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ELA 4th Grade
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Lesson 1: Spelling and Word Study Concept/Topic to Teach: Class discussion on the Boston Bruins and words associated with the Bruins. Decide which words would be appropriate for 4th grade spelling. Standards Addressed: Standard 4.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use correct capitalization.
Spell grade-appropriate words correctly, consulting references as needed. General Goal(s) – Expected Outcome:
Use the Bruins I.C.E. School Spelling/Word Study lessons to master spelling words over a five-day span.
Specific Objectives:
Students will complete their spelling activities during the five-day span.
Students will master their spelling words while gaining knowledge of the sport of hockey and the Boston Bruins.
Required Materials:
List of Boston Bruins Spelling Words
Spelling Worksheets: o Spelling Practice o Hat Trick Hockey o Spelling Trial Test for homework and Buddy/Peer Trial Test for an in class assignment o Weekly Spelling Test
Introduction: Create a list (with students or by the teacher) of Boston Bruins/hockey words appropriate for 4th grade spelling. Modeling/Explanation
The teacher will read and discuss the directions for the lesson being taught.
Students will be given time to complete the assignment. Independent Practice
Students will complete their assignments independently and study their words in order to master them for the spelling test.
Differentiated Instruction:
ELA 4th Grade
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Adaptations (For Students with Learning Disabilities)
Read directions out loud
Fewer spelling words to study for the test
Teacher check In for multiple day/night assignments
Peer studying Extensions (For Gifted Students)
Create a longer list of more challenging spelling words
Complete an additional assignment(s) on the Hat Trick Spelling Test Check for Understanding
Students will master their weekly spelling words and retain the correct spelling for later use.
Spelling Activities will be completed successfully and in a timely manner to be determined by the teacher.
Closure/Wrap-Up Class discusses and shares their Hat Trick Activities. Evaluation Assess students using the completed Hat Trick Spelling activities and the Spelling Test.
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Name________________________________________ Date ____________
Bruins Spelling Practice
Spelling List
Spelling Pretest Words To Learn
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Name _________________________________ Date __________
Hat Trick Spelling Get ready to score a hat trick! Choose 3 Spelling activities to complete this week. You will score a goal for each activity you successfully complete. Go for the Hat Trick!
Black and Gold Spelling
Write your spelling words on the left side of the paper. On the right side, write your spelling words with the consonants in black and the vowels in gold (yellow).
Left Hand and Right Hand Shot Write your spelling words using your dominant hand (the one you usually write with), then take a shot at writing the words using your other hand.
Bostonbruins.hockey News Article Pretend you are a reporter for the news website bostonbruins.hockey. Use 10 or more of your words to write an informative article about the Boston Bruins or the sport of hockey.
Spelling Sentences
Write 10 well written sentences using 10 or more of your spelling words. Each sentence should show something you learned about the Bruins or the sport of hockey. Correct capitalization and punctuation are needed.
Spelling Poster
Create a colorful and neat poster using 10 or more of your spelling words, illustrating something related to the Bruins or the sport of hockey. Be creative, use lots of color, and be neat!
Cut It Out!
Use magazines, newspapers, catalogs, or the computer to cut out the letters to make your spelling words. Create 10 or more of your spelling words and glue them onto a sheet of paper (you may use colored paper).
Score ___________
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Name _________________________________ Date _________
Boston Bruins Spelling Trial Test
Ask your coach to give you a Spelling Test and then correct the test for you. You can award yourself one goal for each word you have spelled correctly. ______________________________ ______________________________
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Score ______________ Coach’s Signature __________________________________
Boston Bruins Spelling (*sample Spelling/Word Study words)
Stanley Cup offense National Hockey League hockey stick Boston defense Bruins assist TD Garden broadcast Eastern Conference Champions slap shot Prince of Wales Cup competitive goal defenseman penalty black and gold power play icing on ice officials three periods referees Blades linesmen attacking zone off ice officials concessions professionals puck athletic forward uniforms goalkeeper shut out face off standings Star Spangled Banner championship national anthem zamboni roster equipment substitution
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Lesson 2: Sticking with the Boston Bruins in Action
Concept/Topic to Teach: An activity using verbs to show how they are related to the Boston Bruins and the sport of hockey. Students will write a descriptive paragraph about a hockey player in action, create a hockey player made from pipe cleaners, and illustrate a background above the paragraph before gluing the hockey player onto their paper. Standards Addressed: Standard 4.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
a. Form and use the progressive verb tenses (e.g., I was walking, I am walking, I will be walking.).
c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. f. Produce complete sentences, recognizing and correcting inappropriate fragments and
run-ons. *MA. 1.h. Write legibly by hand, using either printing or cursive handwriting.
Standard 4.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
a. Use correct capitalization. d. Spell grade-appropriate words correctly, consulting references as needed.
Standard 4.3: Use knowledge of language and its conventions when writing, speaking, reading or listening. a. Choose words and phrases to convey ideas precisely. b. Choose punctuation for effect.
Standard 4.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g. quizzed, whined, stammered) and that are specific to a particular topic. General Goal(s) – Expected Outcome:
Students will show their knowledge of verbs and paragraph writing by creating an action figure of a hockey player, writing a descriptive paragraph detailing the action, and creating an illustration to go along with the player’s action.
ELA
4th Grade
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Specific Objectives:
Students will master action verbs and become familiar with the use of progressive verb tenses and modal auxiliaries.
Students will use conventions in writing correctly and handwriting will be legibly printed or written in cursive.
Students will write a paragraph clearly showing the action that takes place in the sport of hockey.
Required Materials:
Large sheet of white construction paper for illustration, lined paper for written paragraph and a pencil
Pipe cleaners
Chart paper
Markers, crayons, and/or colored pencils
*Optional – any spelling/grammar reference book available in the classroom
Introduction: The teacher will review action verbs, progressive tense verbs, and modal auxiliaries, as well as review what is needed for a well-written paragraph with the correct use of conventions.
Modeling/Explanation:
The teacher will read and discuss the directions for the lesson being used.
The teacher will show the students how to create an action figure using pipe cleaners.
Students will be given time to complete the assignment. Independent Practice:
Students will write a descriptive, action paragraph about a Boston Bruins player or the sport of hockey with an action figure and an illustration to go along with the paragraph.
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4th Grade
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4th Grade
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Differentiated Instruction: Adaptations (For Students with Learning Disabilities)
Read the directions out loud.
Have students work in pairs or small groups.
Provide guidance in creating an action figure using pipe cleaners. Extensions (For Gifted Students)
Students may write more than one paragraph.
Students may create more than one action figure.
Students will view reference materials to use higher level/ more challenging verbs. Check for Understanding:
Sticking with the Boston Bruins in Action activity and writing assignment will be completed successfully and in a timely manner.
The teacher may make appropriate paragraph and verb usage requirements. Closure/Wrap-Up: Peer/Small Group/ Whole class sharing of completed activity. Whole class creates a chart showing the action verbs associated with the sport of hockey. Evaluation: Peer/Small Group/ Whole class sharing of completed activity can be used as an assessment.
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Name ____________________________________________ Date ___________
Sticking With the Boston Bruins in Action
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4th Grade
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Lesson 3: Boston Bruins Poetry
Concept/Topic to Teach: Poetry Standards Addressed: Standard 4.MA.3.a: Write stories, poems, and scripts that use foreshadowing, similes, and/or metaphors. Standard 4.10: Write routinely over extended time frames (time for research, reflection, and revision) for a range of discipline-specific tasks, purposes, and audiences. General Goal(s) – Expected Outcome:
Students will apply their understanding of the characteristics of the poetry genre.
Specific Objectives:
Students will develop an understanding of the characteristics of the poetry genre through their writing.
Required Materials:
A variety of poetry books for the students to read poems – cinquain, sensory, and list poetry
Boston Bruins Poetry Worksheet Introduction: Students will write different forms of poetry using the sport of hockey and the Boston Bruins: Cinquain Poem, Sensory Poem, List Poem. The teacher can determine the students’ requirement for the length of each poem. Discuss the directions on how to write each type of poetry using the Boston Bruins and the sport of hockey. Modeling/Explanation:
Cinquain
Sensory Poem
List Poem Independent Practice:
The students will write a minimum of one poem for each type of poetry.
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4th Grade
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Differentiated Instruction: Adaptations (For Students with Learning Disabilities)
The directions can be read orally and clarified for each type of poem.
Students can be monitored frequently to make sure they understand the directions/pattern for each poem.
Extensions (For Gifted Students)
Students can write longer poems, or more than one of each type.
Students can create Boston Bruins poetry notebooks with several poems and illustrations. Check for Understanding:
The students will follow the directions to successfully write each type of poem. Closure/Wrap-Up: Peer/Small Group/ Whole class sharing of completed activity. Poems may be placed in Writers’ Notebook or folder if applicable. Evaluation: Poems may be used for assessment using the teacher’s grading system.
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4th Grade
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Name _______________________________________ Date _____________
Boston Bruins Poetry
It’s time to get creative and write some poems about the Boston Bruins or the sport of hockey. Read the poems below and follow the directions or pattern to show off your own abilities as a Bruins Poet! Cinquain
line 1: Noun about Boston Bruins or hockey line 2: Two Adjectives describing the noun
line 3: Three “ing” verbs showing action about the noun line 4: Phrase about the noun
line 5: Synonym or similar word for first noun Here is an example:
Boston Bruins Determined, Focused
Practicing, Scoring, Winning Get a goal to win the championship
Professional Hockey Players Sensory Poetry Use the five senses to create a poem that enables the reader to imagine a vivid picture about the Boston Bruins! Each line of your poem is going to show a different sense:
Sight Smell
Hearing Taste
Feeling – Emotion or Touch
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Here is an example:
TD Garden
The TD Garden is full of excited fans dressed in Bruins shirts representing their favorite players, faces painted in black and gold while holding signs for their favorite players,
Hot, buttery popcorn spilling from boxes, spicy cheesy nachos, along with steamy hot dogs with mustard and relish fill the air,
“We Want a Goal”, and “Let’s Go Bruins” are chanted loudly bouncing off the TD Garden walls, Victory is on the tip of everyone’s tongue as the clock ticks :04, :03, :02, :01, :00,
Tears streaming down the faces of players, coaches, and fans of all ages as everyone realizes the Boston Bruins are the best team in the NHL!
List Poem Writing a list of “things” can turn into a well-written poem. What do you think of when someone says Boston Bruins? Think about this question as you write a list of nouns, adjectives, verbs, and phrases. Once you have completed your list, revise and edit it, and you have a really good poem! Characteristics of list poems:
Each line is a list of nouns, adjectives, verbs, or phrases about your topic
Some lines may be repeated to stress a point
Lines may or may not rhyme
You create a thoughtful list
END STRONG – leave the reader thinking about your poem
Here is an example: Boston Bruins
Powerful Determined
Focused Number 1 fans
Save – Tuukka Rask Goal – Patrice Bergeron Coaching -Claude Julien
Hockey’s best
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4th Grade
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Lesson 4: Boston Bruins Writing Prompt
Concept/Topic to Teach: Boston Bruins Narrative Writing Prompt for Long Composition Standards Addressed: Standard 4.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.
*MA.3.a. Write stories, poems, and scripts that use foreshadowing, similes, and/or metaphors. *(Additional Massachusetts standard.)
Standard 4.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Standard 4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. Standard 4.10: Write routinely over extended time frames (time for research, reflection, and revision) for a range of discipline-specific tasks, purposes, and audiences. Standard 4.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. *MA. 1.h. Write legibly by hand, using either printing or cursive handwriting.
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4th Grade
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Standard 4.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
a. Use correct capitalization b. Use commas and quotation marks to indicate direct speech and quotations from a text. c. Use a comma before a coordinating conjunction in a compound sentence. d. Spell grade-appropriate words correctly, consulting references as needed.
Standard 4.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely.
b. Choose punctuation for effect. c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and
situations where informal discourse is appropriate (e.g., small-group discussions). General Goal(s) – Expected Outcome:
Students complete a narrative in response to a Bruins writing prompt over an extended period of time by planning, revising, editing, and peer sharing.
Specific Objectives:
Students will complete a narrative in response to a Bruins writing prompt by planning, revising, editing, and peer sharing.
Required Materials:
Boston Bruins Writing Prompt (may be used for first draft and/or final piece)
Planning/Brainstorming Worksheet
Dictionary/Thesaurus
Writing Paper (if not using writing prompt sheets)
Colored pencils, pens, highlighters, etc. for revising and editing Introduction: The teacher will lead a class discussion on being focused and determined to reach a goal.
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4th Grade
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Modeling/Explanation:
The students will read the Bruins Writing Prompt and ask any questions they may have about the prompt.
The teacher will review the writing process of planning, brainstorming/first draft, revising & editing, and final writing piece.
The teacher will discuss the writing time frame with the class. Independent Practice:
The students will work independently on their writing assignment and be prepared to conference with the teacher (schedule to be determined by the teacher).
Differentiated Instruction: Adaptations (For Students with Learning Disabilities)
A scribe may be necessary
Some students may need to be coached during this writing assignment
Shorter composition may be assigned to some students Check for Understanding:
Conferencing between individual students and the teacher
Peer Conferencing Closure/Wrap-Up: Final writing pieces are completed by the end of the timeframe determined by the teacher Evaluation: Final writing pieces are graded according to the assessment standards of the teacher (e.g., rubric, checklist, focal correction areas, etc.). Additional Teacher Resources:
Reference books for teaching the craft of writing
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4th Grade
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4th Grade
Name Date Writing prompt: The Boston Bruins are focused and determined during the hockey season in order to accomplish their goal of being the best hockey team in the NHL--always working toward being Stanley Cup Champions! They are working very hard on the ice during practice and in games, as well as off the ice, where they take care of their bodies with exercise and healthy eating. Think of a time when you were focused and determined to reach your goal. Maybe your goal was to win a championship in one of your sports or activities, to achieve a high grade in school, ride a bike without training wheels, or anytime you decided to try to accomplish something. Write a story showing how determined and focused you were to reach your goal. Use details in your story to show the reader how determined and focused you were, and include how you felt when you reached your goal.
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Planning/Brainstorming Use the space below to create a graphic organizer before you write your composition.
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