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Home4th Grade Writing Lesson Plans >  Lesson Plan Overview >

4th Grade Lesson Plan Overview

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The following writing schedule consists of daily:

  1. 45-minute time frame for writing workshop lessons from Just Write: Expository book (2011 edition).
     
  2. 10-minute center or overhead work from Just Science Grammar: Grade 4 book.
    • On Monday, students participate in a teacher-designed activity that reminds students about the grammatical concept for the week. (e.g. During a noun review, students might bring a noun from home & discuss the different types of nouns)
    • Tuesday – Friday: students rotate to a Language Arts center to complete the exercises on the Just Science Grammar page for the day.  An alternate method might be to have the days work on an overhead for students to complete in the morning or at the end of the day.
       
  3. 5-minute center or overhead work from Just Conventions book (beginning the week of August 27th)
    • On Monday, students participate in a teacher-designed activity that reminds students about the grammatical concept for the week. (e.g. During a beginning punctuation review, students might capitalize the beginning letter in sentences on sentence strips.)
    • Tuesday – Friday: students rotate to a Language Arts center to complete the exercises on the Just Conventions page for the day.  An alternate method might be to have the days work on an overhead for students to complete in the morning or at the end of the day.
       
  4. Since the writing instruction is beginning with the expository genre, it will help students comprehend how to use the narrative graphic organizer if they work with it a little each week during the expository instruction.  At least once a week, I recommend taking a story from the reading series or a picture book and plotting it out on the Narrative Graphic Organizer.   This will not only make the narrative lessons run smoothly, it will reinforce the identification of main ideas and support information in the area of reading.
     
  5. Students are required to get “in line” to proceed to physical education, art, music, library, lunch, and go home.  At least twice a week, award students a position towards the front of student line by raising their hand and naming a detail based on a topic.  For example: They might line up by naming a television show this week; next week, by naming a relative; etc.)  This will keep the information active in their brains for use at writing time.  Rather than writing that they “…drove down the street,” they’ll write that they “…drove down Main Street.”  The writing will be more precise and interesting.

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