Grade 4th
- Unit 4 Title The Literary Essay: Writing about Fiction
Unit 4 Table of Contents
Unit 4 Title: The Literary Essay: Writing about Fiction
Section
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Unit Essential Questions
Unit Goals and Sub Goals (Task Analysis)
Unit Language (Spanish, Russian, English)
Unit Assessment Checklist
Unit Assessment Rubric
Sample Unit Calendar
Page Number
Skip
Done
Done English
Done
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Done
Grade 4th
- Unit 4 Title The Literary Essay: Writing about Fiction
Unit Title:
Stage 1
Standards:
(Alpha-numeric listing
of standards
incorporated in the
unit)
Grade 4
Content Unit 4 Bend 3: Writing Compare and Contrast Essays
The Literary Essay: Writing about Fiction
Identify Desired Results
W.4.1.a.b. W.4.4, W.4.5, W.4.7, W.4.8, W.4.10
RL.4.1, RL.4.2, RL.4.9, RL.5.1, RFS.4.4
SL 4.1, SL.4.4, SL.4.6,
L.4.1., L.4.2.b.c, L.4.3.c, L.4.6
Dates of Unit:
Essential
Questions:
(These goals should be
aligned to Essential
Questions.)
Goals:
(These should be
aligned to the
Goals above)
Learning
Targets
Good writers build their
muscles to compare and
contrast.
Good writers compare and
contrast familiar texts.
Good writers use yesterday’s
learning, today and always.
Good writers edit carefully
to get ready to celebrate
their writing.
Good writers connect
sections of their writing
together smoothly.
15 I can notice similarities and
differences between texts.
16 I can write compare and
contrast essays by looking at
similar themes across texts.
17 I can draw on all I know
about essay writing as I
tackle new projects.
I can use transition
words/phrases to connect my
ideas.
15 I can categories my
observations in to patterns or
ideas.
16 I can write compare and
contrast essays by looking at
similar characters across
texts.
16 I can name how texts
approach themes
differently.
16 I can name how the
characters are similar and
different.
18 I can elaborate on each of
my individual supporting
ideas with evidence.
19 I can get my writing
ready by editing and
polishing. (especially
commas)
20 I can celebrate my
writing success.
(aligned to goals)
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Grade 4th
- Unit 4 Title The Literary Essay: Writing about Fiction
Stage 2
Determine Assessment Evidence Bend 3
Academic Language Function(s):
Academic Language (What language will students need to sound like experts?)
Academic Language Stems:
Easy for Beginners
 Summarize, Drawing Conclusions, Making Generalizations
 Compare and Contrast
One time…
For example…
On the other hand…
Because of this…
Academic Vocabulary:
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Medium for Intermediate
Thesis
Craft
Revise
Elaborate
Arguments
Evidence
Theories
Essay
Essayist
Literary Devices
Archetype
Point of View
Protagonist
Tension
Symbol
Tone
Assessment
Tools:
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For instance…
In addition to…
In comparison…
In contrast…
One reason that…
Difficult for Advanced and Fluent
An example that show this…
Furthermore…
Consequently…
Although
 Goals Rubric
 Assessment Checklist
Student Name
4|Page
B = Beginning
D = Developing
P = Proficient
M=Mastery
I can use transition
words/phrases to connect
my ideas.
I can celebrate my writing
success.
I can get my writing ready
by editing and polishing.
(especially commas)
I can elaborate on each of
my individual supporting
ideas with evidence.
I can draw on all I know
about essay writing as I
tackle new projects.
I can name how the
characters are similar and
different.
I can name how texts
approach themes
differently.
I can write compare and
contrast essays by looking at
similar characters across
texts.
I can write compare and
contrast essays by looking at
similar themes across texts.
I can categories my
observations in to patterns
or ideas.
I can notice similarities and
differences between texts
Grade 4th
- Unit 4 Title The Literary Essay: Writing about Fiction
Unit of Study Assessment Checklist Bend 3
Notes
Grade 4th
- Unit 4 Title The Literary Essay: Writing about Fiction
Unit of Study Assessment Rubric
Unit # - Unit Title…
Learning Target
Language Learning Target
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Mastery
Proficient
Developing
Beginning
Grade 4th
- Unit 4 Title The Literary Essay: Writing about Fiction
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 6: Session 4: Finding and
Testing a Thesis
 Learning Goal: I can
select ideas to craft
into a thesis
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 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 12: Session 7 Using Lists
as Evidence
 Learning Goal: I can
use lists to support
my claims
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 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 Day 15: Session 8 Continue:
Together: Constructing
Putting it all Together:
Literary Essays
Constructing Literary Essays
 Learning Goal: I can
 Learning Goal: I can
study published
study published
literary essays to find
literary essays to find
structures for my
structures for my own
own literary essays.
literary essays.
Day 11: Session 6 Continue:
Citing Textual Evidence
 Language Goal: I can
use transition phrases
to connect my
ideas/writing.
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Grade 4th - Unit 4 Title The Literary Essay: Writing about Fiction
Day 16: Session 8 Continue:
Bend 2:
Day 18: Session 10 Adding
Putting it all Together:
Day 17: Session 9 Writing to
Complexity to our Ideas
Constructing Literary Essays
Discover What a Story is
 Learning Goal: I can
 Language Goal: All
Really About
add depth to my
previously taught in
 Learning Goal: I can
writing by looking at
this bend
use patterns in books
all sides of the text
and stories to
and forming complex
develop ideas about
ideas
the stories theme or
message.
Day 21: Session 12 Beginnings Day 22: Session 12 Continue: Day 23: Session 13 Using
and Endings
Beginnings and Endings
Descriptions of an Author’s
 Learning Goal: I can
 Learning Goal: I can
Craft as Evidence
give readers the larger
leave readers with
 Learning Goal: I can
context for my claim in
something to think
find evidence to
my introduction
about in my
support my claims by
conclusions
studying the choices
authors make in their
texts
Day 26: Session 14 Continue
Bend 3:
Day 28: Session 15 Continue
Editing (mini-celebration end)
Day 27: Session 15 Building
Building the Muscles to
 Learning/Language
the Muscles to Compare and Compare and Contrast
Goal: I can make sure
Contrast
 Learning Goal: I can
that all my pronoun
 Learning Goal: I can
categories my
references are correct.
notice similarities
observations in to
and differences
patterns or ideas
between texts
Day 31: Session 16 Continue
Day 32: Session 16 Continue
Day 33: Session 17 Using
Comparing and Contrasting
Comparing and Contrasting
Yesterday’s Learning: Today
Familiar Texts
Familiar Texts
and Always
 Learning Goal: I can
 Learning Goal: I can
 Learning Goal: I can
name how texts
name how the
draw on all I know
approach themes
characters are similar
about essay writing
differently.
and different
as I tackle new
projects
7|Page
Day 19: Session 10 Continue:
Adding Complexity to our
Ideas
 Language Goal: I can
compare and
contrast using
transition words
Day 20: Session 11 FlashDrafting Literary Essays
 Learning Goal: I can
get my thoughts down
quickly on paper in
flash draft essays
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 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 34: Session 18
Developing Distinct Lines of
Thoughts
 Learning Goal: I can
elaborate on each of
my individual
supporting ideas with
evidence
Day 25: Session 14 Editing:
Opinion Writing Checklist
 Learning/Language
Goal: I can make sure
that I’ve written in the
present tense.
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 35: Session 18 Continue:
Developing Distinct Lines of
Thoughts
 Language Goal: I can
use transition
words/phrases to
connect my ideas.
Grade 4th - Unit 4 Title The Literary Essay: Writing about Fiction
Day 36: Session 19 Exploring
Day 37: Session 19: Continue Day 38: Session 19: Continue
Commas
Exploring Commas and
Exploring Commas and
 Learning Goal: I can
Editing
Editing
get my writing ready
 Language Goal: I can
 Language Goal: I can
by editing and
make sure that I’ve
make sure that all my
polishing. (especially
written in the
pronoun references
commas)
present tense
are correct.
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Day 39: Session 20 A
Celebration
 Learning Goal: I can
celebrate my writing
success.
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Unit 4 Table of Contents Unit 4 Title: The Literary Essay: Writing