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ELA G4:M1:U2

Writing to Inform: What Inspires Writers to Write Poetry?

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Reading Literary Texts: Pages 46–67 of Love That Dog

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Module Guiding Questions (10 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Reading Aloud and Determining the Gist: Love That Dog, Pages 46–67 (30 minutes)

B. What Inspires Poets to Write Poetry? (10 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • I can describe what happens in pages 46–67 of Love That Dog and how Jack feels about it. (RL.4.1, RL.4.3)
  • I can describe what inspires Jack to write poetry using evidence from his thoughts, words, and actions. (RL.4.1, RL.4.3)
  • Gist of each page on sticky notes in Love That Dog
  • What Happens and How Does Jack Feel about It? anchor chart (RL.4.1, RL.4.3)
  • What Inspires Poets to Write Poetry? note-catcher (RL.4.1, RL.4.3)
  • Thumb-O-Meter

Lesson 2Reading, Writing, and Emotion: Love That Dog, Pages 68–72

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (10 minutes)

2. Work Time

A. Preparing to Read: Writing and Emotion (10 minutes)

B. Reading and Reflection: The Emotional Impact of "My Sky" (15 minutes)

C. Rereading and Discussion: What Inspired Jack to Write "My Sky"? (15 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

B. Optional: Think of a time you experienced a strong feeling such as happiness, sadness, anger, or another emotion. Write a poem about this experience in the "My Poems" section of your poetry journal.

  • I can reflect in writing about my thoughts and feelings after reading “My Sky.” (W.4.10)
  • I can describe what inspired Jack to write the poem “My Sky.” (RL.4.1, RL.4.3)
  • I can show empathy and compassion for my classmates during a discussion of “My Sky.” (SL.4.1)
  • What Inspires Poets to Write Poetry? note-catcher (RL.4.1, RL.4.3)
  • Thumb-O-Meter

Lesson 3Preparing to Write about a Literary Text: Gathering and Organizing Evidence

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Reading Aloud and Finding the Gist: Love That Dog, Pages 73–86 (15 minutes)

B. Analyzing a Model Paragraph (15 minutes)

C. Guided Practice: Writing a Focus Statement (15 minutes)

3. Closing and Assessment

A. Back-to-Back and Face-to-Face: Sharing Our Work (10 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • I can describe what inspired Jack to write poetry using evidence from his thoughts, words, and actions. (RL.4.1, RL.4.3)
  • I can write a focus statement that clearly states what inspired Jack to write poetry. (W.4.2a)
  • Gist of each page on sticky notes in Love That Dog
  • What Happens and How Does Jack Feel about It? anchor chart (RL.4.1, RL.4.3)
  • Focus statement (W.4.2a)
  • Thumb-O-Meter

Lesson 4Mid-Unit 2 Assessment: Informative Paragraph: What Inspires Jack?

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Returning End of Unit 1 Assessment (5 minutes)

B. Reviewing Learning Target (5 minutes)

2. Work Time

A. Rereading to Gather Evidence (15 minutes)

B. Mid-Unit 2 Assessment: Informative Paragraph: What Inspires Jack? (25 minutes)

3. Closing and Assessment

A. Reflecting on Learning (10 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • I can plan and write an informative paragraph describing what inspires Jack in Love That Dog to write poetry. (RL.4.1, RL.4.3, W.4.2, W.4.10)
  • Mid-Unit 2 Assessment: Informative Paragraph: What Inspires Jack? (RL.4.1, RL.4.3, W.4.2, W.4.10)
  • Red Light, Green Light

Lesson 5Introducing Biographies: A River of Words

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader and Reviewing Learning Targets (10 minutes)

2. Work Time

A. Exploring the Text: A River of Words (15 minutes)

B. Reading for Gist: A River of Words (20 minutes)

3. Closing and Assessment

A. Research Reading Share (15 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

I can determine the gist of A River of Words. (RI.4.4, L.4.4)

I can determine the meaning of unfamiliar vocabulary from A River of Words. (RI.4.4, L.4.4)

  • Finding the Gist and Unfamiliar Vocabulary: A River of Words note-catcher (RI.4.4, L.4.4)
  • Thumb-O-Meter

Lesson 6Close Reading: A River of Words, Author’s Note

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader and Reviewing Learning Targets (10 minutes)

2. Work Time

A. Close Reading: A River of Words, Author's Note (40 minutes)

3. Closing and Assessment

A. Revisiting the Guiding Question: What Inspired William Carlos Williams? (10 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

B. For ELLs: Complete the Language Dive I Practice in your Unit 2 Homework

  • I can describe the life of William Carlos Williams and explain what inspired him to write poetry. (RI.4.1, RI.4.3, RI.4.4, L.4.4)
  • I can cite evidence from the text to support the answers to my questions. (RI.4.1)
  • Close Read Note-catcher: A River of Words, Author’s Note (RI.4.1, RI.4.3, RI.4.4, L.4.4)
  • What Inspires Poets to Write Poetry? note-catcher (RL.4.5)
  • Thumb-O-Meter

Lesson 7Reading Informational Texts: Expert Group Biographies

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Selecting a Poet to Study (10 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Expert Group Work: Reading for Gist and Unfamiliar Vocabulary (10 minutes)

B. Expert Group Work: Close Reading, Poet Biographies (25 minutes)

3. Closing and Assessment

A. Sharing Our Work (10 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • I can describe the life of my poet and explain what inspired him or her to write poetry. (RI.4.1, RI.4.3, RI.4.4, L.4.4)
  • I can cite evidence from the text to support the answers to my questions. (RI.4.1)
  • Close Read Note-catcher: Expert Group Poet (RI.4.1, RI.4.3, RI.4.4, L.4.4)
  • What Inspires Poets to Write Poetry? note-catcher (RL.4.5)
  • Thumb-O-Meter

Lesson 8Preparing to Write a Literary Essay: Gathering Evidence

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Target (5 minutes)

2. Work Time

A. Guided Practice: Rereading to Gather Evidence (20 minutes)

B. Expert Group Work: Reading to Gather Evidence (30 minutes)

3. Closing and Assessment

A. Back-to-Back and Face-to-Face: Sharing Our Work (5 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • I can describe what inspired my poet to write poetry using evidence from his or her poems. (RI.4.1, W.4.2b)
  • Close Read Note-catcher: Expert Group Poet (RI.4.1, W.4.2b)
  • Back-to-back and Face-to-Face

Lesson 9Writing a Literary Essay: Analyzing a Model

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Model Literary Essay (10 minutes)

B. Reviewing Learning Target (5 minutes)

2. Work Time

A. Analyzing a Model: The Painted Essay (30 minutes)

3. Closing and Assessment

A. Research Reading Share (15 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

B. Choose an informative writing prompt to complete in your Unit 2 Homework.

C. For ELLs: Complete the Language Dive II Practice worksheet in your Unit 2 Homework.

  • I can use the Painted Essay structure to analyze a model. (W.4.2, W.4.4, W.4.5)
  • Painted Essay® template

Lesson 10Writing a Literary Essay: Introduction

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. The Painted Essay: Sorting and Color-Coding the Parts of an Introductory Paragraph (10 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Mini Lesson: Producing Complete Sentences (10 minutes)

B. Independent Writing: Writing an Introduction (30 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

B. Complete the Sentences practice in your Unit 2 Homework.

  • I can plan and write the introductory paragraph for my essay. (W.4.2a, W.4.5)
  • I can recognize and write a complete sentence. (L.4.1f)
  • Introduction to literary essay (W.4.2a, W.4.5)

Lesson 11Writing a Literary Essay: Proof Paragraph 1

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. The Painted Essay: Sorting and Color-Coding the Parts of Proof Paragraph 1 (15 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Mini Lesson: Recognizing and Correcting Fragments and Run-on Sentences (10 minutes)

B. Independent Writing: Writing Proof Paragraph 1 (25 minutes)

3. Closing and Assessment

A. Revising Our Writing (5 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

B. Complete the Fragments and Run-ons practice in your Unit 2 Homework.

  • I can plan and write Proof Paragraph 1 for my essay. (W.4.2a, W.4.2b, W.4.5)
  • I can recognize and correct fragments and run-on sentences. (L.4.1f)
  • Proof Paragraph 1 of literary essay (W.4.2a, W.4.2b, W.4.5)
  • Thumb-O-Meter

Lesson 12Writing a Literary Essay: Proof Paragraph 2

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. The Painted Essay: Sorting and Color-Coding the Parts of Proof Paragraph 2 (15 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Mini Lesson: Using Punctuation to Mark Direct Quotes from a Text (10 minutes)

B. Independent Writing: Writing Proof Paragraph 2 (25 minutes)

3. Closing and Assessment

A. Sharing Our Work (5 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

B. Complete the Marking Quotes practice in your Unit 2 Homework.

  • I can plan and write Proof Paragraph 2 for my essay. (W.4.2a, W.4.2b, W.4.2c, W.4.5)
  • I can use commas and quotation marks to mark quotations from a text. (L.4.2b)
  • Proof Paragraph 2 of literary essay (W.4.2a, W.4.2b, W.4.2c, W.4.5)
  • Red Light, Green Light

Lesson 13Writing a Literary Essay: Conclusion

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. The Painted Essay: Sorting and Color-Coding the Parts of a Conclusion Paragraph (10 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Independent Writing: Writing a Conclusion Paragraph (25 minutes)

B. Mini Lesson: Revising for Organization (15 minutes)

3. Closing and Assessment

A. Sharing Our Work (5 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

B. Choose an informative prompt to respond to in your Unit 2 Homework.

  • I can plan and write the conclusion paragraph for my essay. (W.4.2e, W.4.5)
  • I can revise my essay so related information is grouped into paragraphs, and each paragraph explains a main idea. (W.4.2a)
  • Conclusion of literary essay (W.4.2e, W.4.5)
  • Revision notes (W.4.2a)
  • Thumb-O-Meter

Lesson 14End of Unit 2 Assessment: Revising a Literary Essay

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Returning Mid-Unit 2 Assessments (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Peer Critique: Literary Essay (15 minutes)

B. End of Unit 2 Assessment: Revising a Literary Essay (20 minutes)

3. Closing and Assessment

A. Tracking Progress (15 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • I can give kind, helpful, and specific feedback to my partner. (W.4.5)
  • I can revise my literary essay for complete sentences and for correct use of commas and quotation marks to mark quotations from the text. (W.4.2a, L.4.1f, L.4.2b)
  • End of Unit 2 Assessment: Revising a Literary Essay (W.4.2a, L.4.1f, L.4.2b)
  • Tracking Progress: Informative Writing
  • Red Light, Green Light

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