Grade 4 Unit 1 Arc of Story: Writing Realistic Fiction Writing Workshop: Sept./Oct. Unit Overview

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1 Unit Overview The first unit of the year will focus on the narrative style of writing, focusing in fourth grade on Realistic Fiction. The unit begins by asking student to do an on-demand writing piece which will allow teachers to assess what students can do prior to teaching the unit. Using the assessments, the teacher will be able to tailor their plans to the specific needs of their class, thus bringing the whole class on the journey of work that is essential for meeting the goals of the unit. Within the unit, there are both goals related to writing process as well as story development. Students will work toward writing with greater volume throughout the writing process, and using mentor texts to help them meet their writing goals. Students will be taught how to generate ideas, using such methods as thinking about their everyday experiences, and then rehearse their stories before they write to develop character and plot. Small group work will be integral to the unit, and center around the teachings of character and story development and conferring strategies. Students will draft both handwritten pieces as well as pieces using appropriate technology. For additional information regarding the unit please see Units of Study for Teaching Writing Grade 4 Book 1 and the Writing Workshop Book in the kits.

2 Overarching Standards Aligning with Grade 4 Unit 1, The Arc of Story: Writing Realistic Fiction Session Writing Standards Reading Standards Speaking & Listening Standards Language Standards 1 W.4.3, W.4.4, W.4.5, W.4.8 RL.4.1 SL.4.1 L.4.1, L.4.2, L W.4.3, W.4.5, W.4.8 RL.4.3 SL.4.1, SL.4.4 L.4.1, L.4.2, L W.4.3, W.4.4, W.4.5, W.4.9.a RL.4.3 SL.4.1 L.4.1, L.4.2, L.4.3.a 4 W.4.3.a,b,d, W.4.5 RL.4.1, RL.4.3, RL.4.10 SL.4.1 L.4.1, L.4.2, L.4.3.a 5 W.4.3.a,b,d, W.4.4, W.4.5, RL.4.1, RL.4.5, RL.4.10, RL.5.5 SL.4.1 L.4.1, L.4.2, L W.4.3.a,b, W.4.4, W.4.5, RL.4.3, RL.4.5, RL.5.5 SL.4.1, SL.4.2, SL.4.4 L.4.1, L.4.2, L.4.3.a 7 W.4.3.a,b, W.4.4, W.4.5, RL.4.3 SL.4.1, SL.4.4 L.4.1, L.4.2, L.4.3, L.4.5.a 8 W.4.3.a,b, W.4.5 RL.4.1, RL.4.3, RL.4.10 SL.4.1 L.4.1, L.4.2, L W.4.3.a,b,d, W.4.4, W.4.5, RL.4.3, RL.4.10 SL.4.1 L.4.1, L.4.2, L.4.3.a W.4.9.a 10 W.4.3.a,b,d,e, W.4.5 RL.4.5 SL.4.1 L.4.1, L.4.2, L.4.3.a 11 W.4.3, W.4.4, W.4.5, W.4.8, RL.4.3, RFS.4.4 SL.4.1 L.4.1, L.4.2, L W.4.3, W.4.4, W.4.5, W.4.8 RL.4.1, RL.4.3 SL.4.1 L.4.1.e, L.4.2, L W.4.3.a,d, W.4.4, W.4.5, W.4.9.a RL.4.1, RL.4.3, RL.4.10 SL.4.1 L.4.1, L.4.2, L.4.3.a 14 W.4.3, W.4.4, W.4.5, W.4.6, RFS.4.3, RFS.4.4 SL.4.1, SL.4.4 L.4.1, L.4.2, L.4.3.b 15 W.4.3, W.4.4, W.4.5 RFS.4.4 SL.4.1, SL.4.4, SL.4.5 L.4.1, L.4.2, L W.4.3, W.4.4, W.4.5, W.4.8, RL.4.1, RL.4.3, RL.4.10 SL.4.1 L.4.1, L.4.2, L W.4.3, W.4.4, W.4.5, W.4.8, RL.4.1, RL.4.5 SL.4.1 L.4.1, L.4.2, L W.4.3, W.4.4, W.4.5, W.4.8 RL.4.1, RL.4.3, RL.4.5, RL.4.10 SL.4.1, SL.4.2 L.4.1, L.4.2, L W.4.3, W.4.4, W.4.5, W.4.8 RL.4.3 SL.4.1 L.4.1, L.4.2, L.4.3.a, L.4.5.c 20 W.4.3, W.4.4, W.4.5, W.4.8, 21 W.4.3, W.4.4, W.4.5, W.4.8, *Bold indicates Priority Standards that are a major emphasis. RFS.4.4 SL.4.1 L.4.1.f, L.4.2, L.4.3.b RL.4.10 SL.4.1 L.4.1, L.4.2, L.4.3

3 Overarching Standards Aligning with Grade 4 Unit 1, The Arc of Story: Writing Realistic Fiction Session Writing Standards Language Standards 1 W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event 2 W.4.5 With guidance and support from peers and adults, develop and 3 W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.4.9.a 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]. ). 4 W.4.3.a,b,d Write narratives to develop real or imagined experiences or 5 W.4.3.a,b,d Write narratives to develop real or imagined experiences or 6 W.4.3.a,b Write narratives to develop real or imagined experiences or W.4.5 With guidance and support from peers and adults, develop and 7 W.4.3.a,b Write narratives to develop real or imagined experiences or W.4.5 With guidance and support from peers and adults, develop and 8 W.4.3.a,b Write narratives to develop real or imagined experiences or W.4.5 With guidance and support from peers and adults, develop and 9 W.4.3.a,b,d Write narratives to develop real or imagined experiences or L.4.3.a Use knowledge of language and its conventions when writing, L.4.3. Use knowledge of language and its conventions when writing,

4 W.4.5 With guidance and support from peers and adults, develop and 11 L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.4.3 Use knowledge of language and its conventions when writing, 12 L.4.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 13 W.4.3.a,d Write narratives to develop real or imagined experiences or 14 W.4.5 With guidance and support from peers and adults, develop and L.4.3. Use knowledge of language and its conventions when writing, L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.4.3.b Use knowledge of language and its conventions when writing, 17 W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event 19 W.4.8 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. L.4.3.Use knowledge of language and its conventions when writing, L.4.5.c Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). 20 L.4.1.f Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 21 W.4.1 Write opinion pieces on topics or texts, supporting a point of view L.4.3.b Use knowledge of language and its conventions when writing,

5 with reasons and information.

6 Enduring Understandings Essential Questions Performance Expectations Writers explore ideas that will become What makes a realistic fiction story? Choose realistic fiction topics that are rooted in fiction stories Where do writers get their ideas? everyday experiences. Writers explore techniques for storytelling Writers have many ways to develop and revise stories they create Writers have routines and procedures to follow in a workshop setting. Writers include basic skills such as spelling, grammar, and punctuation apply to all writing. Writers need to revise and edit their written pieces Writers plan/rehearse their stories multiple times before putting pen to paper Writers use and understand the conventions of standard English grammar and usage when writing Writers use correct grammar and punctuation in their published work Writers write a short fiction story with two Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing Demonstrate command of the conventions of standard English grammar and usage when writing Demonstrate understanding of figurative language, word relationships, and nuances in word meanings Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. Provide a conclusion that follows from the narrated experiences or events. Use a variety of transitional words and phrases to manage the sequence of events. Use concrete words and phrases and sensory details to convey experiences and events precisely. Use dialogue and description to develop experiences and events or show the responses of

7 or three characters and two or three scenes Writers write entries in Writer s Notebook Writing partners that support one another s efforts during the writing process. characters to situations. Use knowledge of language and its conventions when writing Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event Study pages from exemplar writer's notebooks. Provide and present mentor texts as models. Teach children to read like writers using mentor texts Provide checklists to assess and develop ongoing goals. Write with volume throughout the writing process. Suggested Strategies Suggested Differentiation Methods Suggested Materials/Resources Create and refer to anchor charts from UoS The design of writing workshop allows for Mentor Text Writing Book 1. individualized instruction and independent Suggestions from UoS Writing Book 1. growth for every child. Create and refer to anchor charts. provide support as needed during individual teaching sessions. provide feedback in small group setting. provide personal copies of teaching charts. provide modified and/or alternate grade level checklists and rubrics. provide modified writing paper. Use booklets, pages, and/or writer's notebooks for daily writing. provide appropriate writing partners. Make mental movies and act out a story to make writing come alive. Use "sparkle" words to improve description in writing pieces and to improve description

8 of characters and setting. Add dialogue to make characters come to life. Set mini goals to revise and edit as you move through writing pieces. Tap, sketch, or jot across the pages as a way of planning stories, books. Explore and try a variety of beginnings and endings to your writing piece Write long and strong to build stamina.. Teach that sentences are used to group one idea and paragraphs are used to group similar ideas. Use technology to research information about a specific topic. Use technology to publish a piece of writing. Plan to celebrate the conclusion of classroom writing projects

9 Assessments Assessment in this unit takes three forms: diagnostic, formative, and summative. There are downloadable, digital versions of the assessment tools available through the online resources at; Student self-assessment and peer assessment should take place whenever possible--again, in all three forms: diagnostic, formative, and summative. Removing the traditional emphasis on teacher assessment enables students to take more initiative and become self-directed. On-going teacher assessment will take place in the context of a conference. Conferences, both small group and one- to-one conferring, are used to reinforce expectations, provide advice and/or assistance, and ultimately, to support growth. *On-Demand Performance Assessment Prompt - most useful if done before and after a unit. Suggested Assessment Methods Diagnostic Assessments Formative Assessments Summative Assessments Writing Pathways: Performance Assessments Teacher-student conferences including: Teacher-student conferences and Learning Progressions, K-5 Spelling Inventory Conferring individual, small group, strategy group, and guided writing. Daily observation of students' participation during the active engagement segment of each mini-lesson. Students' conversation with partners during Turn and Talk segment of mini-lessons. Observation of daily writing progress in writing notebooks or folders. Use of student checklist(s). Published work On-demand prompts and growth on learning progressions. Completed unit writing projects and other evidence of students improving skills.

10 Scope and Sequence of Teaching Points The following teaching points and activities are adapted from Units of Study for Teaching Writing Grade 4 (Calkins et al., 2015) and serve as a loose framework for teachers, who will add and/or emphasize based on their students needs.