Fourth Grade Nine Week Plans 2014-2015
Fourth Nine Weeks
English: Oral Language
The student will use effective oral communication skills in a variety of settings. (SOL
4.1)
d. Use evidence to support opinions.
e. Use grammatically correct language and specific vocabulary to communicate
ideas.
g. Demonstrate the ability to collaborate with diverse teams.
h. Demonstrate the ability to work independently.
Reading:
The student will read and demonstrate comprehension of fictional texts, narrative
nonfiction texts, and poetry. (SOL 4.5)
b. Describe how the choice of language, setting, characters, and information
contributes to the author’s purpose.
h. Draw conclusions/make inferences about text.
The student will read and demonstrate comprehension of nonfiction texts. (SOL 4.6)
f. Draw conclusions and make simple inferences
Writing:
The student will write cohesively for a variety of purposes. (SOL 4.7)
a. Identify intended audience.
c. Use a variety of pre-writing strategies.
e. Recognize different modes of writing have different patterns of organization.
i. Utilize elements of style, including word choice and sentence variation.
j. Revise writing for clarity of content using specific vocabulary and information.
The student will edit writing for correct grammar, capitalization, spelling, punctuation,
sentence structure, and paragraphing. (SOL 4.8)
c. Eliminate double negatives.
f. Incorporate adjectives and adverbs.
g. Use correct spelling for frequently used words, including common homophones.
The student will demonstrate comprehension of information resources to research a
topic. (SOL 4.9)
a. Construct questions about a topic.
b. Collect information from multiple resources including online, print, and media.
c. Use technology as a tool to organize, evaluate, and communicate information.
d. Give credit to sources used in research.
e. Understand the difference between plagiarism and using own words.
Math:
Measurement (SOL 4.7) The student will:
a) estimate and measure length, and describe the result in both metric and U.S.
Customary units; and
b) identify equivalent measurements between units within the U.S. Customary system
(inches and feet; feet and yards; inches and yards; yards and miles) and between units
within the metric system (millimeters and centimeters; centimeters and meters; and
millimeters and meters).
Measurement (SOL 4.6) The student will a) estimate and measure weight/mass and describe the results
in U.S. Customary and
metric units as appropriate; and
b) identify equivalent measurements between units within the U.S. Customary system
(ounces, pounds, and tons) and between units within the metric system (grams and
kilograms).
Measurement (SOL 4.8) The student will
a) estimate and measure liquid volume and describe the results in U.S. Customary units;
and
b) identify equivalent measurements between units within the U.S. Customary system
(cups, pints, quarts, and gallons).
Geometry (SOL 4.10) The student will
a) identify and describe representations of points, lines, line segments, rays, and angles,
including endpoints and vertices; and
b) identify representations of lines that illustrate intersection, parallelism, and
perpendicularity.
Geometry (SOL 4.11) The student will
a) investigate congruence of plane figures after geometric transformations, such as
reflection, translation, and rotation, using mirrors, paper folding, and tracing; and
b) recognize the images of figures resulting from geometric transformations, such as
translation, reflection, and rotation.
Geometry (SOL 4.12) The student will
a) define polygon; and
b) identify polygons with 10 or fewer sides.
Elapsed Time (SOL 4.9) The student will determine elapsed time in hours and minutes
within a 12-hour period.
Social Studies:
Roles of Geography in National Development (cont’d) (SOLs VS 8a-c) The student
will:
1. Explain how economic difficulties after the Civil War might have affected the ways in
which African Americans were denied political rights. (VS.8a,b)
2. Explain what economic activities or industries helped Virginia emerge from economic
difficulties after the Civil War. (VS.8c)
3. Describe the status of African Americans during Virginia’s recovery after the Civil
War. (VS.8a,b)
Virginia Develops in the 20th Century (SOLs VS 9a-c, VS 10a-c) The student will:
1. Explain economic changes in Virginia regions that have contributed to the
transformation of Virginia into an urban state from a predominantly rural one.
(VS.9a)
2. Define desegregation and explain the role of Virginia’s government and government
officials after the Brown v. Board of Education decision by the U.S. Supreme Court.
(VS.9c, VS.10a)
3. Explain how the contribution of at least five famous Virginians helped promote
desegregation and racial equality. (VS.9d)
4. Explain the role of at least two Virginians in the development of our current
international system. (VS.9b)
5. Explain how the geography and economy of Virginia and its regions allow the state
to take part in world trade and international interaction. (VS.10b,c)
Virginia Studies SOL Review
Science:
Plant Anatomy and Life Processes (SOL 4.4)
4.4 The student will investigate and understand basic plant anatomy and life processes.
Key concepts include
a) the structures of typical plants and the function of each structure;
b) processes and structures involved with plant reproduction;
c) photosynthesis; and
d) adaptations allow plants to satisfy life needs and respond to the environment.
Science Review