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ELA G4:M2A:U3

Culminating Project: Research-Based Narrative about an Event in Colonial America

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Preparing to Write Historical Fiction: Determining Characteristics of the Genre

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 write narrative text about real or imagined experiences or events. (W.4.3)
  • I can choose evidence from literary or informational texts to support analysis, reflection, and research. (W.4.9)
  • I can adjust my writing practices for different time frames, tasks, purposes, and audiences. (W.4.10)
  • I can determine the gist of two pieces of historical fiction.
  • I can determine the characteristics of historical fiction by analyzing examples.
  • Elements of Fiction anchor chart
  • Characteristics of Historical Fiction anchor chart
  • Exit ticket
  • Admit and Exit Ticket

Lesson 2Planning Ideas: Developing a Colonial Character Profile

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write narrative text about real or imagined experiences or events. (W.4.3)
  • I can introduce the narrator and/or characters of my narrative. (W.4.3a)
  • I can sort my notes into categories. (W.4.8)
  • I can write a historical fiction narrative set in Colonial America.
  • I can create a historically accurate narrative based on facts and details from my research.
  • I can develop a historically accurate colonial character.
  • Character Profile graphic organizer
  • None

Lesson 3Practice Planning a Historical Narrative: The Wheelwright

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can develop the topic with facts, definitions, details, and quotations. (W.4.2b)
  • I can write narrative text about real or imagined experiences or events. (W.4.3)
  • I can organize events in an order that makes sense in my narrative. (W.4.3a)
  • I can write a historical fiction narrative set in Colonial America.
  • I can create a historically accurate narrative based on facts and details from my research.
  • I can organize a plot for my narrative using historically accurate events.
  • Four-Square graphic organizer (Wheelwright version)
  • None

Lesson 4Drafting a Historical Fiction Narrative: The Wheelwright

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can develop the topic with facts, definitions, details, and quotations. (W.4.2b)
  • I can write narrative text about real or imagined experiences or events. (W.4.3)
  • I can organize events in an order that makes sense in my narrative. (W.4.3a)
  • I can produce writing that is appropriate to task, purpose, and audience. (W.4.4)
  • I can write a historical fiction narrative set in Colonial America.
  • I can create a historically accurate narrative based on facts and details from my research.
  • I can use vocabulary from my research on colonial times to write historically accurate descriptions in my narrative.
  • I can write a draft of my narrative with historically accurate characters and events in an order that makes sense to my reader.
  • Wheelwright Narrative drafts
  • Admit and Exit Ticket

Lesson 5Planning a Historical Fiction Narrative Based on Expert Trades

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can develop the topic with facts, definitions, details, and quotations. (W.4.2b)
  • I can write narrative text about real or imagined experiences or events. (W.4.3)
  • I can organize events in an order that makes sense in my narrative. (W.4.3a)
  • I can choose evidence from literary or informational texts to support analysis, reflection, and research. (W.4.9)
  • I can write a historical fiction narrative set in Colonial America.
  • I can create a historically accurate narrative based on facts and details from my research.
  • I can use vocabulary from my research on colonial times to write historically accurate descriptions in my narrative.
  • I can organize a plot for my narrative using historically accurate events.
  • Narrative Four-Square graphic organizer
  • Wheelwright Narrative drafts
  • None

Lesson 6Mid-Unit Assessment: Drafting a Historical Fiction Narrative Based on Expert Trades

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can develop the topic with facts, definitions, details, and quotations. (W.4.2b)
  • I can introduce the narrator and/or characters of my narrative. (W.4.3a)
  • I can organize events in an order that makes sense in my narrative. (W.4.3a)
  • I can choose evidence from literary or informational texts to support analysis, reflection, and research. (W.4.9)
  • I can write a draft of my narrative with historically accurate characters, events, and description in an order that makes sense to my reader.
  • Historical Fiction Narrative drafts
  • Tracking My Progress, Mid-Unit 3
  • None

Lesson 7Peer Critique: Historical Accuracy of Ideas and Vocabulary

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use the writing process to produce clear and coherent writing (with support). (W.4.5)
  • I can effectively participate in a conversation with my peers and adults. (SL.4.1)
  • I can give kind, helpful, and specific feedback to my critique partner.
  • I can critique the ideas of my writing partner’s narrative for historical accuracy.
  • Historical Narrative (annotated first draft)
  • Narrative Feedback recording form
  • Admit and Exit Ticket
  • Peer Critique

Lesson 8Revising for Organization: Timely Transitions

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write narrative text about real or imagined experiences or events. (W.4.3)
  • I can use transitional words and phrases to show the sequence of events in a narrative text. (W.4.3b)
  • With support from peers and adults, I can use the writing process to produce clear and coherent writing. (W.4.5)
  • I can organize events in an order that makes sense in my historical fiction narrative.
  • I can use transitional words and phrases to show the passage of time in my historical fiction narrative.
  • Transitions in Drafts
  • Exit ticket
  • Admit and Exit Ticket

Lesson 9Planning for When to Include Dialogue: Showing Characters’ Thoughts and Feelings

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 write narrative text about real or imagined experiences or events. (W.4.3)
  • I can use dialogue and descriptions to show the actions, thoughts, and feelings of my characters. (W.4.3b)
  • I can use commas and quotation marks to identify speech and quotations from a text. (L.4.2b)
  • I can explain how authors of narratives use dialogue strategically to show their characters’ thoughts and feelings.
  • I can identify the parts of my narrative that would benefit from added dialogue.
  • Annotated Historical Narrative drafts
  • None

Lesson 10Writing Dialogue: Revising Historical Narrative Drafts to Add Dialogue

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write narrative text about real or imagined experiences or events. (W.4.3)
  • I can use dialogue and descriptions to show the actions, thoughts, and feelings of my characters. (W.4.3b)
  • With support from peers and adults, I can use the writing process to produce clear and coherent writing. (W.4.5)
  • I can use commas and quotation marks to identify speech and quotations from a text. (L.4.2b)
  • I can explain the conventions of writing dialogue.
  • I can revise my narrative to add dialogue, transitional words/phrases, and historically accurate ideas.
  • Historical Narrative (first and second drafts)
  • None

Lesson 11Revising for Organization and Style: Bold Beginnings

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write narrative text about real or imagined experiences or events. (W.4.3)
  • With support from peers and adults, I can use the writing process to produce clear and coherent writing. (W.4.5)
  • I can identify different styles of beginnings that authors use in narrative writing.
  • I can create a compelling beginning to my historical fiction narrative that hooks the reader.
  • List of Bold Beginnings
  • None

Lesson 12Revising for Organization and Style: Exciting Endings

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write narrative text about real or imagined experiences or events. (W.4.3)
  • With support from peers and adults, I can use the writing process to produce clear and coherent writing. (W.4.5)
  • I can identify different styles of endings that authors use in narrative writing.
  • I can create an ending to my narrative that leaves the reader with a sense of completeness.
  • List of Exciting Endings
  • None

Lesson 13Peer Critique for Organization and Style

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use the writing process to produce clear and coherent writing (with support). (W.4.5)
  • I can effectively engage in discussions with diverse partners about fourth-grade topics and texts. (SL.4.1)
  • I can give kind, helpful, and specific feedback to my critique partner.
  • I can critique the organization of my writing partner’s historical fiction narrative. This means I can look for a beginning that hooks the reader and an ending that leaves the reader with a sense of completeness.
  • Narrative Feedback recording form
  • Admit and Exit Ticket
  • Peer Critique

Lesson 14Reviewing Conventions and Editing Peers’ Work

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use grammar conventions to send a clear message to a reader or listener. (L.4.1, L.4.2)
  • I can express ideas using carefully chosen words. (L.4.3)
  • I can check my peers’ work for correct capitalization.
  • I can check my peers’ work for correct spelling.
  • I can check my peers’ work for correct punctuation at the ends of their sentences.
  • I can check my peers’ work for correct conventions when writing dialogue.
  • Conventions anchor charts
  • Historical Fiction Narrative (second drafts annotated for edits)
  • Chalk Talk

Lesson 15Publishing Historical Fiction Narratives

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write narrative text about real or imagined experiences or events. (W.4.3)
  • I can use grammar conventions to send a clear message to a reader or listener. (L.4.1, L.4.2)
  • I can express ideas using carefully chosen words. (L.4.3)
  • With support, I can use technology to publish a piece of writing. (W.4.6)
  • I can check my peers’ work for correct capitalization.
  • I can check my peers’ work for correct spelling.
  • I can check my peers’ work for correct punctuation at the ends of their sentences.
  • I can check my peers’ work for correct conventions when writing dialogue.
  • I can publish my historical fiction narrative.
  • Historical Fiction narrative (final copy)
  • None

Lesson 16Writer’s Gallery and End of Unit 3 Assessment: On-Demand New Historical Fiction Narrative

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can develop the topic with facts, definitions, details, and quotations. (W.4.2b)
  • I can write narrative text about real or imagined experiences or events. (W.4.3)
  • I can choose evidence from literary or informational texts to support analysis, reflection, and research. (W.4.9)
  • I can write a historical fiction narrative set in Colonial America.
  • I can write a positive comment after reading a classmate’s writing.
  • Students’ completed historical fiction narratives (performance tasks)
  • End of Unit 3 Assessment: On-Demand New Historical Fiction Narrative
  • None

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