student manual language arts—lesson 177 & 178-1

STUDENT MANUAL LANGUAGE ARTS—LESSON 177 & 178-1

Lesson 177 & 178 Cumulative Assessment Time!

In the next two Lessons, you are going to do something that not many students have the chance to do. You are going to make your own “Cumulative” Assessment and then you and your teacher are going to take it together.

You get to make up the questions pertaining to what you have been taught in 4th grade Language Arts. Your questions should cover a wide range of the topics that have been presented, practiced and assessed in this course, such as:

Grammar PunctuationVocabulary words Literary genres Writing formats, styles and techniques Communication and presentation skills Specific facts pertaining to the stories and articles you have read.

Your first step is to review the Table of Contents and Lessons 1-174 of this text and your Writer’s Notebook to find 50 rules, skills, types of information, and Vocabulary words that could be made into good Assessment questions.

Cumulative Assessment Guidelines Review Lessons 1-174 and draft 50 questions that cover a wide range of the topics and skills you have learned.

The questions can be fill in the blank, multiple choice, or questions that require short written answers.

As you draft your questions and answers, jot down the Lesson in which the information and the answer to your question can be found.

Present your questions in the order in which the information was presented.

The formal Assessment must be typed.

You must include an Answer Key that provides the correct or a sample answer and the Lesson in which the answer can be found.


Sample Assessment Questions: In Lesson 1, you were introduced to common nouns and proper nouns and new Vocabulary words. Two good Assessment questions could be:

1. Which of the following is a common noun? boy, Amanda, Lake Tahoe

2. Give an example of a proper noun.

In Lesson 11, you were introduced to new Vocabulary words. A good Assessment question could be:

3. Write a sentence using the word antagonist.

Immediately write the answers to your questions on your Answer Key as you write your questions.


Lesson Wrap-Up: Have you learned or re-learned anything as a result of this assignment? Do you think that creating Assessment questions is good way to study?

Sample Answer Key:

1. A common noun is a person, place or thing, such as boy. [Lesson 1]

2. A proper noun is a specific person or place, such as Bob or Los Angeles. [Lesson 1]

3. In a story, the trouble-maker is the antagonist. [Lesson 11]


Lesson 177 & 178 Cumulative Assessment Time!

In the next two Lessons, you are going to do something that not many students have the chance to do. You are going to make your own “Cumulative” Assessment and then you and your teacher are going to take it together.

You get to make up the questions pertaining to what you have been taught in 4th grade Language Arts. Your questions should cover a wide range of the topics that have been presented, practiced and assessed in this course, such as:

Grammar PunctuationVocabulary words Literary genres Writing formats, styles and techniques Communication and presentation skills Specific facts pertaining to the stories and articles you have read.

Your first step is to review the Table of Contents and Lessons 1-174 of this text and your Writer’s Notebook to find 50 rules, skills, types of information, and Vocabulary words that could be made into good Assessment questions.

Cumulative Assessment Guidelines Review Lessons 1-174 and draft 50 questions that cover a wide range of the topics and skills you have learned.

The questions can be fill in the blank, multiple choice, or questions that require short written answers.

As you draft your questions and answers, jot down the Lesson in which the information and the answer to your question can be found.

Present your questions in the order in which the information was presented.

The formal Assessment must be typed.

You must include an Answer Key that provides the correct or a sample answer and the Lesson in which the answer can be found.


Sample Assessment Questions: In Lesson 1, you were introduced to common nouns and proper nouns and new Vocabulary words. Two good Assessment questions could be:

1. Which of the following is a common noun? boy, Amanda, Lake Tahoe

2. Give an example of a proper noun.

In Lesson 11, you were introduced to new Vocabulary words. A good Assessment question could be:

3. Write a sentence using the word antagonist.

Immediately write the answers to your questions on your Answer Key as you write your questions.


Lesson Wrap-Up: Have you learned or re-learned anything as a result of this assignment? Do you think that creating Assessment questions is good way to study?

Sample Answer Key:

1. A common noun is a person, place or thing, such as boy. [Lesson 1]

2. A proper noun is a specific person or place, such as Bob or Los Angeles. [Lesson 1]

3. In a story, the trouble-maker is the antagonist. [Lesson 11]

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Table of Contents Lesson 1 Favorite Activity “Naughty Jocko” by Louisa May Alcott Objective: The student will differentiate a list of nouns between common nouns and proper nouns identified while reading a fairy tale. Proper penmanship will be practiced throughout the Lesson.

Lesson 2 Seeing Double “Naughty Jocko” by Louisa May Alcott Objective: The student will understand the difference between singular and 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 and sentence fragments. Proper penmanship will be used throughout the Lesson.

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 Alcott Objective: The student will understand the definition of a declarative sentence 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 an interrogative sentence.

Lesson 7 Would You Please? “Naughty Jocko” by Louisa May Alcott Objective: The student will understand the meaning of an imperative sentence 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 exclamatory sentences and be able to both pick them out of text and create original statements.

VOYAGES IN FOURTH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 1

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 of a 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 a story. 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 Let’s Get Organized Objective: The student will understand the purpose of a story map or graphic 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 main idea 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 spelling rules.

Lesson 16 That’s a Wrap “Naughty Jocko“ ; “The Skipping Shoes” by Louisa May Alcott Objective: The student will explore the many ways an author ends a story and 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-developed essay paragraph.

VOYAGES IN FOURTH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 2 VOYAGES IN FOURTH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 3

Lesson 18 In the Beginning “Naughty Jocko”; “The Skipping Shoes” by 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 Shoes” by 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 able to identify elements of rising action in a given short story.

Lesson 21 As They Round the Corner “Rosy’s Journey” by Louisa May Alcott Objective: The student will learn about the climax of a story and will be able to identify the climax of a given short story.

Lesson 22 The End “Naughty Jocko”; “The Skipping Shoes”; “Rosy’s 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-writing activity for a longer writing piece that will be completed in subsequent Lessons.

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 for capitalization, usage, punctuation, and spelling.

Lesson 27 I Need Your Help Objective: Using the story developed in Lessons 24-26, the student will work on the editing process with a peer; this time editing each other’s stories.

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 in writing 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 element and will use prior knowledge to make predictions.

Lesson 32 Word Ladders “Toads and Diamonds” by Charles Perrault Objective: The student will use text structure and context clues to recognize 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 Reader’s Log “Toads and Diamonds” by Charles Perrault Objective: The student will create a reading log to begin monitoring his or her reading level and tracking each book that is read. Reading strategies applied 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.


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 the difference between a fairy tale and other genres of literature.

Lesson 38 Retelling the Tale “Toads and Diamonds” by Charles Perrault Objective: The student will create mental images and practice retelling a story 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 Perrault Vocabulary Assessment 4 Objective: The student will use strong verbs properly when editing text to add 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 tale using 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 use inference skills to increase conceptual understanding.

Lesson 43 What’s 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 and presenting material.

Lesson 45 Generating Questions “The Star Spangled Banner” Objective: �� question. The student will respond to questions, generate questions and respond 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 by summarizing 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. The student 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 of heroism.

Lesson 50 Making Connections “The Star Spangled Banner” Vocabulary Assessment 5 Objective: The student will respond to text by making connections.

Lesson 51 What’s the Purpose? “The Author of Little Women” Objective: The student will learn to determine an author’s purpose for writing and be introduced to the concept of writing for different audiences.


Lesson 52 Your Turn to be the Author! “The Author of Little Women” Objective: The student will decide the author’s purpose. The student will write for different audiences.

Lesson 53 What is Revising? “The Author of Little Women” Objective: The student will become more adept at the writing process by revising 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 to construct 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 ideas generated through pictures.

Lesson 58 Biography “The Author of Little Women” Objective: The student will learn the difference between biography and autobiography. The student will use a biography to answer detail questions.

Lesson 59 What’s 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 varied contexts and purposes.

Lesson 60 What’s 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 construct meaning. 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 strategies when 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 writing newspaper 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 will use 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 and how 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 understanding the 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.


Lesson 68 What’s for Dinner? “The Water Lily. The Gold Spinners” edited by Andrew Lang Objective: The student will further develop functional reading skills by reading 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 and construct 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 several examples.

Lesson 71 Stars and Stripes Forever “Washington’s Last Battle” by Edward Eggleston Objective: The student will learn about the symbolism of the American � � �� #�� it symbolizes to Americans.

Lesson 72 Idiom Mystery “Washington’s Last Battle” by Edward Eggleston Objective: The student will become familiar with idioms and how to determine their meanings using appropriate resources.

Lesson 73 Direct and Indirect Objects “Washington’s Last Battle” by Edward Eggleston Objective: The student will understand direct and indirect objects.

Lesson 74 Comic Book Fun “Washington’s 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, the student will create his own comic.

Lesson 75 What Did You Say? “Washington’s Last Battle” by Edward Eggleston Objective: The student will be able to use quotation marks correctly in writing.


Lesson 76 Contraction Action Contractions Practice Objective: The student will be able to correctly contract two words.

Lesson 77 Want to Trade Cards? “Washington’s Last Battle” by Edward Eggleston Objective: The student will write an informational report using a variety of resources.

Lesson 78 Tail or Tale? “Washington’s 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 able to 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 a graphic 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 similar items.

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 Don’t Hesitate, Hyphenate! "William Penn and the Native Americans" by Edward Eggleston Objective: The student will become familiar with hyphenating syllables.


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 and rhyming patterns.

Lesson 87 Alliteration Action Objective: The student will gain an understanding of alliteration and use the 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 and write 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 setting and 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.

Lesson 94 Tell Your Tale “How the Tortoise Got Its Shell” Objective: The student will be able to use proper enunciation and emphasis in communication. The student will be able to give an oral presentation 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 progress made so far in reading and writing skills, and then set personal year-end reading 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 in writing.

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: �� %��


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 Pyramid style.

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 Onomatopoeia “The Pomegranate Seed” By Nathaniel Hawthorne Vocabulary Assessment 11 Objective: The student will be able to recognize and use onomatopoeia.



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: �� 5�� 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 � � ��8��<<=�

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.

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 of periodicals.

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 Lesson 121, the student will create a radio news report based upon an actual event that occurred during one of the periods researched (20, 40 or 100 years 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 a portfolio by creating a portfolio of work completed throughout this course.

Lesson 126 It’s All Business “Attack of the Mammoth,” retold by S.E. Schlosser Objective: The student will write a formal, accurately formatted business � � ��


Lesson 127 “Who Dunnit?” “Attack of the Mammoth,” retold by S.E. Schlosser Objective: The student will learn the elements of a mystery in preparation for 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 Descriptions “Attack of the Mammoth,” retold by S.E. Schlosser Objective: The student will gain familiarity with how and why synonyms are used in writing.

Lesson 130 Writing about Art “Attack 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; the student will read and study a form of contemporary art and write a personal review of it.

Lesson 131 Rich with Description An excerpt from A Moonlight Fable by H. G. Wells Objective: The student will practice descriptive writing.

Lesson 132 Memoirs An excerpt from A Moonlight Fable by 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 different emotions.

Lesson 133 What Will Happen Next? An excerpt from A Moonlight Fable by H. G. Wells Objective: The student will write a prediction of what will happen next in A Moonlight Fable by H. G. Wells after the excerpt the student has read.

Lesson 134 Recipe for Making Aliens An excerpt from A Moonlight Fable by H. G. Wells Objective:�� B�� B��


Lesson 135 The Aliens Have Landed An excerpt from A Moonlight Fable by H. G. Wells Objective: The student will conduct all steps in the writing process to � � �� B��

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

Lesson 137 Revising and Editing An excerpt from A Moonlight Fable by H. G. Wells Objective: The student will further develop revising and editing skills to enhance writing.

Lesson 138 Batter Up! An excerpt from A Moonlight Fable by H. G. Wells Objective: �� %�� language patterns; in this Lesson sports will be used for context.

Lesson 139 Pardon Me An excerpt from A Moonlight Fable by H. G. Wells Objective: The student will be able to describe how language patterns are utilized in formal situations.

Lesson 140 What’s Cool for School? An excerpt from A Moonlight Fable by H. G. Wells Vocabulary Assessment 14 Objective: The student will further develop compare and contrast skills in the context of different types of schools. The student will take an Assessment on the spelling and meaning of the Vocabulary words presented 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 a dictionary.

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.

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 in hobbies 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 Got Its Spots” by Rudyard Kipling in Lesson 141. The student will identify the style and characteristics of individual illustrators.

Lesson 151 To Whom Should I Write? “East of the Sun and West of the Moon,” by Peter Christen Asbjornsen Objective: The student will write thee different letters, using different tones and style based upon the recipients of the letter, as an exercise in writing � � ��


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 Christen Asbjornsen Objective: The student will create original characters with distinctive good and 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 What’s on TV? “East of the Sun and West of the Moon,” by Peter Christen Asbjornsen Objective: The student will learn the differences between public and commercial broadcasting media, in particular pubic television.


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 reading informational 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 Pirates” by 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 and punctuation reference manual.

Lesson 166 Genre Time “Decatur and the Pirates” by Edward Eggleston Objective: The student will review the literary genres introduced in this course by creating a literary genre reference manual.


Lesson 167 Loose Ends “Decatur and the Pirates” by Edward Eggleston Objective:��"��

Lesson 168 About the Author—You! “Decatur and the Pirates” by Edward Eggleston Objective: The student will write an autobiographical information piece.

Lesson 169 This and This “Decatur 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 the Vocabulary words presented in Lesson 161.

Lesson 171 From Boys to Authors “Some 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 Review Objective: The student will review each of the Vocabulary word lists presented throughout the course then select thirty Vocabulary words for inclusion in a Vocabulary Word book.

Lesson 174 Show Your Portfolio Objective: 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 Pool Objective: �� throughout the year.



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 Vocabulary words 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!”Moment Vocabulary Assessment 18 Objective: �� experience in 4th grade Language Arts. The student will take an Assessment on the spelling and meaning of the Vocabulary words presented in Lesson 171.

Fourth Grade Language Arts Common Core Alignment

Complete Curriculum Lesson

--Key Ideas and DetailsRL.4.1. Refer to details and examples in a text whenexplaining what the text says explicitly and when drawinginferences from the text. 42, 103, 161RL.4.2. Determine a theme of a story, drama, or poemfrom details in the text; summarize the text. 20, 38, 61RL.4.3. Describe in depth a character, setting, or event in astory or drama, drawing on specific details in the text (e.g.,a character’s thoughts, words, or actions). 2, 11, 18, 89, 91, 102, 103, 154,-- Craft and StructureRL.4.4. Determine the meaning of words and phrases asthey are used in a text, including those that allude tosignificant characters found in mythology (e.g.,Herculean). 101, 141, 154, 161,RL.4.5. Explain 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 ofcharacters, settings, descriptions, dialogue, stagedirections) when writing or speaking about a text. 85, 86, 87RL.4.6. Compare and contrast the point of view fromwhich different stories are narrated, including thedifference between first and third person narrations. 43,-- Integration of Knowledge and IdeasRL 4 4 Determine the meaning of words and phrases asRL.4.4. Determine the meaning of words and phrases asthey are used in a text, including those that allude tosignificant characters found in mythology (e.g.,Herculean). 12, 22RL.4.5. Explain 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 ofcharacters, settings, descriptions, dialogue, stagedirections) when writing or speaking about a text.RL.4.6. Compare and contrast the point of view fromwhich different stories are narrated, including thedifference between first and third person narrations. 92, 145, 155, 169,-- Range of Reading and Level of Text ComplexityRL.4.10. By the end of the year, read and comprehendliterature, including stories, dramas, and poetry, in thegrades 4–5 text complexity band proficiently, withscaffolding as needed at the high end of the range.

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, 111,121 127, 131, 132, 133, 134, 141, 142, 145, 147, 151,154, 155 161

--Key Ideas and DetailsRI.4.1. Refer to details and examples in a text whenexplaining what the text says explicitly and when drawinginferences from the text. 58, 143, 144, 171

RI.4.2. Determine the main idea of a text and explain howit is supported by key details; summarize the text. 47, 81RI.4.3. Explain events, procedures, ideas, or concepts in ahistorical, scientific, or technical text, including whathappened and why, based on specific information in thetext. 47, 171-- Craft and StructureRI.4.4. Determine the meaning of general academic anddomain specific words or phrases in a text relevant to agrade 4 topic or subject area . 41,

RI.4.5. Describe the overall structure (e.g., chronology,comparison, cause/effect, problem/solution) of events,ideas, concepts, or information in a text or part of a text. 47,

RI.4.6. Compare and contrast a firsthand and secondhandaccount of the same event or topic; describe thedifferences in focus and the information provided. 171,-- Integration of Knowledge and IdeasRI.4.7. Interpret information presented visually, orally, orquantitatively (e.g., in charts, graphs, diagrams, time lines,animations, or interactive elements on Web pages) andexplain how the information contributes to anunderstanding of the text in which it appears. 143, 153RI.4.8. Explain how an author uses reasons and evidenceto support particular points in a text. 171,RI 4 9 Integrate information from two texts on the sameRI.4.9. Integrate information from two texts on the sametopic in order to write or speak about the subjectknowledgeably. 143, 144-- Range of Reading and Level of Text ComplexityRI.4.10. By the end of year, read and comprehendinformational texts, including history/social studies,science, and technical texts, in the grades 4–5 textcomplexity band proficiently, with scaffolding as needed atthe high end of the range. 41, 45, 46, 50, 51, 52, 58, 71, 77, 81, 83, 143, 144, 160

--Phonics and Word RecognitionRF.4.3. Know and apply grade level phonics and wordanalysis skills in decoding words. 15, 30, 96,

Use combined knowledge of all letter soundcorrespondences, syllabication patterns, and morphology(e.g., roots and affixes) to read accurately unfamiliarmultisyllabic words in context and out of context. 15, 30, 96, 118, 141-- Fluency

RF.4.4. Read with sufficient accuracy and fluency tosupport comprehension.

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,

Read grade level text with purpose and understanding.

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,

Read grade level prose and poetry orally with accuracy,appropriate rate, and expression. 2, 31, 85Use context to confirm or self correct word recognitionand understanding, rereading as necessary. 81, 91, 111, 121, 131, 151

--Text Types and Purposes

W.4.1. Write opinion pieces on topics or texts, supportinga point of view with reasons and information. 11, 22, 33, 48, 56, 66, 82, 88, 97, 126, 130, 141, 154Introduce a topic or text clearly, state an opinion, andcreate an organizational structure in which related ideasare grouped to support the writer’s purpose. 82, 126, 141Provide reasons that are supported by facts and details. 22, 66, 141Link opinion and reasons using words and phrases (e.g.,for instance , in order to , in addition ). 66,Provide a concluding statement or section related to theopinion presented 126,

W.4.2. Write informative/explanatory texts to examine atopic and convey ideas and information clearly.

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

Introduce a topic clearly and group related information inparagraphs and sections; include formatting (e.g.,headings), illustrations, and multimedia when useful toaiding comprehension 17 59 63 71 104 106 121 152 159 162 168aiding comprehension. 17, 59, 63, 71, 104, 106, 121, 152, 159, 162, 168Develop the topic with facts, definitions, concrete details,quotations, or other information and examples related tothe topic. 12, 17, 63, 71, 104, 106, 152, 159

Link ideas within categories of information using wordsand phrases (e.g., another , for example , also , because ). 17, 71d.Use precise language and domain specific vocabulary toinform about or explain the topic. 106, 144, 148Provide a concluding statement or section related to theinformation or explanation presented. 16, 17, 121, 162W.4.3. Write narratives to develop real or imaginedexperiences or events using effective technique,descriptive details, and clear event sequences.

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

20, 41, 62, 108, 115, 128, 164,

74, 108, 157

99,

9, 29, 108, 112, 113, 157

20, 42-- Production and Distribution of Writing

W.4.4. Produce clear and coherent writing in which thedevelopment and organization are appropriate to task,purpose, and audience. (Grade specific expectations forwriting types are defined in standards 1–3 above.)

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. With guidance and support from peers and adults,develop and strengthen writing as needed by planning,revising, and editing. 13, 14, 17, 23, 25, 26, 27, 28, 41

W.4.6. With some guidance and support from adults, usetechnology, including the Internet, to produce and publishwriting as well as to interact and collaborate with others;demonstrate sufficient command of keyboarding skills totype a minimum of one page in a single sitting.

9, 28, 34, 43, 44, 46, 48, 63, 93, 104, 114, 126, 128, 152,162, 174, 177, 178

-- Research to Build and Present KnowledgeW.4.7. Conduct short research projects that buildknowledge through investigation of different aspects of atopic.

46, 71, 77, 82, 90, 106, 119, 121, 140, 142, 144, 146, 148,149, 150, 152, 153, 162

W.4.8. Recall relevant information from experiences orpgather relevant information from print and digital sources;take notes and categorize information, and provide a listof sources.

46, 71, 77, 82, 106, 121, 140, 142, 144, 148, 152, 158,162

W.4.9. Draw evidence from literary or informational textsto support analysis, reflection, and research. 12, 45, 82, 98, 104, 106, 150,Apply grade 4 Reading standards to literature (e.g.,“Describe in depth a character, setting, or event in a storyor drama, drawing on specific details in the text [e.g., acharacter’s thoughts, words, or actions].”).

11, 12, 14, 19, 21, 31, 37, 38, 48, 86, 102, 105, 127, 141,169,

Apply grade 4 Reading standards to informational texts(e.g., “Explain how an author uses reasons and evidence tosupport particular points in a text”). 60, 82, 83--Range of Writing

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

--Comprehension and Collaboration

SL.4.1. Engage effectively in a range of collaborativediscussions (one on one, in groups, and teacher led) withdiverse partners on grade 4 topics and texts , building onothers’ ideas and expressing their own clearly. 29, 33, 47, 81, 88, 90, 92, 94, 98, 140, 144, 149, 175Come to discussions prepared, having read or studiedrequired material; explicitly draw on that preparation andother information known about the topic to explore ideasunder discussion. 47, 81, 88, 90, 92, 94, 139Follow agreed upon rules for discussions and carry outassigned roles. 92,

Pose and respond to specific questions to clarify or followup on information, and make comments that contribute tothe discussion and link to the remarks of others. 149, 153Review the key ideas expressed and explain their ownideas and understanding in light of the discussion. 152,SL.4.2. Paraphrase portions of a text read aloud orinformation presented in diverse media and formats,including visually, quantitatively, and orally. 100, 148, 153SL.4.3. Identify the reasons and evidence a speakerprovides to support particular points. 100,--Presentation of Knowledge and Ideas

SL 4 4 Report on a topic or text tell a story or recount anSL.4.4. Report on a topic or text, tell a story, or recount anexperience in an organized manner, using appropriatefacts and relevant, descriptive details to support mainideas or themes; speak clearly at an understandable pace. 44, 47, 122, 152, 159,SL.4.5. Add audio recordings and visual displays topresentations when appropriate to enhance thedevelopment of main ideas or themes. 47, 57, 122, 146, 150, 152, 159SL.4.6. Differentiate between contexts that call for formalEnglish (e.g., presenting ideas) and situations whereinformal discourse is appropriate (e.g., small groupdiscussion); use formal English when appropriate to taskand situation. 139, 148, 152, 159--Conventions of Standard English

L.4.1. Demonstrate command of the conventions ofstandard English grammar and usage when writing orspeaking.

1, 3, 4, 6, 9, 10, 11, 12, 14, 16, 17, 19, 24, 29, 31, 33, 38,41, 42, , 43, 46 52, 54 56, 58 71, 73 76, 82, , 84, 86, 88,90, 91, 93, 94, 95, 97, 98, 100, 102 107, 110, 112, 113,115, 116, 119 124, 126, 128, 130, 132 142, 144 148, 151154, 156 159, 162 170, 172, 175 1801,

Use relative pronouns (who, whose, whom, which, that )and relative adverbs (where, when, why ). 59, 116Form and use the progressive (e.g., I was walking; I amwalking; I will be walking ) verb tenses. 69,

Use modal auxiliaries (e.g., can, may, must ) to conveyvarious conditions. 91,Order adjectives within sentences according toconventional patterns (e.g., a small red bag rather than ared small bag ). 131,Form and use prepositional phrases. 135,Produce complete sentences, recognizing and correctinginappropriate fragments and run ons.* 3, 4, 8, 95Correctly use frequently confused words (e.g., to, too,two; there, their ).* 78,

L.4.2. Demonstrate command of the conventions ofstandard English capitalization, punctuation, and spellingwhen writing.

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

Use correct capitalization. 8, 80, 124, 145, 165Use commas and quotation marks to mark direct speechand quotations from a text. 75, 117, 123Use a comma before a coordinating conjunction in acompound sentence. 117,

Spell grade appropriate words correctly, consultingreferences as needed.

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

--Knowledge of Language--Knowledge of Language

L.4.3. Use knowledge of language and its conventionswhen writing, speaking, reading, or listening.

10, 11, 12, 14, 16, 19, 24, 31, 33, 38, 41 43, 46 52, 54 56,58 65, 67, 68, 70, 71, 73, 74,75, 76, 82, 86, 88, 90, 91, 93,94, 95, 97

Choose words and phrases to convey ideas precisely.* 68, 86, 106Choose punctuation for effect.* 8,

Differentiate between contexts that call for formal English(e.g., presenting ideas) and situations where informaldiscourse is appropriate (e.g., small group discussion). 139, 148, 151--Vocabulary Acquisition and UseL.4.4. Determine or clarify the meaning of unknown andmultiple meaning words and phrases based on grade 4reading and content, choosing flexibly from a range ofstrategies. 141,

Use context (e.g., definitions, examples, or restatements intext) as a clue to the meaning of a word or phrase. 32, 141,Use common, grade appropriate Greek and Latin affixesand roots as clues to the meaning of a word (e.g.,telegraph, photograph, autograph ). 30, 96, 118

Consult reference materials (e.g., dictionaries, glossaries,thesauruses), both print and digital, to find thepronunciation and determine or clarify the precisemeaning of key words and phrases.

10, 11, 32, 40, 41, 51, 61, 81, 101, 111, 118, 121, 127,131, 138, 161, 171, 173,

L.4.5. Demonstrate understanding of figurative language,word relationships, and nuances in word meanings. 72, 87, 109, 110, 111, 112, 1114Explain the meaning of simple similes and metaphors (e.g.,as pretty as a picture ) in context. 54, 55, 165Recognize and explain the meaning of common idioms,adages, and proverbs. 72,Demonstrate understanding of words by relating them totheir opposites (antonyms) and to words with similar butnot identical meanings (synonyms) 40, 129,L.4.6. Acquire and use accurately grade appropriategeneral academic and domain specific words and phrases,including those that signal precise actions, emotions, orstates of being (e.g., quizzed, whined, stammered) andthat are basic to a particular topic (e.g.,wildlife,conservation, and endangered when discussing animalpreservation). 9, 13, 14, 41, 101, 106, 127, 138, 141

student manual language arts—lesson 177 & 178-1

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