4th Grade Curriculum Map AUGUST - Home - Colorado …...4th Grade Curriculum Map AUGUST READING - Imagine It! CONTENT Introducing SRA Imagine It! SKILLS / OBJECTIVES be introduced

4th

Grade Curriculum Map AUGUST

READING - Imagine It!

CONTENT Introducing SRA Imagine It!

SKILLS / OBJECTIVES

be introduced to the structure of the class

be introduced to word structure, discussion, handing off, building a background, browsing, grammar, writing, and

workshop

learn how to use the Concept/Question Board

practice posting newspaper clippings, magazine articles, information taken from the internet, photographs, and other

items that pertain to the theme

practice discussing, listening, and responding to each other

practice “handing off”

ASSESSMENT

Observations will be made to assess students understanding of Imagine It!

WRITING - Six Trait Writing

CONTENT

Conventions - Aug & September

SKILLS / OBJECTIVES

Introduce conventions (C1); Conventions song (C2) ; edit marks used in proofreading (R1) ;

Read “Francine Fribble, Proofreading Policewoman” Discuss importance of proofreading

punctuation in writing, make a class chart; Read “Punctuation takes a vacation” ; Allow student to

work on Rough draft of post card to punctuation “When comma came to town” discuss how “comma”

saved day; for when comma came to town sheet (C12); Super Comma to the Rescue at supermarket

sheet (C14 and C15) what an adverb is and how adds to writing; Read “nearly, dearly, insincerely” ;

Make a class chart of adverbs; Edit “informal letter” (C20) ; Discuss what an adjective is and how

adds to writing; Make a class chart of Adjectives; Go over list of Adjectives in reference; Edit

“rewriting sentences” (C22) ; brainstorm ideas what would make the best party ever, using lots of

adjectives and adverbs; Quote marks in sentences, rules sheet (C27) ; Edit “Quote worksheet #2 (C29)

Discuss what a run on sentence and fragment sentence is; Read “No good, rotten run on sentence” ;

Discuss “Final paragraph for section” (C23) ; Discuss the Rubric, expectations, etc..

GRAMMAR - Shurley English

CONTENT

Pretest, study skills, introduction to new vocabulary, synonyms and antonyms, different kinds of sentences, noun, verb,

adverb, and adjectives.

SKILLS / OBJECTIVES

Identify the four different types of sentences and be able to label each with an end mark and abbreviation

define long term and short term goals

study skills: getting organized, listening, planning study time, and doing homework

identify synonyms and antonyms

sentence jingle and complete sentences

jingles - vocabulary, noun, verb, adjective and adverb

journal writing.

ASSESSMENT

A pretest will be done to determine students’ prior knowledge.

Grammar test will be given to test sentence types and synonyms and antonyms.

MATH - Saxon

PRETEST LESSONS 1 – 10

CONTENT

Review of addition, addition stories, missing addends, sequences, digits, place value, ordinal numbers, months of the

year, review of subtraction, addition and subtraction fact families, writing numbers through 999, adding money

SKILLS / OBJECTIVES

Identify and solve “some and some more problems

write a number sentence for a picture and for given addends commutative property of addition

identity property of addition

find a missing addend in a number sentence

find missing addend when a number sentence has more than two addends

find a rule for a counting sequence

find more numbers or missing numbers in a counting sequence

state how many digits are in a number, name the last digit of a number

use money manipulative to show the place value of ones, tens and hundreds

use money manipulative or diagrams to compare two amounts of money

identify the place value of a digit in a number

describe the position or order of an object in a line using ordinal numbers

use ordinal numbers to describe the moths of the year and the days of each month

use numbers to write the month, day and year of a specific date

subtract two numbers and use addition to check the answer

use addition and subtraction fact families to write addition and subtraction facts

write whole numbers through 999 in words

use digits to write whole numbers through 999

add money without regrouping

ASSESSMENT

Demonstrate understanding through daily homework

SCIENCE - Core Knowledge

CONTENT

World Geography (Maps) and World Mountains. (Continued in September) As the crow flies. Robinson Crusoe

SKILLS / OBJECTIVES

Find distances on a map using the map scale

use a legend to find places on a map; determine direction on a map by using a compass rose

recognize that lines of latitude or parallels run horizontally on a globe, from east to west without ever meeting

recognize that lines of longitude or meridians run vertically on a globe, meeting at the North and South poles

understand the map terms degree and minute; use latitude and longitude to locate points on a map

use a grid to locate points on a road map

understand what happens when you cross the international date line from east to west and west to east

use time zones to calculate the time of day in different parts of the world

recognize that a physical map shows the features of the land

understand that elevation refers to the height of the land

demonstrate how a physical map can help you plan a route

ASSESSMENT

Knowledge will be demonstrated through a variety of assessments including but not limited to: multiple choice, fill in

the blank, short answer tests; worksheets; projects; and quizzes.

SOCIAL STUDIES - Core Knowledge

CONTENT

Middle Ages The Bigger They Are the Harder they Fall King Arthur

SKILLS / OBJECTIVES Identify the date A.D. 476 as the fall of the Western Roman Empire

understand internal causes of Rome’s decline and fall

understand how Goths, Vandals , Huns and other non-Roman tribes contributed to Rome’s decline and fall

understand changes that occurred in Europe after the fall of the Western Roman Empire and the term “Dark Ages”

id Rome as the location of the pope and center of the Roman Catholic Church and id the pope as the bishop of Rome

understand that the Roman Catholic Church and the Eastern Orthodox Church split in 1054

identify St. Benedict or Nursia as the author of The Rule of St. Benedict

understand importance of the Benedictine model for European monasteries; describe life in a monastery or convent

understand they ways monasteries affected the life in Europe during the Middle Ages

identify Charlemagne as a European leader of the late eighth and early ninth centuries

describe Charlemagne’s qualities and understand his achievements, understand the rise of feudalism

describe feudalism and understand how it differed from modern government

describe the relationship between the lord of a manor and the serfs who lived on the manor estate;

list the benefits of the three-field system; understand the role of cooperation on a manor estate

describe conditions in a European city during the Middle Ages

describe guilds and understand the ways guilds advanced the interests of merchants

recognize 1066 as a date of the Battle of Hastings and understand the significance of that battle

identify the Bayeux Tapestry and the Domesday Book

identify Henry II as the first Plantagenet king; describe the characteristics and achievements of Henry II

identify Thomas Becket and understand the circumstances of Becket’s murder

identify Eleanor of Aquitaine as an important ruler of France and England

explain why Henry II and Eleanor were such a powerful couple

recognize the major events in Eleanor’s life

describe some of the problems of King John’s rule

identify the Magna Carta and explain the significance of the document

describe the origins of Parliament and id the House of Commons, House of Lords as the two houses of Parliament

identify the circumstances and cause of the Hundred Years’ War, list four outcomes of the Hundred Years War

describe the role Joan of Arc played in driving the English out of France and identify and describe the major events and

accomplishments of Joan of Arc’s life

describe the Black Death; understand the effects of the Black Death on medieval society.

ASSESSMENT

Knowledge will be demonstrated through a variety of assessments including but not limited to: multiple choice, fill in

the blank, short answer tests; worksheets; projects; and quizzes.

TECHNOLOGY

CONTENT

- Computer Lab rules

TYPE to LEARN

CORE VIRTUES

Year One Year Two Year Three : Respect & Responsibility

4th

Grade Curriculum Map SEPTEMBER


CONTENT

Unit 1 - Risk and Consequences - Island of the Blue Dolphins; Two Tickets to Freedom; Mrs.Frisby and the Crow; Langston

Hughes; Poet of the People (Scenes I and II) ; and Daedalus and Icarus

SKILLS / OBJECTIVES

Word Structure: the studetns will (TSW) understand the concept of root word plus suffix. TSW understand spelling changes

with suffixation, TSW learn the following suffixes: /ly/, /ness/, /ity/, /y/, /ful/, /sion/, /yion/, /less/,/ed/, /ous/, /ment/, and /ing/.

TSW understand the concept of root word plus prefix and learn the following prefixes: /re/, /un/, /dis/, /un/, /en/, and /mid/.

TSW understand closed compounds, hyphenated compounds, and open compounds. TSW learn the meanings and how to

syllabicate the following vocabulary words; idly, tides, deserted, dozed, lacking, fiber, pursued, cover, companion, concealed,

hastened, shuddered, despairing, delivered, flickering, sympathetic, obviously, recalled, merriment, tangled, gnawing,

miserable, cover, circumstance, concerned, decent, stable, strive, pleading, tensely, paces, opportunities, brilliant, spread,

luxurious, astonishment, nudged, plunged, and crowed.

Comprehension: predicting; making connections; author’s point of view; visualizing; drawing conclusions; cause and effect;

summarizing; clarifying; adjusting reading speed; making inferences: reading with a writer’s eye.

Fluency: TTW demonstrate fluency and intonation by reading passages aloud. TSW observe how the teacher pauses for

commas and punctuations. TSW practice intonation when long reading long sentences.

ASSESSMENT

Knowledge will be demonstrated through a variety of assessments including but not limited to: multiple choice, fill in the blank.

Short answer tests; workbook pages; projects; and written papers.

(runs into October)


CONTENT

Conventions - Aug & September

Ideas - Sept & Oct

SKILLS / OBJECTIVES

CONVENTIONS

Introduce conventions (C1); Conventions song (C2) ;

edit marks used in proofreading (R1) ; Read “Francine Fribble, Proofreading Policewoman” Discuss

importance of proofreading punctuation in writing, make a class chart; Read “Punctuation takes a

vacation” ; Allow student to work on Rough draft of post card to punctuation

“When comma came to town” discuss how “comma” saved day; for when comma came to town sheet

(C12); Super Comma to the Rescue at supermarket sheet (C14 and C15)

what an adverb is and how adds to writing; Read “nearly, dearly, insincerely” ; Make a class chart of

adverbs; Edit “informal letter” (C20) ; Discuss what an adjective is and how adds to writing

Make a class chart of Adjectives; Go over list of Adjectives in reference; Edit “rewriting sentences”

(C22) ; brainstorm ideas what would make the best party ever, using lots of adjectives and adverbs

Quote marks in sentences, rules sheet (C27) ; Edit “Quote worksheet #2 (C29)

Discuss what a run on sentence and fragment sentence is; Read “No good, rotten run on sentence” ;

Discuss “Final paragraph for section” (C23) ; Discuss the Rubric, expectations, etc..

IDEAS

Introduce Ideas(I2); Ideas song (I3) ; Go over “Think About Writing with original ideas” (I4) ;

Make “my ideas” chart..do first few together then allow time to do on own(I5-6)

Do “Big ideas from stories” as class(I8) ; Read “Bad case of stripes” ; In pairs using “finding the

big ideas” have them come up with what the idea of story is (I9); As class break down “Bad case of

stripes” using story chart (I11) ; Introduce activity..Student will choose a character card (I12 and a

problem card (I13)..they will then write a story filling out story map (I14)

Discuss adding sensory detail to stories; Fill out sensory chart as walking about what they saw (I18) ;

Read “and to think I saw it on mulberry street” ; How to add sensory detail about what they saw

Brainstorm paragraph about walk; Do class edit of “earth” (I23); As a class take a walk around the

school. Mentally noting what they see going on; As a class chart what we saw ; Read “nothing ever

happens on 90th street” ; Discuss book and how they thought nothing ever happened; Discuss when

writing a story how you need a GREAT topic and an exciting ending sentence

Do sheets together(I25-27); Using notes from walk around school and class chart have students

brainstorm “Nothing ever happens at CSCA”; Discuss a normal day at school and schedule

Discuss a day at school when a sub is there; Read “Miss Nelson is missing” ; Brainstorm as a class

a “crazy” day with the teacher out; Do “editing stories” (I31) ; Work on rough draft of “crazy

day with no teacher” ; Do “using the right homophone” (I32)

ASSESSMENT


CONTENT CHAPTER 2 LESSONS 1 – 10

Jingles, classifying simple sentences, vocabulary, synonyms and antonyms, homonyms, parts of speech, subject-verb

agreement.

SKILLS / OBJECTIVES

Subject noun, verb, adjective, adverb, article, and question/answer flow; vocabulary, pattern 1 sentences, complete

subject/complete predicate, and end punctuation; vocabulary, oral skill builder check, finding nouns, singular and plural nouns,

and parts of speech; simple subject, simple predicate and how to find one part of speech; vocabulary; common and proper nouns

and vocabulary check; vocabulary and homonyms; practice and improved sentences, and guided class writing activity for

practice and improved sentences; preposition jingle and concept, object of the preposition jingle and concept, preposition flow

jingle, prepositional phrase, the preposition as a part of speech, the object of the preposition in the noun check, and predicate

words located in the complete subject; matching English terms and definitions; adding subject-verb agreement to skill builder

check time; subject-verb agreement in test format; pronoun and pronoun jingle, subject pronoun and subject pronoun jingle,

understood subject pronoun, possessive pronoun and jingle, possessive noun, recognizing pronouns in a noun check; eight parts

of speech jingle, and adding the pronoun to the parts of speech; adding a verb chant to skill builder time

ASSESSMENT Oral definition tests, practice improved sentences tests, grammar test will be given to test each new concept as

it is introduced. We will be starting on a three day rotation, and as the year progresses, students will test on the same day

sentences are introduced.

MATH - Saxon

LESSONS: 10 – 20

CONTENT

Adding with regrouping, even and odd numbers, number lines, addition stories with missing addends, missing numbers in

subtraction, adding three-digit numbers, subtracting two-digit and three digit numbers, missing two-digit addends, subtracting

two- digit numbers with regrouping, expanded form, adding columns of numbers with regrouping, reading scales, reading time

from a clock, rounding numbers to the nearest ten, rounding money to the nearest dollar, units of length, perimeter, triangles,

rectangles, squares, and circles, naming fractions, adding dollars and cents, lines, segments, rays, and angles

SKILLS / OBJECTIVES

Add with regrouping, identify even and odd numbers, identify lines and line segments, draw and label a number line, use words

and digits to write negative numbers, identify positive and negative numbers on a number line, use a number line to compare

two numbers, use the symbols <,>,and = to show the comparison for two numbers, solve an addition story problem in which the

total is given and an addend is missing, find a missing number in a subtraction problem, add three- digit numbers with

regrouping, subtract two and three-digit numbers, find missing two-digit addends, subtract two-digit numbers with regrouping,

write numbers in expanded form, find a missing number in a subtraction problem, add columns of numbers with regrouping,

read the scale on a thermometer, and a speedometer, tell time on an analog clock, write the time of day in digital form using a.m.

and p.m., use a number line to round a number to the nearest ten, round an amount of money to the nearest dollar, measure in

U.S. Customary units of length and metric units, compare units of length and estimate length, find the perimeter of a shape,

draw triangles, rectangles, and squares, use a compass to draw a circle, determine the diameter of a circle when the radius is

given, name a fraction, write fractions in number form and word form, add dollars and cents with regrouping, identify and draw

lines, segments, and rays, identify parallel, intersecting, and perpendicular lines and segments, describe an angle as acute,

obtuse, or right, find the missing number in an addition or subtraction problem.

ASSESSMENT

Demonstrate understanding through daily homework, test over lessons 1-5 following lesson 10, test over lessons 5-10 after

lesson 15, test over lessons 11-15 after lesson 20


CONTENT World mountains cont’d. Begin Geology

SKILLS / OBJECTIVES

Explain the ways mountains are formed; describe the significant characteristics of mountains and identify some mountains;

explain how some animals are well adapted to mountain environments; describe the types of animals that live on mountains;

understand how mountains act as barriers and how people have found ways around these barriers; explain what mountain

passes and gaps are; understand the physical and social effects of living on a mountain; understand how mountains affect

rainfall; identify the natural resources provided by mountains; explain the roles that mountains play in recreation for people;

understand the types of farming available to people who live on mountains.

ASSESSMENT

Knowledge will be demonstrated through a variety of assessments including but not limited to: multiple choice, fill in the

blank, short answer tests; worksheets; projects; and quizzes.


CONTENT

Middle Ages (cont.) Half A Loaf Is Better Than None Myths: St George and the Dragon Things

SKILLS / OBJECTIVES

Parallel those in September as unit continues into this month

ASSESSMENT

Knowledge will be demonstrated through a variety of assessments including but not limited to: multiple choice,

fill in the blank, short answer tests; worksheets; projects; and quizzes.

TECHNOLOGY

CONTENT

Review

- Logging On

- Clean up and logging off

- How to Save

- How to Print

- Undue – control z

- Redo – control y

TYPE to LEARN

All students will have passed two Type to Learn assessments by the end of the year.

CORE VIRTUES

Year One Year Two Year Three: Respect & Responsibility

4th

Grade Curriculum Map OCTOBER


CONTENT Unit 3 – Changing America

Striking it Rich: The Story of the California Gold Rush A Covered Wagon Girl: Diary of Sally Hester Abraham

Lincoln:16th President

SKILLS / OBJECTIVES

Word analysis: TSW recognize digraphs /ph/ and /th/; identify homonyms; recognize comparatives, identify contractions.

Study Skills and Listening/Speaking/Viewing: learn how to use time lines; explore ways to listen and respond to oral

presentation; learn how to use magazines and other printed resources; learn about strategies for speaking; learn map skills; learn

how to interpret information gathered from the media; learn how to use chronological order in writing, learn how to ask and

answer questions; learn how to compare information across sources; learn how to speak to groups.

Grammar/Usage/Mechanics: TSW learn how to use pronouns: learn about apostrophes in the possessive case of nouns; learn

how to use relative and demonstrative pronouns; learn the use of underlining and italics; learn how to use and recognize

superlative adjectives; review simple sentences and paragraph indentation; learn how to use comparative adjectives; learn how

to use parentheses; learn how to use comparative and superlative adjectives.

Writing process strategies: TSW learn how to apply timed test strategies for narrative writing: learn timed-test strategies for

expository writing; learn timed-test strategies for summarizing; learn how to write a persuasive letter to the editor; learn how to

use elements of persuasion; learn how to avoid the pitfalls of persuasive writing; learn how to write historical fiction; learn how

to make the context of their stories seem real; learn how to convey a general mood.

ASSESSMENT

Knowledge will be demonstrated through a variety of assessments including but not limited to: multiple choice, fill in the blank,

short answer tests, workbook pages; projects; and written papers.

Continued in November


CONTENT

Ideas - Sept & Oct

Organization - Oct & Nov

SKILLS / OBJECTIVES

IDEAS

Introduce Ideas(I2); Ideas song (I3) ; Go over “Think About Writing with original ideas” (I4) ;

Make “my ideas” chart. Do first few together then allow time to do on own(I5-6)

Do “Big ideas from stories” as class(I8) ; Read “Bad case of stripes” ;

In pairs using “finding the big ideas” have them come up with what the idea of story is (I9)

As class break down “Bad case of stripes” using story chart (I11) ; Introduce activity. Student will choose a character

card (I12 and a problem card (I13)..they will then write a story filling out story map (I14)

Discuss adding sensory detail to stories; Fill out sensory chart as walking about what they saw (I18) ;

Read “and to think I saw it on mulberry street” ; How to add sensory detail about what they saw

Brainstorm paragraph about walk; Do class edit of “earth” (I23); As a class take a walk around the school.

Mentally noting what they see going on; As a class chart what we saw; Read “nothing ever happens on 90th street” ;

Discuss book and how they thought nothing ever happened; Discuss when writing a story how you need a GREAT

topic and an exciting ending sentence

Do sheets together(I25-27); Using notes from walk around school and class chart have students brainstorm

“Nothing ever happens at CSCA”; Discuss a normal day at school and schedule

Discuss a day at school when a sub is there; Read “Miss Nelson is missing” ; Brainstorm as a class a “crazy” day

with the teacher out; Do “editing stories” (I31) ; Work on rough draft of “crazy day with no teacher” ;

Do “using the right homophone” (I32)

ORGANIZATION

Have students take home “major life events” sheet to return in 2 days to use for paper (O6) ;

Review organization and why it is important; Read “Mudd Pony” ;

Fill out time line of events from story (O7) ; Discuss what organization is (O2) ; Organization song (03) ;

Discuss transition words and why they are important (R14) ;

Read “Mixed up story line” (O4) ; In pairs have them cut them apart and put in order; Review transition

words and organization; List transition words used in Mudd pony

In pairs edit “to be a good teacher” (O9) using transition words; Using “major life events” sheet (06) Have the

student write a rough draft of their life; Discuss if anyone ever takes a short cut home..why..

Read “Secret shortcut” ; List what happens to kids in order; In groups have them come up with a “map” with

shortcut to their school; Be creative with what they encounter; Review organization

Do “Transition word treasure hunt” (O13) ; As class or homework “And” worksheet (O14)Review their maps;

In pairs come up with a story of getting to school using their maps and shortcuts

Discuss what civil rights were and what a civil rights activist was; Read “Through my eyes” ; Discuss how

multiple types of writing were used in book and how that adds to interesting reading

Brainstorm how you would have felt as a kid during those times trying to go to school; Work on rough draft of

“If I was a child in Ruby Bridges place” story; Can use organizer (O20)

Discuss going on a trip and someone makes a bunch of rules but you do them anyway. What happens? ; Read

“Mr. Grumpys outing” ; Discuss what happen in the story and how it was organized

Make a class list of some of the verbs used in story; Brainstorm going on a field trip and the bus driver, teacher,

or chaperone says they can’t do certain things. Make a class list of what they CAN’T do.

ASSESSMENT


CONTENT CHAPTER 3 LESSONS 1 – 10

Vocabulary; adverbs; conjunctions and interjections; writing sentences; 3 point expository paragraph, point of view.

SKILLS / OBJECTIVES

A/an choices; vocabulary; helping verb and jingle, the NOT adverb, the question verb; oral definition test for new concepts;

object pronoun and jingle; conjunction, interjection, adding conjunction and interjection to the parts of speech, and writing an

independent pattern 1 sentence; three point expository paragraph; first person point of view and third person point of view;

ASSESSMENT

Oral definition tests, practice improved sentences tests, grammar test will be given to test each new concept as it is

introduced. We will be starting on a three day rotation, and as the year progresses, students will test on the same day


MATH - Saxon

LESSONS: 20 – 35

CONTENT

Subtraction stories, drawing pictures of fractions, multiplication as repeated addition, elapsed time, multiplication table,

multiplication facts(0,1,2,5), subtracting three- digit numbers with regrouping, multiplication patterns, area, squares and square

roots, word problems about comparing, multiplication facts 9’s, writing numbers through hundred millions, naming mixed

numbers, two forms of money, fractions of a dollar, reading fractions and mixed numbers from a number line, multiplication

facts memory group, reading an inch scale to the nearest fourth, capacity.

SKILLS / OBJECTIVES

Solve story problems that have subtraction patterns, draw pictures to represent fractions, use multiplication to show repeated

addition, count forward or backward on a clock to solve elapsed-time problems, use a multiplication table to find products,

identify the commutative, identity and zero properties of multiplication, memorize the basic multiplication facts that have

0,1,2,or 5 as one of their factors, subtract three-digit numbers with regrouping, use arrays to model multiplication, calculate the

area of a rectangle, use area models to model multiplication, find the square of a number and the square root of a perfect square,

solve “larger-smaller-difference” story problems, recognize patterns in the 9’s multiplication facts, multiply by 9, read and write

numbers through hundred millions, write numbers through hundred millions in expanded form, compare numbers through

hundred millions, use digits and words to name mixed numbers, use words to write money amounts, use a cent sign or a dollar

sign to show amounts of money, describe a part of a dollar by using a fraction, compare money amounts that are expressed as

fractions of a dollar, read fractions and mixed numbers from a number line, memorize the ten multiplication facts in the memory

group, read an inch scale to the nearest fourth, use a ruler to measure objects to the nearest quarter inch, convert units of capacity

within the U.S. Customary system and metric system, compare U.S. Customary system units of capacity to metric units of

capacity.

ASSESSMENT

Demonstrate understanding through daily homework, test over lessons 16-20 following lesson 25, test over lessons 21-25

after lesson 30, test over lessons 25-30 after lesson 35


CONTENT Geology Once in a blue moon.

SKILLS / OBJECTIVES

Identify the Earth’s layers: crust, mantle, core (outer and inner); Movement of the crustal plates; earthquakes: faults (San

Andreas, Richter scale and seismology, tsunamis; Volcanoes: magma, lava and lava flow, active, dormant, and extinct,

Vesuvius, Krakatoa, Mount Saint Helens; hot springs and geysers: Old Faithful; Pangaea: theories of how the continents and

oceans were formed (continental drift); how mountains are formed: volcanic, fold, fault-block, and dome-shaped mountains,

undersea mountain peaks and trenches (Mariana Trench); Rocks: formation and characteristics of metamorphic, igneous, and

sedimentary rocks; Weathering and erosion: physical and chemical weathering, weathering and erosion by water, wind, and

glaciers, the formation of soil: topsoil, subsoil, and bedrock;

ASSESSMENT




CONTENT Dynasties of China continued in from October

The Wonderful Chuang Brocade Beauty is only Skin Deep Treasure Island Humanity

SKILLS / OBJECTIVES

Recognize Shihuangdi’s sweeping political accomplishments, as well as his tyrannical methods of leadership; understand

that Shihuangdi became obsessed with immortality and secrecy; understand China’s isolation and why the Chinese finally

tried to break the isolation; identify the reasons for the development of the Silk Road; relate the idea of the Han dynasty as

a golden time to cultural advances such as the invention of paper; describe social and personal pressures facing young

women in ancient China; identify details that reveal Changan to have been a bustling, diverse, exotic capital; recognize Wu

Zhao’s extraordinary rise to political power from humble beginnings; understand that the years of the Tang dynasty

represent a golden age of art and culture in Chinese history; recognize the literary achievements that occurred during the

Tang dynasty; identify important inventions and technological advances made by the Chinese during this era; understand

the conflict between the emperor Hui Zong’s interests and his responsibilities; identify accomplishments and innovations in

painting during the Song dynasty; understand the military events that led to the division of China into northern and southern

sections; summarize the fall of the emperor Hui Zong; understand the difference between city life and rural life in 12th

century China; identify the urban qualities of Hangzhou; recognize the importance of education in China during the Song

dynasty, describe the Mongols’ fearsome reputation and their military achievements; recognize the importance of Chinggis

Khan as a warrior and leader; compare the character of Khubilai Khan with that of his grandfather, describe Khubilai

Khan’s lifestyle and achievements; recognize Marco Polo as a great traveler who visited China during the time of Khubilai

Khan; understand the effect of the Mongol’s military failures in Vietnam and Japan; understand how the Mig dynasty

began: describe the Forbidden City; recognize the achievements of Zheng He, the Admiral of the Western Seas; explain the

reasons for the decline of the Ming dynasty and the Manchu takeover; understand Qianlong’s unusual views on one-way

trade with other countries; recognize how opium caused China to go to war with Great Britain and France, as well as how

the use of opium affected Chinese society; identify factors that contributed to the decline of the Chinese empire.

ASSESSMENT

Knowledge will be demonstrated through a variety of assessments including but not limited to: multiple choice,

fill in the blank, short answer tests; worksheets; projects; and quizzes.

TECHNOLOGY

CONTENT

Review

- Copy – highlight – control C

- Paste – highlight – control V

TYPE to LEARN


CORE VIRTUES

Year One: Diligence

Year Two: Self-Control and Self Discipline

Year Three: Perseverance

4th

Grade Curriculum Map NOVEMBER

READING - Imagine It! NOVEMBER

CONTENT Unit 3 – Changing America (Cont.) Begin Unit 4 – Science Fair

Striking it Rich: The Story of the California Gold Rush A Covered Wagon Girl: Diary of Sally Hester Abraham

Lincoln:16th President

SKILLS / OBJECTIVES

Word analysis: TSW recognize digraphs /ph/ and /th/; identify homonyms; recognize comparatives, identify contractions.

Study Skills and Listening/Speaking/Viewing: learn how to use time lines; explore ways to listen and respond to oral

presentation; learn how to use magazines and other printed resources; learn about strategies for speaking; learn map skills;

learn how to interpret information gathered from the media; learn how to use chronological order in writing, learn how to

ask and answer questions; learn how to compare information across sources; learn how to speak to groups.

Grammar/Usage/Mechanics: TSW learn how to use pronouns: learn about apostrophes in the possessive case of nouns; learn

how to use relative and demonstrative pronouns; learn the use of underlining and italics; learn how to use and recognize

superlative adjectives; review simple sentences and paragraph indentation; learn how to use comparative adjectives; learn

how to use parentheses; learn how to use comparative and superlative adjectives.

Writing process strategies: TSW learn how to apply timed test strategies for narrative writing: learn timed-test strategies for

expository writing; learn timed-test strategies for summarizing; learn how to write a persuasive letter to the editor; learn how

to use elements of persuasion; learn how to avoid the pitfalls of persuasive writing; learn how to write historical fiction;

learn how to make the context of their stories seem real; learn how to convey a general mood.

ASSESSMENT


blank, short answer tests, workbook pages; projects; and written papers.

CONTENT Unit 4 Science Fair The Scientific Method

Magnetism The Gasping Garbage How Ben Franklin Stole the Lightening

How Fast Do You Eat Ice Cream?

WRITING - Six Trait Writing NOVEMBER

CONTENT

Organization - Oct & Nov

Voice - Nov, & Dec (may go into Jan)

ORGANIZATION

Have students take home “major life events” sheet to return in 2 days to use for paper (O6) ; Review organization

and why it is important; Read “Mudd Pony” ;

Fill out time line of events from story (O7) ; Discuss what organization is (O2) ; Organization song (03) ;

Discuss transition words and why they are important (R14) ;

Read “Mixed up story line” (O4) ; In pairs have them cut them apart and put in order; Review transition

words and organization; List transition words used in Mudd pony

In pairs edit “to be a good teacher” (O9) using transition words; Using “major life events” sheet (06) Have the

student write a rough draft of their life; Discuss if anyone ever takes a short cut home. Why..

Read “Secret shortcut” ; List what happens to kids in order; In groups have them come up with a “map” with

shortcut to their school; Be creative with what they encounter; Review organization

Do “Transition word treasure hunt” (O13) ; As class or homework “And” worksheet (O14)Review their maps;

In pairs come up with a story of getting to school using their maps and shortcuts

Discuss what civil rights were and what a civil rights activist was; Read “Through my eyes” ; Discuss how

multiple types of writing were used in book and how that adds to interesting reading

Brainstorm how you would have felt as a kid during those times trying to go to school; Work on rough draft of

“If I was a child in Ruby Bridges place” story; Can use organizer (O20)

Discuss going on a trip and someone makes a bunch of rules but you do them anyway. What happens? ; Read

“Mr. Grumpy’s outing” ; Discuss what happen in the story and how it was organized

Make a class list of some of the verbs used in story; Brainstorm going on a field trip and the bus driver, teacher,

or chaperone says they can’t do certain things. Make a class list of what they CAN’T do.

VOICE

Go over voice trait and importance (V2) ; Voice song (V3) ; Do voice activity in pairs to introduce ideas

(V4); “think about” sheet (V6) ; List types of “voices” people use when telling stories

Read “true story of three pigs” ; Discuss types of “ wolf voices” in fairy tales, chart them using Voice

comparison chart (V7) ; Review wolf voice chart from previous day; Read “Wolf”

Finish filling out voice chart (V7) ; Have students read “voices from wolf” to class using different voices(V9);

Brainstorm ideas as class why wolf should learn to read and not eat his friends.

Have them work on individual brainstorm to write a letter to wolf as to why he should learn to read and not eat

friends. ; Go over parts of a letter (V11) ; Class edit on voice “one day I was riding” (V14)

Review voice and point of view; Read “Voices in the park” ; As class chart the personality of the 4 main

characters in story (V16) ; Read Example paragraph “Rip in the pants”

Brainstorm how it would sound written form different points of view; In pairs work o rewriting form a different

point of view; Discuss what a fairy tale is; Review voice and point of view

Discuss different fairytales and their point of view ; Read “Cinderella is soooo annoying” ; Do Vienn

diagram comparing the traditional story to this one (V20) ; Review voice and point of view

Read “red riding hood was rotten” ; Do a Vienn comparing these two also (V22) ; Discuss how they are

going to rewrite a fairy tale from a different point of view; Show examples of topics they can

choose from or one of own (V24) ; On own fill out “fractured Fairy Tales” sheet (V25) ; Edit “A day as a

rain drop” (V29) as a class; Go over requirements for final paper for section (V29)

SKILLS / OBJECTIVES

ASSESSMENT

GRAMMAR - Shurley English NOVEMBER

CONTENT Chapter 4 Lessons 1 – 10

Plurals; time and order paragraphs; direct objects; rule numbers for friendly letters; capitalization and punctuation for

friendly letters.

SKILLS / OBJECTIVES

Scrambled sentences; how to change plural categories to singular points in a three-point paragraph; time-order paragraph

format; direct object jingle and concept, transitive verb, pattern 2 and the direct object in the noun check; capitalization,

punctuation, and independent pattern 2 sentences; writing rule numbers for the capitalization and punctuation of a friendly

letter; capitalization and punctuation of a friendly letter using corrections only;

ASSESSMENT




MATH - Saxon NOVEMBER

LESSONS: 35 – 50

CONTENT

Decimal numbers, subtracting across zero, missing factors, multiplying by multiples of 10 and 100, rounding numbers to the

nearest hundred, adding and subtracting decimals, multiplying two-digit numbers, parentheses, associative property, naming

lines and segments, division, other ways to show division, stories about equal groups, percents, adding numbers with more

than three digits, subtracting numbers with more than three digits, checking division.

SKILLS / OBJECTIVES

Use money manipulatives and a calculator to display decimal numbers, name decimal numbers, use a decimal to name a part

of a square, subtract across zero, find a missing factor, find the product of a number and a multiple of 10 or 100, round

numbers to the nearest hundred, add or subtract money amounts written with a dollar sign and decimal numbers that are not

money amounts, multiply two digit numbers mentally, multiply two-digit numbers without regrouping using pencil and

paper, work inside the parentheses first in an arithmetic problem, recognize and apply the associative property of addition and

multiplication, name lines and segments using symbols, use division to find a missing factor, show division three different

ways, multiply two-digit numbers with regrouping, solve story problems about equal groups, identify place value from

hundreds to hundredths, add or subtract decimal numbers that do not have the same number of decimal places, name percents

of a dollar, estimate percents of a whole, find the remaining percents of a whole, compare percents to one half, find 50% of a

number, add numbers with more than three digits, use multiplication to check a one-digit division answer, subtract numbers

with more than three digits, solve equal groups problems when the total is known.

ASSESSMENT

Demonstrate understanding through daily homework, test over lessons 30-35 after lesson 40, test over lessons 36-40

after lesson 45, test over lessons 41-45 after lesson 50

SCIENCE - Core Knowledge NOVEMBER

CONTENT Geology (cont.)

SKILLS / OBJECTIVES

Identify the Earth’s layers: crust, mantle, core (outer and inner); Movement of the crustal plates; earthquakes: faults (San

Andreas, Richter scale and seismology, tsunamis; Volcanoes: magma, lava and lava flow, active, dormant, and extinct,

Vesuvius, Krakatoa, Mount Saint Helens; hot springs and geysers: Old Faithful; Pangaea: theories of how the continents and

oceans were formed (continental drift); how mountains are formed: volcanic, fold, fault-block, and dome-shaped mountains,

undersea mountain peaks and trenches (Mariana Trench); Rocks: formation and characteristics of metamorphic, igneous, and

sedimentary rocks; Weathering and erosion: physical and chemical weathering, weathering and erosion by water, wind, and

glaciers, the formation of soil: topsoil, subsoil, and bedrock;

ASSESSMENT




CONTENT Colorado History

SKILLS / OBJECTIVES

TSW identify the first European settlers of the San Luis Valley; describe the Hispanic settlers pattern of plaza and ribbon

settlements; describe the food, clothing and shelter typical of Hispanic settlers; describe the role of family and religion in

Hispanic culture in the san Luis Valley; compare life in the San Luis Valley in the past and present; identify the first

American settlers in eastern CO; compare and contrast pacer and hard rock or lode mining; describe the role of towns and

cities in the mining region society; explain how settlement attracted by mining affected the loves of the plains Indians;

explain the impact of mining on the environment; compare gold mining in CO in the past and present; identify the cash crops

raised by CO farmers; describe the work and annual routine involved in cash crops raised by CO farmers; describe the work

and annual routine involved in “open range” cattle raising; explain why a reliable source of water is important source to CO

farming; compare and contrast irrigated and dry and farming; describe the housing, family, and community life of farmers

and ranchers; explain how agricultural settlement of the Western Slope affected the lives of the Ute Indians; compare

farming and cattle raising in CO in the past and present; identify major developments in mining in CO since 1890; explain

the growth of cities and towns in CO during the first half of the 20th century; describe changes in farming and ranching

during that period; describe how everyday life changed in CO during the 1920’s; explain why CO experienced hard times

during the 1930’s; describe the role CO played in defending the nation during WWII; identify major demographic and

economic changes in mining, farming, and city life in CO since the war; explain the role of returning war veterans in

developing the ski industry in CO and describe the tourist and recreational opportunities that CO offers today.

ASSESSMENT



TECHNOLOGY

CONTENT

Review

Home Tab - Paragraph

- Left / Center / Right

- Numbering

- Bullets

Insert Tab - Illustrations

- Shapes

- Clip Art

TYPE to LEARN


CORE VIRTUES

Year One: Gratitude Year Two: Wonder Year Three: Stewardship

4th

Grade Curriculum Map DECEMBER


CONTENT Unit 4 Science Fair The Scientific Method (cont.)

Magnetism The Gasping Garbage How Ben Franklin Stole the Lightning

How Fast Do You Eat Ice Cream?

SKILLS / OBJECTIVES

Word Structure: Homonyms, root word plus suffix, comparatives, synonyms, root word plus prefix, antonyms, superlatives,

homographs, inflectional endings, plural nouns, contractions, comparatives, compound words.

Comprehension: TSW study the following comprehension skills and strategies: clarifying, summarizing, making

connections, compare and contrast, sequence, cause and effect, predicting, classify and categorize, asking questions,

adjusting reading speed, main ideas, and details, author’s purpose.

Fluency: TSW practice reading difficult words until they are read with ease; TTW model expressive reading and correct tone

of voice to signal the end of a thought or sentence. TSW read chorally until the passage is read fluently with good phrasing

and expression.

Literary elements: TSW learn the features of expository test; mystery, biography.

Inquiry: TSW begin the inquiry; generate ideas and questions to explore; post material related to them and the unit

investigation on the Concept/Question board ; identify needs and make plans; use the information they have found to

confirm or revise their conjectures; consider presentation options; post findings on Concept/Question boards.

Word analysis: TSW recognize a root word plus a suffix, root word plus a prefix, inflectional endings, compound words.

Study Skills and Listening/Speaking/Viewing: speaking in groups, verbal and nonverbal communication, synonyms and

antonyms, using sentence variety, effective voice.

Grammar/Usage/Mechanics: TSW learn regular verbs, irregular verbs to be, irregular verbs, subject-verb agreement,

apostrophes in contractions, sentence tenses, rum-on and fragments, complex sentences.

Writing process strategies: TSW learn how to write summary, note cards, a summary from two sources, explaining a

scientific process through prewriting, drafting, revising, editing and publishing.

ASSESSMENT

Knowledge will be demonstrated through a variety of assessments including but limited to: multiple choice, fill in the blank,

short answer tests, workbook pages; projects; and written papers.


CONTENT


SKILLS / OBJECTIVES

VOICE

Go over voice trait and importance (V2) ; Voice song (V3) ; Do voice activity in pairs to introduce ideas

(V4); “think about” sheet (V6) ; List types of “voices” people use when telling stories

Read “true story of three pigs” ; Discuss types of “ wolf voices” in fairy tales, chart them using Voice

comparison chart (V7) ; Review wolf voice chart from previous day; Read “Wolf”

Finish filling out voice chart (V7) ; Have students read “voices from wolf” to class using different voices(V9);

Brainstorm ideas as class why wolf should learn to read and not eat his friends.

Have them work on individual brainstorm to write a letter to wolf as to why he should learn to read and not eat

friends. ; Go over parts of a letter (V11) ; Class edit on voice “one day I was riding” (V14)

Review voice and point of view; Read “Voices in the park” ; As class chart the personality of the 4 main

characters in story (V16) ; Read Example paragraph “Rip in the pants”

Brainstorm how it would sound written form different points of view; In pairs work o rewriting form a different

point of view; Discuss what a fairy tale is; Review voice and point of view

Discuss different fairytales and their point of view ; Read “Cinderella is soooo annoying” ; Do Vienn

diagram comparing the traditional story to this one (V20) ; Review voice and point of view

Read “red riding hood was rotten” ; Do a Vienn comparing these two also (V22) ; Discuss how they are

going to rewrite a fairy tale from a different point of view; Show examples of topics they can

choose from or one of own (V24) ; On own fill out “fractured Fairy Tales” sheet (V25) ; Edit “A day as a

rain drop” (V29) as a class; Go over requirements for final paper for section (V29)

ASSESSMENT



Capitalization and punctuation of business letters, making nouns possessive; persuasive writing; indirect objects.

SKILLS / OBJECTIVES

Capitalization and punctuation of a business letter using rule numbers, vocabulary; capitalization and punctuation of a

business letter using corrections only; mixed patterns 1 and 2 , making nouns possessive; persuasive writing and persuasive

paragraphs; indirect object jingle and concept, pattern 3 , and the indirect object in the noun check;

ASSESSMENT




MATH - Saxon

LESSONS 50 – 60

CONTENT

One-digit division with a remainder, the calendar, rounding numbers to the nearest thousand, multiples, factors, using

pictures to compare fractions, rate word problems, multiplying three-digit numbers, estimating arithmetic answers, rate

problems with a given total, displaying data using graphs, remaining fraction, two-step equations, multiplying three or more

factors, exponents, polygons, division with two-digit answers.

SKILLS / OBJECTIVES

Perform one-digit division with a remainder, remember the number of days and months in a year as well as the number of

years in a century and in a decade, remember which months have 30 days, read a calendar, calculate the number of years

between two dates, round a number to the nearest thousand, find multiples and factors of a number, draw and shade congruent

figures to compare fractions, solve rate word problems, multiply a three-digit number by a one-digit number, estimate

arithmetic answers by using rounded numbers, determine if an estimated answer is more than, equal to, or less than the actual

answer, find either the rate or the amount of time in a rate problem that involves time and for which the total is given, find

information in different types of graphs such as pictographs, bar graphs, line graphs and circle graphs, find the size of a

portion of a whole if the size of the other portion is given, solve two-step equations, multiply three or more factors, simplify

expressions containing exponents, write an expression using exponents, identify polygons, name polygons according to the

number of sides they have, divide a two-digit number by a one-digit number using pencil and paper, determine whether a

number is divisible by 3.

ASSESSMENT

Demonstrate understanding through daily homework, test over lessons 46-50 after lesson 55, test over lessons 51-55 after

lesson 60


CONTENT Meteorology

When it rains it pours. Lightning never strikes twice in the same place.

SKILLS / OBJECTIVES

The water cycle: evaporation, condensation, and precipitation; clouds: cirrus, stratus, cumulus; the atmosphere: troposphere,

stratosphere, mesosphere, ionosphere; how the sun and the earth heat the atmosphere; air movement: wind direction and

speed, prevailing winds, air pressure, low and high pressure, air masses; cold and warm fronts: thunderheads, lightning and

electric charge, thunder, tornadoes, and hurricanes; forecasting the weather: barometers (relation between changes in

atmospheric pressure and weather), weather maps, weather satellites; weather and climate: “weather” refers to daily changes

in temperature, rainfall, sunshine, etc. while “climate” refers to weather trends that are longer than the cycle of the seasons.

ASSESSMENT




CONTENT Colorado History (cont.)

SKILLS / OBJECTIVES






explain the impact of mining on the environment; compare gold mining in CO in the past and present; identify the cash crops

raised by CO farmers; describe the work and annual routine involved in cash crops raised by CO farmers; describe the work

and annual routine involved in “open range” cattle raising; explain why a reliable source of water is important source to CO

farming; compare and contrast irrigated and dry and farming; describe the housing, family, and community life of farmers

and ranchers; explain how agricultural settlement of the Western Slope affected the lives of the Ute Indians; compare

farming and cattle raising in CO in the past and present; identify major developments in mining in CO since 1890; explain

the growth of cities and towns in CO during the first half of the 20th century; describe changes in farming and ranching

during that period; describe how everyday life changed in CO during the 1920’s; explain why CO experienced hard times

during the 1930’s; describe the role CO played in defending the nation during WWII; identify major demographic and

economic changes in mining, farming, and city life in CO since the war; explain the role of returning war veterans in

developing the ski industry in CO and describe the tourist and recreational opportunities that CO offers today.

ASSESSMENT



TECHNOLOGY

CONTENT

View Tab - Zoom

- Zoom

- 100%

- One or Two Page

TYPE to LEARN


CORE VIRTUES

Year One: Generosity

Year Two: Charity

Year Three: Service

4th

Grade Curriculum Map JANUARY


CONTENT Unit 5 – America on the Move

The Golden Spike John Henry Races the Steam Drill Immigrant Children The Dust Bowl

Pop’s Bridge

SKILLS / OBJECTIVES

Word structure-TSW understands homophones, Greek roots, homographs, Latin roots, homonym, synonym, superlative

adjectives and adverbs, antonyms contractions, homographs.

Comprehension: Fact and opinion, classify and categorize, reading with a writer’s eye, drawing conclusions, sequence

author’s purpose.

Fluency: TTW model fluency and intonation by reading pages aloud. TTW pause for commas, period, other punctuation,

natural breaks. TSW reread and practice reading with expression. STW read chorally several times until correct phrasing

and expression is used.

Literary elements: TSW learn expository test, tall tale, and historical fiction.

Inquiry: TSW begin the inquiry process for story; generate ideas and questions to explore; post material related to the

theme and unit investigation on the Concept/Question board; collaborate in groups; make and record conjecture; identify

and make plans; collect facts and ideas; use information they have found to confirm or revise conjectures; consider

presentation options.

Word analysis: TSW study Greek roots: chron, bio, erg, hydr, therm arch, typ. Latin roots; strain, legere, vers, man, rupt,

prim. Synonyms, antonyms, homographs.

Study Skills and Listening/Speak/Viewing: TSW learn interpreting the meaning, synonyms and shades of meaning,

listening for information, relating to content,summarizing and organizing information, drawing conclusions from

information, asking for opinions.

Grammar/Usage/Mechanics: STW review prepositional and prepositional phrases, pronouns in prepositional phrases,

sentence tense, combining sentences, compound sentences, consistenst verb tense, vary sentence types, run-ons and

fragments, consistent verb tense, using punctuation.

Writing process strategies: TSW learn how to write a list, tall tale, a book review, a news story through prewriting,

drafting, revising editing and publishing.

ASSESSMENT


blank, short answer tests, workbook pages, projects and written papers.

(continued in February)


CONTENT Six Trait Writing


Sentence Fluency - Jan & Feb

SENTENCE FLUENCY

Fluency trait (S2); Go over think about varying sentences (S3) ; Fluency song (S4) ; Do Pyramid sentences

in pairs (S5-6) ; Discuss run on sentences and sentence fragments; Do sheets (S8-9)

Discuss 4 types of sentences and how they add to writing; Have them cut out 4 types of sentence cards (S11) ;

Hand out strips for students to read to class. Have class hold up card for what type of sentence

they think it is. ; Do Four types of sentences on own (S12) ; Read “Come on rain” ; Discuss varying

sentences and describing weather; Read weather poem examples (S14-15) ;

Make a class list of different types of weather; Brainstorm ideas for writing a weather poem; Assign parts for

“The web files “ Play..may do more than once (S19-21)

Read “the web files” book and discuss how they write as a detective and how that differs from “regular” writing. ;

Hand out “Just the fact Ma’am” sheet (S23-24) ; Brainstorm a mystery to solve

Discuss how to fill out sheet; In partners decide on a mystery; And fill out sheet; Discuss poetry slam;

Read “Hey you? C’mere: A poetry Slam” ; Discuss how it is written and sentence varying

List food related words in poems and the sounds; Brainstorm new foods and sounds they make ;

Have them choose their favorite food and least 10 ways to describe it (S29) ;

Begin a poem about their favorite food..describing it with exciting words; Poetry competition

SKILLS / OBJECTIVES

ASSESSMENT



Fragments; simple sentences and compound parts; run-on sentences and comma splice; double negatives; editing.

SKILLS / OBJECTIVES

Vocabulary, fragments, simple sentences with compound parts, a run-on sentence, and independent pattern 3 sentences;

compound sentence, and a comma splice; mixed patterns 1-3, and double negatives; rough drafts,

revising and editing, the editing checklist, and editing an expository paragraph

ASSESSMENT

MATH - Saxon

LESSONS 60 – 70

CONTENT

Divisor, dividend, and quotient, similar and congruent figures, multiplying by multiples of 10, division with two-digit

answers and a remainder, millimeters, stories about a fraction of a group, collecting data with surveys, division answers

ending with zero, finding information to solve problems, geometric transformations, fraction of a set.

SKILLS / OBJECTIVES

Identify the divisor, dividend, and quotient in a division problem, divide a three- digit number by a one-digit number,

determine whether a number is divisible by 9, identify similar and congruent figures, multiply by multiples of 10, find a

two- digit answer with a remainder when dividing, measure the length of a segment or object in millimeters, convert

centimeters to millimeters and millimeters to centimeters, write a decimal subtraction problem to find the length of a

segment, solve problems about a fraction of a group, write questions without bias for a survey, use a tally sheet to record

the results of a survey, conduct a survey and display the results in a graph, divide two numbers to find a quotient that ends

in zero, examine a problem and choose the information needed to solve the problem, identify three transformations by their

common and geometric names, use turns, flips and slides to reorient geometric figures, find a fraction of a set.

ASSESSMENT


after lesson 70


CONTENT Meteorology (cont.)

When it rains it pours. Lightning never strikes twice in the same place.

SKILLS / OBJECTIVES

The water cycle: evaporation, condensation, and precipitation; clouds: cirrus, stratus, cumulus; the atmosphere:

troposphere, stratosphere, mesosphere, ionosphere; how the sun and the earth heat the atmosphere; air movement: wind

direction and speed, prevailing winds, air pressure, low and high pressure, air masses; cold and warm fronts: thunderheads,

lightning and electric charge, thunder, tornadoes, and hurricanes; forecasting the weather: barometers (relation between

changes in atmospheric pressure and weather), weather maps, weather satellites; weather and climate: “weather” refers to

daily changes in temperature, rainfall, sunshine, etc. while “climate” refers to weather trends that are longer than the cycle

of the seasons.

ASSESSMENT




CONTENT Colorado History (cont.)

SKILLS / OBJECTIVES






explain the impact of mining on the environment; compare gold mining in CO in the past and present; identify the cash

crops raised by CO farmers; describe the work and annual routine involved in cash crops raised by CO farmers; describe

the work and annual routine involved in “open range” cattle raising; explain why a reliable source of water is important

source to CO farming; compare and contrast irrigated and dry and farming; describe the housing, family, and community

life of farmers and ranchers; explain how agricultural settlement of the Western Slope affected the lives of the Ute Indians;

compare farming and cattle raising in CO in the past and present; identify major developments in mining in CO since

1890; explain the growth of cities and towns in CO during the first half of the 20th century; describe changes in farming

and ranching during that period; describe how everyday life changed in CO during the 1920’s; explain why CO

experienced hard times during the 1930’s; describe the role CO played in defending the nation during WWII; identify

major demographic and economic changes in mining, farming, and city life in CO since the war; explain the role of

returning war veterans in developing the ski industry in CO and describe the tourist and recreational opportunities that CO

offers today.

ASSESSMENT



CLASSICAL LITERATURE

CONTENT

Fragments; simple sentences and compound parts; run-on sentences and comma splice; double negatives; editing.

SKILLS / OBJECTIVES

Vocabulary, fragments, simple sentences with sentence, and independent pattern 3 sentences; compound sentence, and a

comma splice; mixed patterns 1-3, and double negatives; rough drafts, revising and editing, the editing checklist, and

editing an expository paragraph

ASSESSMENT

Oral definition tests, practice sentences tests, grammar test will be given to test each new concept as it is introduced. We

will be starting on a three day rotation, and as the year progresses, students will test on the same day sentences are

introduced.

TECHNOLOGY

CONTENT

View Tab – Show

- Ruler

- Gridlines

E-Pat Features for CMASS PARCC

Items that need to be reviewed for testing in computer curriculum:

- Drop Down

- Drag /

- Bar Graph / Histogram

- Highlighting

- Number line / coordinate plane items (hotspot)

- Toolbox Pointer

- Toolbox Calculator (5th-8

th gr)

- Ruler – standard and metric

- Magnifier

- Zoom in/out

TYPE to LEARN

All students will have passed two Type to Learn assessments by the end of the year..

CORE VIRTUES

Year One: Courage Year Two: Courage Year Three: Courage

4th

Grade Curriculum Map FEBRUARY


CONTENT Unit 5 – America on the Move

The Golden Spike John Henry Races the Steam Drill Immigrant Children The Dust Bowl

Pop’s Bridge

SKILLS / OBJECTIVES

Word structure-TSW understands homophones, Greek roots, homographs, Latin roots, homonym, synonym, superlative

adjectives and adverbs, antonyms contractions, homographs.

Comprehension: Fact and opinion, classify and categorize, reading with a writer’s eye, drawing conclusions, sequence

author’s purpose.

Fluency: TTW model fluency and intonation by reading pages aloud. TTW pause for commas, period, other punctuation,

natural breaks. TSW reread and practice reading with expression. STW read chorally several times until correct phrasing

and expression is used.

Literary elements: TSW learn expository test, tall tale, and historical fiction.

Inquiry: TSW begin the inquiry process for story; generate ideas and questions to explore; post material related to the

theme and unit investigation on the Concept/Question board; collaborate in groups; make and record conjecture; identify

and make plans; collect facts and ideas; use information they have found to confirm or revise conjectures; consider

presentation options.

Word analysis: TSW study Greek roots: chron, bio, erg, hydr, therm arch, typ. Latin roots; strain, legere, vers, man, rupt,

prim. Synonyms, antonyms, homographs.

Study Skills and Listening/Speak/Viewing: TSW learn interpreting the meaning, synonyms and shades of meaning,

listening for information, relating to content,summarizing and organizing information, drawing conclusions from

information, asking for opinions.

Grammar/Usage/Mechanics: STW review prepositional and prepositional phrases, pronouns in prepositional phrases,

sentence tense, combining sentences, compound sentences, consistenst verb tense, vary sentence types, run-ons and

fragments, consistent verb tense, using punctuation.

Writing process strategies: TSW learn how to write a list, tall tale, a book review, a news story through prewriting, drafting,

revising editing and publishing.

ASSESSMENT


blank, short answer tests, workbook pages, projects and written papers.


CONTENT

Sentence Fluency - Jan & Feb

SKILLS / OBJECTIVES

SENTENCE FLUENCY

Fluency trait (S2); Go over think about varying sentences (S3) ; Fluency song (S4) ; Do Pyramid sentences in

pairs (S5-6) ; Discuss run on sentences and sentence fragments; Do sheets (S8-9)

Discuss 4 types of sentences and how they add to writing; Have them cut out 4 types of sentence cards (S11) ;

Hand out strips for students to read to class. Have class hold up card for what type of sentence

they think it is. ; Do Four types of sentences on own (S12) ; Read “Come on rain” ; Discuss varying

sentences and describing weather; Read weather poem examples (S14-15) ;

Make a class list of different types of weather; Brainstorm ideas for writing a weather poem; Assign parts for

“The web files “ Play. May do more than once (S19-21)

Read “the web files” book and discuss how they write as a detective and how that differs from “regular” writing. ;

Hand out “Just the fact Ma’am” sheet (S23-24) ; Brainstorm a mystery to solve

Discuss how to fill out sheet; In partners decide on a mystery; And fill out sheet; Discuss poetry slam;

Read “Hey you? C’mere: A poetry Slam” ; Discuss how it is written and sentence varying

List food related words in poems and the sounds; Brainstorm new foods and sounds they make ; Have them

choose their favorite food and least 10 ways to describe it (S29) ;

Begin a poem about their favorite food describing it with exciting words; Poetry competition

ASSESSMENT



Predicate nouns; linking verbs; regular and irregular verbs; changing verb tenses; pronouns.

SKILLS / OBJECTIVES

Editing partners; predicate noun jingle and concept, linking verb, pattern 4, and the predicate noun in the noun check;

regular/irregular verbs, and independent pattern 4 sentences; simple verb tenses, and tenses of helping verbs; changing

present tense verbs to past tense verbs in a paragraph; changing past tense verbs to present tense verbs in a paragraph;

mixed patterns 1-4, personal pronouns and their antecedents; changing mixed tenses into present tense or past tense verbs in

a paragraph;

ASSESSMENT




MATH - Saxon

LESSONS 70 – 80

CONTENT

Measuring turns, division with three-digit answers, dividing money, U.S. Customary units of weight, metric units of

mass, classifying triangles, symmetry, division with zeros in three-digit answers, graphing relationships, angle measures,

tessellations, sales tax, change back, decimal numbers to thousandths, multiplying by 10, 100, and 1,000.

SKILLS / OBJECTIVES

Describe the amount and the direction of a turn, divide two numbers to find a three-digit answer, divide dollars and cents by

a whole number, identify the units of weight in the U.S. Customary system and to convert between these units, identify

units of mass in the metric system and to convert between these units, classify a triangle by the measure of its angles,

classify a triangle by the length of its sides, identify and draw lines of symmetry, solve division problems with zeros in

three-digit answers, extend a table of values that shows the relationship between two quantities, graph a point on a

coordinate grid, name the coordinates of a point on a coordinate grid, estimate the measure of an angle in degrees, create

and use an angle measurement tool to estimate angle measures, identify and create a tessellation, find the total cost of a

purchase including sales tax, find the sales tax on a purchase, calculate the amount of change that should be given back after

a purchase has been made, write a fraction with a denominator of 1000 as a decimal number and use words to name both

the fraction and the decimal number, write a decimal number with three decimal places as a fraction or a mixed number and

use words to name both the decimal number and the fraction or mixed number, multiply a whole number or dollars and

cents by 10, 100, and 1,000.

ASSESSMENT


after lesson 80


CONTENT Economics

SKILLS / OBJECTIVES

People respond to positive and negative incentives, define positive and negative economic incentives; give examples of the

kinds of goods and services produced in Colorado in different historical periods and their connection to economic

incentives, explain how the productive resources - natural, human, and capital- of Colorado have influenced the types of

goods produced and services provided; the relationship between choice and opportunity cost; define choice and opportunity

cost ; analyze different choices and their opportunity costs; give examples of the opportunity costs for individual decisions;

identify risks that individuals face; analyze methods of limiting financial risk.

ASSESSMENT



Begin Chemistry


CONTENT American Revolution Paul Revere’s Ride Concord Hymn Bury the Hatchet Rip Van Winkle and the Legend of Sleepy Hollow

SKILLS / OBJECTIVES

Explain why immigrants came to the American colonies; list the factors that began to unify the diverse population of the

American colonies; describe everyday life in the American colonies in the 1750’s ; compare and contrast the life of a child of

a slave with that of a child of a free person; identify Parliament and explain its powers, list and describe the most important

rights of British citizens; explain the reasons for the conflict between the French and the British; identify George Washington

and describe his role in conflict; describe the course of the conflict in the Ohio River valley; understand the events of the

French and Indian War; identify the provisions of the peace treaty between the British and the French; understand the

implications of the war’s outcome for Britain and the American colonies; understand the colonial policies Britain made as a

result of the French and Indian War, including the Proclamation of 1763; understand the effects of these policies on the

American colonies; understand the Stamp Act; explain how the colonists organized themselves to protest the Stamp Act;

understand the further actions of Parliament and the colonial responses to these actions; explain what happened at the Boston

Massacre; identify Sam Adams and explain his role in forming the Committees of Correspondence; describe the colonists

attitude toward Britain after the Boston Massacre; explain how the Committees of Correspondence formed and what their

purpose was: understand the events that resulted in the Boston Tea Party; explain what the Intolerable Acts were; describe

the colonists reactions to the Intolerable Acts: identify the First Continental Congress and explain why they met; understand

the outcome of the First Continental Congress; understand the events that occurred at Lexington and Concord; identify Paul

Revere and explain his role in the events; define the term Minutemen and explain who the minutemen were; understand the

main events of the Second Continental Congress; understand the course and outcome of the battle of Bunker Hill; understand

the main arguments and effects of Common Sense; understand and summarize the Declaration of Independence; compare

and contrast the British and Continental armies; understand the challenges facing George Washington as a commander in

chief; understand the roles that women and African Americans played in the war effort; understand Washington’s plan for

winning the war; understand the battles of Trenton and Princeton and their significance; understand the course of the war in

New York State; identify Generals Burgoyne and Howe and understand their roles in the British campaign; describe the

conditions at Valley Forge; describe the character of George Washington and how it affected the outcome of the

Revolutionary War; identify Frederick von Steuben and discuss his contribution to the Revolutionary War: describe battles in

the southern colonies, identify George Rogers Clark and describe his role in the war in the West; identify John Paul Jones

and describe his role in the American Revolution; identify Benedict Arnold and explain how and why he betrayed his

country; describe the final major battle at Yorktown; explain how the Americans defeated the British.

ASSESSMENT



TECHNOLOGY

CONTENT

Review Tab – Proofing

- Spelling and Grammar

- Research

E-Pat Features for CMASS PARCC

Items that need to be reviewed for testing in computer curriculum:

- Drop Down

- Drag /

- Bar Graph / Histogram

- Highlighting

- Number line / coordinate plane items (hotspot)

- Toolbox Pointer

- Toolbox Calculator (5th-8

th gr)

- Ruler – standard and metric

- Magnifier

- Zoom in/out

TYPE to LEARN


CORE VIRTUES

Year One: Loyalty

Year Two: Love of Country

Year Three: Honesty and Justice

\

4th Grade Curriculum Map MARCH


CONTENT Unit 6 – Dollars and Sense (and March)

Three Fables Business is looking Up

SKILLS / OBJECTIVES

Word Structure: TSW understand inflectional endings; understand compound words; understand Greek roots and affixes;

understand that Latin roots plus affixes are used to form English words; learn that affixes add to or change the meaning of

root words; learn to identify synonyms; understand that affixes often cause spelling changes in the root word; identify

antonyms and use prefixes to form antonyms; understand that affixes often cause spelling changes in the root word; identify

homographs and distinguish between them based on their meanings. TSW learn the meaning and how to syllabicate the

following vocabulary words: flowed, glacier, irrigation, jagged, particles, raging, reservoir, tickled, release, eventually,

energy, fuels, stored, contains, transferred, soar, bitterly, microscope, branch, depend, linked, seaweed, slightly, brittle,

burrow, circulate, decays, droop, predator, shrivel, swarming, ancestors, smoldering, clinging, dangle, wither, pollinate,

oxygen and start.

Comprehension: clarifying, making connections, summarizing, identifying sequence, reading with a writer’s eye, asking

questions, identifying the main idea and details, visualizing. Making inferences, adjusting reading speed, identifying fact and

opinion, predicting, classifying and categorizing.

Fluency: TTW model fluency and intonation by reading pages aloud. TTW pause for commas, periods, other punctuation,

and natural breaks. TSW reread and practice with expression. STW read chorally several times until correct phrasing and

expression is used.

Literary elements: TSW learn the features of narrative nonfiction, features of expository test and features of fantasy. TSW

also study story elements and characterization.

Inquiry: TSW begin the inquiry process for nature’s delicate balance; generate Ideas and questions to explore; post material

related to the theme and the unit investigation on the Concept/Question board; collaborate in groups; make and record

conjecture; identify and make plans; collect facts and ideas; use information they have found to confirm or revise

conjectures and consider opinions.

ASSESSMENT


blank, short answer tests; workbook pages; projects and written papers.


CONTENT

Word Choice - March & April

SKILLS / OBJECTIVES

WORD CHOICE

Introduce Word choice trait (WC2); Word choice song (WC3) ; Discuss using a thesaurus; Do thesaurus activity

in pairs (WC4) ; Go over reference sheets with “better” word replacements (R15-R18)

Make a class list of funny sounding, weird sounding, exciting, or scary; Have students write a few more on strips to

add to category.(WC6) ; Discuss what makes a “marvelous sound” (WC8)

Read “mama has a dancing heart” ; Discuss what an alliteration is and hyphen word phrases and how used in book;

Show Alliteration list in reference section (R19) ; Do sheet as class (WC9-10)

Review Marvelous words and alliterations; Do “quotes from Mama had a dancing heart” sheet (WC12) ; Brainstorm

writing a tribute poem about someone; Work on “tribute chart” in pairs (WC13)

Discuss adjectives (review) and how they will add to tribute chart; Do adjective sheet on own (WC15) ; Work on

rough draft of poem (WC26) ; Do class “Mother is nice” word choice editing (WC17)

Work on poem can use planner (WC18) ; In pairs use cards (WC21) to write 5 descriptive sentences. ; If time put

them together to make a “silly” paragraph;

Discuss similes and metaphor and how add to writing; Do Similes and Metaphor sheets (WC23-25) ; Put into

groups. Give each group a potato and have them fill out sensory chart about their potato (WC27)

Put up sentence strips with words like BRAVE, FEARLESS, MESMERIZING, DEATH DEFYING, SPINNING, and

ask if that was what they wrote about their potato..why not? ; Read “Brave Potatoes”

Discuss word usage in book; Tell them they are going to write about a potato and its adventures.; Hand out example

and read and discuss as class (WC29);

Brainstorm ideas of adventures and awesome adjectives; Allow to work on rough draft; Discuss going to read about

a wolf who loves to cook.; What are some of their favorite recipes/ foods

Read “The wolf who cried boy” ; Refer to chart of recipes from book (WC33) ; Put students in small group to come

up with new recipes for “boy/girl” foods; List on chart

Refer back to WC33 and discuss how to write a recipe; In pairs have them brainstorm a new recipe

ASSESSMENT



Descriptive writing and editing; quotation rules.

SKILLS / OBJECTIVES

Descriptive writing and editing a descriptive paragraph; beginning quotations; end quotations and other quotation rules;

ASSESSMENT




MATH - Saxon

LESSONS 80 – 90

CONTENT

Multiplying round numbers mentally, multiplying two-digit numbers, remainders in stories about equal groups, mixed

numbers and improper fractions, investigating fractions with manipulatives, decimal place value, classifying quadrilaterals.

SKILLS / OBJECTIVES

Multiply round numbers mentally, multiply a two-digit number by a two-digit number without regrouping, solve division

word problems that involve remainders, draw pictures to show mixed numbers and their equivalent improper fractions,

multiply a two-digit number by a two-digit number with regrouping, use fraction manipulatives to model equivalent fractions,

comparing fractions, reducing fractions, adding and subtracting fractions, exploring how fractions and percents are related,

and how fractions and decimals are related, identify decimal place value through thousandths, compare decimal numbers, add

and subtract decimal numbers, and recognize and name different types of quadrilaterals.

ASSESSMENT

Demonstrate understanding through daily homework, test over lessons 76-80 after lesson 85, test over lessons 81-85 after

lesson 90


CONTENT Chemistry and Electricity Break the ice.

SKILLS / OBJECTIVES

Atoms: all matter is made up of particles too small for the eye to see, called atoms; scientists have developed models of

atoms, why these have changed over time because of new discoveries, the models help us visualize what we cannot see;

atoms are made up of even tinier particles: protons, electrons, and neutrons; the concept of electrical charge: positive

charge, proton; negative charge, electron; no charge, neutron; like charges attract, unlike charges repel; properties of matter:

mass, the amount of matter in an object, similar to weight; volume, the amount of space a thing fills; density, how much

matter is packed into the space an object fills; vacuum, the absence of matter

ASSESSMENT



CONTENT Electricity

SKILLS / OBJECTIVES

Chemistry cont’d.---Elements: basic kinds of matter, of which there are a little more than one hundred; there are many

different kinds of atoms, but an element has only one kind of atom; familiar elements: gold, copper, aluminum, oxygen,

iron; most things are made up of a combination of elements; Solutions: a solution is formed when a substance (the

solute) is dissolved in another substance (the solvent), such as when sugar or salt is dissolved in water, the dissolved

substance is present in the solution even though you cannot see it; concentration and saturation (as demonstrated through

experiments through crystallization)

Electricity is the flow of electrons; static electricity; electric current; electric circuits, and experiments with simple

circuits (battery, wire, light bulb, filament, switch, fuse); closed circuit, open circuit, short circuit; conductors and

insulators; electromagnets: how they work and common uses; using electricity safely. Michael Faraday

ASSESSMENT


blank, short answer tests; worksheets; projects; and quizzes


CONTENT American Revolution (cont.) Paul Revere’s Ride Concord Hymn Bury the Hatchet Rip Van Winkle and the Legend of Sleepy Hollow

SKILLS / OBJECTIVES

Explain why immigrants came to the American colonies; list the factors that began to unify the diverse population of the

American colonies; describe everyday life in the American colonies in the 1750’s ; compare and contrast the life of a child of

a slave with that of a child of a free person; identify Parliament and explain its powers, list and describe the most important

rights of British citizens; explain the reasons for the conflict between the French and the British; identify George Washington

and describe his role in conflict; describe the course of the conflict in the Ohio River valley; understand the events of the

French and Indian War; identify the provisions of the peace treaty between the British and the French; understand the

implications of the war’s outcome for Britain and the American colonies; understand the colonial policies Britain made as a

result of the French and Indian War, including the Proclamation of 1763; understand the effects of these policies on the

American colonies; understand the Stamp Act; explain how the colonists organized themselves to protest the Stamp Act;

understand the further actions of Parliament and the colonial responses to these actions; explain what happened at the Boston

Massacre; identify Sam Adams and explain his role in forming the Committees of Correspondence; describe the colonists

attitude toward Britain after the Boston Massacre; explain how the Committees of Correspondence formed and what their

purpose was: understand the events that resulted in the Boston Tea Party; explain what the Intolerable Acts were; describe the

colonists reactions to the Intolerable Acts: identify the First Continental Congress and explain why they met; understand the

outcome of the First Continental Congress; understand the events that occurred at Lexington and Concord; identify Paul

Revere and explain his role in the events; define the term Minutemen and explain who the minutemen were; understand the

main events of the Second Continental Congress; understand the course and outcome of the battle of Bunker Hill; understand

the main arguments and effects of Common Sense; understand and summarize the Declaration of Independence; compare and

contrast the British and Continental armies; understand the challenges facing George Washington as a commander in chief;

understand the roles that women and African Americans played in the war effort; understand Washington’s plan for winning

the war; understand the battles of Trenton and Princeton and their significance; understand the course of the war in New York

State; identify Generals Burgoyne and Howe and understand their roles in the British campaign; describe the conditions at

Valley Forge; describe the character of George Washington and how it affected the outcome of the Revolutionary War;

identify Frederick von Steuben and discuss his contribution to the Revolutionary War: describe battles in the southern

colonies, identify George Rogers Clark and describe his role in the war in the West; identify John Paul Jones and describe his

role in the American Revolution; identify Benedict Arnold and explain how and why he betrayed his country; describe the

final major battle at Yorktown; explain how the Americans defeated the British.

ASSESSMENT



TECHNOLOGY

CONTENT

Review Tab – Proofing

- Thesaurus

- Word Count

TYPE to LEARN


CORE VIRTUES

Year One: Compassion

Year Two: Faithfulness

Year Three: Mercy

4th

Grade Curriculum Map APRIL


Unit 6 – Dollars and Sense (cont.)

Three Fables Business is looking Up

Begin Unit 2 Natures Delicate Balance

The Snowflake A Water Cycle Story: Energy Makes Things happen: Who Eats What?

Food Chains and Webs :What Rot! Nature’s Recycler

The Great Kapok Tree: A Tale of the Amazon Forest

SKILLS / OBJECTIVES

Word Structure: TSW understand inflectional endings; understand compound words; understand Greek roots and affixes;

understand that Latin roots plus affixes are used to form English words; learn that affixes add to or change the meaning of

root words; learn to identify synonyms; understand that affixes often cause spelling changes in the root word; identify

antonyms and use prefixes to form antonyms; understand that affixes often cause spelling changes in the root word;

identify homographs and distinguish between them based on their meanings. TSW learn the meaning and how to

syllabicate the following vocabulary words: flowed, glacier, irrigation, jagged, particles, raging, reservoir, tickled, release,

eventually, energy, fuels, stored, contains, transferred, soar, bitterly, microscope, branch, depend, linked, seaweed,

slightly, brittle, burrow, circulate, decays, droop, predator, shrivel, swarming, ancestors, smoldering, clinging, dangle,

wither, pollinate, oxygen and start.

Comprehension: clarifying, making connections, summarizing, identifying sequence, reading with a writer’s eye, asking

questions, identifying the main idea and details, visualizing. Making inferences, adjusting reading speed, identifying fact

and opinion, predicting, classifying and categorizing.

Fluency: TTW model fluency and intonation by reading pages aloud. TTW pause for commas, periods, other punctuation,

and natural breaks. TSW reread and practice with expression. STW read chorally several times until correct phrasing and

expression is used.

Literary elements: TSW learn the features of narrative nonfiction, features of expository test and features of fantasy. TSW

also study story elements and characterization.

Inquiry: TSW begin the inquiry process for nature’s delicate balance; generate Ideas and questions to explore; post

material related to the theme and the unit investigation on the Concept/Question board; collaborate in groups; make and

record conjecture; identify and make plans; collect facts and ideas; use information they have found to confirm or revise

conjectures and consider opinions.

ASSESSMENT




CONTENT

Word Choice - March & April

SKILLS / OBJECTIVES

WORD CHOICE

Introduce Word choice trait (WC2); Word choice song (WC3) ; Discuss using a thesaurus; Do thesaurus

activity in pairs (WC4) ; Go over reference sheets with “better” word replacements (R15-R18)

Make a class list of funny sounding, weird sounding, exciting, or scary; Have students write a few more on strips to

add to category.(WC6) ; Discuss what makes a “marvelous sound” (WC8)

Read “mama has a dancing heart” ; Discuss what an alliteration is and hyphen word phrases and how used in book;

Show Alliteration list in reference section (R19) ; Do sheet as class (WC9-10)

Review Marvelous words and alliterations; Do “quotes from Mama had a dancing heart” sheet (WC12) ;

Brainstorm writing a tribute poem about someone; Work on “tribute chart” in pairs (WC13)

Discuss adjectives (review) and how they will add to tribute chart; Do adjective sheet on own (WC15) ; Work on

rough draft of poem (WC26) ; Do class “Mother is nice” word choice editing (WC17)

Work on poem can use planner (WC18) ; In pairs use cards (WC21) to write 5 descriptive sentences. ; If time put

them together to make a “silly” paragraph;

Discuss similes and metaphor and how add to writing; Do Similes and Metaphor sheets (WC23-25) ; Put into

groups. Give each group a potato and have them fill out sensory chart about their potato (WC27)

Put up sentence strips with words like BRAVE, FEARLESS, MESMERIZING, DEATH DEFYING, SPINNING, and

ask if that was what they wrote about their potato..why not? ; Read “Brave Potatoes”

Discuss word usage in book; Tell them they are going to write about a potato and its adventures.; Hand out

example and read and discuss as class (WC29);

Brainstorm ideas of adventures and awesome adjectives; Allow to work on rough draft; Discuss going to read

about a wolf who loves to cook.; What are some of their favorite recipes/ foods

Read “The wolf who cried boy” ; Refer to chart of recipes from book (WC33) ; Put students in small group to

come up with new recipes for “boy/girl” foods; List on chart

Refer back to WC33 and discuss how to write a recipe; In pairs have them brainstorm a new recipe

ASSESSMENT



Narrative writing; dialogue; envelopes; tall tales; business letters; business envelopes.

SKILLS / OBJECTIVES

Vocabulary; narrative writing and editing a narrative; narrative with dialogue; the friendly letter and envelope;

unscrambling the parts of a friendly letter and envelope, and tall tales; the four types of business letters, and the parts of a

business letter; unscrambling the parts of a business letter and envelope;

ASSESSMENT




MATH - Saxon

LESSONS 90 – 105

CONTENT

Estimating multiplication and division answers, two-step word problems, two-step word problems about a fraction of a

group, average, mean, median, range, and mode, geometric solids, decimal numbers and money, constructing geometric

models, probability, tables and schedules, decimal number line tenths and hundredths, fractions equal to 1 and ½,

changing improper fractions to whole or mixed numbers, dividing by 10, evaluating expressions, adding and subtracting

fractions with common denominators, formulas and distributive property, equivalent fractions, divide by multiples of 10.

SKILLS / OBJECTIVES

Estimate the answers to multiplication and division problems, solve two-step word problems by drawing a picture or listing

the information given, solve two- step problems that involve fractions of a group, find average of a set of numbers, find the

mean, median, range, and mode of a set of numbers, identify and name geometric solids, write money amounts in two

forms, construct a three- dimensional model of a pyramid, cube, and cone, name the possible outcomes of an event, find the

probability of an outcome, express the chance of an event as a percent, read and use number information in a table, read and

use a schedule, read tenths and hundredths on a number line, round tenths to the nearest whole number, round hundredths

to the nearest tenth, measure objects to the nearest centimeter, identify and write fractions that are equal to 1 and ½,

compare fractions to ½, write an improper fraction as a whole or mixed number, divide by 10, evaluate expressions, add

and subtract fractions with common denominators, use formulas to find area and perimeter, use the distributive property to

multiply, use pictures to show that two fractions are equivalent, and find fractions that are equivalent to a given fraction.

ASSESSMENT


after lesson 100


CONTENT Human Body: Circulatory System

An ounce of prevention is worth a pound of cure

SKILLS / OBJECTIVES

The circulatory system: pioneering work of William Harvey; heart, four chambers (auricles and ventricles), aorta; blood,

red blood cells, white blood cells, platelets, hemoglobin, plasma, antibodies, blood vessels: arteries, veins, capillaries,

blood pressure and pulse, coagulation; filtering function of the liver and spleen; fatty deposits can clog blood vessels and

cause a heart attack; blood types (4 basic types A,B, AB, O) and transfusions;

ASSESSMENT




CONTENT American Revolution (cont.) Paul Revere’s Ride Concord Hymn Bury the Hatchet Rip Van Winkle and the Legend of Sleepy Hollow

CONTENT Constitution

Pollyanna Make Ends Meet Haste Makes Waste

You can lead a horse to water but can’t make him drink

SKILLS / OBJECTIVES

Recognize the importance of the Declaration of Independence; appreciate key concepts articulated in the Declaration,

including individual rights, consent of the governed, and limited government; define constitution and explain the

relationship between a constitution and ordinary laws; explain the general form and content of the states’ constitutions;

identify important differences between the Articles of Confederation and the state constitutions; explain the major

weaknesses of the Articles of Confederation; recognize the significance of the Northwest Ordinance; explain the reasons

Madison, Hamilton, Washington, and others wanted to strengthen or replace the Articles of Confederation; visualize the

setting of the Constitutional Convention; learn about some of the delegates to the Convention; explain the reasons the

Virginia Plan called for a stronger central government; understand why the convention voted to write a new constitution

rather than revise the Articles of Confederation; define the terms federal system, separation of powers, and checks and

balances; explain the Great Compromise, the Three-fifths Compromise, and the compromise on the slave trade; understand

other important provisions of the Constitution: how it could be amended, how it was to be ratified, and whether it would

supersede the states’ constitutions; describe the concluding sessions of the Constitutional convention; recognize and

appreciate the Preamble to the Constitution; explain the Anti-Federalist position; summarize the ratification process;

explain the basic rights included in the Bill of Rights; understand that the Constitution has lasted because it set up a limited,

flexible framework for government; state the four guiding principles of the Constitution: government power comes from

the consent of the governed, limited government, separation of power federalism.

ASSESSMENT



TECHNOLOGY

CONTENT

Home Tab - Editing

- Find

- Replace

TYPE to LEARN


CORE VIRTUES

Year One: Forgiveness Year Two: Graciousness and Courtesy Year Three: Gentleness and Humility

4th

Grade Curriculum Map MAY


CONTENT

Unit 2 Natures Delicate Balance

The Snowflake A Water Cycle Story: Energy Makes Things happen: Who Eats What?

Food Chains and Webs :What Rot! Nature’s Recycler

The Great Kapok Tree: A Tale of the Amazon Forest

SKILLS / OBJECTIVES

Word analysis:

TSW study the following Greek roots: phon.dem,path,derm, ,historia, and kardia.

TSW study the following Latin roots: dict. scribe, port, fer,and cre.

TSW study the synonyms; understand the /s/, /k/, and /j/ sound. Study Skills and listening/Speaking/ Viewing:

TSW learn about the different parts of a book; learn about literary devices, learn how to summarize and organize

information, learn how to listen for information; learn about using the encyclopedia and other media; learn how to engage

an audience; review how to determine fact and opinion; learn how to use visual aids.

Grammar/Usage/Mechanics:

STW review subjects and predicates; learn about complete simple sentences; review nouns and pronouns; learn about

paragraph indentation; learn about different types of sentences; learn about the use of quotation marks and punctuation ;

learn how to use colons and semicolons, learn about sentences with compound subjects; learn how to use commas in

series, dates and addresses; learn about compound predicates in sentences; review different types of sentences and end

punctuation; learn about compound sentences; review colons and semicolons.

Writing process strategies:

TSW learn how to write an explanations of a process; learn how to avoid common pitfalls in writing an explanation

process; learn how to narrow a topic and organize ideas; learn the importance of transition words; discuss different ways to

publish work; learn how to write an informative report, learn how to narrow a topic and organize ideas, review sources of

information, learn how to revise and edit their informative reports; learn to present their information objectively; learn how

to reorganize information; learn about bibliographies; publish their informational reports; be introduced to persuasive

writing; learn to create and use an outline; convert outline into persuasive report their.

ASSESSMENT




CONTENT

Six Trait Writing

SKILLS / OBJECTIVES

ASSESSMENT



Contractions, dictionary skills; parts of a book; creative writing.

SKILLS / OBJECTIVES

The thank-you note; the invitation; contractions; dictionary skills, and alphabetizing; guide words; entry words; the main

parts of a library, how to find books and how to use the card catalog; parts of a book, title page, table of contents, copy

right page, index, bibliography, preface, appendix, glossary, and body; reading purposes, reading speeds, skimming and

scanning; creative writing

ASSESSMENT




MATH - Saxon

LESSONS 105 – 120 and Post Test

CONTENT

Volume, estimating area, reducing fractions, multiplying a three-digit number by a two- digit number, simplifying fraction

answers, renaming fractions, common denominators, rounding whole numbers through hundred millions, dividing by two-

digit numbers, adding and subtracting fractions with different denominators, adding and subtracting mixed numbers with

different denominators, solving equations.

SKILLS / OBJECTIVES

Divide by multiples of 10, find the volume of rectangular solids, estimate the area of a shape using a grid, write the reduced

form of a fraction, multiply a three-digit number by a two-digit number, write an answer that contains a fraction in the

simplest form possible, find a fraction with a specified denominator that is equivalent to a given fraction, rename fractions

whose denominators are not equal by using a common denominator of the fractions, round whole numbers to the nearest

ten thousand, the nearest hundred thousand, and so on through the nearest hundred million, divide by two-digit numbers,

add and subtract fractions with different denominators, add and subtract mixed numbers with different denominators, use

illustrations of balanced scales to model solving equations.

ASSESSMENT

Demonstrate understanding through daily homework, test over lessons 96- 100 after lesson 105, test over lessons 101-

105 after lesson 110, test over lessons 110-115 after lesson 120, followed by a post test.


CONTENT Human Body: Respiratory System

SKILLS / OBJECTIVES

The respiratory system: process of taking oxygen and getting rid of carbon dioxide; nose, throat, voice box, trachea

(windpipe); lungs, bronchi, bronchial tubes, diaphragm, ribs, alveoli (air sacs); smoking: damage to lung tissue, lung

cancer

Elizabeth Blackwell Charles Drew

ASSESSMENT




CONTENT Early Presidents

Benjamin Banneker Run of the Mill Live and let Live Money burning a Hole in your Pocket

SKILLS / OBJECTIVES

Describe the decisions that George Washington made after he resigned as commander in chief of the Continental army;

describe George Washington’s inauguration as President; understand the first decisions President Washington and Congress

made; describe the functions of the Departments of State, War, and Treasury, as well as the Cabinet and the Supreme

Court; understand the differences between Alexander Hamilton and Thomas Jefferson; describe how the first political

parties came into being; explain why farmers rebelled against the whiskey tax; describe the impact of the election of 1796;

explain how President John Adams kept the United States out of war; describe L;Enfant’s plan for the city of Washington;

describe the condition of the White House when John Adams and his family moved in; explain Jefferson’s beliefs about

equality; explain how the United States acquired the Louisiana Territory; list the events that led to the War of 1812;

describe the roles of the War Hawks, Oliver H. Perry, Francis Scott Key, and Andrew Jackson in the War of 1812; explain

the outcome of the War of 1812; explain how the United States gained Florida; understand the significance of the Monroe

Doctrine; compare the personalities and the presidencies of James Monroe and John Quincy Adams; explain the phrase

“the rise of the common man”; describe the effects of the Indian Removal Act; list two ways the early Presidents helped

our nation;

ASSESSMENT



TECHNOLOGY

CONTENT

Other

- Undo – Control Z

- Redo – Control Y

- Insert Tab – Table

- Insert Tab - Pages

- Page Break

TYPE to LEARN


CORE VIRTUES

Year One: Hope Year Two: Joy Year Three: Wonder

4th

Grade Curriculum Map SPECIALS AUGUST

CORE VIRTUES

Year One Year Two Year Three : Respect & Responsibility

ART

UNIT Classroom Procedures; Lines

CONTENT Safety & procedures; Various Lines

SKILLS Review lines. Make a contour drawing.

Make a list of elements and principles, and show examples of principles.

ASSESSMENT Check lists

CORE KNOWLEDGE enhancement - Middle Ages and / or World Mountains

MUSIC

UNIT

Elements of Music; Listening/ Performance Etiquette; Following a Conductor; Time Signatures

CONTENT

Review basic music elements and instrument families; “I Love the Mountains” ; Rhythm: Whole

note, half note, quarter note, eighth note, whole rest, half rest, quarter rest Notation: Treble Clef, staff,

bar line, double bar line, measure, repeat signs Notation: Names of lines and spaces in the treble clef: Middle C

Dynamic Markings: pp, mp, pp, mf, f, ff; Scales as the basis of melody and harmony

SKILLS

SW become familiar with some of the basic elements of music including rhythmic notation, melodic

notation, and dynamic markings. ; 2-3 part rounds SW scales using solfege;

SW recognize by sight and sounds the selected instruments of the middle ages. ; SW explain the top and

bottom numbers of time signatures;

SW write, read and perform using musical notation. Including whole , half, and quarter notes and their

respective rests. ; SW hear and id pentatonic, major, minor, and chromatic scales.

ASSESSMENT

notation alone and with others. ; SW id pitches/notes by name, number and/or value


PHYSICAL EDUCATION

UNIT – RULES AND EXPECTATIONS:

CONTENT:

Safety Follows directions and classroom rules Cooperation

Plays fair Respects Differences Identifies feelings

SKILLS:

Understands rules and safety concerns Comprehend the protocols used in a physical education setting

Understands expectations Understands the importance of cooperation and sportsmanship

ASSESSMENT:

Teacher observation Teacher checklist Peer Assessments


SPANISH

CONTENT

Vocabulary - Greetings and expressions; Numbers 0-31; Alphabet

Culture – Latin American countries

SKILLS and OBJECTIVES

Identify numbers 0- 20; Properly greet people (formal and informal) ; Write number word 0-31

ASSESSMENT Worksheets; Quiz; Bingo with written number words.


4th

Grade Curriculum Map SPECIALS SEPTEMBER

CORE VIRTUES

Year One Year Two Year Three: Respect & Responsibility

ART

UNIT

Art of the Middle Ages in Europe

CONTENT

Note the generally religious nature of art in the Middle Ages; Identify the features of a castle.

SKILLS

Look at examples of art, and talk about the purpose of the artwork. Draw or paint a castle;

Include architectural features.

ASSESSMENT

Class Discussion; Check artwork for creativity architectural features.

CORE KNOWLEDGE enhancement Social Studies – Middle Ages Science – World Mountains

MUSIC

UNIT

Meter in Music; Introduction, Interlude, Coda; CK Songs: Walzing Matilda;

The Yellow Rose of Texas; Loch Lomond; My Grandfather’s Clock

CONTENT

(continue) Review basic music elements and instrument families; CK Songs: Walzing Matilda;

The Yellow Rose of Texas; Loch Lomond; My Grandfather’s Clock

SKILLS

SW experience the use of bar lines in music affects beat placement.

SW rehearse songs by singing unaccompanied, accompanied, and in unison.

SW recognize harmony; sing simple rounds and canons.

SW recognize verse and refrain. SW recognize introduction and coda.

SW work with timbre and phrasing.

SW understand the historical importance of Gregorian chant. ;

SW recognize the chant when heard 2-3 part rounds; Introduction, Interlude, Coda

SW id pitches/notes by name, number and/or value

ASSESSMENT

Notation activities; Teacher will observe students’ participation in class. ;

Class Discussion; Test-Music Basics

CORE KNOWLEDGE enhancement - Social Studies – Middle Ages Science – World Mountains

PHYSICAL EDUCATION

UNIT – THROWING GAMES:

CONTENT

Cues of throwing:

Step with opposite foot Arm extended back/elbow up Point to target with non throwing hand

Release towards target Follow through

Cues of catching:

Eyes on thrower Hands up Absorb force towards body

SKILLS:

Perform the correct cues of a proper throw

Be able to receive a ball thrown successfully

Be able to throw for accuracy

ASSESSMENT:

Teacher checklist I pad assessment

SPANISH

4th

Grade Curriculum Map SPECIALS OCTOBER

CORE VIRTUES

Year One: Diligence

Year Two: Self-Control and Self Discipline

Year Three: Perseverance

ART

UNIT Art of the Middle Ages (continued) ; Islamic Art and Architecture

CONTENT Become familiar with the features of Gothic architecture. ;

Become familiar with examples of Islamic Art.

SKILLS Study the architectural features of Notre Dame Cathedral;

Look at examples from the Koran and illuminated manuscript

ASSESSMENT Check notes.

CORE KNOWLEDGE enhancement – Chinese Dynasties – Earths Layers; Volcanoes; Weathering

MUSIC

UNIT Music of the Middle Ages; Instruments of the Middle Ages; Gregorian Chant:

CONTENT

SKILLS Students will complete 2 recorder compositions using 4/4 and 3/4 time signatures

ASSESSMENT TW observe and assess student performance. ; Assessment: Quiz on basic notation


PHYSICAL EDUCATION

UNIT – BASKETBALL:

CONTENT:

Cues of shooting:

(BEEF)

B-bended kneed

E-Elbow in pointing at target

E-Extend elbow towards basket

F-Follow through

Cues of passing:

Bend Knees Hands on both sides of the ball Thumbs down

Step towards target Follow through

Cues of dribbling:

Head up Use finger pads Wide stance Knees bent

SKILLS:

Perform the correct cues of dribbling, shooting, and passing

Utilize these SKILLS in a modified game.

Activities: Dribble Tag Lay ups Cougar ball

ASSESSMENT:

Teacher checklist and rubric Written test Teacher/Student discussion I pad assessment


SPANISH

CONTENT

Vocabulary - Command and expressions; Translate phrases; Write sentences; Colors

Culture – Day of the Dead Presentation


Dictate sentences; Write sentences with commands; Review colors

ASSESSMENT

Write sentences with commands and expressions; Translate sentences; Dictation of letter


4th

Grade Curriculum Map SPECIALS NOVEMBER

CORE VIRTUES

Year One: Gratitude Year Two: Wonder Year Three: Stewardship

ART

UNIT Islamic Art and Architecture; The Art of Africa

CONTENT Note characteristic; features of Islamic architecture; Note the spiritual; purposes of

many African artworks, such as masks used in ceremonies for planting, hunting, or harvesting.

SKILLS Create a design inspired by Islamic art.; Show examples of African art. Create an original

print inspired by African art.

ASSESSMENT Class discussion Check design and craftsmanship; Check prints for creativity and design.

CORE KNOWLEDGE enhancement – Chinese Dynasties – Geology; Meteorology

MUSIC

UNIT Musical Program Preparation; Following a Conductor; Listening/ Performance Etiquette

CONTENT Musical Rehearsals

SKILLS

SW play songs on recorder using proper fingering. SW compose original piece on recorder.

SW id pitches/notes by name, number and/or value

SW perform musical in front of audience demonstrating proper posture and singing technique

ASSESSMENT

Teacher will assess by observing students performing selected songs on recorder to earn recorder karate belts.

Students will complete a recorder composition using notes learned on recorder.

Teacher will assess by observing students performing selected songs on recorder to earn recorder karate belts.

Students will complete 2 recorder compositions using 4/4 and 3/4 time signatures.

TW observe students in their performance and assess.


PHYSICAL EDUCATION

UNIT – FITNESS

CONTENT:

Fitness testing: Pacer test Curl-ups Push-ups Pull-ups Flexibility

SKILLS:

Demonstrate the ability to perform the identified fitness-gram test items and record and interpret personal

scores; Demonstrate the ability to set realistic fitness goals for each of the components of health related

fitness based on their fitness scores

Participate in regular physical activity

ASSESSMENT:

Teacher Observation I pad assessment


SPANISH

CONTENT

Vocabulary - Nouns; Genders; Alphabet; Family; Possessive adjectives

Culture – Day of the Dead Presentation


Gender for the nouns; Worksheet on the family; Poster board for the family

ASSESSMENT

Poster board and presentation for the family; New vocabulary for the family;

Write sentences with possessive adjectives for family members.


4th

Grade Curriculum Map SPECIALS DECEMBER

CORE VIRTUES

Year One: Generosity

Year Two: Charity

Year Three: Service

ART

UNIT The Art of China

CONTENT Become familiar with examples of Chinese art.

SKILLS Note characteristics of Chinese art. Practice Chinese brush painting.

ASSESSMENT Class discussion; look at the painted exercises.

CORE KNOWLEDGE enhancement Soc Studies – American Revolution Science – Chemistry; Meteorology

MUSIC

UNIT

Musical Performance; Following a Conductor; Listening/ Performance Etiquette; Reading, Writing

and Performing Rhythmic Notation

CONTENT

-----

SKILLS

-----

ASSESSMENT

-----


PHYSICAL EDUCATION

UNIT – SOFTBALL/KICKBALL

CONTENT:

Cues of throwing:

Step with opposite foot Arm extended back/elbow up Point to target with non throwing hand

Release towards target Follow through

Cues of catching:

Eyes on thrower Hands up Absorb force towards body

Fielding:

Wide stance Eyes on ball Hands down head up

Receive ball in front of body

Batting:

Eyes on ball Wide stance Step towards target

Follow through Extend hands and bat parallel to surface

SKILLS:

Demonstrate the correct cues of throwing, catching, fielding, and batting

Use a variety of skills in multiple game situations

ASSESSMENT:

Written test Teacher checklist and rubric I pad assessment


SPANISH

CONTENT

Vocabulary - Rooms in the house; Diminutives; Place setting

Culture – Christmas in Latin America Different foods


Identify rooms in the house; Identify place settings; Sentences with diminutive words

ASSESSMENT

Floor to identify rooms; Drawing of place setting; Write sentences about diminutive words; Menu


4th

Grade Curriculum Map SPECIALS JANUARY

CORE VIRTUES

Year One: Courage Year Two: Courage Year Three: Courage

ART

UNIT The Art of a New Nation

CONTENT Become familiar with; famous portraits and paintings by Gilbert Stuart and John Singleton, Copley;

Study the architectural features of Monticello.

SKILLS Look at famous portraits and paintings and talk about the role of the artist in a new country.

ASSESSMENT Class discussion; Students will choose an artwork and write about why they like the artwork.

CORE KNOWLEDGE enhancement Soc Studies – Colorado History Science – Electricity; Chemistry

MUSIC

UNIT Elements of Music: “Playing Recorders”

CONTENT Review BAGED; fingerings; Play various songs with these 5 notes; SW write, read and

perform using musical notation. ; Including whole , half, and quarter notes and their respective rests.

SKILLS

-----

ASSESSMENT

-----


PHYSICAL EDUCATION

UNIT – CHASING/FLEEING AND DODGING

CONTENT:

Cues of dodging:

Avoid tagger Change of direction One handed Two handed

Body control

Cues of chasing:

Eye on target Reach to tag Arms extended Trap in corners

Concentrate on one target at a time

Cues of fleeing:

Use fakes Change directions Change speeds Keep head up

SKILLS:

Demonstrate dodging, chasing, and fleeing techniques

Use these techniques in a variety of games and activities

Explain how using these skills can increase overall fitness level

ASSESSMENT:

Teach observation I pad assessment


SPANISH

CONTENT

Vocabulary - Review of previous vocabulary; Numbers 0-100; Weather words; Possessive

adj.

Culture – The Three Wise Men


Review pronunciation; Identify days of the week and months; Recite weather

ASSESSMENT

Translate sentences; Recite days of the week and months; Sentences about the weather;

Three Wise Men story


4th

Grade Curriculum Map SPECIALS FEBRUARY

CORE VIRTUES

Year One: Loyalty

Year Two: Love of Country

Year Three: Honesty and Justice

\

ART

UNIT The Color Wheel

CONTENT The color wheel

SKILLS Students will paint a color wheel, and list color vocabulary.

ASSESSMENT Check colors as they paint. Look at the painted exercises.

CORE KNOWLEDGE enhancement Soc Studies – Colorado History; Economics Science – Electricity

MUSIC

UNIT Recorders (continued); Handel; 2 Measure Compositions

CONTEN Auld Lang Syne; Handel “Hallelujah Chorus” from the Messiah

SKILLS SW listen to the “Hallelujah Chorus” following a listening map and recognizing female and

male vocal ranges

ASSESSMENT Handel Test Notation Review


PHYSICAL EDUCATION

UNIT – HOCKEY/NET/WALL skills:

CONTENT:

Cues of striking:

Wide based stance Maintain eyes on object Back swing Contact Follow through

Cues of receiving:

Move to object Eyes on target Position feet with object in front

Absorb the object with stick Strike object with hand, racquet or stick

SKILLS:

Demonstrate the proper striking techniques for volleyball, badminton, and floor hockey

Utilize skill in a variety of games

Activities: Drop B.U.M.P Mini/Modified Net/Wall/Hockey games

ASSESSMENT:

Written test Teacher checklist I pad assessment


SPANISH

CONTENT

Vocabulary - Review previous vocabulary; Vocabulary about the house; Recite sentences

Culture – San Valentin


Review vocabulary; Learn new vocabulary; Write and recite sentences; Cognates

ASSESSMENT

Quiz; Practice speaking new vocabulary; Write sentences about the house room and items.


4th

Grade Curriculum Map SPECIALS MARCH

CORE VIRTUES

Year One: Compassion

Year Two: Faithfulness

Year Three: Mercy

ART

UNIT Drawing & Painting

CONTENT Create a work of art based on a sensory experience.

SKILLS Paint a picture that is inspired by music.

ASSESSMENT -----

CORE KNOWLEDGE enhancement Social Studies – Constitution Science – Circulatory System

MUSIC

UNIT

Listening and Understanding Composers and Their Music; Mozart-Opera; Theme and Variations;

Listening and Understanding Composers and Their Music;

Haydn; Instruments and Music of the World (overview) ; Composition of 8 Measure

CONTENT

Mozart: “The Magic Flute” ; Curriculum : Opera- The Magic Flute; Blow the Man Down; Cockles and

Mussels; Comin’ Through the Rye; Theme and Variations “Ah Vous diai- je Maman” (Twinkle, Twinkle

Little Star” ; Haydn: “Symphony No. 94

SKILLS

SW understand the difference between an opera and a musical. SW read the story synopsis of the magic flute. SW

describe the different timbres of voice quality for each character and recognize the characters in

the opera. SW identify the plot, setting and scenes of the opera; SW watch the opera on DVD.

Upon listening, SW recognize and be able to describe theme and variations.

ASSESSMENT

Assessments: Teacher will question students. Students will complete worksheet on vocal tone descriptions for

each character. Students will complete worksheet on plot, scene, and setting. Assessment: Final

Test will be given on the Magic Flute. This will include listening excerpts and multiple choice questions.


PHYSICAL EDUCATION

UNIT – SOCCER

CONTENT:

Cues of kicking:

Place non kicking foot next to ball Strike ball with either instep or laces of kicking foot

Cues of Trapping:

Eyes on ball Position in front of object Absorb ball with foot

SKILLS:

Demonstrate the correct cues of kicking and trapping

Use teamwork to achieve success in game play

How can practicing these skills improve your performance

ASSESSMENT: Teacher Observation Teacher Checklist


SPANISH

CONTENT

Vocabulary - Alphabet; Capital letter; Diminutive; Mealtime

Culture – Food in Latin America


Recite the Spanish alphabet; Grammar; New words; Food

ASSESSMENT

Pronounce the alphabet; Correct grammar usage; Mealtime vocabulary


4th

Grade Curriculum Map SPECIALS APRIL

CORE VIRTUES

Year One: Forgiveness Year Two: Graciousness and Courtesy Year Three: Gentleness and Humility

ART

UNIT Drawing & Painting continued

CONTENT Increase Drawing Skills

SKILLS Practice Mona Brooke’s drawing techniques

ASSESSMENT -----

CORE KNOWLEDGE enhancement Social Studies – Early Presidents Science – Respiratory System

MUSIC

UNIT Core Knowledge Songs; Musical Instrument Identification (sight and sound) ; Vocal Ranges

CONTENT Military Music: Air Force Song; The Marine’s Hymn; Taps/ Bugle calls; Anchors Aweigh;

The Army Goes Rolling Along(Caisson ’s Song)

SKILLS SW understand the historical and cultural significance of each song; Using solfege, SW sing melody of

Each song. ; SW sing each song with words. ; SW play Orff instruments to accompany each song. ;

SW id instruments by sight and sound. ; 2-3 part rounds; SW experience and recognize vocal ranges

through listening.

ASSESSMENT Assessments during this unit will be Teacher Observation of Students singing with proper singing

technique and Teacher Observation of students playing Orff instruments in class to accompany songs.

Different students will accompany different songs throughout the unit.


PHYSICAL EDUCATION

UNIT – SCOOTER GAMES

CONTENT:

Cues of scooter riding:

2 hands on scooter at all times Stay seated at all times Hands off ground No contact

Cues of partner scooters:

Go at a safe speed Push on shoulders of partner (not head) Keep partner on scooter

Keep a safe distance from others

SKILLS:

Demonstrate the proper technique for riding a scooter efficiently and safely

Use scooter in a variety of games

ASSESSMENT:

Teacher Observation Teacher Checklist


SPANISH

CONTENT

Vocabulary - Numbers 0-100; Holidays; Weather vocabulary

Culture – The different weather patterns El Niño and La Niña


Identify numbers; Count objects; Definite and Indefinite articles; Identify weather words

ASSESSMENT

Recite numbers; Dictate numbers; Write sentences with articles; Tell the weather


4th

Grade Curriculum Map SPECIALS MAY

CORE VIRTUES

Year One: Hope Year Two: Joy Year Three: Wonder

ART

UNIT Illustrating a story or poem

CONTENT Illustration

SKILLS Students will create an artwork inspired by a story or poem.

ASSESSMENT Check for tidy craftsmanship

CORE KNOWLEDGE enhancement Science – Reparatory System Social Studies – Reformers

In addition to the Core Knowledge Curriculum, drawing skills will be emphasized.

MUSIC

UNIT

Theme and Variations; Listening and Understanding : The Orchestra; Song and Composer Review

CONTENT

The Orchestra: review the four instrument families. ; Benjamin Britten’s, The Young Person’s Guide to

the Orchestra Song and Composer Review

SKILLS

SW recognize and explain a theme and variations composition.

SW classify specific instruments into the following families. Strings, Woodwinds, Brass, or Percussion

SW listen to Britten’s “The Young Person’s Guide to the Orchestra”

ASSESSMENT

SW listen to and discuss Britten’s “The young person’s guide to the orchestra”

SW explain what they heard using musical terms; Notation Review


PHYSICAL EDUCATION

UNIT – FIELD DAY / TEAM GAMES

CONTENT:

Field day games:

Capture the flag Scarf Tag 50 yard dash Jump the creek

Marble relay Dizzy bat race Gunny sack relay

SKILLS:

Demonstrate competency in a variety of games

Utilize fundamental field and playground game skills

Apply knowledge of the rules of the games

Utilize tactics and strategy in game play

Compare and contrast the role of individual vs. team aspects in field and playground games

Describe the role of both a leader and follower

ASSESSMENT:

Teacher Observation I pad assessment


SPANISH

CONTENT

Vocabulary - La familia; Review of nouns and verbs

Culture –


My family project; Review of previous vocabulary

ASSESSMENT

Poster board or memory book project family; Sentences for each member of the family


Documents

4th Grade Curriculum Map AUGUST - Home - Colorado …...4th Grade Curriculum Map AUGUST READING - Imagine It! CONTENT Introducing SRA Imagine It! SKILLS / OBJECTIVES be introduced