ELA G4:M2:U2

Using Writing to Inform

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.

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Lesson 1Generating Norms for Expert Animal Groups
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Poster Walk Review (15 minutes) B. Reviewing Performance Task and Learning Targets (10 minutes) 2. Work Time A. Revealing Expert Group Animals and Setting Purpose (10 minutes) B. Generating Group Norms (15 minutes) 3. Closing and Assessment A. Engaging the Reader: Expert Group Animal Defense Mechanisms KWEL Charts (10 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can generate norms for effective collaboration with my expert animal group. (SL.4.1) I can write what I know and questions about things I would like to know about my expert group animal. (W.4.8)	Expert Group Norms (SL.4.1) KWEL charts in Expert Group Animal research notebooks (W.4.8)

Lesson 2Close Read: “Fight to Survive!”
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Reviewing Learning Targets (10 minutes) 2. Work Time A. Close Read: “Fight to Survive!” (40 minutes) 3. Closing and Assessment A. KWEL Chart (10 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can cite evidence from the text to support the answers to my questions. (RI.4.1, RI.4.2, RI.4.4, L.4.1c, L.4.4) I can determine the main idea of a text and explain how it is supported by key details. (RI.4.1, RI.4.2) I can identify modal auxiliaries in a text. (L.4.1c)	Close Read Questions: "Fight to Survive!" (RI.4.1, RI.4.2, RI.4.4, L.4.1c, L.4.4)

Lesson 3Reading Informational Texts: Launching the Research Process
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Reviewing Learning Targets (5 minutes) 2. Work Time A. Introducing Criteria for Reliable Internet Sources (15 minutes) B. Guided Practice: Reading for Gist and Identifying Unfamiliar Vocabulary (10 minutes) C. Expert Group Work: Reading for Gist and Identifying Unfamiliar Vocabulary (25 minutes) 3. Closing and Assessment A. Research Reading Share (5 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can explain how to determine if an internet source is reliable. I can find the gist and determine the meaning of unfamiliar vocabulary of my expert group animal web page. (RI.4.4, L.4.4)	Gist chart (RI.4.4, L.4.4) Expert Group Animal Glossary (RI.4.4, L.4.4)

Lesson 4Reading Informational Texts: Reading Closely about Expert Group Animals on a Web Page
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Reviewing Learning Targets (5 minutes) 2. Work Time A. Guided Practice: Using the Web Page Research Guide to Research the Millipede (15 minutes) B. Expert Group Work: Researching the Expert Group Animal (30 minutes) 3. Closing and Assessment A. Sketching (10 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can read a web page closely in order to answer research questions. (RI.4.1, W.4.7, W.4.8) I can cite evidence from the text to support my answers to questions. (RI.4.1, W.4.7, W.4.8)	Web Page Research Guides in Expert Group Animal research notebooks (RI.4.1, W.4.7, W.4.8)

Lesson 5Organizing and Categorizing Research
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Reviewing the Learning Target (5 minutes) B. Finding the Gist and Unfamiliar Vocabulary: Kenya note-catcher (RI.3.4, L.3.4) 2. Work Time A. Generating Categories to Organize Research (10 minutes) B. Expert Group Work: Organizing Research (30 minutes) 3. Closing and Assessment A. Mix and Mingle: Animal Defenses Freeze Frame (5 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal. B. Categorize research from your independent research reading. Determine categories depending on the information you are research reading. Use the Categorizing and Organizing Information graphic organizer in your Unit 2 homework packet.	I can organize my research into categories. (W.4.8)	Expert Group Animal research notebook: Organizing Research note-catcher (W.4.8)

Lesson 6Mid-Unit 2 Assessment: Reading and Researching the Defense Mechanisms of the Pufferfish
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Returning End of Unit 1 Assessment (5 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Mid-Unit 2 Assessment: Reading and Researching the Defense Mechanisms of the Pufferfish (35 minutes) B. Identifying Modal Auxiliaries (5 minutes) 3. Closing and Assessment A. Tracking Progress (10 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal. B. Continue to categorize research from your independent research reading. Determine categories depending on the information you are research reading. Use the Categorizing and Organizing Information graphic organizer.	I can determine the main idea of a text and explain how it is supported by key details. (RI.4.1, RI.4.2) I can summarize a text. (RI.4.1, RI.4.2) I can organize research information into appropriate categories. (W.4.7, W.4.8) I can identify modal auxiliaries in a text. (L.4.1c)	Mid-Unit 2 Assessment Parts I and II (RI.4.1, RI.4.2, W.4.7, W.4.8, L.4.1c) Tracking Progress: Research

Lesson 7Planning to Write an Informative Piece: Synthesizing Research on Expert Group Animals
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engaging the Writer: Creating an Informational Texts Anchor Chart (10 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Guided Practice: Planning the Introduction for an Informative Text (20 minutes) B. Guided Practice: Planning the Proof Paragraphs for an Informative Text (20 minutes) 3. Closing and Assessment A. Research Reflection (5 minutes) 4. Homework A. Choose an Informative QuickWrite prompt in your homework resources to respond to. B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can synthesize information from my research notes onto a planning graphic organizer. (RI.4.9, W.4.2, W.4.5, W.4.8) I can group together facts from my research with related evidence in my informative piece. (RI.4.9, W.4.2)	Informational Writing Planning graphic organizer (RI.4.9, W.4.2, W.4.4, W.4.5, W.4.8)

Lesson 8Writing an Informative Piece: Crafting Introductions
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engaging the Writer and Reviewing Learning Targets (5 minutes) 2. Work Time A. Examining a Model Introduction (15 minutes) B. Guided Practice: Writing a Focus Statement (10 minutes) C. Drafting an Introduction Paragraph (25 minutes) 3. Closing and Assessment A. Third Draft of Sketch (5 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 Part 2 Practice in your Unit 2 Homework.	I can write an introduction paragraph for my informative piece that describes my expert group animal, its habitat, and its predators, and has a focus statement that tells the topic of my writing. (W.4.2, W.4.4, W.4.5, W.4.7, W.4.9b) I can use modal auxiliaries to express the condition of verbs. (L.4.1c)	Draft of introduction paragraph (W.4.2, W.4.4, W.4.5, W.4.7, W.4.9b)

Lesson 9Writing Informative Texts: Developing Proof Paragraphs
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Reviewing Learning Targets (5 minutes) 2. Work Time A. Analyzing Model Proof Paragraphs (15 minutes) B. Drafting Proof Paragraphs (25 minutes) C. Guided Practice: Writing a Concluding Statement (10 minutes) 3. Closing and Assessment A. Fourth Draft of Sketch (5 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can write proof paragraphs for my informative piece that describe the defense mechanisms of my expert group animal. (RI.4.9, W.4.2, W.4.4, W.4.5, W.4.9b) I can write a concluding statement for my informative piece that summarizes the defense mechanisms of my expert group animal. (RI.4.9, W.4.2, W.4.4, W.4.5, W.4.9b) I can use modal auxiliaries to express the condition of verbs. (L.4.1c)	Draft of proof paragraphs (RI.4.9, W.4.2, W.4.4, W.4.5, W.4.7, W.4.9b)

Lesson 10Writing Informative Texts: Revising for Supporting Details and Word Choice
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engaging the Writer: Act It Out! (5 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Analyzing a Model for Supporting Details (15 minutes) B. Analyzing a Model for Word Choice (10 minutes) C. Independent Practice: Revising for Supporting Details and Word Choice (20 minutes) 3. Closing and Assessment A. Finishing Sketches (5 minutes) 4. Homework A. Choose and respond to an informative QuickWrite prompt from your homework resources for this unit. B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can revise my writing for accurate facts with related evidence using my planning graphic organizer. (W.4.2b, W.4.2d, W.4.5) I can use vocabulary from my research on animal defense mechanisms to write accurate descriptions in my informative piece. (W.4.2b, W.4.2d, W.4.5, L.4.3a, L.4.6)	Revisions of informative piece (W.4.2b, W.4.2d, W.4.5, L.4.3a, L.4.6)

Lesson 11Writing Informative Texts: Editing for Conventions
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Research Reading Share (5 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Mini Lesson: Using Commas before Coordinating Conjunctions (10 minutes) B. Guided Practice: Editing for Conventions (15 minutes) C. Editing Stations (20 minutes) 3. Closing and Assessment A. Exit Ticket (5 minutes) 4. Homework A. Complete Coordinating Conjunctions I in your Unit homework resources. B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can check my peers' work for correct capitalization and spelling. (W.4.5, L.4.2a, L.4.2d) I can check my peers' work for correct use of a comma before a coordinating conjunction. (W.4.5, L.4.2c)	Edits of informative piece (W.4.2, W.4.5, L.4.2)

Lesson 12End of Unit 2 Assessment: Writing an Informative Text about Pufferfish Defense Mechanisms
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Reviewing Learning Targets (5 minutes) 2. Work Time A. End of Unit 2 Assessment, Part I: Multiple Choice (10 minutes) B. End of Unit 2 Assessment, Part II: Planning (10 minutes) C. End of Unit 2 Assessment, Part III: Drafting (30 minutes) 3. Closing and Assessment A. Tracking Progress (5 minutes) 4. Homework A. Complete Coordinating Conjunctions II in your Unit 2 homework resources. B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can analyze writing and answer language questions about it. (W.4.2, W.4.4, W.4.10, L.4.2, L.4.3a) I can synthesize information from my research to plan and write a draft of an informative piece describing the pufferfish and its defense mechanisms. (RI.4.9, W.4.2, W.4.4, W.4.9b, W.4.10, L.4.2, L.4.3a)	End of Unit 2 Assessment: Parts I, II, and III (RI.4.9, W.4.2, W.4.4, W.4.9b, W.4.10, L.4.2, L.4.3a) Tracking Progress: Informative Writing

EL Education Curriculum

ELA G4:M2:U2

Using Writing to Inform

Lesson 1Generating Norms for Expert Animal Groups

Lesson 2Close Read: “Fight to Survive!”

Lesson 3Reading Informational Texts: Launching the Research Process

Lesson 4Reading Informational Texts: Reading Closely about Expert Group Animals on a Web Page

Lesson 5Organizing and Categorizing Research

Lesson 6Mid-Unit 2 Assessment: Reading and Researching the Defense Mechanisms of the Pufferfish

Lesson 7Planning to Write an Informative Piece: Synthesizing Research on Expert Group Animals

Lesson 8Writing an Informative Piece: Crafting Introductions

Lesson 9Writing Informative Texts: Developing Proof Paragraphs

Lesson 10Writing Informative Texts: Revising for Supporting Details and Word Choice

Lesson 11Writing Informative Texts: Editing for Conventions

Lesson 12End of Unit 2 Assessment: Writing an Informative Text about Pufferfish Defense Mechanisms

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