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ELA G4:M3A:U3

Culminating Project: Sharing Opinions: The Most Helpful Simple Machine

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 1Reading Editorials, Part I: Determining Authors’ Opinions

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write an editorial stating my opinion about which simple machine benefits people the most in their everyday lives. (W.4.1)
  • I can explain how an author uses reasons and evidence to support particular points in a text. (RI.4.8)
  • I can determine an author’s opinion in a text.
  • I can write a gist statement about an editorial.
  • I can form an opinion about simple machines for my editorial.
  • Exploring Opinions as Readers and Writers anchor chart (added notes)
  • Chalk Talk

Lesson 2Reading Editorials, Part II: How Authors Support Their Opinions with Reasons and Evidence

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can explain how an author uses reasons and evidence to support particular points in a text. (RI.4.8)
  • I can write an opinion piece that supports a point of view with reasons and information. (W.4.1)
  • I can write a gist statement about an editorial.
  • I can determine an author’s opinion in an editorial.
  • I can explain how authors support their opinions with reasons and evidence.
  • Exploring Opinions as Readers and Writers anchor chart
  • Reading and Analyzing an Editorial graphic organizer
  • None

Lesson 3Reading as Writers: Identifying Characteristics of Editorials

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can explain how an author uses reasons and evidence to support particular points in a text. (RI.4.8)
  • I can write an opinion piece that supports a point of view with reasons and information.(W.4.1)
  • I can explain how authors support their opinions with reasons and evidence.
  • Entrance/Exit Ticket
  • Back-to-back and Face-to-Face

Lesson 4Mid-Unit Assessment: Reading and Answering Questions about Editorials

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the meaning of academic words or phrases in an informational text. (RI.4.4)
  • I can explain how an author uses reasons and evidence to support particular points in a text. (RI.4.8)
  • I can explain how an author uses reasons and evidence to support an opinion.
  • Mid-Unit 3 Assessment: Reading and Answering Questions about Editorials
  • Tracking My Progress, Mid-Unit 3 recording form
  • Concentric Circles

Lesson 5Preparing to Write: Identifying Characteristics of Editorials and Determining Reasons to Support Our Opinions about Simple Machines

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write an opinion piece that supports a point of view with reasons and information. (W.4.1)
  • I can recall information that is important to a topic. (W.4.8)
  • I can sort my notes into categories. (W.4.8)
  • I can effectively engage in discussions with diverse partners about fourth-grade topics and texts. (SL.4.1)
  • I can identify the characteristics of an editorial.
  • I can create reasons for my opinion on simple machines based on scientific text, my notes, and my observations.
  • I can identify which reasons are supported by the text and which are supported by my observations.
  • I can effectively collaborate with my Simple Machine Expert Group.
  • Simple Machine Opinion charts (one for each simple machine studied: wedge [for modeling], inclined plane, lever, pulley, and wheel)
  • None

Lesson 6Planning to Write Editorials: Grouping Reasons with Evidence That Supports My Opinion

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write an opinion piece that supports a point of view with reasons and information. (W.4.1)
  • I can recall information that is important to a topic. (W.4.8)
  • I can sort my notes into categories. (W.4.8)
  • I can use scientifically accurate reasons and evidence to support my opinion about a simple machine.
  • I can group together reasons with related evidence in my editorial.
  • Simple Machine Editorial graphic organizer
  • Simple Machines Editorial rubric
  • Mix and Mingle

Lesson 7Drafting an Editorial about a Simple Machine

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write an opinion piece that supports a point of view with reasons and information. (W.4.1)

    a. I can group together reasons with related evidence in my editorial.             

    b. I can use scientifically accurate reasons and evidence to support my opinion about a simple machine.

  • 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 write an editorial stating my opinion on which simple machine benefits people the most in their everyday lives.
  • I can use scientifically accurate reasons and evidence to support my opinion about a simple machine.
  • I can group together reasons with related evidence in my editorial.
  • I can give kind, helpful, and specific feedback to my critique partner.
  • Simple Machine Editorial graphic organizers
  • Drafts of Simple Machine Editorials
  • Peer Critique

Lesson 8Revising for Ideas: Interesting Introductions

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write an opinion piece that supports a point of view with reasons and information. (W.4.1)
  • 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 write an introduction in my editorial that explains simple machines and states my opinion clearly.
  • I can give kind and helpful feedback to my writing partner.
  • List of Introductions
  • None

Lesson 9Revising for Word Choice: Scientifically Accurate Vocabulary

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can express ideas using carefully chosen words. (L.4.3)
  • I can write an opinion piece that supports a point of view with reasons and information. (W.4.1)
  • I can use the writing process to produce clear and coherent writing (with support). (W.4.5)
  • I can use vocabulary from my research on simple machines to write scientifically accurate descriptions in my editorial.
  • List of key vocabulary words
  • Revised draft
  • Exit ticket
  • None

Lesson 10Peer Critique: Scientific Accuracy of Ideas and Vocabulary

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write an opinion piece that supports a point of view with reasons and information. (W.4.1)
  • 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 writing partner.
  • I can critique the ideas of my writing partner’s editorial for scientific accuracy.
  • Feedback and reflection notes
  • Peer Critique

Lesson 11Revising for Organization: Catchy Conclusions

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write an opinion piece that supports a point of view with reasons and information. (W.4.1)
  • 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 develop a conclusion that summarizes my point of view about simple machines in my editorial.
  • I can give specific, kind, and helpful feedback to my writing partner.
  • List of conclusions
  • None

Lesson 12Revising for Sentence Fluency: Compound Sentences

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use conventions to send a clear message to my reader. (L.4.2)
  • I can write an opinion piece that supports a point of view with reasons and information. (W.4.1)
  • 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 write sentences that link thoughts together with conjunctions to explain reasons that support my opinion.
  • I can give kind and helpful feedback to my writing partner.
  • Revised drafts
  • None

Lesson 13Reviewing Conventions and Editing Peers’ Editorials

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write an opinion piece that supports a point of view with reasons and information. (W.4.1)
  • I can use the writing process to produce clear and coherent writing (with support). (W.4.5)
  • I can use conventions to send a clear message to my reader. (L.4.1, L.4.2, 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 end of sentences.
  • I can check my peers’ work for complete sentences.
  • Conventions anchor charts
  • Simple Machine Editorials (second drafts annotated for edits)
  • Exit tickets
  • Chalk Talk

Lesson 14Publishing Simple Machine Editorials

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write an opinion piece that supports a point of view with reasons and information. (W4.1)
  • I can use grammar conventions to send a clear message to a reader or listener. (L.4.1, L.4.2)
  • With support, I can use technology to publish a piece of writing. (W.4.6)
  • I can write an editorial stating my opinion on which simple machine benefits people the most in their everyday lives.
  • I can correct conventions based on editing notes in my editorial and online reference resources.
  • I can publish a typed version of my simple machine editorial.
  • Simple Machine Editorial (final copy)
  • None

Lesson 15End of Unit Assessment Part I: Planning and Drafting an Editorial

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write an opinion piece that supports a point of view with reasons and information. (W.4.1)
  • I can produce writing that is appropriate to task, purpose, and audience. (W.4.4)
  • I can write an editorial stating my opinion on which simple machine benefits people the most in their everyday lives.
  • I can plan, draft, and revise an editorial in the course of two lessons.
  • End of Unit 3 Assessment Part I: Planning and Drafting an Editorial
  • None

Lesson 16End of Unit Assessment Part II: Revising to Create a Polished Editorial and Author’s Chair Celebration

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write an opinion piece that supports a point of view with reasons and information. (W.4.1)
  • I can produce writing that is appropriate to task, purpose, and audience. (W.4.4)
  • I can effectively engage in discussions with diverse partners about fourth-grade topics and texts. (SL.4.1)
  • I can write an editorial stating my opinion on which simple machine benefits people the most in their everyday lives.
  • I can plan, draft, and revise an editorial in the course of two lessons.
  • I can listen as my peers share their writing and give specific praise for their work.
  • End of Unit 3 Assessment Part II: Revising to Create a Polished Editorial
  • Tracking My Progress, End of Unit 3 recording form
  • None

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