ELA G4:M2:U3

Using Writing to Entertain

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 inerms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

View the unit overview

Lesson 1Preparing to Write: Determining Characteristics of the Format
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engaging the Reader: Reading Can You Survive the Wilderness? (15 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Revisiting the Performance Task Prompt (10 minutes) B. Rereading for Format: Can You Survive the Wilderness? (15 minutes) C. Creating a Choose-Your-Own-Adventure Narrative anchor chart (10 minutes) 3. Closing and Assessment A. Exit Ticket (5 minutes) 4. Homework A. Complete Editing for Capitalization, Punctuation, and Spelling I from your homework resources for this unit. B. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.	I can determine the characteristics of the "choose-your-own-adventure" format by analyzing an example. (W.4.4)	Participation in creation of Choose-Your-Own-Adventure Narrative anchor chart (W.4.4)

Lesson 2Setting a Purpose for Writing: Understanding the Performance Task and Getting Started
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engaging the Writer: Reading Can You Survive the Wilderness? (10 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Shared Writing: About Your Adventure Page (20 minutes) B. Modeling: Preparing the Informative Page (10 minutes) 3. Closing and Assessment A. Preparing the Informative Page (15 minutes) 4. Homework A. Complete the Finding and Analyzing Description note-catcher from your homework resources for this unit. B. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.	I can collaborate with my peers to write an About Your Adventure page for my choose-your-own-adventure animal defense narrative. (W.4.2, W.4.4, W.4.5, L.4.3c) I can prepare a final copy of my informative page for my choose-your-own-adventure animal defense narrative. (W.4.4, W.4.5, W.4.6, L.4.1, L.4.2, L.4.3c)	Participation in shared writing of About Your Adventure page (W.4.2, W.4.4, W.4.5, L.4.3c) Students' informative pages (W.4.4, W.4.5, W.4.6, L.4.1, L.4.2, L.4.3c)

Lesson 3Orienting the Reader: Developing a Character Profile
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engaging the Writer: Sharing (10 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Developing a Character Profile for the Millipede (10 minutes) B. Partner Practice: Developing a Character Profile for the Millipede (5 minutes) C. Independent Practice: Developing a Character Profile for the Expert Group Animal (20 minutes) 3. Closing and Assessment A. Sharing (10 minutes) 4. Homework A. Reread “Powerful Polly” for the gist. B. Choose and respond to a narrative QuickWrite prompt from your homework resources for this unit. C. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.	I can listen as my peers share their informational writing and give specific praise for their work. (W.4.4, L.4.3c) I can synthesize information to develop an accurate character profile supported by research. (RI.4.9, W.4.3a, W.4.3d, W.4.5, L.4.3a, L.4.6)	Informative page (W.4.4, L.4.3c) Character Profile graphic organizer (RI.4.9, W.4.3a, W.4.3d, W.4.5, L.4.3a, L.4.6)	Author's Chair Celebration Protocol

Lesson 4Developing Plot: Establishing a Problem
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engaging the Writer: Sketching (5 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Examining Organization of Narratives (20 minutes) B. Guided Practice: Planning the Millipede Narrative (15 minutes) C. Independent Practice: Reviewing Research and Planning the Expert Group Animal Narrative (10 minutes) 3. Closing and Assessment A. Sharing (5 minutes) 4. Homework A. Read and annotate “How the Monkey Got Food When He Was Hungry” from your homework resources for this unit. B. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.	I can determine the characteristics of a narrative. (W.4.3a, W.4.3d, L.4.3a) I can organize a plot for a narrative using events based on research of my animal and its defense mechanisms. (RI.4.9, W.4.3a, W.4.3d, W.4.4, W.4.5, L.4.3a, L.4.6)	I Notice/I Wonder note-catcher (W.4.3a, W.4.3d, L.4.3a) Narrative Planning graphic organizer (RI.4.9, W.4.3a, W.4.3d, W.4.4, W.4.5, L.4.3a, L.4.6)

Lesson 5Developing Plot: Establishing a Resolution and Conclusion
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engaging the Writer: Understanding the Narrative Writing Checklist (5 minutes) B. Reviewing Learning Target (5 minutes) 2. Work Time A. Reviewing Organization of Narratives (10 minutes) B. Guided Practice: Planning the Millipede Narrative (10 minutes) C. Independent Practice: Reviewing Research and Planning the Expert Group Animal Narrative (25 minutes) 3. Closing and Assessment A. Exit Ticket (5 minutes) 4. Homework A. Read and annotate “How the Monkey Got Food When He Was Hungry” from your homework resources for this unit. B. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.	I can organize a plot for a narrative using events based on research of my animal and its defense mechanisms. (RI.4.9, W.4.3a, W.4.3d, W.4.3e, W.4.4, W.4.5, L.4.3a, L.4.6)	Narrative Planning graphic organizer (RI.4.9, W.4.3a, W.4.3d, W.4.3e, W.4.4, W.4.5, L.4.3a, L.4.6)

Lesson 6Peer Critique for Organization and Language
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engaging the Writer: Sketching (5 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Research Reading Share (20 minutes) B. Peer Critique (15 minutes) C. Annotating Plans for Revision (5 minutes) 3. Closing and Assessment A. Revising Narrative Plan (10 minutes) 4. Homework A. Choose and respond to a narrative QuickWrite prompt from your homework resources for this unit. B. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.	I can organize a plot for a narrative using events based on research of my animal and its defense mechanisms. (RI.4.9, W.4.3a, W.4.3d, W.4.3e, W.4.4, W.4.5) I can critique the ideas of my writing partner's Narrative Planning graphic organizer for the characteristics of a narrative. This means I can look for a plan for the characters, setting, introduction, rising action, problem, resolution, and conclusion, and for precise words and phrases. (RI.4.9, W.4.3a, W.4.3d, W.4.3e, W.4.5, SL.4.1, L.4.3a, L.4.6)	Independent reading journals (RI.4.10, RL.4.10) Narrative Planning graphic organizer (RI.4.9, W.4.3a, W.4.3d, W.4.3e, W.4.4, W.4.5, SL.4.1, L.4.3a, L.4.6)	Peer Critique

Lesson 7Planning Organization: Expanding the Introduction
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Reviewing Learning Targets and Engaging the Writer: Understanding the Narrative Writing Checklist (10 minutes) 2. Work Time A. Examining a Model: An Introductory Paragraph for the Pufferfish Narrative (10 minutes) B. Guided Practice: Planning the Millipede Narrative Introduction (15 minutes) C. Guided Writing: Drafting the Introduction for the Millipede Narrative (20 minutes) 3. Closing and Assessment A. Debriefing (5 minutes) 4. Homework A. Create a short comic strip based on the plans for Choice #1 of your story by drawing a picture for each section of your Narrative Planning graphic organizer. B. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal. C. For ELLs: Complete the Language Dive Practice in your Unit 3 Homework.	I can plan and draft a compelling introduction that establishes a situation by introducing and describing the characters, setting, and plot of my narrative. (RI.4.9, W.4.3a, W.4.3d, W.4.4, W.4.5, L.4.3a, L.4.3c, L.4.6)	Millipede Introduction Expansion graphic organizer (RI.4.9, W.4.3a, W.4.3d, W.4.5, L.4.3a) Millipede Introduction draft (RI.4.9, W.4.3a, W.4.3d, W.4.4, W.4.5, L.4.3a, L.4.3c, L.4.6)

Lesson 8Mid-Unit Assessment: Narrative Writing: Choose-Your-Own-Adventure Introduction
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engaging the Writer: Popcorn Read (5 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Mid-Unit 3 Assessment, Part I: Multiple Choice (10 minutes) B. Mid-Unit 3 Assessment, Part II: Planning the Expert Group Animal Narrative Introduction (10 minutes) C. Mid-Unit 3 Assessment, Part III: Drafting the Expert Group Animal Narrative Introduction (25 minutes) 3. Closing and Assessment A. Tracking Progress (5 minutes) 4. Homework A. Choose and respond to a narrative QuickWrite prompt from your homework resources for this unit. B. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.	I can plan and draft a compelling introduction that establishes a situation by introducing the characters, setting, and plot of my narrative. (RI.4.9, W.4.3a, W.4.3d, W.4.4, W.4.9b, W.4.10, L.4.3a, L.4.6)	Mid-Unit 3 Assessment: Narrative Writing: Choose-Your-Own-Adventure Introduction (RI.4.9, W.4.3a, W.4.3d, W.4.4, W.4.9b, W.4.10, L.4.3a, L.4.6) Tracking Progress: Narrative Writing (W.4.3)

Lesson 9Revising Narrative Texts: Organization
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Reviewing Learning Targets (10 minutes) 2. Work Time A. Peer Critique of Drafts: Introductions (20 minutes) B. Annotating Drafts for Revision (10 minutes) 3. Closing and Assessment A. Examining Models of Dialogue (20 minutes) 4. Homework A. Complete two of the dialogue practices from your homework resources for this unit. B. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.	I can critique my writing partner's narrative for organization and provide kind, helpful, and specific feedback. (W.4.3, W.4.5) I can explain how authors of narratives use dialogue to help the reader understand the thoughts, feelings, and responses of characters. (W.4.3, L.4.3a) I can use commas and quotation marks correctly to show dialogue. (L.4.2b)	Choose-your-own-adventure narrative (annotated first draft) (W.4.3, W.4.5, L.4.2b, L.4.3a) Narrative Feedback recording form (W.4.5)

Lesson 10Revising Narrative Texts: Dialogue
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Reviewing Learning Targets (5 minutes) 2. Work Time A. Guided Practice: Annotating Millipede Draft for Use of Dialogue (15 minutes) B. Partner Work: Identifying Where to Add Dialogue to Narratives (10 minutes) C. Independent Practice: Writing Dialogue (25 minutes) 3. Closing and Assessment A. Exit Ticket (5 minutes) 4. Homework A. Complete one of the dialogue practices from your homework resources for this unit. B. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.	I can revise my narrative to add dialogue to help the reader understand what the characters are thinking and feeling. (W.4.3b, W.4.5, L.4.2b) I can use commas and quotation marks correctly to show dialogue. (L.4.2b)	Choose-your-own-adventure narrative (annotated first draft) (W.4.3b, W.4.5, L.4.2b)

Lesson 11Revising Narrative Texts: Sensory Details and Domain-Specific Vocabulary
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Reviewing Learning Targets: Examining a Checklist to Understand Criteria for Choose-Your-Own-Adventure Narratives (10 minutes) 2. Work Time A. Examining Models for Sensory Details and Vocabulary (10 minutes) B. Mini Lesson: Ordering Adjectives (10 minutes) C. Guided Practice: Revising for Sensory Details/Vocabulary from Research (1o minutes) 3. Closing and Assessment A. Independent Practice: Revising for Sensory Details and Vocabulary from Research (20 minutes) 4. Homework A. Complete at least one of the Ordering Adjectives practices from your homework resources for this unit. B. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.	I can use domain-specific vocabulary from my research to precisely describe my animal and its defense mechanisms in my narrative. (W.4.3d, W.4.5, L.4.3a, L.4.6) I can use sensory details to help the reader understand how things look, smell, taste, sound, and feel. (W.4.3d, W.4.5, L.4.3a, L.4.6) I can use adjectives in a sentence in the correct order. (L.4.1d)	Choose-your-own-adventure narrative (annotated first draft) (W.4.3d, W.4.5, L.4.1d, L.4.3a, L.4.6)

Lesson 12Revising Narrative Texts: Drafting a Conclusion and Using Transitional Words and Phrases
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Reviewing Learning Targets (5 minutes) 2. Work Time A. Guided Practice: Writing a Conclusion for the Millipede Draft (15 minutes) B. Independent Practice: Writing a Conclusion for Your Choose-Your-Own-Adventure Narrative (20 minutes) 3. Closing and Assessment A. Mini Lesson and Revisions: Adding Transitional Words and Phrases (15 minutes) 4. Homework A. Complete at least one of the Transitional Words and Phrases practices from your homework resources for this unit. B. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.	I can write an ending that resolves the problem and brings the story to a close. (W.4.3e, W.4.5) I can use transitional words and phrases to sequence events in my narrative. (W.4.3c, W.4.5)	Choose-your-own-adventure narrative (annotated first draft) (W.4.3c, W.4.3e, W.4.5)

Lesson 13Revising Narrative Texts: Editing Conventions and Writing a Second Draft
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Research Reading Share (5 minutes) B. Reviewing Learning Targets (10 minutes) 2. Work Time A. Editing for Conventions (10 minutes) B. Reviewing Feedback from Mid-Unit 3 Assessment (10 minutes) C. Writing Second Draft of Narratives (20 minutes) 3. Closing and Assessment A. Preparing for the End of Unit 3 Assessment (5 minutes) 4. Homework A. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.	I can check my peers' work for correct spelling, capitalization, and punctuation. (W.4.5, L.4.2a, L.4.2b, L.4.2d) I can write a new draft of my narrative incorporating all of my revisions and teacher feedback. (W.4.5, L.4.2a, L.4.2b, L.4.2d)	Choose-your-own-adventure narrative (second draft) (W.4.5, L.4.2a, L.4.2b, L.4.2d)

Lesson 14End of Unit Assessment: Narrative Writing: Choose-Your-Own-Adventure Conclusion
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Reviewing Learning Targets (10 minutes) 2. Work Time A. End of Unit 3 Assessment (45 minutes) 3. Closing and Assessment A. Tracking Progress (5 minutes) 4. Homework A. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.	I can analyze writing and answer language questions about it. (W.4.3, W.4.4, L.4.1, L.4.2, L.4.3) I can write Choice #2 for my choose-your-own-adventure animal defense mechanisms narrative. (RI.4.9, W.4.3, W.4.4, W.4.9b, L.4.1, L.4.2, L.4.3)	End of Unit 3 Assessment: Narrative Writing: Choose-Your-Own-Adventure Conclusion (RI.4.9, W.4.3, W.4.4, W.4.9b, L.4.1, L.4.2, L.4.3) Tracking Progress: Narrative Writing (W.4.3)

Lesson 15Publishing the Choose-Your-Own Adventure Animal Defense Mechanisms Narrative
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Reviewing Learning Targets (10 minutes) 2. Work Time A. Independent Work and Conferring (35 minutes) 3. Closing and Assessment A. Writer’s Gallery (15 minutes) 4. Homework A. None	I can publish my choose-your-own-adventure animal defense mechanisms narrative. (RI.4.9, W.4.3, W.4.6, W.4.7, W.4.8, W.4.9b) I can write a positive comment after reading a classmate's writing.	Choose-your-own-adventure animal defense mechanisms narratives (final copy) (RI.4.9, W.4.3, W.4.6, W.4.7, W.4.8, W.4.9b)

EL Education Curriculum

ELA G4:M2:U3

Using Writing to Entertain

Lesson 1Preparing to Write: Determining Characteristics of the Format

Lesson 2Setting a Purpose for Writing: Understanding the Performance Task and Getting Started

Lesson 3Orienting the Reader: Developing a Character Profile

Lesson 4Developing Plot: Establishing a Problem

Lesson 5Developing Plot: Establishing a Resolution and Conclusion

Lesson 6Peer Critique for Organization and Language

Lesson 7Planning Organization: Expanding the Introduction

Lesson 8Mid-Unit Assessment: Narrative Writing: Choose-Your-Own-Adventure Introduction

Lesson 9Revising Narrative Texts: Organization

Lesson 10Revising Narrative Texts: Dialogue

Lesson 11Revising Narrative Texts: Sensory Details and Domain-Specific Vocabulary

Lesson 12Revising Narrative Texts: Drafting a Conclusion and Using Transitional Words and Phrases

Lesson 13Revising Narrative Texts: Editing Conventions and Writing a Second Draft

Lesson 14End of Unit Assessment: Narrative Writing: Choose-Your-Own-Adventure Conclusion

Lesson 15Publishing the Choose-Your-Own Adventure Animal Defense Mechanisms Narrative

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