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ELA G4:M1B:U3

Researching a Selected Poet and Writing a Biographical Essay

Lesson 1Introducing Biographies: A River of Words

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 make inferences using specific details from the text. (RI.4.1)
  • I can determine the main idea using specific details from the text. (RI.4.2)
  • I can summarize informational or persuasive text. (RI.4.2)
  • I can identify the text features of A River of Words.
  • I can define the word “biography.”
  • I can determine the gist of A River of Words.
  • Gist recording form
  • Exit ticket
  • None

Lesson 2Reading Closely: Author’s Note, Part 1

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 make inferences using specific details from the text. (RI.4.1)
  • I can determine the main idea using specific details from the text. (RI.4.2)
  • I can summarize informational or persuasive text. (RI.4.2)
  • I can determine the gist of the first paragraph of the Author’s Note in A River of Words.
  • I can answer questions about the text in order to gain a deeper understanding of the life of William Carlos Williams.
  • I can determine the main idea of the first paragraph of the Author’s Note in A River of Words.
  • Close Reading Questions and Notes: Author’s Note (answers for close reading of paragraph 1 only)
  • None

Lesson 3Reading Closely: Author’s Note, Part 2

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 make inferences using specific details from the text. (RI.4.1)
  • I can determine the main idea using specific details from the text. (RI.4.2)
  • I can summarize informational or persuasive text. (RI.4.2)
  • I can determine the gist of the second and third paragraphs of the Author’s Note in A River of Words.
  • I can answer questions about the text in order to gain a deeper understanding of the life of William Carlos Williams.
  • I can determine the main idea of the second paragraph of the Author’s Note in A River of Words.
  • I can identify words specific to poetry and biographies about poets in the second and third paragraph of the Author’s Note in A River of Words.
  • Close Reading Questions and Notes: Author’s Note
  • Word Wall
  • None

Lesson 4Reading Selected Biographies of Poets, Part 1

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 make inferences using specific details from the text. (RI.4.1)
  • I can determine the main idea using specific details from the text. (RI.4.2)
  • I can explain the main points in a historical, scientific, or technical text, using specific details in the text. (RI.4.3)
  • I can determine the gist of my poet’s biography.
  • I can use evidence from my poet’s biography to answer questions.
  • I can determine the main idea of an excerpt of text.
  • Biography of Poet Gist recording form
  • Biography of Poet text-dependent questions
  • Exit ticket
  • None

Lesson 5Reading Selected Biographies of Poets, Part 2

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the main idea using specific details from the text. (RI.4.2)
  • I can summarize informational or persuasive text. (RI.4.2)
  • I can explain the main points in a historical, scientific, or technical text, using specific details in the text. (RI.4.3) 
  • I can identify important events and ideas about the life of my poet.
  • I can identify words specific to poetry and biographies about poets )in my selected poet’s biography).
  • Homework: Further Questions (from Lesson 4) 
  • Important Events and Information note-catcher
  • None

Lesson 6Mid-Unit Assessment: Answering Questions about a Biography

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 make inferences using specific details from the text. (RI.4.1)
  • I can determine the main idea using specific details from the text. (RI.4.2)
  • I can explain the main points in a historical, scientific, or technical text, using specific details in the text. (RI.4.3) 
  • I can use evidence from the Nikki Giovanni biography to answer questions.
  • I can determine the main idea of an excerpt of the Nikki Giovanni biography.
  • Mid-Unit 3 Assessment: Answering Questions about a Biography
  • None

Lesson 7Revisiting the Performance Task: Analyzing a Model Essay and Reading with Expression

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write informative/explanatory texts that convey ideas and information clearly. (W.4.2)
  • I can speak clearly and at an understandable pace. (SL.4.4)
  • I can read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. (RF.4.4)
  • I can analyze a model essay to identify characteristics of a strong essay.
  • I can read a poem aloud clearly and with expression.
  • Students’ annotations on the model essay
  • Observations of students reading their inspired poems
  • None

Lesson 8Planning the Essay: Introduction and Conclusion

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write informative/explanatory texts that convey ideas and information clearly. (W.4.2)

    a. I can introduce a topic clearly.

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

    c. I can construct a concluding statement or section of an informative/explanatory text.

  • I can collaborate with my peers to plan an introduction for an essay about William Carlos Williams that introduces the topic.
  • I can collaborate with my peers to plan a conclusion for an essay about William Carlos Williams that describes how he has inspired me.
  • I can plan an introduction for an essay about my poet that introduces the topic.
  • I can plan a conclusion for an essay about my poet that describes how she or he has inspired me. 
  • Essay Prompt/Planner graphic organizer (Introduction and Conclusion Plan completed)
  • None

Lesson 9Planning the Essay: Body Paragraph

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write informative/explanatory texts that convey ideas and information clearly. (W.4.2)

    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 collaborate with my peers to plan the biographical body paragraph for an essay about William Carlos Williams that uses facts and details.
  • I can plan the biographical body paragraph for an essay about my poet that uses facts and details.
  • Student’s annotations on the model essay
  • Poet Essay Prompt/Planner graphic organizer (Body Paragraph Plan completed)
  • None

Lesson 10Writing the Essay: Introduction

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write informative/explanatory texts that convey ideas and information clearly. (W.4.2)

    a. I can introduce a topic clearly.

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

  • I can speak clearly and at an understandable pace. (SL.4.4)
  • I can read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. (RF.4.4)
  • I can collaborate with my peers to write an introduction for an essay about William Carlos Williams that introduces the topic.
  • I can write an introduction for an essay about my poet that introduces the topic.
  • I can read a poem aloud clearly and with expression.
  • Student’s annotations on the model essay
  • Introduction to essay
  • None

Lesson 11Writing the Essay: Body Paragraph

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write informative/explanatory texts that convey ideas and information clearly. (W.4.2)

    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 collaborate with my peers to write the biographical body paragraph for an essay about William Carlos Williams that uses facts and details.
  • I can write the biographical body paragraph for an essay about my poet that uses facts and details.
  • I can be sure that my sentences are written in my own words and not copied from the biographies I read.
  • Body paragraph of essay
  • None

Lesson 12End of Unit Assessment, Part 1: Writing a Conclusion Paragraph

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write informative/explanatory texts that convey ideas and information clearly. (W.4.2)

    e. I can construct a concluding statement or section of an informative/explanatory text.

  • I can collaborate with my peers to write the concluding paragraph for an essay about William Carlos Williams that revisits the topic and “wraps up the essay.”
  • I can write the concluding paragraph for an essay about my poet that revisits the topic and “wraps up the essay.”
  • End of Unit 3 Assessment, Part 1: Writing a Conclusion Paragraph
  • None

Lesson 13Revising for Linking Words and Vocabulary: Revising and Critiquing to Improve Our Poet Essays

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write informative/explanatory texts that convey ideas and information clearly. (W.4.2)

    c. I can use linking words and phrases to connect ideas within categories of information (e.g., anotherfor examplealsobecause).

    d. I can use precise, content-specific language/vocabulary to inform or explain about a topic.

  • I can use knowledge of language and its conventions when writing, speaking, reading, or listening. (L.4.3)

    a. I can choose words and phrases to convey ideas precisely.

  • I can use linking words to connect ideas in my essay.
  • I can give kind, helpful, and specific feedback to my peers.
  • I can use words specific to poetry and biographies to inform my reader about my poet’s life. 
  • Students’ annotated drafts
  • None

Lesson 14End of Unit Assessment, Part 2: Revising Poet Essays Based on Feedback

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write informative/explanatory texts that convey ideas and information clearly. (W.4.2)

    c. I can use linking words and phrases to connect ideas within categories of information (e.g., anotherfor examplealsobecause).

    d. I can use precise, content-specific language/vocabulary to inform or explain about a topic.

  • I can develop and strengthen my writing by planning, revising, and editing with guidance and support from peers and adults. (W.4.5)
  • I can use conventions to send a clear message to my reader. (L.4.2)

    a. I can use correct capitalization in my writing.

    d. I can spell grade-appropriate words correctly.

  • I can use knowledge of language and its conventions when writing, speaking, reading, or listening. (L.4.3)

    a. I can choose words and phrases to convey ideas precisely.

  • I can use feedback from my teacher and peers to revise my essay for conventions, linking words, and words specific to poetry and biographies.
  • Students’ annotated poet essay drafts from End of Unit 3 Assessment, Part 1.
  • End of Unit 3 Assessment, Part 2: Revising Poet Essays Based on Feedback
  • None

Lesson 15Performance Task: Practicing and Participating in a Poet’s Performance

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can speak clearly and at an understandable pace. (SL.4.4) 
  • I speak clearly, with expression, and at an understandable pace when presenting my work.
  • I can give a positive comment after listening to a classmate’s presentation.
  • Students’ poems and essays
  • Students’ read-aloud of their poems and essays
  • None

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