Grade 4 Language Arts — Term 2, Week 2
5 day-plan(s) · WeLearn JA LA T2
Day 1: Vocabulary: Synonyms and Antonyms
Grade 4 Language Arts · Term 2, Week 2 · 60 minutes
| Objectives | (1) define synonyms/antonyms; (2) use a thesaurus; (3) improve word choice. |
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| Materials | Thesauruses, boring paragraphs. |
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| Key vocabulary | synonym, antonym, thesaurus, word choice |
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| Engage (starter) | (10 min) Give me 5 words that mean "good". |
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| Develop (main) | (35 min) Define terms. Practice using thesaurus. Rewrite a "boring" paragraph using strong synonyms. |
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| Plenary (close) | (10 min) Share improved paragraphs. |
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| Assessment | Effective use of synonyms in context. |
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| Teacher notes | Discuss connotations of synonyms. |
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Day 2: Grammar: Coordinating Conjunctions (FANBOYS)
Grade 4 Language Arts · Term 2, Week 2 · 60 minutes
| Objectives | (1) memorize FANBOYS; (2) create compound sentences; (3) punctuate. |
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| Materials | FANBOYS poster, sentence strips. |
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| Key vocabulary | coordinating conjunction, compound sentence, comma |
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| Engage (starter) | (10 min) "I like apples, BUT I hate bananas." Explain joining equals. |
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| Develop (main) | (35 min) Teach FANBOYS (For, And, Nor, But, Or, Yet, So). Combine independent clauses. Emphasize comma before conjunction. Worksheet. |
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| Plenary (close) | (10 min) Whiteboard sentence combining. |
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| Assessment | Correct comma placement. |
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| Teacher notes | Contrast with complex sentences. |
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Day 3: Reading: Making Inferences
Grade 4 Language Arts · Term 2, Week 2 · 60 minutes
| Objectives | (1) define inference; (2) use text clues + background knowledge; (3) infer meaning. |
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| Materials | Short mystery texts. |
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| Key vocabulary | inference, clue, background knowledge, conclude |
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| Engage (starter) | (10 min) "The girl grabbed her umbrella." Infer weather. |
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| Develop (main) | (35 min) Formula: Text + Schema = Inference. Read mystery texts. Complete inference chart. Discuss findings. |
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| Plenary (close) | (10 min) "Mystery Bag" clues game. |
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| Assessment | Logical inferences supported by text. |
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| Teacher notes | Focus on implicit information. |
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Day 4: Writing: Persuasive Essay (Drafting Body Paragraphs)
Grade 4 Language Arts · Term 2, Week 2 · 60 minutes
| Objectives | (1) use transition words; (2) support reasons with examples; (3) write paragraphs. |
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| Materials | Drafting paper, transition word list. |
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| Key vocabulary | body paragraph, transition, evidence, support |
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| Engage (starter) | (10 min) "Now prove your thesis with examples!" |
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| Develop (main) | (35 min) Review OREO structure. Model body paragraph with transition. Students draft 3 body paragraphs from outlines. |
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| Plenary (close) | (10 min) Partner check for transition words. |
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| Assessment | Paragraphs contain distinct reasons and examples. |
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| Teacher notes | Writing stamina required. |
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Day 5: Review: Synonyms, FANBOYS, Inferences
Grade 4 Language Arts · Term 2, Week 2 · 60 minutes
| Objectives | (1) replace words; (2) write compound sentences; (3) make inferences. |
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| Materials | Review packets. |
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| Key vocabulary | review |
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| Engage (starter) | (10 min) Synonym ping-pong. |
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| Develop (main) | (35 min) Complete review packet. Reading fluency practice. |
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| Plenary (close) | (10 min) Review packet answers. |
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| Assessment | Packet score. |
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| Teacher notes | Check compound vs complex understanding. |
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