{"id":158,"date":"2018-03-12T15:22:33","date_gmt":"2018-03-12T19:22:33","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/msmosed\/?p=158"},"modified":"2018-03-12T15:22:33","modified_gmt":"2018-03-12T19:22:33","slug":"4th-grade-week-3-12-18","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/msmosed\/2018\/03\/12\/4th-grade-week-3-12-18\/","title":{"rendered":"4th Grade Week 3\/12\/18"},"content":{"rendered":"

Tues: Pajama and slipper Day<\/strong><\/p>\n

Wed: Late Start, Dress up as your favorite book character<\/strong><\/p>\n

Th: Crazy hair and joke in your pocket day<\/strong><\/p>\n

Fri: Jersey and hat day, wear green since tomorrow is St. Patrick\u2019s Day, End of 3rd Quarter, and\u00a0Talent Show Auditions after school<\/strong><\/p>\n

Reading:<\/strong><\/p>\n

RL 4.3<\/b>\u00a0\u2013 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character\u2019s thoughts, words, or actions).<\/p>\n

RL.4.4\u00a0<\/b>\u2013\u00a0Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).<\/p>\n

RL 4.5\u00a0<\/b>\u2013\u00a0Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.<\/p>\n

RL 4.9 \u2014\u00a0<\/b>Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.<\/p>\n

Writing:<\/strong><\/p>\n

W.4.1\u00a0<\/b><\/a>Write opinion pieces on topics or texts, supporting a point of view with reasons and information.<\/p>\n

    \n
  1. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer\u2019s purpose.<\/li>\n
  2. Provide reasons that are supported by facts and details.<\/li>\n
  3. Link opinion and reasons using words and phrases (e.g. for instance, in order to, in addition<\/i>).<\/li>\n
  4. Provide a concluding statement or section related to the opinion presented.<\/li>\n<\/ol>\n

    4.W.4:\u00a0<\/b>Produce clear and coherent writing (including multiple paragraph texts) in which the development and organization are appropriate to task, purpose, and audience. (Grade specific expectations for writing types are defined in standards 1-3)<\/p>\n

    4.W.5:\u00a0<\/b>With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.<\/p>\n

    4.W.6:\u00a0<\/b>With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting<\/p>\n

    4.W.7\u00a0<\/b>Conduct short research projects that build knowledge through investigation of different aspects of a topic<\/p>\n

    4.W.8\u00a0<\/b>Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.<\/p>\n

    4.W.9\u00a0<\/b>Draw evidence from literary or informational texts to support analysis, reflection, and research.<\/p>\n

      \n
    1. Apply grade 4 Reading standards to literature (e.g., \u201cDescribe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character\u2019s thoughts, words, or actions]\u201d).<\/li>\n<\/ol>\n
        \n
      1. Apply grade 4 Reading standards to informational texts (e.g., \u201cExplain how an author uses reasons and evidence to support particular points in a text\u201d).<\/li>\n<\/ol>\n

        4.W.10:\u00a0<\/b>Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames<\/p>\n

        (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.<\/p>\n

        Spelling:\u00a0Test on Friday<\/strong><\/p>\n