Writing an Informational Text Using Multiple Sources 4th Grade

Writing an Informational Text Using Multiple Sources

4th Grade

Created for the Reading Writing Project 2016-17 by Tara Greene, Alicia Kurtz, and Becky Hamilton Appoquinimink School District

Unit Overview

This fourth grade unit teaches ELA skills through a science texts. Students first learn to make inferences and support them with text evidence. Next, they categorize information from a science text as either "what" happened or "why" it happened. Students then read a second text and compare its information to the first. Finally, they learn specific formatting and organizational strategies and write an informational article using information from both texts. Following the instructional portion of the unit, students independently read two texts and view an informational video about hurricane technology and use the three sources to write an informational text about improvements in hurricane technology.

1 Delaware Department of Education Reading/Writing Project 2016 Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)

Table of Contents

Planning Chart 1, standards, questions, and depth of knowledge for Performance Task.................................3 Planning Chart 2, standards, learning targets, learning progressions, and formative assessments ................. 5 Performance Task...............................................................................................................................................9 Performance Task Directions for students.......................................................................................................11 Performance Task Article Template ................................................................................................................. 13 Performance Task Exemplar - High .................................................................................................................. 14 Performance Task Exemplar ? Mid-Level.........................................................................................................16 Performance Task Exemplar ? Mid-Level.........................................................................................................17 Performance Task Exemplar ? Special Education ............................................................................................ 18 Performance Task Exemplar ? Low .................................................................................................................. 19 Scope and Sequence ........................................................................................................................................ 20 Lesson 1, Supporting Inferences with Two Lies and a Truth............................................................................22 Lesson 2, What and Why? ................................................................................................................................ 26 Lesson 3, Fossils: Across Two Texts..................................................................................................................28 Appendix A, Frayer Model graphic organizer .......................................................................................... 30 Appendix B, Phineas and Ferb inference task cards................................................................................. 32 Appendix C, "Uncovering Clues to the Past" text .................................................................................... 37 Appendix D, Making Inferences graphic organizer .................................................................................. 42 Appendix E, Notetaking sheet................................................................................................................ 43 Appendix F, What and Why task cards ................................................................................................... 44 Appendix G, Exit ticket for Lesson 2 ....................................................................................................... 47 Appendix H, "Face to Fossil" text ........................................................................................................... 48 Appendix I, Inquiry Chart ...................................................................................................................... 56 Appendix J, Article Template for student writing .................................................................................... 57 Text Complexity Analysis, "Uncovering Clues to the Past" ....................................................................... 58 Text Complexity Analysis, "Face to Fossil" .............................................................................................. 59

2 Delaware Department of Education Reading/Writing Project 2016 Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)

PLANNING CHART #1

School: Silver Lake Elementary School

Questions

Standard

Question 1:

RI.4.9

The technology explained in source 1 and source 2 is used to predict different aspects of a hurricane. Using information from both sources, explain how the purposes of these types of technology are different.

Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

W.4.7

Conduct short research projects that build knowledge through investigations of different aspects of a topic.

W.4.8

Know [Which

concepts/skills will

Do [What is the

DoK students need to know question/full write asking

in order to complete the

students to do?]

questions/full write?]

Choosing relevant Incorporate evidence

text evidence

from two sources

Making inferences Infer purposes of

based on text

technology

Identify relevant

Compare purposes of

information

technology

Take notes

Support responses

How to refer to

with evidence

sources

Categorize

Focus research

information

around a topic that Take Notes

is provided.

List sources

3

Gather a variety of

information about a

research topic.

Recall relevant

information from

experiences or gather

relevant information from

print and digital sources;

take notes and categorize

information, and provide

a list of sources.

Question 2:

RI.4.3

Choosing relevant Draw conclusion

text evidence

based on evidence

Using evidence from all Explain events,

Drawing conclusions Evaluate evidence to

three sources, why is procedures, ideas, or

based on evidence

determine

the information

concepts in a historical,

Identify relevant

gathered from the

scientific, or technical

information

advanced technology text, including what

Take notes

important to the public? happened and why, based

How to refer to

on specific information in the text.

3

sources

Focus research

importance Explain an idea based

on specific textual information Categorize information

W.4.7

around a topic that Take Notes

is provided.

List sources

Conduct short research projects that build knowledge through

Gather a variety of information about a research topic.

investigations of different

aspects of a topic.

3 Delaware Department of Education Reading/Writing Project 2016 Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)

W.4.8

Recall relevant

information from

experiences or gather

relevant information from

print and digital sources;

take notes and categorize

information, and provide

a list of sources.

Question 3:

RI.4.1

Making inferences Identify relevant text

based on text

evidence

Using the article,

Refer to details and

evidence

Make inferences

"Drones will be put to examples in a text when

Choosing relevant

based on evidence

work this hurricane

explaining what the text

season" complete the says explicitly and when

2

chart with information drawing inferences from

from the text.

the text.

text evidence

Refer to details and examples in explanations

Full Write:

W.4.2

How are advances in technology helping to predict and warn about potentially dangerous hurricanes?

Write informative/ explanatory texts to examine a topic and convey ideas and information clearly

Format of a

Write a newsletter

newsletter

Format using text

Purpose of various

features to guide

text features

reader

Difference between Develop the topic

information and

with details,

examples

information, and

3 Structure of a

examples

concluding section Provide a concluding

Vocabulary specific

statement related to

to hurricanes and

the information

technology

presented

Use domain-specific

vocabulary to explain

the topic

4 Delaware Department of Education Reading/Writing Project 2016 Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)

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