
is related to the<br />
news story and<br />
topic.<br />
Creativity The news story<br />
contains many<br />
creative details<br />
and/or descriptions<br />
that contribute to the<br />
reader's enjoyment.<br />
The author has<br />
really used his<br />
imagination.<br />
Spelling and<br />
Punctuation<br />
There are fewer than<br />
2 spelling or<br />
punctuation errors in<br />
the final draft.<br />
Created by: Donna Glandorf<br />
Student devotes<br />
sufficient time and<br />
effort to the writing<br />
process (prewriting,<br />
drafting, reviewing,<br />
and editing). Works<br />
and gets the job<br />
done.<br />
Most <strong>of</strong> the news<br />
story is related to<br />
the assigned topic.<br />
The story wanders<br />
<strong>of</strong>f at one point, but<br />
the reader stills<br />
sees the answers<br />
to the “who, what,<br />
when, where, how,<br />
and why” <strong>of</strong> the<br />
news story.<br />
<strong>Title</strong> is related to<br />
the news story and<br />
topic.<br />
The news story<br />
contains a few<br />
creative details<br />
and/or descriptions<br />
that contribute to<br />
the reader's<br />
enjoyment. The<br />
author has used his<br />
imagination.<br />
There are 3-5<br />
spelling or<br />
punctuation errors<br />
in the final draft.<br />
Student devotes<br />
some time and<br />
effort to the writing<br />
process but was<br />
not very thorough.<br />
Does enough to get<br />
by.<br />
Some <strong>of</strong> the news<br />
story is related to<br />
the assigned topic,<br />
and some <strong>of</strong> the<br />
“who, what, when,<br />
where, how and<br />
why” <strong>of</strong> the news<br />
story are missing.<br />
<strong>Title</strong> is present, but<br />
does not appear to<br />
be related to the<br />
news story and<br />
topic.<br />
The news story<br />
contains a few<br />
creative details<br />
and/or descriptions,<br />
but they distract<br />
from the story. The<br />
author has tried to<br />
use his imagination.<br />
There are 6-8<br />
spelling and<br />
punctuation errors<br />
in the final draft.<br />
Student devotes<br />
little time and effort<br />
to the writing<br />
process.<br />
Doesn't seem to<br />
care.<br />
No attempt has<br />
been made to<br />
relate the<br />
news story to the<br />
assigned topic.<br />
No title.<br />
There is little<br />
evidence <strong>of</strong><br />
creativity in the<br />
news story. The<br />
author does not<br />
seem to have<br />
used much<br />
imagination.<br />
Final draft has<br />
more than 8<br />
spelling/punctuation<br />
errors.<br />
<strong>Fourth</strong> <strong>Grade</strong> 13
Wolf Attacks Little Girl and Grandma<br />
In a far away cottage- inside a far away cottage a little<br />
girl and grandma were swallowed whole by a wicked vicious<br />
wolf. A couple <strong>of</strong> minutes later a brave huntsman saved both<br />
<strong>of</strong> their lives this is how it happens.<br />
One bright morning a little girl named Little Red Riding<br />
Hood was on her way to her grandma’s house bringing her a<br />
loaf <strong>of</strong> bread, sweet butter, and some wine. While she was on<br />
her way she met a wolf. When she got to her grandma’s house<br />
the wolf had swallowed her grandma whole. When Little Red<br />
Riding Hood went inside the house she saw the wolf and<br />
thought it was her grandma. Then, she asked the three simple<br />
questions: “What big eyes you have, “What big ears you have!”<br />
When she got to the question what big mouth you have the<br />
wolf said “The better to eat you with my dear” the wolf<br />
swallowed Little Red Riding Hood.<br />
A couple <strong>of</strong> minutes later a brave huntsman came and<br />
cut open the wolf’s stomach and got both <strong>of</strong> them out then<br />
Little Red Riding Hood and her grandma were very quiet.<br />
Then they had a good snack and played.<br />
MEETS STANDARDS<br />
<strong>Fourth</strong> <strong>Grade</strong> 14
The Tragedy!<br />
In the forest, England<br />
A tragedy in the forest occurred yesterday. Little Red Riding Hood was walking through<br />
the forest to get to her grandma’s house. “I was going to give her a loaf <strong>of</strong> bread, some<br />
sweet butter, and a bottle <strong>of</strong> wine. She had caught the virus that was running around.”<br />
Red says. She knew that the food would do her grandma a world <strong>of</strong> good. But what she<br />
didn’t know is that she wasn’t the only person in the woods that day.<br />
While going along the dirt path toward her grandma’s cabin, she met an old wolf<br />
who asked. “Where are you going little girl?” “I’m going to my grandma’s house,” she<br />
replied. “She lives at the end <strong>of</strong> the forest,” She added. After a short conversation they<br />
started walking with each other until the wolf said, “Oh look at those flowers!” While<br />
Little Red Riding Hood picked the flowers the wolf started to head towards Red Riding<br />
Hood’s Grandma’s house.<br />
When the wolf got to Grandma’s house, she was asleep. He ate her whole.<br />
Luckily Little Red Riding Hood’s Grandma was still alive inside <strong>of</strong> the wolf’s stomach. “It<br />
was dark, warm, damp, and surprisingly comfortable.” By this time Red had picked<br />
enough flowers and got back on the trail and was heading to her grandma’s house. By<br />
the time she was there the wolf was in the bed and dressed in the night gown.<br />
When Red got there the wolf said, “Hello, come in,” and ate her up. After this the<br />
wolf fell asleep. After about two hours, the hunter came by and noticed a loud snoring<br />
sound coming from grandma’s cabin. He went inside the cabin to discover the wolf in<br />
the bed. “I was going to kill the wolf right then but I thought maybe the person might be<br />
still alive so I skinned him,” the hunter explained. “After that both Red Riding Hood and<br />
Grandma jumped out and thanked me”. After awhile the hunter left. Then Little Red<br />
Riding Hood started to go back home, ready to tell her mom the exiting story.<br />
EXCEEDS STANDARDS<br />
<strong>Fourth</strong> <strong>Grade</strong> 15
Overview<br />
Understanding Story Elements<br />
A Georgian Cinderella<br />
Kim Hicks<br />
Cherokee County<br />
<strong>Fourth</strong> <strong>Grade</strong><br />
In this lesson, culturally different versions <strong>of</strong> the Cinderella story will be used to inspire<br />
student writing. After comparing and contrasting the traditional, Egyptian, and Korean<br />
versions <strong>of</strong> Cinderella, the students will write a Cinderella story native to their region.<br />
This lesson will focus on how the setting <strong>of</strong> a story influences other story elements, such<br />
as the characters and events. The students need to be pr<strong>of</strong>icient in basic computer skills<br />
such as changing font and spacing. This lesson can be completed in an extended period or<br />
over the course <strong>of</strong> several days.<br />
Materials/Preparation<br />
• The Egyptian Cinderella by Shirley Climo<br />
• The Korean Cinderella by Shirley Climo<br />
• Venn Diagram (included)<br />
Instructional Sequence<br />
1. Begin by reading The Egyptian Cinderella and The Korean Cinderella by Shirley<br />
Climo.<br />
2. Using the Venn diagram provided, ask the students to compare and contrast the<br />
two stories.<br />
3. After the students have completed this, ask the students what is the same about<br />
both stories (shoe, main character is made fun <strong>of</strong> by several girls, magical creature<br />
comes to her aid, etc.).<br />
4. Now ask what is different about the two stories (character names, clothing,<br />
homes, events, etc.).<br />
5. Ask the students how they think setting influences the differences in the<br />
Cinderella stories, including the version <strong>of</strong> Cinderella with which most Americans<br />
are familiar. Direct the students to understand that although the basic plot <strong>of</strong> the<br />
story is the same, some things change to reflect the country and culture <strong>of</strong> the<br />
different versions.<br />
6. Now ask the students how the story would change if it was told as a “Georgian<br />
Cinderella.” Give the students approximately 10 minutes to brainstorm how the<br />
clothing, character names, chores, events, and magical creature might change.<br />
7. Using the brainstormed list (as well as original ideas), the students will then draft<br />
their version <strong>of</strong> a Georgian Cinderella using many details to reflect the southern<br />
setting.<br />
8. Provide time for students to both peer revise and self-edit their drafts.<br />
<strong>Fourth</strong> <strong>Grade</strong> 16
9. Allow students to publish their final draft using the computer if possible, focusing<br />
on the skills <strong>of</strong> font selection and editing, changing spacing, and inserting clip art.<br />
Assessment<br />
The student’s final draft will be assessed using the rubric provided.<br />
Standards<br />
W.4.6 Drafts writing that:<br />
• Has ample development <strong>of</strong> supporting ideas<br />
W.4.7 Writes in a variety <strong>of</strong> genres to produce paragraphs and compositions<br />
including:<br />
• Imaginative stories<br />
• Responses to literature<br />
W.4.13 Produces final document that has been edited for:<br />
• Correct spelling<br />
• Correct use <strong>of</strong> punctuation, including commas in a series, dates, addresses, and<br />
the beginning and ending quotation marks<br />
W.4.14 Uses technology as a tool for publishing writing by:<br />
• Formats text (e.g., font, bold, underline, font size)<br />
R.4.8 Accurately describes story elements (characters, setting, problem, sequence <strong>of</strong><br />
events, and resolution)<br />
R.4.10 Recognizes cultural diversity in literature<br />
• Reads or listens to books representing a variety <strong>of</strong> cultures<br />
Reflection<br />
Any fairytale can be used to complete this lesson. This lesson can also be used to<br />
reinforce regions, counties, or continents. This lesson should be taught after reviewing<br />
the region, state, country or continent in question. The student must have a strong<br />
understanding <strong>of</strong> the concepts in order to complete this lesson.<br />
<strong>Fourth</strong> <strong>Grade</strong> 17
Name ___________________________________ Date__________________________<br />
“ The Korean Cinderella” “ The Egyptian Cinderella”<br />
<strong>Fourth</strong> <strong>Grade</strong> 18
Name__________________<br />
Date___________________<br />
Use <strong>of</strong> details<br />
that reflect a<br />
Georgia<br />
setting<br />
Story has a<br />
clear<br />
beginning,<br />
middle, and<br />
end<br />
Changes font<br />
size and<br />
spacing<br />
correctly<br />
Capitalization/<br />
Punctuation<br />
Georgian Cinderella Rubric<br />
Assessment Rubric<br />
Created by Kim Hicks<br />
4 3 2 1 Points<br />
The story<br />
includes<br />
humorous &<br />
original<br />
details to<br />
reflect the<br />
southern<br />
setting.<br />
The story<br />
has a clear<br />
beginning,<br />
middle, and<br />
end.<br />
The student<br />
needs no<br />
assistance to<br />
change font<br />
size and<br />
spacing.<br />
Virtually<br />
error-free<br />
The story<br />
includes 3<br />
or more<br />
details to<br />
reflect<br />
southern<br />
setting.<br />
The story<br />
has a clear<br />
beginning<br />
and end, but<br />
the middle<br />
is weak<br />
with few<br />
supporting<br />
details.<br />
The student<br />
needs very<br />
little<br />
assistance<br />
changing<br />
font and<br />
spacing.<br />
Fewer than<br />
5 errors<br />
Spelling No mistakes 4 or fewer<br />
spelling<br />
errors<br />
The story<br />
includes 1-2<br />
details to<br />
reflect the<br />
southern<br />
setting.<br />
The story<br />
has a clear<br />
beginning<br />
but loses<br />
focus as it<br />
progresses.<br />
The student<br />
changes<br />
font size<br />
and spacing<br />
with<br />
teacher’s<br />
help.<br />
Five or<br />
more errors<br />
5-10<br />
spelling<br />
mistakes<br />
No details<br />
are given.<br />
The story is<br />
not clear.<br />
The student<br />
is unable to<br />
change font<br />
size and<br />
spelling.<br />
Not evident<br />
10 or more<br />
frequently<br />
used<br />
spelling<br />
words<br />
incorrect<br />
TOTAL><br />
<strong>Fourth</strong> <strong>Grade</strong> 19
Cinderella<br />
With A Georgina Twist<br />
Once, on a very hot day, a boy named<br />
Josh was washing the car for his evil stepfather. It was so<br />
hot, his back was sunburned. He sprayed himself with the<br />
hose and boy did it feel good. When he finished washing the<br />
car, he went inside. He had forgotten that he was wet. His<br />
stepbrothers Riley and T.J. told him about the dance. Josh<br />
went back outside to dry <strong>of</strong>f.<br />
When he went outside, he saw a magical copperhead.<br />
He told him how he wished to go to the dance. With a wave<br />
<strong>of</strong> his tail, the snake turned Josh into a handsome and<br />
nicely dressed man. He found a toy car and the snake<br />
turned it into a very nice limo.<br />
Off Josh went to the dance. While at the dance, Josh<br />
met a fine lady by the name <strong>of</strong> Madame Angela. They<br />
danced together and soon after, they married and had a boy<br />
named Joseph. They lived happily ever after.<br />
<strong>Fourth</strong> <strong>Grade</strong> 20
MEETS STANDARDS<br />
<strong>Fourth</strong> <strong>Grade</strong> 21
Back on the old plantation, owned by Master Canter, lived a slave named Nasha.<br />
She had long silky hair and was so light skinned that people thought she was white.<br />
While she was picking seeds out <strong>of</strong> cotton, the daughters <strong>of</strong> the plantation owner,<br />
Daffodil and Vidalia crept up on Nasha and said “Stupid!” And Nasha said, “leave me<br />
alone.” And they said, “Why should we?” Nasha got up and tripped over come clay.<br />
While Nasha slept, Vidalia and Daffodil snuck into the slave quarters to steal a<br />
dress Nasha had been working on. They took the dress and ripped it into pieces. The<br />
next day Nasha found out her dress was torn. The next few days Nasha was depressed.<br />
That night she talked to her friend, Witica, the brown thrasher. Nasha told her<br />
that it was hopeless, the party is tonight, what am I going to do? “I know,” Witica said.<br />
Witica then flew up into the sky until she turned into a beautiful woman. Nasha was<br />
frightened. Witica told her everything. Witica said, “I’m here to make your day.” Nasha<br />
said, “How?” Witica said, “I have an onion.” “What can you do with an onion?” Nasha<br />
said. I can turn it into a carriage. I just got to say the magic words. “Icicbobotosha!”<br />
Wow! A carriage. What else? How about cotton? “Icicbobotosha!” Wow! Shoes made<br />
<strong>of</strong> dogwood, Cherokee roses, with a peach sent. The final thing was the dress. “How<br />
about Georgia Clay,” Witica said. “Icicbobotosha!” Wow a peach dress! How<br />
beautiful! You got to be home by midnight. “I will,” Nasha said. She was <strong>of</strong>f to the<br />
party.<br />
When she got there, she opened the large doors and walked down the stairs and all <strong>of</strong> the<br />
people stared and said, “She is very stunning!” The Master came and introduced himself.<br />
“Hi, I am Master Carter”. “Hi, I am Nava”, she said. Would you like to dance? She<br />
said, “I would be honored.” So they danced the night away. You see he did not care<br />
what color she was. She kept dancing, but she forgot she had to be home by midnight or<br />
the spell would be broken. As soon as she heard the clock strike midnight, she said, “Oh<br />
no I have to go”. She raced up the stairs, but her shoe fell <strong>of</strong>f. The Master tried to stop<br />
her to give her the shoe she left behind. As she left she turned into a regular girl again.<br />
That morning the Master asked for a meeting for all light skinned slaves. He<br />
wanted all <strong>of</strong> the salves to try on the shoe that was left at the birthday party. If the shoe<br />
fits, you will be my bride. The slaves tried the shoe on, all except Nasha. When it was<br />
Nasha turn, Daffodil pushed the shoe <strong>of</strong>f <strong>of</strong> her feet and it broke. The Master said, “Oh<br />
no it is ruin!” Nasha said, “No I have another one.” She tried it on and it fit. They got<br />
married and lived happily ever after.<br />
EXCEEDS STANDARDS<br />
<strong>Fourth</strong> <strong>Grade</strong> 22
Canton<br />
Once, on a blazing hot day, a girl named Canton was working in her evil<br />
stepmother’s garden. Her torn up clothing made her even more hot. So<br />
while she was watering the plants she sprayed herself with the hose. her<br />
feet became very muddy , but it felt good.<br />
When she looked at the sundial it was time to go in. She came in and<br />
forgot she had mud on her feet. her evil stepsisters came in and yelled<br />
“Uhhhhh, How are we supposed to get ready for the dinner knowing this<br />
mess is down here! Clean it up, now” so Canton spent the rest <strong>of</strong> the day<br />
cleaning the carpet.<br />
Canton went to Kim her other stepsister and asked “What dinner?”<br />
“Well I guess I could show you sense your not going” replied Kim.<br />
Canton looked at the invitation:<br />
Mr. Perdue will be holding<br />
A Formal Dinner for all<br />
Women who wish to come.<br />
His son, Brad shall be looking<br />
A wonderful wife. So come and<br />
Enjoy.<br />
Mr. Sunny Perdue<br />
As Canton was working in the peach grove she said to herself “Oh I’ll<br />
never get to go to that dinner.” Suddenly she picked a peach that talked! “I<br />
am Falen, The magical peach” it said in a long dreamy voice. “Then where<br />
were you when I fell down the chimney?’” Said Canton with a look <strong>of</strong><br />
amazement. “That doesn’t count “it said quickly in a regular old women voice.<br />
“Are you going to po<strong>of</strong> me a gown for the dinner?” asked Canton. “Well I<br />
would, but by wand is at the drycleaners” said Falen. “Then what are you<br />
holding right now?” “Don’t worry its plastic. I just like waving it around”<br />
replied Falen.<br />
Continued<br />
So Falen helped Canton make a lovely gown with Cherokee roses and<br />
wonderful shoes from dogwood trees.<br />
<strong>Fourth</strong> <strong>Grade</strong> 23
Falen told some brown thrashers, instead <strong>of</strong> pecking at her to carry<br />
Canton to the dinner.<br />
At the dinner Canton saw her stepsisters but avoided them. The<br />
dinner was great and Brad danced with her. After that Canton and Brad<br />
lived happily ever after.<br />
EXCEEDS STANDARDS<br />
<strong>Fourth</strong> <strong>Grade</strong> 24
Overview<br />
Writing a Friendly Letter From Space<br />
Cherokee County<br />
Kim Hicks<br />
<strong>Fourth</strong> <strong>Grade</strong><br />
In this lesson, students will be completing a friendly letter in the subject area <strong>of</strong> science.<br />
This lesson is used as a culminating activity at the end <strong>of</strong> my space unit. Before<br />
beginning this lesson, it is recommended that the students have an understanding <strong>of</strong> the<br />
distance, atmosphere, and physical features <strong>of</strong> the planets in our solar system. It is also<br />
best taught after the students have compared and contrasted a crewed mission and an<br />
unmanned mission. Prior to this lesson the students should have compared and<br />
contrasted the geography, temperature, climate, and atmosphere <strong>of</strong> each planet with<br />
Earth. This lesson also requires that students be familiar with the friendly letter format.<br />
Depending on the organization <strong>of</strong> instructional time, this lesson takes approximately two<br />
days to complete. On the first day, the students will gather information, brainstorm, and<br />
complete a first draft <strong>of</strong> the paper. On day two, the students will finish any needed<br />
revisions and complete the final draft. For the purpose <strong>of</strong> the letter, each student will<br />
pretend that he/she is a participant in the first colony on Mars. The students will write a<br />
letter home explaining what daily life is like for them. The teacher has several different<br />
options for the voice that is used. The students can be adult colonists or children in the<br />
colony.<br />
Materials<br />
• LCD projector<br />
• Laptop<br />
• Rubric<br />
• Fact Sheets for Mars and Earth; digital picture <strong>of</strong> Mars—both can be found at<br />
http://spacekids.hq.nasa.gov/osskids/animate/mac.html (Website for Solar<br />
System Information )<br />
Instructional Sequence<br />
1. Using the LCD, project an image <strong>of</strong> Mars onto the whiteboard. Ask the student to<br />
write as many adjectives as possible to describe the picture.<br />
2. After approximately five minutes, ask the students to share their descriptions with<br />
the class. Write the adjectives on the board.<br />
3. Pass out the fact sheet for both Mars and Earth. You will obtain the information<br />
from the website above. Read the information with them.<br />
4. Using this information, help the students to determine the differences and<br />
similarities between Mars and Earth. Ask the students how the differences would<br />
affect human inhabitants.<br />
<strong>Fourth</strong> <strong>Grade</strong> 25
5. Have the students brainstorm on paper what it would be like for a human to live<br />
on Mars. (Where would humans find shelter, food, and water? How would they<br />
adapt to the temperature and atmospheric differences?) (Would they invent<br />
anything to help with the changes?)<br />
6. As students share their ideas aloud, these ideas will also be listed on the board.<br />
This list and the adjectives list should be left on the board for the duration <strong>of</strong> the<br />
lesson.<br />
7. Tell the students that they are going to pretend that they are the first colonists on<br />
Mars. They will be writing a letter home to their family on Earth. The students<br />
can choose the voice used. They can be adults or children and the paper should<br />
reflect that particular voice but should include the following:<br />
• Friendly letter format<br />
• At least three details that show student understanding <strong>of</strong> the climate,<br />
temperature and physical features <strong>of</strong> the planet and their affect on human<br />
habitation.<br />
• Evidence <strong>of</strong> pro<strong>of</strong>reading and editing (use <strong>of</strong> pro<strong>of</strong>reading marks,<br />
revisions to include more descriptive language)<br />
• Give students approximately 30 minutes to complete the rough draft <strong>of</strong><br />
this letter.<br />
• Upon completion <strong>of</strong> drafting, provide time for students to self-edit drafts<br />
and then allow peer editing as well. After both revisions are completed,<br />
students will begin the final draft.<br />
• Upon completion, the students’ letters can be read to the class or included<br />
in space projects.<br />
Assessment<br />
Students will turn in both the rough draft and final product. The teacher will assess using<br />
the attached rubric.<br />
Standards<br />
W. 4.5 Writes for a variety <strong>of</strong> occasions, audiences, and purposes by:<br />
• Identifying a purpose and audience before writing<br />
W.4.7 Writes in a variety <strong>of</strong> genres to produce paragraphs and compositions<br />
including:<br />
• Content area pieces<br />
• Correspondence (includes writing letters and addressing envelopes)<br />
W.4.8. Revises written work to ensure that writing:<br />
• Expanding use <strong>of</strong> descriptive words<br />
• Has ample development <strong>of</strong> supporting ideas<br />
• Generally follows the conventions <strong>of</strong> punctuation, capitalization, and spelling<br />
<strong>Fourth</strong> <strong>Grade</strong> 26
W.4.9 Revises written work, based on feedback, by adding, substituting, deleting, or<br />
moving text around to:<br />
• Clarify meaning<br />
• Elaborate Ideas<br />
• Improve Organization<br />
• Improve Word Choice<br />
S4.34 Compares and contrasts the Earth and other planets <strong>of</strong> our solar system<br />
Reflection<br />
Any planet could be used for this lesson. This lesson is best taught as a culminating<br />
activity at the end <strong>of</strong> the space unit. Because <strong>of</strong> this, the students have had ample<br />
opportunities to compare and contrast Earth with other planets in the solar system. This<br />
gives the students experience with the concept and knowledge to draw from. Based on<br />
your students’ abilities, this project can be completed whole group, in partners, or<br />
individually. Finally, an extra resource that I have discovered that could be beneficial to<br />
this project is Postcards from Pluto: A Tour <strong>of</strong> the Solar System, a picture book by<br />
Loreen Leedy.<br />
<strong>Fourth</strong> <strong>Grade</strong> 27
Format<br />
A Friendly Letter from Space<br />
Assessment Rubric<br />
Created by: Kim Hicks<br />
4 3 2 1 Points<br />
The friendly<br />
letter format<br />
is correct<br />
Content The student<br />
<strong>of</strong>fers<br />
several<br />
examples<br />
and<br />
creatively<br />
describes<br />
how they<br />
impact his or<br />
her life.<br />
Landforms The student<br />
<strong>of</strong>fers<br />
several<br />
examples<br />
and<br />
creatively<br />
describes<br />
how they<br />
impact his or<br />
her life.<br />
Mechanics The paper is<br />
free <strong>of</strong><br />
errors.<br />
The student<br />
uses the<br />
format with<br />
noticeable<br />
errors<br />
The student<br />
<strong>of</strong>fers<br />
several<br />
examples <strong>of</strong><br />
the climate<br />
and<br />
temperature<br />
on the<br />
planet.<br />
Multiple<br />
examples are<br />
given.<br />
The paper<br />
has few<br />
errors in<br />
mechanics.<br />
The student<br />
attempts the<br />
format, but<br />
multiple<br />
errors are<br />
made<br />
One<br />
example is<br />
noted.<br />
Only one<br />
example is<br />
given.<br />
The paper<br />
has several<br />
errors in<br />
mechanics,<br />
but it is easy<br />
to follow.<br />
The student<br />
does not use<br />
the friendly<br />
letter format<br />
The student<br />
<strong>of</strong>fers no<br />
examples <strong>of</strong><br />
the climate<br />
and<br />
temperature<br />
on the<br />
planet.<br />
The student<br />
gives no<br />
examples <strong>of</strong><br />
the<br />
landforms<br />
on the<br />
planet.<br />
Errors in<br />
mechanics<br />
make the<br />
paper<br />
difficult to<br />
understand.<br />
Total<br />
<strong>Fourth</strong> <strong>Grade</strong> 28
Dear Mom and Dad,<br />
November 25, 2003<br />
I am on Mars! I am helping space people build stuff on Mars, so<br />
people can live there. We are building a greenhouse, and putting some<br />
plants in it, so they can take up all the carbon dioxide. I have to wear a<br />
space suit that has an oxygen tank. I have to wear it all the time. it has a<br />
oxygen tank, because <strong>of</strong> all the carbon dioxide. We stay near a volcano,<br />
so we can take a warm bath. We had to bring lots <strong>of</strong> water. We had to<br />
bring water, because we have to water t5he plants, and than the plants<br />
give <strong>of</strong>f oxygen.<br />
MEETS STANDARDS<br />
Love,<br />
<strong>Fourth</strong> <strong>Grade</strong> 29
Nov 25, 2003<br />
Dear Mom and Dad,<br />
As you know I’m on Mars. My daily life is getting up at seven a.m. taking two min<br />
shower because the shuttle sends us water every month I don’t want to waste it. Then I put on a<br />
spacesuit and the glass piece is for oxygen so I can breathe. My shoes are a different story.<br />
Sense there 3.8 gravity I have to where weighted boots. Weighted boots help me stand straight.<br />
When it’s breakfast; We eat a granola bar and milk sense the shuttle sends food every<br />
month we have to save it. We have to drink water every two weeks that’s why we have to take two<br />
min showers. At ten a.m. I go to work at Venations I clean vent’s they get kluged sometimes<br />
when it’s cold. At three forty five p.m. I get <strong>of</strong>f <strong>of</strong> work. The atmosphere here is creepy.<br />
Sometimes it’s 16 degrees that’s hot to us 142 degrees below zero that’s cold to us. I collect rocks<br />
from volcanoes. I’m trying to build my own; house I’m in the den build a shelf I’m staying at<br />
a friend’s. I stay in the guest bed room for a year. I have dinner. Then I go to sleep. I love<br />
you.<br />
Overview<br />
EXCEEDS STANDARDS<br />
What Side Are You On?<br />
Kimberly Hicks<br />
Cherokee County<br />
<strong>Fourth</strong> <strong>Grade</strong><br />
In this lesson, the students’ task is to look at a particular event or a series <strong>of</strong> events from<br />
alternate viewpoints. Following a unit <strong>of</strong> study on the Revolutionary War, students will<br />
write an essay from the viewpoint <strong>of</strong> either a Patriot or a Redcoat. John Scieszka’s<br />
humorous Real Story <strong>of</strong> the Three Little Pigs will be used to explore how a story can<br />
<strong>Fourth</strong> <strong>Grade</strong> 30
change when told from a different point <strong>of</strong> view. In addition to having background<br />
knowledge <strong>of</strong> the Revolutionary War, the students should also be familiar with<br />
persuasive essays prior to implementation <strong>of</strong> this lesson. This lesson can be taught during<br />
an extended block <strong>of</strong> time or over the course <strong>of</strong> a few days.<br />
Materials<br />
• Copy <strong>of</strong> The Real Story <strong>of</strong> the Three Little Pigs by John Scieszka<br />
• 4 th grade copy <strong>of</strong> Harcourt Brace Social Studies or Picture <strong>of</strong> Boston Massacre<br />
• Colonist/Redcoat Chart<br />
• Rubric<br />
• Small red and blue strips <strong>of</strong> paper- will tape these under students’ chairs for<br />
random assignment <strong>of</strong> point <strong>of</strong> view (tape one to the bottom <strong>of</strong> each student’s<br />
desk prior to beginning this lesson)<br />
Instructional Sequence<br />
1. Begin the lesson by asking a student to orally summarize the traditional version <strong>of</strong><br />
“The Three Little Pigs” for the class. After the student completes this task, read<br />
aloud The Real Story <strong>of</strong> the Three Little Pigs by John Scieszka.<br />
2. After reading both selections, ask the students to compare the two stories using<br />
the Venn diagram provided.<br />
3. Have students carefully examine the differences they noted on the Venn diagram.<br />
Discuss: What is responsible for the differences in the story? (point <strong>of</strong> view)<br />
4. Explain that just like a character’s point <strong>of</strong> view can change the way a story is<br />
told, a historical account can also change depending on point <strong>of</strong> view.<br />
5. Have the students open their social studies book to page 278. Review the events<br />
that led to the Boston Massacre by reading pages 277- 278 together.<br />
6. After reviewing the events together, ask the students, “Do you think there were<br />
two different points <strong>of</strong> view during the Boston Massacre? Who did they belong<br />
to? (Colonists and Redcoats/English)<br />
7. Write Colonist and Redcoat on opposite sides <strong>of</strong> the board and then distribute the<br />
Colonist/Redcoat visual organizer to students.<br />
8. Beginning with the Patriot point <strong>of</strong> view, have the students list the different events<br />
that led to the Boston Massacre as well as the events during the massacre. Write<br />
each event on the board. After completing this, ask the students what they think<br />
the Patriots might have felt at this point. (Possible answers may include: fear,<br />
anger, resentment, uncertainty).<br />
9. Now ask the students to think about the Redcoats’ point <strong>of</strong> view. What did they<br />
think? What events shaped their point <strong>of</strong> view?<br />
10. Next, have the teacher lead the students in discussing each point listed on the<br />
board from the Redcoat point <strong>of</strong> view. (Example: If a patriot point <strong>of</strong> view is the<br />
Redcoats should not be in the colonies, but in the Ohio River Valley protecting<br />
the colonists against the Native Americans, then the Redcoat point <strong>of</strong> view might<br />
be the King stationed us in Boston and we are following military orders.)<br />
<strong>Fourth</strong> <strong>Grade</strong> 31
11. Record each student response on the board under the heading Redcoat and<br />
discuss. During this time the students should also be filling out their chart.<br />
12. Explain that not only is point <strong>of</strong> view relevant to the Boston Massacre but also to<br />
the entire Revolutionary War.<br />
13. Again ask the students what two groups had the opposing points <strong>of</strong> view. (Patriots<br />
and Redcoats.)<br />
14. Ask the students to brainstorm things that shaped the Patriots point <strong>of</strong> view during<br />
the war using the opposite side <strong>of</strong> the chart. Give the students approximately 10<br />
minutes to complete this. Write their answers on a piece <strong>of</strong> chart paper marked<br />
“Patriot views.”<br />
15. Now ask the students to brainstorm things that shaped the Redcoat opinion <strong>of</strong> the<br />
war. You may need to review information such as:<br />
• Reasons for taxation?<br />
• Who the colonies belonged to?<br />
• Why the colonies were important to England?<br />
16. After a few minutes, call on students to share answers. Write their answers on the<br />
same piece <strong>of</strong> chart paper under Redcoat views.<br />
17. Instruct each student to lift his or her chair. This will determine from which point<br />
<strong>of</strong> view the student will write. The blue group will explain the Revolutionary War<br />
from the Patriot point <strong>of</strong> view, and the red group from the Patriot point <strong>of</strong> view.<br />
18. Each student will have 45 minutes to complete the rough draft <strong>of</strong> the paper.<br />
19. At the end <strong>of</strong> the 45 minutes, the students will have 30 minutes to edit and revise<br />
the paper.<br />
20. The final draft will then be turned in to the teacher.<br />
Extensions:<br />
• Explore with students—how does point <strong>of</strong> view relate to the Iraqi conflict?<br />
How does it relate to your everyday relationships with classmates and<br />
teachers?<br />
Assessment<br />
The teacher will assess the final draft <strong>of</strong> the paper using the rubric attached.<br />
Standards<br />
SS.4.16 Understands the unique historical conditions that influenced the formation<br />
<strong>of</strong> the nation<br />
• Identifies the sources <strong>of</strong> dissatisfaction that led to the American Revolution<br />
(eg. smuggling, taxation without representation, Intolerable Acts, Stamp Act,<br />
Boston Tea Party, Boston Massacre)<br />
<strong>Fourth</strong> <strong>Grade</strong> 32
W.4.7 Writes in a variety <strong>of</strong> genres to produce paragraphs and compositions including:<br />
• Content area pieces<br />
W.4.8 Revises written work by self-correcting to ensure that writing:<br />
• <strong>Focus</strong>es on topic<br />
• Expands use <strong>of</strong> descriptive words<br />
• Has ample development <strong>of</strong> supporting ideas<br />
• Has sentences that are complete<br />
• Generally follows the conventions <strong>of</strong> punctuation, capitalization, and spelling<br />
Reflection<br />
This lesson should be completed after extensive study <strong>of</strong> the events that led to the<br />
Revolutionary War. This activity is best completed alone but if students have difficulty<br />
can be completed in pairs. This lesson can be easily adapted to teach a comparisoncontrast<br />
lesson in social studies. Because this lesson is on point <strong>of</strong> view, the teacher may<br />
also want to assign the Redcoat point <strong>of</strong> view as an extension instead.<br />
<strong>Fourth</strong> <strong>Grade</strong> 33
Redcoat Point <strong>of</strong> View<br />
Patriot Point <strong>of</strong> View<br />
<strong>Fourth</strong> <strong>Grade</strong> 34
Whose Side Are You On?<br />
Assessment Rubric<br />
Created by: Kimberly Hicks<br />
Designed using: www.Rubrics.com<br />
Name: __________________________ <strong>Teacher</strong>: _________________________<br />
Date: ___________________________ <strong>Title</strong> <strong>of</strong> Work: ____________________<br />
Content<br />
Persuasive<br />
Language<br />
Capitalization/<br />
Punctuation<br />
Spelling<br />
Criteria Points<br />
4 3 2 1<br />
More than Three or Limited Student<br />
three fewer historical does not<br />
historical historical detail is give<br />
details are details are given to concrete<br />
given to given to justify details that<br />
justify justify stance. justify his<br />
stance. stance.<br />
or her<br />
stance.<br />
Strong Adequate Little Persuasive<br />
persuasive persuasive persuasive language is<br />
language is language is language is not<br />
used. used. used. apparent.<br />
Virtually Fewer than Five or Not evident<br />
error- free five errors more errors<br />
No<br />
misspellings<br />
Four or<br />
fewer<br />
misspellings<br />
Five-ten<br />
misspellings<br />
More than<br />
ten<br />
misspellings<br />
Total<br />
<strong>Fourth</strong> <strong>Grade</strong> 35
I am a red coat because <strong>of</strong> many reasons. I want to be loyal to my king. I lost money<br />
from them dumping tea into the harbor. Another reason I’m a red coat is because <strong>of</strong> the<br />
Boston massacre. Let me tell you more about what I feel like.<br />
I want to be loyal to the king. I want to fight for my country. I don’t think it’s<br />
fair that those dumb patriots don’t pay there taxes when we died for them. Every one<br />
should be loyal to King Gorge the third.<br />
Those patriots think there funny don’t they. Last night they dumped a whole ship<br />
full <strong>of</strong> tea into the harbor. Every red coat in this bloody colonies lost money. King<br />
Gorge called it the Boston tea party.<br />
The Boston Massacre was a bad day for both loyalist and colonist. The red coats<br />
made the colonist start boycotting and the colonist lost five <strong>of</strong> there people. They were<br />
throwing rocks and snowball at us. I hate being here. I could get killed any second. The<br />
only reason I’m here is because I have to.<br />
I am a red coat for many reasons. Being loyal to King Gorge is important. They<br />
dumped tea into the harbor and I lost money. I am a red coat because <strong>of</strong> the Boston<br />
massacre. Now don’t you think you should be a red coat too.<br />
MEETS STANDARDS<br />
<strong>Fourth</strong> <strong>Grade</strong> 36
Patriot<br />
There are many reasons why I’m a Patriot. One reason is because <strong>of</strong> the tea tax.<br />
The second reason is the taxes. Finally because <strong>of</strong> the new laws passed. We didn’t like<br />
none <strong>of</strong> the new laws, tea tax, or the other taxes.<br />
One reason I’m a Patriot <strong>of</strong> the tea tax. I don’t like the tea tax because <strong>of</strong> they<br />
charge twice. They tax tea because they get more money. It wasn’t fair because they are<br />
greedy to us.<br />
I’m a Patriot because <strong>of</strong> the taxes. The taxes weren’t fair to us. The King made us pay<br />
taxes. And we got angry having to pay taxes.<br />
Colonists were angry because <strong>of</strong> the new laws passed. This is one <strong>of</strong> the laws No<br />
ship carrying colonial goods could leave Boston Harbor. Some <strong>of</strong> the laws were mean<br />
and unfair. We didn’t like this law <strong>of</strong> the other laws.<br />
There are many reasons why I’m a Patriot. One reason is because <strong>of</strong> the tea tax.<br />
The second reason is the taxes. Finally because <strong>of</strong> the new laws passed. We didn’t like<br />
none <strong>of</strong> the new laws, tea tax, or the other taxes.<br />
MEETS STANDARDS<br />
<strong>Fourth</strong> <strong>Grade</strong> 37
Patriots<br />
There are many reasons I’m a Patriot. One reason is<br />
little respect. Another reason is the King passed new laws.<br />
Finally the King should not tax us. We the Patriots should.<br />
One reason is little respect. They have the nerve to go<br />
thru are church’s on horse back! They have the nerve to go<br />
thru are church’s on horse back! They had to live with us in<br />
our house. I’m so mad that I would like to punch a Red<br />
coat!<br />
A second reason I’m a Patriot is because the King<br />
passed new laws. The King made us fallow all the laws.<br />
Some <strong>of</strong> the laws where cruel and mean. The laws made us<br />
all mad.<br />
A third reason I’m a Patriot is that the King taxed us.<br />
They taxed us on tea twice! The King taxed us on sugar and<br />
newspapers. He taxed us on almost everything.<br />
There are three reasons I’m a Patriot. One reason is<br />
they go thru are churches. Another reason is there should<br />
be no new laws. Finally there should be no taxing. The<br />
Redcoats should lose the war!<br />
MEETS STANDARDS<br />
<strong>Fourth</strong> <strong>Grade</strong> 38
I am a redcoat for many reasons. One reason is because I am<br />
loyal to the king. Another reason is because I pay all <strong>of</strong> my taxes. I<br />
am also loyal to the king because we have a better military. Would<br />
you like to know more about why I am a redcoat?<br />
I pay all <strong>of</strong> my taxes. Unlike the greedy selfish Patriots! They<br />
think that the taxes are unfair but they are most definitely fair. We<br />
fought the French and Indian war for them and they’re not paying!<br />
Our military is <strong>of</strong> the finest most trained soldiers in the world.<br />
We have the best <strong>of</strong>ficers in the world. We’ve also got the latest<br />
technology in the world! They think they can actually beat us. Hah!<br />
My loyalty to the king is unimaginable. I support him during<br />
war. I also think that the taxes are very fair. It was their fault the taxes<br />
even started. They think it’s unfair. Hah!<br />
Some <strong>of</strong> the reasons I’m a redcoat are my loyalty to the king.<br />
Our better military also gets him a loyalty bonus. Not that I’m not loyal<br />
already. Don’t you think you should be a redcoat too?<br />
EXCEEDS STANDARDS<br />
<strong>Fourth</strong> <strong>Grade</strong> 39
Overview<br />
Writing to Learn about the Bill <strong>of</strong> Rights<br />
Carry Holland<br />
Cherokee County <strong>School</strong> District<br />
<strong>Fourth</strong> <strong>Grade</strong><br />
We live in the greatest country in the world! We are privileged to live in a land that <strong>of</strong>fers<br />
us so many freedoms. The U.S. Constitution provides us many freedoms that we <strong>of</strong>ten<br />
take for granted. Some <strong>of</strong> our most basic, precious freedoms are listed in the first ten<br />
amendments, the Bill <strong>of</strong> Rights.<br />
This lesson is designed to help students describe a need for the Bill <strong>of</strong> Rights. This lesson<br />
works well in conjunction with a government unit where students are learning about the<br />
U.S. Constitution and the Bill <strong>of</strong> Rights. It could also cover many concepts taught around<br />
the Revolutionary War. Students should be given at least 3-5 days to complete the lesson<br />
and their writing, and they need to have some background knowledge <strong>of</strong> Bill <strong>of</strong> Rights.<br />
Materials/Preparation<br />
• Copy <strong>of</strong> a chart <strong>of</strong> Bill <strong>of</strong> Rights (The reference section <strong>of</strong> the social<br />
studies book <strong>of</strong>fers a wonderful summary next to each bill -p. R 36.)<br />
• <strong>Teacher</strong> needs a simple T-chart to compare freedoms <strong>of</strong> Afghanistan and<br />
United States. (On one side list Afghanistan freedoms; on the other list the<br />
United States freedoms)<br />
• A globe or world map to identify Afghanistan. You may also want to use<br />
an encyclopedia or go online to find specifics on its size, population, or<br />
type <strong>of</strong> government.<br />
Instructional Sequence<br />
1. Review with your students the Bill <strong>of</strong> Rights (Freedom <strong>of</strong> speech, freedom <strong>of</strong><br />
religion, freedom <strong>of</strong> press, etc.) Write the list on the board as the students name<br />
them.<br />
2. Introduction: What if we had to give up just one <strong>of</strong> these rights? Would you be<br />
willing to live without any <strong>of</strong> these freedoms? Lead the class in a 10-20 minute<br />
discussion/debate <strong>of</strong> life without one <strong>of</strong> our rights.<br />
3. Ask the students if they can think <strong>of</strong> countries around the world that may not<br />
enjoy these kinds <strong>of</strong> rights. (Cuba, Afganistán, China, etc.)<br />
4. Record their responses on piece <strong>of</strong> chart paper or write them on the board. If they<br />
listed Afghanistan, circle it. If they don’t mention it, then you may need to<br />
“probe” a little to get it out <strong>of</strong> them.<br />
5. Call on a volunteer to help locate Afghanistan on a map (or use the map in the<br />
Atlas section <strong>of</strong> their social studies book).<br />
<strong>Fourth</strong> <strong>Grade</strong> 40
6. Compare the governments <strong>of</strong> Afghanistan and the United States<br />
A few <strong>of</strong> the points <strong>of</strong> discussion are listed below:<br />
• Area: Which country is larger?<br />
• Population: Which country has more people living in it?<br />
• Government type: What is the difference between the government in<br />
Afghanistan and the government in the U.S.? (*Point out key terms<br />
Democracy/ Taliban.)<br />
7. Create a T-chart comparing freedoms <strong>of</strong> Afghanistan and the United States on the<br />
overhead or board using the following guidelines:<br />
• You may want to define who the Taliban is before this discussion.<br />
• Generate a list <strong>of</strong> differing freedoms.[For example: In Afghanistan,<br />
women could not: wear make-up, wear shoes that click, attend school, or<br />
pursue a career.]<br />
• Allow time for students to discuss the differences and compare them to the<br />
freedoms we have in the United States.<br />
• Discuss: How do you think having a constitution affects our lives? In<br />
what ways do you think not having one affects the life <strong>of</strong> the Afghans?<br />
*Depending on the organization <strong>of</strong> your instructional time, you could stop here and<br />
resume with step 8 the next day.<br />
8. Display a chart from day one that lists The Bill <strong>of</strong> Rights and its summary<br />
9. Tell the class to pretend that they are temporary citizens <strong>of</strong> an imaginary country<br />
Rottensville. Rottensville is a country with no functioning government, and<br />
therefore, it has no Constitution or Bill <strong>of</strong> Rights to protect its citizens.<br />
10. Have each student choose an amendment from the Bill <strong>of</strong> Rights and write a<br />
paragraph about an unjust situation in Rottensville that would not happen in<br />
America because <strong>of</strong> the freedoms stated in the amendment. (For example, a<br />
student chooses the Fifth Amendment and writes about being accused <strong>of</strong> an<br />
outrageous crime and being sent straight to prison without the chance for a trial or<br />
a way to defend him.)<br />
11. Allow time for students to edit and revise paragraph (author’s work time).<br />
12. Give students a chance to share their paragraphs with the class.<br />
13. After a child reads his paragraph to the class, have the class discuss why that<br />
situation could not happen in America. (Or could it? Under what circumstances?)<br />
Assessment<br />
Students should turn in all drafts and copies <strong>of</strong> their paragraph. The teacher will assess<br />
the students’ work using the rubric.<br />
Standards<br />
SS.4.1 Identifies general characteristics <strong>of</strong> governments<br />
• describes the need for the Bill <strong>of</strong> Rights<br />
• describes the major individual freedoms it guarantees (e.g., speech, religion,<br />
press, assembly)<br />
<strong>Fourth</strong> <strong>Grade</strong> 41
W.4.7 Writes in a variety <strong>of</strong> genres to produce paragraphs and compositions<br />
including<br />
• imaginative stories<br />
• content area pieces<br />
W.4.13 Produces final documents that have been edited for:<br />
• correct spelling<br />
• correct paragraph indentation<br />
W.4.15 Publishes writing for a variety <strong>of</strong> purposes, audiences, and occasions by:<br />
• sharing work with others<br />
Reflection<br />
Before assigning the writing story, students should have a firm understanding <strong>of</strong> the Bill<br />
<strong>of</strong> Rights and the freedoms it guarantees. In order to help students gain a better<br />
understanding <strong>of</strong> the vocabulary used in the amendments, it might be helpful to create a<br />
glossary sheet that defines specific terms. (violated, fair trial, bear arms). This would be<br />
an added resource for students to draw from.<br />
The lesson opened with many “teachable moments’ as we created our Comparing<br />
Freedoms Chart. This generated a lengthy discussion where students became fascinated<br />
by the contrasting freedoms between America and Afghanistan. This type <strong>of</strong> discussion<br />
would also tie into an extension activity. Students could write a persuasive essay to<br />
another country (Afghanistan, Iraq, or China) that would convince them <strong>of</strong> their need for<br />
a Bill <strong>of</strong> Rights. Students enjoyed sharing their paragraphs with their classmates, and you<br />
could also display their work on a bulletin board or a wall.<br />
<strong>Fourth</strong> <strong>Grade</strong> 42
Writing to Learn about the Bill <strong>of</strong> Rights<br />
Assessment Rubric<br />
Student’s Name _________________________________________________________<br />
Knowledge <strong>of</strong><br />
Bill <strong>of</strong> Rights<br />
(Amendment)<br />
Grammar/<br />
Mechanics<br />
4 3 2 1 Points<br />
Demonstrated<br />
sophisticated<br />
understanding, with 3<br />
facts or details<br />
supporting the need for<br />
your amendment<br />
Few or no errors in<br />
spelling, punctuation,<br />
and usage<br />
Organization Information is clearly<br />
organized with<br />
appropriate transitions<br />
and elaborations.<br />
Publishing/<br />
Sharing<br />
<strong>Teacher</strong> comments:<br />
Format is especially<br />
neat and attractive;<br />
obvious attention to<br />
detail; read paragraph<br />
to the class<br />
Created by: Carry Holland<br />
Demonstrated<br />
solid<br />
understanding <strong>of</strong><br />
the amendment<br />
with 2 supporting<br />
details<br />
4-5 errors in<br />
spelling,<br />
punctuation, and<br />
usage<br />
Information is<br />
organized<br />
logically, but the<br />
piece leaves the<br />
reader seeking<br />
more information.<br />
Format is<br />
especially neat<br />
and attractive;<br />
obvious attention<br />
to detail<br />
Demonstrated<br />
limited<br />
understanding <strong>of</strong><br />
the amendment<br />
with only one<br />
supporting detail<br />
6-7 errors in<br />
spelling,<br />
punctuation, and<br />
usage<br />
There appears to<br />
be some<br />
organization, but<br />
the writer is not<br />
consistent<br />
throughout the<br />
piece.<br />
Format is neat<br />
and attractive<br />
No concrete details<br />
or facts given to<br />
demonstrate<br />
knowledge <strong>of</strong> the<br />
amendment<br />
8 or more errors in<br />
spelling,<br />
punctuation, and<br />
usage<br />
Information is not<br />
presented in a logical<br />
order.<br />
Final product not<br />
published/incomplete<br />
or not published<br />
according to<br />
directions<br />
________<br />
______<br />
________<br />
______<br />
Total Points Earned: _____________<br />
<strong>Fourth</strong> <strong>Grade</strong> 43
The day the Constitution and the Bill-<strong>of</strong>-right got stolen<br />
One day I was walking down the street and I saw a<br />
broken window and somebody jumped out <strong>of</strong> the window and I<br />
started running and I looked back and she had taken her<br />
mask <strong>of</strong>f and I noticed that it was my teacher Mrs. Holland. I<br />
ran to my house and told my parents but did not believe me.<br />
So we went outside and we saw her running down the street so<br />
we got in the car and went to the police station and she did<br />
not get a trial because there are no trials in rotensville so they<br />
looked and they could not find her. It took days, weeks, and<br />
even months to find her and they finally found her. They<br />
checked her pocket and her house. They found the constitution<br />
in her house and the bill-<strong>of</strong>-right in her pocket. She<br />
automatically went to jail. Everybody was happy because I<br />
saved the constitution and the bill-<strong>of</strong>-right. We had a<br />
substitute for our teacher all in forth grade. She got out <strong>of</strong> jail<br />
seventeen years later. She got fired from the school system and<br />
they would never let her come in a school ever again. They<br />
also took her child away because they were afraid she might<br />
abuse him. My teachers rights were violated because there are<br />
no trials in rottensville.<br />
MEETS STANDARDS<br />
<strong>Fourth</strong> <strong>Grade</strong> 44
Rottensville<br />
One day I was just walking when, I didn’t notice it, I was crossing the<br />
border into Rottensville! I thought, “Hmmm…maybe I should go see how<br />
much a toy costs?” So I found a toy, purchased it, and that was it. (So I<br />
thought.) Then, a few seconds later, I heard the shopkeeper shouting “Stop<br />
him, he’s a thief!” They caught me! They then took me to a judge. The<br />
judge said to me “For stealing a toy, I grant the defendant, guilty!” I had no<br />
chance to state my case. In Rottensville there were no jury trials, so I was<br />
sentence to 3 years in jail. I was lucky to get out in 6 months because I had<br />
such good behavior. Now I pay more attention to signs and I won’t be going<br />
back to Rottensville any time soon.<br />
I chose Amendment V because they put me straight in jail without<br />
them letting me tell them what had happened. I had lost my right to a Fair<br />
Trial.<br />
EXCEEDS STANDARDS<br />
<strong>Fourth</strong> <strong>Grade</strong> 45
Shoe Store Crime<br />
One day I was walking by as shoe store in Rottensville and the owner<br />
saw that the shoes were the same as the ones he sold. He called the police<br />
and they arrested me. I told the judge that I bought them at a different store,<br />
but they threw me into jail for no good reason! They told me that I would<br />
have a trial in 2 years. They broke my rights in Article 5! I told them article<br />
5, but they would not listen. I had no attorney to represent me and no one to<br />
listen to my case. I had marked 5 days on the wall in my cell. I had to break<br />
rocks all day. In America I would have a trial by now.<br />
EXCEEDS STANDARDS<br />
<strong>Fourth</strong> <strong>Grade</strong> 46
Writing Sentences and Identifying Sentence Parts:<br />
Language <strong>of</strong> the Civil War<br />
Carry Holland<br />
Cherokee County <strong>School</strong> District<br />
<strong>Fourth</strong> <strong>Grade</strong><br />
Overview<br />
The main purpose <strong>of</strong> this lesson is to reinforce the parts <strong>of</strong> a sentence in various sentence<br />
patterns (subject, predicate, and modifiers) while studying a specific content area.<br />
Students need to realize the impact <strong>of</strong> words and their effect on our language. What did<br />
people talk like during the Civil War time? Is it the same way we talk now? How have<br />
our words and meanings changed over time? This lesson also addresses fourth grade<br />
writing and social studies standards. Students need significant knowledge <strong>of</strong> the Civil<br />
War before beginning this lesson.<br />
Materials/Preparation<br />
• 3x5 index cards<br />
• copy <strong>of</strong> Civil War slang sheet<br />
• (optional) computer with Internet access-- For a further list <strong>of</strong> Civil War<br />
slang phrases visit the Gettysburg National Park website at<br />
http://www.nps.gov/gett/getteducation/bcast20/act05.htm or search “civil<br />
war slang” at the web site<br />
Instructional Sequence<br />
1. Prior to the introduction, give at least 3 “volunteers” an index card with a Civil<br />
War slang word or phrase on it. “Volunteers” should be students who use good<br />
expression and will participate in front <strong>of</strong> the class. (They will need to use lots <strong>of</strong><br />
expression when they read their card.) Instruct them to read their card when you<br />
give them their cue. (You may want to number each card 1, 2, 3, so they can read<br />
them in order and not all at once.)<br />
2. Sample introduction: “Please number your papers #1-3. Now… let’s imagine that<br />
we’re eavesdropping on some soldiers on the battlefield during the Civil War. We<br />
can’t quite hear all <strong>of</strong> their conversation, but we are able to catch a few words and<br />
phrases. Each ‘soldier’ is going to be giving us a sentence using Civil War slang.<br />
On your paper, write down what you think this term or phrase meant to them. The<br />
expression in their voice or the actions that they make may give you a clue to the<br />
meaning <strong>of</strong> the terms—so listen and watch carefully!”<br />
• Begin with student #1 and have him read the phrase on his card while he is<br />
pretending to run in place or point to the door.(He reads: “Hey boys, let’s<br />
skedaddle before those Yankees come back!”)<br />
• Next, student #2 reads his card with a lot <strong>of</strong> expression and a big smile.<br />
(His card reads: “Everything seemed hunkey dorey and then ‘BOOM’, we<br />
were under attack!)<br />
<strong>Fourth</strong> <strong>Grade</strong> 47
• Then student #3 reads his card while flexing his muscles.(His card reads:<br />
“Before this war began, I was fit as a fiddle!”)<br />
3. Allow enough time for students to respond to each phrase on their papers.<br />
4. Discuss the correct meaning <strong>of</strong> each phrase and compare it with the students’<br />
written responses. (Do we use these same phrases today? Do they mean the same<br />
thing?)<br />
5. Give each student a copy <strong>of</strong> the paper Civil War Slang that lists the terms and<br />
meanings. Have students circle the slang phrases that we’ve discussed so far.<br />
(“hunkey dorey”, “fit as a fiddle” and “skedaddle”)<br />
6. List on the board the parts <strong>of</strong> a sentence: subjects, predicates, modifiers. Have<br />
students tell you the definition for each. Possible answers listed below.<br />
• Subject: the part <strong>of</strong> the sentence that tells WHO or WHAT? the sentence<br />
is about (usually nouns/pronouns)<br />
• Predicate: VERB part <strong>of</strong> the sentence (can be action or linking)<br />
• Modifiers: DESCRIBING part <strong>of</strong> the sentence (adjective/adverb phrases)<br />
7. Call on volunteers to use one <strong>of</strong> the phrases in a complete sentence. Write it on<br />
the board without capital letters or punctuation (Example: before this war, i was<br />
fit as a fiddle) Have students correct capitalization and punctuation errors and also<br />
go back and check the spelling <strong>of</strong> the Civil War slang terms.<br />
8. Check students’ understanding <strong>of</strong> sentence parts before you go on. Underline the<br />
slang phrase in your sentence: Before this war, I was fit as a fiddle!<br />
• Ask: What fit as a fiddle means (in good shape, healthy).<br />
• Do those words name a WHO or WHAT? OR Do they show an action or<br />
linking part <strong>of</strong> the sentence? Or Do they DESCRIBE a person, action, or<br />
feeling?<br />
• “Fit as a fiddle” means in good shape, healthy. These words DESCRIBE<br />
a person or how that person is feeling, so it will be used as a modifier.<br />
• We have identified the phrase “fit as a fiddle” as the modifier. Now label<br />
the underlined phrase and write a letter m below it to show what part <strong>of</strong><br />
the sentence it is. Before this war, I was fit as a fiddle!<br />
m<br />
• Repeat this process with the other 2 words: “skedaddle” and “hunkey<br />
dorey”. This gives students a chance to practice identifying sentence parts<br />
and become more familiar with new words.<br />
9. Assign students to choose at least three terms or phrases and use each <strong>of</strong> them in a<br />
complete sentence. Remind them that they are to write as though they are living<br />
at the time <strong>of</strong> the Civil War, so they must use the words as they were used back<br />
then. The sentence must also contain correct information pertaining to the Civil<br />
War. Choose at least three terms or phrases and use them in a complete sentence.<br />
Student directions:<br />
• Write a sentence containing one <strong>of</strong> the slang phrases you have selected.<br />
• Underline the slang phrase.<br />
• Below the phrase, label what part <strong>of</strong> the sentence it is (subject, predicate,<br />
or modifier).<br />
Example: Before this war, I was fit as a fiddle!<br />
m<br />
<strong>Fourth</strong> <strong>Grade</strong> 48
Assessment<br />
The teacher will assess students’ work by using a sentence checklist worth 105 points.<br />
To assess social studies standards, sentences should contain correct information<br />
pertaining to the Civil War. (Exceeds Standard 105-95 points, Meets Standard 90-80<br />
points, Does Not Meet 75 points and below.)<br />
Standards<br />
W.4.1 Prepares for writing by applying correct principles <strong>of</strong> grammar, parts <strong>of</strong><br />
speech, usage, and mechanics<br />
• applying standard rules <strong>of</strong> capitalization<br />
• applying standard rules <strong>of</strong> punctuation<br />
• spelling frequently used words correctly and applies common spelling rules<br />
• writing simple and compound sentences, and avoiding fragments and runons<br />
sentences<br />
• identifying the parts <strong>of</strong> a sentence in various sentence patterns:<br />
o subjects (simple and compound)<br />
o predicates (simple and compound)<br />
o modifiers<br />
W.4.5 Writes for a variety <strong>of</strong> occasions, audiences, and purposes by:<br />
identifying a purpose and audience before writing<br />
SS.4.17 Understands the unique historical conditions and events that led to the Civil<br />
War<br />
Reflection<br />
The introduction to this lesson was a great “hook” which helped to draw in student<br />
interest! However, for students who have trouble with oral directions, you may want to<br />
prepare for the introduction differently. You may want to pass out a copy <strong>of</strong> each<br />
sentence that the volunteers will be reading. This gives them the sentence to look at first,<br />
and then they can concentrate more on word meanings rather than having to write down<br />
the sentence as the person is acting it out.<br />
It is important that students have some significant knowledge <strong>of</strong> the Civil War prior to<br />
this lesson. The book Pink and Say by Patricia Pallaco is an excellent resource because it<br />
familiarizes students with the dialogue and speech patterns between two young soldiers<br />
<strong>of</strong> that time. You may also have students label sentences differently. For example, they<br />
may underline the complete subject once and the complete predicate twice.<br />
<strong>Fourth</strong> <strong>Grade</strong> 49
CIVIL WAR SLANG<br />
Name____________________ Date_______________<br />
DIRECTIONS: Read each slang term or phrase and its meaning. On a separate sheet <strong>of</strong><br />
paper, write at least 3 sentences using the slang terms correctly. Remember, you are using<br />
the phrase as if you were living at the time <strong>of</strong> the Civil War. Underline the slang term in<br />
your sentence, and label its sentence part.<br />
Example: Before this war, I was fit as a fiddle!<br />
m<br />
• (S) = SUBJECT : tell WHO or WHAT the sentence is about (usually<br />
nouns/pronouns)<br />
• (P) = PREDICATE: verb part <strong>of</strong> the sentence (can be action or linking)<br />
• (M) = MODIFIERS: DESCRIBING parts <strong>of</strong> the sentence<br />
(adjective/adverb phrases)<br />
"chief cook and bottle washer": person capable <strong>of</strong> doing many things<br />
"sardine box": a cap box<br />
"bread basket": stomach<br />
"greenbacks": Union money<br />
"graybacks": Southern soldiers; also a term for lice<br />
"Arkansas toothpick": a large knife<br />
"pepperbox": a type <strong>of</strong> pistol<br />
"fit to be tied": angry<br />
"horse sense": smart, on the ball<br />
"hunkey dorey": feeling great!<br />
"greenhorn", "bugger", "skunk": insult to a poor soldier. Sometimes meant for <strong>of</strong>ficers<br />
"shoulder boards", "brass": <strong>of</strong>ficers<br />
"snug as a bug": comfortable, cozy<br />
<strong>Fourth</strong> <strong>Grade</strong> 50
"sawbones": a surgeon<br />
"skedaddle": run away or scatter from battle<br />
"hornets": bullets in flight<br />
"bully": brave or worth cheering for<br />
"possum": a buddy or pal<br />
"fit as a fiddle":in good shape, healthy<br />
"uppity": conceited<br />
"scarce as hen’s teeth": rare or scarce<br />
"grab a root": have dinner, have a potato<br />
"bluff": a cheater<br />
"jailbird": criminal<br />
"hard knocks": beaten up<br />
"been through the mill": experienced a lot, or had a rough day<br />
"played out": exhausted or worn out<br />
"toeing the mark": doing the job<br />
"Jonah": a man who is bad luck<br />
"goobers": peanuts<br />
"Sunday soldiers", "kid glove boys", "parlor soldiers": insults intended for other soldiers<br />
"fresh fish": raw recruits or new soldiers<br />
"whipped": beaten<br />
<strong>Fourth</strong> <strong>Grade</strong> 51
Sentence Checklist<br />
Sentence One (Each worth 5 points- Total <strong>of</strong> 35)<br />
1. _____subject<br />
2. _____ predicate<br />
3. _____complete sense<br />
4. _____capital letter<br />
5. _____end mark<br />
6. _____correctly identified part <strong>of</strong> sentence as subject, predicate, or modifier<br />
7. _____contains at least one detail or fact about the Civil War or life on the<br />
battlefield.<br />
Sentence Two (Each worth 5 points- Total <strong>of</strong> 35)<br />
1. _____subject<br />
2. _____ predicate<br />
3. _____complete sense<br />
4. _____capital letter<br />
5. _____end mark<br />
6. _____correctly identified part <strong>of</strong> sentence as subject, predicate, or modifier<br />
7. _____contains at least one detail or fact about the Civil War or life on the<br />
battlefield.<br />
Sentence Three (Each worth 5 points- Total <strong>of</strong> 35)<br />
1. _____subject<br />
2. _____ predicate<br />
3. _____complete sense<br />
4. _____capital letter<br />
5. _____end mark<br />
6. _____correctly identified part <strong>of</strong> sentence as subject, predicate, or modifier<br />
7. _____contains at least one detail or fact about the Civil War or life on the<br />
battlefield.<br />
Exceeds the Standard Meets the Standard Does Not Meet the<br />
Standard<br />
105-95 points 90-80 points 75 points and below<br />
Total Points Earned: ____________ points<br />
<strong>Teacher</strong> Comments:<br />
<strong>Fourth</strong> <strong>Grade</strong> 52
MEETS STANDARDS<br />
<strong>Fourth</strong> <strong>Grade</strong> 53
MEETS STANDARDS<br />
<strong>Fourth</strong> <strong>Grade</strong> 54
EXCEEDS STANDARDS<br />
<strong>Fourth</strong> <strong>Grade</strong> 55
Overview<br />
Time Capsule Trivia: Researching and Writing About Artifacts<br />
Carry Holland<br />
Cherokee County <strong>School</strong> District<br />
<strong>Fourth</strong> <strong>Grade</strong><br />
I teach at a small school that is located in a rural area. Our school has been an existing<br />
part <strong>of</strong> the community for over 60 years. In November, we invite many people from our<br />
community to join us in celebrating and learning more about our past—we call it<br />
Heritage Day. The entire school participates in activities such as making candles,<br />
weaving with a loom, and churning butter. Community members set up booths that teach<br />
children about sheep shearing, antique cars and old time fashions and foods. Each<br />
classroom is set up with antiques (students are encouraged to bring in “antiques” from<br />
home). <strong>Teacher</strong>s “decorate” their rooms with items from the past, such as black & white<br />
photos, wagon wheels, quilts, telephones). The students go on tours through the<br />
classrooms and even participate in a reenactment <strong>of</strong> “an old one-room school house<br />
lesson.”<br />
This lesson is designed to assess fourth grade social studies and writing standards by<br />
giving students the opportunity to create and describe their learning experiences about<br />
their heritage and their past. Since this lesson will be used in conjunction with our<br />
Heritage Day, we will spend the week before this event preparing and publishing our<br />
time trivia summaries. This will add to the students’ sense <strong>of</strong> ownership for their writing<br />
because most <strong>of</strong> the school will be able to read their papers as they tour our classroom on<br />
Heritage Day. You don’t need to end this lesson with a big event involving your entire<br />
school; however, you may want to invite parents or other classes to take a mini-tour <strong>of</strong><br />
your classroom.<br />
Materials/Preparation<br />
• Bring in a collection <strong>of</strong> artifacts that represent life in times past (washboards,<br />
photos, old c<strong>of</strong>fee grinders, wagon wheels, etc.) Any antique item you aren’t<br />
afraid to let kids handle! Consider asking for help from local antique dealer.<br />
• Computer (on line research such as Grolier)<br />
• Trade books from media center<br />
• Art supplies for illustrations (optional)<br />
• Props for skits (optional)<br />
<strong>Fourth</strong> <strong>Grade</strong> 56
Instructional Sequence<br />
1. Display all items. Introduction: This week you are going to become historians!<br />
Scientists and historians re-create ideas <strong>of</strong> what life was like in the past, based on<br />
the discovery <strong>of</strong> artifacts. I have brought some artifacts for you to examine. First,<br />
you are going to browse each item. Allow students, working as either partners or<br />
small groups <strong>of</strong> 3-4, to send a representative to select an item.<br />
2. Give the students time to work together to “brainstorm” ideas <strong>of</strong> what the person<br />
who used the item might have looked like and how they might have used the item.<br />
The group must decide on a name or a “label” for their chosen artifact. (Ex: Our<br />
group has labeled this item: “c<strong>of</strong>fee grinder”. Take about 10-15 minutes to let<br />
students orally share their ideas and labels. (Remember this is before they<br />
research their artifact.)<br />
3. Give students Fact Sheet. Explain to students that as historians they must use<br />
concrete facts to prove their ideas about their artifact.<br />
• Ask students to name different resources that they might use for their<br />
research.<br />
• Write their suggestions on the board (library books, computer,<br />
encyclopedias, etc.)<br />
• Discuss their resource options: Grolier and Galileo are excellent computer<br />
sources, and you could also check out some library books in advance for<br />
them to use.<br />
• Ask students to brainstorm a list <strong>of</strong> questions they might want to answer<br />
about their artifact. (Who used it? Why was it important to the people <strong>of</strong><br />
the past? Remind them <strong>of</strong> question words: who, what, where, when, why,<br />
how)<br />
• Give each student a copy <strong>of</strong> the Fact Gather Sheet. (If students come up<br />
with questions that are not on the sheet, you may have them write it down<br />
on the back.) Tell the students this is where they will record their notes<br />
during their research <strong>of</strong> the artifact. Review the sources that they must<br />
check <strong>of</strong>f.<br />
• Also give each student a copy <strong>of</strong> the Time Capsule Rubric before they<br />
begin researching their artifact.<br />
4. Allow time for oral sharing, brainstorming, and note taking within each group.<br />
They may complete the research and take notes together.<br />
5. Assign each student in the group to write their own paragraph describing their<br />
chosen artifact by following the procedures below.(*) Indicates that the activity<br />
was performed by partners or groups.<br />
• (*)Gather research using at least two different sources <strong>of</strong> information.<br />
• (*)Record notes and information about chosen artifact (take notes on Fact<br />
Sheet. Students must answer at least 5 <strong>of</strong> the 6 questions (who, what,<br />
where, etc.)<br />
• Organize notes and research into a complete paragraph(s)<br />
• Include at least five facts that give evidence <strong>of</strong> their knowledge and<br />
research about the artifact<br />
• Publish a final draft using best handwriting OR the computer.<br />
<strong>Fourth</strong> <strong>Grade</strong> 57
• (optional) Illustrate your artifact being used by people <strong>of</strong> the past.<br />
• (optional) Re-enact a scene showing how people used the item or why it<br />
was important to them.<br />
• Share your paragraph orally with the class and/or display them with the<br />
artifacts for Heritage Day tours.<br />
6. Allow time for students to share their descriptions <strong>of</strong> each item and student<br />
interpretations <strong>of</strong> life in the past.<br />
Assessment<br />
Students will turn in all notes and drafts <strong>of</strong> their Time Capsule Trivia paragraph. The<br />
teacher will assess the students’ work using the Time Capsule Trivia Rubric.<br />
Standards<br />
W.4.2 Prepares for writing by recording thoughts, focusing on a central idea, and<br />
identifying a purpose for writing by:<br />
gathering information and generating ideas by:<br />
• discussion<br />
• researching<br />
• taking notes from relevant sources such as Internet, electronic<br />
encyclopedias, video, classroom guests, and books<br />
W.4.3 Writes notes, comments, and observations that reflect comprehension <strong>of</strong><br />
content and experiences from a variety <strong>of</strong> media by:<br />
• loading, accessing, retrieving and printing information from resources<br />
such as Internet, and computer s<strong>of</strong>tware<br />
W.4.7 Writes in a variety <strong>of</strong> genres to produce paragraphs and compositions<br />
including:descriptive writing<br />
• content area pieces<br />
W.4.15 Publishes writing for a variety <strong>of</strong> purposes, audiences, and occasions by:<br />
• sharing work with others<br />
• displaying finished document<br />
SS.4.20 Utilizes information processing skills to gather data and form opinions about<br />
content<br />
• locates and utilizes information from a variety <strong>of</strong> sources (e.g., books,<br />
newspapers, atlases, glossaries, photographs, laser disks, computer<br />
s<strong>of</strong>tware<br />
<strong>Fourth</strong> <strong>Grade</strong> 58
Reflection<br />
The students really showed pride in their work by having it on display during our<br />
Heritage Day Celebration. If you are not able to participate in a school wide event, you<br />
may want to have some sort <strong>of</strong> “classroom museum” and invite other classes to tour your<br />
room. Some <strong>of</strong> the students’ research led to discussions that helped them connect history<br />
<strong>of</strong> the past and present. For example, when discussing a soldier’s telegram to his family, a<br />
child made the comment that there are soldiers overseas today who are away from their<br />
families. An extension activity would be to add students as “experts” or “tour guides”<br />
who would be able to orally present their artifact or answer any questions that other<br />
classes may have.<br />
<strong>Fourth</strong> <strong>Grade</strong> 59
TIME CAPSULE TRIVIA FACT SHEET<br />
Name________________________ Artifact____________________________<br />
You must use at least two different sources to gather research on your artifact.<br />
Check the sources you used:<br />
_____ library books<br />
_____ Internet search engine<br />
_____ Grolier On-line<br />
_____ other<br />
Who used this item? (men/women/children, was used by the rich or poor or<br />
everyone?)<br />
What did they use it for? (entertainment, transportation, communication?)<br />
When was it used? (estimate the time period or era that is was used)<br />
Why was it so important to the people <strong>of</strong> the past?<br />
Where was it used? (specific part <strong>of</strong> the U.S., in the kitchen or other rooms <strong>of</strong> the<br />
house, inside or outside use)<br />
How did they use it?<br />
Other interesting facts:<br />
<strong>Fourth</strong> <strong>Grade</strong> 60
Time Capsule Trivia: Researching and Writing About Artifacts<br />
Assessment Rubric<br />
Student Name________________________________________<br />
Research<br />
Skills<br />
Knowledge<br />
<strong>of</strong> Artifact<br />
Publishing<br />
Exceeds the<br />
Standard<br />
3<br />
Used at least<br />
two sources to<br />
gather<br />
information; 1<br />
must be an<br />
electronic<br />
source; and<br />
answered at<br />
least 5 fact<br />
finding<br />
questions<br />
correctly<br />
Demonstrates<br />
sophisticated<br />
understanding,<br />
including why<br />
the artifact was<br />
important to the<br />
people <strong>of</strong> that<br />
time, with at<br />
least 4-5 facts<br />
or details<br />
Completed an<br />
illustration for<br />
Heritage Day<br />
display OR<br />
portrayed a<br />
re-enactment<br />
for the class;<br />
format is<br />
especially neat<br />
and attractive;<br />
obvious<br />
attention to<br />
detail<br />
Created By: Carry Holland<br />
Meets the<br />
Standard<br />
2<br />
Used at least<br />
two sources to<br />
gather<br />
information<br />
and 1 must be<br />
an electronic<br />
source, but<br />
answered only<br />
3-4 fact<br />
finding<br />
questions<br />
correctly<br />
Demonstrated<br />
solid<br />
understanding<br />
<strong>of</strong> the artifact<br />
with only 3-4<br />
facts or details<br />
Format is<br />
especially<br />
neat and<br />
attractive;<br />
obvious<br />
attention to<br />
detail<br />
Does Not Meet<br />
the Standard<br />
<strong>Fourth</strong> <strong>Grade</strong> 61<br />
1<br />
Did not use any<br />
sources to<br />
gather<br />
information<br />
and/or answered<br />
only one fact<br />
finding question<br />
correctly<br />
No concrete<br />
details or facts<br />
given to<br />
demonstrate<br />
knowledge <strong>of</strong><br />
the artifact<br />
Final product<br />
not published/<br />
incomplete<br />
or not published<br />
according to<br />
directions<br />
Points<br />
_____<br />
_____<br />
______
Scrapbook<br />
Our artifact is a scrapbook. It is about Mr. and Mrs. Ray Miller. In<br />
this scrapbook is how Mr. and Mrs. Ray Miller communicated during World<br />
War II. This Scrapbook was used from 1943 to 1944 it tells about history <strong>of</strong><br />
other people’s lives. Mr. Ray Miller was in the U.S. navy. The scrapbook<br />
had old postcards in them and they were really neat. There were 2 letters in<br />
the scrapbook. They were from Naval Training schools and from United<br />
States naval personnel separation center. They were both from different<br />
states the first one was from Minneapolis, Minnesota it was sent on February<br />
24, 1944. The second one was from Great lakes, Illinois and it was sent on<br />
December 15, 1945. Because most soldiers could not be home for special<br />
holidays they received Valentines cards to send home. The person that<br />
received special cards would save them in the scrapbook. The amazing<br />
thing is that Mr. and Mrs. Ray Miller are my teacher’s grandpa and<br />
grandma. I hope you enjoyed looking at the pictures and postcards.<br />
MEETS STANDARDS<br />
<strong>Fourth</strong> <strong>Grade</strong> 62
The bullet maker<br />
The bullet maker was used in the 1660-1840. The<br />
bullet maker made ammo. It made cylinder and ball ammo.<br />
(Cylinder looked bigger than the ball ammo.) It was used<br />
in war by making ammo. Men who where black smiths<br />
used it most <strong>of</strong> the time, black smith melted metal and<br />
poured it into the bullet maker. Cylinder is bigger and has<br />
a point. The ball ammo is smooth and round. The weapon<br />
is the Flintlock musket and bayonet.<br />
MEETS STANDARDS<br />
<strong>Fourth</strong> <strong>Grade</strong> 63
THE TELEGRAM<br />
People used a “Telegram” to tell people messages when they are away. People started<br />
making telegrams in the late 1800’s. Telegrams were used by all types <strong>of</strong> people: the rich<br />
and the poor, men, women, and even children. It was used it as a form <strong>of</strong><br />
communication. It was important because when a man went war he would want to talk to<br />
family. It was one <strong>of</strong> the fastest ways to get a long distance message back home. A<br />
person would write out their message and the telegram operator would type out the<br />
message to the next city. You could not write a very long message, but it was perfect for<br />
short simple messages. This telegram was sent in 1946 during World War II. In this<br />
telegram Ray is asking for someone to get something for him.<br />
EXCEEDS STANDARDS<br />
<strong>Fourth</strong> <strong>Grade</strong> 64
Overview<br />
Dialogue Lesson 2<br />
Debra Templeton<br />
Cherokee County <strong>School</strong> District<br />
<strong>Fourth</strong> <strong>Grade</strong><br />
In this lesson the students will use punctuation rules and speech tags to convert a simple<br />
play into dialogue. Prior to beginning this lesson, students should understand how the use<br />
<strong>of</strong> punctuation in dialogue increases the action and interest <strong>of</strong> a story. Ideally, the<br />
“Introduction to Dialogue” lesson by Donna Glandorf should be completed before<br />
attempting this lesson. This is a one-hour lesson that can be broken into two sessions.<br />
.<br />
Materials/Preparation<br />
• Copies <strong>of</strong> a simple five or six scene play with a limited number <strong>of</strong> characters such<br />
as “Welcome To The Big Leagues” from ClassWorks!!, 1990 by Scholastic, Inc.<br />
• A teacher-produced copy <strong>of</strong> possible speech tags like the one found at the end <strong>of</strong><br />
this lesson, or the students may produce one <strong>of</strong> their own<br />
• A copy <strong>of</strong> the rules for punctuation in dialogue<br />
• A copy <strong>of</strong> the rubric for each student<br />
Instructional Sequence<br />
1. Begin the lesson by asking students to recall how dialogue helped make the<br />
writing come alive and have a feeling <strong>of</strong> being in the action in the previous lesson<br />
Introduction to Dialogue by Donna Glandorf.<br />
2. Review the rules for using punctuation in conversation. Refer to the rules for<br />
punctuation the students received in the previous lesson.<br />
3. Impress upon the students how boring it can become to the reader when the<br />
speech tag words “said” and “asked” are used over and over in dialogue.<br />
Demonstrate this by reading aloud or putting on the overhead a short example <strong>of</strong><br />
writing that contains boring speech tags.<br />
4. Explain to the students that using different speech tags can bring emotions and<br />
actions into their writing. Brainstorm with students a list <strong>of</strong> possible speech tags<br />
that can be used in their dialogue writing. (Option: Prepare a list ahead <strong>of</strong> time to<br />
give each student if time is a problem.)<br />
5. Revisit the “boring” example and revise it using a variety <strong>of</strong> speech tags.<br />
Encourage students to add to their list as they come across new or interesting<br />
speech tags in their outside reading.<br />
a. Suggested List <strong>of</strong> Speech Tags<br />
said yelled asked screamed<br />
replied whined cried whimpered<br />
whispered moaned shouted told<br />
fussed groaned announced explained<br />
warned reminded exclaimed sighed<br />
<strong>Fourth</strong> <strong>Grade</strong> 65
6. Provide students with copies <strong>of</strong> a simple play. I use the five-scene play<br />
“Welcome To The Big Leagues,” a story about Jackie Robinson from<br />
ClassWorks!! 1990 by Scholastic, Inc. Any short simple play with five or six<br />
short scenes will do.<br />
7. Divide students into five cooperative groups and assign each group a scene from<br />
the play to rewrite using dialogue instead <strong>of</strong> labels. Remind students that the<br />
narrator is not a character. The narrator only provides story information such as<br />
setting and characters. As groups work together, circulate throughout the class to<br />
give suggestions.<br />
8. Instruct students to be prepared to read their rewritten scenes aloud to the class in<br />
the correct scene order. Collect the group dialogues to check for correct<br />
punctuation and proper use <strong>of</strong> speech tags.<br />
Assessment<br />
Informal: Informally assess students by listening to their input during the cooperative<br />
group session.<br />
Formal: The students’ dialogue should follow the correct punctuation rules provided to<br />
the students at the beginning <strong>of</strong> the lesson. There should be a variety <strong>of</strong> speech tags used<br />
in each dialogue. The attached rubric can aid in assessing student work.<br />
Performance Standards<br />
W.4.1 Prepares for writing by applying correct principles <strong>of</strong> grammar, parts <strong>of</strong> speech,<br />
usage, and mechanics by:<br />
• Applying standard rules <strong>of</strong> punctuation<br />
W.4.8 Revises written work to ensure that writing:<br />
• Demonstrates a command <strong>of</strong> language including precision in word choice<br />
W.4.13 Produces final documents that have been edited for:<br />
• Correct use <strong>of</strong> punctuation, including commas in a series, dates, addresses,<br />
and beginning and ending quotation marks<br />
W.4.15 Publishes writing for a variety <strong>of</strong> purposes, audiences and occasions by:<br />
• Sharing work with others<br />
Reflection<br />
This lesson is a great way to introduce the use <strong>of</strong> dialogue. It would be advisable,<br />
however, to choose a play with smaller scenes, as it proved to be a time consuming<br />
process. It is important for students to have a good working knowledge <strong>of</strong> how<br />
cooperative groups work before conducting this lesson.<br />
<strong>Fourth</strong> <strong>Grade</strong> 66
After utilizing Dialogue Lessons 1 and 2, students were able to use dialogue in all areas<br />
<strong>of</strong> writing including all content areas throughout the year. Using these two lessons very<br />
early in the year provides the students the opportunity to apply and experiment with the<br />
use <strong>of</strong> dialogue before the Georgia Writing Assessment.<br />
<strong>Fourth</strong> <strong>Grade</strong> 67
Assessment Rubric<br />
Name ____________________________<br />
Date _____________________________<br />
CATEGORY Excellent Good Satisfactory Needs<br />
Improvement<br />
Dialogue There is enough<br />
dialogue and<br />
proper<br />
punctuation to<br />
make the story<br />
interesting. A<br />
good variety <strong>of</strong><br />
speech tags<br />
make the action<br />
and story<br />
interesting.<br />
<strong>Focus</strong> on<br />
Assigned<br />
Topic<br />
Spelling<br />
and<br />
Punctuation<br />
The entire story<br />
is related to the<br />
assigned topic<br />
and allows the<br />
reader to<br />
understand<br />
much more<br />
about the topic.<br />
There are no<br />
spelling or<br />
punctuation<br />
errors in the final<br />
draft. Character<br />
and place names<br />
that the author<br />
invented are<br />
spelled<br />
consistently<br />
throughout.<br />
Created by: D. Glandorf and D. Templeton<br />
Introduction to Dialogue II<br />
There is some<br />
dialogue in this<br />
story, and it is<br />
always clear<br />
which character<br />
is speaking.<br />
There is some<br />
variety in the use<br />
<strong>of</strong> speech tags.<br />
Most <strong>of</strong> the story<br />
is related to the<br />
assigned topic.<br />
The story<br />
wanders <strong>of</strong>f at<br />
one point, but<br />
the reader can<br />
still learn<br />
something about<br />
the topic.<br />
There is one<br />
spelling or<br />
punctuation error<br />
in the final draft.<br />
There is not<br />
quite enough<br />
dialogue in this<br />
story. There is<br />
little variety in<br />
the use <strong>of</strong><br />
speech tags.<br />
Some <strong>of</strong> the<br />
story is related to<br />
the assigned<br />
topic, but a<br />
reader does not<br />
learn much<br />
about the topic.<br />
There are 2-3<br />
spelling and<br />
punctuation<br />
errors in the final<br />
draft.<br />
It is not clear<br />
which character<br />
is speaking.<br />
No attempt has<br />
been made to<br />
relate the story<br />
to the assigned<br />
topic.<br />
The final draft<br />
has more than 3<br />
spelling and<br />
punctuation<br />
errors.<br />
<strong>Fourth</strong> <strong>Grade</strong> 68
Created by: D. Glandorf and D. Templeton<br />
Canton Elementary <strong>School</strong><br />
Suggested List <strong>of</strong> Speech Tags<br />
said yelled<br />
asked screamed<br />
replied whined<br />
cried whimpered<br />
whispered moaned<br />
shouted told<br />
fussed groaned<br />
announced explained<br />
warned reminded<br />
exclaimed sighed<br />
laughed growled<br />
<strong>Fourth</strong> <strong>Grade</strong> 69
How To Write Dialogue<br />
*Use quotation marks around a speaker’s exact words.<br />
*Quotation marks are used before and after the speaker’s words.<br />
*The first word <strong>of</strong> a quotation should be capitalized.<br />
*Indent when the speaker changes.<br />
Example: speech tag<br />
“I watched the ballgame,” said Kelly.<br />
quotation marks around Kelly’s exact words<br />
*If the speech tag comes before the quotation, put a comma after the<br />
speech tag.<br />
Example:<br />
Roy asked, “Could I have another slice <strong>of</strong> pizza?”<br />
Example:<br />
*If the quotation comes first, you must use a comma (instead <strong>of</strong> a<br />
period on a statement), an exclamation mark, or a question mark<br />
at the end <strong>of</strong> the direct quotation. A period must be placed at the<br />
end <strong>of</strong> the entire sentence.<br />
Statement: “The dog is large, black and fluffy,” said Marla.<br />
Question: “Does it have a red collar?” asked Jeff.<br />
Exclamation: “I see the missing dog in the park!” exclaimed<br />
Jenny.<br />
Created by: D. Glandorf and D. Templeton<br />
Canton Elementary <strong>School</strong><br />
<strong>Fourth</strong> <strong>Grade</strong> 70
Continued<br />
<strong>Fourth</strong> <strong>Grade</strong> 71
EXCEEDS STANDARDS<br />
<strong>Fourth</strong> <strong>Grade</strong> 72
Overview<br />
Writing a Descriptive Paragraph Using the Senses<br />
Debra Templeton and Donna Glandorf<br />
Cherokee County <strong>School</strong> District<br />
<strong>Fourth</strong> <strong>Grade</strong><br />
This is an enjoyable lesson in which students practice writing descriptive paragraphs during<br />
a holiday season or special occasion. This can be used at any season <strong>of</strong> the school year or<br />
during a special event such as an author’s birthday. The lesson involves teacher modeling<br />
and parental response to students’ ideas. This is an ongoing lesson that can be completed in<br />
approximately one week.<br />
.<br />
Materials/Preparation<br />
• A present: Purchase enough inexpensive small toy cars or other small individual<br />
items so that there will be one for each student in the class.<br />
• Place the items in a cardboard box so that they rattle when shaken.<br />
• Wrap the gift so that the wrapping is very colorful and impressive enabling the<br />
students to use adjectives and similes to describe the package. Wrap the package<br />
securely to allow numerous students to handle the package. This will allow students<br />
to pick up and handle the package and experience the sensory aspects <strong>of</strong> the package.<br />
• A copy <strong>of</strong> the rubric for each student<br />
• A copy <strong>of</strong> the circular story map for each student<br />
• A copy <strong>of</strong> a Student Check List for editing and revising<br />
Instructional Sequence<br />
1. Surprise! You have just presented your writing class with a superb gift. Pass the gift<br />
around the room and encourage the students to shake, feel, and look at the package.<br />
After everyone has enjoyed checking out the package, ask the students to help you to<br />
think <strong>of</strong> words or phrases that would describe the package. List the words and<br />
phrases on a chart. Some examples to look for might be: rattles, crinkles, shiny,<br />
sounds like rocks in a bucket, rectangular shape, etc.<br />
2. Using a wagon wheel or wheel spoke story map, model planning a descriptive<br />
paragraph to describe the package. I use Macmillan/McGraw-Hill’s “Circular Story<br />
Map: For stories that begin and end in the same place.” Make transparencies or<br />
draw the story map on a large chart. Write the main idea in the center <strong>of</strong> the circle:<br />
“Our teacher surprised our class with a mysterious package today.” In the boxes<br />
surrounding the center, arrange the sound words together in one circle, the sight<br />
words in another, and the feel words in a third circle.<br />
3. Using the story map planner, begin modeling a descriptive paragraph about the<br />
mysterious package by writing on chart paper or using a computer projection device<br />
such as the In<strong>Focus</strong> so that the students can see the paragraph as it is written. Begin<br />
with the topic sentence from the center <strong>of</strong> the story map. Add the supporting details<br />
from the sight, feel, and sound words. Encourage the students to express their ideas<br />
<strong>Fourth</strong> <strong>Grade</strong> 73
and help you model the descriptive paragraph. Some possible sentence lead-ins<br />
might be:<br />
Think <strong>of</strong> what fun you’ll have…<br />
Imagine what it will be like…<br />
When you and your classmates open…<br />
Together you can share all <strong>of</strong> the joys…<br />
End the paragraph with the topic idea sentence repeated in a different style.<br />
4. Copy the paragraph and make enough copies for each student. Have students take<br />
home the description for their parents to read that night. Ask students to have a<br />
parent read the description that they helped write in class that day and then tell their<br />
child what they think the gift looks like. The following day allow each student to<br />
relate to the class how their parent described the package. How close was the<br />
parent’s description? Talk to the students about their parents’ descriptions and look<br />
at the paragraph together. Discuss where revisions could be made to improve the<br />
description. Model using the overhead or a computer projection device the revising<br />
process.<br />
5. Encourage students to think about special traditions or activities which they have had<br />
experiences with and would like to write about. Some possible writing prompts that<br />
can be used are:<br />
• You’re an ornament on your Christmas tree. Describe what you smell, hear, see,<br />
and feel in your home on Christmas morning.<br />
• Your mom or grandma makes a special dessert at holiday time. Describe how it<br />
looks, smells, tastes, and feels.<br />
• Describe one <strong>of</strong> your favorite trips to see Santa. Describe how it felt, the smells<br />
you remember, what you might have tasted, and what you heard at your visit.<br />
• You wake up and it has snowed! No school for you today. Describe your day,<br />
what you experience, what you feel, see, hear, smell, and taste.<br />
• You are the piñata at a family or friend’s party. Describe what you smell, hear,<br />
see, and feel at the party.<br />
• You are at a spring picnic at the park and you take <strong>of</strong>f your shoes outside for the<br />
first time this year. Describe how it feels, what you smell, hear, taste, and see.<br />
• You are a colorful Easter egg. You have been hidden in the tall green grass.<br />
Describe what you see, hear, and feel as the children begin looking for you.<br />
• You are standing at the water’s edge at the beach with the waves washing over<br />
your feet. Describe how it feels, what you smell, hear, taste, and see.<br />
• You are a bottle rocket being prepared for the fireworks display at your town’s<br />
<strong>Fourth</strong> <strong>of</strong> July parade. Describe how you feel, what you see, hear, and smell.<br />
• You are going on a fishing trip with your grandfather, dad, or other family<br />
member. Describe how you feel, what you expect, what you see, hear, smell, and<br />
taste.<br />
• You and your best friend have gone to a major league baseball/football game.<br />
Describe what you hear, see, taste, smell, and feel.<br />
• You are a leaf on a tree at the beginning <strong>of</strong> fall. The air has become cooler and<br />
you have begun to change colors. Describe how you look, what you see around<br />
you, how you feel knowing you are about to fall from the tree you have lived in.<br />
<strong>Fourth</strong> <strong>Grade</strong> 74
• You are an apple at the Fall Festival or Halloween party. You are floating in a<br />
huge tub <strong>of</strong> other apples at the Apple-bobbing Booth. Describe how you feel,<br />
what you see, hear, and smell.<br />
Allow students to choose other topics or experiences to write about. If they do<br />
choose their own, it would be beneficial if the teacher allowed the student to relate<br />
the experience orally to them before the student begins to write.<br />
6. Provide students with a blank copy <strong>of</strong> the circular story map and the list <strong>of</strong> possible<br />
topics or story prompts so they may chose what to write about. They may want to<br />
choose their own; however, brainstorm with them so that they are clear as to the<br />
experience. Allow them to plan and write an essay about the experience or<br />
imaginary event.<br />
7. Have the students work in pairs to edit and revise their essays using an editing and<br />
revising check-list.<br />
8. The students should publish their work in neat handwriting or using a computer word<br />
processing program such as Student Writing Project.<br />
9. Further publishing opportunities can include art work. Try gluing the final copy <strong>of</strong><br />
the essay to a poster and then provide colored paper, glitter, cotton balls, etc. to<br />
decorate the edges. You may want to try making a class book <strong>of</strong> Christmas<br />
experiences, summer vacations, or use a fall theme with each child’s essay.<br />
Assessment<br />
Formal assessment: The student’s writing will show each step <strong>of</strong> the writing process. The<br />
teacher will collect the story map. The piece <strong>of</strong> writing will focus on the chosen topic. The<br />
writing piece will contain many descriptive words and one or more similes.<br />
Performance Standards<br />
W.4.4 Organizes information using alphabetical and numerical systems by:<br />
• Organizing information by using graphic organizers such as mapping, webbing,<br />
listing, etc.<br />
W.4.5 Writes for a variety <strong>of</strong> occasions, audiences, and purposes by:<br />
• Identifying a purpose and audience before writing<br />
W.4.6 Drafts writing that:<br />
• Uses prewriting ideas<br />
• <strong>Focus</strong>es on a self-selected topic<br />
• Has ample development <strong>of</strong> supporting ideas<br />
• Demonstrates a sense <strong>of</strong> completeness or wholeness<br />
• Demonstrates a command <strong>of</strong> language including precision in word choice<br />
• Uses a variety <strong>of</strong> sentence structure<br />
• Generally follows the conventions <strong>of</strong> punctuation, capitalization, and spelling<br />
<strong>Fourth</strong> <strong>Grade</strong> 75
W.4.7 Writes in a variety <strong>of</strong> genres to produce paragraphs and compositions including:<br />
• Personal narratives<br />
• Imaginative stories<br />
W.4.8 Revises written work to ensure that writing:<br />
• Expands use <strong>of</strong> descriptive words<br />
• Adds a variety <strong>of</strong> sentence types<br />
• <strong>Focus</strong>es on the topic<br />
• Demonstrates a sense <strong>of</strong> completeness or wholeness<br />
• W.4.9 Revises writing, based on feedback, by adding, substituting, deleting, or<br />
moving text around to:<br />
• Improve word choice<br />
W4.11 Participates in editing conferences by:<br />
• Sharing writing with others to give and receive feedback<br />
• Editing using pro<strong>of</strong>reading marks<br />
W.4.13 Produces final documents that have been edited for:<br />
Legibility <strong>of</strong> writing<br />
Reflections<br />
This was a fun lesson! This lesson has been used for years and always proves successful.<br />
The students are able to experiment with writing descriptive paragraphs and insert them into<br />
pieces <strong>of</strong> writing they have already completed. This lesson allows the students to strengthen<br />
their ability to use vocabulary, the thesaurus, descriptive words, and figurative language in<br />
their compositions.<br />
<strong>Fourth</strong> <strong>Grade</strong> 76
Writing a Descriptive Paragraph Using Senses<br />
Assessment Rubric<br />
Student’s Name________________________________<br />
Date _________________________________________<br />
CATEGORY Excellent Good Satisfactory Needs<br />
Improvement<br />
Writing<br />
Process<br />
<strong>Focus</strong> on<br />
Assigned<br />
Topic<br />
Student devotes a lot<br />
<strong>of</strong> time and effort to<br />
the writing process<br />
(prewriting, drafting,<br />
reviewing, and<br />
editing).<br />
Works hard to make<br />
the story wonderful.<br />
The entire story is<br />
related to the<br />
assigned topic and<br />
allows the reader to<br />
understand much<br />
more about the topic.<br />
Creativity The story contains<br />
many creative details<br />
and/or descriptions<br />
that contribute to the<br />
reader's enjoyment.<br />
There is more than<br />
one simile.<br />
Spelling<br />
and<br />
Punctuation<br />
There are no spelling<br />
or punctuation errors<br />
in the final draft.<br />
Character and place<br />
names that the author<br />
invented are spelled<br />
consistently<br />
throughout.<br />
Student devotes<br />
sufficient time and effort<br />
to the writing process<br />
(prewriting, drafting,<br />
reviewing, and editing).<br />
Works and gets the job<br />
done.<br />
Most <strong>of</strong> the story is<br />
related to the assigned<br />
topic. The story wanders<br />
<strong>of</strong>f at one point, but the<br />
reader can still learn<br />
something about the<br />
topic.<br />
The story contains a few<br />
creative details and/or<br />
descriptions that<br />
contribute to the reader's<br />
enjoyment. There is only<br />
one simile.<br />
There is one spelling or<br />
punctuation error in the<br />
final draft.<br />
Created by Debra Templeton and Donna Glandorf<br />
Student devotes some<br />
time and effort to the<br />
writing process but was<br />
not very thorough.<br />
Does enough to get by.<br />
Some <strong>of</strong> the story is<br />
related to the assigned<br />
topic, but a reader does<br />
not learn much about<br />
the topic.<br />
The story contains a<br />
few creative details<br />
and/or descriptions, but<br />
they distract from the<br />
story. The author has<br />
tried to use his<br />
imagination.<br />
There are 2-3 spelling<br />
and punctuation errors<br />
in the final draft.<br />
Student devotes<br />
little time and<br />
effort to the<br />
writing process.<br />
Doesn't seem to<br />
care.<br />
No attempt has<br />
been made to<br />
relate the<br />
story to the<br />
assigned topic.<br />
There is little<br />
evidence <strong>of</strong><br />
creativity in the<br />
story. The<br />
author does not<br />
seem to have<br />
used<br />
much<br />
imagination.<br />
The final draft<br />
has<br />
more than 3<br />
spelling<br />
and punctuation<br />
errors.<br />
<strong>Fourth</strong> <strong>Grade</strong> 77
A Trip to the Beach<br />
There were big, and small seashells, rushing waves,<br />
everything you could think <strong>of</strong>. It was my only dream to come to<br />
the lovely beach, and just yesterday mom and dad decided we<br />
needed a vacation. We went to the wonderful beach. There were<br />
men and women fishing <strong>of</strong>f <strong>of</strong> a huge dock catching fish as big as<br />
banners. I saw a herd <strong>of</strong> beautiful dolphins jumping high. The<br />
fresh breeze is just like the first day <strong>of</strong> spring nice and windy. I<br />
can just taste the saline air blow against my lips. The clear<br />
water rushing against my feet feels tickly. Woosh, woosh. The<br />
massive sand castles I built by the water were huge. My dad is<br />
fishing <strong>of</strong>f <strong>of</strong> the huge dock, and my mom is doing what she does<br />
best laying out in the sun. It is a magnificent day. My dream<br />
has come true.<br />
EXCEEDS STANDARDS<br />
<strong>Fourth</strong> <strong>Grade</strong> 78
Overview<br />
Expository Writing:<br />
Magnetic Boat Races<br />
Debra Templeton<br />
Cherokee County <strong>School</strong> District<br />
<strong>Fourth</strong> <strong>Grade</strong><br />
This is an expository writing lesson that is best done as a culmination to a science unit on<br />
magnetism. After the students have researched, hypothesized, tested, and collected data<br />
concerning all aspects <strong>of</strong> magnetism, they will have the knowledge to complete this activity.<br />
This writing activity utilizes the student’s knowledge <strong>of</strong> the properties <strong>of</strong> magnetism. It will<br />
take approximately one and a half hours to implement this lesson.<br />
Materials/Preparation<br />
• Lesson 3, page F16-21 in Harcourt Science<br />
• Small paper boats made from a 3”x 5” index card (I use the pattern from the<br />
SAILING! SAILING! activity from ClassWorks!! 1989 by Scholastic Inc.- I have<br />
included a sample drawing.)<br />
• 2 strong magnets<br />
• a large plastic box- the type used to store Christmas wrapping paper in works nicely<br />
• large metal paper clips<br />
• a water source<br />
• a copy <strong>of</strong> the rubric for each student<br />
Instructional Sequence<br />
1. After students have researched, tested, and collected data about the properties <strong>of</strong><br />
magnets, come together as a group and brainstorm facts about magnetism.<br />
Record student responses on a large chart or wipe <strong>of</strong>f mat.<br />
2. Boat Racing Day! Provide students with a 3”x 5” file card and a pattern to cut<br />
and fold a simple paper boat. I use the pattern from SAILING! SAILING! From<br />
ClassWorks!! 1989 by Scholastic Inc. Tape the sides and lay a large paper clip in<br />
the bottom <strong>of</strong> each boat.<br />
3. Fill the plastic box half full <strong>of</strong> water and place the box on two stacks <strong>of</strong> books so<br />
your student’s hand can reach underneath. (A large table or the floor works well.)<br />
4. Float two boats on one end <strong>of</strong> the box <strong>of</strong> water. Mark a finish line on the other<br />
end <strong>of</strong> the box. Place a student on each side <strong>of</strong> the box and hand them each a<br />
large magnet. Move the magnet along the underside <strong>of</strong> the box to propel the<br />
boat. First one to the finish line wins.<br />
5. Encourage students to return to their desk and record their feelings, sights,<br />
sounds, and results <strong>of</strong> their personal race. Have the students write an essay<br />
describing their race. Prior to beginning, explain to the students they should<br />
include the reasons why their boats moved and which materials the magnetic<br />
<strong>Fourth</strong> <strong>Grade</strong> 79
power passed through. Remind the students to make sure to indent paragraphs<br />
and write in complete sentences.<br />
6. As an extension to this activity you may want to include a discussion <strong>of</strong> the<br />
differences in factual writing compared to personal/emotional writing. Then<br />
after the race, have students write two paragraphs: one paragraph on the scientific<br />
concepts <strong>of</strong> the properties <strong>of</strong> magnetism used in the race and another one<br />
describing feelings, sights, and sounds. You might give each student a 5” x 8”<br />
index card to write a paragraph on each side.<br />
7. Have students turn in essays for evaluation.<br />
Assessment<br />
Formal assessment: The students’ essays will include statements based on facts. The<br />
students will explain why the boats were able to move and what materials the magnetic<br />
power passed through. The attached rubric can aid in assessing students’ work.<br />
Performance Standards<br />
S.4.4 actively engages in the learning process via hands-on/minds-on science activities and<br />
experiences<br />
• Uses appropriate tools to collect and analyze data to solve problems<br />
S.4.6 demonstrates the relationship between electricity and magnetism<br />
• Recognizes that forces <strong>of</strong> gravity, magnetism and electricity operate simple machines<br />
W.4.2 Prepares for writing by recording thoughts, focusing on a central idea, and<br />
identifying a purpose for writing by:<br />
• Gathering information and generating ideas by:<br />
- discussion<br />
- researching<br />
W.4.7 Writes in a variety <strong>of</strong> genres to produce paragraphs and compositions including:<br />
• content area pieces<br />
W.4.13 Produces final documents that have been edited for:<br />
• legibility <strong>of</strong> writing<br />
• correct spelling<br />
Reflection<br />
Before writing in the content area, students need to have a strong understanding <strong>of</strong> how to<br />
write from and utilize an outline. This lesson set the standard for writing conclusions to<br />
experiments as opposed to writing answers to questions. It provides a format for students to<br />
use in writing future science conclusions.<br />
<strong>Fourth</strong> <strong>Grade</strong> 80
<strong>Teacher</strong> name: Debra Templeton<br />
Lab Report: Magnetic Boat Races<br />
Student Name ___________________<br />
CATEGORY 4 Excellent 3 Good<br />
Understanding<br />
Scientific<br />
Concepts<br />
Scientific<br />
Concepts<br />
Spelling,<br />
Punctuation<br />
and<br />
Grammar<br />
Report illustrates<br />
an accurate and<br />
thorough<br />
understanding <strong>of</strong><br />
scientific<br />
concepts and<br />
factual<br />
statements<br />
about magnets.<br />
The report<br />
illustrates an<br />
accurate and<br />
thorough<br />
understanding <strong>of</strong><br />
scientific<br />
concepts by<br />
listing paper,<br />
water, and<br />
plastic as<br />
materials that<br />
magnetic force<br />
will pass<br />
through.<br />
One or fewer<br />
errors in spelling,<br />
punctuation and<br />
grammar are in<br />
the report.<br />
Created by Debra Templeton<br />
Report illustrates<br />
an accurate<br />
understanding <strong>of</strong><br />
most scientific<br />
concepts and<br />
factual<br />
statements<br />
about magnets.<br />
The report<br />
illustrates an<br />
accurate<br />
understanding <strong>of</strong><br />
most scientific<br />
concepts by<br />
listing paper and<br />
water as<br />
materials that<br />
magnetic force<br />
will pass<br />
through.<br />
Two or three<br />
errors in spelling,<br />
punctuation and<br />
grammar are in<br />
the report.<br />
2 Needs to Review<br />
Concepts<br />
Report illustrates<br />
a limited<br />
understanding <strong>of</strong><br />
scientific<br />
concepts and<br />
very few factual<br />
statements are<br />
made about<br />
magnets.<br />
The report<br />
illustrates a<br />
limited<br />
understanding <strong>of</strong><br />
scientific<br />
concepts by<br />
listing water only<br />
as the material<br />
that magnetic<br />
force will pass<br />
through.<br />
Four errors in<br />
spelling,<br />
punctuation and<br />
grammar are in<br />
the report.<br />
1 Needs to Repeat<br />
the Lesson<br />
Report illustrates<br />
inaccurate<br />
understanding <strong>of</strong><br />
scientific<br />
concepts about<br />
magnets.<br />
The report<br />
illustrates<br />
inaccurate<br />
understanding <strong>of</strong><br />
scientific<br />
concepts<br />
underlying the<br />
lab.<br />
More than 4<br />
errors in spelling,<br />
punctuation and<br />
grammar are in<br />
the report.<br />
<strong>Fourth</strong> <strong>Grade</strong> 81
Magnets<br />
Magnets are attracted to most metals. A few <strong>of</strong> metals<br />
that magnets are attracted to are steel, iron, and nickel.<br />
Magnets don’t attract to all metals. Some metals that magnets<br />
don’t attract to are gold, copper, and aluminum.<br />
Magnets repel and attract each other. One example is that<br />
two north poles or two south poles repel each other. One other<br />
example is that one south pole and one north pole will attract.<br />
Magnetic force passes through different matter. We<br />
learned from the boat experiment that magnetic force can go<br />
through solids, liquids, and gasses. In the experiment that we<br />
did with the boats, we put a paper clip in the paper boat and<br />
used a magnet to race with. The object is to use magnetic<br />
force to get to the other side <strong>of</strong> the tub filled with water. The<br />
magnetic force in the experiment went through the plastic tub,<br />
the water, and the paper boat.<br />
MEETS STANDARDS<br />
<strong>Fourth</strong> <strong>Grade</strong> 82
Overview<br />
Using Technology to Publish a News Story<br />
Debra Templeton and Donna Glandorf<br />
Cherokee County <strong>School</strong> District<br />
<strong>Fourth</strong> <strong>Grade</strong><br />
Today young people are bombarded with information from many areas: internet,<br />
television news, radio, and various other printed materials. In order for students to<br />
become discerning learners, they must be able to recognize the differences between facts<br />
and opinions. Teaching them to properly interview for facts and write a news article that<br />
includes those facts is a good start for students to become better communicators and<br />
writers. This lesson may take up to a week to complete.<br />
Materials/Preparation<br />
• Several pre-selected news articles that are “kid-friendly” (Kid-friendly refers to<br />
the ease <strong>of</strong> understanding <strong>of</strong> an article and that will keep the student’s attention.)<br />
• A computer projection device such as an In<strong>Focus</strong> or chart paper<br />
Instructional Sequence<br />
1. Present to the students a pre-selected newspaper article with a catchy headline and<br />
have students brainstorm what they think the news article is about. Discuss the<br />
use <strong>of</strong> a catchy headline. Why would a newspaper reporter use a headline like<br />
that? Does it encourage or intrigue us to read the article?<br />
2. Review with the students that all well-written news articles include the five W’s:<br />
Who? What? When? Where? and Why?<br />
3. Next, read the article aloud to the students. Guide the students in finding the<br />
Who? What? When? Where? and Why? <strong>of</strong> that news article and list them on the<br />
board.<br />
4. Repeat steps 1 and 2 with the students with other articles as needed.<br />
5. Model for the students the writing <strong>of</strong> a news article. Choose a topic such as school<br />
field day or another school event which would lend itself to a news article. For<br />
this lesson, field day was chosen. The following steps are examples <strong>of</strong> how the<br />
lesson was presented to the students.<br />
6. Show each <strong>of</strong> the W’s that will be used in the model article such as:<br />
• What: field day<br />
• When: April 1 st 2004, from 8:30 to 11:00 am<br />
• Where: out on the playground and on the basketball court at Canton<br />
Elementary<br />
• Who: third and fourth grade students at Canton<br />
• Why: for a day <strong>of</strong> fun and games<br />
<strong>Fourth</strong> <strong>Grade</strong> 83
7. Explain that the teacher also interviewed the coach for the article. Then list the<br />
questions asked on the board.<br />
• Why did you plan field day so early this year?<br />
• Where will we have field day if it rains?<br />
• What will we do for lunch?<br />
• What are some <strong>of</strong> the activities?<br />
8. Model the writing <strong>of</strong> this article using a computer projection device such as<br />
In<strong>Focus</strong> or chart paper. (See attached examples completed in our class.) Be sure<br />
to model for the students the proper way to change font, bold, and underline<br />
within a document. Also, allow students a chance to help write a catchy title for<br />
the article.<br />
9. Print a copy <strong>of</strong> the modeled paper for each student to use as an example when<br />
writing their own personal article.<br />
10. Explain to students that they will be writing a news article for a particular purpose<br />
such as being published in the fourth grade newsletter or the PTA newsletter.<br />
11. Choose a school activity that the students can become involved with to produce a<br />
news article such as Invention Convention, Social Science Fair, Science Fair,<br />
Science Olympiad, Career Day, Cultural Arts Day, etc.<br />
12. Guide students in coming up with the following W’s for the article. The following<br />
is an example used with fourth graders:<br />
• What: Invention Convention<br />
• When: March 15-19 with judging on March 17<br />
• Where: Canton Elementary <strong>School</strong> hallway<br />
• Who: third, fourth and fifth grade students<br />
• Why: to compete in creating new inventions<br />
Also encourage students to brainstorm possible people to interview. For example:<br />
students participating, students who participated last year, the teachers in charge<br />
<strong>of</strong> the Invention Convention, the principal and assistant principal, as well as<br />
students who looked at the inventions to get their reactions.<br />
13. Ask students to write at least 5 interview questions for their article. Provide<br />
students with the time and opportunity to complete their interviews.<br />
14. Encourage students to be thinking <strong>of</strong> a catchy title for their articles.<br />
15. Allow time for the students to arrange their notes in the order they wish to include<br />
them in their articles.<br />
16. Send students to the computers with their notes. Allow them to use a word<br />
processor such as Student Writing Center or Micros<strong>of</strong>t Word. Instruct them in the<br />
use <strong>of</strong> the word processor. Include how to save, print, change font, underline, and<br />
bold parts <strong>of</strong> their article. Have students compose their articles with the use <strong>of</strong><br />
technology, save to a disk, and then print a hard copy.<br />
17. Now, advise students to edit and revise their papers. Refer to the lesson Writers’<br />
Guild Lesson, “Interviewing Red Riding Hood,” to instruct editing and revising in<br />
detail.<br />
18. Send students back to retrieve their articles on disks and make necessary changes.<br />
Teach the students how to use the document spell checking device to eliminate<br />
typing errors.<br />
<strong>Fourth</strong> <strong>Grade</strong> 84
19. Select a judge and provide a copy <strong>of</strong> the rubric so that an article can be chosen for<br />
the fourth grade newsletter.<br />
Assessment<br />
Students should turn in the copy <strong>of</strong> their final article. The teacher and judge will assess<br />
the student’s work using the rubric. Use the rubric “Using Technology to Publish a News<br />
Article.”<br />
Performance Standards<br />
W.4.2 Prepares for writing by recording thoughts, focusing on a central idea, and<br />
identifying a purpose for writing by:<br />
• Gathering information and generating ideas by<br />
-interviewing<br />
-brainstorming<br />
-discussion<br />
-examples from literature<br />
W.4.5 Writes for a variety <strong>of</strong> occasions, audiences, and purposes by:<br />
• Identifying a purpose and audience before writing<br />
W.4.12 Edit using available s<strong>of</strong>tware and electronic technology<br />
W.4.13 Produces final documents that have been edited for:<br />
• Correct spelling<br />
• Correct use <strong>of</strong> punctuation<br />
• Correct capitalization <strong>of</strong> proper nouns<br />
W.4.14 Uses technology as a tool for publishing writing that:<br />
• Uses spell check to verify spelling<br />
• Formats text (e.g., font, bold, underline, font size)<br />
• Finds and opens a saved document with teacher support<br />
• Downloads and prints information with teacher support<br />
• Saves to an appropriate location with teacher support<br />
W.4.15 Publishes writing for a variety <strong>of</strong> purposes, audiences, and occasions by:<br />
• Entering approved contests<br />
<strong>Fourth</strong> <strong>Grade</strong> 85
Reflection<br />
Before beginning this lesson, students need to have a good understanding <strong>of</strong> the<br />
components <strong>of</strong> a news article. In order for them to have a better understanding, students<br />
need to read and discuss several news articles. Newspaper writing is very different from<br />
narrative and descriptive writing. It has a style unto itself, so don’t expect children to<br />
naturally know how. We found this to be true after beginning the lesson.<br />
In retrospect, before doing this lesson, it would be helpful to provide a time for current<br />
events each week to read newspaper and magazine articles to discuss catchy titles, and to<br />
listen to the language <strong>of</strong> a newspaper reporter. A bulletin board with articles displayed<br />
would also be beneficial.<br />
<strong>Fourth</strong> <strong>Grade</strong> 86
Lesson <strong>Title</strong>: Using Technology to Publish a News Article<br />
Student Name ____________________ <strong>Teacher</strong>’s Name ______________<br />
Exceeds Meets Does Not Meet Points Points<br />
Expectations Expectations Expectations Possible Earned<br />
30<br />
20<br />
10<br />
Identifies a<br />
purpose and<br />
audience for<br />
a news<br />
article<br />
All five W’s<br />
were answered<br />
as well as<br />
extra<br />
information was<br />
included.<br />
The five W’s<br />
were answered in<br />
the article.<br />
All five W’s were<br />
not addressed.<br />
30<br />
Identifies<br />
an audience<br />
and the title<br />
catches the<br />
reader’s<br />
attention<br />
The title is<br />
catchy, matches<br />
the story, and<br />
is punctuated<br />
correctly.<br />
The title is not<br />
catchy or does<br />
not match the<br />
news story.<br />
The title does not<br />
match the story or<br />
is not very<br />
catchy.<br />
20<br />
Edited for<br />
spelling and<br />
punctuation<br />
errors<br />
The news article<br />
contains more than<br />
5 misspelled words<br />
and/or incorrect<br />
use <strong>of</strong><br />
punctuation.<br />
20<br />
Revised the<br />
use <strong>of</strong><br />
descriptive<br />
words and<br />
focus on<br />
topic<br />
Used<br />
technology<br />
as a tool for<br />
publishing<br />
The news<br />
article has<br />
been edited for<br />
spelling<br />
errors, correct<br />
use <strong>of</strong><br />
punctuation and<br />
was edited<br />
using available<br />
s<strong>of</strong>tware. There<br />
are no errors.<br />
The news<br />
article has<br />
been revised to<br />
include 6-12<br />
descriptive<br />
words, a<br />
simile, and<br />
focuses on<br />
topic.<br />
The news<br />
article was<br />
typed using a<br />
word processing<br />
program, Spell<br />
Check to edit<br />
and added<br />
appropriate<br />
clip art in<br />
digital print.<br />
The news article<br />
has been edited<br />
for spelling<br />
errors and<br />
correct use <strong>of</strong><br />
punctuation.<br />
There are fewer<br />
than 5 errors.<br />
The news article<br />
has been revised<br />
to include 6-10<br />
descriptive<br />
words and<br />
focuses on<br />
topic.<br />
Used a word<br />
processing<br />
program to type<br />
news article and<br />
Spell Check to<br />
edit.<br />
The news article<br />
has been revised<br />
but had fewer than<br />
6 revisions for<br />
descriptive words<br />
and/or did not<br />
stay focused on<br />
topic.<br />
The news article<br />
was typed using<br />
word processing<br />
program; however<br />
it contains too<br />
many errors for<br />
readability.<br />
Spelling was not<br />
corrected.<br />
Created by Debra Templeton and Donna Glandorf<br />
An example <strong>of</strong> a modeled news article<br />
Field Day for Canton’s Third and <strong>Fourth</strong><br />
<strong>Grade</strong>rs: A Day <strong>of</strong> Fun<br />
<strong>Fourth</strong> <strong>Grade</strong> 87<br />
20<br />
10
By Mrs. Glandorf and her reading class<br />
Canton Elementary Third and <strong>Fourth</strong> graders are in for<br />
a day <strong>of</strong> fun and games. On Thursday, April 1, 2004 from<br />
8:30-11:00 am these students will have field day. Field day will<br />
be held out on the Canton Elementary playground unless<br />
weather doesn’t permit. Then, field day will move inside the<br />
gymnasium. Students at Canton are used to having field day<br />
in May. The coach, Ms.<br />
Buckner explained that May is <strong>of</strong>ten too hot and can cause<br />
students with asthma to have health problems. Ms. Buckner<br />
also announced that students will enjoy sack lunches prepared<br />
by the lunchroom. When we asked Ms. Buckner what kinds <strong>of</strong><br />
activities the third and fourth grade students would enjoy, she<br />
said, “I don’t want to ruin the surprise.” She did say however,<br />
that students would not be competing class against class, but<br />
that they would definitely enjoy their day!<br />
<strong>Fourth</strong> <strong>Grade</strong> 88
An example <strong>of</strong> a revised modeled news article<br />
Field Day for Canton’s Third and <strong>Fourth</strong><br />
<strong>Grade</strong>rs: A Day <strong>of</strong> Fun<br />
By Mrs. Glandorf and her reading class<br />
Canton Elementary Third and <strong>Fourth</strong> graders are in for<br />
a day <strong>of</strong> entertainment and games. On Thursday, April 1,<br />
2004 from 8:30-11:00 am these students will have field day.<br />
Field day is usually a day <strong>of</strong> games such as Tug <strong>of</strong> War,<br />
Balloon Toss, and Sack Racing. Field day will be held out on<br />
the Canton Elementary <strong>School</strong> playground unless weather<br />
doesn’t permit. Then, field day will move inside the<br />
gymnasium. Students at Canton are used to having field day<br />
in May. The coach, Ms. Buckner explained that May is <strong>of</strong>ten<br />
too hot and can cause students with asthma to have health<br />
problems. Ms. Buckner also announced that students will<br />
enjoy sack lunches prepared by the lunchroom staff. When we<br />
asked Ms. Buckner what kinds <strong>of</strong> activities the third and<br />
fourth grade students would enjoy, she said, “I don’t want to<br />
ruin the surprise.” She did say however, that students would<br />
not be competing class against class, but that they would<br />
definitely enjoy their day! So, April 1 for third and fourth<br />
graders will include no work, but plenty <strong>of</strong> recreation!<br />
<strong>Fourth</strong> <strong>Grade</strong> 89
Example <strong>of</strong> a planner <strong>of</strong> a news article<br />
Invention Convention Article<br />
What: Invention Convention<br />
When: Week <strong>of</strong> March 15-19 (Judging Wednesday, March 17 th )<br />
Where: Canton Elementary hallway<br />
Who: Third, fourth and fifth grade students<br />
Why: To help people create inventions to solve problems<br />
Interview Questions:<br />
<strong>Fourth</strong> <strong>Grade</strong> 90
Invention Convention<br />
Strikes Again<br />
Students have been participating in an<br />
invention contest. When I asked about winners <strong>of</strong><br />
the Convention, Ms. Young said, “There will be nine<br />
winners in all for third, fourth, and fifth graders.<br />
She also said, “Canton Elementary has been<br />
participating in the invention convention for about<br />
two years now.” So if a student wins at the school<br />
Invention Convention, that student’s invention shall<br />
go to the science Olympiad. Judging will be held<br />
March 17, 2004, two days after students bring in<br />
their inventions. “There will about 230 inventions,”<br />
said Ms. Young. Then I asked Mrs. Dravis if she<br />
knew what the Invention Convention was about and<br />
she said, “It is to celebrate the creativity <strong>of</strong> students<br />
and share their ideas.” I also asked when the<br />
invention convention started. She said, “Canton<br />
Elementary <strong>School</strong> has been doing the Invention<br />
Convention for two years”. Some people can’t wait<br />
until it is time to announce the winners.<br />
<strong>Fourth</strong> <strong>Grade</strong> 91