Download Grade 4 Writing Units of Study Unit 1

Grade 4 Writing Units of Study
Unit 1-How Writers Work
Students will be able to . . .
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understand expectations of writers during writers workshop
understand and prepare a writer’s notebook
identify another way of collecting ideas for writing while using writer’s workshop
supplies and tools
identify and analyze author’s craft
find and record small moments in your life
use sharing as a routine in writer’s workshop
recall traits from 3rd grade.
define and understand the ideas trait and how to apply it to individual writing
experiences.
define and understand the ideas trait and how to apply it to individual writing
experiences.
discern the theme or idea of a story
identify differences between nouns, verbs, and adjectives
reflect and write about unforgettable memories
generate possible entry ideas into notebooks
select a idea to draft
identify pronouns and adverbs.
add powerful phrases and important details to sketches
Plan beginning, middle, end of draft
draft their piece
review punctuation for dialogue.
locate places in their own writing where they can bring out their own unique voice
identify strategies of editing through the model of the teacher
edit their piece for proper use of conventions
locate spelling mistakes in writing
write a final copy
reflect on writing processes and strategies they have used in order to meet their
writing goals
set personal future goals in writing
Unit 2-Realistic Fiction/Picture Book Study
Students will be able to . . .
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identify key qualities of the voice trait
consider purpose and audience to determine voice
compare different voices from various stories
identify the key qualities of the word choice trait.
make improved word choices.
correctly use capitalization rules when writing
identify various fiction works, specifically the element of character.
identify how authors have an “intention” when they generate a piece.
determine the importance of illustrations.
distinguish between a run-on sentence and a complete sentence.
consider people in their lives as characters in their stories.
consider characters that are interesting as inspiration for story ideas.
select an idea based on one of the characters from generating ideas.
recognize fragments and run-ons by using appropriate sentence structure.
develop their character’s traits before writing.
consider their audience and intention.
draft the story
combine sentences to make compound sentences.
add dialogue.
review their story and revise for their intention.
edit punctuation.
identify and practice with prepositions and prepositional phrases
add illustrations to their writing.
write final copy
Use a rubric to score writing and develop goals for writing
Unit 3-Biography
Students will be able to . . .
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recognize features of sentence fluency
sort types of sentences
identify four types of sentences
create song lyrics to go along with a type of weather attending to sentence
fluency
use sentence fluency to create a weather poem and present to the class
identify and choose the right verb to make a difference in writing.
identify biography and expository writing.
define the features of a biography.
share features they found in various biography mentor texts.
identify and use past and present tense verbs.
generate role models for potential biography writing.
consider a variety of elements to select their subjects.
collect information on their subject.
identify and replace nouns with pronouns.
plan a theme for their draft.
write their draft.
revise with a hook opening.
avoid repetitious nouns by using pronouns.
revise for proper sentence fluency of their biography.
use an edit checklist to notice and correct any errors throughout the piece.
add an author’s note.
rewrite a final copy.
receive feedback from their peers
Unit 4-Feature Article
Students will be able to . . .
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identify the elements of the organization trait.
compare a mixed up story line to an organized one to determine the importance
of sequence of events.
organize a sequence of events for their life.
use their graphic organizer to organize their writing.
identify and define what commas are used for.
understand structure of a feature article.
explore feature articles as books.
compare different feature articles.
explore how commas can create complex sentences.
generate topic ideas for their feature article piece that are topics of interest.
generate topic ideas about subjects they are experts in.
select one topic for their feature article.
explore how commas are used in dialogue.
collect information about their feature article topic.
consider the structure of their writing.
write a draft.
identify and define ellipses, and why they are effective in the mentor text.
revise to catch the readers’ attention.
revise to add visual communication.
edit punctuation.
identify and define why pauses can change meaning and add effect.
create a proper title.
write a final draft.
reflect upon their writing and use the rubric to score their feature article.
Unit 5-Author Study
Students will be able to . . .
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identify what makes Cynthia Rylant a good mentor author.
identify how Cynthia Rylant writes about ideas that connect to her life.
determine that author’s like Rylant write about places they cherish.
generate ideas for topics that are from their passions and longings.
select an idea for writing that considers the inner purpose or reasons for
communicating it to the reader/audience.
craft characters feelings through actions, thoughts, descriptions and dialogue.
determine the genre for their piece.
write a draft.
reread and revise for clarity and organization.
write an author’s note.
write a final copy.
receive feedback from their peers