1 Unit 3: Understanding the Modes of Grade Level: 4 Timeframe: 5 Weeks Unit Overview: Through their reading in this Unit of study, students are given the opportunity to interpret fiction and non-fiction texts by reading thoroughly and with purpose, while understanding the organizational structures utilized to determine main ideas and supporting details. Acquiring the understanding of these text features and structures will lead the reader to not only greater text comprehension but to narrative writing success across all narrative writing modes. In Unit 3, students will use their knowledge and experience in narrative writing to write. Their writing should reflect the desired outcomes as described on the PARCC Rubric. The continued use of Writers Workshop (Balanced Literacy) and all of its components will provide the student with multiple opportunities to grow as skilled narrative writers who can write varied types of suit the writer s purpose for not only pleasure, but for writing on demand purposes. Throughout the unit the teacher should continue to model the skill or strategy he/she wants the students to learn (I Do), work on the skill/strategy as a whole class (We Do), and then release them to practice on their own (You Do). Enduring Understanding / Essential Questions Writers purposefully use strategies before, during, and after writing to be successful. Writers write with a purpose, for an audience. Writers constantly observe, record, and reflect. Writers make choices when they write. Writers support and respond to each other. Why do we write? Where do writers get their ideas? How does our reading inform our writing? What, when, how, and where do we write? Why do writers share their ideas? How do writers share their ideas? How do writers respond to one another? Common Core Standards Standards/Cumulative Progress Indicators (Taught and Assessed): Write. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated events. W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 4 Reading standards to literature (e.g., Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character s thoughts, words, or actions]. ).
2 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline. L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. d. Spell grade-appropriate words correctly, consulting references as needed. L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. b. Choose punctuation for effect.* L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). 21 st Century Skills Standard and Progress Indicators: Critical Thinking and Problem Solving Creativity and Innovation Collaboration, Teamwork, and Leadership Cross-Cultural Understanding and Interpersonal Communication Communication and Media Fluency Target Vocabulary Taught in Unit: Week 1: injustice, numerous, segregation, nourishing, captured, dream, encounters, preferred, recall, example Week 2: escorted, swelled, relied, reputation, worthy, churning, situation, deserve, defended, satisfied Week 3: isolated, virtual, devour, remote, impassable, access, obtain, preserve, extremes, avid Week 4: acquire, unfortunate, coerce, boasted, beamed, glared, ceased, declared, devised, resourceful Week 5: overcome, association, capital, drought, dedicate, publicity, violence, conflicts, horizon, brilliance
3 Academic Vocabulary Taught in Unit: Week 1: Narration, text features (character, dialogue), chronology, timeline Week 2: Text structure, compare and contrast Week 3: Inference, paraphrase, cause/effect Week 4: Animation, interactive elements Week 5: Theme, summarize Application in Centers: Reading-Students read books at their independent level and use post it notes to jot ideas/responses/findings in reader s response notebook. - Throughout the unit, students will have multiple opportunities to read, write, and create both fictional and personal narratives. Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles. Word Work- Students complete word sorts that correspond to the assigned word study lessons or the teacher may assign previous lessons to specific students, based on identified areas of need. Technology Students utilize technology to process and publish their narrative writing.
4 Instructional Plan Pre-assessment: Unit 2 EUA writing sample analysis to inform conferencing and small group instruction Reflection SLO - SWBAT Instructional Practice Student Strategies Formative Assessment Activities and Resources Reflection Day 1 SWBAT orient the reader by establishing a situation and/or characters. W. 4.3a for Lesson: 1-Analyze the Model Analyze the Model: Introduce a Story Practice/Apply Journeys Unit 1, T128 Day 2 SWBAT use concrete words and phrases and sensory details to convey experiences and events precisely. for Lesson: 2 -Word Choice Introduce the Focus Trait: Word Choice Practice/Apply Journeys Unit 1, T129 W. 4.3d Day 3 experiences. Story Planning Completed Story Planning Lesson: 3 Prewriting and Planning a Story Prewriting and Planning a Story Practice/Apply Journeys Unit 1, T129 Anchor charts from previous lessons Story Planning
5 Day 4 SWBAT draft a narrative story. W Story Planning Student draft Lesson: 4 Drafting a Story Rubric (give overview of rubric during lesson) Practice/Apply Journeys Unit 1, T130 Anchor charts from previous lessons Sample completed graphic organizer Day 5 SWBAT revise and publish a narrative story. W Revisions and Editing Refer to Anchor Chart Scoring Rubric Editing Checklist (selfassessment) Teacher Feedback Lesson: 5-- Revise the Story draft Editing Checklist Practice and Apply Journeys Unit 1, T130 Day 6 experiences. a, b Lesson: 6 The Descriptive Paragraph Practice/Apply Journeys Unit 4, T52 Day 7 experiences. a, b Lesson: 7 Developing Ideas Introduce the Focus Trait: Ideas Practice/Apply Journeys Unit 4, T53
6 Day 8 SWBAT make a plan for writing a descriptive paragraph. W Completed graphic organizer Lesson: 8 Planning a Descriptive Paragraph Planning a Descriptive Paragraph Practice/Apply Journeys Unit 4, T53 Day 9 SWBAT draft a descriptive paragraph. Student draft Lesson: 9 Drafting a Descriptive Paragraph Draft the Descriptive Paragraph Practice/Apply Journeys Unit 4, T53 Day 10 SWBAT revise and publish a descriptive paragraph. Revision Checklist Rubric Student Draft Evidence of self and peer editing Teacher feedback Lesson: 10 Revise and Publish a Descriptive Paragraph Revise the Descriptive Paragraph Practice and Apply Journeys Unit 4, T54 Writer s Notebook Day 11 SWBAT use dialogue and description to develop experiences and events or show the responses of the characters to situations. Dialogue anchor chart Lesson: 11 Introducing the Dialogue Analyze the Model: Introduce a Dialogue Practice and Apply Journeys Unit 1, T106 b
7 Day 12 SWBAT use dialogue and description to develop experiences and events or show the responses of the characters to situations. Dialogue Lesson: 12 Voice Introduce the Focus Trait: Voice Practice/Apply Journeys Unit 1, T207 b Benchmark Assessment: Published with normative scoring and grade level analysis Day 13 SWBAT use a variety of transitional words and phrases to manage the sequence of events Dialogue Lesson: 13 Planning a Dialogue Prewrite: Teach Planning a Dialogue Practice/Apply Journeys Unit 1, T207 Writer s Notebook d Day 14 SWBAT draft a dialogue. Dialogue Student draft of dialogue Lesson: 14 Drafting a Dialogue Draft the Dialogue Practice/Apply Journeys Unit 1, T208 Day 15 SWBAT revise and publish a dialogue Revision Checklist Rubric Published Dialogue Teacher Feedback Lesson: 15 Revising and Publishing a Dialogue Proofread/Publish Practice and Apply Journeys Unit 1, T208
8 Day 16 Day 17 SWBAT use concrete words and phrases and sensory details to convey experiences and events precisely. for for Lesson: 16 Story Analyze the Model: Introduce a Story Practice and Apply Journeys Unit 4, T204 Lesson: 17 Word Choice for a Story Introduce the Focus Trait: Word Choice Practice/Apply Journeys Unit 4, T205 d Day 18 SWBAT plan a narrative story. Lesson: 18 Planning a Story Prewrite: Teach Planning a Story Practice/Apply Journeys Unit 4, T205 Day 19 SWBAT draft a narrative story Draft of Story Lesson: 19 Drafting a Story Draft the Story Practice/Apply Journeys Unit 4, T206
9 Day 20 SWBAT revise and publish a narrative story. Story Teacher Feedback Lesson: 20 Revising and Publishing a Story Proofread/publish Practice and Apply Journeys Unit 4, T206 Day 21 for Lesson 21 Personal Analyze the Model: Introduce a Personal Practice and Apply Journeys Unit 4, T278 Day 22 for Lesson 22 Organizing a Personal Introduce the Focus Trait: Organization Practice/Apply Journeys Unit 4, T279
10 Day 23 for Lesson 23 Exploring a Topic for a Personal Prewrite: Teach Exploring A Topic Practice/Apply Journeys Unit 4, T279 Day 24 Rubric Revision Checklist for Draft Personal Lesson 24 Drafting a Personal Prewrite: Teach Planning a Personal Practice/Apply Journeys Unit 4, T280 Day 25 Rubric Revision Checklist for Published Personal Teacher Feedback Lesson 25 Revising and Publishing a Personal Proofread/Publish Practice and Apply Journeys Unit 4, T280 Peer sharing
11 Benchmark Assessment: Score individual published writing piece using PARCC rubric. Summative Written Assessments NJ Model Curriculum Task. Scored with Model Curriculum rubric provided. Summative Performance Assessment