Ps 203 Grade 4 Writing Unit 2

?Topic/Theme DurationBoxes and Bullets: Personal and Persuasive Essays Essential Question/sHow can I raise the level of my personal and persuasive essay writing by working on structure, development and language conventions?How can I learn to use a boxes and bullet, traditional essay format to share my ideas?How can I also learn to write nonfiction with compelling content and ideas?How can I gather and revise my evidence so that it is angled to support my claim/thesis?How can I draw on everything I know about writing personal essays to now write a persuasive essay that incorporates text-based evidence?Standards W.4.1, W.4.4, W.4.5, W.4.7, L.4.3, L.4.4Key ConceptsReal or imagined experiences or eventsDescriptive detailsClear event sequencesClear and coherent writingPlanning, revising, and editing.Short research projectsKnowledge through investigation of different aspects of a topicConventions of standard English Recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes;Key Student Learning ObjectivesBend I: Writing to LearnStudents will...structure their essays so that they communicate their thesis statement and their reasons for their thesis statement using boxes and bulletsThink of a person who matters to them, list ideas about that person, and use one of the ideas to write an entryDetermine what makes good freewriting and use their answers to free write Use elaboration prompts as scaffolds to help them extend their own ideas as they writeChoose a seed idea and write by rereading old writingWrite a thesis statement and support the thesis by planning boxes and bulletsUse strategies to write stronger essaysBend II: Raising the Level of Essay WritingStudents will...Use stories to build on their essaysGather a variety of materials to build on their essaysCheck and revise their materials before they draft their essays, making sure evidenced supports their reasonsOrder their evidence and tape material together to assemble their essaysChoose plans for getting parts of their writing done Try out multiple leads and conclusions before deciding which works best for their essaysSelf-assess their writing using the Opinion Writing ChecklistCorrect run-on sentences and Sentence FragmentsBend III: Personal to PersuasiveStudents will...Use strategies for generating ideas for persuasive essay writing and develop persuasive thesis statementsDevelop their persuasive essays by using what they know about planning from their personal essaysGather a variety of broad evidence that can apply to a lot of peopleLink their evidence to their reasons and thesis statement so that there are no gaps in their logic or reasoningCheck their spelling, punctuation, and other conventions in their essay draftsCelebrate their final published persuasive piecesSequence of Key Learning ActivitiesSession 1:Teach students that writers use an essay frame to help structure their writing. Give students a vision for what they will be working to create by the end of the unitStudents: flash-draft a shared essaySession 2:Teach students that writers use several strategies for growing insightful ideas including using important people, places, and objects as inspirationStudents: think of a person who matters to them, list ideas, and then choose one to write long about. When they finish about one idea, they will do the same with the next ideaSession 3:Orient students to the genre of writing to learn, helping them see how writers free write to grow new ideasStudents: free write by transferring and applying all that they have noticed during the mini-lessonSession 4:Teach students that writers linger with their ideas, extending their initial thinking by having conversations with themselves as they write and using elaboration prompts to grow their ideasStudents: use elaboration prompts to help them extend their ideas as they writeSession 5:Teach students that writers mine their entries and their lives for insights, developing these into more fully formed ideas and thesis statementsStudents: choose a seed idea topic for their essays, confer with a partner, and write thoughtful entriesSession 6:Teach student that writers support their thesis by developing different types of reasonsStudents: continue developing their own theses and reasons (box and bullets)Session 7:Teach students that writers focus on both forma and content, gathering a variety of evidence to support their opinions as they write within the frame of an essayStudents: write their essays in the air and then flash-draft their entire essaySession 8:Teach students that writers draw on narrative writing and use mini-stories to support the ideas they want to advance.Students: bring in stories to build their essays. They will plan to write a couple of mini- stories in several folders. Session 9:Teach students that writers gather a lot of different material to write their essays, including lists, and they decide which material should go in their essaysStudents: fill their folders up with a variety of materials (more stories, lists, etc.) and choose the best material that will go into their essay. Session 10:Teach students that writers organize for drafting by checking that their evidence is supportive and varied.Students: check and revise their materials before they draft, making sure their evidence supports their reasonsSession 11:Teach students that writers create cohesion with logically sequences information, transition words, and repeated phrasesStudents: order their evidence and tape material together Session 12:Teach students that writers solve their own problems, taking ownership of the writing process by developing their own systems.Students: decide their own writing plan to complete their body paragraphsSession 13:Teach students that there are different ways that writers commonly open and close essays, and that writers try out multiple leads ad conclusions before deciding which works best for their essayStudents: use materials to finalize supporting paragraphs, connect materials into a draft, write a few possible introductionsSession 14:Teach students to self-assess their writing, using the Opinion Writing Checklist. You will support your writers in creating a brand-new, revised draftStudents: create one personal goal to help them write the second drafts of their essaysSession 15:Teach students that one thing writers do when they edit their work is correct any run-on sentences or sentence fragmentsStudents: edit their writing or language conventionsSession 16:Teach students that they can turn their personal essays into persuasive opinions. You will show them other strategies for gathering ideas for persuasive essay writingStudents: develop persuasive thesis statements with the help of boxes and bullets plansSession 17:Teach students that writers transfer all they know about one genre of writing to another genre. Writers ask themselves, "What is similar about personal essay writing and persuasive essay writing?"Students: develop their own persuasive pieces to the point of being drafted by the third day of workingSession 18:Teach students that writers draw on evidence from a variety of sources to be more convincing and persuade their audience of their opinionStudents: create a chart to help them collect a variety of broad evidenceSession 19:Teach students that writers link their evidence to their reasons and thesis statement so that there are no gaps in their logic or reasoningStudents: continue adding connections between their evidence, reasons, and thesesSession 20:Teach students that writers get their essays ready for the world by carefully checking their spelling, punctuation, and their conventionsStudents: continue checking their drafts for spelling errors, in addition to the other conventions they know to check for during editing. They will use editing checklists to do so.Session 21:Teach students that writers think carefully about how and where to publish their pieces, making sure their opinions will be heard by their chosen audience. Students: share and reflect on their workKey Texts to be UsedCentral Texts Teacher's ChoiceAssessmentsPre- AssessmentOpinion on-demand writing assessment Bend 1: Flash-Draft EssayBend 2: Revised Drafts of Personal EssayBend 3: Persuasive EssayFinal Performance TaskPost- AssessmentOpinion on-demand writing assessment Meeting Students’ needsGive student appropriate time to develop ideasRepetition of DirectionsTotal Physical Response to relate the vocabulary to kinesthetic movementSmall group/One to one Large print textbooksAdditional time Review of directions Student restates information Student provides oral responses Concrete examplesSupport auditory presentations with visuals Assistance in maintaining uncluttered space Space for movement or breaks Extra visual and verbal cues and prompts Quiet space to calm down/relax Preferential seating Reduction of distractions Hands-on activities Follow a routine/scheduleAlternate quiet and active time Teach time management skills Rest breaks Verbal and visual cues regarding directions and staying on taskChecklists Immediate feedback Work-in-progress checkHighlight or put vocabulary words in bold for the students to identify the words.Provide the student with a set of sentence starters for their shared writing pieceCreate a reference chart for new vocabulary words including pictures. ................
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