Grade 4 News

Newsletter #1: How We Express Ourselves

UOI #3 How We Express Ourselves

Transdisciplinary Theme:

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Central idea: Poetry allows us to convey common emotions and ideas to each other.

Key concepts: Form, Function, Perspective

Related concepts: poetry, creative expression, communication, ideas, emotions

Lines of inquiry:

  • Types of poetry (form)
  • Themes of poetry from different people (function)
  • Spoken word (perspective)

UOI Field Trip

We are exploring a few opportunities for field trips. I will be sending an email once things are decided and details are finalized insha Allah.

What Are We Learning This Unit?


  • I can related metric units to place value units so that I can convert between different metric units (e.g., kilometers to centimeters)
  • I can use addition and subtraction to solve multi-step word problems involving length, mass, and capacity.
  • I can use formulas for area and perimeter of rectangles.
  • I can solve multiplication word problems by applying area and perimeter formulas.
  • I can show that I understand area and perimeter formulas by solving multi-step real-world problems.

English Language Arts

  • I can determine the theme of a poem from details in the text.
  • I can refer to structural elements of a poem when writing or speaking about a text.


Fareeq an-Nimr al-Aswad

What Makes Me Unique – ماللذي يجعلني فريد

Students will be working on writing a paragraph about what makes each of them unique. Students will be expected to describe physical and personality attributes using a variety of appropriate adjectives. Student will be able to correctly use descriptive adjectives, subject pronouns, and nominal sentences.

Students will learn about:

  • Adjectives and how to correctly form nominal sentences
  • Verbs and pronouns associated with daily activities
  • Taa’ Marboota and gender differentiation in Arabic
  • Cognates “English words of Arabic Origin”
  • Comparative and Superlative forms
  • Was and Will usage in singular forms “كان” and ““ليس
  • Future Tense in Arabic
  • Students will also discuss poetry patterns in Arabic.

ACTFL Standards:

Interpersonal Communication:

  • I can communicate basic information about my everyday life
  • I can talk about what I eat, and do
  • I can communicate basic information about myself and people I know
  • I can communicate something about friends and classmates or co-workers

Fareeq an-Nujoom

Country Portfolio – ملف دولة/ قطر معين

Students will create a foreign country portfolio in which students will choose a country and write about its culture, religion, art, and food. Students then will choose one of the previous categories and write in detail about it.

Students will review:

  • Adjectives and how to correctly form nominal sentences
  • Verbs and pronouns associated with daily activities
  • Taa’ Marboota and gender differentiation in Arabic
  • Cognates “English words of Arabic Origin”
  • Comparative and Superlative forms
  • Was and Will usage كانandليس
  • Future Tense in Arabic
  • Prepositions and object pronouns

ACTFL Standards:

Interpersonal Communication:

  1. I can ask for, follow, and give instructions for preparing food.
  2. I can express my thoughts about a current event I have learned about or researched.
  3. I can give multi-step instructions for preparing a recipe
  4. I can present about a topic from an academic subject.
  5. I can write a simple summary about something I have researched.
  6. I can read/ understand some short stories, plays, and novels.

Science & Social Studies


  • I can describe soils by their properties.
  • I can explain how how weathering breaks down rocks and minerals.

Social Studies:

  • I can explain Maryland's role in the War of 1812.
  • I can describe the establishment of slavery and how it shaped life in Maryland.
  • I can describe Maryland colonists’ reactions to changing economic policies from England using events that led to the American Revolutionary War.
  • I can explain the interactions between colonists and the British during the Pre-Revolutionary period.
  • I can describe the growth of the Underground Railroad.


Jaguars Group:

  • Al-Horoof Al-Lathawiyyah.
  • Read and memorize Surat Maryam with fluency and Tajweed.
  • Review Surat Al-Inshiqaq and Al-Buruoj.
  • Know the general meaning of Surat Maryam.

Stars Group:

  • Rules of the Noon and Meem with Shaddah.
  • Read and memorize Surat Al-Hujuraat with fluency and Tajweed.
  • Review Surat Abasa and An-Nazia’at.
  • Know the general meaning of Surat Al-Hujuraat.

Islamic Studies

In the third UOI of Islamic Studies the fourth grade students will focus exclusively on the Shamail or salient features of the Prophet Muhammad ﷺ . The objective of this is to teach them about the Prophet Muhammad ﷺ , and create a personal relationship with the Prophet. We will discuss loving the Prophet and the importance of following his Sunnah. Students will work toward producing a poem celebrating the greatness of the Prophet Muhammad ﷺ .


Students will continue to experiment with the elements and principals of Art and create artworks that expresses ideas by following the creative process: Gathering information/ research- Incubation- production and then reflection, they will use metaphor in visual arts (Surrealism) and connect different elements and use their imagination to convey meaning.

Targeted MSDE Standards:

1. Perceiving and Responding: Aesthetic Education:

  • Students will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual art.

2. Identify and compare ways in which selected artworks represent what people see, know, feel, and imagine

  • Create and describe artworks that communicate mood and point of view