Grade 4th
- Unit 1 Title The Arc of Story: Writing Realistic Fiction
Unit 1 Table of Contents
Unit 1 Title: The Arc of Story: Writing Realistic Fiction
Section
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1|Page
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
English, Spanish
Done
Skip
Done
Grade 4th
- Unit 1 Title The Arc of Story: Writing Realistic Fiction
Grade 4
Content Unit 1 Bend 2: Drafting and Revising with an eye toward Believability
Unit Title:
The Arc of Story: Writing Realistic Fiction
Stage 1
Identify Desired Results
Standards:
W.4.3a,b,d,, W.4.4, W.4.5, W.4.9a, W.4.10
(Alpha-numeric
RL.4.1, RL.4.3, RL.4.5 RL 4.10
listing of standards
incorporated in the SL4.1, SL.4.2, SL.4.4
unit)
L.4.1, L4.2, L.4.3.a, L.4.5a
Essential
Questions:
(These goals should
be aligned to
Essential
Questions.)
Goals:
(These should be
aligned to the
Goals above)
Learning
Targets
(aligned to goals)
2|Page
Good writers plan and write scenes
with the character in mind.
Los buenos escritores planean y
escriben escenas teniendo presente
al personaje.
6 I can show how my characters
unfolding step by step.
Soy capaz de mostrar como mis
personajes se desenvuelven paso a
paso.
Good writers can create good leads,
setting and endings.
Los buenos escritores pueden crear
buenas introducciones, escenarios y
finales.
8 I can effective leads to engage my
readers.
Soy capaz de crear introducciones
efectivas para enganchar a mis
lectores.
7 I can become the main character in
my story by standing in their shoes
and seeing through their eyes.
Soy capaz de convertirme en el
personaje principal de mi historia
poniéndome en sus zapatos y
viendo a través de sus ojos.
9 I can create a scene by keeping
the dialogue and action grounded
in the setting.
Soy capaz de crear una escena con
diálogos y acciones que sucedan
dentro del escenario.
10 I can create an ending that
meshes with and serves the
Good writers use transition words
to connect scenes in a story.
Los buenos escritores usan palabras
de transición para conectar escenas
en una historia.
I can use transition words to
connect scenes in a story.
Soy capaz de usar palabras de
transición para conectar las
escenas de una historia.
Dates of Unit:
Grade 4th
- Unit 1 Title The Arc of Story: Writing Realistic Fiction
purposes of the story.
Soy capaz de crear un final
coherente y que se relacione con el
propósito de la historia.
3|Page
Grade 4th
- Unit 1 Title The Arc of Story: Writing Realistic Fiction
Stage 2
Academic Language Function(s):
Determine Assessment Evidence Bend 2
Academic Language (What language will students need to sound like experts?)
Academic Language Stems:
Easy for Beginners
 Describe people, places, things and events/ Describir personas, lugares,
cosas y eventos.
 Use regular and irregular past tense verbs/ El uso de verbos regulares e
irregulares en tiempo pasado.
 Use transition words (to connect scenes in a story)/ El uso de palabras de
transición (para conectar las escenas de una historia).
 (Who) (What)(Where)/ (Quién) (Qué)(Dónde)
 I stood on the playground. Me paré en el patio de recreo
 First, Next, Then, etc./ Primero, después, entonces, etc.
Medium for Intermediate
Academic Vocabulary:









Scene/ Escena
Dialogue/ Diálogo
Setting/ Escenario
Unfolding/ Desenvoltura, desarrollo
All of the sudden/ De repente
When/ Cuando
First, Next, Then/ Primero, después, entonces
One day/ Un día
The following week/ A la semana siguiente
Transition words link:
http://web.woodburn.k12.or.us/departments/curriculum/ld/28summarize.php
Assessment Tools:
4|Page
 Goals Rubric
 Assessment Checklist
 (Who)(What)(Where)(When)/ Quién) (Qué)(Dónde) (Cuándo)
 I stood on the playground of the Mario Gabientto School. Me paré
en el patio de recreo de la escuela Mario Gabientto.
 One day, The next moment, etc./ Un día, en un momento
Difficult for Advanced and Fluent
 (Who)(What)(Where)(When)(How)/ Quién) (Qué)(Dónde)
(Cuándo)(Cómo)
 I stood in the playground of the Mario Gabientto School to await
my fate. . Me pare en el patio de recreo de la escuela Mario
Gabientto esperando mi destino.
 All of the sudden, The following week, etc./ De repente, a la
semana siguiente.
Student Name
5|Page
B = Beginning
D = Developing
I can use transition words to
connect scenes in a story.
I I can create an ending that
meshes with and serves the
purposes of the story.
I can create a scene by
keeping the dialogue and
action grounded in the
setting.
I can effective leads to
engage my readers.
I can become the main
character in my story by
standing in their shoes and
seeing through their eyes.
I can show how my
characters unfolding step by
step.
Grade 4th
- Unit 1 Title The Arc of Story: Writing Realistic Fiction
Unit of Study Assessment Checklist Bend 2
P = Proficient
Notes
M=Mastery
Nombre del estudiante
6|Page
B = Beginning
Lista de Control: Escritura narrativa
D = Developing
Soy capaz de usar palabras
de transición para conectar
las escenas de una historia.
Soy capaz de crear un final
coherente y que se
relacione con el propósito
de la historia.
Soy capaz de crear una
escena con diálogos y
acciones que sucedan
dentro del escenario.
Soy capaz de crear
introducciones efectivas
para enganchar a mis
lectores.
Soy capaz de convertirme en
el personaje principal de mi
historia poniéndome en sus
zapatos y viendo a través de
sus ojos.
Soy capaz de mostrar como
mis personajes se
desenvuelven paso a paso.
Grade 4th
- Unit 1 Title The Arc of Story: Writing Realistic Fiction
Lista de control de unidad 1, sección 2
P = Proficient
Notas
M=Mastery
Nombre del
estudiante
7|Page
Usé comas para escribir correctamente las
oraciones compuestas y para hacerlas más
claras.
Desarrollo
Usé mi conocimiento de silabas y ortografía para
ayudarme a deletrear y editar mi escrito. Utilicé
el muro de palabras y el diccionario cuando los
necesité.
Usé la voz narrativa y transmití la emoción o el
tono de mi cuento a través de descripciones,
frases, dialogo, y pensamientos.
Para dar más vida a mi historia, incluí detalles
precisos y sensoriales. También usé lenguaje
figurativo (símil, metáfora, personificación).
Estructura
Oficio del escritor: Hice que algunas partes de la
historia sucedan rápido y otras lentamente.
Oficio del escritor: Mostré por que el personaje
hizo lo que hizo al incluir sus pensamientos.
Elaboración: Además de acciones y dialogo,
enriquecí mi historia con oraciones descriptivas
de sentimientos y pensamientos.
Organización: Usé párrafos y dejé renglones
para separar lo que pasó al comienzo de lo que
pasó luego y al final.
Final: Escribí un final relacionado con el
comienzo o el desarrollo de la historia. Finalicé
la historia con una acción, un diálogo, o un
sentimiento.
Conectores: Mostré la cronología del tiempo
con palabras y oraciones para indicarlo como:
“justo entonces, “de repente” (para mostrar la
rapidez) y “ después de un rato“ un poco más
tarde” para mostrar cuando un poco de tiempo
ha pasado.
Introducción: Escribí el comienzo en el cual
introduje al lector en el mundo de mi historia
mostrándole qué estaba sucediendo y en dónde.
En general: Conté la parte importante de un
evento paso a paso y omití los detalles sin
importancia.
Grade 4th
- Unit 1 Title The Arc of Story: Writing Realistic Fiction
Normas de escritura
Student Name
8|Page
When writing long, complex, sentences, I
used commas to make them clear and
correct.
Development
I used what I knew about word families and
spelling to help me spell and edit. I used
the word wall and dictionaries when
needed.
I used a storytelling voice and conveyed the
emotion or tone of my story through
description, phrases, dialogue, and
thoughts
I included precise and sometimes sensory
details and used figurative language (simile,
metaphor, personification) to bring my
story to life.
Structure
Craft: I made some parts of the story go
quickly, some slowly.
Craft: I showed why characters did what
they did by including their thinking
Elaboration: I added more to the heart of
my story, including not only actions and
dialogue but also thought and feelings.
I used paragraphs to separate the different
parts or times of the story or to show when
a new character was speaking.
Ending: I wrote an ending that connected
to the beginning or middle of the story. I
used action, dialogue, or feeling to bring my
story to a close.
Transitions: I showed how much time went
by with words and phrases that mark time.
Lead: I wrote a beginning in which I showed
what was happening and where, getting
readers into the world of the story.
Overall: I wrote the important part of an
event bit by bit and took out unimportant
parts.
Grade 4th
- Unit 1 Title The Arc of Story: Writing Realistic Fiction
Student Checklist : Narrative, Grade 4
Language
Conventions
Grade 4th
- Unit 1 Title The Arc of Story: Writing Realistic Fiction
Unit of Study Assessment Rubric
Unit # - Unit Title…
Learning Target
Language Learning Target
9|Page
Mastery
Proficient
Developing
Beginning
Grade 4th
Stage 3
- Unit 1 Title The Arc of Story: Writing Realistic Fiction
Plan Learning Experiences and Instruction
There are about 40 teaching days in Quarter 1. 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. Imagining
Stories from Ordinary Moments
 Learning Goal: I can get
ideas for stories from
small moments in my
life.
Day 2: Session 2. Imagining
Stories We Wish Existed in the
World
 Learning Goal: I can take
my small personal
moments to imagine
books I wish existed in
the world.
Day 3: Session 3. Developing
Believable Characters
 Learning Goal: I can get
ideas by thinking about
issues in my life.
Day 5: Optional lesson: Midworkshop teaching, “Building the
characters Self-View” (page 27)
Day 6: Session 4: Giving
Characters Struggles and
Motivations
 Learning Goal: I can
develop characters by
telling about their
motivations and
struggles.
Day 11: Session 6: Continue
Show, Don’t Tell
 Learning Goal: Draft the
story scene by scene.
 Language Goal: I can
correctly conjugate both
regular and irregular
verbs in the past tense I
use in my writing.
Day 16: Session 9: Continues:
Orienting Readers with Setting
 Language Goal: I can use
transition words to
connect scenes in a
story.
Day 7: Session 4: Showing
Characters by Writing Scenes
page 37
 Language Goal: I can use
prepositional phrases to
describe where or when
things happen.
Day 8: Session 5: Plotting with a
Story Arc
 Learning Goal: I can use
a story arc to sketch out
possible plot lines for
stories.
Day 4: Session 3 Continued:
Developing Believable Characters
 Learning Goal: I can
develop characters from
a seed idea by creating
their external and
internal traits.
 Language Goal: I can use
precise adjectives to
describe details.
Day 9: Session 5: Continue
Plotting with a Story Arc
Day 12: Session 7: Feeling and
Drafting the Heart of your Story
 Learning Goal: I can
become the main
character in my story by
standing in their shoes
and seeing through
their eyes.
Day 13: Session 7: Continue
Feeling and Drafting the Heart of
your Story
 Learning Goal:
Introduce the Narrative
Writing Checklist (page
72)
Day 14: Session 8: Studying
Published Texts to Write Leads
 Learning Goal: I can
effective leads to
engage my readers.
Day 15: Session 9: Orienting
Readers with Setting
 Learning Goal: I can
create a scene by
keeping the dialogue
and action grounded in
the setting.
Day 17: Session 10: Writing
Powerful Endings
 Learning Goal: I can
create an ending that
meshes with and serves
the purposes of the
story.
Bend 3:
Day 18: Session 11: Revision
Learning Goal: I can revise my
story by re-reading with a lens so
that what I want to write is what
I actually wrote.
Day 19: Session 12: Making a
space for Writing
 Learning Goal: I can
create a space for
writing in my notebooks
and at home.
Day 20: Session 13: Using
Mentor Texts to Flesh out
Characters
 Learning Goal: I can
improve my writing by
noticing what mentor
writers do that work
10 | P a g e
Bend 2:
Day 10: Session 6: Show, Don’t
Tell
 Learning Goal: I can
show how my
characters unfolding
step by step.
Grade 4th
- Unit 1 Title The Arc of Story: Writing Realistic Fiction
Day 21: Session 13: Continue
Using Mentor Texts to Flesh out
Characters
 Language Goal: I can
compare and contrast
my writing with mentor
texts and make changes
to improve my writing.
Bend 4:
Day 26: Session 16: Launching
Independent Fiction Projects
 Learning Goal: I can take
all I’ve learned about
writing fiction to new
projects
Day 31: Session 19: Focusing the
Reader’s Gaze
 Learning Goal: I can
study the work I do as a
reader of fiction and
apply those skills to my
writing revisions.
Day 36: Session 20: Choosing
Punctuation for Effect
 Learning Goal: I can use
punctuation to have an
effect on how readers
engage with the text
11 | P a g e
Day 22: Session 14: Editing with
Various Lenses
 Learning Goal: I can edit
with different lenses
Day 27: Session 17: Planning and
Drafting Stories with Agency
 Learning Goal: I can
quickly apply my
planning and drafting
skills to new projects
Day 23: Session 14: Continue
Editing with Various Lenses
 Language Goal: I can
edit for correct verb
tense, and agreement of
pronouns
Day 28: Session 18: Mining the
connections between Reading
and Writing Fiction
 Learning Goal: I can
study the work I do as a
reader of fiction and
apply those skills to my
writing revisions.
Day 32: Additional Session
Day 33: Session 19: Continue
 Language Goal: I can use Focusing the Reader’s Gaze
transition words to
 Returning to the
connect scenes in a
Narrative Checklist with
story.
Increasing
Independence
(page 176)
Day 37: Session 21: Surveying Your Work and Planning for the Future
 Learning Goal: I can reflect on the work I have done,
celebrating accomplishments and making new goals.
Day 24: Session 14: Continue:
Editing with Various Lenses
 I can edit with a writing
partner
Day 25: Session 15: Publishing
Anthologies
 Learning Goal: I can
celebration published
writing
Day 29: Session 18: Continue
Planning and Drafting Stories
with Agency
 Developing Conflict and
Tension page 167
 Language Goal: I can use
precise adjectives to
describe details.
Day 34: Additional Language
 Language Goal: I can
edit for correct verb
tense, and agreement of
pronouns.
Day 30: Session 18: Continue
Planning and Drafting Stories
with Agency
 Gearing Writing Toward
a Particular Audience
page
Day 35: Session 20: Choosing
Punctuation for Effect
 Learning Goal: I can use
punctuation to make
sentences easier to
understand
Grade 4th
- Unit 1 Title The Arc of Story: Writing Realistic Fiction
Lunes
Martes
Miércoles
Jueves
Viernes
Bend 1:
Day 1: Session 1. Imagining
Stories from Ordinary Moments
 Learning Goal: I can get
ideas for stories from
small moments in my
life.
Day 2: Session 2. Imagining
Stories We Wish Existed in the
World
 Learning Goal: I can take
my small personal
moments to imagine
books I wish existed in
the world.
Day 3: Session 3. Developing
Believable Characters
 Learning Goal: I can get
ideas by thinking about
issues in my life.
Day 5: Optional lesson: Midworkshop teaching, “Building the
characters Self-View” (page 27)
Day 6: Session 4: Giving
Characters Struggles and
Motivations
 Learning Goal: I can
develop characters by
telling about their
motivations and
struggles.
Day 11: Session 6: Continue
Show, Don’t Tell
 Soy capaz de escribir el
borrador escena por
escena.
 Soy capaz de conjugar
los verbos regulares e
irregulares en el tiempo
pasado.
Day 16: Session 9: Continues:
Orienting Readers with Setting
 Soy capaz de usar
palabras de transición
para conectar las
escenas de una historia.
Day 7: Session 4: Showing
Characters by Writing Scenes
page 37
 Language Goal: I can use
prepositional phrases to
describe where or when
things happen.
Day 8: Session 5: Plotting with a
Story Arc
 Learning Goal: I can use
a story arc to sketch out
possible plot lines for
stories.
Day 4: Session 3 Continued:
Developing Believable Characters
 Learning Goal: I can
develop characters from
a seed idea by creating
their external and
internal traits.
 Language Goal: I can use
precise adjectives to
describe details.
Day 9: Session 5: Continue
Plotting with a Story Arc
Day 12: Session 7: Feeling and
Drafting the Heart of your Story
 Soy capaz de
convertirme en el
personaje principal de
mi historia poniéndome
en sus zapatos y viendo
a través de sus ojos.
Day 13: Session 7: Continue
Feeling and Drafting the Heart of
your Story
 Soy capaz de utilizar la
lista de control para la
escritura narrativa (p.
72)
Day 14: Session 8: Studying
Published Texts to Write Leads
 Soy capaz de crear
introducciones
efectivas para
enganchar a mis
lectores.
Day 15: Session 9: Orienting
Readers with Setting
 Soy capaz de crear una
escena con diálogos y
acciones que sucedan
dentro del escenario.
Day 17: Session 10: Writing
Powerful Endings
 Soy capaz de crear un
final coherente y que se
relacione con el
propósito de la historia.
Bend 3:
Day 18: Session 11: Revision
Learning Goal: I can revise my
story by re-reading with a lens so
that what I want to write is what
I actually wrote.
Day 19: Session 12: Making a
space for Writing
 Learning Goal: I can
create a space for
writing in my notebooks
and at home.
Day 20: Session 13: Using
Mentor Texts to Flesh out
Characters
 Learning Goal: I can
improve my writing by
noticing what mentor
writers do that work
12 | P a g e
Bend 2:
Day 10: Session 6: Show, Don’t
Tell
 Soy capaz de mostrar
como mis personajes se
desenvuelven paso a
paso.
Grade 4th
- Unit 1 Title The Arc of Story: Writing Realistic Fiction
Day 21: Session 13: Continue
Using Mentor Texts to Flesh out
Characters
 Language Goal: I can
compare and contrast
my writing with mentor
texts and make changes
to improve my writing.
Bend 4:
Day 26: Session 16: Launching
Independent Fiction Projects
 Learning Goal: I can take
all I’ve learned about
writing fiction to new
projects
Day 31: Session 19: Focusing the
Reader’s Gaze
 Learning Goal: I can
study the work I do as a
reader of fiction and
apply those skills to my
writing revisions.
Day 36: Session 20: Choosing
Punctuation for Effect
 Learning Goal: I can use
punctuation to have an
effect on how readers
engage with the text
13 | P a g e
Day 22: Session 14: Editing with
Various Lenses
 Learning Goal: I can edit
with different lenses
Day 27: Session 17: Planning and
Drafting Stories with Agency
 Learning Goal: I can
quickly apply my
planning and drafting
skills to new projects
Day 23: Session 14: Continue
Editing with Various Lenses
 Language Goal: I can
edit for correct verb
tense, and agreement of
pronouns
Day 28: Session 18: Mining the
connections between Reading
and Writing Fiction
 Learning Goal: I can
study the work I do as a
reader of fiction and
apply those skills to my
writing revisions.
Day 32: Additional Session
Day 33: Session 19: Continue
 Language Goal: I can use Focusing the Reader’s Gaze
transition words to
 Returning to the
connect scenes in a
Narrative Checklist with
story.
Increasing
Independence
(page 176)
Day 37: Session 21: Surveying Your Work and Planning for the Future
 Learning Goal: I can reflect on the work I have done,
celebrating accomplishments and making new goals.
Day 24: Session 14: Continue:
Editing with Various Lenses
 I can edit with a writing
partner
Day 25: Session 15: Publishing
Anthologies
 Learning Goal: I can
celebration published
writing
Day 29: Session 18: Continue
Planning and Drafting Stories
with Agency
 Developing Conflict and
Tension page 167
 Language Goal: I can use
precise adjectives to
describe details.
Day 34: Additional Language
 Language Goal: I can
edit for correct verb
tense, and agreement of
pronouns.
Day 30: Session 18: Continue
Planning and Drafting Stories
with Agency
 Gearing Writing Toward
a Particular Audience
page
Day 35: Session 20: Choosing
Punctuation for Effect
 Learning Goal: I can use
punctuation to make
sentences easier to
understand