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Comprehensive Course of Study Template

Washington Township Public Schools

COURSE OF STUDY – CURRICULUM GUIDE

Course:

Writer’s Workshop – Grade 4

Written By:

Mary Jo Babiowski

Under the Direction of:

Gretchen Gerber, Supervisor of Elementary Education

Description:

The intermediate-level curriculum encompasses a developmental writing program that promotes Language Arts Literacy using the Balanced Literacy Four Block Model integrating writing with reading, speaking, listening, and viewing. Students are engaged in the ongoing cycle of prewriting, drafting, revising, proofreading, and publishing. The genre units immerse students in each unit by having them hear, read, and discuss good examples of the genre. After this immersion and drafting phase, the students select a draft to develop. They spend the latter weeks of the unit revising, proofreading, publishing, and sharing their written pieces. The program blends a writing process approach with guided instruction, providing a clear scope and sequence to ensure that students learn the important elements of writing at their grade level. Teachers follow the district scope and sequence guide to develop mini-lessons and to target skills and conventions in small guided writing groups or through individual conferences. As members of a caring community, students learn and act on the values that govern the community. The lessons aim to create a classroom writing community where students feel empowered, supported in taking risks, and responsible to themselves and the group. The lessons weave cooperative learning, social skill instruction, and discussion of values throughout the curriculum.

Joseph A. Vandenberg:

Assistant Superintendent for Curriculum & Instruction

Barbara E. Marciano:

Director of Elementary Education

Jack McGee:

Director of Secondary Education

Written:

June 2010

Revised:

May 2012

BOE Approval:

Being a Writer: Lesson Design

The daily Being a Writer (BAW) lessons typically include three main components. Each of these components include various workshop practices. The chart below details how these

components support a writer’s workshop model and allow for differentiation.

Lesson Component

How the Component Supports the Workshop Model

How to Differentiate

During this Component

Getting Ready to Write

Activities include:

· Reading aloud mentor texts

· Creating class anchor charts for support

· Teacher modeling

· Shared and interactive writing

· Mini lessons (focus on craft and/or conventions)

- The teacher may vary the modeled

writing to reflect the needs of the students

in the class.

- Off days/weeks allow time for additional

mini-lessons focusing on craft or

conventions not covered in BAW.

Writing Time

Activities include:

· Shared and interactive writing

· Independent writing time

· Teacher as Writer

· Teacher & peer conferencing

- The teacher may work with a small group

of students to reinforce or enrich a skill.

- The teacher may work with an individual

student through conferencing.

Sharing and Reflecting

Activities include:

· Peer collaboration and discussion

· Students share and celebrate their work

(e.g., author’s chair.)

- The teacher should respond regularly to

student writing. This practice inspires

students to stretch their thinking and

learning.

MAJOR UNITS OF STUDY

Course Title:


I.The Writing Community

II.Personal Narrative / Writing Process

III.Persuasive Nonfiction

IV.Fiction

V.Expository Nonfiction

VI.Functional Nonfiction

VII.Poetry

VIII.Revisiting the Writing Community

IV. Grammar and Conventions (on-going)

UNIT OVERVIEW

Course Title:


Unit #:

UNIT 1 OVERVIEW

Unit Title:

The Writing Community

Unit Description and Objectives:

Description:

During this unit, the students begin to see themselves as contributing members of a writing community. They hear and discuss examples of good writing and begin to learn the writing practice of authors. They explore prewriting techniques and write freely in their notebooks about things that interest them. They learn cooperative structures that they will use thought out the year, as well as discussion prompts to help them listen and connect during class discussions. Finally, they will begin conferring with one another about their writing in a responsible way.

Objectives:

· Students will write about topics that interest them.

· Students will learn different prewriting strategies, such as making a list, to plan their writing.

· Students will learn about professional author’s writing practice.

· Students will learn the procedures for the writing time and for working together.

· Students will learn to work with a partner

Essential Questions and Enduring Understandings:

Essential Questions:

Enduring Understandings/Generalizations

Students will understand that:

Guiding Questions

1. How do good writers express themselves? How does process shape the writer’s product?

1.Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression.

1.1 –How do writers gather and talk to one another?

1.2- How do writers create a supportive writing community?

2. How do good writers develop a well written product?

2. Good writers use a repertoire of strategies that enable them to vary form and style, in order to write for different purposes, audiences, and contexts.

2.1- How can writers generate ideas?

2.2- How do writers keep a writer’s notebook?

3. How do rules of language affect communication?

3. Rules, conventions of language, help readers understand what is being communicated.

3.1- How do writers use precise organized language?

4. Why does a writer choose a particular form of writing?

4. A writer selects a form based on audience and purpose.

4.1- What types of writing may an author try after listening to a variety of genres?

4.2- How can I reflect on my writing and grow as a writer?

CURRICULUM UNIT PLAN

Course Title/Grade:

Writing Workshop- Grade 4

Primary Core Content Standards referenced With Cumulative Progress Indicators

Unit Number/Title:

Unit 1- The Writing Community

W4.8

SL4.1b

SL4.2

Conceptual Lens:

Active Member in the Writing Community

W4.10

SL4.1c

SL4.4

Appropriate Time Allocation (# of Days):

1 Week

SL4.1a

SL4.1d

SL4.6

Topics/Concepts

(Incl. time / # days per topic)

Critical Content

(Students Will Know:)

Skill Objectives

(Students Will Be Able To:)

Instructional/Learning Activities & Interdisciplinary Connections

Instructional Resources

Technology & 21st C Skills Integration (Specify)

NJCCCS w/ CPI Reference

Evaluation/ Assessment:

The Writing Community

(Follow District Pacing Guide)

Good writers write about topics that interest them.

How to work cooperatively with a writing partner.

How to listen and share in the writing community

How to gather ideas

Good writers examine professional author’s writing practices

Generate ideas for writing through listening to stories, recalling experiences, brainstorming, reading, discussing models of writing, talking and asking questions

Engage effectively in a range of collaborative discussion

Differentiate between contexts that call for formal English and situations where informal language is appropriate

Discuss own writing with other students

Use strategies such as reflecting on personal experiences, reading, or research, and using graphic organizers to generate and organize ideas for writing

Examine real-world examples of writing in various genres to gain understanding of how authors communicate ideas

Write routinely over extended time frames and shorter time frames

Summarize a written text read aloud

Recount an experience in an organized manner

Write legibly in manuscript or cursive to meet district

Establishing Writing Partnerships

Work cooperatively with a writing partner. Partners offer suggestions and support while revising their work their own work based on partner feedback.

Collecting/ Immersion

Listen to mentor texts that introduce and expose features of the genre. Use a writer’s notebook to experiment with ideas for this type of writing.

Being a Writer (BAW)

Teacher Edition (TE)

Volume 1

Everyday throughout unit



Volume 1

Unit 1

Choose 5 lessons from weeks 1 and 2

Turn to Partner and Talk

Peer Share

Getting to know your partner

Pair Conferences

9.1.4.C.1

9.1.8.C.1

9.1.8.C.2

9.1.4.D.1

9.1.4.F.2

Rubric:

Writer’s Notebook

-Use the district rubric and conversion guide

Rubric

Participation Rubric

--Use the district rubric and conversion guide

- Assess at least once for each unit

Quizzes

-Related to mini-lessons

Assess at least once for each unit

Benchmark for Fall

Unit Modifications for Special Population Students:

Struggling Learners

Gifted and Talented Students

(Challenge Activities)

English Language Learners

Special Education Students

During independent writing time, pull small groups and/or individuals to conference and reteach how to select a draft.

Assign “Extension Activities” in BAW

Page 96 Research author, Allen Say, on line

Page 115 Generate lists for overused words

Page 40 Interview family members for stories of the past

Follow recommendation from BAW( page xxix)

Provide prompts page 93

Build vocabulary

Edit with a peer Page 113

Turn to partner- pg 23

Drawing before writing page 35

During independent writing time, pull small groups and/or individuals to conference and reteach how to generate ideas.

During independent writing time, pull small groups and/or individuals to conference and reteach how to add interesting words.

During independent writing time, pull small groups and/or individuals to conference and reteach how to work with a partner.

During independent writing time, pull a small group or individuals and reteach how to create an entry for the Writer’s Notebook. Teacher may have student respond orally to text read or topic of personal interest.

Alternatives may include use of drawings or allowing student to verbalize ideas before trying to write them. Teacher may provide categories or use alternative mentor texts.

UNIT OVERVIEW

Course Title:


Unit #:

UNIT 2 OVERVIEW

Unit Title:

Personal Narrative / Writing Process


Description:

During this unit, the students explore the genre of personal narrative and write about significant topics and events from their lives. They explore what goes into a good personal narrative, including sensory details to make stories come alive. They learn about the writing practices of professional authors as they hear, discuss, and write personal narratives. They ask one another questions about their writing and give feedback in helpful and respectful ways. They also practice giving their full attention to the person who is speaking and expressing interest in other people’s writings.

Objectives:

· Students will plan, draft, revise, edit and publish a personal narrative.

· Students will recognize the structures and features of a personal narrative.

· Students will use a prewriting strategy, such as 4 Square or a timeline, to plan their writing.

· Students will select one draft to develop

· Students will revise their work using sensory details, opening and closings, setting and characters.

· Students will edit for commonly misspelled words, capitalization, commas and punctuation in dialogue.





Guiding Questions



1.1 -What is the writing process?

1.2- How can I generate ideas to write about?

1.3 -What prewriting tools can I use to plan my writing?



2.1- What are structures and/or features in personal narratives?

2.2- Do I vary my word choice and sentence structure?

2.3- How might I improve my personal narrative to grab the reader’s attention?



3.1- Do I reread for capitalization and punctuation?

3.2- Do I reread for the correct use of commas?



4.1- What do I need to know about my audience to make a successful writing piece?

4.2- How can I reflect on my writing at grow as a writer?


Course Title/Grade:



Unit Number/Title:

Unit 2- Personal Narrative/ Writing Process

W4.3a, b,c,d

SL4.1a,b, c, d

L4.1c,d,e,f

L4.5 a,b,c

Conceptual Lens:

Writing from Experience

W4.4, W4.5

SL4.2, SL4.3

L4.2a, b, c

L4.6


4 Weeks

W4.8, W4.10

SL4.4, SL4.6

L4..3a,,b,c

Topics/Concepts


Critical Content


Skill Objectives







Personal Narrative


The features and structures of Personal Narratives that may be used in their own writing

Prewriting

strategies such as 4 Square, to plan their writing.

Good writers generate many ideas and quick drafts before finalizing a piece to develop further.

Good writers compose first drafts from prewriting work.

Good writers revise their work using sensory details, openings, closings, setting and characters

Good writers edit for commonly misused words, capitalization in dialogue, punctuation and commas

Members of a writing community complete polished drafts of their work and then share it with others in that community.





Write narrative to develop real or imagined experiences

Analyze the characteristics of a variety of genres


Use graphic organizers to assist with writing


Draft writing in a selected genre with supporting structure according to the intended messages, audience, and purpose for writing.

Craft writing by strengthening openings, and closing and using dialogue

Use increasingly complex sentence structure and syntax to express ideas

Use narrative techniques

understanding of paragraphs and indentation

Use transitions between paragraphs

Revise drafts by rereading for meaning, narrowing the focus, elaborating, reworking organization, openings, and closings and improving word choice and consistency of voice.

Write sentences of varying lengths and complexity, using specific nouns, verbs and descriptive words

Demonstrate understanding of figurative language, and word relationships

Use Standard English conventions that are developmentally appropriate

Use knowledge of English grammar and usage

Use punctuation correctly in sentences

Use everyday words in appropriate written context

Use knowledge of base words, structural analysis , and spelling patterns to expand spelling competency

Demonstrate understanding of a scoring rubric and apply to improve and evaluate writing

Reflect on own writing, noting strengths and areas needing improvement

Produce finished writings to share with class







Rehearsing/ Immersion

Read and review one mentor text that exemplifies personal narrative text. Become familiar with and use a prewriting organizer in writing notebook to plan and draft possible entries for narrative text.

Selecting

Select an idea to develop into a published personal narrative.

Developing/ Nurturing

Begin adding to details to develop the story

Drafting

Write a first draft on loose leaf paper ( outside notebook)

Revising

Participate in minilessons aimed to address specific or grade level areas of need. Be sure to include

· Sensory details

· Opening sentence

· Closing sentence

· Characters

· Setting

· Replace overused words

Spelling

Explore developmental spelling through the use of patterns, structural analysis, and high frequency words. Participate in word sorts, literacy word work stations, and word study contracts.

Editing/ Proofreading

Use an editing checklist to proofread and correct written work.

Be sure to include

· Commonly misspelled words

· Capitalization

· Punctuation

· Commas

Publishing

Create a final copy of the story, Share the work using author’s chair and/or partner share.



Volume 1

Unit 3




Volume 1

Unit 3

Prewriting

Week 1 Day1, 2, 3 ,4

Week 2 Day 1, 2, 3

WTPS Scope and Sequence

Appendix, p. 5



Volume 1

Unit 3

Selecting

Week 3 Day1



Volume 1

Unit 3

Drafting

Week 3 Day1, 2

Week 4 Day 1




Volume 1

Unit 3

Revising

Week 3 Day 2, 3, 4




Volume 1

Unit 3

Publishing

Week 4 Day 3




Volume 1

Unit 3

Publishing

Week 4 Day 4


Type published piece.

Type published piece adding graphics to story.

Use computers to research authors


Peer Share

Pair Conferences

Reflect on feedback

Author’s Chair

8.1.2.A.4

8.1.4..A.2

8.2.2.A.1

9.1.4.A.1

9.1.4.A.5

9.1.4.B.1

9.1.4.C.1

9.1.4.D.1

9.1.4.D.2

Rubric:

Writer’s Notebook


-Assess after the first draft when the student’s transition out of the notebook

Rubric




Rubric

Published/Process Piece



Quizzes

-Related to minilessons


Word Study

Assessment

-Assess completed contracts, word work at literacy stations, dictated word lists and home practice

-At least once for each list / sort

On Demand Writing

-Use the NJ Holist Scoring Rubric

-Assess 1-2 per grading period

Benchmark

Assessments

Following the writing testing schedule:

Baseline- Fall

Benchmark1 – Winter

Benchmark 2- Spring


Struggling Learners





During independent writing time, pull small groups and/or individuals to conference and reteach how to focus writing on small moments



During independent writing time, pull small groups and/or individuals to conference and reteach how to focus writing on small moments


Page 166 Read more from The Moon and I have students write about interesting events from their own lives

Build vocabulary


During independent writing time, pull small groups and/or individuals to conference and reteach how to add a strong opening.

Page 185 Write about a time they acted kindly

Edit with a peer




During independent writing time, pull small groups and/or individuals to conference and reteach how to use an edit checklist.


UNIT OVERVIEW

Course Title:

Writer’s Workshop- Grade 4

Unit #:

Unit 3 Overview

Unit Title:

Persuasive Nonfiction


Description:

During this three-week unit, the students read and write essays defending particular opinions as they explore elements of persuasive essays. They brainstorm topics they have strong opinions about and each select one of those topics to write a persuasive essay about. They learn to identify an audience for their essay, and they state and support their opinion with reasons. They confer in pairs and revise their essays based on partner feedback. Socially, they express their own opinions of others. They also express interest in and appreciation for one another’s writing.

Student Objectives:

· Students will generate opinions and choose topics.

· Students will identify the purpose of persuasive nonfiction.

· Students will use reasons to support opinions.

· Students will write clear statement of opinions.

· Students will use strong openings and conclusions.

· Students will edit for misspelled words, capitalization and punctuation.





Guiding Questions


1. Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression

1.1 What kind of pieces can serve as personal benchmarks?

1.2 How can another writer’s reflection of my writing help me grow?


2. Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and contexts.

2.1 How can reflecting on my own writing make me a better writer?

2.2 Why do good readers revisit topics in a WNB?



3.1 What can I learn about spelling and grammar from my early writing?


4. A writer selects a form based on audience and purpose

4.1 How can personal reflection benefit other writers?


Course Title/Grade:

Writing Workshop Grade 4


Unit Number/Title:

Unit 3- Persuasive Nonfiction

W4.1a,b,c,d

W4.8

SL4.4

Conceptual Lens:

Persuasive Essay

W4.2a,b,c,d,e

W4.10

SL4.6


3 Weeks

W4.4

SL4.1a,b,c,d

L4.2a,c,d

W4.5

SL4.2

L4.3a,b

W4.6

SL 4.3

L4.6

Topics/Concepts


Critical Content


Skill Objectives







Persuasive Essay

The features and structures of a Persuasive Essay that may be used in their own writing

Good writers use prewriting strategies like: 4 square or another graphic organizer



Good writers revise their work using openings, closings, statement of opinion and supporting reasons.

Good writers edit for commonly misused words, capitalization and punctuation.

Members of the writing community complete polished drafts of their work and then share it with others in the community.

Hear and discuss persuasive essays.





Identify the purpose and audience for persuasive essays.

Identify the information that is communicated in persuasive essays.

Generate opinions.


Choose topic to write persuasive essay.

State an opinion and use examples to support it.

Explore strong openings and conclusions.

Confer about their persuasive essays.

Revise their essays based on partner feedback.






Proofread for accuracy.

Produce finished persuasive essay to share with class.




Listen to persuasive essays or mentor texts that introduce and expose features of the genre. Use a writer’s notebook to experiment with ideas for this type of writing.


Read and review persuasive essays that exemplify persuasive writing. Use a prewriting organizer to plan and draft persuasive essays.

Selecting

Select an idea to develop into a published persuasive essay.


Add reasons to support opinions.

Drafting

Write a first draft on loose leaf paper ( outside notebook).

Revising


· Opening sentence

· Closing sentence

· Statement of opinion

· Supporting reasons

Spelling




Be sure to include


· Capitalization

· Punctuation

Publishing

Create a final copy of the essay. Share the work using author’s chair and/or partner share.



Volume 3

Persuasive Nonfiction Unit



Volume 3


Prewriting

Week 1 Day1, 2, 3 ,4




Volume 3


Selecting

Week 2 Day1



Volume 3


Drafting

Week 2 Day2, 3, 4




Volume 3


Revising

Week 3 Day 1




Volume 3



Week 3 Day 2



Volume 3


Publishing

Week 3 Day 3,4



Type published piece adding graphics.

Use computers to research.


Peer Share

Pair Conferences

Reflect on feedback

Author’s Chair

8.1.2.A.4

8.1.4..A.2

8.2.2.A.1

9.1.4.A.1

9.1.4.A.5

9.1.4.B.1

9.1.4.C.1

9.1.4.D.1

9.1.4.D.2

Rubric:

Writer’s Notebook



Rubric




Rubric




Quizzes



Word Study

Assessment



On Demand Writing



Benchmark

Assessments


Baseline- Fall


Benchmark 2- Spring


Struggling Learners





During independent writing time, pull small groups and/or individuals to conference and reteach how to focus writing on creating an opinion with supporting reasons.

Assign “Extension Activitiy” in BAW page 69.


During independent writing time, pull small groups and/or individuals to conference and reteach how to focus writing on creating an opinion with supporting reasons.


Build vocabulary


During independent writing time, pull small groups and/or individuals to conference and reteach how to add a strong opening and closing.

Edit with a peer

During independent writing time, pull small groups and/or individuals to conference and reteach how to add a strong opening and closing.




UNIT OVERVIEW

Course Title:


Unit #:

UNIT 4 OVERVIEW

Unit Title:

Fiction


Description:

During this unit, the students explore fiction writing and draft, revise, and publish their own stories. Through reading different kinds of fiction stories and exploring how authors get ideas and put stories together, they learn how to integrate elements of character, setting, and plot into their own writing. They use descriptive details to convey setting, learn to punctuate dialogue, and learn other important skills pertinent to fiction writing. They cultivate a relaxed and creative attitude toward their writing and continue to be contributing members of the classroom writing community.

Objectives:

· Students will plan, draft, revise, edit and publish a Fairy Tale or a Realistic Fiction piece.

· Students will recognize the structures and features of a fairy tale or realistic fiction.

· Students will use a prewriting strategy, such as a story map, to plan their writing.

· Students will select one draft to develop

· Students will revise their work developing setting, characters and plot.

· Students will edit for dividing longer sentences, using more specific nouns & adjectives, and punctuation and capitalization in dialogue.





Guiding Questions








2.1- What are structures and/or features in realistic fiction or a fairy tale?


2.3- How might I improve my realistic fiction or fairy tale to grab the reader’s attention?




3.2- Do I reread for the use of more specific nouns and adjectives?






Course Title/Grade:



Unit Number/Title:

Unit 4- Fiction

W4.3a, b,c,d

SL4.1a,b, c, d

L4.1c,d,e,f

L4.5 a,b,c

Conceptual Lens:

Realistic Fiction or Fairy Tale

W4.4, W4.5

SL4.2, SL4.3

L4.2a, b, c

L4.6


6 Weeks

W4.8, W4.10

SL4.4, SL4.6

L4..3a,,b,c

Topics/Concepts


Critical Content


Skill Objectives







Realistic Fiction or Fairy Tale


The features and structures of realistic fiction or a fairy tale that may be used in their own writing

Prewriting

strategies such as a story map, to plan their writing.



Good writers revise their work using

sensory details to enhance the setting, characters, and plot

Good writers edit: capitalization and punctuation in dialogue, divide longer sentences, placement of periods. Using specific nouns and adjectives


Write narrative to develop real or imagined experiences







Use graphic organizers to assist with writing




Use increasingly complex sentence structure and syntax to express ideas

Use narrative techniques

Understanding of paragraphs and indentation




Demonstrate understanding of figurative language, and word relationships

Develop character and setting


Review own writing with others to understand the reader’s perspective and to consider ideas for revision
















Read and review one mentor text that exemplifies fiction. Become familiar with and use a prewriting organizer in writing notebook to plan and draft possible entries for narrative text.

Selecting

Select an idea to develop into a published piece.


Begin adding to details to develop the story

Drafting


Revising

Participate in mini lessons aimed to address specific or grade level areas of need. Be sure to include

· Sensory details

· Characters

· Setting

· Plot

Spelling




Be sure to include

· Dialogue punctuation

· Periods

· Specific nouns and adjectives

Publishing

Create a final copy of the story, Share the work using author’s chair and/or partner share



Volume 1

Unit 4


WTPS District Scope and Sequence



Volume 1

Unit 4

Prewriting

Week 1 Day1, 2, 3 ,4

Week 2 Day 1, 2, 3, 4

Week 3 Day 1,2, 3, 4

Scope and Sequence page 5, Appendix




Volume 1

Unit 4

Selecting

Week 4 Day1




Volume 1

Unit 4

Drafting

Week 4 Day2, 3, 4

Week 5 Day 1, 2, 3, 4




Volume 1

Unit 4

Revising

Week 4 Day3, 4

Week 5 Day 1,2,3,4




Volume 1

Unit 4

Editing

Week 6 Day 1, 2



Volume 1

Unit 4

Publishing

Week 6 Day 3, 4





Peer Share

Pair Conferences

Reflect on feedback

Author’s Chair

8.1.2.A.4

8.1.4..A.2

8.2.2.A.1

9.1.4.A.1

9.1.4.A.5

9.1.4.B.1

9.1.4.C.1

9.1.4.D.1

9.1.4.D.2

9.1.4.D.3

9.1.4.F.2

Rubric:

Writer’s Notebook



Rubric




Rubric




Quizzes



Word Study

Assessment



On Demand Writing



Benchmark

Assessments


Baseline- Fall


Benchmark 2- Spring


Struggling Learners





During independent writing time, pull small groups and/or individuals to conference and reteach how to develop a character through speech



Build vocabulary

Edit with a peer


Simplify questions page 237

Provide prompt page 260

During independent writing time, pull small groups and/or individuals to conference and reteach how to develop a character through speech

During independent writing time, pull small groups and/or individuals to conference and reteach how to develop a descriptive setting.

Page 243 Interview a person who interests you

During independent writing time, pull small groups and/or individuals to conference and reteach how to develop a descriptive setting.


Page 254 Pass out photos to class and have students write about the place


Page 285- Write a response to Basket Moon


UNIT OVERVIEW

Course Title:


Unit #:

UNIT 5 OVERVIEW

Unit Title:

Expository Nonfiction


Description:

During this unit, the students cultivate their curiosity as they explore nonfiction and learn about interesting ways to communicate informational nonfiction. They immerse themselves in information about topics of interest. They write, revise, and publish an informational essay on a topic of their choice. They learn research skills such as taking notes and organizing information by topic, and they learn about features of expository text (such as table of contents, indexes, maps, diagrams and captions) that they can include in their writing. They learn to write interesting introductions and transitions to connect their ideas. Partners learn to confer in pairs and revise their essay based on partner feedback.

Objectives:

· Students will plan, draft, revise, edit and publish an informational essay.

· Students will recognize the structures and features of expository text.

· Students will use a prewriting strategy, such as 4 Square, to plan their writing.

· Students will research and organize factual information to include in their writing.

· Students will revise their work to improve paragraphing, introductions, transitions and closings.

· Students will edit for commonly misspelled words, capitalization, commas and punctuation in dialogue.





Guiding Questions



1.1- What is the writing process?

1.2 -How can I generate ideas to write about?




2.1 - What structures and/or features are in expository nonfiction, particularly an information essay?

2.2 -How might an informational essay be improved to capture the readers’ attention.




3.2- How do paragraphs help the reader understand what is being communicated?



4.1-What types of writing may the author use to inform a reader?

4.2 -What do I need to know about my audience to make a successful writing piece?



Course Title/Grade:



Unit Number/Title:

Unit 5- Expository Nonfiction

W4.2a, b,c,d,e

SL4.1a,b, c, d

L4.1c,d,e,f

L4.5 a,b,c

Conceptual Lens:

Informational Essay

W4.4, W4.5, W4.6

SL4.2, SL4.3 SL4.5

L4.2a, b, c

L4.6


6 Weeks

W4.8, W4.10

SL4.4, SL4.6

L4..3a,,b,c

Topics/Concepts


Critical Content


Skill Objectives







Expository Nonfiction


The features and structures of expository nonfiction that may be used in their own writing

Prewriting

strategies such as a 4 square, to plan their writing.

Research skills

such as taking notes, and paraphrasing,

Good writers determine the main points and supporting details of an informational essay.

Good writers generate many ideas and produce short drafts before finalizing a piece to develop further.


Good writers revise their work to improve their piece so that it conveys a clear message.

Good writers revisit their writing to make it more polished and "clean"


Write informational reports

Distinguish between the characteristics and structures of a variety of genres






Build stamina for writing by writing for increasingly longer periods each day and writing about topics that interest students.




Create an introduction and closing

Revise work focus on paragraphing, transitions

Include text features such as Table of Contents


Recognize the difference between complete sentences and sentence fragments

Indent in own writing to show the beginning of a paragraph




Edit for capitalization, periods and use of commas.

Review and edit work for spelling, mechanics, clarity, organization and fluency.




Use computer writing applications during the writing process









Read and review one mentor text that exemplifies an informational essay. Become familiar with and use a prewriting organizer in writing notebook to plan and draft possible entries for informational essay.

Selecting



Begin researching and taking notes for own essay

Drafting


Revising


· Main ideas

· Details

· Paragraphs

· Text features

· Introductions/ closings



Be sure to include


· Capitalization

· Periods

· Commas

Spelling


Publishing


Being a Writer

Unit 4

Follow

Unit Plan for Informational Essay-Gr. 4

“The Guide on the Side” in conjunction with BAW. Plans are detailed on EBoard under Writer’s Workshop BAW

Gr. 4Pacing Guide


Being a Writer

Unit 4

Follow



Gr. 4Pacing Guide


Being a Writer

Unit 4

Follow



Gr. 4Pacing Guide


Being a Writer

Unit 4

Follow



Gr. 4Pacing Guide


Being a Writer

Unit 4

Follow



Gr. 4Pacing Guide


Being a Writer

Unit 4

Follow



Gr. 4Pacing Guide






Peer Share

Pair Conferences

Reflect on feedback

Author’s Chair

8.1.2.A.4

8.1.4..A.2

8.2.2.A.1

9.1.4.A.1

9.1.4.A.5

9.1.4.B.1

9.1.4.C.1

9.1.4.D.1

9.1.4.D.2

9.1.4.D.3

9.1.4.F.2

Rubric:

Writer’s Notebook



Rubric




Rubric




Quizzes



Word Study

Assessment



On Demand Writing



Benchmark

Assessments


Baseline- Fall


Benchmark 2- Spring


Struggling Learners





During independent writing time, pull small groups and/or individuals to conference and reteach how to research a topic


Page 366 Write a persuasively letter about their non-fiction topic

Page 373 Pass out photos to class and have students write about the place

Page 399- Student research their topic at home

Page 456- Write letters home about what they learned


Build vocabulary

Edit with a peer

Provide prompt page 352


Choose topic they are familiar with page 376


During independent writing time, pull small groups and/or individuals to conference and reteach how to organize information

During independent writing time, pull small groups and/or individuals to conference and reteach how to organize information

During independent writing time, pull small groups and/or individuals to conference and reteach when to start a new paragraph

During independent writing time, pull small groups and/or individuals to conference and reteach when to start a new paragraph


UNIT OVERVIEW

Course Title:


Unit #:

UNIT 6 OVERVIEW

Unit Title:

Functional Writing


Description:

During this unit, the students explore functional writing. They read and discuss recipes and directions, explore craft elements of functional writing, and write directions for others to follow. As the students write, they consider the audience and purpose, and review for sequence, accuracy and completeness. The students frequently work with a partner during this unit. They reach agreement and make decisions together, work responsibly, share the work and materials fairly, and give and receive feedback respectfully.

Objectives:

· Students will plan, draft, revise, edit and publish a piece of functional writing such as, writing directions.

· Students will recognize the structures and features of writing directions.

· Students will use sequence words in their directions.

· Students will revise their work using sequence words, openings and closings

· Students will edit for commonly misspelled words, strong verbs and clear word choice.





Guiding Questions








2.1- What are structures and/or features in functional writing?


2.3 – What is the purpose of my piece?



3.1- Do I reread for specific verbs?

3.2- How do sequence words help the reader understand what is being communicated?






Course Title/Grade:



Unit Number/Title:

Unit 6- Functional Writing

W4.2a,b,c,d

SL4.1a,b,c,d

L4.1c,d,e,f

L4.5 a,b,c

Conceptual Lens:

Writing Directions

W4.4, W4.5, W4.6

SL4.2, SL4.3,

L4.2a, b, c

L4.6


3 Weeks

W4.7 W 4.8 W4.10

SL4.4SL4.5 SL 4.6

L4..3a,,b,c

Topics/Concepts


Critical Content


Skill Objectives







Functional Writing


The features and structures of functional writing that may be used in their own writing

Prewriting

such as a recipes, or directions


Good writers compose first drafts from prewriting work

Good writers revise their work using clear steps, opening/closings

Good writers revise their work for commonly misused words, specific word choice, verbs

Good writers revisit their writing to make it more polished and "clean"


Write directions







Include sequence words

Select a piece of writing to effectively develop written directions.

Determine the purpose of the piece



Sharpen focus and improve coherence by considering the relevancy of included details, and adding, deleting and rearranging words, sentences and paragraphs


Recognize the difference between complete sentences and sentence fragments

Provide logical sequence and support the purpose of writing















Read and review one mentor text that exemplifies functional writing. Become familiar with and use a prewriting organizer in writing notebook to plan and draft possible entries for functional writing.

Selecting



Begin clarifying directions

Drafting


Revising


· Clear Steps

· Sequence words

· Opening/Closing



Be sure to include


· Verbs

· Specific word choice

Spelling


Publishing




Volume 2

Unit 6




Volume 2

Unit 6

Prewriting

Week 1 Day1, 2, 3 ,4

Week 2 Day 1, 2




Volume 2

Unit 6

Selecting

Week 2 Day 3



Volume 2

Unit 6

Drafting & Revising

Week 2 Day 4

Week 3 Day 1



Volume 2

Unit 6

Week 3 Day 2




Volume 2

Unit 6

Publishing

Week 3 Day 3, 4






Peer Share

Pair Conferences

Reflect on feedback

Author’s Chair

8.1.2.A.4

8.1.4..A.2

8.2.2.A.1

9.1.4.A.1

9.1.4.A.5

9.1.4.B.1

9.1.4.C.1

9.1.4.D.1

9.1.4.D.2

9.1.4.D.3

9.1.4.F.2

Rubric:

Writer’s Notebook



Rubric




Rubric




Quizzes



Word Study

Assessment



On Demand Writing



Benchmark

Assessments


Baseline- Fall


Benchmark 2- Spring


Struggling Learners





During independent writing time, pull small groups and/or individuals to conference and reteach how to use sequence words


Page 472 Write a family recipe

Page 518 Write persuasively about Games


Build vocabulary

Edit with a peer


During independent writing time, pull small groups and/or individuals to conference and reteach how to use sequence words

During independent writing time, pull small groups and/or individuals to conference and reteach how to check for accuracy of directions

During independent writing time, pull small groups and/or individuals to conference and reteach how to check for accuracy of directions

During independent writing time, pull small groups and/or individuals to conference and reteach how to use an editing checklist.

UNIT OVERVIEW

Course Title:


Unit #:

UNIT 7 OVERVIEW

Unit Title:

Poetry


Description:

During this unit, the students hear, discuss, and write poetry. They think about what makes a poem a poem and informally explore imagery, sound, and from in poetry. They learn to listen to the language in poems and think about what poems look like on the page. They generate ideas for poems, including writing a about feelings, objects, weather, animals, and things that make noise. They learn that poets can break punctuation rules intentionally, and they think about what this would look like in their own poems. They tap into their creativity and express interest in and appreciation for one another’s creativity and writing.

Objectives:

· Students will plan, draft, revise, edit and publish poetry.

· Students will recognize the structures and features of poetry.

· Students will hear, discuss and write poems.

· Students will use imagery, and sound in their poems.

· Students will generate and quick –write ideas for poems.

· Students will use different poetic devices such as, personification, to develop a poem.





Guiding Questions








2.1- What are structures and/or features in poetry?

2.2- How does rhyme and beat enhance a poem?



3.1- Do I follow the grammar rules for the different poetry type?

3.2- Do I reread for the correct use of commas and capitalization?






Course Title/Grade:



Unit Number/Title:

Unit 7- Poetry

W4.3a,c,d

SL4.1a,b,c,d

L4.1a,d,e

L4.5 a,b,c

Conceptual Lens:

Creative Expression

W4.4,W4.5

SL4.2,SL4.3

L4.2 a,b,c,d,

L4.6


3 Weeks

W4.8,W4.10

SL4.4 SL4.6

L4.3 a,b

Topics/Concepts


Critical Content


Skill Objectives







Poetry


The features and structures of poetry that may be used in their own writing

Good writers create images using sensory details

Good writers use sounds to support meaning


Good writers compose first drafts from prewriting work

Good writers revise poems while focusing on simile, rhyme, rhythm

Good writers edit with broken punctuation rules


Write a shape poem








Revise work on form, simile, metaphors, rhyme, rhythm and personification



Broken punctuation rules



Spell words correctly with particulate attention to frequently used words, contractions, homophones


Sharpen focus and improve coherence by considering the relevancy of included details, and adding, deleting and rearranging words, sentences and paragraphs









Read and review one mentor text that exemplifies good poetry. In writing notebook plan and draft possible entries for a poem.

Selecting



Begin adding sounds and sensory details to poem

Drafting


Revising


Form

Simile & metaphor

Personification

Repetition, alliteration

Rhythm & rhyme



Spelling


Publishing




Volume 2

Unit 7




Volume 2

Unit 7

Prewriting

Week 1 Day1, 2, 3 ,4

Week 2 Day 1, 2, 3, 4




Volume 2

Unit 7

Selecting

Week 3 Day 1



Volume 2

Unit 7

Drafting & Revising

Week 2 Day 1, 2, 3, 4

Week 3 Day 1



Volume 2

Unit 6

Week 3 Day 2



Volume 2

Unit 7

Publishing

Week 3 Day 3, 4





Peer Share

Pair Conferences

Reflect on feedback

Author’s Chair

8.1.2.A.4

8.1.4..A.2

8.2.2.A.1

9.1.4.A.1

9.1.4.A.5

9.1.4.B.1

9.1.4.C.1

9.1.4.D.1

9.1.4.D.2

9.1.4.D.3

9.1.4.F.2

Rubric:

Writer’s Notebook


Rubric




Rubric




Quizzes



Word Study

Assessment



On Demand Writing



Benchmark

Assessments


Baseline- Fall


Benchmark 2- Spring


Struggling Learners





During independent writing time, pull small groups and/or individuals to conference and reteach how to create images using sensory details


Page 548 Have a collection of poems for students to read and discuss

Page 564 Use objects to write poems about


Build vocabulary

Edit with a peer

Draw ideas then write page 537


During independent writing time, pull small groups and/or individuals to conference and reteach how to create images using sensory details

During independent writing time, pull small groups and/or individuals to conference and reteach how to use simile, rhythm and rhyme in poetry.

During independent writing time, pull small groups and/or individuals to conference and reteach how to use simile, rhythm and rhyme in poetry.

UNIT OVERVIEW

Course Title:


Unit #:

UNIT 8 OVERVIEW

Unit Title:

Revisiting the Writing Community


Description:

During this unit, the students review the writing they have done this year and reflect on their growth as writers and as members of the classroom writing community. They plan their summer writing and write letters to next year’s class about what it means to be a writer. They thank their classmates for supporting them this year, and they express interest in and appreciation for one another’s writing and thinking.

Objectives:

· Students will reflect on their growth as a writer.

· Students will give advice to next year’s writers.

· Students will plan for summer writing.

· Students will reflect on the writing community.





Guiding Questions







2.1- What are structures and/or features should be included in my writing?



3.1- Did I edit for correct grammar usage, capitalization, punctuation, and spelling?






Course Title/Grade:



Unit Number/Title:

Unit 8- Revisiting the Writing Community

SL4.1a,b,c,d

Conceptual Lens:

Growth as a Community

Sl4.6


1 Week

W4.1

Topics/Concepts


Critical Content


Skill Objectives







Revisiting the Writing Community


Good writers reflect on their own writing

Writers give advice to others

Good writers plan their summer writing

Members of a community reflect on their growth as a community

It is important to thank their classmates




Write formal and informal letters for a variety of audiences and purposes

Reviewing Writing Partnerships

Look back on writing community. Evaluate self as a partner.

Share ideas with each other about being a partner, what they learned about themselves as a writer, what advice they would give to next year’s students.

Publishing

Share a favorite piece with the class or a partner.



Volume 2

Unit 8

Week 1 Day 1, 2



Volume 2

Unit 8

Week 1 Day 3, 4


Peer Share

Reflect on feedback

Author’s Chair

9.1.4.A.1

9.1.4.A.5

9.1.4.C.1

9.1.4.D.1

9.1.4.D.2

9.1.4.F.2

Student self assessment

of their writing


Struggling Learners





Provide assistance for students to help them see the growth they made as a writer

Create a list of summer writing topics



Model how good writers reflect on their own writing

Provide journal for summer writing

UNIT OVERVIEW

Course Title:

Writer’s Workshop- Grade 4

Unit

comprehensive course of study template€¦ · web viewcourse of study – curriculum guide. ......

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