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ELA G4:M3B:U3

Using Writing to Share an Opinion about the American Revolution

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 Opinion Pieces, Part1: Determining Authors’ Opinions

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write a broadside stating my opinion about the American Revolution. (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 opinion piece.
  • Exploring Opinions as Readers and Writers anchor chart (added notes)
  • Entrance ticket
  • Exit ticket
  • None

Lesson 2Reading Opinion Pieces, 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 opinion piece.
  • I can determine an author’s opinion in an opinion piece.
  • I can explain how authors support their opinions with reasons and evidence.
  • Exploring Opinions as Readers and Writers anchor chart
  • Reading and Analyzing an Opinion Piece graphic organizer
  • Exit ticket
  • None

Lesson 3Reading as Writers: Identifying Characteristics of Broadsides

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.
  • I can identify the characteristics of a broadside.
  • Reading and Analyzing an Opinion Piece graphic organizers (from Lesson 2 classwork and homework)
  • What Do You See? graphic organizer
  • Participation in creation of Characteristics of Broadsides anchor chart
  • Gallery Walk. Concentric Circles

Lesson 4Mid-Unit 3 Assessment: Reading and Answering Questions about Opinion Pieces

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 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 choose evidence from literary or informational texts to support analysis, reflection, and research. (W.4.9b) 
  • I can explain how an author uses reasons and evidence to support an opinion.
  • Mid-Unit 3 Assessment: Reading and Answering Questions about Opinion Pieces
  • Tracking My Progress, Mid-Unit 3 recording form
  • Back-to-back and Face-to-Face

Lesson 5Preparing to Write: Identifying Characteristics of Broadsides and Determining Reasons to Support

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 a broadside.
  • I can give reasons for my opinion on the American Revolution based on historical texts and my notes.
  • Reasons/Evidence graphic organizer (students’ copies)
  • None

Lesson 6Planning to Write Broadsides: 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 historically accurate reasons and evidence to support my opinion about the American Revolution.
  • I can group together reasons with related evidence in my broadside.
  • American Revolution Broadside graphic organizer
  • None

Lesson 7Drafting a Broadside about the American Revolution

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 opinion piece.  

  • 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 a broadside stating my opinion on the American Revolution.
  • I can use historically accurate reasons and evidence to support my opinion about the American Revolution.
  • I can group together reasons with related evidence in my broadside.
  • I can give kind, helpful, and specific feedback to my critique partner.
  • American Revolution Broadside graphic organizers
  • Drafts of American Revolution broadside
  • Peer Critique

Lesson 8Revising for Organization: Grouping Reasons with Related Evidence

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 create an organizational structure in which I group together related ideas. (W.4.1a)
  • I can identify reasons that support my opinion. (W.4.1b)
  • I can use historically accurate reasons and evidence to support my opinion about the American Revolution.
  • I can group together reasons with related evidence in my broadside.
  • Revised American Revolution broadside drafts
  • None

Lesson 9Revising for Organization: Interesting Introductions and Convincing Conclusions

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can introduce the topic of my opinion piece. (W.4.1a)
  • I can construct a concluding statement or section for my opinion piece. (W.4.1d)
  • 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 that states my opinion clearly.
  • I can develop a conclusion that summarizes the Patriot point of view in my broadside.
  • Revised American Revolution broadside draft
  • None

Lesson 10Reviewing Conventions and Editing Peers’ Broadsides

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
  • Revised American Revolution broadside drafts 
  • Exit tickets
  • Chalk Talk

Lesson 11Publishing American Revolution Broadsides

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 a broadside stating my opinion on the American Revolution from the Patriot perspective.
  • I can correct conventions based on editing notes on my writing and online reference resources.
  • I can publish a typed version of my broadside.
  • Revised American Revolution broadside drafts
  • None

Lesson 12End of Unit Assessment, Part 1: Planning and Drafting a Broadside

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 a broadside stating my opinion on the American Revolution from the Loyalist perspective.
  • I can plan, draft, and revise a broadside in the course of two lessons.
  • End of Unit 3 Assessment, Part I: Planning and Drafting a Broadside
  • None

Lesson 13End of Unit 3 Assessment, Part II: Revising to Create a Polished Broadside 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 a broadside stating my opinion on the American Revolution from the Loyalist perspective.
  • I can plan, draft, and revise a broadside 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 Broadside
  • Tracking My Progress, End of Unit 3 recording form
  • None

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