Campus: Lacy Elementary
Author(s): K. Dalby, C. Harris, S. Hughes, & R. Willingham / Date Created / Revised: July 26, 2016
Six Weeks Period: 5th / Grade Level & Course: 4th Grade Writing
Timeline: 19 Days / Writing Unit Title:Categorizing Ideas and Organizing Ideas into Paragraphs / Lesson # 2
Stated Objectives:
TEK # and SE / Writing
4.15B Develop drafts by categorizing ideas and organizing them into paragraphs. (Readiness Standard)
4.15C Revise drafts for coherence, organization, use of simple and compound sentences, and audience. (Readiness Standard)
4.15D Edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric (Readiness Standard)
4.16A Write imaginative stories that build the plot to a climax and contain details about the characters and setting.
Ongoing TEKS:
4.15A 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);
4.15E revise final draft in response to feedback from peers and teacher and publish written work for a specific audience.
4.16B write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse).
4.17A write about important personal experiences.
4.18A Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to create brief compositions that:
(i) establish a central idea in a topic sentence;
(ii) include supporting sentences with simple facts, details, and explanations; and
(iii) contain a concluding statement;
4.18B Write letters whose language is tailored to the audience and purpose (e.g., a thank you note to a friend) and that use appropriate conventions (e.g., date, salutation, closing); and
4.20A Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to use and understand the function of the following parts of speech in the context of reading, writing, and speaking:
(i) verbs (irregular verbs)
(ii) nouns (singular/plural, common/proper):
(iii) adjectives (e.g., descriptive, including purpose: sleeping bag, frying pan) and their comparative and superlative forms (e.g., fast, faster, fastest);
(iv) adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot);
(v) prepositions and prepositional phrases to convey location, time, direction, or to provide details
(vi) reflexive pronouns (e.g., myself, ourselves);
(vii) correlative conjunctions (e.g., either/or, neither/nor); and
(viii) use time-order transition words and transitions that indicate a conclusion;
4.20B Use the complete subject and the complete predicate in a sentence; and
4.20C Use complete simple and compound sentences with correct subject-verb agreement.
4.21A write legibly by selecting cursive script or manuscript printing as appropriate
4.21B 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 use capitalization for:
(i) historical events and documents;
(ii) titles of books, stories, and essays
(iii) language, races, and nationalities
4.21C recognize and use punctuation marks including:
(i) commas in compound sentences; and
(ii) quotation marks
4.22A Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
spell words with more advanced orthographic patterns and rules:
(i)  plural rules (e.g., words ending in f as in leaf, leaves; adding -es);
(ii) irregular plurals (e.g., man/men, foot/feet, child/children);
(iii) double consonants in middle of words
(iv) other ways to spell sh (e.g., -sion, -tion, -cian); and
(v) silent letters (e.g., knee, wring);
4.22B Spell base words and roots with affixes (e.g., -ion, -ment, -ly, dis-, pre-);
4.22C Spell commonly used homophones (e.g., there, they're, their; two, too, to);
4.22D use spelling patterns and rules and print and electronic resources to determine and check correct spellings
4.27A listen attentively to speakers, ask relevant questions, and make pertinent comments
4.27B Follow, restate, and give oral instructions that involve a series of related sequences of action
4.28A Express an opinion supported by accurate information, employing eye contact, speaking rate, volume, and enunciation, and the conventions of language to communicate ideas effectively
4.29A participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others
ELPS-http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4
See Instructional Focus Document (IFD) for TEK Specificity
Key Understandings / 1.  Use writing to communicate deeper understanding of texts.
2.  An extensive vocabulary enhances oral and written communication.
Misconceptions / N/A
Key Vocabulary / Multiple meaning words, Theme
Spelling Words:
Week 4: glide, dreary, avoid, wreckage, grave, origin, audible, meek, vibrant, channel, loyal, boast, coarse, casual, referee, diagonal, picturesque, defiant, recite, magnificent Bonus: comparison, diversity, drought, agriculture, ethnicity
Week 5: gigantic, compliment, squishy, frigid, boredom, competition, utensils, deserve, recess, valuable, deserve, endure, underestimate, harmless, ordeal, influence, minimize, rapid, wintry, divert Bonus: inference, summarize, aerospace, comprehension, drought
Suggested Day
5E Model / Instructional Procedures
(Engage, Explore, Explain, Extend/Elaborate, Evaluate) / Materials, Resources, Notes
Day 1-
Engage
Explore
Explain / Writing
Review for STAAR test. Expository strategies, ARMS/CUPS, grammar rules, punctuation, capitalization, spelling, etc.
Grammar
Review using the right word, mixed with homophones using Skillsbook p. 77-78.
Spelling Words: Week 4 / ·  Skillsbook p. 77-78
·  Spelling Week 4
Day 2-
Explore
Explain
Extend / Writing
Review for STAAR test. Expository strategies, ARMS/CUPS, grammar rules, punctuation, capitalization, spelling, etc.
Grammar
Review with practice STAAR writing passage using Motivation Writing p. 66-70, 76. Students will keep p. 76 to use for peer and teacher conferences related to their expository tomorrow. / ·  Motivation Writing p. 66-70 AND 76.
Day 3 –
Extend
Explore
Evaluate / Writing
Review for STAAR test. Expository strategies, ARMS/CUPS, grammar rules, punctuation, capitalization, spelling, etc.
Grammar
Review p. 66-70 and discuss any challenging areas. / ·  Motivation Writing p. 76
·  Grammar p. 66-70
Day 4 –
Explore
Extend / Writing
Review for STAAR test. Expository strategies, ARMS/CUPS, grammar rules, punctuation, capitalization, spelling, etc.
Review for STAAR Writing-Motivation Writing p. 77-79, and/or 80-84. Remind students of all strategies for expository.
Spelling
Review spelling rules using Skillsbook p. 67-68 for common mistakes.
Spelling
Test on Week 4 Spelling Words / ·  Motivation Writing p. 77-79 and/or 80-84
·  Skillsbook p. 67-68
Day 5 –
Evaluate / Writing
Review for STAAR test. Expository strategies, ARMS/CUPS, grammar rules, punctuation, capitalization, spelling, etc.
Review writing skills using Motivation Writing p. 178-183. / ·  Motivation Writing p. 178-183
Day 6 –
Evaluate / Writing
STAAR WRITING / ·  STAAR WRITING
Day 7 –
Explore
Extend / Writing
Discuss and check Motivation Writing p. 178-183.
Day 8 –
Elaborate
Evaluate / Writing
Discuss writing friendly letters. Introduce each of the parts including: heading, salutation, body, closing, and signature. / ·  Motivation Writing p. 178-183
Day 9 –
Explain
Explore / Writing
Continue to discuss writing friendly letters. Review the parts including: heading, salutation, body, closing, and signature. Begin writing a friendly letter.
Grammar
Use assessment prep book to review skills p. 24-27. / ·  Friendly letter format
Day 10 –
Explore
Extend / Writing
Complete the friendly letters.
Grammar
Review and discuss p. 24-27.
Spelling
Hand out Week 5 Spelling Words / ·  Friendly letter format
·  Spelling Week 5
Day 11-
Explain
Explore / Writing
Discuss pen pals do’s and don’ts.
Have students in groups draw from a bag different Would you Rather topics. Groups will write down their reasoning to support their opinion and then share/discuss with the class.
Day 12-
Extend
Evaluate / Writing
Introduce Limericks, Haikus, Quatrians, Cinquains, and concrete poems. Have students create their own and share aloud.
Example:
There was a young boy from Caboo,
Who had trouble tying his shoe.
He said to his ox,
“I’ll just walk in my socks.”
Now all of his friends do that too. / ·  Friendly letter format
Day 13 / Writing
Continue working on selected poem and visual.
Day 14 / Writing
Continue working on selected poem and visual.
Spelling
Test on Week 5 Words / ·  Spelling Test Week 5 Words
Day 15-19
Evaluate / Six Weeks Test Week
Writing
Present poems and visuals to the class and discuss.