You are here

ELA G4:M1B:U2

Writing to Learn about Poetry

Lesson 1Shared Writing: Organizing Information to Summarize the First Half of Love That Dog

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can explain what a text says, using specific details from the text. (RL.4.1)
  • I can summarize a story, drama, or poem. (RL.4.2)
  • I can write informative/explanatory texts that convey ideas and information clearly. (W.4.2)

    b. I can develop the topic with facts, definitions, details, and quotations.

  • I can choose evidence from literary or informational texts to support analysis, reflection, and research. (W.4.9)
  • I can gather and organize details from the text to summarize pages 1–41 of Love That Dog.
  • I can plan an informative paragraph that summarizes pages 1–41 of Love That Dog.
  • Participation in shared writing of Topic Expansion graphic organizer
  • None

Lesson 2Shared Writing: Drafting an Informative Paragraph that Summarizes the First Half of Love That Dog

Long Term Targets Supporting Targets Ongoing Assessments Protocols

I can summarize a story, drama, or poem. (RL.4.2)

  • I can write informative/explanatory texts that convey ideas and information clearly. (W.4.2)

    a. I can introduce a topic clearly.

    a. I can group supporting facts together about a topic in an informative/explanatory text.

    b. I can develop the topic with facts, definitions, details, and quotations.

  • I can choose evidence from literary or informational texts to support analysis, reflection, and research. (W.4.9)
  • I can write an informative paragraph that summarizes pages 1–41 of Love That Dog.
  • Participation in shared writing of informative paragraph
  • None

Lesson 3Reading Closely: Love That Dog, Pages 42–67

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can explain what a text says, using specific details from the text. (RL.4.1)
  • I can describe a story’s character, setting, or events using specific details from the text. (RL.4.3)
  • I can summarize pages 42–67 of Love That Dog.
  • I can describe what inspires Jack to write poetry, based on evidence from the text.
  • Participation in writing of Frayer models
  • Summary notes
  • What Inspires Jack? graphic organizer
  • None

Lesson 4Reading, Writing, and Emotion: Love That Dog, Pages 68–72

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can explain what a text says, using specific details from the text. (RL.4.1)
  • I can describe a story’s character, setting, or events using specific details from the text. (RL.4.3)
  • I can reflect in writing about my thoughts and feelings after reading “My Sky.”
  • I can infer why Jack wrote the poem “My Sky.”
  • I can respect the feelings of my classmates during a discussion of “My Sky.”
  • What Inspires Jack? graphic organizer
  • None

Lesson 5Preparing to Discuss a Literary Text: Gathering and Organizing Evidence

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can explain what a text says, using specific details from the text. (RL.4.1)
  • I can describe a story’s character, setting, or events using specific details from the text. (RL.4.3)
  • I can write informative/explanatory texts that convey ideas and information clearly. (W.4.2)

     b. I can develop the topic with facts, definitions, details, and quotations.

  • I can prepare myself to participate in discussions. (SL.4.1a)
  • I can describe what inspired Jack, using evidence from Love That Dog.
  • I can prepare for a discussion about Love That Dog by using evidence from the text.
  • Summary notes
  • What Inspires Jack? graphic organizer
  • Preparing for a Literary Discussion note-catcher
  • None

Lesson 6Discussing a Literary Text: Love That Dog

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can effectively engage in discussions with diverse partners about fourth-grade topics and texts. (SL.4.1)
  • I can describe what inspires Jack, using evidence from Love That Dog.
  • I can effectively participate in a discussion about Love That Dog.

a. I can prepare for the discussion by using evidence from Love That Dog.

b. I can follow our class norms when I participate in a conversation.

c. I can ask questions so I am clear about what is being discussed.

d. I can ask questions on the topic being discussed.

  • Preparing for a Literary Discussion note-catcher
  • Literary Discussion recording form
  • Participation in literary discussion
  • None

Lesson 7Mid-Unit Assessment: Writing a Summary of the Full Novel Love That Dog

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can summarize a story, drama, or poem. (RL.4.2)
  • I can write informative/explanatory texts that convey ideas and information clearly. (W.4.2)

    a. I can introduce a topic clearly.

    a. I can group supporting facts together about a topic in an informative/explanatory text.

    b. I can develop the topic with facts, definitions, details, and quotations.

  • I can choose evidence from literary or informational texts to support analysis, reflection, and research. (W.4.9)
  • I can write a topic sentence supported by evidence from the text for my summary of Love That Dog.
  • I can plan and write an informative paragraph that fully summarizes the novel Love That Dog.
  • Mid-Unit 2 Assessment: Writing a Summary of the Full Novel Love That Dog
  • None

Lesson 8Launching the Performance Task

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can explain what a text says, using specific details from the text. (RI.4.1)
  • I can use literary terms to describe parts of a story, poem, or drama (e.g., verse, rhythm, meter, casts of characters, settings, descriptions, dialogue, stage directions). (RL.4.5)
  • I can synthesize my understanding of the What Makes a Poem a Poem? by describing the characteristics of poetry.
  • I can choose a poet to study whose poems inspire me as a writer.
  • Poetry journal
  • None

Lesson 9Reading and Analyzing New Poems: Selected Poets

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can explain what a text says, using specific details from the text. (RI.4.1)
  • I can use literary terms to describe parts of a story, poem, or drama (e.g., verse, rhythm, meter, casts of characters, settings, descriptions, dialogue, stage directions). (RL.4.5)
  • I can explain the meaning of simple similes and metaphors in context. (L.4.5a)
  • I can explain how authors use vivid words and phrases to show their thoughts and feelings about a topic.
  • I can use literary terms to describe the characteristics of my selected poet’s poem.
  • Close Read Questions and Notes: Analyzing a New Poem by My Selected Poet 
  • None

Lesson 10Poetry Workshop: Writing an Inspired Poem for the Performance Task

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use the writing process to produce clear and coherent writing (with support). (W.4.4)
  • I can write a poem in response to a particular author or theme studied in class. (W.4.11)
  • I can explain the meaning of simple similes and metaphors in context. (L.4.5a)
  • I can plan a poem that includes characteristics of poetry used by the poet I am studying.
  • I can write a poem inspired by the poet I am studying.
  • Writing a Poem: Planning graphic organizers
  • Students’ poem drafts
  • None

Lesson 11Poetry Workshop: Critiquing and Revising for Vivid Imagery

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can develop and strengthen my writing through planning, revising, and editing with guidance and support from peers and adults. (W4.5)
  • I can use the writing process to produce clear and coherent writing (with support). (W.4.4)
  • I can write a poem in response to a particular author or theme studied in class. (W.4.11)
  • I can give kind, helpful, and specific feedback on a classmate’s poem during a critique session.
  • I can revise my inspired poem to include vivid imagery.
  • Students’ revised poems 
  • None

Lesson 12End of Unit Assessment: Reading and Analyzing a New Poem

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can explain what a text says, using specific details from the text. (RL.4.1)
  • I can make inferences using specific details from text. (RL.4.1)
  • I can explain the meaning of simple similes in context. (L.4.5a)
  • I can use literary terms to describe parts of a story, poem, or drama (e.g., verse, rhythm, meter, casts of characters, settings, descriptions, dialogue, stage directions). (RL.4.5)
  • I can explain the meaning of a new poem.
  • I can explain the meaning of a simile or metaphor in a poem.
  • I can use literary terms to describe characteristics of poetry.
  • End of Unit 2 Assessment: Reading and Analyzing a New Poem
  • None

Get updates about our new K-5 curriculum as new materials and tools debut.

Sign Up