Raleigh, NC (Trimester 1)
Students take a field trip to our state’s capital, Raleigh, North Carolina. Specifically, they may visit the Governor’s Mansion, the State Capitol, the Legislative Building, the Museum of Natural Sciences and/or the Museum of History.
Imaginon (Trimester 2)
Students take a field trip to Imaginon – the Children’s Theatre of Charlotte - to watch a play.
Levine Museum of the South (Trimester 3)
Students visit the museum which includes exhibits of content that they have covered in Social Studies. Some of the highlights include several aspects of life on a southern plantation.
Grand-buddy Service Project (All Year)
This project begins with a two hour introduction where students rotate through our 4th grade classrooms to learn more about the facility, experience first-hand what it is like to be vision-impaired, grip-impaired and mobility-impaired, and make their own family tree to serve as an introduction aid to their grand-buddy.
In October, we visit the facility dressed in character costumes, and in December, we visit the facility to sing Christmas Carols. In January and February students are assigned to small groups and a grand-buddy, whom they will interview in two separate sessions gathering information about the grand-buddy’s childhood and adult life. Students write an autobiography and create a beautiful keepsake book to present to their Grand-buddy on our final visit in May.
It is the hope of the fourth grade teachers that all students will become life-long readers. Research has shown that the more you read, the better reader you become. In order to reach this goal:
Students are required to read 20 minutes (or more if they like!) each evening. This will include one time over the weekend. The reading should be documented by the student in his/her reading log and initialed by a parent. Books read should be chapter books spanning a variety of genres throughout the school year.
Our classroom code of conduct in fourth grade is based on becoming better disciples of Jesus Christ. Our five rules revolve around respect (God, Others, Yourself, School Property and Your Walk). We begin our day with school-wide prayers followed by classroom intentions and prayers. We strive daily to recognize and adapt character traits that remind us of Jesus. Each classroom has a variation of the theme “What Would Jesus Do?” (Serving Altogether In Love; Ad Majorem Dei Gloriam) and each teacher reminds her students to behave in accordance with their motto. In all that we do at school, at home, with family, and with friends… are we conducting ourselves in a way that makes God proud of us?
We have reviewed the St. Gabriel School Student Handbook with the students and they have signed a pledge stating that they understand and will abide by the school rules.
All students begin each day with a "clean slate." Students are given warnings for inappropriate behaviors and when warnings are not heeded, they will personally “lose a letter” (e.g. WWJD, SAIL, AMDG). When the whole class is unruly or unquiet, the whole class can “lose a letter”. Losing letters will slow their progress reaching their individual or classroom incentive goals which vary among the four classrooms.
While we do not expect behavior problems from the students, we will be consistent in following the above procedures set forth in our classrooms.