Allegan Area Educational Service Agency



Grade 4 Writing Overview and Pacing GuideUnit 1Unit 2Unit 3Unit 4Unit 5Unit 6Extending Personal NarrativePersuasive LetterLiterary EssayNonfiction Writing MattersExploring and Creating PoetryImproving Research and Content Area Writing4 weeks4 weeks4 weeks4 weeks3 weeksStandards codes:W.4.3W.4.3a-eW.4.4W.4.5W.4.9aW.4.10SL.4.1SL.4.1a-dSL.4.4L.4.1fL.4.2L.4.2aL.4.3aStandards codes:W.4.1W4.1a-dW.4.4W.4.5W.4.10L.4.1fL.4.2L.4.2aL.4.2cL.4.2dL.4.3aStandards codes:W.4.1W.4.1a-dW.4.4W.4.5W.4.8W.4.9W.4.9aW.4.10SL.4.1SL.4.1a-dL.4.2bL.4.2dL.4.3aStandards codes:W.4.2W.4.2a-eW.4.4W.4.5W.4.6W.4.7W.4.8W.4.9W.4.9bW.4.10SL.4.4L.4.1fL.4.2L.4.2aL.4.2dL.4.3aL.4.4cL.4.6Standards codes:RL.4.2RL.4.5RL.4.10W.4.4W.4.5W.4.10L.4.2L.4.2aL.4.2dL.4.3aL.4.3bL.4.5aEssential Question: How can writers use mentor texts to improve the quality of their writing? How can ideas be generated and selected for personal narrative writing? How do writers focus and sequence ideas in a draft? How can writers revise and edit to improve the quality of their writing? Essential Questions: How can a point of view be generated and supported? How are persuasive letters organized? How can introductions, reasoning, and conclusions bring cohesion to a persuasive letter? Essential Question: How do writers develop ideas for literary essays/opinion pieces?How can these ideas be crafted into themes with evidence from the text?In what ways do writers use evidence to support their claim?How are literary essays organized? Essential Questions: How can writers generate ideas for informational writing on topics they know well? How can writers gather and organize information? How can writers support important ideas with specific, relevant facts and details? How can writers revise and edit their writing?Essential Question: Where do writers get their ideas for writing poetry? How do poets make decisions about the words, shape, and sound of a poem? How can poets share their own poems with others?Important Skills: Generating narrative entries. Students learn how to generate ideas for personal narratives by first thinking of special people and places in their lives. Generating narrative entries. Students learn how to generate ideas for personal narratives by first thinking of strong emotion. Use concrete words and phrases. Students use concrete words and phrases to convey experiences and events precisely. Using sensory details. Students learn how to use senory details to help the reader experience the story. Building narratives using a story mountain. Students learn how to plan and organize their stories using a story mountain. Using transitional words. Students learn to use transitional words and phrases to manage the sequence of events. Including the internal story. Students slant their stories by telling the internal story. Elaborating. Students learn how to elaborate by writing more than one sentence about each thing they want to say. Revising leads. Students learn how to improve their leads by studying the work of published authors. Revising conclusions. Students learn how to create strong conclusions by studying the work of published authors. Revision. Student revise for meaning and clarity. Editing. Students learn how to use a revision/editing checklist to edit their writing. Publishing personal narratives. Students write final drafts from their revised/edited personal narratives. Celebrate student work.Important Skills:Analyzing persuasive texts. Students study mentor texts to analyze the audience, the issue, and the evidence.Generating ideas for persuasive writing. Students experiment with ideas for creating their own persuasive letters.Drafting a persuasive text. Students choose one idea and begin to draft a persuasive letter.Drafting a second persuasive text. Students draft a second persuasive letter and then choose one issue to develop into a finished piece of writing. Creating strong reasons. Students check the strength of their reasons and make necessary revisions.Creating an introduction. Students experiment with two ways to create an introduction for their persuasive letters. Building a supporting paragraph. Students learn how to use convincing language and transitional words and phrases to support their point of view. Building a second supporting paragraph. Students learn how to use information and examples to support their point of view.Building a third supporting paragraph. Students learn how to emphasize a point to support their point of view.Creating a concluding paragraph. Students learn how to summarize their point of view and make an appeal in their concluding paragraph.Revising. Students revise their persuasive letters using a checklist.Editing. Students edit their persuasive letters using a checklist.Publishing. Students write final drafts from their revised and edited persuasive letters.Important Skills:Analyzing?essays.? Students?analyze?literary essays for the?themes and supporting?evidence.Using?transitions.??Students?use transitional words and phrases to link the evidence to the theme.?Elaborating.? Students?elaborate on the evidence by including specific details from the story.Creating a conclusion.? Students write a conclusion that?illustrates the significance?of the theme.Determining a theme.? Students?determine the theme in a new story and support it with evidence.Planning and organizing.? Students?plan and organize their ideas for a literary?essay before they write.Building?strong introductions.? Students?learn how to build?strong introductory?paragraphs for?their literary essays.Slanting the evidence.? Students?learn how to slant the evidence to support their theme.?Providing specific details.? Students?provide specific details to support their evidence.Revising a literary essay.? Students?revise their essays for meaning and clarity.Editing a?literary essay.? Students?use a revision/editing checklist to edit their?writing.Publishing a literary essay.? Students?create final drafts from their revised and edited literary essays.Sharing literary essays.? Students share their published literary essays with an audience beyond the teacher.?Important Skills:? Analyzing?informational texts. ??Students?study informational texts and locate ways in which the authors use style and structure to make their writing interesting.? ?Planning the categories for informational topics.? Students generate topics, list subtopics, and think about everything?they already?know about these subtopics as they prepare to begin writing about a topic.? Writing about an informational topic. ??Students?choose a topic and?record?everything?they know about their topic.? ?Using precise language.??? Students choose another topic and write all they?know about each subtopic using precise language. ?They select one topic to?develop into a final writing?project.? Creating a Table of Contents. ??Students?create interesting headings for each of their subtopics and record them on a Table of Contents.? Drafting topic sentences?and details. ?Students begin?by stating?important information and then develop this information using details as they draft their first chapter.?? ?Including text features. ??Students?make a plan for including text features to make their?writing more clear and interesting.? ?Using?description. ??Students?organize chapters using description and?include?key word and text features related to this structure.? Using Chronology.?Students organize chapters using?chronology and include key word and text features related to this structure.?? ?Using comparison. ??Students organize chapters using comparison and?include key words and text features related?to this structure.? ?Using cause and effect or problem/solution. ? Students organize chapters using cause and effect or?problem/solution and include key words and text features related to this structure.? ?Collecting information. ??Students?collect information from a variety of sources?for subtopics that need more information.? ?Using narrative text structure. ??Students?find places where they can provide information using narrative text structure.?? ?Using transition words. ??Students learn how to link?ideas within categories of information?using transitional words to link ideas.? ?Creating?clear introductions. ?Students experiment with ways to introduce their topics clearly.?? ?Creating effective conclusions. ?Students?write conclusions that relate back to the most important information about?their topic.? ?Creating glossaries. ??Students organize their important vocabulary words in alphabetical order and then locate and record the definitions.? ?Revising and editing?informational texts. ??Students revise and edit their informational texts.? ?Publishing?informational texts. ??Students?create?informational books from their revised and edited draftsImportant Skills: Creating poetry using strong themes. ?Students write poems for a class anthology in such a way that every word matters. ?Considering different perspectives. ?Students write poems by choosing a perspective and organizing their ideas. ?Using line breaks and verses. ?Students shape poems by experimenting with line breaks and verses. ?Expressing feelings. Students express their feelings in poems by using vivid nouns and adjectives. ?Using humor and repetition. Students include humor and repetition in their poems. Generating ideas for student anthologies. ?Students explore various sources to determine topics for their own anthologies. ?Using model poems. ?Students use published poems as models to write their own poems and create fitting endings. ?Using comparisons. ?Students create images in the minds of readers by using similes to make comparisons in their poems. ?Experimenting with shape. ?Students experiment with different ways to use shape in their poems. Using vivid verbs. Students use vivid verbs to help the reader picture the action in their poems. Creating a rhythm. ?Students experiment with accented and unaccented syllables to create a rhythm, or beat, in their poems. Using punctuation. ?Students use punctuation carefully in their poems. ?Revising poems. ?Students revise their poems for meaning, effective use of words and phrases, and structure. Editing poems. ?Students edit their poems for capitalization, punctuation, and spelling. ?Publishing poetry anthologies. ?Students create poetry anthologies from their revised and edited drafts. Sharing poetry anthologies. Students share their anthologies with an audience beyond the teacher.Assessment Tasks:Conferring ChecklistRevision/Editing ChecklistAssessment RubricWriting ContinuumAssessment Tasks:Conferring ChecklistRevision/Editing ChecklistAssessment RubricWriting ContinuumAssessment Tasks:Conferring ChecklistRevision/Editing ChecklistAssessment RubricWriting ContinuumAssessment Tasks:Revision/Editing ChecklistAssessment RubricWriting ContinuumAssessment Tasks:Revision/Editing ChecklistAssessment RubricWriting Continuum ................
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