The Fourth Grade Syllabus contains detailed daily lesson plans for Religion, Mathematics, Language Arts, Spelling, Poetry, Science, History, Geography, Latin, Art and Music. It also contains a variety of teaching resources including Fourth Grade Subject Rubrics and Learning Objectives, suggested daily schedules, and teaching tips. We have provided below a sample of the first week from the syllabus along with a list of the books used in the syllabus.

In Religion we use Bible History (Schuster) and study various lives of the saints. Your child also continues the memorization of Catholic doctrine, using the St. Joseph's Baltimore Catechism, No.1. In Mathematics we use Math 54 (Saxon) which uses the spiral approach to teaching mathematical concepts. In Language Arts we use Intermediate Language Lessons (Serl) which provides practice in punctuation, capitalization, grammar, and creative writing. The rules which your child learns in grammar will be reinforced by application to the history summaries which he will write during the year. In Spelling we use The Writing Road to Reading along with Starting a Spelling Notebook to continue the practice of spelling. In Poetry we continue to use The Harp and Laurel Wreath for selections of poetry to memorize. In Science we use Understanding God's World (A Beka) which is an easy-to-use science text that shows God's loving hand at work in His creation. In History we use Pioneers and Patriots (Furlong) and The Evangelization of the New World to introduce your child to important facts about the colonization of the Americas and other events leading up to the Revolutionary War. We also provide the student with a list historical fiction to complement the study of history through literature. In Geography we use Map Study Skills (Rainbow Resource) which continues to teach your child how to read maps. In Latin we use Beginning Latin I or Beginning Latin II to begin the formal study of Latin. In Art we use the Drawing Textbook (McIntyre) for drawing practice along with the Child-size Masterpieces: Mommy, it's a Renoir (Level 8) and a selection of art postcards (Dover) for art appreciation. In Music we use Let's Learn Music, #3 (Hayes) along with classical music selections for music appreciation.

Current Edition: © 2016.

Online versions of the MODG syllabi are provided to enrolled families free of charge. Paper copies of the syllabi are also available for purchase from the MODG office, with a 30% discount for enrolled families.

Book List

English
  • Essential 5
    • Hardcover Blank Book for Student Retellings & Illustrations
      Ashley Productions
      Ashley Productions
    • Intermediate Language Lessons
      Serl, Emma
      Hillside Education — 339 Pages
      ISBN: 0965273571
    • Starting a Spelling Notebook: A Nuts and Bolts Guide to The Writing Road to Reading
      McAlister, Mari
      Mari McAlister — 40 Pages
    • The Harp and Laurel Wreath: Poetry and Dictation for the Classical Curriculum
      Berquist, Laura
      Ignatius Press — 500 Pages
      ISBN: 0898707161
    • The Writing Road to Reading
      Spalding, Romalda Bishop
      Collins Reference — 480 Pages
      ISBN: 0062083937
Fine Arts
  • Essential 6
    • American Impressionist Paintings: in the Collection of the Florence Griswold Museum: 24 Cards
      Florence Griswold Museum
      Dover Publications — 16 Pages
      ISBN: 0486435717
    • Child-Size Masterpieces: Mommy, It's a Renoir (Step 8)
      Wolfe, Aline D.
      Parent Child Press — 19 Pages
      ISBN: 0939195054
    • Drawing Textbook
      McIntyre, Bruce
      Audio-Visual Drawing Program
    • Great Paintings of the Old West: 24 Cards
      Rockwell Museum
      Dover Publications — 6 Pages
      ISBN: 0486253600
    • Hudson River School Paintings: 24 Art Cards
      Cirker, Hayward
      Dover Publications — 6 Pages
      ISBN: 0486299899
    • Let's Learn Music #3
      Hayes
      Hayes School Publishing
  • Supplemental - Required 5
    • Brandenburg Concertos
      Bach
    • Canon in D
      Pachelbel
    • Christmas Concerto
      Corelli
    • Four Seasons
      Vivaldi
    • Water Music
      Handel
  • Alternate text that can replace an essential or required supplemental text 1
  • Mentioned in the syllabus, but not assigned 1
Foreign Language
  • Essential 4
    • Beginning Latin I - Answer Key
      Hayden, Margaret
      Mother of Divine Grace School — 148 Pages
    • Beginning Latin I - Student Manual
      Hayden, Margaret
      Mother of Divine Grace School — 164 Pages
    • Beginning Latin II - Answer Key
      Hayden, Margaret
      Mother of Divine Grace School — 235 Pages
    • Beginning Latin II - Student Manual
      Hayden, Margaret
      Mother of Divine Grace School — 252 Pages
  • Supplemental - Optional 5
Mathematics
  • Essential 5
    • Math 5/4: Solutions Manual
      Saxon & Hake
      Saxon Publishers — 302 Pages
      ISBN: 1591413257
    • Math 5/4: Student Text
      Saxon & Hake
      Saxon Publishers — 656 Pages
      ISBN: 1591413176
    • Math 5/4: Tests and Worksheets
      Saxon & Hake
      Saxon Publishers — 296 Pages
      ISBN: 1591413214
    • Math 54: An Incremental Development
      Saxon & Hake
      Steck-Vaughn Company — 530 Pages
      ISBN: 1565770331
    • Math 54: An Incremental Development (Test Forms Booklet)
      Saxon & Hake
      Saxon Publishers — 50 Pages
      ISBN: 1565770684
  • Supplemental - Optional 1
  • Alternate text that can replace an essential or required supplemental text 2
Religion
  • Essential 3
    • Bible History
      Schuster, Ignatius D.D.
      TAN Books — 32 Pages
      ISBN: 0895550067
    • Hardcover Blank Book for Student Retellings & Illustrations
      Ashley Productions
      Ashley Productions
    • The New Saint Joseph Baltimore Catechism (No. 1)
      Kelley, Bennet
      Catholic Book Publishing Corp — 192 Pages
      ISBN: 0899422411
  • Supplemental - Optional 1
  • Mentioned in the syllabus, but not assigned 9
Science
  • Essential 1
    • Understanding God's World
      A Beka
      A Beka Books — 228 Pages
  • Supplemental - Optional 2
Social Studies
  • Essential 6
    • Evangelization of the New World
      Leek, James
      St. Paul's Publishing Company
      ISBN: 0912929022
    • Map Skills for Today, Grade 4 (Traveling Near and Far)
      Atwood, Beth S.
      Weekly Reader Publishing
    • Our Pioneers and Patriots
      Furlong, Fr. Philip
      Tan Books — 505 Pages
      ISBN: 0895555921
    • Our Pioneers and Patriots Answer Key
      Furlong, Fr. Philip
      Tan Books — 94 Pages
      ISBN: 0895556065
    • States & Capitals Pocket Flash Cards
      Trend Enterprises
      Trend Enterprises
    • The Catholic Faith Comes to America
      Reninger, Illeen
      Seton Press
  • Supplemental - Required 19
    • Colonial America: 18 Fun-to-Create Reproducible Models That Bring the Colonial Period to Life
      Wynne, Patricia J.
      Teaching Resources — 80 Pages
      ISBN: 0439160316
    • Columbus
      D'Aulaire, Edgar
      Beautiful Feet Books — 59 Pages
      ISBN: 0964380331
    • Cross Among the Tomahawks
      Lornask, Milton
      Hillside Education — 172 Pages
      ISBN: 0983180024
    • First Voyage to America: From the Log of the Santa Maria
      Columbus, Christopher
      Dover Publications — 96 Pages
      ISBN: 0486268446
    • George Washington
      D'Aulaire, Ingri & Edgar
      Beautiful Feet Books — 60 Pages
      ISBN: 0964380315
    • Growing Up in Viking Times
      Tweddle, Dominic
      Troll Communications
      ISBN: 0816727260
    • He Went With Magellan
      Louise Andrews Kent
      Mother of Divine Grace School — 159 Pages
    • He Went With Marco Polo
      Louise Andrews Kent
      Mother of Divine Grace School — 142 Pages
    • He Went With Vasco da Gama
      Louise Andrews Kent
      Mother of Divine Grace School — 185 Pages
    • If You Lived In Colonial Times
      McGovern, Ann
      Scholastic Books — 80 Pages
      ISBN: 059045160X
    • If You Sailed on the Mayflower in 1620
      McGovern, Ann
      Scholastic Books — 80 Pages
      ISBN: 0591451618
    • Justin Morgan Had a Horse
      Henry, Marguerite
      Aladdin — 176 Pages
      ISBN: 1416927859
    • Madeleine Takes Command
      Brill, Ethel C.
      Bethlehem Books — 204 Pages
      ISBN: 1883937175
    • Saint Isaac and the Indians
      Lornask, Milton
      Ignatius Press — 170 Pages
      ISBN: 0898703557
    • St Brendan and the Voyage before Columbus
      McGrew, Michael
      Paulist Press — 32 Pages
      ISBN: 0809167050
    • The Matchlock Gun
      Edmond, Walter
      Puffin Books — 80 Pages
      ISBN: 0698116801
    • The Pilgrim's First Thanksgiving
      McGovern, Ann
      Scholastic Books — 32 Pages
      ISBN: 0590461885
    • The Travels of Henry Hudson
      Mattern, Joanne
      Raintree — 48 Pages
      ISBN: 0739814834
    • Who Were the Vikings
      Chisholm, Reid
      EDC — 32 Pages
      ISBN: 079450177X
  • Supplemental - Optional 13

Samples

Week 1

Day Assignment
1 Baltimore Catechism, Chapter 23. Read the explanation aloud to your child or let him read it silently to himself, depending on his reading level.
2 Do the Discussion Questions orally. Use these questions all year as a vehicle to develop the habit of discussion with your child. Help him learn to put his mind on an important topic and explore it for a given period of time. At this point how long one does this is not as important as how often. Make this discussion a regular feature of your religion curriculum this year. We usually start with a five to ten minute discussion, and I am always happy to converse about the other topics brought to my student’s mind by the initial topic.
3 Do the ‘True or False’ and ‘Fill in the Blanks’ exercises at the end of the chapter. Then do the readings from the Bible.
4 Start working on the questions and answers. Follow the same procedure all year when introducing new questions and answers. First read the question and the answer while the student listens, then read the question again, and have your student try to answer it. If he can, great. If he can’t answer it, fine, just prompt him through it. Do it one more time, prompting him through it if necessary, and then go on to the next question. Resist the temptation to go over and over the new questions. Chances are good you will actually be setting up impediments to memorization by doing that.
Day Assignment
1 Lesson 1
2 Lesson 2
3 Lesson 3
4 Lesson 4
5 Lesson 5
Day Assignment
1 Lesson 1
2 Lesson 2
3 Lesson 3
4 Lesson 4
5 Lesson 5
Day Assignment
1 Read the Preface. Then do Lesson 1 orally with your child. There will be a number of exercises this year that involve oral reproduction, or retelling. This is an excellent language and memory exercise. It requires the student to see a whole, and to keep that whole in mind well enough to repeat the story in chronological order.
2 Do Lesson 2. Have your student write his answers in his language journal.
3 Do Lesson 3 with your student. Encourage him to do his best on the oral reproduction of the story. Perhaps he could tell the story to a sibling, or his father.
4

Do Lesson 4. Since your student is memorizing other poetry selections, he doesn’t have to memorize this poem as well, unless you choose to substitute it for one of the other poems. He should copy it, however. I would recommend that he copy four lines today and four on Monday.

Copying is a good exercise, because it encourages hand-eye coordination, and allows the student to see the composition in his own writing, with all the correct capitalization and punctuation. As he copies he has to think about what is capitalized and what isn’t, and where to put the marks of punctuation. As I mentioned in the religion section of this syllabus, when I was younger I eschewed copying. I thought of it as a mindless, boring activity, a waste of time. I now realize that since children learn by imitation, imitation is always a valid and valuable exercise.

Day Assignment
1

Introduce “America for Me” by Henry Van Dyke. Work on the first stanza.

The first day a poem is introduced, the teacher should read the whole poem, and then repeat the first stanza. Then each line of the first stanza should be said, with the student repeating it after the teacher. The teacher should then say the first two lines together and have the student repeat them, and do the same with the next two lines. Then say the whole stanza, and have the student try to repeat it. If he can’t repeat it yet, that’s fine. Just prompt him through it, and remember that there will be many other opportunities to work on it.

2

Work on the first stanza of “America for Me” by Henry Van Dyke.

The second day the same procedure is followed, though the whole poem doesn’t need to be read every day. The idea is to have the student hear the lines he is to memorize, and have him practice repeating what he hears. As soon as he knows the lines and doesn’t need the teacher’s help, he should be allowed to say them on his own. Until that point, however, he should be cheerfully prompted through the stanza.

3

Work on the first stanza of “America for Me” by Henry Van Dyke.

The third day the same procedure is followed, though the whole poem doesn’t need to be read every day. The idea is to have the student hear the lines he is to memorize, and have him practice repeating what he hears. As soon as he knows the lines and doesn’t need the teacher’s help, he should be allowed to say them on his own. Until that point, however, he should be cheerfully prompted through the stanza.

4

Work on the first stanza of “America for Me” by Henry Van Dyke.

On the fourth day, the student should be invited to recite as much of the poem as he knows at this point.

Day Assignment
1 Follow the instructions for Day 1, p. 22. You will begin teaching the phonograms. Work on #3, 4, 8, 9, 11, 13-20, 22-24, 26. These will all be familiar.
2

Do Day 2, p. 22 of Mari’s Spelling Guide. Work on #2, 5, 7, 25. Reviewing p. 15 of the Guide can be helpful.

3 Do Day 3, p. 22. Work on #1, 6, 10, 12, 21, 24. Review all cards up to this point. Be sure to read the directions in Mari’s book.
4 Do Day 4, p. 22. Review phonograms 1-26. You will now start your Spelling Notebook. Be sure to become familiar with Mari’s “Spelling Rule Memory Aid”. Refer to it as you encounter rules in upcoming weeks.
Day Assignment
1 Read the text pp. 2-8 (2-12) and do the comprehension questions orally.
2 Do the activity suggested on p. 5 (7).
3

Do the activity suggested on p. 8 (11-12).

Day Assignment
1 Begin using state and capital flashcards. Hold them up one at a time to see which you remember. Set aside any that are known. Choose five to begin to work on. Repeat these a few times.
2 Review the five cards you chose yesterday.
3 Review the five cards you chose on Monday.
4 Review all the cards from the ‘known’ pile, plus the five new cards, for 5 minutes or less.
Day Assignment
1

Read Unit I, “Before Columbus Came to America” (Chapter 1) on pp. 1-10 of Pioneers and Patriots, do the Study Summary orally and the Study Test in writing. Then read, over the next week, Who Were the Vikings (Usborne), St Brendan and the Voyage before Columbus by Michael McGrew and Chapter 1 of The Catholic Faith Comes to the Americas from Seton Home Study. And if you can find it read Growing Up in Viking Times (Tweddle). You can add Lief the Lucky by D'Aulaire to Who Were the Vikings.

2

Keep reading Who Were the Vikings (Usborne), St Brendan and the Voyage before Columbus by Michael McGrew, Chapter 1 of The Catholic Faith Comes to the Americas from Seton Home Study, and Growing Up in Viking Times (Tweddle); you can read Lief the Lucky by D'Aulaire if you have it.

Day Assignment
1

Lesson 1. Read the first lesson. Do Day 1 exercises.

2

Lesson 1. Do Day 2 exercises.

3

Lesson 1. Do Day 3 exercises.

4

Lesson 1. Take Quiz 1.

Day Assignment
1

Lesson 1. Read the first lesson. Make flashcards for new vocabulary. Do Day 1 exercises. 

2

Lesson 1. Do Day 2 exercises. Practice vocabulary for five minutes. 

3

Lesson 1. Do Day 3 exercises. Practice vocabulary for five minutes.

4

Lesson 1. Take Quiz 1.

Day Assignment
1 Read ‘How to Use This Book’ in the beginning of the text. Keeping in mind the variety of methods of presentation Mr. McIntyre mentions, introduce Lesson 1 (pictures 1-6).
Day Assignment
1

Do p. 1 of Let’s Learn Music, Book 3.

2

Look at the Grade Nine Resource Lists in the 1998 edition of Designing Your Own Classical Curriculum. Page 174 lists important composers born during the period of colonization of the United States. These would be good composers to concentrate on listening to during this school year, because this is the time period you are studying in history. Page 176 has a chart listing characteristics of the baroque type of music. Look these over and use them to direct your student’s attention to certain features of the music he is listening to. Each week of this music syllabus will list Day 4 as a day to listen to music from this period. If, at the end of the year, your student is familiar with Pachelbel’s ‘Canon in D’, Corelli’s ‘Christmas Concerto’, Vivaldi’s ‘Four Seasons’, Bach’s ‘Brandenburg Concertos’, and Handel’s ‘Water Music’, he will be well on his way to a real appreciation of classical music.