Supplement voyages

5/19/2018 Supplement voyages

1/34

Published by

4

TM


2/34

Voyages in Fourth Grade Language Arts

A Publication of Complete CurriculumRockwood, MI Key West, FL

2013Complete Curriculum

All rights reserved; No part of this publication may be reproduced or transmitted in anyform or by any means without prior permission from the Publisher or Authorized Agent.

Digitally accessible at completecurriculum.com

Editorial Director: Rebecca J. Ensign

Design Services provided by: Shelley Ede; A Touch of Taupe

Published in electronic format in the U.S.A.

ISBN: 978-1-938479-28-1


3/34

Acknowledgments

Complete Curriculums K-12 curriculums have been team-developed by a consortium

of teachers, administrators, educational and subject matter specialists, graphic artists

and editors.

In a collaborative environment, each professional participant contributed to ensuring the quality,

integrity and effectiveness of each Compete Curriculum resource was commensurate with the

required educational benchmarks and contemporary standards Complete Curriculum had set

forth at the onset of this publishing program.

Author: Amber Plante


4/34

Complete Curriculums digital curriculum resource is created to provide teachers,homeschoolers, administrators, parents, guardians, tutors and most importantly students, withaffordable, accessible, effective educational content that utilizes the most current digital deliveryformat while satisfying the demands, requirements and expectations of todays variededucational arenas.

Affordable Each CC curriculum offers content for far less than traditional curriculum and otheronline digital curriculum resources. Our Digital Curriculum Resource includes the TeachersGuide,, Student Lessons to use digitally or downloads and print, Activities, Resources andAssessments.

Effective Each CC Lesson in each resource is template formatted for immediateunderstanding of each Lesson s Objective and the method and means by which it will beachieved each day . Designed in a preparation at a glance format, the core instructionalcontent is clearly and simply stated which allows each teacher ample time to supplement,streamline or customize each Lesson as desired, needed or determined by the level of thestudent/students.

As the 21st century concludes its first decade, educational content has been left on the shoresas other industries have been swept up by the digital content delivery wave. But, in addition tocost-effective, attractive imagery, curriculum content must be dedicated to providing relevant,real time, real world, evolving and collaborative, user-centric, engaging material that supportsthe instructors ability to teach and the students ability to learn and retain.

Simply stated, CCs publishing platform provides streamlined instruction, practice, reinforcementand testing of the educational material required in order for the student to meet today s rigorousacademic standards, and acquire familiarity with the core 21st Century skills such ascooperation, collaboration and communication. By blending academic, social and interpersonalskills development, a CC resource affords teachers and parents the opportunity to effectivelyimpact a students ability to accelerate in and out of the classroom. Complete Curriculumorganizes and presents content that enables: Parents to actually participate in helping their childto study or complete their homework Beginning teachers to produce on the first day of classHomeschoolers to affordably ensure the curriculum they are teaching their children meets therequired Grade Level Content Expectations Experienced educators to creatively adapt eachLesson and resource to their preferred teaching style and methods Complete Curriculumpublishes distinctive K-12 digital curriculum in each of the core Subjects: Math, Language Arts,Science and Social Studies.

Each Lesson is introduced through an engaging question to capture the students interest andprovide much needed relevance. Lessons are also supported with supplemental EngagingActivities, Real-World application exercises, 21st Century Skills Development and activitiesbased upon technology resources and integration.

The result: Complete Curriculum provides curriculum content that can also be utilized as standalone curriculum or to supplement or customize existing material. This distinctive featureassists educators to adjust to the accelerating demands that today s ever-evolving learningenvironment places upon them and their students; demands such as differentiated instructionalchallenges, disparity between available and desired technological resources, and functional,effective online instruction.


5/34

"For web links that may be provided in this resource, various links may contain words orsymbols that are subject to trademark or other proprietary rights of third parties. No connectionor association exists, either expressly or impliedly, between the author of the present resourceand the entities associated with the web links used herein. The content of the web links usedherein may also be modified without the knowledge of the author of this resource, and the

author assumes no responsibility for the accuracy, sufficiency or otherwise the content of theweb links listed herein."

Complete Curriculum recommends that instructors test web links prior to distributing the lesson.If you see a broken link or changed link, please feel free to email complete curriculum [email protected].


6/34

Table of Contents

Lesson 1 Favorite Activity Naughty Jocko by Louisa May Alcott

Objective: The student will differentiate a list of nouns between commonnouns and proper nouns identified while reading a fairy tale. Properpenmanship will be practiced throughout the Lesson.

Lesson 2 Seeing Double Naughty Jocko by Louisa May Alcott

Objective:The student will understand the difference between singularand plural nouns and will practice changing singular nouns to plural.Proper penmanship will be practiced throughout the Lesson.

Lesson 3 The More, The Merrier Naughty Jocko by Louisa May Alcott

Objective:The student will differentiate between complete sentences andsentence fragments. Proper penmanship will be used throughout theLesson.

Lesson 4 Run Away Words Naughty Jocko by Louisa May Alcott

Objective: The student will identify and correct run-on sentences.

Lesson 5 Well, I Declare!

Well, I Declare! and Naughty Jocko by Louisa May AlcottObjective:The student will understand the definition of a declarativesentence and be able to identify such.

Lesson 6 What? Well, I Declare!and Naughty Jocko

Objective:The student will be able to recognize and define aninterrogative sentence.

Lesson 7 Would You Please? Naughty Jocko by Louisa May Alcott

Objective: The student will understand the meaning of an imperativesentence and be able to identify such in text.

Lesson 8 Ahhhhhhh! Naughty Jocko by Louisa May Alcott

Objective:The student will understand the definition of exclamatorysentences and be able to both pick them out of text and create originalstatements.

VOYAGES IN FOURTH GRADE LANGUAGE ARTS TABLE OF CONTENTS 1


7/34

Lesson 9 Where Can It Be? One Scary Night

Objective: the setting of a story.

Lesson 10 The Mystery Person Vocabulary Assessment 1

Objective:The student will understand the meaning of the protagonist ofa story.

Lesson 11 Look Out for the Bad Guy Naughty Jocko; The Skipping Shoes by Louisa May Alcott

Objective: The student will understand the meaning of the antagonist of astory.

Lesson 12 For Those in the Front and the Back The Skipping Shoes by Louisa May Alcott

Objective: The student will learn the meanings of major, dynamic, minor,and static characters in literature.

Lesson 13 Lets Get Organized

Objective:The student will understand the purpose of a story map orgraphic organizer and will use one to create an original piece of writing.

Lesson 14 Knocking Your Socks Off Naughty Jocko; The Skipping Shoes by Louisa May Alcott

Objective:The student will be able to identify a thesis statement and mainidea from within an introduction.

Lesson 15 Spelling Patterns I The Skipping Shoes by Louisa May Alcott

Objective: The student will organize a list of words according to spellingrules.

Lesson 16 Thats a Wrap Naughty Jocko; The Skipping Shoesby Louisa May Alcott

Objective:The student will explore the many ways an author ends a storyand will understand the importance of a concluding statement.

Lesson 17 Practice, Practice, Practice The Skipping Shoes by Louisa May Alcott

Objective:The student will learn the requirements of a well-developedessay paragraph.



8/34


Lesson 18 In the Beginning Naughty Jocko; The Skipping Shoesby Louisa May Alcott

Objective: The student will review these story elements: introduction,setting, character.

Lesson 19 Oh, the Problems We Have Naughty Jocko; The Skipping Shoesby Louisa May Alcott

Objective:

Lesson 20 The Drama Continues The Skipping Shoes by Louisa May Alcott Vocabulary Assessment 2

Objective:The student will learn about rising action in a story and be ableto identify elements of rising action in a given short story.

Lesson 21 As They Round the Corner Rosys Journey by Louisa May Alcott

Objective:The student will learn about the climax of a story and will beable to identify the climax of a given short story.

Lesson 22 The End Naughty Jocko; The Skipping Shoes; Rosys Journey by

Louisa May Alcott

Objective: The student will learn the meaning of, and be able to identify,the resolution and conclusion of a story.

Lesson 23 I Thought of Something

Objective:The student will complete a graphic organizer as a pre-writingactivity for a longer writing piece that will be completed in subsequentLessons.

Lesson 24 Molding the Shape

Objective: story begun with pre-writing in Lesson 23.

Lesson 25 Take Two

Objective:The student will begin to revise the draft begun in Lesson 24.Information will be added, deleted, moved, and replaced.

Lesson 26 Using a Fine Tooth Comb

Objective:The student will edit the draft begun in Lesson 24 forcapitalization, usage, punctuation, and spelling.


9/34

Lesson 27 I Need Your Help

Objective: Using the story developed in Lessons 24-26, the student willwork on the editing process with a peer; this time editing each othersstories.

Lesson 28 The Finals Lessons 24-27 Writing Assignment Assessment

Objective: edited in Lessons 24-27.

Lesson 29 Paint a Picture

Objective: The student will learn the importance of using colorful details inwriting and when describing something.

Lesson 30 More About Spelling Patterns

Vocabulary Assessment 3 Objective: The student will organize a list of words according to spelling

rules.

Lesson 31 Prediction Addiction Toads and Diamonds by Charles Perrault

Objective: The student will be introduced to prediction as a story elementand will use prior knowledge to make predictions.

Lesson 32 Word Ladders

Toads and Diamonds by Charles PerraultObjective: The student will use text structure and context clues torecognize words and construct meaning.

Lesson 33 Writing without Borders Toads and Diamonds by Charles Perrault

Objective: The student will gain an enthusiasm for writing by practicing

Lesson 34 Readers Log Toads and Diamonds by Charles Perrault

Objective:The student will create a reading log to begin monitoring his orher reading level and tracking each book that is read. Reading strategiesapplied in this Lesson include the process of selecting a book to read,knowing when to abandon a book that is being read, and goal setting.



10/34


Lesson 35 Abandon Ship! Objective: The student will become more familiar with determining if or

when to stop reading a book.

Lesson 36 The Five Finger Reading Level Self-Assessment

Objective: reading independently.

Lesson 37 Recipe for a Fairy Tale Toads and Diamonds by Charles Perrault

Fairy Tale Recipe

Objective: The student will learn the characteristics of a fairy tale and thedifference between a fairy tale and other genres of literature.

Lesson 38 Retelling the Tale

Toads and Diamonds by Charles PerraultObjective: The student will create mental images and practice retelling astory to construct meaning.

Lesson 39 Verb Vertex Toads and Diamonds by Charles Perrault

Objective: story.

Lesson 40 Verbs with Muscle

Toads and Diamonds by Charles PerraultVocabulary Assessment 4

Objective: The student will use strong verbs properly when editing text toadd voice to writing and speaking.

Lesson 41 Fairy Tales Can Come True The Star Spangled Banner; Toads and Diamonds by

Charles Perrault

Objective: The student will write a rough draft of an original fairy taleusing an idea web as the basis for crafting the story.

Lesson 42 Making Inferences Toads and Diamonds by Charles Perrault

Objective: The student will read for information and will learn to useinference skills to increase conceptual understanding.


11/34

Lesson 43 Whats Your Point The Star Spangled Banner; Toads and Diamonds by

Charles Perrault

Objective: The student will become aware of different points of view and

Lesson 44 Compound Sentence Parts

Objective: The student will practice elements of effective speaking andpresenting material.

Lesson 45 Generating Questions The Star Spangled Banner

Objective: question. The student will respond to questions, generate questions andrespond to text.

Lesson 46 I Still Wonder The Star Spangled Banner

Objective: take notes and summarize events.

Lesson 47 Story Sequence The Star Spangled Banner

Objective: The student will be able to write in chronological sequence bysummarizing important key events that happened in an article or story.

Lesson 48 Hand Me a Story Map!

Objective: The student will be able to write in sequential order. Thestudent will use story mapping to remember key events.

Lesson 49 What is a Hero?

Objective:The student will practice writing to a prompt on the theme ofheroism.

Lesson 50 Making Connections

The Star Spangled BannerVocabulary Assessment 5

Objective:The student will respond to text by making connections.

Lesson 51 Whats the Purpose? The Author of Little Women

Objective:The student will learn to determine an authors purpose forwriting and be introduced to the concept of writing for different audiences.



12/34


Lesson 52 Your Turn to be the Author! The Author of Little Women

Objective: The student will decide the authors purpose. The student willwrite for different audiences.

Lesson 53 What is Revising? The Author of Little Women

Objective: The student will become more adept at the writing process byrevising a draft of a previous Writing Notebook assignment.

Lesson 54 Similes The Author of Little Women

Objective: The student will learn what a simile is and use similes toconstruct meaning.

Lesson 55 Metaphors The Author of Little Women

Objective: The student will learn to recognize and use metaphors.Lesson 56 Oh, Say Can You See? The Star Spangled Banner

Objective:

Lesson 57 Picture This! The Star Spangled Banner

Objective: The student will examine picture cues and explain ideasgenerated through pictures.

Lesson 58 Biography The Author of Little Women

Objective: The student will learn the difference between biography andautobiography. The student will use a biography to answer detailquestions.

Lesson 59 Whats Your Story?

The Author of Little Women Objective: The student will interview family members and write a biography

of one of those people interviewed using language appropriate for variedcontexts and purposes.


13/34

Lesson 60 Whats the Difference? The Author of Little Women Vocabulary Assessment 6

Objective: The student will take notes while viewing a movie and use

those notes to write a comparison paragraph.

Lesson 61 Chain Game The Water Lily. The Gold Spinners edited by Andrew Lang

Objectives: The student will use mapping and summarizing to constructmeaning. The student will draft the plot of a story.

Lesson 62 Cause and Effect The Water Lily. The Gold Spinners edited by Andrew Lang

Objective: The student will be able to use a combination of strategieswhen encountering unfamiliar text while constructing meaning by examining

context structure.

Lesson 63 What is in the Headlines? The Water Lily. The Gold Spinners edited by Andrew Lang

Objective: The student will become familiar with reading and writingnewspaper articles.

Lesson 64 Titles, Anyone? The Water Lily. The Gold Spinners edited by Andrew Lang

Objective: The student will use capitalization rules properly when editing

text. The student will use resources to aid in editing text. The student willuse correct punctuation marks properly when editing text.

Lesson 65 Name That Tone The Water Lily. The Gold Spinners edited by Andrew Lang

Objective: The student will understand the tone and mood of a story andhow it affects the story.

Lesson 66 Rules of Persuasion The Water Lily. The Gold Spinners edited by Andrew Lang

Objective: The student will create a persuasive letter after understandingthe various forms of persuasion that can be used in writing.

Lesson 67 Hello There, Prince! The Water Lily. The Gold Spinners edited by Andrew Lang

Objective: The student will be able to use commas in salutations.



14/34


Lesson 68 Whats for Dinner? The Water Lily. The Gold Spinners edited by Andrew Lang

Objective: The student will further develop functional reading skills byreading a menu.

Lesson 69 Regular and Irregular Verbs The Water Lily. The Gold Spinners edited by Andrew Lang

Objective: The student will use spelling patterns to recognize words andconstruct meaning. The student will use regular and irregular verbs.

Lesson 70 Be a Playwright The Water Lily. The Gold Spinners edited by Andrew Lang Vocabulary Assessment 7

Objective: The student will write a short play after examining severalexamples.

Lesson 71 Stars and Stripes Forever Washingtons Last Battle by Edward Eggleston

Objective: The student will learn about the symbolism of the American it symbolizes to Americans.

Lesson 72 Idiom Mystery Washingtons Last Battle by Edward Eggleston

Objective: The student will become familiar with idioms and how todetermine their meanings using appropriate resources.

Lesson 73 Direct and Indirect Objects Washingtons Last Battle by Edward Eggleston

Objective: The student will understand direct and indirect objects.

Lesson 74 Comic Book Fun Washingtons Last Battle by Edward Eggleston

Objectives: The student will be exposed to cartoons or comics and how

this literary format can assist in retelling a story. After reading several, thestudent will create his own comic.

Lesson 75 What Did You Say? Washingtons Last Battle by Edward Eggleston

Objective: The student will be able to use quotation marks correctly inwriting.


15/34


Lesson 76 Contraction Action Contractions Practice

Objective: The student will be able to correctly contract two words.

Lesson 77 Want to Trade Cards? Washingtons Last Battle by Edward Eggleston

Objective: The student will write an informational report using a variety ofresources.

Lesson 78 Tail or Tale? Washingtons Last Battle by Edward Eggleston

Objective: The student will understand and learn to identify homophones.

Lesson 79 Recipe for a Tale How the Tortoise Got Its Shell

Objective: The student will learn the characteristics of a fable and be ableto recognize them while reading a classic fable.

Lesson 80 The Shell on a Turtles Back Vocabulary Assessment 8

Objective: Using the fable from Lesson 79, the student will create agraphic organizer to detail the main parts of the fable.

Lesson 81 A Trail of American Indians "William Penn and the Native Americans" by Edward Eggleston

Objective: The student will read for increased conceptual understanding.

Lesson 82 Compare and Contrast "William Penn and the Native Americans" by Edward Eggleston

Objective: The student will use a Venn diagram to compare two similaritems.

Lesson 83 A Special Invitation "William Penn and the Native Americans" by Edward Eggleston

Objective: The student will apply information from "William Penn and the

Native Americans"to a creative activity.

Lesson 84 Dont Hesitate, Hyphenate! "William Penn and the Native Americans" by Edward Eggleston

Objective: The student will become familiar with hyphenating syllables.


16/34


Lesson 85 What is a Stanza? Little White Lily by George MacDonald Objective: The student will be introduced to stanzas and their function in

poetry.

Lesson 86 Rhyme Time Little White Lily by George MacDonald Little White Lily Line Patterns

Objective: The student will gain further understanding of poetry andrhyming patterns.

Lesson 87 Alliteration Action

Objective: The student will gain an understanding of alliteration and usethe literary device in an original poem.

Lesson 88 Personal Meaning of Poetry Objective: The student will write a personal essay based upon a favorite

poem.

Lesson 89 Setting in Poetry Little White Lily by George MacDonald

Objective: The student will become familiar with the setting of a poem.

Lesson 90 The Best Thing Vocabulary Assessment 9

Objective:The student will conduct research, write a personal essay andwrite an original poem on a specific topic in response to a prompt.

Lesson 91 You Are Cordially Invited How the Tortoise Got Its Shell

Objective: The student will glean information from a fable about settingand characters in order to create invitations to an imaginary party.

Lesson 92 Another Party? How the Tortoise Got Its Shell

Objective: The student will learn to compare fables and "tall tales" by

discussing their differences in a mock book club discussion.

Lesson 93 Telling a Tale How the Tortoise Got Its Shell

Objective:The student will create an original tall tale by completing each step in the writing process.


17/34

Lesson 94 Tell Your Tale How the Tortoise Got Its Shell

Objective:The student will be able to use proper enunciation andemphasis in communication. The student will be able to give an oralpresentation and will practice good listening skills.

Lesson 95 Simple or Compound?How the Tortoise Got Its Shell

Objective: The student will be able to analyze sentence structure. The student will be able to use simple and compound sentences.

Lesson 96 Prefixes How the Tortoise Got Its Shell

Objective: decode words.

Lesson 97 New Reflection How the Tortoise Got Its Shell

Objective: The student will create a self-assessment of the progressmade so far in reading and writing skills, and then set personal year-endreading and writing goals.

Lesson 98 The Next Walter Cronkite How the Tortoise Got Its Shell

Objective: The student will construct interview questions then conduct a mock interview of one of the characters in one of the stories read so far.

Lesson 99 Transitions How the Tortoise Got Its Shell

Objective: The student will be able to use transition words effectively inwriting.

Lesson 100 Summarization How the Tortoise Got Its Shell Vocabulary Assessment 10

Objective: The student will be able to summarize the major ideas, facts

and points presented in spoken messages and formal presentations.

Lesson 101 Olde English The Pomegranate Seed By Nathaniel Hawthorne

Objective:



18/34

Lesson 102 I See the Future The Pomegranate Seed By Nathaniel Hawthorne

Objective: The student will learn to recognize and use the literary

Lesson 103 SOS The Pomegranate Seed By Nathaniel Hawthorne

Objective: The student will learn and practice letter writing skills.

Lesson 104 Get Your Daily News! The Pomegranate Seed By Nathaniel Hawthorne

Objective:The student will write a news article using the Inverted Pyramidstyle.

Lesson 105 The Difference is Easy to See

The Pomegranate Seed By Nathaniel Hawthorne Objective: The student will be able to analyze, compare and contrast

fables and myths and complete a Venn diagram showing these aspects.

Lesson 106 A Different Kind of Book The Pomegranate Seed By Nathaniel Hawthorne

Objective: The student will be able to use and create an index, a glossary,headings, and diagrams.

Lesson 107 Writing Time Again The Pomegranate Seed By Nathaniel Hawthorne

Objective:The student will write an original myth by completing each step

Lesson 108 Clean Up Time The Pomegranate Seed By Nathaniel Hawthorne

Objective:The student will revise and edit the myth begun in Lesson 107.

Lesson 109 Personify It! The Pomegranate Seed By Nathaniel Hawthorne

Objective:

Lesson 110 OnomatopoeiaThe Pomegranate Seed By Nathaniel Hawthorne

Vocabulary Assessment 11

Objective: The student will be able to recognize and use onomatopoeia.



19/34


Lesson 111 Hyperbole Babe the Blue Ox retold by S.E. Schlosser Objective:

device, hyperbole.

Lesson 112 Figurative Language Review Babe the Blue Ox retold by S.E. Schlosser Objective:

elements presented in the course and create a piece of writing using at Metaphors; Similes

Lesson 113 Use Your Voice! Babe the Blue Ox retold by S.E. Schlosser Objective: The student will be able to add sensory description to a writing prompt response.

Lesson 114 Let It Flow Babe the Blue Ox retold by S.E. Schlosser Objective:

of the steps in the writing process.

Lesson 115 Using the Flow Chart Babe the Blue Ox retold by S.E. Schlosser Objective:The student will write an original story by following the writing

Lesson 116 Pronouns and Antecedents Babe the Blue Ox retold by S.E. Schlosser Objective: The student will learn to use pronouns with antecedents

Lesson 117 Confusing Commas Babe the Blue Ox retold by S.E. Schlosser Objective: The student will be able to use commas to set off words,

phrases and dialogue.

Lesson 118 Know Your Roots Babe the Blue Ox retold by S.E. Schlosser Objective: The student will be able to use root words to decode words.

Lesson 119 Fictional Nonfiction Babe the Blue Ox retold by S.E. Schlosser Objective: The student will be introduced to the primary elements of a

elements as if actually writing a book on that topic.


20/34

Lesson 119 Fictional Nonfiction Babe the Blue Ox retold by S.E. Schlosser

Objective: The student will be introduced to the primary elements of a elements as if actually writing a book on that topic.

Lesson 120 Using Periodicals Babe the Blue Ox retold by S.E. Schlosser Vocabulary Assessment 12

Objective: The student will be able to identify and use characteristics ofperiodicals.

Lesson 121 Blast from the Past Attack of the Mammoth, retold by S.E. Schlosser

Objective: The student will develop library researching skills then write an

essay based upon the information gathered during the research process.

Lesson 122 Radio City Attack of the Mammoth, retold by S.E. Schlosser Objective:

shows and news broadcasts, then based on the report written in Lesson121, the student will create a radio news report based upon an actual

event that occurred during one of the periods researched (20, 40 or 100years ago).

Lesson 123 Italicize It!

Attack of the Mammoth, retold by S.E. Schlosser Objective: The student will learn how to correctly punctuate titles using

italics and quotation marks.

Lesson 124 Bibliography Attack of the Mammoth, retold by S.E. Schlosser Objective: The student will become familiar with the purpose and value of

bibliographies.

Lesson 125 Portfolio Time! Attack of the Mammoth, retold by S.E. Schlosser

Objective: The student will understand the purpose and value of aportfolio by creating a portfolio of work completed throughout this course.

Lesson 126 Its All Business Attack of the Mammoth, retold by S.E. Schlosser Objective: The student will write a formal, accurately formatted business



21/34

Lesson 127 Who Dunnit?Attack of the Mammoth, retold by S.E. Schlosser

Objective: The student will learn the elements of a mystery in preparationfor writing an original mystery story.

Lesson 128 You Can Be Mysterious, Too Attack of the Mammoth, retold by S.E. Schlosser Objective: Through the complete writing process, the student will write an

original mystery story that includes each element of a mystery.

Lesson 129 Details and DescriptionsAttack of the Mammoth, retold by S.E. Schlosser

Objective: The student will gain familiarity with how and why synonymsare used in writing.

Lesson 130 Writing about ArtAttack of the Mammoth, retold by S.E. Schlosser

Vocabulary Assessment 13 Objectives:The student will demonstrate understanding of the Lesson

121 Vocabulary words by completing the Vocabulary Assessment; thestudent will read and study a form of contemporary art and write apersonal review of it.

Lesson 131 Rich with Description An excerpt fromA Moonlight Fableby H. G. Wells Objective: The student will practice descriptive writing.

Lesson 132 Memoirs An excerpt fromA Moonlight Fableby H. G. Wells Objective: The student will be introduced to memoirs as a writing style and

write two memoirs based on two distinct memories that evoked differentemotions.

Lesson 133 What Will Happen Next? An excerpt fromA Moonlight Fableby H. G. Wells Objective: The student will write a prediction of what will happen next inA

Moonlight Fableby H. G. Wells after the excerpt the student has read.

Lesson 134 Recipe for Making Aliens An excerpt fromA Moonlight Fableby H. G. Wells Objective:



22/34


Lesson 135 The Aliens Have Landed An excerpt fromA Moonlight Fableby H. G. Wells Objective: The student will conduct all steps in the writing process to

Lesson 136 Errors in Editing An excerpt fromA Moonlight Fableby H. G. Wells Objective:The student will analyze the effect of text errors in writing.

Lesson 137 Revising and Editing An excerpt fromA Moonlight Fableby H. G. Wells Objective: The student will further develop revising and editing skills to

enhance writing.

Lesson 138 Batter Up! An excerpt fromA Moonlight Fableby H. G. Wells

Objective: language patterns; in this Lesson sports will be used for context.

Lesson 139 Pardon Me An excerpt fromA Moonlight Fableby H. G. Wells Objective:The student will be able to describe how language patterns are

utilized in formal situations.

Lesson 140 Whats Cool for School? An excerpt fromA Moonlight Fableby H. G. Wells Vocabulary Assessment 14

Objective:The student will further develop compare and contrast skillsin the context of different types of schools. The student will take anAssessment on the spelling and meaning of the Vocabulary wordspresented in Lesson 131.

Lesson 141 What in the World? How the Leopard Got Its Spots, by Rudyard Kipling Objective: The student will use context clues to discern the meaning of

unknown words then verify their meanings by looking them up in adictionary.

Lesson 142 Take Me to Africa How the Leopard Got Its Spots, by Rudyard Kipling Objective:The student will discover how cultures are represented in

literature.

Lesson 143 Sealed with a Kisii How the Leopard Got Its Spots, by Rudyard Kipling Objective: The student will learn about cultural symbolism in the context

of African animals.


23/34

Lesson 144 Off to Tanzania How the Leopard Got Its Spots, by Rudyard Kipling Objective: The student will learn about cultural symbolism in the context

of African art.

Lesson 145 Worldly Travel How the Leopard Got Its Spots, by Rudyard Kipling Objective: The student will develop awareness of how literary works from

various parts of the world share similarities and differences.

Lesson 146 Family Tree How the Leopard Got Its Spots, by Rudyard Kipling Objective: The student will create a family tree and learn about heritage

by researching and interviewing close family members and distant relatives.

Lesson 147 Family Story How the Leopard Got Its Spots, by Rudyard Kipling Objective: The student will read a story based upon family heritage.

Lesson 148 What Do You Want to Do or Be? How the Leopard Got Its Spots, by Rudyard Kipling

Objective: The student will become familiar with language patterns inhobbies and professions.

Lesson 149 Book It! How the Leopard Got Its Spots, by Rudyard Kipling Objective: The student will revisit, update and revise the course Reading

log.

Lesson 150 Illustrating an Illustrator How the Leopard Got Its Spots, by Rudyard Kipling Vocabulary Assessment 15 Objective: The student will take an Assessment on the spelling and

meaning of the Vocabulary words selected from How the Leopard GotIts Spotsby Rudyard Kipling in Lesson 141. The student will identify thestyle and characteristics of individual illustrators.

Lesson 151 To Whom Should I Write? East of the Sun and West of the Moon, by Peter ChristenAsbjornsen

Objective: The student will write thee different letters, using different tonesand style based upon the recipients of the letter, as an exercise in writing



24/34

Lesson 152 About the Author East of the Sun and West of the Moon, by Peter Christen

Asbjornsen Objective: The student will identify the literary style and characteristics of

individual authors and learn to recognize how these elements affect a story.

Lesson 153 Ask the Author East of the Sun and West of the Moon, by Peter Christen

Asbjornsen Objective: The student will prepare and conduct a formal interview of a

published author.

Lesson 154 The Dark Side East of the Sun and West of the Moon, by Peter Christen

Asbjornsen Objective:The student will further develop awareness of character traits

in literature.

Lesson 155 Good and Evil East of the Sun and West of the Moon, by Peter Christen

Asbjornsen Objective:

Lesson 156 What a Character!East of the Sun and West of the Moon, by Peter ChristenAsbjornsen

Objective: The student will create original characters with distinctive goodand evil traits.

Lesson 157 Your Own Adventure East of the Sun and West of the Moon, by Peter Christen

Asbjornsen Objective: The student will apply the writing process to creating an

original story based upon the two original characters developed in Lesson 156.

Lesson 158 Whats on TV?

East of the Sun and West of the Moon, by Peter ChristenAsbjornsen Objective:The student will learn the differences between public and

commercial broadcasting media, in particular pubic television.



25/34

Lesson 159 Tonight on the Local News East of the Sun and West of the Moon, by Peter Christen

Asbjornsen Objective:The student will storyboard, write a script and perform a news

broadcast about public television.

Lesson 160 Read Between the Lines East of the Sun and West of the Moon, by Peter Christen

Asbjornsen Vocabulary Assessment 16 Objective: The student will take an Assessment on the spelling and

meaning of the Vocabulary words presented in Lesson 151. The student

will learn the process and purpose for taking margin notes when readinginformational text.

Lesson 161 Aye Mate! Decatur and the Pirates by Edward Eggleston Objective: The student will practice taking and referencing margin notes

as a reading comprehension aid.

Lesson 162 Pirate Research Decatur and the Pirates by Edward Eggleston Objective: The student will conduct research based upon Decatur and

the Piratesby Edward Eggleston and write a formal research paper.

Lesson 163 Pirate Booty Decatur and the Pirates by Edward Eggleston Objective: The student will repurpose the information gathered for the

research paper to create an Alphabet book on the same topic.

Lesson 164 A Pirate Tale Decatur and the Pirates by Edward Eggleston Objective: The student will write a dramatic story.

Lesson 165 Grammar Time Decatur and the Pirates by Edward Eggleston Objective: The student will review the punctuation rules and elements of

grammar introduced throughout this course by creating a grammar andpunctuation reference manual.

Lesson 166 Genre TimeDecatur and the Pirates by Edward Eggleston

Objective: The student will review the literary genres introduced in thiscourse by creating a literary genre reference manual.



26/34

Lesson 167 Loose Ends Decatur and the Pirates by Edward Eggleston Objective:

Lesson 168 About the AuthorYou!Decatur and the Pirates by Edward Eggleston

Objective:The student will write an autobiographical information piece.

Lesson 169 This and ThisDecatur and the Pirates by Edward Eggleston

Objective: works.

Lesson 170 Learn through Music Decatur and the Pirates by Edward Eggleston Vocabulary Assessment 17 Objective: The student will experience music as a learning and study aid.

The student will take an Assessment on the spelling and meaning of theVocabulary words presented in Lesson 161.

Lesson 171 From Boys to AuthorsSome Boys Who Became Authors by Edward Eggleston

Objective: the literary selection introduced in this Lesson.

Lesson 172 Give a Little Inspiration Some Boys Who Became Authors by Edward Eggleston Objective: The student will write an essay based upon the literary selection.

Lesson 173 Vocabulary ReviewObjective: The student will review each of the Vocabulary word listspresented throughout the course then select thirty Vocabulary words forinclusion in a Vocabulary Word book.

Lesson 174 Show Your PortfolioObjective: The student will review, update and formally prepare the

writing portfolio created throughout this course.

Lesson 175 Reflection Pool Objective:

the year.

Lesson 176 Another Dip in the Reflection PoolObjective: throughout the year.



27/34


Lesson 177 & 178 Cumulative Assessment Time! Objective: The student will create a Cumulative Assessment and Answer

Key covering the skills, concepts, rules, literary selections, and Vocabularywords that have been presented throughout this course.

Lesson 179 Great Expectations Objective:The student will write a summary of 4th grade in a formal letter

to a future 4th grader.

Lesson 180 An Aha!MomentVocabulary Assessment 18

Objective: experience in 4th grade Language Arts. The student will take an

Assessment on the spelling and meaning of the Vocabulary wordspresented in Lesson 171.


28/34

Fourth Grade Language Arts Common Core

Alignment

CompleteCurriculumLesson

Reading: Literature

--Key Ideas and Details

RL.4.1.Refertodetailsandexamplesinatextwhen

explainingwhatthetextsaysexplicitlyandwhendrawing

inferencesfromthetext. 42,103,161

RL.4.2.Determineathemeofastory,drama,orpoem

fromdetailsinthetext;summarizethetext. 20,38,61

RL.4.3.Describeindepthacharacter,setting,oreventina

storyordrama,drawingonspecificdetailsinthetext(e.g.,

acharactersthoughts,words,oractions). 2,11,18,89,91,102, 103,154,

-- Craft and Structure

RL.4.4.Determinethemeaningofwordsandphrasesas

theyareusedinatext,includingthosethatalludeto

significantcharactersfoundinmythology(e.g.,

Herculean). 101,141,154,161,

RL.4.5.

Explain

major

differences

between

poems,

drama,

andprose,andrefertothestructuralelementsofpoems

(e.g.,verse,rhythm,meter)anddrama(e.g.,castsof

characters,settings,descriptions,dialogue,stage

directions)whenwritingorspeakingaboutatext. 85,86,87

RL.4.6.Compareandcontrastthepointofviewfrom

whichdifferentstoriesarenarrated,includingthe

differencebetweenfirst andthirdpersonnarrations. 43,

-- Integration of Knowledge and Ideas

. . . e erm ne emean ngo wor san p rasesas

theyareusedinatext,includingthosethatalludeto

significant

characters

found

in

mythology

(e.g.,

Herculean). 12,22

RL.4.5.Explainmajordifferencesbetweenpoems,drama,

andprose,andrefertothestructuralelementsofpoems

(e.g.,verse,rhythm,meter)anddrama(e.g.,castsof

characters,settings,descriptions,dialogue,stage

directions)whenwritingorspeakingaboutatext.

RL.4.6.Compareandcontrastthepointofviewfrom

whichdifferentstoriesarenarrated,includingthe

differencebetweenfirst andthirdpersonnarrations. 92,145,155,169,

-- Range of Reading and Level of Text Complexity

RL.4.10.By

the

end

of

the

year,

read

and

comprehend

literature,includingstories,dramas,andpoetry,inthe

grades45textcomplexitybandproficiently,with

scaffoldingasneededatthehighendoftherange.

1,2,

3,

4,

5,

6,

7,

9,

11,

16,

18,

21,

31,

35,

36,

37,

38,

39,

43,48,61,62,65,79,80,85,86,91,92,,101,102,111,

121127,131,132,133,134,141,142,145,147,151,

154,155161

Reading: Informational Text

--Key Ideas and Details

RI.4.1.Refertodetailsandexamplesinatextwhen

explainingwhatthetextsaysexplicitlyandwhendrawing

inferencesfromthetext. 58,143,144,171


29/34

RI.4.2.Determinethemainideaofatextandexplainhow

itissupportedbykeydetails;summarizethetext. 47,81

RI.4.3.Explainevents,procedures,ideas,orconceptsina

historical,scientific,ortechnicaltext,includingwhat

happenedandwhy,basedonspecificinformationinthe

text. 47,171

-- Craft and Structure

RI.4.4.Determinethemeaningofgeneralacademicand

domainspecificwordsorphrasesinatextrelevanttoa

grade4topicorsubjectarea . 41,

RI.4.5.Describetheoverallstructure(e.g.,chronology,

comparison,cause/effect,problem/solution)ofevents,

ideas,concepts,orinformationinatextorpartofatext. 47,

RI.4.6.Compareandcontrastafirsthandandsecondhand

accountofthesameeventortopic;describethe

differencesinfocusandtheinformationprovided. 171,

-- Integration of Knowledge and Ideas

RI.4.7.Interpretinformationpresentedvisually,orally,or

quantitatively(e.g.,incharts,graphs,diagrams,timelines,

animations,orinteractiveelementsonWebpages)and

explainhowtheinformationcontributestoan

understandingofthetextinwhichitappears. 143,153

RI.4.8.Explainhowanauthorusesreasonsandevidence

tosupportparticularpointsinatext. 171,

. . .

topicinordertowriteorspeakaboutthesubject

knowledgeably. 143,144

-- Range of Reading and Level of Text Complexity

RI.4.10.Bytheendofyear,readandcomprehend

informationaltexts,includinghistory/socialstudies,

science,andtechnicaltexts,inthegrades45text

complexitybandproficiently,withscaffoldingasneededat

thehighendoftherange. 41,45,46,50,51,52,58,71,77,81,83,143,144,160

Reading: Foundational Skills

--Phonics and Word Recognition

RF.4.3.Knowandapplygradelevelphonicsandword

analysisskillsindecodingwords. 15,30,96,

Usecombinedknowledgeofalllettersound

correspondences,syllabicationpatterns,andmorphology

(e.g.,rootsandaffixes)toreadaccuratelyunfamiliar

multisyllabicwordsincontextandoutofcontext. 15,30,96,118,141

-- Fluency

RF.4.4.Readwithsufficientaccuracyandfluencyto

supportcomprehension.

1,2,3,4,5,6,7,9,11,18,31,43,45,47,51,52,58,61,

79,80,81,111,127,131,133,141,142,143,144,145,

160,161,


30/34

Readgradeleveltextwithpurposeandunderstanding.

1,2,3,4,5,6,7,9,11,18,31,43,45,47,51,52,58,61,

79,80,81,111,127,131,133,141,142,143,144,145,

160,161,

Readgradelevelproseandpoetryorallywithaccuracy,

appropriaterate,andexpression. 2,31,85

Usecontexttoconfirmorselfcorrectwordrecognition

andunderstanding,rereadingasnecessary. 81,91,111,121,131,151

Writing

--Text Types and Purposes

W.4.1.Writeopinionpiecesontopicsortexts,supporting

apointofviewwithreasonsandinformation. 11,22,33,48,56,66,82,88,97,126,130,141,154

Introduceatopicortextclearly,stateanopinion,and

createanorganizationalstructureinwhichrelatedideas

aregroupedtosupportthewriterspurpose. 82,126,141

Providereasonsthataresupportedbyfactsanddetails. 22,66,141

Linkopinionandreasonsusingwordsandphrases(e.g.,

forinstance ,inorderto ,inaddition ). 66,

Provideaconcludingstatementorsectionrelatedtothe

opinionpresented 126,

W.4.2.Writeinformative/explanatorytextstoexaminea

topicandconveyideasandinformationclearly.

12,16,17,46,52,59,60,63,71,100,104,106,119,120,

121,140,142,144,146,148,152,153,158,159,162,

165,166,168,169

Introduceatopicclearlyandgrouprelatedinformationin

paragraphsandsections;includeformatting(e.g.,

headings),illustrations,andmultimediawhenusefulto

. , , , , , , , , , ,

Developthetopicwithfacts,definitions,concretedetails,

quotations,orotherinformationandexamplesrelatedto

thetopic. 12,17,63,71,104,106,152,159

Linkideaswithincategoriesofinformationusingwords

andphrases(e.g.,another,forexample ,also ,because ). 17,71

d.Usepreciselanguageanddomainspecificvocabularyto

informaboutorexplainthetopic. 106,144,148

Provideaconcludingstatementorsectionrelatedtothe

informationorexplanationpresented. 16,17,121,162

W.4.3.Writenarrativestodeveloprealorimagined

experiencesoreventsusingeffectivetechnique,

descriptivedetails,andcleareventsequences.

1,9,10,19,20,24,62,65,70,74,93,107,108,112,

113,115,128,132,134,135,147,156,157,164,172

Orient the reader by establishing a situation and introducing

a narrator and/or characters; organize an event sequence

that unfolds naturally. 20,41,62,108,115,128,164,

Use dialogue and description to develop experiences and

events or show the responses of characters to situations.

74,108,157

Use a variety of transitional words and phrases to manage

the sequence of events. 99,


31/34

Use concrete words and phrases and sensory details to

convey experiences and events precisely. 9,29,108,112,113,157

Provide a conclusion that follows from the narrated

experiences or events. 20,42

-- Production and Distribution of Writing

W.4.4.Produceclearandcoherentwritinginwhichthe

developmentandorganizationareappropriatetotask,

purpose,andaudience.(Gradespecificexpectationsfor

writingtypesaredefinedinstandards13above.)

1,9,10,12,14,17,19,24,26,41,43,46,48,49,50,51,

52,54,55,56,59,60,61,62,64,66,68,70,71,74,77,

82,86,

87,

88,

90,

91,

93,

97,

98,

100,

102,

104,

105,

106,

107,112,113,114,115,119,120,121,125,126,128,

130,132,133,134,135,137,138,140,141,142,144,

145,147,148,151,152,153,154,155,156,157,158,

159,162,163,164,165,166,167,168,169,170,172,

175,176,177,178,179,180

W.4.5.Withguidanceandsupportfrompeersandadults,

developandstrengthenwritingasneededbyplanning,

revising,andediting. 13,14,17,23,25,26,27,28,41

W.4.6.Withsomeguidanceandsupportfromadults,use

technology,including

the

Internet,

to

produce

and

publish

writingaswellastointeractandcollaboratewithothers;

demonstratesufficientcommandofkeyboardingskillsto

typeaminimumofonepageinasinglesitting.

9,28,34,43,44,46,48,63,93,104,114,126,128,152,

162,174,177,178

-- Research to Build and Present Knowledge

W.4.7.Conductshortresearchprojectsthatbuild

knowledgethroughinvestigationofdifferentaspectsofa

topic.

46,71,77,82,90,106,119,121,140,142,144,146,148,

149,150,152,153,162

W.4.8.Recallrelevantinformationfromexperiencesor

gatherrelevantinformationfromprintanddigitalsources;

takenotesandcategorizeinformation,andprovidealist

ofsources.

46,71,77,82,106,121,140,142,144,148,152,158,

162

W.4.9.Drawevidencefromliteraryorinformationaltexts

tosupportanalysis,reflection,andresearch. 12,45,82,98,104,106,150,

Applygrade4Readingstandards toliterature(e.g.,

Describeindepthacharacter,setting,oreventinastory

ordrama,drawingonspecificdetailsinthetext[e.g.,a

charactersthoughts,words,oractions].).

11,12,14,19,21,31,37,38,48, 86,102,105,127,141,

169,

Applygrade4Readingstandards toinformationaltexts

(e.g.,Explainhowanauthorusesreasonsandevidenceto

supportparticularpointsinatext). 60,82,83

--Range of Writing

W.4.10. Write routinely over extended time frames (time for

research, reflection, and revision) and shorter time frames

(a single sitting or a day or two) for a range of discipline-

specific tasks, purposes, and audiences.

1,3,

4,

5,

9,

11,

12,

13,

14,

16,

17,

20,

24,

26,

27,

33,

38,

41,42,45,46,48,49,50,51,52,54,55,56,58,59,60,

61,62,63,64,65,66,68,70,71,74,77,82,86,88,90,

91,93,95,97,98,100,102,103,104,105,106,107,112,

113,114,115,119,120,126,128,130,132,133,135,

136,138,140,141,142,144,145,146,147,148,151,

152,153,154,155,156,157,158,159,162,163,164,

165,166,167,168,169,170,172,175,176,177,178,

179,180


32/34

Speaking and Listening

--Comprehension and Collaboration

SL.4.1.Engageeffectivelyinarangeofcollaborative

discussions(oneonone,ingroups,andteacherled)with

diversepartnersongrade4topicsandtexts ,buildingon

othersideasandexpressingtheirownclearly. 29,33,47,81,88,90,92,94,98,140,144,149,175

Cometodiscussionsprepared,havingreadorstudied

requiredmaterial;explicitlydrawonthatpreparationand

otherinformationknownaboutthetopictoexploreideas

underdiscussion. 47,81,88,90,92,94,139

Followagreeduponrulesfordiscussionsandcarryout

assignedroles. 92,

Poseandrespondtospecificquestionstoclarifyorfollow

uponinformation,andmakecommentsthatcontributeto

thediscussionandlinktotheremarksofothers. 149,153

Reviewthekeyideasexpressedandexplaintheirown

ideasandunderstandinginlightofthediscussion. 152,

SL.4.2.Paraphraseportionsofatextreadaloudor

informationpresentedindiversemediaandformats,

includingvisually,quantitatively,andorally. 100,148,153

SL.4.3.Identifythereasonsandevidenceaspeaker

providestosupportparticularpoints. 100,

--Presentation of Knowledge and Ideas

. . . , ,

experienceinanorganizedmanner,usingappropriate

factsandrelevant,descriptivedetailstosupportmain

ideasorthemes;speakclearlyatanunderstandablepace. 44,47,122,152,159,

SL.4.5.Addaudiorecordingsandvisualdisplaysto

presentationswhenappropriatetoenhancethe

developmentofmainideasorthemes. 47,57,122,146,150,152,159

SL.4.6.Differentiatebetweencontextsthatcallforformal

English(e.g.,presentingideas)andsituationswhere

informaldiscourseisappropriate(e.g.,smallgroup

discussion);useformalEnglishwhenappropriatetotask

andsituation. 139,148,152,159

--Conventions of Standard English

L.4.1.Demonstratecommandoftheconventionsof

standardEnglishgrammarandusagewhenwritingor

speaking.

1,3,4,6,9,10,11,12,14,16,17,19,24,29,31,33,38,

41,42,,43,4652,5456,5871,7376,82,,84,86,88,

90,91,93,94,95,97,98,100,102107,110,112,113,

115,116,119124,126,128,130,132142,144148,151

154,156159,162170,172,175180

1,

Userelativepronouns(who,whose,whom,which,that)

andrelativeadverbs(where,when,why). 59,116

Formandusetheprogressive(e.g.,Iwaswalking;Iam

walking;Iwillbewalking )verbtenses. 69,


33/34

Usemodalauxiliaries(e.g.,can,may,must)toconvey

variousconditions. 91,

Orderadjectiveswithinsentencesaccordingto

conventionalpatterns(e.g.,asmallredbag ratherthana

redsmallbag ). 131,

Formanduseprepositionalphrases. 135,

Producecompletesentences,recognizingandcorrecting

inappropriatefragmentsandrunons.* 3,4,8,95

Correctlyusefrequentlyconfusedwords(e.g.,to,too,

two;there,their).* 78,

L.4.2.Demonstratecommandoftheconventionsof

standardEnglishcapitalization,punctuation,andspelling

whenwriting.

1,5,10,12,17,24,38,41,42,43,46,47,48,49,50,51,

52,54,55,56,58,59,60,61,62,63,64,65,66,67,68,

70,71,73,74,75,76,82,86,88,90,91,93,95,97,98,

100,102,103,104,105,106,107,110,113,114,115,

117,119,120,124,126,128,130,132,133,134,135,

136,137,138,140,141,144,145,146,147,148,151,

152,153,154,156,157,158,159,162,163,164,165,

166,167,168,169,170,172,175,176,179,180

Usecorrectcapitalization. 8,80,124,145,165

Usecommasandquotationmarkstomarkdirectspeech

andquotationsfromatext. 75,117,123

Useacommabeforeacoordinatingconjunctionina

compoundsentence. 117,

Spellgradeappropriatewordscorrectly,consulting

referencesasneeded.

10,15,20,21,30,40, 50,51,60,70,71,80,81,90,91,

100,101,110,111,112,120,121,130,131,138,140,

141,150,151,160,161,170,171,173

----

L.4.3.Useknowledgeoflanguageanditsconventions

whenwriting,speaking,reading,orlistening.

10,11,12,14,16,19,24,31,33,38,4143,4652,5456,

5865,67,68,70,71,73,74,75,76,82,86,88,90,91,93,

94,95,97

Choosewordsandphrasestoconveyideasprecisely.* 68,86,106

Choosepunctuationforeffect.* 8,

DifferentiatebetweencontextsthatcallforformalEnglish

(e.g.,presentingideas)andsituationswhereinformal

discourseisappropriate(e.g.,smallgroupdiscussion). 139,148,151

--Vocabulary Acquisition and Use

L.4.4.Determineorclarifythemeaningofunknownand

multiplemeaningwordsandphrasesbasedongrade4

reading

and

content,

choosing

flexibly

from

a

range

of

strategies. 141,

Usecontext(e.g.,definitions,examples,orrestatementsin

text)asacluetothemeaningofawordorphrase. 32,141,

Usecommon,gradeappropriateGreekandLatinaffixes

androotsascluestothemeaningofaword(e.g.,

telegraph,photograph,autograph ). 30,96,118


34/34

Consultreferencematerials(e.g.,dictionaries,glossaries,

thesauruses),bothprintanddigital,tofindthe

pronunciationanddetermineorclarifytheprecise

meaningofkeywordsandphrases.

10,11,32,40,41,51,61,81,101,111,118,121,127,

131,138,161,171,173,

L.4.5.Demonstrateunderstandingoffigurativelanguage,

wordrelationships,andnuancesinwordmeanings. 72,87,109,110,111,112,1114

Explainthemeaningofsimplesimilesandmetaphors(e.g.,

asprettyasapicture )incontext. 54,55,165

Recognizeandexplainthemeaningofcommonidioms,

adages,andproverbs. 72,

Demonstrateunderstandingofwordsbyrelatingthemto

theiropposites(antonyms)andtowordswithsimilarbut

notidenticalmeanings(synonyms) 40,129,

L.4.6.Acquireanduseaccuratelygradeappropriate

generalacademicanddomainspecificwordsandphrases,

includingthosethatsignalpreciseactions,emotions,or

statesofbeing(e.g.,quizzed,whined,stammered)and

thatarebasictoaparticulartopic(e.g.,wildlife,

conservation, andendangeredwhendiscussinganimal

preservation). 9,13,14,41,101,106,127,138,141

Supplement voyages

Documents

Transcript of Supplement voyages