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ELA G4:M2B:U2

Using Writing to Inform

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 1Setting Purpose for a Deeper Study of Animal Defense Mechanisms

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can accurately synthesize information from two texts on the same topic. (RI 4.9)
  • I can synthesize information from my notes into a paragraph.
  • Synthesis paragraph
  • None

Lesson 2Reading Informational Texts: Launching the Research Process

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 use technology to collaborate with others to produce a piece of writing. (W.4.6)
  • I can make inferences based on information from pictures and text from an online source.
  • I can support my inferences with details and examples from pictures and text from an online source.
  • I can find the meanings of unfamiliar words to help me better understand a text.
  • Expert Group Animal Defense Mechanisms: KWL chart
  • Expert Group Animal research guides
  • None

Lesson 3Reading Informational Texts: Reading Closely about Expert Group Animals on a Web Page

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 summarize informational or persuasive text.(RI.4.2)
  • I can use technology to collaborate with others to produce a piece of writing. (W.4.6)
  • I can make inferences based on information from pictures and text from an online source.
  • I can support my inferences with details and examples from pictures and text from an online source.
  • I can find the meanings of unfamiliar words to help me better understand a text.
  • I can write a summary paragraph about my animal after closely reading a text.
  • Web Page research guide
  • Expert group text summary
  • None

Lesson 4Reading Informational Texts: Researching Expert Groups Animals

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 make inferences based on information from pictures and text.
  • I can support my inferences with details and examples from pictures and texts.
  • I can find the meanings of unfamiliar words to help me better understand a text.
  • Expert Group Animal Defense Mechanisms: KWL chart
  • Research note-catcher
  • Jigsaw

Lesson 5Reading Informational Texts: Researching Expert Group Animals and Collecting Vocabulary

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 accurately synthesize information from two texts on the same topic. (RI 4.9)
  • I can make inferences based on information from pictures and text.
  • I can support my inferences with details and examples from pictures and texts.
  • I can find the meanings of unfamiliar words to help me better understand a text.
  • Research note-catcher
  • Expert Group Animal Defense Mechanisms glossary
  • None

Lesson 6Mid-Unit 2 Assessment: Reading and Research the Defense Mechanisms of the Pufferfish

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 text. (RI.4.1)
  • I can summarize informational or persuasive text. (RI.4.2)
  • I can conduct a research project to become knowledgeable about a topic. (W.4.7)
  • I can document what I learn about a topic by taking notes. (W.4.8)
  • I can use a variety of strategies to determine the meaning of words and phrases. (L.4.4 a and b)
  • I can make inferences based on information from a text.
  • I can support my inferences with details and examples from a text.
  • I can summarize a text using the main idea and supporting details found in the text.
  • Mid-Unit 2 Assessment: Reading and Researching the Defense Mechanisms of the Pufferfish
  • Tracking My Progress, Mid-Unit 2 recording form
  • None

Lesson 7Planning to Write an Informative Piece: Synthesizing Research on Expert Group Animals

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can accurately synthesize information from two texts on the same topic. (RI.4.9)
  • I can produce writing that is appropriate to task, purpose, and audience. (W.4.4)
  • I can group supporting facts together about a topic in an informative/explanatory text. (W.4.2a)
  • I can sort my notes into categories. (W.4.8)
  • I can identify characteristics of informative writing.
  • I can synthesize information from my research notes onto a planning graphic organizer.
  • I can group together facts from my research with related evidence in my informative piece.
  • Informative Page Planning graphic organizer
  • None

Lesson 8Writing Informational Texts: Crafting Introductions

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can introduce a topic clearly. (W.4.2a)
  • I can write an introduction paragraph for my informative piece that describes my expert group animal, its habitat, and its predators.
  • I can write a focus statement that answers the focus question and tells the topic of my writing.
  • Draft of introduction paragraph
  • None

Lesson 9Writing Informational Texts: Developing Body Paragraphs

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can develop the topic with facts, definitions, details, and quotations. (W.4.2b)
  • I can construct a concluding statement or section of an informative/explanatory text. (W.4.2e)
  • I can write body paragraphs for my informative piece that describe the defense mechanisms of my expert group animal.
  • I can write a concluding statement for my informative piece that summarizes the defense mechanisms of my expert group animal.
  • I can group together scientifically accurate facts with related evidence in my informative piece.
  • Draft of body paragraphs
  • None

Lesson 10Writing Informational Texts: Revising for Supporting Details and Word Choice

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can develop the topic with facts, definitions, details, and quotations. (W.4.2b)
  • I can use precise, content-specific language/vocabulary to inform or explain about a topic. (W.4.2d)
  • I can express ideas using carefully chosen words. (L.4.3a)
  • I can accurately use fourth-grade academic vocabulary to express my ideas. (L.4.6)
  • I can revise my writing for accurate facts with related evidence using my planning graphic organizer.
  • I can use vocabulary from my research on animal defense mechanisms to write accurate descriptions in my informative piece.
  • Revisions of informative piece
  • None

Lesson 11Writing Informational Texts: Editing for Conventions

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • With support from peers and adults, I can use the writing process to produce clear and coherent writing. (W.4.5)
  • I can correctly use homophones (e.g., to, too, two; there, their). (L.4.1g)
  • I can use correct capitalization in my writing. (L.4.2a)
  • I can spell grade-appropriate words correctly. (L.4.2d)
  • I can use resources to check and correct my spelling. (L.4.2d)
  • I can check my peers’ work for correct capitalization.
  • I can check my peers’ work for correct spelling.
  • Edits of informative piece
  • Whip-Around

Lesson 12End of Unit 2 Assessment: Writing an Informative Text about Pufferfish Defense Mechanisms

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can accurately synthesize information from two texts on the same topic. (RI.4.9)
  • I can write informative/explanatory texts that convey ideas and information clearly. (W.4.2)
  • I can produce writing that is appropriate to task, purpose, and audience. (W.4.4)
  • I can conduct a research project to become knowledgeable about a topic. (W.4.7)
  • I can document what I learn about a topic by taking notes. (W.4.8)
  • I can sort my notes into categories. (W.4.8)
  • I can synthesize information from my research notes onto a planning graphic organizer.
  • I can group together facts from my research with related evidence in my informative piece.
  • I can plan and write a draft of an informative piece describing the pufferfish and its defense mechanisms.
  • End of Unit 2 Assessment
  • Tracking My Progress, End of Unit 2 recording form
  • None

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