Writing Scope and Sequence Fourth Grade

Transcription

1 Unit 1 - Raising the Level of Personal Narrative August 19, 2013 September 27, 2013 (28 days) OVERVIEW During this unit, students will learn the structure of the writing workshop and writing personal narratives. You will teach them that each day they will gather for a minilesson where you will explicitly teach the skills and strategies they need to develop as expert writers. Your students will be expected to write for extended periods of time each day, usually 45 minutes. You will teach in ways that will help build the students stamina as well as volume of writing. You will teach students that the ideas for the personal narratives they will write can come from everyday occurrences and you will teach them how to narrow their topics to develop focused stories that are organized and well supported. Your students will also study mentor authors and the characteristics of this genre and apply those characteristics to their own writing. CCSS LACC.4.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. LACC.4.W.2.4-Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.) LACC.4.W.2.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1 3 up to and including grade 4.) LACC.4.W.3.8-Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. LACC.4.W.3.9-Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 4 Reading standards NGSSS LA Write narratives based on real or imagined ideas, events, or observations that include characters, setting, plot, sensory details, a logical sequence of events, and a context to enable the reader to imagine the world of the event or experience. Writing Process Prewriting LA generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing, writer s notebook, group discussion) based upon teacher-directed topics and personal interests; LA determining the purpose (e.g., to entertain, to inform, to communicate, to persuade) and the intended audience of a writing piece; and LA organizing ideas using strategies and tools (e.g., technology, graphic organizer, KWL chart, log) to make a plan for writing that prioritizes ideas and addresses the main idea and logical sequence. Drafting LA using a prewriting plan to focus on the main idea with ample development of supporting details that shows an understanding of facts and/or opinions; LA organizing information into a logical sequence and combining or deleting sentences to enhance clarity; and LA creating interesting leads through the use of quotations, questions, or descriptions. Revising LA evaluating the draft for development

2 to literature (e.g., Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text *e.g., a character s thoughts, words, or actions+. ). b. Apply grade 4 Reading standards to informational texts (e.g., Explain how an author uses reasons and evidence to support particular points in a text ). LACC.4.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. LACC.4.SL Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. LACC.4.SL Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. LACC.4.SL Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. LACC.4.SL Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. LACC.4.L Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. of ideas and content, logical organization, voice (e.g., formal or informal), point of view, word choice, and sentence variation; LA creating clarity by deleting extraneous or repetitious information and organizing and connecting related ideas (e.g., order of importance, chronological order, compare/contrast, repetition of words for emphasis); LA creating precision and interest by expressing ideas vividly through varied language techniques (e.g., imagery, simile, metaphor, sensory language) and modifying word choices using resources and reference materials (e.g., dictionary, thesaurus); and Editing LA spelling, using spelling rules, orthographic patterns, and generalizations (e.g.- controlled, diphthong, consonant digraphs, vowel digraphs, silent e, plural for words ending in - y, doubling final consonant, i before e, irregular plurals, CVC words, CCVC words, CVCC words, affixes) and using a dictionary, thesaurus, or other resources as necessary; LA capitalization for proper nouns, including titles used with someone s name, initials, and words used as names (e.g., Uncle Jim, Mom, Dad, Jr.); LA punctuation, including apostrophes, commas, colons, quotation marks in dialogue, and apostrophes in singular possessives; LA present and past verb tense, nounpronoun agreement, noun-verb agreement, subjective and objective pronouns, demonstrative pronouns and conjunctions; LA subject/verb and noun/pronoun agreement in simple and compound sentences; and LA end punctuation for declarative, interrogative, imperative, and exclamatory sentences.

3 a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). e. Form and use prepositional phrases. f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. g. Correctly use frequently confused words (e.g., to, too, two; there, their). LACC.4.L Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use correct capitalization. b. Use commas and quotation marks to mark direct speech and quotations from a text. c. Use a comma before a coordinating conjunction in a compound sentence. d. Spell grade-appropriate words correctly, consulting references as needed. LACC.4.L Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely. b. Choose punctuation for effect. c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). LACC.4.L Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings

4 (synonyms). Unit 2 - The Arc of a Story: Writing Realistic Fiction September 30, 2013 November 7, 2013 (28 days) OVERVIEW During this unit, students will apply all the strategies they learned in writing personal narratives and build upon them to write realistic fiction. In realistic fiction you will teach students how to develop their characters by writing about internal and external characteristics as well as teaching students how to write stores that have well developed plots paying particular attention to character s wants and needs. You will continue to study mentor authors to emulate their style of writing. Throughout this unit, you will teach students new strategies to move through the writing process as well as drawing on strategies that they already know. This unit focuses specifically on rehearsal and revision. There is a great emphasis on the fact that writers look back on their writing and consider making substantial revisions particularly to the setting. Students will also be taught how to conceive, develop, plan and carry through a fiction writing piece independently. CCSS LACC.4.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. LACC.4.W.2.4-Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.) LACC.4.W.2.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1 3 up to and including grade 4.) LACC.4.W.3.8-Recall relevant information from experiences or gather relevant information from NGSSS LA Write narratives based on real or imagined ideas, events, or observations that include characters, setting, plot, sensory details, a logical sequence of events, and a context to enable the reader to imagine the world of the event or experience. Writing Process Prewriting LA generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing, writer s notebook, group discussion) based upon teacher-directed topics and personal interests; LA determining the purpose (e.g., to entertain, to inform, to communicate, to persuade) and the intended audience of a writing piece; and LA organizing ideas using strategies and tools (e.g., technology, graphic organizer, KWL chart, log) to make a plan for writing that prioritizes ideas and addresses the main idea and logical sequence. Drafting LA using a prewriting plan to focus on the main idea with ample development of supporting details that shows an understanding of facts and/or opinions; LA organizing information into a logical sequence and combining or deleting sentences to

5 print and digital sources; take notes and categorize information, and provide a list of sources. LACC.4.W.3.9-Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 4 Reading standards to literature (e.g., Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text *e.g., a character s thoughts, words, or actions+. ). b. Apply grade 4 Reading standards to informational texts (e.g., Explain how an author uses reasons and evidence to support particular points in a text ). LACC.4.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. LACC.4.SL Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. LACC.4.SL Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. LACC.4.SL Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. LACC.4.SL Add audio recordings and visual displays to presentations when appropriate to enhance clarity; and LA creating interesting leads through the use of quotations, questions, or descriptions. Revising LA evaluating the draft for development of ideas and content, logical organization, voice (e.g., formal or informal), point of view, word choice, and sentence variation; LA creating clarity by deleting extraneous or repetitious information and organizing and connecting related ideas (e.g., order of importance, chronological order, compare/contrast, repetition of words for emphasis); LA creating precision and interest by expressing ideas vividly through varied language techniques (e.g., imagery, simile, metaphor, sensory language) and modifying word choices using resources and reference materials (e.g., dictionary, thesaurus); and Editing LA spelling, using spelling rules, orthographic patterns, and generalizations (e.g.- controlled, diphthong, consonant digraphs, vowel digraphs, silent e, plural for words ending in - y, doubling final consonant, i before e, irregular plurals, CVC words, CCVC words, CVCC words, affixes) and using a dictionary, thesaurus, or other resources as necessary; LA capitalization for proper nouns, including titles used with someone s name, initials, and words used as names (e.g., Uncle Jim, Mom, Dad, Jr.); LA punctuation, including apostrophes, commas, colons, quotation marks in dialogue, and apostrophes in singular possessives; LA present and past verb tense, nounpronoun agreement, noun-verb agreement, subjective and objective pronouns, demonstrative pronouns and conjunctions; LA subject/verb and noun/pronoun agreement in simple and compound sentences; and LA end punctuation for declarative, interrogative, imperative, and exclamatory sentences.

6 enhance the development of main ideas or themes. LACC.4.L Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). e. Form and use prepositional phrases. f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. g. Correctly use frequently confused words (e.g., to, too, two; there, their). LACC.4.L Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use correct capitalization. b. Use commas and quotation marks to mark direct speech and quotations from a text. c. Use a comma before a coordinating conjunction in a compound sentence. d. Spell grade-appropriate words correctly, consulting references as needed. LACC.4.L Use knowledge of language and its conventions when writing, speaking, reading, or listening. d. Choose words and phrases to convey ideas precisely. e. Choose punctuation for effect. f. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). LACC.4.L Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. c. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

7 d. Recognize and explain the meaning of common idioms, adages, and proverbs. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). Unit 3 - Boxes and Bullets: Personal and Persuasive Essays November 8, 2013 January 17, 2014 (36 days) OVERVIEW This unit is designed to help students develop as essayists. They will use their knowledge of writing narrative text and build upon these skills to write persuasive essays. Students will be immersed in this genre and the whole process of writing this kind of text quickly to develop a sense of what it feels like to write a complete essay. Students will engage in inquiry and study mentor text that show strong examples of this type of writing. They will look back on previous writing and look at underlying ideas and create new writing. You will teach them how to build theories and support their theories with evidence for their reasons. You will also teach them to organize their information into logical paragraphs and how to transition between ideas in a manner that strengthens their argument. Again, students will create these pieces using strategies to take them through the writing process with greater independence. CCSS LACC.4.W.1.1-Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented. LACC.4.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases NGSSS LA Write informational/expository essays that contain introductory, body, and concluding paragraphs. LA Write narratives based on real or imagined ideas, events, or observations that include characters, setting, plot, sensory details, a logical sequence of events, and a context to enable the reader to imagine the world of the event or experience. Writing Process Prewriting LA generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing, writer s notebook, group discussion) based upon teacher-directed topics and personal interests; LA determining the purpose (e.g., to entertain, to inform, to communicate, to persuade) and the intended audience of a writing piece; and LA organizing ideas using strategies and tools (e.g., technology, graphic organizer, KWL chart, log) to make a plan for writing that prioritizes ideas and addresses the main idea and

8 to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. LACC.4.W.2.4-Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.) LACC.4.W.2.5-With guidance and support from peers and adults develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1 3 up to and including grade 4.) LACC.4.W.2.6-With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting LACC.4.W.3.7-Conduct short research projects that build knowledge through investigation of different aspects of a topic. LACC.4.W.3.8-Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. LACC.4.W.3.9-Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 4 Reading standards to literature (e.g., Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text *e.g., a character s thoughts, words, or actions+. ). b. Apply grade 4 Reading standards to informational texts (e.g., Explain how an author uses reasons and evidence to support particular points in a text ). LACC.4.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. LACC.4.SL Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 logical sequence. Drafting LA using a prewriting plan to focus on the main idea with ample development of supporting details that shows an understanding of facts and/or opinions; LA organizing information into a logical sequence and combining or deleting sentences to enhance clarity; and LA creating interesting leads through the use of quotations, questions, or descriptions. Revising LA evaluating the draft for development of ideas and content, logical organization, voice (e.g., formal or informal), point of view, word choice, and sentence variation; LA creating clarity by deleting extraneous or repetitious information and organizing and connecting related ideas (e.g., order of importance, chronological order, compare/contrast, repetition of words for emphasis); LA creating precision and interest by expressing ideas vividly through varied language techniques (e.g., imagery, simile, metaphor, sensory language) and modifying word choices using resources and reference materials (e.g., dictionary, thesaurus); and Editing LA spelling, using spelling rules, orthographic patterns, and generalizations (e.g.- controlled, diphthong, consonant digraphs, vowel digraphs, silent e, plural for words ending in - y, doubling final consonant, i before e, irregular plurals, CVC words, CCVC words, CVCC words, affixes) and using a dictionary, thesaurus, or other resources as necessary; LA capitalization for proper nouns, including titles used with someone s name, initials, and words used as names (e.g., Uncle Jim, Mom, Dad, Jr.); LA punctuation, including apostrophes, commas, colons, quotation marks in dialogue, and apostrophes in singular possessives; LA present and past verb tense, nounpronoun agreement, noun-verb agreement, subjective and objective pronouns, demonstrative pronouns and conjunctions;

9 topics and texts, building on others ideas and expressing their own clearly. a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. LACC.4.SL Identify the reasons and evidence a speaker provides to support particular points. LACC.4.SL Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. LACC.4.L Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). e. Form and use prepositional phrases. f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. g. Correctly use frequently confused words (e.g., to, too, two; there, their). LACC.4.L Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use correct capitalization. LA subject/verb and noun/pronoun agreement in simple and compound sentences; and LA end punctuation for declarative, interrogative, imperative, and exclamatory sentences.

10 b. Use commas and quotation marks to mark direct speech and quotations from a text. c. Use a comma before a coordinating conjunction in a compound sentence. d. Spell grade-appropriate words correctly, consulting references as needed. LACC.4.L Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely. b. Choose punctuation for effect. c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). LACC.4.L Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). LACC.4.L Acquire and use accurately gradeappropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). Unit 4 Test Prep January 21, 2014 February 24, 2014 (23 days) (FCAT 2.0 Writing: February 25 th and 26 th, 2014) OVERVIEW During this unit, you will review strategies and skills they have been taught in other units to read and respond to a prompt in order to be successful on FCAT 2.0 Writing. You will teach students how to use their knowledge of narrative writing and personal and persuasive essay writing to help them read a prompt and write a narrative or expository piece accordingly. You will want to make sure that during this unit students are writing for volume and stamina as well as the qualities of good writing as they relate to the specific types of writing.

11 CCSS LACC.4.W.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented. LACC.4.W Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. LACC.4.W Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.) LACC.4.W With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. LACC.4.W Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. LACC.4.SL Engage effectively in a range of NGSSS LA Write narratives based on real or imagined ideas, events, or observations that include characters, setting, plot, sensory details, a logical sequence of events, and a context to enable the reader to imagine the world of the event or experience. LA Write Informational/expository essays that contain introductory, body, and concluding paragraphs. Writing Process Prewriting LA generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing, writer s notebook, group discussion) based upon teacher-directed topics and personal interests; LA determining the purpose (e.g., to entertain, to inform, to communicate, to persuade) and the intended audience of a writing piece; and LA organizing ideas using strategies and tools (e.g., technology, graphic organizer, KWL chart, log) to make a plan for writing that prioritizes ideas and addresses the main idea and logical sequence. Drafting LA using a prewriting plan to focus on the main idea with ample development of supporting details that shows an understanding of facts and/or opinions; LA organizing information into a logical sequence and combining or deleting sentences to enhance clarity; and LA creating interesting leads through the use of quotations, questions, or descriptions Revising LA evaluating the draft for development of ideas and content, logical organization, voice (e.g., formal or informal), point of view, word choice, and sentence variation; LA creating clarity by deleting extraneous or repetitious information and organizing and connecting related ideas (e.g., order of importance, chronological order, compare/contrast, repetition of words for emphasis); LA creating precision and interest by

12 collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. LACC.4.SL Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. LACC.4.L Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). e. Form and use prepositional phrases. f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. g. Correctly use frequently confused words (e.g., to, too, two; there, their). LACC.4.L Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. expressing ideas vividly through varied language techniques (e.g., imagery, simile, metaphor, sensory language) and modifying word choices using resources and reference materials (e.g., dictionary, thesaurus); and Editing LA spelling, using spelling rules, orthographic patterns, and generalizations (e.g.- controlled, diphthong, consonant digraphs, vowel digraphs, silent e, plural for words ending in - y, doubling final consonant, i before e, irregular plurals, CVC words, CCVC words, CVCC words, affixes) and using a dictionary, thesaurus, or other resources as necessary; LA capitalization for proper nouns, including titles used with someone s name, initials, and words used as names (e.g., Uncle Jim, Mom, Dad, Jr.); LA punctuation, including apostrophes, commas, colons, quotation marks in dialogue, and apostrophes in singular possessives; LA present and past verb tense, nounpronoun agreement, noun-verb agreement, subjective and objective pronouns, demonstrative pronouns and conjunctions; LA subject/verb and noun/pronoun agreement in simple and compound sentences; and LA end punctuation for declarative, interrogative, imperative, and exclamatory sentences.

13 a. Use correct capitalization. b. Use commas and quotation marks to mark direct speech and quotations from a text. c. Use a comma before a coordinating conjunction in a compound sentence. d. Spell grade-appropriate words correctly, consulting references as needed. LACC.4.L Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely. b. Choose punctuation for effect. c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). LACC.4.L Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). LACC.4.L Acquire and use accurately gradeappropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). Unit 5 Informational Writing: Writing About Topics of Personal of Expertise February 25, 2014 April 11, 2014 (28 days) OVERVIEW The informational unit is designed to help students use writing to teach others about areas of their personal expertise. Writing from personal expertise will allow your teaching to focus solely on the structure of informational text freeing them from researching. During this unit you will immerse students in the genre of informational text. Your teaching will continue to strengthen the qualities of good writing as well as characteristics of informational text. You will teach students the structure of this type of information writing to be topics and subtopics signaled with headings and subheadings including

14 other types of informational text features such as text boxes, diagrams, graphs and other visuals. Students will learn to elaborate on their topics and subtopics with definitions, facts, examples and other related information as well as stating their topic clearly in an introduction and providing a concluding statement or section. Students will write their informational piece using strategies learned for writing through the writing process within this particular type of writing. CCSS LACC.4.W.1.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. LACC.4.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. LACC.4.W.2.4-Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.) LACC.4.W.2.5-With guidance and support from peers and adults develop and strengthen writing NGSSS LA Write informational/expository essays that contain introductory, body, and concluding paragraphs. Writing Process Prewriting LA generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing, writer s notebook, group discussion) based upon teacher-directed topics and personal interests; LA determining the purpose (e.g., to entertain, to inform, to communicate, to persuade) and the intended audience of a writing piece; and LA organizing ideas using strategies and tools (e.g., technology, graphic organizer, KWL chart, log) to make a plan for writing that prioritizes ideas and addresses the main idea and logical sequence Drafting LA using a prewriting plan to focus on the main idea with ample development of supporting details that shows an understanding of facts and/or opinions; LA organizing information into a logical sequence and combining or deleting sentences to enhance clarity; and LA creating interesting leads through the use of quotations, questions, or descriptions. Revising LA evaluating the draft for development of ideas and content, logical organization, voice (e.g., formal or informal), point of view, word choice, and sentence variation; LA creating clarity by deleting extraneous or repetitious information and organizing and connecting related ideas (e.g., order of importance, chronological order, compare/contrast, repetition of words for emphasis); LA creating precision and interest by

15 as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1 3 up to and including grade 4.) LACC.4.W.2.6-With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting LACC.4.W.3.7-Conduct short research projects that build knowledge through investigation of different aspects of a topic. LACC.4.W.3.8-Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. LACC.4.W.3.9-Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 4 Reading standards to literature (e.g., Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text *e.g., a character s thoughts, words, or actions+. ). b. Apply grade 4 Reading standards to informational texts (e.g., Explain how an author uses reasons and evidence to support particular points in a text ). LACC.4.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. LACC.4.SL Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the expressing ideas vividly through varied language techniques (e.g., imagery, simile, metaphor, sensory language) and modifying word choices using resources and reference materials (e.g., dictionary, thesaurus); and Editing LA spelling, using spelling rules, orthographic patterns, and generalizations (e.g.- controlled, diphthong, consonant digraphs, vowel digraphs, silent e, plural for words ending in - y, doubling final consonant, i before e, irregular plurals, CVC words, CCVC words, CVCC words, affixes) and using a dictionary, thesaurus, or other resources as necessary; LA capitalization for proper nouns, including titles used with someone s name, initials, and words used as names (e.g., Uncle Jim, Mom, Dad, Jr.); LA punctuation, including apostrophes, commas, colons, quotation marks in dialogue, and apostrophes in singular possessives; LA present and past verb tense, nounpronoun agreement, noun-verb agreement, subjective and objective pronouns, demonstrative pronouns and conjunctions; LA subject/verb and noun/pronoun agreement in simple and compound sentences; and LA end punctuation for declarative, interrogative, imperative, and exclamatory sentences.

16 discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. LACC.4.SL Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. LACC.4.SL Identify the reasons and evidence a speaker provides to support particular points. LACC.4.SL Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. LACC.4.SL Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. LACC.4.SL Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. LACC.4.L Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). e. Form and use prepositional phrases. f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. g. Correctly use frequently confused words (e.g., to, too, two; there, their). LACC.4.L Demonstrate command of the conventions of standard English capitalization,

17 punctuation, and spelling when writing. a. Use correct capitalization. b. Use commas and quotation marks to mark direct speech and quotations from a text. c. Use a comma before a coordinating conjunction in a compound sentence. d. Spell grade-appropriate words correctly, consulting references as needed. LACC.4.L Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely. b. Choose punctuation for effect. c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). LACC.4.L Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. LACC.4.L Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). LACC.4.L Acquire and use accurately gradeappropriate general academic and domain-specific

18 words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). Unit 6 The Literary Essay: Writing About Fiction April 14, 2014 May 9, 2014 (19 days) (FCAT: April 22 nd May 7 th, 2014) OVERVIEW In this unit, students will need to draw on and be reminded of all they have learned in previous reading and writing units to write about their reading. They will learn to read literature closely and notice details in a text to appreciate the author s craft asking themselves, Why might have the author included this? They will focus their piece around a theory they have built around their text. They will support their claim with evidence from the text just as they have done in the persuasive essay unit. You will also remind students to use the close reading work they have done to help them be successful in this unit. You will teach writers how to appropriately quote from the text and how to incorporate literary terms such as narrator, point of view, and scene. Students will be taught how to write compare-and-contrast essays of themes and topics in literature. Students will cycle through the writing process using strategies they have learned in past units while working to write interpretively and analytically. CCSS LACC.4.W.1.1-Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented. LACC.4.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. NGSSS LA Write narratives based on real or imagined ideas, events, or observations that include characters, setting, plot, sensory details, a logical sequence of events, and a context to enable the reader to imagine the world of the event or experience. Writing Process Prewriting LA generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing, writer s notebook, group discussion) based upon teacher-directed topics and personal interests; LA determining the purpose (e.g., to entertain, to inform, to communicate, to persuade) and the intended audience of a writing piece; and LA organizing ideas using strategies and tools (e.g., technology, graphic organizer, KWL chart, log) to make a plan for writing that prioritizes ideas and addresses the main idea and logical sequence. Drafting