Grade 4th - Unit 4 TitleThe Literary Essay: Writing about Fiction

Unit 4Table of Contents

Unit 4 Title: The Literary Essay: Writing about Fiction

Section / Page Number
  • Unit Essential Questions
/ Skip
  • Unit Goals and Sub Goals (Task Analysis)
/ Done
  • Unit Language (Spanish, Russian, English)
/ Done English
  • Unit Assessment Checklist
/ Done
  • Unit Assessment Rubric
/ Skip
  • Sample Unit Calendar
/ Done
Grade 4
Content Unit 4 Bend 1: Writing about Reading Literary Essays / Dates of Unit:
Unit Title: / The Literary Essay: Writing about Fiction
Stage 1 / Identify Desired Results
Standards:
(Alpha-numeric listing of standards incorporated in the unit) / W.4.1.a.b.c.d, W.4.3, W.4.4, W.4.5, W.4.7, W.4.8, W.4.9.a, W.4.10
RL.4.1, RL.4.2, RL.4.3, RL.4.4, RL.4.10, RL.5.1,
SL 4.1, SL.4.2, SL.4.3, SL.4.4
L.4.1.e.f, L.4.2.a.b.c, L.4.3.a, L.4.4.a, L.4.5.a.b. L.4.6
Essential Questions: (These goals should be aligned to Essential Questions.)
Goals:
(These should be aligned to the Goals above) / Good writers read and listen closely to gather ideas. / Good writers craft theses and revise them accordingly. / Good writers use a variety of strategies to support their thesis. / Good writers study mentor texts to help structure their own essay. / Good writers can generalize, summarize and draw conclusions.
Learning Targets
(aligned to goals) / 1 I can read with attentiveness to detail that can spark ideas for my own writing. / 4 I can select ideas to craft into a thesis. / 5 I can select mini-stories as evidence to support my ideas. / 8 I can study published literary essays to find structures for my own literary essays. / I can use transition phrases to connect my ideas/writing.
2 I can study characters with special attention. / 4 I can find way to question and revise my thesis supported by the whole text. / 6 I can use direct quotes to support my claims about text.
3 I can elaborate on my ideas by using simple prompts. / 7 I can use lists to support my claims.
8 I can create drafts out of collections of evidence.
Stage 2 / Determine Assessment Evidence Bend 1
Academic Language (What language will students need to sound like experts?)
Academic Language Function(s):
Summarize, Drawing Conclusions, Making Generalizations
Asking and Answering Questions / Academic Language Stems:
Easy for Beginners
One time…
Also…
I have found…
This is important because…
This makes me think…
Medium for Intermediate
For instance…
In addition to…
…because…
What people need to know is that…
I realize that…
Difficult for Advanced and Fluent
One example…/another example that shows this…
Although…
Many people (don’t know, don’t think, don’t realize)…, but I’ve come to (know)…
Other people should care about his because…
(My thesis statement) is true. Because this is true, isn’t it also true that…
Academic Vocabulary:
  • Thesis
  • Craft
  • Revise
  • Elaborate
  • Arguments
  • Evidence
  • Theories
  • Essay
  • Essayist
  • Angling Stories
Transition words link:

Assessment Tools: /
  • Goals Rubric
  • Assessment Checklist

Unit of Study Assessment Checklist Bend 1

Student Name / I can read with attentiveness to detail that can spark ideas for my own writing. / I can study characters with special attention. / I can elaborate on my ideas by using simple prompts. / I can select ideas to craft into a thesis. / I can find way to question and revise my thesis supported by the whole text. / I can select mini-stories as evidence to support my ideas. / I can use direct quotes to support my claims about text. / I can use lists to support my claims. / I can create drafts out of collections of evidence. / I can study published literary essays to find structures for my own literary essays. / I can use transition phrases to connect my ideas/writing / Notes
B = BeginningD = DevelopingP = ProficientM=Mastery

Unit of Study Assessment Rubric

Unit # - Unit Title…

Learning Target / Mastery / Proficient / Developing / Beginning
Language Learning Target
Stage 3 / Plan Learning Experiences and Instruction

There are about 45+ teaching days in Quarter 4. This is a suggested timeline that has incorporated Learning and Language Goals. Please modify and adjust according to the needs of your students.

Monday / Tuesday / Wednesday / Thursday / Friday
Bend 1:
Day 1: Session 1 Close Reading to generate ideas about a Text
Learning Goal: I can read with attentiveness to detail that can spark ideas for my own writing. / Day 2: Session 2 Gathering Writing by Studying Characters
Learning Goal: I can study characters with special attention / Day 3: Session 2 Continue: Gathering Writing by Studying Characters
Learning Goal: I can study characters with special attention. / Day 4: Session 3 Elaborating on Written Ideas Using Prompts
Learning Goal: I can elaborate on my ideas by using simple prompts / Day 5: Session 3 Continue: Elaborating on Written Ideas Using Prompts
Language Goal: I can use transition phrases to connect my ideas/writing.
Day 6: Session 4: Finding and Testing a Thesis
Learning Goal: I can select ideas to craft into a thesis / Day 7: Session 4 Continue: Finding a Testing a Thesis
Learning Goal: I can find way to question and revise my thesis supported by the whole text. / Day 8: Session 5 Using Stories as Evidence
Learning Goal: I can select mini-stories as evidence to support my ideas / Day 9: Session 5 Continue: Using Stories as Evidence
Language Goal: I can use transition phrases to connect my ideas/writing. / Day 10: Session 6 Citing Textual Evidence
Learning Goal: I can use direct quotes to support my claims about text
Day 11: Session 6 Continue: Citing Textual Evidence
Language Goal: I can use transition phrases to connect my ideas/writing. / Day 12: Session 7 Using Lists as Evidence
Learning Goal: I can use lists to support my claims / Day 13: Session 7 Continue: Using Lists as Evidence
Learning Goal: I can use lists to support my claims. / Day 14: Session 8 Putting it all Together: Constructing Literary Essays
Learning Goal: I can study published literary essays to find structures for my own literary essays. / Day 15: Session 8 Continue: Putting it all Together: Constructing Literary Essays
Learning Goal: I can study published literary essays to find structures for my own literary essays.
Day 16: Session 8 Continue: Putting it all Together: Constructing Literary Essays
Language Goal: All previously taught in this bend / Bend 2:
Day 17: Session 9 Writing to Discover What a Story is Really About
Learning Goal: I can use patterns in books and stories to develop ideas about the stories theme or message. / Day 18: Session 10 Adding Complexity to our Ideas
Learning Goal: I can add depth to my writing by looking at all sides of the text and forming complex ideas / Day 19: Session 10 Continue: Adding Complexity to our Ideas
Language Goal: I can compare and contrast using transition words / Day 20: Session 11 Flash-Drafting Literary Essays
Learning Goal: I can get my thoughts down quickly on paper in flash draft essays
Day 21: Session 12 Beginnings and Endings
Learning Goal: I can give readers the larger context for my claim in my introduction / Day 22: Session 12 Continue: Beginnings and Endings
Learning Goal: I can leave readers with something to think about in my conclusions / Day 23: Session 13 Using Descriptions of an Author’s Craft as Evidence
Learning Goal: I can find evidence to support my claims by studying the choices authors make in their texts / Day 24: Session: 13 Continue: Descriptions of an Author’s Craft as Evidence
Learning Goal: I can find evidence to support my claims by studying the choices authors make in their texts / Day 25: Session 14 Editing: Opinion Writing Checklist
Learning/Language Goal: I can make sure that I’ve written in the present tense.
Day 26: Session 14 Continue Editing (mini-celebration end)
Learning/Language Goal: I can make sure that all my pronoun references are correct. / Bend 3:
Day 27: Session 15 Building the Muscles to Compare and Contrast
Learning Goal: I can notice similarities and differences between texts / Day 28: Session 15 Continue Building the Muscles to Compare and Contrast
Learning Goal: I can categories my observations in to patterns or ideas / Day 29: Session 16 Comparing and Contrasting Familiar Texts
Learning Goal: I can write compare and contrast essays by looking at similar themes across texts / Day 30: Session 16 Continue Comparing and Contrasting Familiar Texts
Learning Goal: I can write compare and contrast essays by looking at similar characters across texts
Day 31: Session 16 Continue Comparing and Contrasting Familiar Texts
Learning Goal: I can name how texts approach themes differently. / Day 32: Session 16 Continue Comparing and Contrasting Familiar Texts
Learning Goal: I can name how the characters are similar and different / Day 33: Session 17 Using Yesterday’s Learning: Today and Always
Learning Goal: I can draw on all I know about essay writing as I tackle new projects / Day 34: Session 18 Developing Distinct Lines of Thoughts
Learning Goal: I can elaborate on each of my individual supporting ideas with evidence / Day 35: Session 18 Continue: Developing Distinct Lines of Thoughts
Language Goal: I can use transition words/phrases to connect my ideas.
Day 36: Session 19 Exploring Commas
Learning Goal: I can get my writing ready by editing and polishing. (especially commas) / Day 37: Session 19: Continue Exploring Commas and Editing
Language Goal: I can make sure that I’ve written in the present tense / Day 38: Session 19: Continue Exploring Commas and Editing
Language Goal: I can make sure that all my pronoun references are correct. / Day 39: Session 20 A Celebration
Learning Goal: I can celebrate my writing success.

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