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, "Drones will be put to work this hurricane season" complete the chart with information from the text.
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
evidence
Make inferences
Choosing relevant
based on evidence
text evidence
Refer to details and
2
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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