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ELA G4:M2B:U3

Using Writing to Entertain

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: Determining Characteristics of the Format

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write for a variety of reasons. (W.4.10)
  • I can write narrative text about real or imagined experiences or events. (W.4.3)
  • I can determine the characteristics of a “choose-your-own-adventure” by analyzing an example.
  • Participation in creation of Choose-Your-Own-Adventure anchor chart
  • None

Lesson 2Setting a Purpose for Writing: Understanding the Performance Task and Getting Started

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write informative texts that convey ideas and information clearly. (W.4.2)
  • 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 prepare a final copy of my informative page for my choose-your-own-adventure animal defense narrative.
  • I can collaborate with my peers to write an About Your Adventure page for my choose-your-own-adventure animal defense narrative.

 

  • Students’ informative pages
  • Participation in shared writing of About Your Adventure page
  • None

Lesson 3Planning Ideas: Developing a 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 listen as my peers share their writing and give specific praise for their work.
  • I can synthesize information to develop an accurate character profile supported by research.
  • Informative page (from homework)
  • Character Profile graphic organizer
  • None

Lesson 4Planning Ideas: Developing a Plot for the Millipede-Your-Own-Adventure Narrative

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can establish a situation. (W.4.3a)
  • I can develop the topic with facts, definitions, details, and quotations. (W.4.2b)
  • I can determine the characteristics of a narrative.
  • I can organize a plot for a narrative using events based on research of my animal and its defense mechanisms.
  • Analyzing a Narrative note-catcher
  • Millipede Narrative Planning graphic organizer
  • None

Lesson 5Planning Ideas: Expert Group Animal Plot Development

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can establish a situation. (W.4.3a)
  • I can develop the topic with facts, definitions, details, and quotations. (W.4.2b)
  • I can organize a plot for a narrative using events based on research of my animal and its defense mechanisms.
  • I can give kind, helpful, and specific feedback to my critique partner.
  • I can critique the ideas of my writing partner’s Narrative Planning graphic organizer for the characteristics of a narrative. This means I can look for a plan for the characters, setting, introduction, rising action, problem, solution, and conclusion.
  • Narrative Planning graphic organizer
  • None

Lesson 6Planning Organization: Expanding the Introduction

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 organize events in an order that makes sense in my narrative (W.4.3a)
  • I can introduce the narrator and/or characters of my narrative. (W.4.3a)
  • I can plan and draft a compelling introduction that establishes a situation by introducing the characters, setting, and plot of my narrative.
  • Millipede Introduction Expansion graphic organizer
  • Millipede Introduction draft
  • None

Lesson 7Mid-Unit Assessment: Planning for and Drafting a Narrative Introduction

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can establish a situation. (W.4.3a)
  • I can introduce the narrator and/or characters of my narrative. (W.4.3a)
  • I can plan and draft a compelling introduction that establishes a situation by introducing the characters, setting, and plot of my narrative.
  • Mid-Unit 3 Assessment: Planning for and Drafting a Narrative Introduction
  • Tracking My Progress, Mid-Unit 3 recording form
  • Popcorn Read

Lesson 8Peer 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 participate in a conversation with my peers and adults. (SL.4.1)
  • I can use dialogue and descriptions to show the actions, thoughts, and feelings of my characters. (W.4.3b)
  • I can give kind, helpful, and specific feedback to my critique partner.
  • I can critique my writing partner’s narrative for organization and style.
  • I can explain how authors of narratives use dialogue strategically to show their characters’ thoughts and feelings.
  • Choose-your-own-adventure narrative (annotated first draft)
  • Narrative Feedback recording form
  • Participation in creation of Writing Dialogue anchor chart
  • Peer Critique

Lesson 9Revising Narrative Texts: Including Dialogue

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use dialogue and descriptions to show the actions, thoughts and feelings of my characters. (W.4.3a)
  • I can use commas and quotation marks to identify speech and quotations from a text. (L.4.2b)
  • I can use transitional words and phrases to show the sequence of events in a narrative text. (W.4.3b)
  • I can identify the parts of my narrative that would benefit from added dialogue.
  • I can revise my narrative to strategically add dialogue.
  • Choose-your-own-adventure narrative (annotated first draft)
  • None

Lesson 10Revising Narrative Texts: Using Sensory Details and Vocabulary

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use sensory details to describe experiences and events precisely. (W.4.3c)
  • I can express ideas using carefully chosen words. (L.4.3a)
  • I can correctly use domain-specific vocabulary related to the topic of study. (L.4.6)

 

  • I can use sensory details and vocabulary from my research to describe my animal and its defense mechanisms in my narrative.
  • Choose-your-own-adventure narrative (annotated first draft)
  • None

Lesson 11Revising Narrative Texts: Exciting Endings

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write a conclusion to my narrative. (W.4.3d)
  • I can use transitional words and phrases to show the sequence of events in a narrative text. (W.4.3b)
  • I can write an ending that resolves the problem and brings the story to a close.
  • I can use transitional words and phrases to sequence events in my narrative.
  • Choose-your-own-adventure narrative (annotated first draft)
  • None

Lesson 12Reviewing Conventions and Editing Peers’ Work

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use conventions to send a clear message to my reader. (L.4.1g, L.4.2a, b, and d, and L.4.3b)
  • I can check my peers’ work for correct capitalization.
  • I can check my peers’ work for correct spelling (including homophones and affixes).
  • 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
  • Choose-your-own-adventure narrative (second drafts annotated for edits)
  • Chalk Talk

Lesson 13Writing Choice #2 of the Choose-Your-Own-Adventure Narrative

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 produce writing that is appropriate to task, purpose, and audience. (W.4.4)
  • I can use conventions to send a clear message to my reader. (L.4.1g, L.4.2a, b, and d, and L.4.3b)
  • I can write Choice #2 for my choose-your-own-adventure animal defense mechanisms narrative.

 

  • End of Unit 3 Assessment: Writing Choice #2 of the choose-your-own-adventure animal defense mechanisms narrative
  • Tracking My Progress, End of Unit 3 recording form
  • Popcorn Read

Lesson 14Publishing the Choose-Your-Own-Adventure Animal Defense Mechanisms Narrative

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 publish my choose-your-own-adventure animal defense mechanisms narrative.
  • I can write a positive comment after reading a classmate’s writing.
  • Choose-your-own-adventure animal defense  mechanisms narratives (final copy)
  • None

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