Grade 4th - Unit 2 Title Boxes and Bullets: Personal and Persuasive Essays
Unit 2 Table of Contents
Unit 2 Title: Boxes and Bullets: Personal and Persuasive Essays
Section / Page Number· Unit Essential Questions / Skip
· Unit Goals and Sub Goals (Task Analysis) / Done
· Unit Language (Spanish, Russian, English) / Done English
· Unit Assessment Checklist / Done
· Unit Assessment Rubric / Skip
· Sample Unit Calendar / Done
Grade 4
Content Unit 2 Bend 3 : Personal to Persuasive / Dates of Unit:
Unit Title: / Boxes and Bullets: Personal and Persuasive Essays
Stage 1 / Identify Desired Results
Standards:
(Alpha-numeric listing of standards incorporated in the unit) / W.4.1.b.c, W.4.4, W.4.5, W.5.6, W.4.10, W.5.1.b
RI.4.2, RI.4.3, RI.4.4, RI.4.5 RFS. 4.3, RFS.4.4
SL.4.1, SL.4.3,
L.4.1, L.4.2, L.4.3., L.4.5, L.4.6
Essential Questions: (These goals should be aligned to Essential Questions.)
Goals:
(These should be aligned to the Goals above) / Good writers can transfer what they know about one genre to another genre. / Good writers sure up their essay by looking for gaps in their logic or reasoning. / Good writers edit carefully and get ready to publish to a targeted audience. / Good writers can justify their opinion to persuade an audience
Learning Targets
(aligned to goals) / 16 I can turn my personal essays into persuasive pieces. / 18 I can be more convincing and persuade my audience by drawing on evidence from a variety of sources. / 20 I can get my essay ready for the world, by carefully checking spelling, punctuation and other conventions. / I can use modals, conjunctions and transition words.
17 I can transfer all I know about one genre of writing to another by asking myself what is similar about personal essay writing and persuasive essay writing. / 19 I can link my evidence to my reasons and thesis statement. / 21 I can make sure my opinions will be heard by thinking about where and how to publish my piece. / I can use the progressive forms of verbs correctly. ( past, present, future
Stage 2 / Determine Assessment Evidence Bend 3
Academic Language (What language will students need to sound like experts?)
Academic Language Function(s):
Ø Justify and Persuade / Academic Language Stems:
Easy for Beginners
Ø This shows that…
Ø This proves that…
Medium for Intermediate
Ø This is important because…
Ø This made me realize that…
Difficult for Advanced and Fluent
Ø This has shown me that… and now…
Ø My argument against ___ is ___.
Ø My/in evaluation of the facts…
Ø Under these circumstances…
Ø
Academic Vocabulary:
· Transfer
· Thesis statement
· Evidence
· Target Audience
· Conventions
· Logic
· Gaps
Transition words link:
http://web.woodburn.k12.or.us/departments/curriculum/ld/28summarize.php
Assessment Tools: / · Goals Rubric
· Assessment Checklist
Unit of Study Assessment Checklist Bend 3
Student Name / I can turn my personal essays into persuasive piece. / I can transfer all I know about one genre of writing to another by asking myself what is similar about personal essay writing and persuasive essay writing. / I can be more convincing and persuade my audience by drawing on evidence from a variety of sources. / I can link my evidence to my reasons and thesis statement. / I can get my essay ready for the world, by carefully checking spelling, punctuation and other conventions. / I can make sure my opinions will be heard by thinking about where and how to publish my piece. / I can use modals, conjunctions and transition words. / I can use the progressive forms of verbs correctly. ( past, present, future / NotesB = Beginning D = Developing P = Proficient M=Mastery
Unit of Study Assessment Rubric
Unit # - Unit Title…
Learning Target / Mastery / Proficient / Developing / BeginningLanguage Learning Target
Stage 3 / Plan Learning Experiences and Instruction
There are about 42 teaching days in Quarter 2. 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 / FridayBend 1:
Day 1: Session 1. Essay Structure Boot Camp
Ø Learning Goal: I can use an essay frame to structure my writing.
Ø Opinion Writing Checklist page 12 / Day 2: Session 2. Collecting Ideas as Essayists
Ø Learning Goal: I can use strategies such as using important people, places, and objects to grow ideas. / Day 3: Session 3. Writing to Learn
Ø Learning Goal: I can grow ideas by learning about the genre of writing to learn. / Day 4: Session 4: Using Elaboration Prompts to Grow Ideas
Ø Learning Goal: I can use elaboration prompts to grow my ideas. / Day 5: Optional Lesson: Moving up and Down the Ladder of Abstraction
Ø See page 41
Day 6: Session 5: Mining Our Writing
Ø Learning Goal: I can develop more fully formed ideas and thesis by mining my entries and my life. / Day 7: Session 5: Continue mining our writing
Ø Learning Goal: Developing a seed idea into a Thesis Statement page 54 / Day 8: Session 6: Boxes and Bullets: Framing Essays
Ø Learning Goal: I can support my thesis by developing different types of reasons. / Day 9: Session 7: Return to Boot Camp
Ø Learning Goal: I can focus on both form and content by gathering a variety of evidence to support my opinion.
Ø Language Goal: I can state my opinion to support my ideas. / Bend 2:
Day 10: Session 8: Composing and Sorting Mini-Stories
Ø Learning Goal: I can support the ideas I want to advance by drawing on narrative writing and mini-stories.
Day 11: Session 8: Continue: Composing and Sorting Mini-Stories
Ø Self-Assessment for Writing Mini-Stories page 84 / Day 12: Session 9: Creating Parallelism in Lists
Ø Learning Goal: I can make lists to support my reasons. / Day 13: Session 10: Organizing for Drafting
Ø Learning Goal: I can organize for drafting by checking that my evidence is supportive and varied. / Day 14: Session: 11 Building a Cohesive Draft
Ø Learning Goal: I can create cohesion with logically sequenced information, transition words, and repeated phrases. / Day 15: Session 11: Building a Cohesive Draft
Ø Language Goal: I can use transition phrases to connect my ideas/writing.
Day 16: Session 12: Becoming Our Own Job Captains
Ø Learning Goal: I can solve my own problems by taking ownership of the writing process. / Day 17: Session 13: Writing Introductions and Conclusions
Ø Learning Goal: I can decide which lead works best in my essay by trying out different ways. / Day 18: Session 13: Continue Writing Introductions and Conclusion
Ø Learning Goal: I can decide which conclusion works best in my essay by trying out different ways. / Day 19: Session 14: Revising Our Work with Goals in Mind
Ø Learning Goal: I can self-assess my writing by using the opinion writing checklist. / Day 20: Session 14: Continue Revising Our Work with Goals in Mind
Ø Language Goal: I can use transition phrases to connect my ideas/writing.
Day 21: Session 15: Correcting Run-On Sentences and Sentence Fragments
Ø Learning Goal: I can edit my work by correcting run-on sentences or sentence fragments. / Bend 3:
Day 22: Session 16: Moving from Personal to Persuasive
Ø Learning Goal: I can turn my personal essays into persuasive pieces.
Ø Language Goal: I can use modals, conjunctions and transition words / Day 23: Session 17: Inquiry into Persuasive Essay
Ø Learning Goal: I can transfer all I know about one genre of writing to another by asking myself what is similar about personal essay writing and persuasive essay writing. / Day 24: Session 17: Continue: Inquiry into Persuasive Essay
Ø Learning Goal: I can transfer all I know about one genre of writing to another by asking myself what is similar about personal essay writing and persuasive essay writing. / Day 25: Session 18: Broader Evidence
Ø Learning Goal: I can be more convincing and persuade my audience by drawing on evidence from a variety of sources.
Day 26: Session 18: Continue: Broader Evidence
Ø Learning Goal: I can be more convincing and persuade my audience by drawing on evidence from a variety of sources. / Day 27: Session 19: Connecting Evidence, Reason, and Thesis
Ø Learning Goal: I can link my evidence to my reasons and thesis statement. / Day 28: Session 19: Connecting Evidence, Reason, and Thesis
Ø Learning Goal: I can link my evidence to my reasons and thesis statement.
Ø Language Goal: I can use transition phrases to connect my ideas/writing. / Day 29: Session 20: Getting Ready to Put Our Opinions into the World
Ø Learning Goal: I can get my essay ready for the world, by carefully checking spelling, punctuation and other conventions. / Day 30: Session 20 Continue: Getting Ready to Put Our Opinions into the World
Ø Language Goal: I can use the progressive forms of verbs correctly. ( past, present, future)
Day 31: Session 20: Continue: Getting Ready to Put Our Opinions into the World
Ø Language Goal: I can use the progressive forms of verbs correctly. ( past, present, future) / Day 32: Session 21: Hey World, Listen Up! Sharing Our Opinions Loudly and Proudly
Ø Learning Goal: I can make sure my opinions will be heard by thinking about where and how to publish my piece.
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