Writing– Grade 4 Unit of Study: Inspired by Mentor Text/ Inspirado por el texto de ayuda Third Grading Period – Weeks 1- 4 curriculum overview



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Writing– Grade 4


Unit of Study: Inspired by Mentor Text/ Inspirado por el texto de ayuda

Third Grading Period – Weeks 1- 4 CURRICULUM OVERVIEW

Enduring Understandings (Big Ideas)

Unit Rationale

Mentor texts show students how to write well. Mentor texts provide models that help students grow as writers. Mentor texts can be books, articles, teacher writing and student writing.

Students should revisit the mentor text to examine an unusual sentence structure, find wonderful vocabulary, connect with their own memories, and see how the author shows instead of tells.

Essential Questions

Guiding Questions

How can mentor text increase my vocabulary and give me ideas for writing?

  • How can I generate a list of topics I can write about?

  • What are some different ways to plan my writing?

  • How do I organize my ideas into a draft?

  • How do I write a personal narrative?

  • What are some techniques I can use to revise my draft?

  • How can I use correct capitalization in my composition?

  • What kind of things can I do to edit my draft?

  • How do idioms enhance my writing?



TEKS (Standards)

TEKS Specificity - Intended Outcome


(15)  Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

(A)  plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals); (B)  develop drafts by categorizing ideas and organizing them into paragraphs; (C)  revise drafts for coherence, organization, use of simple and compound sentences, and audience; (D)  edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric; and (E)  publish written work for a specific audience.

(16)  Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (A)  write imaginative stories that build the plot to a climax and contain details about the characters and setting; and

(17)  Writing. Students write about their own experiences. Students are expected to write about important personal experiences.

(21)  Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (B)  use capitalization for: (ii)  titles of books, stories, and essays; (English) (ii)  the first words of titles of books, stories and essays (Spanish) (C)  recognize and use punctuation marks including: (i)  commas in compound sentences; and

English Language Proficiency Standards (ELPS)

(5D) edit writing for standard grammar and usage, including subject–verb agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired



I CAN” statements highlighted in yellow and italicized should be displayed for students.

I can:

  • generate a list of topics I can write about and make a plan (15A)

  • organize my ideas into a draft (15B)

  • write a personal narrative (15A-E)

  • revise my draft (15C)

  • edit my draft for grammar, mechanics and spelling (15D, ELPS 5D)

  • use correct capitalization (221Bii)

  • use commas to enhance idea development (21Ci)

  • use idioms correctly (2D)



Yo puedo:

  • generar una lista de temas para la escritura y hacer un plan (15A)

  • organizer mis ideas en un borrador (15B)

  • escribir un narrativo personal (15A-E)

  • revisar mi borrador (15C)

  • editar mi borrador por la gramática, convenciones, y la ortografía (15D, ELPS 5D)

  • usar las mayúsculas correctamente (221Bii)

  • usar las comas para desarrollar las ideas (21Ci)
  • usar los modismos correctamente (2D)





Evidence of Learning (Summative Assessment)

  • Given a choice of topics, students will write compositions that achieve a score of 3 or 4 on the Student-Friendly Rubric.

  • Students will score 80% or greater on a test about capitalization and comma rules.





Writing– Grade 4

Unit of Study: Inspired by Mentor Text/ Inspirado por el texto de ayuda

Third Grading Period CURRICULUM GUIDE

Guiding Questions

Essential Pre-requisite Skills

  • How can I generate a list of topics I can write about?

  • What are some different ways to plan my writing?

  • How do I organize my ideas into a draft?

  • How do I write a personal narrative?

  • What are some techniques I can use to revise my draft?

  • How can I use correct capitalization in my composition?

  • What kind of things can I do to edit my draft?

First Grade

21(B) recognize and use basic capitalization for:



  1. the beginning of sentences
  2. the pronoun “I”


  3. names of people

The Teaching and Learning Plan

Week 1

Instructional Model & Teacher Directions

The teacher will…

So students can….

Follow this weekly plan. You will need to access the Teacher Toolkit and the Mentor Texts to conduct the lessons.

4 Days

Getting Ideas for Prompts from Mentor Text (15A, B, C, D, E, 21Bii)

Week One


Begin with “Topics, Themes and Prompts.”

  • Read aloud a mentor text. The following example is done with the book, The Perfect Nest by Catherine Friend..

  • Have students fold a paper in three columns.

  • After reading and enjoying the book, ask students to help you list topics that were touched upon in this book (you may need to reread).

  • The next column deals with themes which are big ideas, morals, or lessons learned.

  • Then, based on the first two columns students will help you come up with prompts that start with, “Write about . . .”

  • These are merely suggestions, but you can see how many prompts can be generated from one short book!

The Perfect Nest by Catherine Friend

TOPICS

THEMES

PROMPTS


  • Hunger

  • Animals that act like humans

  • Accents

  • Omelets

  • How to hatch an egg

  • Eggs

  • Barnyards

  • Nests

  • Family

  • Mothers

  • Babies

  • Annoying children

  • Love can change others

  • Family is important

  • People can learn to care for others who are not like them

  • Write about a time when you were really hungry and what happened because of it.

  • Write a story about some animas that are human-like and learn a lesson.

  • Tell how to make a prefect omelet

  • Write a story about eggs

  • Tell why your family or your mother is so important to you.

  • Just write about your mother.

  • Give an account of when children were acting naughty.

  • Write about an adventure with babies or about babies in general.

  • Tell about an argument and how it got resolved.

  • Talk about someone tricking someone else.

  • For three days, read a different book and do this chart for the book.

  • With the help of the students, choose some powerful vocabulary from each book and put it on the WWW as you and the students talk about each word.
  • Choose about 5-7 words. Suggested words from The Perfect Nest, (gathered, cozy, attract, waddled, lumbered, she cried, mouth began to water, leaped, refused, cackled, honked, squished, flapped, arranged, stomach rumbles, scrambled, soggy, dragged, shivering, realized).


  • Challenge them to use one of these words in their writing that day.

  • Then have the students choose one of the generated topics, talk about it with a partner and do a timed writing about that topic.

  • Have students “whisper read” their pieces and fix what they need to fix.

  • Ask students to circle words that they are proud of using in their compositions. Highlight some of the students’ sentences by having them write them on sentence strips.

  • Choose a few students to share with the whole group and model comments that compliment the writer and the writing, being specific to the writer’s craft in the comments (Teacher Toolkit: Sharing)

  • Highlight some students who have written great sentences with powerful vocabulary (or anything else you wish to reinforce) by having the students write his or her sentence on a sentence strip and sign it. Post these on the door or another prominent place. Periodically, request that other studwen5ts read some of the sentences and talk about what that student did well in the sentence.

  • On day 3 teach the students about onomatopoeia (Teacher Toolkit: Onomatopoeia).

  • With a partner, have the students look for places in their compositions for practices to insert onomatopoeia.

  • On day 4, review capitalization rules (Teacher Toolkit: Capitalization Rules) by making a foldable booklet.


  • listen carefully to read aloud for ideas

  • fold a paper in three columns for “Topics, Themes and Prompts”



  • assist the teacher in listing topics and themes form this text

  • assist teacher in coming up with prompts to go with the topics and themes




  • help teacher choose vocabulary for the WWW

  • choose a prompt to write about in a timed writing




  • choose specific vocabulary words to use in their writing





  • practice using onomatopoeia

  • make a booklet of capitalization rules




Writing– Grade 4

Third Grading Period CURRICULUM GUIDE

Guiding Questions

Essential Pre-requisite Skills

  • How can I generate a list of topics I can write about?

  • What are some different ways to plan my writing?

  • How do I organize my ideas into a draft?

  • How do I write a personal narrative?

  • What are some techniques I can use to revise my draft?

  • How can I use correct capitalization in my composition?

  • What kind of things can I do to edit my draft?

  • How do idioms enhance my writing?

First Grade

21(B) recognize and use basic capitalization for:



  1. the beginning of sentences

  2. the pronoun “I”

  3. names of people

The Teaching and Learning Plan

Week 2

Instructional Model & Teacher Directions

The teacher will…

So students can….

Topics, Themes and Prompts, Planning Techniques and Flip This Draft (15A, D, E, 17, 21Ci, ELPS 5D)

Week 2


Day 1

  • Continue with “Topics, Themes, and Prompts” to brainstorm prompts for this week’s mentor text (Teacher Toolkit: 3rd Grade Mentor Text).

  • Collect words form the story to put on the WWW.

Example

Martina the Beautiful Cockroach

TOPICS

THEMES

PROMPTS

  • beauty

  • birthdays

  • Quinceañera

  • presents

  • marriage

  • grandparents

  • families

  • advice

  • coffee

  • accidental spills

  • accidents

  • family traditions
  • anger


  • boyfriends

  • embarrassment



  • Write about someone who is beautiful

  • Write about a birthday or a Quinceañera

  • Write about a present

  • Write about getting married

  • Write about your grandparents

  • Write about your family

  • Tell some good advice you have received

  • Write about that happened accidently

  • Describe a family tradition

  • Tell about a time when you were angry at someone

  • Tell about a time you were embarrassed

  • Write about learning one of the lessons listed in the middle column.

Day 2

  • As a class, take the mentor text and do a “backwards” plan. In other words, imagine how the plan would have looked for the mentor text and write it down.

  • Assist the class in trying out different planning techniques for the same story. (Teacher Toolkit: Planning Techniques). Emphasize that plans are not a first draft; show them how you put ideas into short phrases.

    • Storyboards

    • Plot planner (Story Map)

    • Listing/Jotting ideas in sequence

    • Beginning-Middle-End (BME) with a point

Day 3
  • Have students choose their favorite composition done with “Topics, Themes and Prompts.”


  • Ask that students choose one of the planning techniques form yesterday.

  • Show how you plan your composition, including vocabulary.

  • Have students write.

Day 4

  • Teach students about the use of commas (Harcourt Language).

  • When students read a sentence aloud with a comma, have them say, “Comma” (e.g. “Anna ‘comma,’ are you ready yet?”)

  • Add to the editing checklist.

  • Continue writing and check for commas.

Day 5

  • Teach “Flip This Draft (Teacher Toolkit: Flip This Draft”)



  • assist teacher in making a “backwards plan”

  • try out the different planning techniques



  • choose their favorite composition to develop

  • select a planning technique to use



  • try out the use of onomatopoeia

  • participate in the lesson about idiomatic expressions

  • incorporate an idiomatic expression into their writing




  • participate in the lesson about commas




  • revise and edit draft using “Flip This Draft”

TAKS Vocabulary:

English

  • comma

  • capitalization rules

  • storyboard

  • onomatopoeia

  • idiomatic expressions

Suggested Mentor Texts


English


  • Chocolatina by Erik Kraft

  • Diary of a Fly by Doreen Cronin

  • Eggbert, the Slightly Cracked Egg by Tom Ross

  • Knuffle Bunny by Mo Willems

  • Martina the Beautiful Cockroach retold by Carmen Agra Deedy

Spanish

  • My Name is Gabriela/Me llamo Gabriela/ The Life of Gabriela Mistral/ La vida de Gabriela Mistral por Monica Brown

  • It Doesn’t Have to Be This Way/ No tiene que ser así por Luis J. Rodriguez y Daniel Galvez

  • Arroz con frijoles y unos amables ratones por Alma Flor Ada

Textbook:

Harcourt Language/Lenguaje

Harcourt Language

  • Commas pp. 378-379


Harcourt Lenguaje

  • La coma pp. 378-379



Vocabulary

  • My Name is Gabriela/Me llamo Gabriela/ The Life of Gabriela Mistral/

  • La vida de Gabriela Mistral por Monica Brown

  • It Doesn’t Have to Be This Way/ No tiene que ser así por Luis J. Rodriguez y Daniel Galvez

  • Arroz con frijoles y unos amables ratones por Alma Flor Ada



Evidence of Learning (Summative Assessment)

Formative Mini Assessments


Interims/TAKS/Benchmarks

College-Readiness i.e.,

Anticipated Skills for SAT/ACT/College Board/Career/Life

Refer to Margaret Kilgo’s Question Stems in the Teacher Toolkit.



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