Unit Title: Unit 5 Informative and Opinion Writing Grade Level: 4

Timeframe: 5 weeks

Unit Overview: Unit 5 will require students to apply a variety of their writing, speaking and listening skills. Students will have the opportunity to explore their opinion

on a controversial topic while supporting their views with with facts and details from research. After a debate on some of the topics presented in the Problem/Solution

essay, students will identify a topic and write a news article. To substantiate the facts in the news article, students will have two days of research to take notes and flesh

out their writing. Finally, students will have the opportunity to record their news article as a radio broadcast or as a video-news broadcast.

Enduring Understanding Students will understand that:

Writers make stronger case when facts and details are used to support opinions.

Writers can use similar writing craft and writing strategies across genres.

Essential Questions

How can I engage with the same topic in different ways?

How can I explore my interests without putting my opinions and biases into news writing?

Common Core Standards

Standards/Cumulative Progress Indicators (Taught and Assessed):

W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s

purpose.

b. Provide reasons that are supported by facts and details.

c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the

opinion presented. W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when

useful to aiding comprehension.

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Provide a concluding statement or section related to the information or explanation presented.

W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate

with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.

W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and

provide a list of sources.

W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a

text”). W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of

discipline.

SL.4.3 Identify the reasons and evidence a speaker provides to support particular points.

SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support

main ideas or themes; speak clearly at an understandable pace.

SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-

group discussion); use formal English when appropriate to task and situation.

L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use correct capitalization.

d. Spell grade-appropriate words correctly, consulting references as needed.

L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Choose words and phrases to convey ideas precisely.*

b. Choose punctuation for effect.*

L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions,

or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when

discussing animal preservation).

Academic Vocabulary: Week 1: problem-solution essay, composition, fact, opinion

Week 2: linking, transitions, conventions of Standard English

Week 3: debate, opening statement, closing statement, argument,

Week 4: news reporting, reliable sources

Week 5: publishing Application in Centers

Reading – Students read books at their independent level and use post it notes to jot ideas/responses/findings or respond in reader response notebook. Students complete

graphic organizers in response to text. Students practice reading like writers.

Writing—Students will have opportunities to brainstorm and develop pieces to varying degrees of completion.

Word Work – Students complete word sorts that correspond to the current word study lessons or the teacher may assign previous lessons to specific students, based on

identified areas of need. Word work may also incorporate grammar lessons that students will be accountable for during writing workshop.

Technology – students will compose their own fable, article and research project using technology. If students are ready for the publishing stage, computers should be

made available. In addition, students will conduct research via the internet.

Instructional Plan Reflection

Pre-assessment: Unit 4 EUA writing sample analysis to inform conferencing and small group instruction

SLO - SWBAT Instructional Practice

Student

Strategies

Formative Assessment

Activities and Resources Reflection

Day 1

SWBAT

Understand and

identify the

elements and

features of a

problem-solution

composition.

W.4.1

WW Model text

Anchor chart

Turn and Talk:

Partner A

defines

‘problem.’

Partner B

defines

‘solution.’

Exit Ticket: List

the features of a

problem-

solution

composition.

Mini-lesson: Problem-Solution Composition, Analyze the model (TE, Unit

3 p. 126)

Modify and supplement Journeys lesson as needed. Suggestions:

Independent Practice:

Have students brainstorm possible topics for a problem-solution

composition in their notebook.

Suggest statements like:

Animals should not be kept in cages.

Books are better than television.

Junk food should be banned in schools.

Year-round schooling is necessary.

Closure: Exit Ticket: List the features of a problem-solution composition.

Materials: Journeys, TE Unit 3, p. 126

Journeys Writing Handbook p. 36 (model text, copies for students)

Student’s notebooks

Anchor chart

Problem-Solution Writing

Describes a problem

Suggests solutions

Offers reasons that the solution is a

good idea

May refute counterpoints

Provides strong conclusion that calls

for action

Day 2

SWBAT

Differentiate

between facts and

opinions.

W.4.1.b

WW Anchor Chart

Graphic

Organizer

Fact/Opinion T-

chart

Zip-Around

Mini-lesson: P/S Writing: Fact or Opinion? Why does it matter?

Connection: “Yesterday, we read a problem solution composition about

students not having enough time to eat lunch. This type of writing is very

specific—while the writer certainly takes a stance on how to solve a

problem, the solutions must be supported with facts, not just opinions.”

Teach: “Today, I am going to teach you how to differentiate or tell the

difference between a fact and an opinion.” Create an anchor chart to define

fact and opinion. “I know a fact is a statement that can be proven by

testing it, consulting a reliable source or asking an expert. An opinion is a

statement that tells me what someone is thinking, feeling or believing.

I have written some statements on the board. I will show you how to think

through the statements and ask questions to determine if they are a

statement of fact or opinion.”

Teacher models. May ask for assistance.

Active Engagement: Allow students to partner practice with a few more

statements.

Independent Practice: Using lists from day 1, students choose two topics

and create fact/opinion T-chart for each topic.

Closure: Zip-around—Each student shares 1 opinion and 1 fact about the

topic.

Day 3

SWBAT

Engage in the pre-

writing process by

completing a

graphic organizer.

W.4.1

WW Model text

Anchor Chart

Graphic

Organizer

Completed

graphic

organizer

Mini-lesson: P/S Writing: Planning a P/S Composition

(TE, Unit 3, T127)

Materials:

Journeys, TE Unit 3, p. 126

Journeys Writing Handbook p. 36 (model text, copies for students)

Student’s notebooks

Anchor chart

Day 4

SWBAT

Establish the

parameters of a

problem in an

introductory

paragraph.

W.4.1.a

WW Graphic

organizer

Completed

introduction

Mini-lesson: A Lead that Captures the Audience

PE 1—Supplement

Day 5-6

SWBAT

Draft body

paragraphs that

introduce

opinions/reasons

and support with

facts.

W.4.1.a

WW Graphic

organizer

Student draft Mini-lesson: Going from Organizer to Draft

Going from Organizer to Draft, Literacy and Language Guide,

p. 333, Lesson 14

Day 7

SWBAT

Use facts and

examples in

closing paragraph

to persuade reader

to take action.

W.4.1.b

WW Model text Student draft Mini-lesson: Persuading an Audience to Take Action

Persuading an Audience to Take Action, Literacy &Language

Guide, p. 298 Mini-lesson 27

Day 8

SWBAT

Revise

compositions with

a focus on

transition words.

W.4.1.c

WW Anchor chart Student draft Mini-Lesson: Problem-Solution Composition, Linking and Transitioning

between Ideas

Day 2, TE, Unit 3 p. 126

Day 9

SWBAT

Peer-edit

compositions,

paying close

attention to the

conventions of

English.

L.4.2.a-b

L.4.3.a-b

WW Editing

Checklist

Completed peer

edit checklist

Mini-lesson: Editing

Students will peer edit for the conventions of standard English. Hold

students accountable for grammar topics that have been covered in previous

units.

Materials:

Problem/Solution Draft

Editing Checklist

Chart paper or document camera

Day 10

SWBAT

Publish the

composition using

computers.

W.4.6

WW Keyboarding

skills

Student draft

Turn and talk:

Tell your partner

about a piece

you have

published on the

computer

before. Were

you satisfied

with the results?

What would you

do differently?

Mini-lesson: Publishing

Teacher: As you know, publishing is the culminating step in the writing

process. Today, as you sit down to type, you will incorporate all of the

revisions and edits that you have made to your essay.

(Teacher should provide specific guidelines—style guide—on font size,

pictures, etc.)

Students typing. Teacher circulates for technology support.

Day 11

SWBAT

Present

problem/solution

article to class.

SL.4.3, SL.4.6

WW Feedback

from peers

Reaction charts Presentations

During presentations, students will record information in graphic organizer.

Presenters Topic Reaction

Presentation Rubric, TE, Unit 3, p. R17

Day 12

SWBAT

Prepare points for

a debate.

W.4.9

W.4.8

SL4.4

WW Notes from

presentations

Debate rubric

Noted prepared

for debate

Mini-lesson: Preparing for the Debate!

After presentations, students select up to 3 topics to debate. Create 6 teams

with 4-6 members each.

Explain how a debate typically unfolds—with each side making opening

statements, a back-and-forth discussion of the topic and closing statements.

Work with students to create “Rules of Debate.” Student-created rules will

allow for a more structured discussion. Note that each member of the team

needs to contribute at least once.

Materials:

Problem Solution Essays

Debate rubric:

http://www.readwritethink.org/files/resources/lesson_images/lesso

n819/rubric2.pdf

Day 12

SWBAT

Engage in a

debate with peers.

SL.4.6

WW Notes Participation in

debate

Students able to

identify the

opening

statements of

the debates they

are not

participating in.

Speaking and Listening: Participate in a Debate

Remind students of rules for debate. Model for students how to take notes

Materials:

Notes for debate

Debate rubric:

http://www.readwritethink.org/files/resources/lesson_images/lesso

n819/rubric2.pdf

Graphic organizer for notes (can be copied in Writer’s Notebook)

Debate Topic Opening Team A Opening Team B

Day 13

SWBAT

Identify the pieces

of a news report.

W.4.2

WW Anchor chart Exit ticket:

Partners will

turn in inverted

pyramids for

news story.

Mini-lesson: News Writing Inverted Pyramid Style

Writing a News Report, Journeys, p. T52, Unit 2, Lesson 6, Day 1

Connection: Yesterday, you finished debates and may have found a topic

you would like to know more about. You may choose to research this as

we prepare to write news stories.

Teach: News=Inverted Pyramid. Use a news article selected from current

events or online news source. Identify the elements of the Inverted

Pyramid within the news article.

Active Engagement: Students will find text example from Journeys that is

written in News format and label the parts.

Independent Practice: Students will work independently to create a news

pyramid on a topic/story that might be interesting for the school newspaper.

Closure: Inverted pyramid—teacher should collect and review for

accuracy of understanding.

Day 14

SWBAT

Identify possible

topics for a mini-

research project

that will result in

recording as a

news report.

W.4.2

WW Graphic

organizer

Brainstorm idea

list

Mini-Lesson: Discovering ideas

Writing a News Report, Journeys, p. T53, Unit 2, Lesson 6, Day 2

Day 15-16

SWBAT

Conduct research

on topic to find

facts that support

the angle of the

report.

W.4.7

WW Graphic

organizer

Research notes Mini-lesson: Doing Research

Students will use technology or library to conduct research. Finding

facts/evidence to support their side of the argument.

Day 3—Finding Reliable Sources, LLG p. 344

Day 4—Finding Good Sources of Information, LLG p. 344

Day 17

SWBAT

Engage in the

prewriting process

by organizing

facts and ideas

using a graphic

organizer.

W.4.2.a

WW Research

notes

Graphic

organizer

Completed

graphic

organizer

Mini-Lesson: Prewriting

Writing a News Report, Journeys, p. T53, Unit 2, Lesson 6, Day 3

Day 18-19

SWBAT

Engage in

sustained writing

to build stamina as

they draft their

news report with

introductory, body

and concluding

paragraphs.

W.4.2.a-e

W.4.10

WW Graphic

organizer

Research

notes

Anchor chart

Model text

Student draft Mini-lesson: Writing Stamina Days

Teacher will explain that like other writings, the informative news

article has a strong introduction, body paragraphs that explain the

topic using facts and details, and a conclusion that pulls the piece

together.

Stamina means that we can sustain writing for a focused and

extended period of time.

Mini-Lesson: Problem-Solution Composition

Day 6-7: if needed, adapt lessons LLG, p. 294-295

Materials:

Students notebooks

Research

Anchor Chart: http://media-cache-

ec0.pinimg.com/originals/a8/81/dc/a881dc5829e45c3abc38bd083f6491e0.j

pg

Day 19

SWBAT

Revise their news

reports focusing

on precise

language.

W.4.2.d

WW Graphic

organizer

Research

notes

Revised draft Mini-lesson: Analyze the model

Writing a News Report, Journeys, p. T53, Unit 2, Lesson 6, Day 54

Day 20

SWBAT

Peer-edit

compositions,

paying close

attention to the

conventions of

English.

L.4.2.a-b

L.4.3.a-b

WW Editing

Checklist

Completed peer

edit checklist

Mini-lesson: Editing

Students will peer edit for the conventions of standard English. Hold

students accountable for grammar topics that have been covered in previous

units.

Materials:

Problem/Solution Article Draft

Editing Checklist

Chart paper or document camera

Day 21-22

SWBAT

Publish the news

reports using

computers and

adding in graphic

elements as

needed.

W.4.6

WW Keyboarding

skills

Student draft

Turn and talk:

Tell your partner

about a piece

you have

published on the

computer

before. Were

you satisfied

with the results?

What would you

do differently?

Mini-lesson: Publishing

Teacher: As you know, publishing is the culminating step in the writing

process. Today, as you sit down to type, you will incorporate all of the

revisions and edits that you have made to your essay.

(Teacher should provide specific guidelines—style guide—on font size,

pictures, etc.)

Students typing. Teacher circulates for technology support.

Day 23-24

SWBAT

Create a recording

of the news report

using audio/video

technologies.

SL.4.5

SL.4.6

WW Student draft Recording/video Recording the Final Product

Students can record audio only or use iMovie app to create video

presentation of news broadcast.

If technology is not available, students may rehearse for live presentations

on day 21.

Presentation Rubric, TE, p. R17

Day 25

SWBAT

Present recordings

and answer

questions related

to their report.

SL.4.4

SL.4.6

WW Feedback

from peers

Reaction charts Presentations

During presentations, students will record information in graphic organizer.

Audience can ask presenter questions at the end of presentation.

Presenters Topic Question

Presentation Rubric, TE, Unit 3, p. R17

Summative Written Assessments

NJ Model Curriculum Writing Task. Scored with Model Curriculum rubric provided.

Summative Performance Assessment

*Teachers may substitute texts model lessons as long as they illustrate the on-going reading and comprehension strategies for the Unit 4 SLO’s. Along with regular use

of Academic Vocabulary within the RW and WW environments, texts should be compared and contrasted on a continuous basis so that students are accustomed to

reviewing different texts and determining the similarities and differences in terms of structure, genre, theme, and author’s purpose.

Expository Writing: Persuasive Essay (PE1)

Draft: A Lead That Captures the Audience

Writing Teaching Point(s):

● Students will compose different kinds of leads.

Standard(s):

W.4.2.a Introduce a topic clearly and group related information into paragraphs and sections

Materials:

● Handout, “Some Leads For Persuasive Essays”

● Writing notebook and student draft of essay

Connection:

“You have collected some facts and opinions about your topic, now you are ready to begin writing.

Today you are going write an enticing lead to capture your audience.”

Teach (modeling):

“At this point, you’re ready to write the most important sentence of the Introduction.

You know a lot about leads. You’ve written leads for narratives and the informational article. You know that a

lead quickly gets your reader’s attention, using words that will entice him to read on.”

Active Engagement (guided practice):

“Here are some leads professionals use when writing a persuasive essay.” Hand out copies of ‘Some Leads for

Persuasive Essays’. Read the examples aloud and talk through what students like about each one.

“Think about two or three kinds of leads you’d like to experiment with today. Maybe try a lead that’s different

from one you’ve used so far.”

Teach (modeling):

“Watch me as I share my ‘tryout’. Today, I am going to experiment with two types of leads: 1.an emotional

appeal and 2. an exaggeration.

My lead will be written for the essay, ‘Choose a pet from an animal shelter’.

I know that the five core human emotions are: love, joy, surprise, anger and fear. Right away I think about our

dog, Cassie. I remember that it was so easy to fall in love with that cute puppy. So first I’ll write an emotional

lead:

i.e., It was love at first sight. Our dog, Cassie, was adopted from the Animal Shelter.

I remember her big brown eyes and her wagging tail. I could exaggerate this action a bit.

I’ll write: Cassie’s brown eyes smiled and her tail spun in complete circles like a whirly- gig. Our dog Cassie was

adopted from the Animal Shelter.

Hmmm. I like both of these leads. I might even try using both in my Introduction!”

“Yes, both sentences work well together. They flow well with the rest of the Introduction.”

Active Engagement (guided practice):

“Put a star next to two leads you’d like to try today.”

Pair-Share: “Name the two kinds of leads you’d like to ‘tryout’ today. Share some of your ideas.”

Independent Practice: “Start by rereading your Opinion Statement. Then I want you to write at least two

leads. Select the one that you like best for your Persuasive Essay.”

Link to Independent Practice: Pair- Share:

“Today I would like you to use the remaining workshop time to begin using the Revising

Checklist to continue revising your writing.

These are the next items to check. Reread the body paragraphs. Does each supporting argument

have

● a reason,

● tell why it is good or convincing, and

● provide details or evidence?

If not, work to revise or add what is needed.”

It was love at first sight. Cassie’s big brown eyes

smiled, and her tail spun in complete circles like a whirly-

gig. Our dog Cassie was adopted from the local Animal

Shelter. Families have the choice of adopting a new pet

from a shelter or a pet store. In my opinion, the best and

kindest choice in an animal shelter.

Closure:

Volunteer share their leads.

“Did anyone combine two leads into one?”

Notes:

Resources and References: (adapted from, acknowledgements)

Caine, Karen. Writing to Persuade.

Persuasive Essay Leads

Essay: ‘Next stop, Sub Station!’

Hook 1: An exclamation

“When you’ve got the munchies, there’s no better way to ease your

hunger pangs than a trip to Sub Station!”

Persuasive Book: Wildfires by Seymour Simon

Hook 2: Appeal to emotion

“A raging fire is a frightening thing.”

Essay: ‘Fast in the Sea, Slow on the Sand’ by Brenda Guiberson from Into the Sea

Hook 3: An important fact

“It is a difficult and delicate venture for a sea turtle to leave the

ocean and lay her eggs on land.”

Essay: ‘School Uniforms Should Be Required’

Hook 4: Picture this. Imagine this.

“It’s Monday morning and it’s time to get dressed for school. It’s on

with the blue shirt and khaki pants. I don’t hear a whine or a cry from

anyone. Why? The magic words---school uniform.”

Essay: ‘Get on That Bike’

Hook 5: Exaggeration

“A billion bikers can’t be wrong.”

Linking Words Connect Ideas

Ideas for Persuasive Writing

Words that can be used to compare things (show similarities).

also, in the same way, the same is true, as, while

Words that can be used to add information or examples.

for example, for instance, finally, in addition, another, besides ,

let’s not forget, together with, along with

Words that can be used to emphasize a point.

again, for this reason, in fact, let’s remember surprisingly,

so, let’s not forget

Words that can be used to contrast things (show differences).

on the other hand, even though, otherwise, although however,

still, yet, but, used to

Words that can be used to show sequence or time.

again, next, meanwhile, begin, finally, after that, after all,

first, second, third, in addition, most of all