Established Goals: Common Core Standards Writing Speaking and Listening Language CCSS.ELA-LITERACY.W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. CCSS.ELA-LITERACY.W.4.3.A Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. CCSS.ELA-LITERACY.W.4.3.B Use dialogue and description to develop experiences and events or show the responses of characters to situations. CCSS.ELA-LITERACY.W.4.3.C Use a variety of transitional words and phrases to manage the sequence of events. CCSS.ELA-LITERACY.W.4.3.D Use concrete words and phrases and sensory details to convey experiences and events precisely. CCSS.ELA-LITERACY.W.4.3.E CCSS.ELA-LITERACY.SL.4.1 Engage effectively in a range of collaborative discussions in groups, and teacher-led) with diverse partners ongrade 4 topics and texts, building on others' ideas and expressing their own clearly. Follow agreed-upon rules for discussions and carry out assigned roles. CCSS.ELA-LITERACY.L.4.1.B Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. CCSS.ELA-LITERACY.L.4.1.F Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* CCSS.ELA-LITERACY.L.4.1.G Correctly use frequently confused words (e.g., to, too, two; there, their).* CCSS.ELA-LITERACY.L.4.2.A Use correct capitalization. CCSS.ELA-LITERACY.L.4.2.B Use commas and quotation marks to mark direct speech and quotations from a text. CCSS.ELA-LITERACY.L.4.2.D Spell grade-appropriate words correctly, consulting references as needed. CCSS.ELA-LITERACY.L.4.3.A Choose words and phrases to convey ideas precisely.*
Writers learn the expectations of the Writing Workshop period: What does it look like? What does it sound like? Introduce the Writer’s Notebook. Students practice independent writing within a simple prompt—ie: “What did you do this summer?” “What are you excited for in 4th grade?” or a free write period. Possible Homework Assignment: Bring in photos and/or artifacts to decorate Writer’s Notebooks ML-SGI Writers learn the expectations of the Writing Workshop period: Why do writers write? Students practice independent writing within a simple prompt—ie: “What did you do this summer?” “What are you excited for in 4th grade?” or a free write period. ML-SGI Writers learn the expectations of the Writing Workshop period: Teacher/ partner conferences Students meet with writing partners to discuss previous entries, provide feedback and have simple discussion. Students practice independent writing to increase stamina and enforce routine. ML-SGI Immersion Possible Charts
Indicator Two Writing Writers write narratives using a variety of transitional words and phrases to manage the sequence of events PLANNING AND DRAFTING Lesson 3 Lesson 4 Lesson 5 Lesson 6 Writers use a pictorial timeline to draft their seed idea, emphasizing transition words as they move through their story. (B, M, M, M, E) See support document: pictorial timeline ML-SGI Writers draft personal narratives referring to their pictorial timelines to guide them as they draft. ML-SGI Storytelling Sessions: Writers talk through their drafts with writing partners to clarify and extend ideas. These sessions will help writers make decisions about what they will include in their draft of their small moment narratives. ML-SGI. Writers draft personal narratives using a variety of transitional words and phrases to manage the sequence of events in their small moment stories. ML-SGI Conferring Questions- Indicator Two Did you tell/sketch/write your narrative with the B,M,M,M,E structure? Please share with me. If not, how can you reorganize your pictorial timeline to make your narrative small moment more sequenced? How did your partner help you develop your scenes? How did you bring your writing to life with sensory details?