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ELA G4:M4:U3

Writing and Speaking about the Importance of Voting: Why Vote?

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 1Synthesizing Ideas from Two Texts: Bringing Together Ideas about Women’s Suffrage

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 accurately synthesize information from two texts on the same topic. (RI.4.9)
  • I can explain how Susan B. Anthony used reasons and evidence in her speech to support her view that women should have the right to vote.
  • I can infer from passages from The Hope Chest why women fought for the right to vote.
  • I can synthesize ideas from both of these texts to answer the question, “Why did women want the right to vote?
  • Synthesizing Texts: Bringing Ideas Together
  • Exit ticket
  • Think-Pair-Share

Lesson 2Ideas Supported by Reason and Evidence: Introducing the Performance Task, A Voting PSA

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 report on a topic or text using organized facts and details. (SL.4.4)
  • I can explain how an author uses reasons and evidence to support particular points in a text. (RI 4.8)
  • I can describe how a public service announcement is supported with reasons and evidence.
  • I can determine the words in a text that are important for understanding voting.
  • I can find reasons and evidence for why voting is important the text “Youth Power.”
  • Readings on Why Voting Is Important note-catcher
  • None

Lesson 3How Text Structures Support Ideas: Analyzing Text Structures in “Youth Power”

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. (RI4.8)
  • I can describe the organizational structure in informational text. (RI4.5)
  • I can describe the problem/solution text structure.
  • I can analyze how authors use a variety of text structures to support their ideas.
  • Text Structure Jigsaw handout
  • Jigsaw
  • Concentric Circles

Lesson 4Synthesizing from Multiple Texts: Synthesizing Ideas about Why Voting is Important

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. (RI4.8)
  • I can accurately synthesize information from two texts on the same topic. (RI4.9)
  • I can identify reasons and evidence on the importance of voting in the text “I Can’t Wait to Vote!”
  • I can synthesize ideas from both “Youth Power” and “I Can’t Wait to Vote!” to answer the question, “Why is voting important?”
  • Readings on Why Voting Is Important note-catcher
  • Why Voting Is Important graphic organizer
  • Back-to-back and Face-to-Face

Lesson 5Mid-Unit Assessment: Reading and Comparing New Informational Texts about Voting

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 describe the organizational structure in an informational text. (RI.4.5)
  • I can accurately synthesize information from two texts on the same topic. (RI.4.9)
  • I can identify the text structure of an informational reading.
  • I can synthesize evidence from two different texts to support an idea.
  • Mid-Unit 3 Assessment: Reading and Comparing New Informational Texts about Voting
  • Tracking My Progress, Mid-Unit 3 recording form
  • None

Lesson 6Writing a Public Service Announcement: Planning the Opinion and Reasons

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 report on a topic or text using organized facts and details. (SL.4.4)
  • I can use grammar conventions to send a clear message to a reader or listener. (L.4.1)
  • I can use “can,” “may,” and “must” correctly. (L.4.1c)
  • I can write an opinion statement for my public service announcement.
  • I can identify reasons that support my opinion statement.
  • Public Service Announcement graphic organizer
  • None

Lesson 7Writing a Public Service Announcement: Planning and Drafting a PSA about the Importance of Voting

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 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 identify evidence a speaker provides to support particular points. (SL.4.3)
  • I can report on a topic or text using organized facts and details. (SL.4.4)
  • I can use commas and quotation marks to identify speech and quotations from a text. (L.4.2b)
  • I can group together reasons with related evidence in my public service announcement.
  • I can write a public service announcement in which I explain the importance of voting.
  • I can identify evidence my writing partner used to support his or her points in his or her PSA.
  • I can give kind, helpful, and specific feedback to my critique partner.
  • Public Service Announcement graphic organizer
  • Draft of public service announcement
  • None

Lesson 8Writing a Public Service Announcement: Revising a PSA about the Importance of Voting

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 speak clearly and at an understandable pace. (SL.4.4)
  • I can identify evidence a speaker provides to support particular points. (SL4.3)
  • I can write sentences that give evidence to support my point in my public service announcement.
  • I can speak clearly and at an understandable pace when rehearsing my public service announcement.
  • I can give kind, helpful, and specific feedback to my critique partner.
  • Draft of public service announcement
  • Peer Critique

Lesson 9Writing a Public Service Announcement: Creating a Supporting Visual for a PSA about the Importance of Voting

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 identify reasons that support my opinion. (W.4.1b)
  • I can provide a list of sources I used to gather information. (W.4.8)
  • I can add audio or visual support to a presentation in order to enhance main ideas or themes. (SL.4.5)
  • I can create a visual to support my point in my public service announcement.
  • I can give kind, helpful, and specific feedback to my critique partner.
  • Draft of supporting visual
  • Peer Critique
  • Chalk Talk

Lesson 10Writing a Public Service Announcement: Presenting a PSA about the Importance of Voting

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 identify evidence a speaker provides to support particular points. (SL4.3)
  • I can speak clearly and at an understandable pace. (SL.4.4)
  • I can add audio or visual support to a presentation in order to enhance main ideas or themes. (SL.4.5)
  • I can speak clearly and at an understandable pace when presenting my public service announcement.
  • I can identify reasons and evidence that supports the points my peers make in their PSAs.
  • I can listen as my peers share their writing and give specific praise for their work.
  • Recording or performance of PSA
  • End of Unit 3 Assessment: Public Service Announcement about the Importance of Voting
  • Tracking My Progress, End of Unit 3 recording form
  • None

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