Fourth Grade
Unit 2: Nuts and Bolts
Session 1- Essay Structure
Boot Camp
BEND 1
Objectives
CCGPS/GPS
TKES 1.1
2.2
Essential
Questions
TKES 3.3
3.4
5.2
5.4
Activator
TKES 3.1
3.2
Session 2- Collecting Ideas as
Essayists
Session 3- Writing to Learn
Session 4: Using Elaboration
Prompts to Grow Ideas
See Common Core State Standard Aligning Document with Fourth Grade Unit 2, p. 198
(Includes Writing Standards, Reading Standards, Speaking and Listening Standards, and Language Standards)
Also, CCSS are listed on the first page of each lesson.
What is flash-drafting?
Connection (pg. 4)
Whole Group Instruction:
TKES 3.1
3.2
3.4
3.6
3.8
4.1
4.2
4.3
4.5
4.6
5.3
6.5
6.6
7.3
7.4
7.6
7.7
7.8
8.1
8.3
8.5
8.6
8.7
Writing Focus: Opinion
What strategies can I use in
writing my essay?
Connection (pg. 16)
Whole Group Instruction:
What is good free-writing?
Connection (pg. 20)
Whole Group Instruction:
What is elaboration prompts?
Connection (pg. 37)
Whole Group Instruction:
Writing Mini Lesson:
Writing Mini Lesson:
Writing Mini Lesson:
Writing Mini Lesson:
Teaching point: pg. 6
Teaching point pg. 17
Teaching point: pg. 7
Teaching point: pg. 37
Teaching: pg. 6-7
Teaching: pg. 17-19
Teaching & Active Engagement:
pg. 27-29
Teaching: pg. 37-39
Active Engagement: pg. 8-9
Active Engagement: pg. 19
Independent Writing:
Independent Writing:
Active Engagement: pg. 39
Independent Writing:
Independent Writing:
Link: pg. 30
Link: pg. 9
Link: pg. 19
Conferring and Small Group
Work:
Conferring and Small Group
Work:
Voiceover and Coaching to
Ratchet Up the Level of
Student Work (pg. 10)
Anticipate Ways to Keep
Students Working, despite the
Brevity of Their Entries (pg. 2022)
(Meet with dynamic groups
of writers to teach strategies
and skills that those writers
need at this particular time.)
(Meet with dynamic groups of
writers to teach strategies and
Link: pg.40
Conferring and Small Group
Work:
Providing Guided Practice (p. 3132)
(Meet with dynamic groups of
writers to teach strategies and
skills that those writers need at
this particular time.)
Conferring and Small Group
Work:
Noting Qualities of Good Essay
Writing in Children’s Work (pg.
41-43)
(Meet with dynamic groups of
writers to teach strategies and
Differentiation
(small groups, conferencing,
progress monitoring)
Mid-Workshop Teaching:
skills that those writers need at
this particular time.)
Mid-Workshop Teaching:
skills that those writers need at
this particular time.)
Mid-Workshop Teaching:
Learning from Writers (p. 31)
NONE
Mid-Workshop Teaching:
Generating Ideas by Thinking of
a Place or an Object (pg. 20)
Workshop Share:
Workshop Share:
Moving Up and Down the
Ladder of Abstraction (pg. 4142)
Workshop Share:
Pushing students to Meet and
Exceed Goals from the Start (p.
11-13)
Generating Ideas through
Reflection (pg. 23-24)
Freewriting to Generate New Ideas
(p. 33-34)
Celebrating Extended Thinking
(p. 44)
Homework: Essay Structure
Boot Camp—Revising and
Drafting to Meet Personal
Goals (p. 13)
Homework: Collecting Ideas
As Essayists—Growing Small
Particles/Sparks into Big Ideas
Workshop Share:
Summarizer
TKES 5.2
6.7
7.5
7.7
Homework: Using Elaboration
Prompts to Grow Ideas:
Elaborating on First Thoughts
Observation
Observation
Observation
Performance Task/Rubric
Performance Task/Rubric
Performance Task/ Rubric
Performance Task/Rubric
Assessment
Summative
Summative
Summative
Summative
TKES
Formative
Formative
Formative
Formative
5.4
6.3
6.5
6.6
4th Grade On Demand
Writing Pre/Post Prompt
–
Grade 4 CD-ROM
Homework Assignment
Ob Observation
Session 5- Mining Our
Writing
Objectives
CCGPS/GPS
TKES 1.1
2.2
Essential
Questions
TKES 3.3
3.4
5.2
5.4
Session 6- Boxes and Bullets:
Framing Essays
Session 7- Letter to Teachers:
Return to Boot Camp
Session 8-Composing and
Sorting Mini-Stories
Bend II
See Common Core State Standard Aligning Document with Fourth Grade Unit 2, p. 198
(Includes Writing Standards, Reading Standards, Speaking and Listening Standards, and Language Standards)
Also, CCSS are listed on the first page of each lesson.
What surprises am I finding
when I reread my story?
Why are boxes and bullets
strategies important in my
essays?
What more do I need to work on in
my writing?
How can Boxes and Bullets help
me with my essay?
Connection (pg. 68)
Connection (pg. 76)
Activator
TKES 3.1
3.2
Connection (pg. 47)
Whole Group Instruction:
TKES 3.1
3.2
3.4
3.6
3.8
4.1
4.2
4.3
4.5
4.6
5.3
6.5
6.6
7.3
7.4
7.6
7.7
7.8
8.1
8.3
8.5
8.6
8.7
Connection (60)
Whole Group Instruction:
Whole Group Instruction:
Whole Group Instruction:
Writing Mini Lesson:
Writing Mini Lesson:
Writing Mini Lesson:
Writing Mini Lesson:
Teaching point: pg. 47
Teaching point: pg. 60
Teaching point: pg. 69
Teaching point: pg.78
Teaching: pg. 48-50
Teaching: pg. 60-61
Teaching: pg. 69
Teaching: pg.78-80
Active Engagement: pg. 50
Active Engagement: pg. 62
Active Engagement: pg. 69
Active Engagement: pg. 80
Independent Writing:
Independent Writing:
Independent Writing:
Independent Writing:
Link: pg. 50-51
Link: pg. 62
Link: pg. 70
Link: pg. 80-81
Conferring and Small Group
Work:
Conferring and Small Group
Work:
Conferring and Small Group
Work:
Conferring and Small Group
Work:
Encouraging Children to Make
Choices (pg. 52-53)
Anticipating Predictable
Problems (p. 63-65)
(p. 70)
Grouping Students to Tackle the
Hard Parts (pg. 81-83)
(Meet with dynamic groups of
writers to teach strategies and
skills that those writers need at
this particular time.)
(Meet with dynamic groups
of writers to teach strategies
(Meet with dynamic groups of
writers to teach strategies and
skills that those writers need at
this particular time.)
(Meet with dynamic groups of
writers to teach strategies and
Differentiation
(small groups, conferencing,
progress monitoring)
and skills that those writers
need at this particular time.)
Mid-Workshop Teaching:
Mid-Workshop Teaching:
Finding Alternative ways to
support a Thesis (pg. 63)
Mid-Workshop Teaching:
Choosing a Seed Idea for an
Essay (pg. 52-53)
Angling Students to Support
Thesis Statements (pg. 81-83)
Summarizer
5.2
6.7
7.5
7.7
Assessment
TKES
5.4
6.3
6.5
6.6
Revising Leads (pg.72)
Mid-Workshop Teaching:
Workshop Share:
Developing a Seed Idea into a
Thesis Statement (p. 54-56)
TKES
skills that those writers need at
this particular time.)
Workshop Share:
Revising Our Thesis Statements
(pg. 66).
Homework: Mining Our
Writing: Exploring Different
Theses (p. 57)
Workshop Share:
Workshop Share:
Self-Assessment for Writing
Mini-Stories
(p. 84-85)
Homework: Boxes and Bullets:
Fast and Furious Flash-Drafting
(p. 67).
Homework: Composing and
Sorting Mini-Stories
(p. 85)
Observation
Observation
Observation
Performance Task/Rubric
Performance Task/Rubric
Performance Task/ Rubric
Performance Task/Rubric
Summative
Summative
Summative
Summative
Formative
Formative
Formative
Formative
4th-5th Grade Narrative Writing
Checklist—CD ROM
Ob Observation
Session 9- Creating
Parallelism in Lists
Objectives
CCGPS/GPS
TKES 1.1
2.2
Essential
Questions
TKES 3.3
3.4
5.2
5.4
Activator
TKES 3.1
3.2
Session 11- Building a Cohesive
Draft
Session 12: Becoming Our Own
Job Captains
See Common Core State Standard Aligning Document with Fourth Grade Unit 2, p. 198.
(Includes Writing Standards, Reading Standards, Speaking and Listening Standards, and Language Standards)
Also, CCSS are listed on the first page of each lesson.
What is parallelism?
Connection (pg. 87)
Whole Group Instruction:
TKES 3.1
3.2
3.4
3.6
3.8
4.1
4.2
4.3
4.5
4.6
5.3
6.5
6.6
7.3
7.4
7.6
7.7
7.8
8.1
8.3
8.5
8.6
8.7
Session 10- Organizing for
Drafting
How do I make a good
paragraph with exact details?
Connection (pg. 95)
Whole Group Instruction:
What are Transisiton Words?
Connection (pg. 105)
Whole Group Instruction:
How am I in charge of my own
writing?
Connection (pg. 113)
Whole Group Instruction:
Writing Mini Lesson:
Writing Mini Lesson:
Writing Mini Lesson:
Writing Mini Lesson:
Teaching point: pg. 87
Teaching point. pg. 95
Teaching point: pg.105
Teaching point: pg. 113
Teaching: pg. 87-88
Teaching: pg.95-97
Teaching: pg. 106-107
Teaching: pg. 114
Active Engagement: pg. 88-89
Active Engagement: pg. 98
Active Engagement: pg. 106-107
Active Engagement: pg. 115
Independent Writing:
Independent Writing:
Independent Writing:
Independent Writing:
Link: pg. 89
Link: pg. 98
Link: pg. 107
Link: pg. 115
Conferring and Small Group
Work:
Conferring and Small Group
Work:
Conferring and Small Group
Work:
Conferring and Small Group
Work:
Making List Items Parallel (pgs.
90-91)
Revising Evidence to Support
the Reason and Claims (pgs. 99100)
Helping Students Make Decisions
(pg. 108)
Small-Group Work on
Paragrahping, Using Transition
Words, and Revising (pg. 116117)
(Meet with dynamic groups of
writers to teach strategies and
skills that those writers need
at this particular time.)
(Meet with dynamic groups
of writers to teach strategies
and skills that those writers
need at this particular time.)
(Meet with dynamic groups of
writers to teach strategies and
skills that those writers need at
this particular time.)
(Meet with dynamic groups of
writers to teach strategy and
skills that those writers need at
this particular time.)
Differentiation
(small groups, conferencing,
progress monitoring)
Mid-Workshop Teaching:
Mid-Workshop Teaching:
Revising Lists (p. 90-91)
Organizing Writing fro Varied
Information (p. 99)
Mid-Workshop Teaching:
Ordering Reasons as Well as
Evidence (p. 109)
Mid-Workshop Teaching:
Solve Your Own Problems (p.
116)
Workshop Share:
Summarizer
TKES
5.2
6.7
7.5
7.7
Assessment
TKES
5.4
6.3
6.5
6.6
Balancing Details and
Parallelism (pg. 92-93)
Workshop Share:
Teaching Our Topics (pg.101102)
Homework: Organizing for
Drafting: Fast and Furious
Flash-Drafting (p. 103).
Homework:
Creating Parallelism in Lists (p.
93)
Workshop Share:
Workshop Share:
Selecting Words to Make the
Organization Strong (pg. 110-111)
Homework: Building a Cohesive
Draft: Raising the Level of FlashDrafting (p. 111)
Qualities of Good Writing (p.
118-119)
Homework: Becoming Our
Own Job Captains—Making
Choices About What to Practice
to Get Stronger (p. 119)
Observation
Observation
Observation
Ob Observation
Performance Task/Rubric
Performance Task/Rubric
Performance Task/ Rubric
Performance Task/Rubric
Summative
Summative
Summative
Summative
Formative
Formative
Formative
Formative
Use the Narrative Writing
Checklist Grades 4-5 from the
CD-ROM.
Session 13: Writing
Introductions and
Conclusions
Objectives
CCGPS/GPS
TKES 1.1
2.2
Essential
Questions
TKES 3.3
3.4
5.2
5.4
Session 14: Revising Our Work
with Goals in Mind
Session 15: Letters to Teachers:
Correcting Run-On Sentences and
Sentence Fragments
Session 16: Moving from
Personal to Persuasive
BEND III
See Common Core State Standard Aligning Document with Fourth Grade Unit 2, p. 198
(Includes Writing Standards, Reading Standards, Speaking and Listening Standards, and Language Standards)
Also, CCSS are listed on the first page of each lesson.
How are writers like
researchers?
What more do I need to work on
in my writing? What am I
celebrating in my writing?
How can peers be editors?
How are persuasive essays
different than personal essays?
Activator
Connection (pg. 121)
TKES 3.1
3.2
Whole Group Instruction:
Connection (pg. 129)
Connection: (p. 135)
Whole Group Instruction:
Connection (p. 148)
Whole Group Instruction:
Minilesson: (p. 135-136)
Writing Mini Lesson:
TKES 3.1
3.2
3.4
3.6
3.8
4.1
4.2
4.3
4.5
4.6
5.3
6.5
6.6
7.3
7.4
7.6
7.7
7.8
8.1
8.3
8.5
8.6
8.7
Writing Mini Lesson:
Writing Mini Lesson:
Conferring and Small Group Work:
Teaching point: pg. 121
Teaching point pg. 1129
Teaching point pg. 149
(p. 136-138).
Teaching: pg. 121-123
Teaching & Active Engagement:
(pg. 130)
Teaching: p. 149
Active Engagement: pg. 123
Active Engagement: (pg. 149150)
Independent Writing:
Mid-Workshop Teaching: (p. 138)
Independent Writing:
Link: pg. 130
Independent Writing:
Link: pg. 123
Link: pg. 150
Conferring and Small Group
Work:
Conferring and Small Group
Work:
Turning Scraps of Paper into
an Outline (pg. 124-125)
Keeping Writers Focused on
Their Goals as They Work (p.
131-133)
(Meet with temporary groups
of writers to teach strategies
and skills that those writers
need at this particular time.)
(Meet with temporary groups
of writers to teach strategies
and skills that those writers
need at this particular time.)
Conferring and Small Group
Work:
Providing Children with Both
Support and Enrichment (p. 151153)
(Meet with temporary groups
of writers to teach strategies
and skills that those writers
need at this particular time.)
Differentiation
(small groups, conferencing,
progress monitoring)
Mid-Workshop Teaching:
Revising Introductions (pg.
124)
Mid-Workshop Teaching:
Strategies Writers Use to
Generate Persuasive Opinion
(p. 151)
Mid-Workshop Teaching:
Voice Over S0 As Not to Stop
Momentum (pg. 131-133)
Workshop Share:
Summarizer
TKES
5.2
6.7
7.5
7.7
Workshop Share:
Writing Conclusions (p. 126127)
Homework: Writing
Introductions and Conclusions
(p. 127)
Observation
Assessment
Performance Task/Rubric
TKES
Summative
5.4
6.3
6.5
6.6
Formative
Workshop Share:
Transferring Revision Plans to
Earlier Drafts (pg. 134)
Workshop Share: (p. 138-144)
Homework: Revising Our
Work with Goals in Mind (p. 34)
Crafting Reasons with Audience
in Mind (p. 154-155)
Homework: Moving From
Personal to Persuasive (p. 156)
Observation
Observation
Performance Task/Rubric
Ob Observation
Performance Task/ Rubric
Summative
Performance Task/Rubric
Summative
Formative
Summative
Formative
Formative
Session 17: Persuasive
Inquiry into Essay
Objectives
CCGPS/GPS
TKES 1.1
2.2
Essential
Questions
TKES 3.3
3.4
5.2
5.4
Session 18: Letters to
Teachers: Broader Evidence
Session 19: Connecting Evidence,
Reason, and Thesis
Session 20: Getting Ready to
Put Your Opinions into the
World
Session 21: Letter to Teachers:
Hey World, Listen Up!: Sharing
Our Opinions Loudly and Proudly
See Common Core State Standard Aligning Document with Fourth Grade Unit 2, p. 198
(Includes Writing Standards, Reading Standards, Speaking and Listening Standards, and Language Standards)
Also, CCSS are listed on the first page of each lesson.
How are persuasive essays
different than personal essays?
How does my work show I am
working on my goals?
What is a “crack” in writing?
How do I check my spelling in
my writing?
Activator
TKES 3.1
3.2
Connection (pg. 159)
Whole Group Instruction:
TKES 3.1
3.2
3.4
3.6
3.8
4.1
4.2
4.3
4.5
4.6
5.3
6.5
6.6
7.3
7.4
7.6
7.7
7.8
8.1
8.3
8.5
8.6
8.7
Connection (pg. 167)
Whole Group Instruction:
Connection: (pg.173)
Whole Group Instruction:
Connection (pg. 184)
Whole Group Instruction:
Writing Mini Lesson:
Writing Mini Lesson:
Writing Mini Lesson:
Writing Mini Lesson:
Teaching point: pg. 160
Teaching point pg. 167
Teaching point: 173
Teaching point: pg. 184
Teaching & Active
Engagement: (p. 160-161)
Teaching: pg. 167
Teaching: 173-174
Teaching: pg. 185-186
Active Engagement: pg. 167
Active Engagement. (pg. 175-176)
Active Engagement: pg. 186-187
Independent Writing:
Independent Writing:
Link: p. 176
Link: pg. 187
Conferring and Small Group
Work:
Conferring and Small Group
Work:
pg. 168)
Conveying Urgency in Meeting
Deadlines (pg. 177-179)
Supporting Writers in Grammar
and Spelling Work (page 188189)
(Meet with dynamic groups of
writers to teach strategies and
skills that those writers need at
this particular time.)
(Meet with dynamic groups of
writers to teach strategies and
skills that those writers need at
this particular time.)
Mid-Workshop Teaching:
Mid-Workshop Teaching:
Independent Writing:
Independent Writing:
Link: pg. 167
Link: pg. 161-162
Conferring and Small Group
Work:
Using Data to Guide Your
Small-Group Instruction (pg.
163-164)
(Meet with dynamic groups
of writers to teach strategies
and skills that those writers
need at this particular time.)
Conferring and Small Group
Work:
(Meet with dynamic groups of
writers to teach strategies and
skills that those writers need at
this particular time.)
Connection: What have I
accomplished as a writer?
Celebration!
Plan and Carry Out the Celebration
Conferring and Small Group
Work:
Meet with as many students in
conferences asking questions about
their drafts to the narrative
checklist
(pg.169)
Mid-Workshop Teaching:
Every Part Must Connect:
Thinking Backward Between the
Piece and the Information (p. 177178)
Using An Anchor Chart to
Guide Our Process (pg. 163)
TKES
5.2
6.7
7.5
7.7
Workshop Share:
Homework:
Inquiry Into Persuasive Essay
(pg. 166)
Evaluate Essays against the
Opinion Writing Checklist (pg.
188)
Workshop Share:
Workshop Share:
Summarizer
Considering What Is Unique to
Persuasive Writing (pg.165166)
Mid-Workshop Teaching:
Workshop Share:
(pg. 170)
Transferring New Learning to
Previous Writing (Pg. 180-181)
Homework: Page 170
Publishing Persuasive Essays
(pg. 190-195)
Homework:
Students use a mentor text they
are familiar with and study the
punctuation.
(pg. 185)
Observation
Observation
Observation
Ob Observation
Performance Task/Rubric
Performance Task/Rubric
Performance Task/ Rubric
Performance Task/Rubric
Summative
Summative
Summative
Summative
Formative-- Administer
Pre Assessment prior to
beginning the unit of study
Formative
Formative
Formative
Assessment
TKES
5.4
6.3
6.5
6.6
Workshop Share:
Observation
Performance Task/Rubric
Narrative Writing Checklist
Grades 4-5 from the CD-ROM.
Summative—Administer Post
Assessment
Formative