Writing Pacing Guide Grade 4 - Pemberton Township … · Writing Pacing Guide. Grade 4 . MP Units...

Writing Pacing Guide

Grade 4

MP Units Unit

TOTAL* Cumulative

TOTAL**

MP1 Unit 1 – Reaching Out

25 days 25 days

MP1 FLEX DAYS

5 days 30 days

MP1-2 Unit 2 – Do You Know What I Mean?

25 days 55 days

MP2 FLEX DAYS

5 days 60 days

MP2 Unit 3 – Natural Encounters

25 days 85 days

MP2 FLEX DAYS

5 days 90 days

MP3 Unit 4 – Never Give Up!

25 days 115 days

MP3 FLEX DAYS

5 days 120 days

MP3-4 Unit 5 – Change Is All Around

25 days 145 days

MP4 FLEX DAYS

5 days 150 days

MP4 Unit 6 – Paths to Discovery

25 days 175 days

MP4 FLEX DAYS

5 days 180 days

Pemberton Township School District Fourth Grade Writing

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Unit Title: Unit 1: Reaching Out – Narrative Writing

Stage 1: Desired Results Standards & Indicators: NJSLS Grade 4 English Language Arts W.4.3 W.4.4 W.4.5 W.4.6 W.4.7 W.4.8 W.4.9 W.4.10 RL.4.1 RL.4.2 RL.4.3 RL.4.4 RL.4.5 RL.4.6 RL.4.7 RL.4.9 RL.4.10 SL.4.1 SL.4.2 SL.4.3 SL.4.4 SL.4.5 SL.4.6 L.4.1 L.4.2 L.4.3 L.4.4 L.4.5 L.4.6 NJSLS Technology 8.1.5.A.2 NJSLS 21st Century Life and Careers CRP1. CRP12. CRP2. CRP4.


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Central Idea / Enduring Understanding: Students will…

• Understand the parts of a descriptive paragraph.

• Understand the parts of a narrative composition.

• Understand the features of dialogue.

• Study and evaluate fictional narratives.

• Use a range of descriptive words to enhance the

meaning for the reader.

• Create a plot with events ordered by time.

• Use dialogue so that a character’s voice sounds right for his or her age.

• Create events that move the story forward.

• Have a clear beginning, middle, and end for a

fictional narrative.

• Introduce the main character, setting, and problem at the beginning of a fictional narrative.

• Use good transitions to help move a story

forward so it is easy for the reader to follow the order of events.

• Use complete sentences in writing and

speaking.

• Use complete subjects and predicates.

• Use the four kinds of sentences in writing and speaking.

Essential/Guiding Question:

• What is a descriptive paragraph?

• What is a narrative composition?

• What is dialogue?

• What is a fictional narrative?

• What descriptive language did I use to make sure that my writing is vivid and comes alive for the reader?

• Does my narrative have the correct sequence so

the story makes sense to any reader?

• How can I show a character’s feelings and personality?

• Do events in the story create a problem and

then move towards a climax?

• Does my story gain the reader’s attention at the beginning with characters, setting, and a problem?

• How did I wrap up the events in the story with a

strong sense of closure and resolution?

• What words or phrases can I use to connect sentences and to identify where the setting or time have changed?


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• Use simple and compound sentences in writing and speaking.

• Use common and proper nouns in writing and speaking.

• Use singular, plural, irregular plural nouns in

writing and speaking.

• Plan, draft, revise, and edit a descriptive paragraph.

• Plan, draft, revise, and edit a narrative

composition.

• Plan, draft, revise, and edit dialogue.

• Plan, draft, revise, edit, and publish a fictional narrative.


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Content:

• Writer’s Workshop: Minilesson Teaching Point, Writing & Conferring, Share

• Big Idea: Write to Express

• Focus Trait: Ideas, Word Choice, Voice, Ideas,

Organization

• Graphic Organizer: Word Web, Flow Chart, Column Map, Who? Where? What? Chart, Story Map

• Writing Process: Plan, draft, revise, edit, and

publish

• My Writing Rubric in Journeys: Students’ Self-Evaluation

• Students’ Proofreading Checklist in Journeys

• Academic Language: describe, vivid detail,

sensory word, character, dialogue, chronological order, gestures, informal, plot. climax, transition, sentence, simple subject, simple predicate, sentence fragment, compound subject, compound predicate, statement, question, command, exclamation, simple sentence, compound sentence, conjunction, subject-verb agreement, singular noun, plural noun, common noun, proper noun

• Daily Proofreading Practice

Skills(Objectives):

• Descriptive paragraph

• Narrative composition

• Dialogue

• Fictional narrative

• Vivid details

• Chronological order

• Plot

• Climax

• Story elements

• Transition

• Complete sentences

• Sentence fragments

• Complete subjects and predicates

• Compound subjects and predicates

• Four kinds of sentences

• Simple and compound sentences

• Conjunction

• Subject-verb agreement

• Common and proper nouns

• Singular, plural, and irregular plural nouns


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Stage 2: Assessment Evidence Performance Task(s):

• Lesson 1: Descriptive Paragraph

• Lesson 2: Narrative Composition

• Lesson 3: Dialogue

• Lesson 4 & 5: Fictional Narrative

• Use Writing Traits Scoring Rubric in Journeys

Other Evidence:

• Completion of Grammar Practice Book Pages

• Weekly Grammar Tests


• Verbal Responses

• Participation in Discussions

• Conferences


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Stage 3: Learning Plan Learning Opportunities/Strategies: Week 1 – Lesson 1 in Journeys Write to Express:

• Teaching Point: Introduce the Model – Use the Writing Model Descriptive Paragraph to identify the features of a descriptive paragraph. T50

• Teaching Point: Ideas – Use examples from

Because of Winn-Dixie and Focus Trait: Ideas to model and practice how vivid details can help readers picture the person, place, or thing that the writer is describing. T51

• Teaching Point: Planning A Paragraph: Use Planning a Descriptive Paragraph to complete a word web listing sense words that describe. T51

Prewrite – Students choose a topic for their use a word web o plan their own descriptive paragraph. T51

• Teaching Point: Begin a Draft – Use the Anchor Flow Chart to review the steps for writing a descriptive paragraph. T52 Draft – Students use the anchor chart and their completed word web to draft their descriptive paragraph using vivid details.

• Teaching Point: Revise – Using Revising Vanessa’s Draft, discuss the revisions made by the student writer. T52 Revise: Students revise their descriptive paragraph.

Grammar:

• Teaching Point: Complete Sentences and Fragments – T46, 47, 48, 49

Resources: Week 1 – Lesson 1 in Journeys

• Projectable 1.9

• Mentor Text: Because of Winn-Dixie by Kate DiCamillo

• Student Practice Workbook pg. 12

• Projectable 1.10 • Graphic Organizer: Word Web

• Anchor Flow Chart • Completed Student Word Web

• Projectable 1.11 • Student Draft • Final Copy of Descriptive Paragraph

• Projectable 1.6, 1.7, 1.8 • Student Practice Workbook pg. 7, 8, 9


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Learning Opportunities/Strategies: Week 2 – Lesson 2 in Journeys Write to Express:

• Teaching Point: Introduce the Model – Use the Writing Model Narrative Composition to identify the parts of a narrative composition. T124

• Teaching Point: Word Choice – Use My Brother Martin and Focus Trait: Word Choice to model and practice choosing strong words to express feelings and ideas. T125

• Teaching Point: Chronological Order – Use My

Brother Martin and Prewrite Planning a Narrative Composition to model and practice putting events in chronological order. T125

Prewrite – Students choose a topic and use Graphic Organizer: Flow Chart to plan their narrative composition.

• Teaching Point: Begin A Draft – Use examples from My Brother Martin to demonstrate how dialogue can show how characters feel. T126 Draft Students their completed Flow Chart to draft their narrative composition.

• Teaching Point: Introduce Student Model – Using Revising Victor’s Draft, discuss the revisions made by the student writer. T126, 127 Revise for Word Choice – Students revise their narrative composition.

Grammar:

• Teaching Point: Complete Subjects and Complete Predicates – T120, 121, 122, 123

• Teaching Point: Compound Subjects and Compound Predicates – T121


• Projectable 2.9

• Mentor Text: My Brother Martin by Christine King Farris


• Projectable 2.10 • Graphic Organizer: Flow Chart

• Mentor Text: My Brother Martin by Christine King Farris

• Student completed Flow Chart

• Projectable 2.11 • Student Draft • Final Copy of Narrative Composition



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Learning Opportunities/Strategies: Week 3 – Lesson 3 in Journeys Write to Express:

• Teaching Point: Introduce the Model – Use Writing Model Dialogue to understand the features of dialogue. T194

• Teaching Point: Voice – Use How Tia Lola Came

to Stay and Focus Trait: Voice to model and practice rewriting dialogue to make it sound more natural. T195

• Teaching Point: Planning a Dialogue – Use How

Tia Lola Came to Stay and Planning a Dialogue to complete the Column Map with ideas for a dialogue. T195 Prewrite – Students choose a topic for their dialogue and complete a Column Map for their characters.

• Teaching Point: Begin A Draft – Use How Tia Lola Came to Stay to show examples of how to add gestures and actions that will tell how something is said. T196 Draft – Students draft their own dialogue using their completed Column Map.

• Teaching Point: Introduce Student Model – Use

Revising Iris’s Draft to discuss the revisions made by the student writer. T196, 197 Revise for Voice – Students revise their dialogue.

Grammar:

• Teaching Point: Four Kinds of Sentences – Identify Statement, Question, Command, and Exclamation sentences. T190, 191, 192, 193


• Projectable 3.9

• Mentor Text: How Tia Lola Came to Stay by Julia Alvarez


• Mentor Text: How Tia Lola Came to Stay by Julia Alvarez

• Graphic Organizer: Column Map

• Mentor Text: How Tia Lola Came to Stay by Julia

Alvarez • Student Completed Column Map

• Projectable 3.11 • Student Draft • Final Copy of Dialogue



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Learning Opportunities/Strategies: Week 4 – Lesson 4 Write to Express:

• Teaching Point: Introduce the Model – Use Writing Model Fictional Narrative to study and evaluate fictional narratives. T266

• Teaching Point: Ideas – Use The Power of W.O.W.! and Focus Trait: Ideas to model and practice how writers tell or hint at why events happen. T267

• Teaching Point: Exploring A Topic – Use a Who?

Where? What? Chart to model listing ideas for characters, settings, and plot events for a fictional narrative. T267 Prewrite – Students select a topic for their fictional narrative in which the main character solves a problem and completes their own Who? Where? What? Chart.

• Teaching Point: Planning A Fictional Narrative –

Use events from The Power of W.O.W.! and Prewriting Planning a Fictional Narrative to model how a writer tells about the problem in the middle of the story and events move the story to a climax. T268 Prewrite – Students use Graphic Organizer: Story Map to brainstorm ideas for their own fictional narrative.

• Teaching Point: Planning A Fictional Narrative – Use Student Book pg. 112, 113 to read how one student writer brainstormed ideas for a fictional narrative. T268, 269 Prewrite – Students check their Story Map to make they have included ideas that explain events and characters’ actions.

Grammar

• Teaching Point: Simple and Compound Sentences – T262, 263, 264, 265

Resources: Week 4 – Lesson 4

• Projectable 4.9

• Mentor Text: The Power of W.O.W.! by Crystal Hubbard


• Who? Where? What? Chart

• Mentor Text: The Power of W.O.W.! by Crystal Hubbard

• Projectable 4.10 • Graphic Organizer: Story Map

• Student Book pg. 496, 497 • Graphic Organizer: Story Map



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Learning Opportunities/Strategies: Week 5 – Lesson 5 Write to Express:

• Teaching Point: Drafting – Use What is a Fictional Narrative? to review the features of a fictional narrative. T342 Draft – Students use their completed Story Map to draft their fictional narrative.

• Teaching Point: Organization – Use Stormalong

and Focus Trait: Organization to model organizing fictional narratives with a clear beginning, middle, and ending. T343 Draft – Students continue drafting to include characters, setting, and a problem at the beginning of the story.

• Teaching Point: Transitions – Use Student Book pg. 128, 129 to model how to make the events of a story move to a new setting. T343 Draft – Students continue to draft making sure points of transition are clear in their writing.

• Teaching Point: Model – Use Stormalong to

identify clues that help readers make sense of the events, so that the ending is logical. T344 Revise – Students revise their draft to include clues to help the reader understand the ending.

• Teaching Point: Introduce Student Model – Use Mei Ann’s Draft Fictional Narrative to discuss the revisions made by the student writer. T344 Edit and Publish – Students proofread and make a final copy of their fictional narrative.

Grammar: • Teaching Point: Common and Proper Nouns –

T338, 341 • Teaching Point: Singular, Plural, and Irregular

Plural Nouns – T 339, 341


• Anchor Chart: What is a Fictional Narrative? • Student Completed Story Map

• Mentor Text: Stormalong by Mary Pope Osborne

• Student Draft

• Student Book pg. 127, 128 • Student Draft

• Mentor Text: Stormalong by Mary Pope

Osborne • Student Draft

• Projectable 5.9 • Student Draft • Final Student Copy of Fictional Narrative



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Differentiation High-Achieving Students On Grade Level Students Struggling Students Special Needs/ELL

• Model and demonstrate using a Think Aloud approach

• Minilesson

Strategy Charts • Provide writing

exemplars

• Utilize technology

• Feedback to push student to maintain above grade level proficiency

• Rubrics and

Writer’s Checklists


• Minilesson Strategy Charts

• Provide writing

exemplars


• Feedback to push student to maintain on grade level proficiency

• Prewriting Graphic Organizers

• Peer editing and

revising

• Rubrics and Writer’s Checklists



• Provide writing

exemplars


• Guided Writing: Small-group lessons during all phases of the writing process

• Prewriting – Quick

drawing to develop ideas and details

• Use of sentence

frames to jumpstart writing

• Portable word wall

with sequencing & transition words

• Rubrics and


• Flexible time allotment



• Provide writing exemplars


• Guided Writing:

Small-group lessons during all phases of the writing process

• Prewriting –

Quick drawing/talk out loud to develop ideas

• Use of sentence frames to jumpstart writing

• Spell-checkers

• Rubrics &


• Flexible time

allotment

• Journeys ELL Scaffolds


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Unit Title: Unit 2: Do You Know What I Mean? – Opinion Writing



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• Identify the parts of a compare and contrast paragraph.

• Identify the features of an opinion paragraph.

• Identify the elements of a poem.

• Study and evaluate a response to literature essay.

• Organize similarities in one paragraph and

differences in a second paragraph.

• Clearly state an opinion.

• Select words and phrases to make an opinion and reasons clear to the reader.

• Use a variety of sentences to add a lively voice

to an opinion.

• Provide a series of clear reasons with details to support an opinion.

• Use sensory words to create an image for the

reader.

• Use details from the text to support thoughts and an opinion about the story.

• Clearly restate ideas at the end of the response

essay so that ideas flow as smoothly as the beginning.

• Use verbs correctly in writing and speaking.

• Use correct tenses in writing and speaking.

• Use conjunctions in writing.

Essential/Guiding Question: • What is a response to literature?

• What is an opinion paragraph?

• What is a poem?

• What is a response to literature essay?

• How do I organize the similarities and differences in a compare and contrast response to literature?

• Did I write a strong opening statement?

• What words and phrases did I use to support my opinion and reasons?

• In what ways do my sentence structures catch and keep the reader’s interest?

• Are my points expressed and supported to make

my opinions clear to the audience?

• What sensory words did I use to make descriptions come alive?

• Did I use evidence from the text to support the

reasons for my opinion?

• How did I end my essay?


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• Use commas correctly in writing.

• Plan, draft, revise, and edit a compare and contrast response to literature.

• Plan, draft, revise, and edit an opinion

paragraph that responds to a text.

• Plan, draft, revise, and edit a poem.

• Plan, draft, revise, and edit a response to literature essay.


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Content:


• Big Idea: Write to Respond

• Focus Trait: Organization, Voice, Word Choice

• Graphic Organizer: Venn Diagram, Idea-Support

Map, Five Senses Chart, Response to Literature Essay Chart


publish



• Academic Language: compare, contrast, tone,

opinion, reason, example rhyme, rhythm, repetition, lines, stanza, imagery, opening, body, action verb, helping verb, linking verb, present tense, past tense, future tense, conjunctions, compound sentence, complex sentence, correlative conjunction, pronoun, reflexive pronoun, antecedent


Skills(Objectives):

• Response to literature

• Opinion paragraph to respond to a text

• Elements of poetry

• Compare and contrast/similarities and differences

• Tone

• Topic sentence with supporting details

• Words that signal comparisons and contrasts

• State an opinion

• Variety of sentences

• Reasons and details

• Sensory words

• Strong opening statement

• Evidence from text

• Direct quotations from text

• Action, helping, and linking verbs

• Present, past, future tenses

• Conjunctions

• Commas

• Pronouns


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• Lesson 6: Compare and Contrast Response to Literature

• Lesson 7: Opinion Paragraph Response to

Literature

• Lesson 8: Poem

• Lesson 9 & 10: Response to Literature Essay


Other Evidence:






• Conferences


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Stage 3: Learning Plan Learning Opportunities/Strategies: Week 6 – Lesson 6 in Journeys Write to Respond:

• Teaching Point: Introduce the Model – Use the Writing Model Response to Literature that identifies the parts of a compare and contrast response. T52

• Teaching Point: Organization – Use Once Upon

a Cool Motorcycle Dude and Focus Trait: Organization to model and practice to writing a topic sentence and supporting details. T53

• Teaching Point: Planning A Response to

Literature: Use Once Upon a Cool Motorcycle Dude and Planning a Response to Literature to complete a Venn Diagram modeling how two things are alike and different. T53

Prewrite – Students complete Graphic Organizer: Venn Diagram by writing two details that compare and two details that contrast the narrators in Once Upon a Cool Motorcycle Dude

• Teaching Point: Using Signal Words – Use Once Upon a Cool Motorcycle Dude to model examples of words that signal comparisons and contrasts. T54 Draft – Students use their Venn Diagram to draft their response to literature.

• Teaching Point: Introduce Student Model – Using Revising Warren’s Draft, discuss the revisions made by the student writer. T54 Revise for Organization: Students revise their response to literature.

Grammar:

• Teaching Point: Verbs – Identify action, main, helping, and linking verbs. T48, 49, 50, 51


• Projectable 6.9

• Mentor Text: Once Upon a Cool Motorcycle Dude by Kevin O’Malley


• Mentor Text: Once Upon a Cool Motorcycle Dude by Kevin O’Malley

• Projectable 6.10 • Graphic Organizer: Venn Diagram

• Completed Student Venn Diagram

• Projectable 6.11 • Student Draft • Final Copy of Response to Literature



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Learning Opportunities/Strategies: Week 7 – Lesson 2 in Journeys Write to Respond:

• Teaching Point: Introduce the Model – Use the Writing Model Opinion Paragraph to understand the features of an opinion paragraph. T124

• Teaching Point: Voice – Use Coming Attractions and Focus Trait: Voice to model and practice by choosing words and phrases to make an opinion livelier. T125

• Teaching Point: Planning A Paragraph – Use

Coming Attractions and Prewrite Planning an Opinion Paragraph to model and practice stating an opinion with reasons and details to support T125

Prewrite – Students choose a topic and use Graphic Organizer: Idea-Support Map to plan their opinion for a response paragraph.

• Teaching Point: Begin A Draft – Use the Anchor Flow Chart to review the steps for writing an opinion paragraph. T126 Draft – Students use the anchor chart and their completed Idea-Support Map to draft their opinion paragraph.

• Teaching Point: Introduce Student Model – Using Revising Marcela’s Draft, discuss the revisions made by the student writer. T126, 127 Revise for Voice – Students revise their opinion paragraph.

Grammar:

• Teaching Point: Verbs and Verb Tenses – T120, 121, 122, 123


• Projectable 7.9

• Mentor Text: Coming Attractions by Frank Baker • Student Practice Workbook pg. 84

• Mentor Text: Coming Attractions by Frank Baker • Projectable 7.10 • Graphic Organizer: Idea-Support Map

• Anchor Flow Chart • Student Completed Idea-Support Map

• Projectable 7.11 • Student Draft • Final Copy of Opinion Paragraph



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Learning Opportunities/Strategies: Week 8 – Lesson 8 in Journeys Write to Respond:

• Teaching Point: Introduce the Model – Use Writing Model Poem to identify the structural elements of poetry. T198

• Teaching Point: Word Choice – Use Me and

Uncle Romie and Focus Trait: Word Choice to model and practice choosing sensory words to create a vivid picture in a reader’s mind. T199

• Teaching Point: Planning A Poem – Using Me

and Uncle Romie and Planning a Poem to fill in a five senses chart. T199 Prewrite – Students choose a topic for their poem and complete Graphic Organizer: Five Senses Chart for their poem ideas.

• Teaching Point: Begin A Draft – Use the Anchor Flow Chart to review the steps in writing a poem. T200 Prewrite – Students draft their poem using their completed Five Senses Chart.


Revising Davey’s Poem to discuss the revisions made by the student writer. T200, 201 Revise for Word Choice – Students revise their poem adding more sensory details and rhyming words.

Grammar:

• Teaching Point: Conjunctions – Identify and use conjunctions in compound sentences. T194, 195, 196, 197


• Projectable 8.9

• Mentor Text: Me and Uncle Romie by Claire Hartfield


• Mentor Text: Me and Uncle Romie by Claire Hartfield

• Projectable 8.10 • Graphic Organizer: Five Senses Chart

• Anchor Flow Chart • Student Completed Five Senses Chart

• Projectable 8.11 • Student Draft • Final Copy of Poem



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Learning Opportunities/Strategies: Week 9 – Lesson 9 Write to Respond:

• Teaching Point: Introduce the Model – Use Writing Model Response to Literature Essay to study and evaluate response to literature essays. T270

• Teaching Point: Organization – Use Dear Mr. Winston and Focus Trait: Organization to model and practice stating an opinion at the beginning of an essay followed by evidence from the text to support reasons. T271

• Teaching Point: Exploring A Topic – Use Dear

Mr. Winston to create a chart to list a character’s action and to form an opinion for a response to a literature essay. Prewrite – Students use prompt on T271 and Dear Mr. Winston to create a similar chart to plan their response to literature essay.

• Teaching Point: Planning A Response Essay –

Use Dear Mr. Winston and Planning a Response to Literature Essay to decide what details are most useful to support an opinion. T271 Prewrite – Students use Graphic Organizer: Idea-Support Map to choose details that relate to the opinion that Mr. Winston is silly.

• Teaching Point: Planning A Response Essay – Use Student Book pg. 244, 245 to read how one student writer planned their response to a literature essay. T272, 273 Prewrite – Students check their Idea-Support Map to include details, reasons, and examples to support their opinion.

Grammar • Teaching Point: Commas – T266, 267, 268, 269


• Projectable 9.9

• Mentor Text: Dear Mr. Winston by Ken Roberts • Student Practice Workbook pg. 108

• Mentor Text: Dear Mr. Winston by Ken Roberts • Response to Literature Essay Chart

• Mentor Text: Dear Mr. Winston by Ken Roberts • Projectable 9.10 • Graphic Organizer: Idea-Support Map

• Mentor Text: Dear Mr. Winston by Ken Roberts • Student Book pg. 244, 245 • Graphic Organizer: Idea-Support Map



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Learning Opportunities/Strategies: Week 10 – Lesson 10 Write to Respond:

• Teaching Point: Drafting – Use What is a Response to Literature Essay? to review the features of response to literature essay. T342 Draft – Students use their completed Idea-Support Map to draft their response to literature.

• Teaching Point: Organization – Use Jose! Born

to Dance and Focus Trait: Organization to model and practice presenting a strong opening statement for a response essay. T343 Draft – Students continue drafting to include phrases to present examples in their essay.

• Teaching Point: Using Text Details – Use Jose! Born to Dance to model examples of how to use direct quotations from the text. T343 Draft – Students continue to draft to include examples of using quotations and their own words.


Student Book pg. 268 to model the ending of an essay. T344 Revise for Organization – Students revise their essay ending to clearly restate their ideas.

• Teaching Point: Model Revising – Use Revising Trudy’s Draft to discuss the revisions made by the student writer. T344 Edit and Publish – Students proofread and make a final copy of their response to literature essay.

Grammar: • Teaching Point: Pronouns – Identify and use

subject, object, and reflexive pronouns. T338, 339, 340, 341


• Anchor Chart: What is a Response to Literature Essay?

• Student Completed Idea-Support Map

• Mentor Text: Jose! Born to Dance by Susanna Reich

• Student Practice Workbook pg. 120 • Student Draft

• Mentor Text: Jose! Born to Dance by Susanna Reich

• Student Draft

• Mentor Text: Stormalong by Mary Pope

Osborne • Student Book pg. 268 • Student Draft

• Projectable 10.9 • Student Draft • Final Copy of Response Essay



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• Minilesson


exemplars



• Rubrics and




• Provide writing

exemplars





revising




• Provide writing

exemplars





• Use of sentence




• Rubrics and







• Guided Writing:


• Prewriting –



• Spell-checkers

• Rubrics &


• Flexible time

allotment



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Unit Title: Unit 3: Natural Encounters – Opinion Writing



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• Understand the features of a persuasive paragraph.

• Understand the features of a problem-solution composition.

• Understand the features of a persuasive letter.

• Study and evaluate persuasive essays.

• Clearly explain a problem and give ideas for

ways to solve it.

• Use vivid details to share ideas that support an opinion.

• Demonstrate a strong commitment to a topic by

showing why the reader needs to know and should care.

• Organize reasons in order of importance.

• Provide a series of clear reasons to support the

argument.

• Include an introduction, body, and conclusion for a persuasive essay.

• Use powerful persuasive language to convince

readers.

• Capitalize proper nouns.

• Use possessive nouns in writing and speaking.

• Use regular verbs in writing and speaking.

• Use irregular verbs in writing and speaking.


• What is a persuasive paragraph?

• What is a problem-solution composition?

• What is a persuasive letter?

• What is a persuasive essay?

• Did I clearly state a problem?

• Did I give solutions that shows that I understand the problem?

• How did I use vivid details to help persuade others?

• How does my writing capture the audience’s

interest to consider my opinion?

• Why is it important to organize reasons in order of importance?

• How are my points expressed and supported to

make my opinions clear to my audience?

• How did I persuade the reader to agree with my thinking?


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• Plan, draft, revise, and edit a persuasive paragraph.

• Plan, draft, revise, and edit a problem-solution composition.

• Plan, draft, revise, and edit a persuasive letter.

• Plan, draft, revise, edit, and publish a persuasive

essay.


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Content:


• Big Idea: Write to Persuade

• Focus Trait: Ideas, Voice, Organization

• Graphic Organizers: Web Map, Idea-Support

Map, 5 W’s Chart

• Writing Process: Plan, draft, revise, edit, and publish

• My Writing Rubric in Journeys: Students’ Self-

Evaluation


• Academic Language: persuade, opinion, order of importance, problem, solution, composition, parts of a letter, goal, support, facts and examples, persuade, connotation proper noun, capital letter, possessive noun, apostrophe, regular verb, helping verb, participle, present participle, past participle, participle phrases, irregular verbs, past tense, present tense


Skills(Objectives):

• Persuasive paragraph

• Problem-solution composition

• Persuasive letter

• Persuasive essay

• Vivid details

• State a problem and offer ideas for specific

ways to solve it

• Friendly but persuasive tone

• Organize ideas in order of importance

• Facts and examples to support reasons

• Connotation

• Proper nouns

• Possessive nouns

• Regular verbs

• Participles

• Irregular verbs


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• Lesson 11: Persuasive Paragraph

• Lesson 12: Problem-Solution Composition

• Lesson 13: Persuasive Letter

• Lesson 14 & 15: Persuasive Essay


Other Evidence:






• Conferences


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Stage 3: Learning Plan Learning Opportunities/Strategies: Week 11 – Lesson 11 in Journeys Write to Persuade:

• Teaching Point: Introduce the Model – Use the Writing Model Persuasive Paragraph to understand the features of a persuasive paragraph. T52

• Teaching Point: Ideas – Use The Screech Owl Who Liked Television and Focus Trait: Ideas to model and practice how to use vivid details to support an opinion. T53

• Teaching Point: Planning A Paragraph – Use

Planning a Persuasive Paragraph to model how to state an opinion about an issue and list reasons that support the opinion. T53

Prewrite – Students choose a topic and complete Graphic Organizer: Web Map.

• Teaching Point: Begin A Draft – Use the Anchor Flow Chart to review the steps for writing a persuasive paragraph. T54 Draft – Students use their Web Map to draft their persuasive paragraph.

• Teaching Point: Introduce Student Model – Using Revising Graces’s Draft, discuss the revisions made by the student writer. T54, 55 Revise for Ideas: Students revise their response by adding examples and details to support their opinion.

Grammar:

• Teaching Point: Proper Nouns – Capitalize proper nouns. T48, 49, 50, 51


• Projectable 11.9

• Mentor Text: The Screech Owl Who Liked Television by Jean Craighead George


• Projectable 11.10 • Graphic Organizer: Web Map

• Anchor Flow Chart • Completed Student Web Map

• Projectable 11.11 • Student Draft • Final Copy of Persuasive Paragraph



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Learning Opportunities/Strategies: Week 12 – Lesson 12 in Journeys Write to Persuade:

• Teaching Point: Introduce the Model – Use the Writing Model Problem-Solution Composition to understand the features of a problem-solution composition. T124

• Teaching Point: Ideas – Use The Earth Dragon Awakes and Focus Trait: Ideas to model and practice how to clearly explain a problem and offer a solution to solve it. T125

• Teaching Point: Planning A Composition – Use

The Earth Dragon Awakes and Planning a Problem-Solution Composition to model and practice stating a problem and writing reasonable solutions. T125

Prewrite – Students choose a topic and use Graphic Organizer: Idea-Support Map to plan their problem-solution composition.

• Teaching Point: Begin A Draft – Use the Anchor Flow Chart to review the steps for writing a problem-solution composition. T126 Draft – Students use the anchor chart and their completed Idea-Support Map to draft their problem-solution composition.

• Teaching Point: Introduce Student Model – Using Revising Jeff’s Draft, discuss the revisions made by the student writer. T126, 127 Revise for Ideas – Students revise their problem-solution composition adding specific details to make the writing stronger.

Grammar:

• Teaching Point: Possessive Nouns – pg. 120,121, 122, 123



• Mentor Text: The Earth Dragon Awakes by Laurence Yep


• Mentor Text: Coming Attractions by Frank Baker • Projectable 11.10 • Graphic Organizer: Idea-Support Map

• Anchor Flow Chart • Student Completed Idea-Support Map

• Projectable 12.11 • Student Draft • Final Copy of Problem-Solution Composition



8 | P a g e

Learning Opportunities/Strategies: Week 13 – Lesson 13 in Journeys Write to Persuade:

• Teaching Point: Introduce the Model – Use Writing Model Persuasive Letter to identify the features of a persuasive letter. T196

• Teaching Point: Voice – Use Antarctic Journal

and Focus Trait: Voice to model and practice choosing words and details that express an attitude. T197

• Teaching Point: Planning A Persuasive Letter –

Use Planning a Persuasive Letter to model using convincing reasons to support a field trip request. T197

Prewrite – Students complete Graphic Organizer: Web Map to continue listing reasons to support the field trip request.

• Teaching Point: Begin A Draft – Use the Anchor

Flow Chart to review the steps in writing a persuasive letter. T198 Draft – Students draft their persuasive letter.

• Teaching Point: Introduce Student Model –

Using Revising Jenna’s Draft, discuss the revisions made by the student writer. T198, 199 Revise for Voice – Students revise their persuasive letter.

Grammar:

• Teaching Point: Regular Verbs – Identify and use the past tense of regular verbs and write sentences using past participles and helping verbs. T192, 193, 194, 195



• Mentor Text: Antarctic Journal by Jennifer Owings Dewey



• Anchor Flow Chart • Student Completed Web Map

• Projectable 13.11 • Student Draft • Final Copy of Persuasive Letter



9 | P a g e

Learning Opportunities/Strategies: Week 14 – Lesson 14 Write to Persuade:

• Teaching Point: Introduce the Model – Use Writing Model Persuasive Essay to study and evaluate persuasive essays. T270

• Teaching Point: Organization – Use Life and Times of the Ant and Focus Trait: Organization to model and practice organizing ideas. T271

• Teaching Point: Exploring A Topic – Use the

topic, creating a rainwater garden, and a 5 W’s Chart to model organizing ideas in the order of importance. T271

Prewrite – Students use prompt, research, and complete a 5 W’s Chart to plan their persuasive essay.

• Teaching Point: Planning A Persuasive Essay – Use the 5 W’s Chart and Planning a Persuasive Essay to model writing an introduction, body, and conclusion. T272 Prewrite – Students use their 5 W’s Chart to complete their own Graphic Organizer: Idea-Support Map.

• Teaching Point: Planning A Persuasive Essay – Use Student Book pg. 372, 373 to read how one student writer planned their persuasive essay. T272, 273 Prewrite – Students check their Idea-Support Map to include facts and examples to support each reason.

Grammar • Teaching Point: Participles – Identify and use

present and past participles and participle phrases. T266, 267, 268, 269



• Mentor Text: Life and Times of the Ant by Charles Micucci


• 5 W’s Chart

• 5 W’s Chart • Projectable 14.10 • Graphic Organizer: Idea-Support Map

• Student Book pg. 272, 273 • Graphic Organizer: Idea-Support Map



10 | P a g e

Learning Opportunities/Strategies: Week 15 – Lesson 15 Write to Persuade:

• Teaching Point: Drafting – Use What is a Persuasive Essay? to review the features of a persuasive essay. T342 Draft – Students use their completed Idea-Support Map to draft their persuasive essay

• Teaching Point: Ideas – Use Ecology for Kids and

Focus Trait: Ideas to model and practice using clearly connected ideas. T343 Draft – Students continue drafting to include facts, reasons, and details that will convince readers of their opinion.

• Teaching Point: Connotation – Use the example to model how some words have different connotations (e.g., ask, demand). T343 Draft – Students continue to draft considering the connotations of the words they have used.

• Teaching Point: Model Revision – Use Ecology

for Kids in Student Book pg. 388 to identify the call to action suggested by the author. T344 Revise – Students revise their essay present a series of logical ideas using strong persuasive language.

• Teaching Point: Introduce Student Model – Use Revising Julio’s Persuasive Draft to discuss the revisions made by the student writer. T344 Edit and Publish – Students proofread and make a final copy of their persuasive essay.

Grammar: • Teaching Point: Irregular Verbs – T338, 339,

340, 341, 342


• Anchor Chart: What is a Persuasive Essay? Student Completed Idea-Support Map

• Mentor Text: Ecology for Kids by Frederico Arana

• Student Practice Workbook pg. 180 • Student Draft

• Connotation Examples • Student Draft

• Mentor Text: Ecology for Kids by Frederico

Arana • Student Book pg. 388 • Student Draft

• Projectable 15.9 • Student Draft • Final Copy of Persuasive Essay



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• Minilesson


exemplars



• Rubrics and




• Provide writing

exemplars





revising




• Provide writing

exemplars





• Use of sentence




• Rubrics and







• Guided Writing:


• Prewriting –



• Spell-checkers

• Rubrics &


• Flexible time

allotment



1 | P a g e

Unit Title: Unit 4: Never Give Up! – Narrative Writing



2 | P a g e


• Understand the parts of a descriptive paragraph.

• Understand the parts of a friendly letter.

• Understand the parts of a narrative composition.

• Understand the parts of a personal narrative.

• Select a small moment or experience and share

one’s thinking and feelings about it.

• Write a friendly letter that includes thoughts and feelings.

• Present ideas clearly and in a logical sequence.

• Add details of each event to show feelings.

• Include events in a personal narrative in the

order that they happened.

• Use adjectives and articles in writing and speaking.

• Use adverbs in writing and speaking.

• Use prepositions in writing and speaking.

• Use correct abbreviations in writing.

• Plan, draft, and revise a descriptive paragraph.

• Plan, draft, and revise a friendly letter.

• Plan, draft, and revise a narrative composition.

• Plan, draft, revise, edit, and publish a personal

narrative.


• What is a descriptive paragraph?

• What is a friendly letter?

• What is a narrative composition?

• What is a personal narrative?

• What is a moment in my life when something extraordinary happened?

• What language did I use to make sure that my writing is vivid and comes alive to the reader?

• How does my writing reflect my point of view

and show enthusiasm for the topic?

• Does my personal narrative have enough details and the correct sequence so the story makes sense to any reader?


3 | P a g e

Content:


• Big Idea: Write to Narrate

• Focus Trait: Ideas, Voice, Word Choice,

Organization

• Graphic Organizer: Web Map, Flow Chart, Who? Where? What? Chart


publish



• Academic Language: describe, vivid detail, topic

sentence, greeting, closing, narrative, synonym, personal narrative, organize, events, topic, personal narrative, elaboration, adjective, adjective of purpose, adverb, adverb of frequency, adverb of intensity, preposition, prepositional phrase, transition words, abbreviations


Skills(Objectives):

• Descriptive paragraph

• Friendly letter

• Narrative composition

• Personal narrative

• Topic sentence

• Vivid details

• Greeting and closing of a letter

• Synonyms

• Organization of events

• Elaboration

• Adjectives

• Articles

• Adverbs

• Transition words

• Prepositions

• Prepositional phrases

• Abbreviations


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• Lesson 16: Descriptive Paragraph

• Lesson 17: Friendly Letter

• Lesson 18: Narrative Composition

• Lesson 19 & 20: Personal Narrative


Other Evidence:






• Conferences


5 | P a g e

Stage 3: Learning Plan Learning Opportunities/Strategies: Week 16 – Lesson 16 in Journeys Write to Narrate:

• Teaching Point: Introduce the Model – Use the Writing Model Descriptive Paragraph to identify the features of a descriptive paragraph. T50

• Teaching Point: Ideas – Use examples from

Ruling Freedom and Focus Trait: Ideas to model and practice how vivid details and similes can show how writers feel about a topic. T51

• Teaching Point: Planning A Paragraph – Use Planning a Descriptive Paragraph to model including a topic sentence and details. T51

Prewrite – Students choose a topic for their descriptive paragraph using Graphic Organizer: Web Map complete. T51

• Teaching Point: Begin a Draft – Use the Anchor Flow Chart to review the steps for writing a descriptive paragraph. T52 Draft – Students use the anchor chart and their completed web map to draft their descriptive paragraph about a personal experience.

• Teaching Point: Introduce Student Model – Using Revising Claire’s Draft, discuss the revisions made by the student writer. T52 Revise for Ideas: Students revise their descriptive paragraph.

Grammar:

• Teaching Point: Adjectives and Articles – Identify adjectives and the nouns they describe. T46, 47, 48, 49



• Mentor Text: Ruling Freedom by Pam Munoz Ryan



• Anchor Flow Chart • Completed Student Web Map

• Projectable 16.11 • Student Draft • Final Copy of Descriptive Paragraph



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Learning Opportunities/Strategies: Week 17 – Lesson 17 in Journeys Write to Narrate:

• Teaching Point: Introduce the Model – Use the Writing Model Friendly Letter to identify the features of a friendly letter. T122

• Teaching Point: Voice – Use The Right Dog for the Job and Focus Trait: Voice to model and practice writing a friendly letters using words that you would use in normal speech. T123

• Teaching Point: Planning A Friendly Letter –

Use Prewrite Planning a Friendly Letter to organize events in the order in which they happened. T123

Prewrite – Students choose a topic and use Graphic Organizer: Flow Chart to plan their friendly letter.

• Teaching Point: Begin A Draft – Use the Anchor Flow Chart to review the steps for writing a friendly letter. T124 Draft Students use the anchor chart and their completed Flow Chart to draft their friendly letter.

• Teaching Point: Introduce Student Model – Using Revising Anthony’s Draft Letter, discuss the revisions made by the student writer. T124 Revise for Voice – Students revise their friendly letter.

Grammar:

• Teaching Point: Adverbs – Identify adverbs and the verbs they describe. T118, 119, 120, 121



• Mentor Text: The Right Dog for the Job by Dorothy Patent



• Anchor Flow Chart • Student Completed Flow Chart

• Projectable 17.11 • Student Draft • Final Copy of Friendly Letter



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Learning Opportunities/Strategies: Week 18 – Lesson 18 in Journeys Write to Narrate:

• Teaching Point: Introduce the Model – Use Writing Model What is a Narrative Composition? to understand the features of a narrative composition. T194

• Teaching Point: Word Choice – Use Moon

Runner and Focus Trait: Word Choice to model and practice focused word choice in writing. T195

• Teaching Point: Planning A Narrative

Composition – Use Planning a Narrative Paragraph to model completing the flow chart to plan a narrative composition. T195 Prewrite – Students choose a topic and complete Graphic Organizer: Flow Chart to plan their composition.


Flow Chart to review the steps for writing a narrative composition. T196 Draft – Students use the anchor chart and their completed Flow Chart to draft their narrative composition.

• Teaching Point: Introduce Student Model – Use Revising Tina’s Narrative Paragraph to discuss the synonym revisions made by the student writer. T196 Revise for Word Choice – Students revise their narrative composition.

Grammar: • Teaching Point: Prepositions – Identify

prepositions and prepositional phrases T190, 191, 192, 193



• Mentor Text: Moon Runner by Carolyn Marsden • Student Practice Workbook pg. 216



• Projectable 18.11 • Student Draft • Final Copy of Narrative Composition



8 | P a g e

Learning Opportunities/Strategies: Week 19 – Lesson 19 Write to Narrate:

• Teaching Point: Drafting – Use Writing Model Personal Narrative to study and evaluate personal narratives. T266

• Teaching Point: Ideas – Use Harvesting Hope and Focus Trait: Organization to model and practice how to organize a personal narrative. T267

• Teaching Point: Exploring A Topic – Use a Who? Where? What? Chart to model organizing details in a personal narrative. T267 Prewrite – Students select a topic for their personal narrative and complete their own Who? Where? What? Chart.

• Teaching Point: Planning A Personal Narrative

– Use events from Harvesting Hope and Prewriting Planning a Narrative to model how a writer feels about events makes a narrative more interesting. T268 Prewrite – Students use their Who? Where? What? Chart to complete their own events chart adding details to each event to show feelings.

• Teaching Point: Planning A Personal Narrative – Use Student Book pg. 496-497 to read how one student writer organized their ideas for a personal narrative. T268, 269 Prewrite – Students check their Events Chart to make sure they included events in the order that they happened and added details that tell about each event.

Grammar

• Teaching Point: Transition Words – pg. 262, 263, 264, 265



• Mentor Text: Harvesting Hope by Yuyi Morales • Student Practice Workbook pg. 228

• Who? Where? What? Chart

• Mentor Text: Harvesting Hope by Yuyi Morales • Projectable 19.10 • Student Completed Who? Where? What? Chart

• Student Book pg. 496, 497 • Student Completed Events Chart

• Projectable 29.5, 29.6 • Student Practice Workbook pg. 223, 224, 225


9 | P a g e

Learning Opportunities/Strategies: Week 20 – Lesson 20 Write to Narrate:

• Teaching Point: Drafting – Use What is a Personal Narrative? to review the features of a personal narrative. T342 Draft – Students use their completed Who? Where? What? Chart to draft their personal narrative.

• Teaching Point: Ideas – Use Sacagawea and

Focus Trait: Ideas to model how writers organize events and practice eliminating details that are not important. T343 Draft – Students continue drafting their personal narrative using important details that explain the order of events.

• Teaching Point: Elaboration – Use Student Book pg. 506 to show examples of how writers use details and feelings to help clarify events in personal narratives. T343 Draft – Students complete their personal narrative draft.

• Teaching Point: Model Revising – Use the

Anchor Chart to review the steps for writing a personal narrative. T344, 345 Revise – Students revise their draft to include details that will keep their readers interested in the narrative.

• Teaching Point: Introduce Student Model – Use Proofread and Edit Steve’s Draft to check spelling, grammar, and punctuation. Edit and Publish – Students proofread and make a final copy of their personal narrative.

Grammar: • Teaching Point: Abbreviations – pg. 338, 339,

340, 341


• Anchor Chart: What is a Personal Narrative? • Student Completed Who? Where? What? Chart

• Mentor Text: Sacagawea • Student Draft

• Student Book pg. 506 • Student Draft

• Anchor Chart • Student Draft

• Projectable 20.9 • Student Draft • Final Copy of Personal Narrative



10 | P a g e



• Minilesson


exemplars



• Rubrics and




• Provide writing

exemplars





revising




• Provide writing

exemplars





• Use of sentence




• Rubrics and







• Guided Writing:


• Prewriting –



• Spell-checkers

• Rubrics &


• Flexible time

allotment



1 | P a g e

Unit Title: Unit 5: Change Is All Around – Informational Writing

Stage 1: Desired Results Standards & Indicators: NJSLS Grade 4 English Language Arts W.4.2 W.4.4 W.4.5 W.4.6 W.4.7 W.4.8 W.4.9 W.4.10 RI.4.1 RI.4.2 RI.4.3 RI.4.4 RI.4.5 RI.4.6 RI.4.7 RI.4.8 RI.4.9 RI.4.10 SL.4.1 SL.4.2 SL.4.3 SL.4.4 SL.4.5 SL.4.6 L.4.1 L.4.2 L.4.3 L4.4 L.4.5 L.4.6 NJSLS Technology 8.1.5.A.2 NJSLS 21st Century Life and Careers CRP1. CRP4. CRP2. CRP12.


2 | P a g e


• Identify the parts of a summary.

• Identify the parts of a cause and effect paragraph.

• Identify the parts of a procedural composition.

• Study research reports.

• Need a clear topic sentence to tell the reader

what the text is about.

• Remove unimportant details so writing is easier to understand.

• Use transition words to help indicate how

causes lead to effects.

• Use exact words to make writing easier to follow.

• Transition words help clarify the order of the

steps in a procedural composition.

• Include interesting and accurate information about a topic in a research report.

• Use headings in a research report to guide the

reader.

• Rewrite research found about a topic into one’s own words.

• Write an introductory paragraph that is

interesting and gets the reader’s attention.

• Include citations of all sources used in a research report.

• Use adjectives to compare.


• What makes a good summary?

• What makes a good cause and effect paragraph?

• What is a procedural composition?

• What makes a good research report?

• What can I use to plan a summary?

• How can I include only main events and

important details in a summary?

• How can I make sentences read smoothly?

• What can I do to make information easier for readers to understand?

• What will help me to describe each step in the correct order?

• What do I need to know about using sources for

a research report?

• What is the best way to organize information for a research report?

• How can I paraphrase a research report?

• What can I do to make an introductory

paragraph in a research report interesting?

• How do I know I have cited a source correctly?


3 | P a g e


• Understand how adverbs are used.

• Proofread for proper use of negatives.

• Write quotation marks correctly in sentences.

• Proofread for correct comma usage.

• Use capitalization and punctuation correctly.

• Use apostrophes in contractions and possessives correctly.

• Plan, draft, and revise a summary.

• Plan, draft, and revise a cause and effect

paragraph.

• Plan, draft, revise, edit, and publish a procedural composition.

• Plan, draft, revise, edit, and publish a research

report.


4 | P a g e

Content:


• Big Idea: Write to Inform

• Focus Trait: Ideas, Word Choice, Organization,

Sentence Fluency

• Graphic Organizer: Story Map, T-Map, Flow Chart


publish



• Academic Language: summary, important

details, transitions, process, supporting facts, process transitions, dialogue, outline, research, source, citations, comma, research report, introductory paragraph, comparative, superlative, negative, direct quotations, quotation marks, mechanics, capitalization, punctuation, apostrophe, contraction


Skills(Objectives):

• Summary

• Cause and effect paragraph

• Procedural composition

• Research report

• Clear topic

• Supporting facts with important details

• Transition words and process transitions

• Exact words

• Research

• Sources

• Outline and headings

• Introductory paragraph

• Citing sources

• Comparative forms of adjectives

• Adverbs

• Negatives

• Direct quotations

• Commas

• Capitalization and punctuation

• Apostrophes


5 | P a g e


• Lesson 21: Summary

• Lesson 22: Cause and Effect Paragraph

• Lesson 23: Procedural Composition

• Lesson 24 & 25: Research Report


Other Evidence:






• Conferences


6 | P a g e

Stage 3: Learning Plan Learning Opportunities/Strategies: Week 21 – Lesson 21 in Journeys Write to Inform:

• Teaching Point: Introduce the Model – Use the Writing Model Summary to identify the parts of a summary.

• Teaching Point: Ideas – Use The World

According to Humphrey and Focus Trait: Ideas to model and practice how a clear topic sentence tells the reader what the text is about. T53

• Teaching Point: Planning A Summary – Use Planning a Summary to model completing a story map of The World According to Humphrey. T53

Prewrite – Students choose a topic and plan a summary using Graphic Organizer: Story Map. T53

• Teaching Point: Begin a Draft – Use the Anchor Flow Chart to review the steps for writing a summary. T54, 55 Draft – Students use the anchor chart and their completed story map to draft a summary.

• Teaching Point: Introduce Student Model – Using Revising Amanda’s Informative Paragraph, discuss the revisions made by the student writer. T54 Revise for Ideas – Students revise their summary.

Grammar:

• Teaching Point: Adjectives – Use adjectives to compare two persons, places, or things. T48, 49, 50, 51

• Teaching Point: Adverbs – Understand how adverbs are used. T49, 50, 51



• Mentor Text: The World According to Humphrey by Betty Birney


• Mentor Text: The World According to Humphrey by Betty Birney

• Projectable 21.10 • Graphic Organizer: Story Map

• Anchor Flow Chart • Completed Student Story Map

• Projectable 21.11 • Student Draft • Final Copy of Summary



7 | P a g e

Learning Opportunities/Strategies: Week 22 – Lesson 22 in Journeys Write to Inform:

• Teaching Point: Introduce the Model – Use the Writing Model Cause and Effect Paragraph to identify the parts of a cause and effect paragraph. T124

• Teaching Point: Sentence Fluency – Use I Could Do That! and Focus Trait: Sentence Fluency to model and practice using transitions to connect the cause to the effect more clearly and smoothly. T125

• Teaching Point: Planning A Cause and Effect

Paragraph – Use Planning a Cause and Effect Paragraph to complete a T-Map to organize causes and effects. T125

Prewrite – Students choose a topic and use Graphic Organizer: T-Map to plan their own cause and effect paragraph.

• Teaching Point: Begin A Draft – Use the Anchor Flow Chart to review the steps for writing a cause and effect paragraph. T126 Draft – Students use the anchor chart and their completed T-Map to draft their cause and effect paragraph using transitions.

• Teaching Point: Introduce Student Model – Using Revising Joel’s Informative Paragraph, discuss the revisions made by the student writer. T126, 127 Revise for Sentence Fluency – Students revise their cause and effect paragraph.

Grammar:

• Teaching Point: Negatives – Use negatives correctly. T120, 121, 122, 123



• Mentor Text: I Could Do That! by Linda Arms White


• Projectable 22.10 • Graphic Organizer: T-Map

• Anchor Flow Chart • Student completed T-Map

• Projectable 22.11 • Completed Draft • Final Copy of Cause and Effect Paragraph



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Learning Opportunities/Strategies: Week 23 – Lesson 23 in Journeys Write to Inform:

• Teaching Point: Introduce the Model – Use Writing Model Procedural Composition to understand the parts of a procedural composition. T200

• Teaching Point: Organization – Use The Ever-

Living Tree and Writing Clear Directions to model and practice the steps for writing directions. T276

• Teaching Point: Planning A Procedural Composition – Use The Ever-Living Tree and Planning a Procedural Composition, to model completing a flow chart to plan a procedural paragraph. T201 Prewrite – Students choose a topic and complete Graphic Organizer: Flow Chart to plan their procedural paragraph.


Flow Chart to review the steps for writing a procedural composition. T202 Draft – Students use the anchor chart and their completed Flow Chart to draft their procedural composition.

• Teaching Point: Introduce Student Model – Using Revising Erin’s Paragraph, discuss the revisions made by the student writer. T196 Revise for Organization – Students revise their procedural composition adding supporting details and facts to replace vague ones.

Grammar: • Teaching Point: Direct Quotations – Recognize

direct quotations in sentences. T196, 197, 198, 199



• Mentor Text: The Ever-Living Tree by Linda Vieira




• Projectable 23.11 • Student Draft • Final Copy of Procedural Composition



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Learning Opportunities/Strategies: Week 24 – Lesson 24 Write to Inform:

• Teaching Point: Introduce the Model – Use Writing Model Research Report to study and evaluate research reports. T272

• Teaching Point: Ideas – Use Owen and Mzee and Focus Trait: Ideas to model and study how to use sources that are factual, reliable, and up to date. T273

• Teaching Point: Exploring A Topic – Use Owen and Mzee, to model listing facts that can be included in an outline for a research report using a Two-Column Chart (Idea/Detail). T273 Prewrite – Students select a topic for their research report and brainstorm ideas by using a Two-Column Chart (Idea/Detail)

• Teaching Point: Planning A Research Report –

Use Owen and Mzee and Planning a Research Report to create an outline by choosing events that are important to a research report. T274 Prewrite: Students use their Two-Column Chart (Idea/Detail) to make their own outline. Each heading should be the topic of a paragraph in their research report.

• Teaching Point: Planning A Research Report – Use Student Book pg. 630-631 to read how one student writer organized their ideas for a research report. T274, 275

• Prewrite – Students check their outline to make sure they have included facts, details, evidence, and examples about their topic.

Grammar

• Teaching Point: Commas – Use commas with introductory words, names, and in a series. T268, 269, 270, 271



• Mentor Text: Owen and Mzee by Isabella and Craig Hatkoff and Dr. Paula Kahumbu



• Two-Column Chart (Idea/Detail)


• Projectable 24.10 • Two-Column Chart (Idea/Detail)

• Student Book pg. 630, 631 • Student Completed Outline

• Projectable 24.6, 24.7, 24.8 • Student Practice Workbook pg. 285, 286. 287


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Learning Opportunities/Strategies: Week 25 – Lesson 25

• Teaching Point: Drafting – Use What is a Research Report? to review the parts of a research report. T342 Draft – Students use their completed outline to draft their research report.

• Teaching Point: Word Choice – Use Technology

for All Learners and Focus Trait: Word Choice to model how writers must use different words from the ones found in their research sources. T343 Draft – Students continue drafting their research report using their own words when including information they have researched.

• Teaching Point: Citing Sources – Use the list of citations to model the different ways to list books, magazines, and websites. T343 Draft – Students create a works-cited page for their research report.


the student model in Student Book pg. 652, 653 to discuss the opening paragraph. T344, 345 Revise – Students revise their draft making sure that the introductory paragraph is interesting.

• Teaching Point: Model Editing – Use Proofread

and Edit Maya’s Draft to check spelling, grammar, and punctuation. T344 Edit and Publish – Students proofread and make a final copy of their research report.

Grammar: • Teaching Point: Capitalization and Punctuation

– T338, 339, 340, 341 • Teaching Point: Apostrophes in Possessives

and Contractions – T339, 341


• Anchor Chart: What is a Research Report? • Student Completed Outline

• Mentor Text: Technology for All Learners by Issac Assimov

• Student Draft

• List of Citations • Student Draft

• Student Book pg. 652, 653 • Student Draft

• Projectable 25.9 • Student Draft • Final Copy of Research Report



11 | P a g e



• Minilesson


exemplars



• Rubrics and




• Provide writing

exemplars





revising




• Provide writing

exemplars





• Use of sentence




• Rubrics and







• Guided Writing:


• Prewriting –



• Spell-checkers

• Rubrics &


• Flexible time

allotment



1 | P a g e

Unit Title: Unit 6: Paths to Discovery – Multigenre Writing

Stage 1: Desired Results Standards & Indicators: NJSLS Grade 4 English Language Arts W.4.1 W.4.2 W.4.3 W.4.4 W.4.5 W.4.6 W.4.7 W.4.8 W.4.9 W.4.10 RL.4.1 RL.4.2 RL.4.3 RL.4.4 RL.4.5 RL.4.6 RL.4.7 RL.4.9 RL.4.10 RI.4.1 RI.4.2 RI.4.3 RI.4.4 RI.4.5 RI.4.6 RI.4.7 RI.4.7 RI.4.8 RI.4.9 RI.4.10 SL.4.1 SL.4.2 SL.4.3 SL.4.4 SL.4.5 SL.4.6


2 | P a g e

Standards & Indicators: L.4.1 L.4.2 L.4.3 L.4.4 L.4.5 L.4.6 NJSLS Technology 8.1.2.A.2 NJSLS 21st Century Life and Careers CRP1. CRP2. CRP4. CRP12


3 | P a g e


• Identify the parts of a poem.

• Identify the parts of a journal entry.

• Identify the parts of a public service announcement.

• Study and evaluate writing in multiple genres.

• Include sensory details in a poem.

• Use a specific voice when writing about personal feelings.

• Put organize information in a good order so the

message is clearer to the audience.

• Concentrate on sentence fluency in writing.

• Make comparisons correctly.

• Plan, draft, and revise a poem.

• Plan, draft, and revise a journal entry.

• Plan, draft, and revise a public service announcement.

• Plan, draft, revise, edit, and publish a

multigenre collage.

• Use articles correctly.

• Identify and use possessive pronouns.

• Identify and use correct pronouns.

• Use homophones when speaking and writing.


• What makes a great poem?

• What makes a great journal entry?

• What makes a great public service

announcement?

• What is a multigenre collage?

• Why is putting things in order a good way to organize information?


4 | P a g e

Content:


• Big Idea: Multigenre Writing

• Focus Trait: Ideas, Word Choice, Voice,

Organization, Sentence Fluency

• Graphic Organizer: Flow Chart, Two Column Chart, Web Map


publish



• Academic Language: stanza, rhyme, rhythm,

journal, entry, public service announcement, genre, multigenre collage, pronoun, possessive pronoun, contraction, homophone


Skills(Objectives):

• Features of poetry

• Features of a journal entry

• Features of a public service announcement

• Features of a multigenre collage

• Stanza, rhyme, rhythm

• Sensory details

• Organization of information

• Making comparisons

• Articles

• Pronouns

• Possessive pronouns

• Pronoun

• Contractions

• Homophones


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• Lesson 26: Poem

• Lesson 27: Journal Entry

• Lesson 28: Public Service Announcement

• Lesson 29 & 30: Multigenre Collage


Other Evidence:






• Conferences


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Stage 3: Learning Plan Learning Opportunities/Strategies: Week 26 – Lesson 26 in Journeys Multigenre Writing:

• Teaching Point: Introduce the Model – Use the Writing Model Poem to identify the features of a poem. T40

• Teaching Point: Word Choice – Use examples

from The Girl Who Loved Spiders and Focus Trait: Word Choice to model and practice how word choice helps the reader visualize the scene. T41

• Teaching Point: Planning A Poem – Use Planning Your Poem to brainstorm sensory words for a poem on insects. T41 Prewrite – Students choose an insect and complete Graphic Organizer: Flow Chart.

• Teaching Point: Begin a Draft – Use the Anchor

Flow Chart to review the steps for writing a poem. Draft – Students use their Flow Chart to draft a poem. T42

• Teaching Point: Revise Final Draft – Using Revising a Poem, discuss the revisions made by the student writer. T42 Revise – Students revise their poem.

Grammar:

• Teaching Point: Making Comparisons – Use -er and -est; use more/most; and use like, good, bad. T38, 39

• Teaching Point: Articles – Use a, an, the. T39



• Mentor Text: The Girl Who Loved Spiders • Student Practice Workbook pg. 309


• Anchor Flow Chart • Completed Student Flow Chart

• Projectable 26.10 • Student Draft • Final Copy of Poem



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Learning Opportunities/Strategies: Week 27 – Lesson 27in Journeys Multigenre Writing:

• Teaching Point: Introduce the Model – Use the Writing Model Journal Entry to identify the features of a journal entry about a personal experience. T84

• Teaching Point: Voice – Use Amphibian Alert! and Focus Trait: Voice to model and practice writing an entry using a specific voice. T85

• Teaching Point: Planning A Journal Entry– Use

Prewrite Planning a Journal Entry to model how to brainstorm ideas about a personal experience. T85 Prewrite – Students choose an event and complete their own Graphic Organizer: Two Column Chart.


Flow Chart to review the steps for writing a Journal Entry. Draft – Students begin their draft using their Two Column Chart following the steps on the anchor chart. T86

• Teaching Point: Revise – Using Revising a Journal Entry, discuss the checklist made by the student reader. T86 Revise for Voice – Students revise their journal entry using the checklist to make their journal entry stronger.

Grammar:

• Teaching Point: Comparing – Use good/bad and adverbs ending in ly. T82



• Mentor Text: Amphibian Alert! • Student Practice Workbook pg. 318

• Projectable 27.9 • Graphic Organizer: Two Column Chart

• Anchor Flow Chart • Student Completed Two Column Chart

• Projectable 27.10 • Student Draft • Student Final Copy of Journal Entry

• Projectable – 27.6, 27.7 • Student Practice Workbook pg. 313, 314, 315


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Learning Opportunities/Strategies: Week 28 – Lesson 28 in Journeys Multigenre Writing:

• Teaching Point: Introduce the Model – Use Writing Model Public Service Announcement to identify the features of a public service announcement. T128

• Teaching Point: Organization– Use Museums: A

World of Wonder and Focus Trait: Organization to model and practice putting things in order to make the message clearer to the audience. T129

• Teaching Point: Planning A Public Service

Announcement – Use Planning a Public Service Announcement, to brainstorm ideas for a public service announcement. T129 Prewrite – Students choose a topic and complete a Web Map with their details.


Flow Chart to review the steps for writing a Public Service Announcement. T130 Draft – Students begin their draft using their Web Map following the steps on the anchor chart. T130

• Teaching Point: Revise Final Draft – Using

Revising a Public Announcement, discuss the chart made by the student writer to help organize the information. T130 Revise – Students revise their public service announcement using the chart to help them.

Grammar: • Teaching Point: Possessive Pronouns – Identify

and use possessive nouns. T126



• Student Practice Workbook pg. 327 • Mentor Text: Museums: A World of Wonder


• Anchor Flow Chart • Student Completed Web Map

• Projectable 28.10 • Student Draft • Final Copy of Public Service Announcement



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Learning Opportunities/Strategies: Week 29 – Lesson 29 Multigenre Writing:

• Teaching Point: Introduce the Model – Use Writing Model Multigenre Collage to learn about a multigenre collage. T174

• Teaching Point: Ideas – Use Following Muir and

Enjoy the Earth and Focus Trait Ideas to model and practice focusing on addressing objectives. T175

• Teaching Point: Exploring A Topic – Create a web exploring the topic of amphibians with students. T175 Prewrite – Students select a topic and brainstorm ideas for a multigenre collage using a Web Map.

• Teaching Point: Planning A Multigenre Collage

– Use ideas and features in Following Muir and Enjoy the Earth, Web Map, and Prewrite: Planning a Multigenre Collage to continue to generate ideas for their topic. T176 Prewrite – Students continue to research and record ideas for their topic.

• Teaching Point: Planning A Multigenre Collage

– Use Planning a Multigenre Collage to continue to explore two or more genres to use for the topic amphibians. T176 Prewrite – Students use Graphic Organizer: Column Chart and their Web Map to record ideas on their topic for each genre.

Grammar

• Teaching Point: I/Me and Subject/Object Pronouns – Identify and use correct pronouns. T172, 173



• Mentor Texts: Following Muir and Enjoy the Earth


• Web Map

• Completed Class Web Map • Mentor Text: Following Muir and Enjoy the

Earth • Projectable 29.8 • Student Web Map

• Projectable 29.9 • Graphic Organizer: Column Chart and Web Map



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Learning Opportunities/Strategies: Week 30 – Lesson 30

• Teaching Point: Drafting – Use the anchor chart, What is a Multigenre Collage? to evaluate writing in multiple genres. T220 Draft – Students use their Column Chart to draft the first genre they chose to write.

• Teaching Point: Sentence Fluency – Use A Big Python Problem and Mystery at Reed’s Pond to model examples of how sentence fluency makes writing smoother and more interesting to read. T221 Draft – Students use their Column Chart to draft the second genre they chose to write.

• Teaching Point: Combining Genres – Use A Big Python Problem and Mystery at Reed’s Pond to model how each genre is about the same topic but reveals different ideas about the topic. T221 Draft – Students continue to draft their third genre.

• Teaching Point: Revise – Use A Big Python

Problem to show examples of the different types of sentences the author used. T222 Revise for Sentence Fluency – Students revise drafts to improve sentence fluency.

• Teaching Point: Revise Revisions – Use Proofread and Edit Multigenre Collage to check spelling, grammar, and punctuation. T222 Revise, Edit, and Publish – Students revise, proofread, and make a final copy of their multigenre collages.

Grammar: • Teaching Point: Pronoun Contractions and

Homophones – Use pronoun contractions and homophones in speaking and writing. T218, 219


• Anchor Chart: What is a Multigenre Collage? • Graphic Organizer: Column Chart

• Mentor Text: A Big Python Problem and Mystery at Reed’s Pond

• Graphic Organizer: Column Chart

• Mentor Text: A Big Python Problem and Mystery at Reed’s Pond

• Graphic Organizer: Column Chart

• Mentor Text: A Big Python Problem • Student Drafts

• Projectable 30.8 • Student Drafts • Final Copy of Multigenre Collage



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• Minilesson


exemplars



• Rubrics and




• Provide writing

exemplars





revising




• Provide writing

exemplars





• Use of sentence




• Rubrics and







• Guided Writing:


• Prewriting –



• Spell-checkers

• Rubrics &


• Flexible time

allotment


Writing Pacing Guide Grade 4 - Pemberton Township … · Writing Pacing Guide. Grade 4 . MP Units...

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