4th Grade Daily Writing (Unit 3): Each mini-lesson is approximately 10-15 min.
Unit 3, Week 1, Day 1
Unit 3, Week 1, Day 2
Unit 3, Week 1, Day 3
Unit 3, Week 1, Day 4
Unit 3, Week 1, Day 5
Spelling
Conventions
Writing &
Handwriting
Independent:
Guided:
Guided:
Guided:
Independent:
Adding –ed & -ing (319c)
 Spelling City Pretest
Adding –s & -es (329c)
 Mini-lesson
 Guided Practice
 Independent practice
Adding –s & -es (337e)
 Mini-lesson
 Guided Practice
 Independent practice
Adding –s & -es (343c)
 Mini-lesson
 Guided Practice
 Independent practice
Adding –s & -es (343o)
 Written Test
Direct Instruction:
Conventions
Conventions
Conventions
Conventions
Action & Linking Verbs
(319d)
Mini-lesson: Modeling
Action & Linking Verbs (329c)
Mini-lesson:
Guided practice to apply
conventions in writing
Action & Linking Verbs
(3337e)
Mini-lesson:
Review and connect to oral
language
Action & Linking Verbs (343c)
Mini-lesson:
Apply conventions in writing
OR *Test Practice
Action & Linking Verbs (343o)
Mini-lesson:
Guided practice to apply
conventions in writing
Writing: Poetry
Writing: Poetry
Writing: Poetry
Writing: Writing to Sources
Writing: Writing to Sources
Mini-lesson: Narrative Poem
Read like a Writer (319e)
Introduce the Prompt (329d)
Mini-Lesson: Narrative Poem
(338-339)
Revise: Consolidating (343d)
Proofread for Action &
Linking Verbs (343p)
Connect the Texts
Informative/Explanatory
Summary (72-73)
Connect the Texts
Informative/Explanatory
Summary (72-73)
During Week 1 students will spend 3 days on poetry, allowing 2 days for Writing to Sources.
*Test practice can be whole group, small group or independent. Could also be practice assessment on Haiku.
*Handwriting is D’Nealian Cursive (once per week: 10-15 minutes)
Trait: Organization
Formative Assessment: Writing conferences and Narrative Paragraph from Writing to Sources
Additional Notes
NOTES
Writing – 45-60 minutes (Weeks 1-5)
(skip during short weeks)
11/24/14
**Handwriting
Cursive Letters Ee (319d)
4th Grade Daily Writing (Unit 3): Each mini-lesson is approximately 10-15 min.
Unit 3, Week 2, Day 1
Unit 3, Week 2, Day 2
Unit 3, Week 2, Day 3
Unit 3, Week 2, Day 4
Unit 3, Week 2, Day 5
Spelling
Conventions
Writing &
Handwriting
Writing – 45-60 minutes (Weeks 1-5)
(skip during short weeks)
Independent:
Guided:
Guided:
Guided:
Independent:
Homophones (347c)
 Spelling City Pretest
Homophones (357c)
 Mini-lesson
 Guided Practice
 Independent practice
Homophones (363e)
 Mini-lesson
 Guided Practice
 Independent practice
Homophones (371c)
 Mini-lesson
 Guided Practice
 Independent practice
Homophones (371o)
 Written Test
Direct Instruction:
Conventions
Conventions
Conventions
Conventions
Main & Helping Verbs (347d)
Mini-lesson: Modeling
Main & Helping Verbs (357c)
Mini-lesson:
Guided practice to apply
conventions in writing
Main & Helping Verbs (363e)
Mini-lesson:
Review and connect to oral
language
Main & Helping Verbs (371c)
Mini-lesson:
Apply conventions in writing
OR
*Test Practice
Main & Helping Verbs (371o)
Mini-lesson:
Guided practice to apply
conventions in writing
Writing: Report
Research & Inquiry
Writing: Report
Writing: Report
Writing: Report
Writing: Present
Research & Inquiry
Navigate/Search (357b)
(Use this day to allow time for
additional research)
**Handwriting
Cursive Letters Jj (347d)
Research & Inquiry
Analyze information (363d)
Present ideas in either written or
oral (371n) form
Identify and Focus Topic
(347b)
Research & Inquiry
Navigate/Search (357b)
NOTES
During week 2, students will be guided to through the process of conducting research & inquiry in order to write an explanatory report (the report may
be given orally on day 5 if time allows).
*Test practice can be whole group, small group or independent. Could also be practice assessment on Haiku.
**Handwriting is D’Nealian Cursive (once per week: 10-15 minutes)
Additional Notes
Trait: Voice
Formative Assessment: Research Report
11/24/14
4th Grade Daily Writing (Unit 3): Each mini-lesson is approximately 10-15 min.
Unit 3, Week 3, Day 1
Unit 3, Week 3, Day 2
Unit 3, Week 3, Day 3
Unit 3, Week 3, Day 4
Unit 3, Week 3, Day 5
Spelling
Conventions
Writing &
Handwriting
Writing – 45-60 minutes (Weeks 1-5)
(skip during short weeks)
Independent:
Guided:
Guided:
Guided:
Independent:
Vowel Sound in Shout (375c)
 Spelling City Pretest
Vowel Sound in Shout (387c)
 Mini-lesson
 Guided Practice
 Independent practice
Vowel Sound in Shout (393e)
 Mini-lesson
 Guided Practice
 Independent practice
Vowel Sound in Shout (401c)
 Mini-lesson
 Guided Practice
 Independent practice
Vowel Sound in Shout (401o)
 Written Test
Direct Instruction:
Conventions
Conventions
Conventions
Conventions
Subject/Verb Agreement
(375d)
Mini-lesson:
Modeling
Subject/Verb Agreement
(387c)
Mini-lesson:
Guided practice to apply
conventions in writing
Subject/Verb Agreement
(393e)
Mini-lesson:
Review and connect to oral
language
Subject/Verb Agreement
(401c)
Mini-lesson:
Apply conventions in writing
OR
*Test Practice
Subject/Verb Agreement
(401o)
Mini-lesson:
Guided practice to apply
conventions in writing
Writing: Read Like a
Writer
Writing: Intro the Prompt
Writing: Draft
Writing: Draft
Writing: Draft
Genre: Myth
(387d)
Genre: Myth
(394-395)
Genre: Myth
(394-395)
Genre: Myth
(394-395)
(Research & Inquiry Minilesson on p. 387b may be
used to research myths)
(*This day can be used to
extend the Prewriting phase if
needed)
**Handwriting
Cursive Letter Pp (375d)
(*This day can be used for
additional time for drafting or
to begin the revision process)
Genre: Myth
(375e)
Writing: The Myth genre has been extended to include two weeks to allow time for the students to take the piece through the writing process.
Students who complete the myth in a shorter time can complete an assignment from Writing to Sources.
**Handwriting is D’Nealian Cursive (once per week: 10-15 minutes)
Trait: Sentences
Ongoing Assessment: Writing Conferences and Myth
Additional Notes
NOTES
*Test practice can be whole group, small group or independent. Could also be practice assessment on Haiku.
11/24/14
4th Grade Daily Writing (Unit 3): Each mini-lesson is approximately 10-15 min.
Unit 3, Week 4, Day 1
Unit 3, Week 4, Day 2
Unit 3, Week 4, Day 3
Unit 3, Week 4, Day 4
Unit 3, Week 4, Day 5
Spelling
Conventions
Writing &
Handwriting
Writing – 45-60 minutes (Weeks 1-5)
(skip during short weeks)
Independent:
Guided:
Guided:
Guided:
Independent:
Compound Words (405d)
 Spelling City Pretest
Compound Words (415c)
 Mini-lesson
 Guided Practice
 Independent practice
Compound Words (421e)
 Mini-lesson
 Guided Practice
 Independent practice
Compound Words (429c)
 Mini-lesson
 Guided Practice
 Independent practice
Compound (429o)
 Written Test
Direct Instruction:
Conventions
Conventions
Conventions
Conventions
Past, Present, and Future
Tenses (405d)
Mini-lesson:
Modeling
Past, Present, and Future
Tenses (415c)
Mini-lesson:
Guided practice to apply
conventions in writing
Past, Present, and Future
Tenses (421e)
Mini-lesson:
Review and connect to oral
language
Past, Present, and Future
Tenses (429c)
Mini-lesson:
Apply conventions in writing
OR
*Test Practice
Past, Present, and Future
Tenses (429o)
Mini-lesson:
Guided practice to apply
conventions in writing
Writing: Revise
Writing: Revise
Writing : Formal Letter
Revise: Clarifying (401d)
Writing : Edit
Proofread for
Writing: Share
Revise: Clarifying (401d)
Genre: Share
Genre: Formal Letter
This day may be used to
provide students an
opportunity to share their
myths.
OPTIONAL: Have the students
write a formal letter (422-423)
OR allow them an additional
day to share their myths.
**Handwriting
Cursive Letters Aa (405d)
Subject/Verb Agreement
(401p)
Genre: Myth
NOTES
*Test practice can be whole group, small group or independent. Could also be practice assessment on Haiku.
Writing: The Myth genre has been continued from week 3to allow time for the students to take the piece through the writing process.
Students who complete the myth in a shorter time can complete an assignment from Writing to Sources.
**Handwriting is D’Nealian Cursive (once per week: 10-15 minutes)
Additional
Notes
Writing Trait: Organization
Ongoing Assessment: Writing Conferences & Myth
11/24/14
4th Grade Daily Writing (Unit 3): Each mini-lesson is approximately 10-15 min.
Unit 3, Week 5, Day 1
Unit 3, Week 5, Day 2
Unit 3, Week 5, Day 3
Unit 3, Week 5, Day 4
Unit 3, Week 5, Day 5
NOTES
Spelling
Conventions
Writing & Handwriting
Writing – 45-60 minutes (Weeks 1-5)
(skip during short weeks)
Independent:
Guided:
Guided:
Guided:
Independent:
Possessives (433c)
 Spelling City Pretest
Possessives (443c)
 Mini-lesson
 Guided Practice
 Independent practice
Possessives (451e)
 Mini-lesson
 Guided Practice
 Independent practice
Possessives (459c)
 Mini-lesson
 Guided Practice
 Independent practice
Possessives (459o)
 Written Test
Direct Instruction:
Conventions
Conventions
Conventions
Conventions
Irregular Verbs (433d)
Mini-lesson:
Modeling using projected
transparency
Irregular Verbs (443c)
Mini-lesson:
Guided practice to apply
conventions in writing
Irregular Verbs (451e)
Mini-lesson:
Review and connect to oral
language
Irregular Verbs (459c)
Mini-lesson:
Apply conventions in writing
OR
*Test Practice
Irregular Verbs (459o)
Mini-lesson:
Guided practice to apply
conventions in writing
Writing:
Genre: Summary
Writing: Prewrite
Writing: Writing to Sources
Writing: Revise
Writing : Share
Genre: Summary Paragraph
Mini-lesson on writing a
summary from (452-453) may
be used, but have the
students prepare to write a
summary of “Paul Bunyan”.
Genre: Summary Paragraph
(Writing to Sources p. 86-87)
Genre: Summary
Mini-Lesson on revising
sentences based on (459p) but
note that the students wrote
the summary of “Paul Bunyan”
not of a movie.
*OPTIONAL: Give students the
opportunity to share a
selection that was written
during unit 3.
Mini-lesson: (433e)
**Handwriting
Letter Formation & Slant:
Cursive Dd (433d)
*Test practice can be whole group, small group or independent. Could also be practice assessment on Haiku.
**Handwriting is D’Nealian Cursive (once per week: 10-15 minutes)
Writing: The students should write a summary of a text that they have read in class so that they can refer (and possibly annotate) to the text instead of
relying on their memories for details to include in the summary.
During week 6 of unit 2 you may either have the students select one piece of writing drafted during unit 2 to revise, edit, publish, and share or have the
students write the Compare-Contrast Essay on pages 90, 96-99 of Writing to Sources.
Notes
Ongoing Assessment: Summary
11/24/14