Grade 4
Writing Curriculum Map
BOE Approval
November 2013
CURRICULUM MAP
WRITING
GRADE 4
SEPTEMBER
OCTOBER
NOVEMBER
DECEMBER
JANUARY
Creating a
Buzz
About
Writing:
It’s All
About Me!
Tell Me A
Story
Realistic
Fiction
Tell Me a
Story:
Improving
Realistic
Fiction
Poetry:
I’m a Poet and I
Know it!
Going Back
In Time
Historical
Fiction
FEBRURARY
MARCH
APRIL
MAY
JUNE
Non-Fiction:
Inform Me.
Non-Fiction:
Persuade
Me.
Responding
and
Analyzing
Text: Fiction
and
Non-Fiction
(Test Prep)
Autobiographies
A
Celebration
of Writing
Curriculum Map
Writing
Grade 4
Big Idea:
Creating a Buzz About Writing: It’s All About Me!
September
Enduring Understanding
Essential Questions
Skills
CCCS Standards
Writing is powerful.
Everyone writes at his/her own pace.
Writers exhibit good writing behaviors within the classroom and while writing independently. Writers are aware of and follow procedures appropriately. Writers set goals that are constantly changing.
Writers understand the structure of a personal narrative.
Writers develop powerful leads and meaningful closings. Writers narrow focus.
Writers build up stamina and write for longer periods of time.
Writers write several drafts.
What is writer?
How do I become a better writer? How do I select a topic and zoom in on a small moment?
How do I brainstorm for personal narrative writing?
How do I hook my audience? How do I include details that create a picture in the reader’s mind? How do I create a meaningful ending?
How do I edit and revise?
Vocabulary
Hook
Personal Narrative Zoom
Stamina Closing Sequence Dialogue Focus
Write narratives to develop real or imagined experience or events using effective technique,
descriptive details and clear event sequences.
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose and audience. Use dialogue to move along the plot.
Develop clear and coherent writing that is organized.
Plan, revise, and, edit writing. Write for an extended period of time.
Demonstrate command of the conventions of grammar, usage, and mechanics.
Apply proper grammar conventions.
W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.4.10 Write routinely over extended time frames for a range of discipline-specific tasks, purposes, and audiences
L.4.1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking.
L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Curriculum Map
Writing
Grade 4
Big Idea: Tell Me A Story (Realistic Fiction)
October
Enduring Understanding
Essential Questions
Skills
CCCS Standards
Writers often think of events they have experienced in their own lives to help them write realistic fiction. Writers tell stories in sequential order.
Writers use characters, a setting, a problem and a resolution to make their stories real.
Writers include events in their stories to help move the story towards the resolution. (failed solutions)
Writers often include a lesson to be learned within the stories.
Writers use dialogue, action, narration, and characters’ thoughts to help move their stories forward and give their characters greater depth.
Writers often use the third person point of view when writing.
How is realistic fiction different from other types of writing? How can I come up with ideas for realistic fiction pieces?
What makes a realistic fiction piece interesting?
Why is including the characters’ thoughts, actions, and dialogues important?
How does a moral (or lesson learned) enhance a realistic fiction story?
Vocabulary
Realistic fiction
3rd person point of view Dialogue
Narration Action Thoughts Problem Resolution
Story Events/Failed Solutions Lesson Learned/Moral
Explain and demonstrate the structure of a realistic fiction piece. Develop stories with a beginning, middle and end.
Write a story with a clear problem and a resolution.
Write a story that includes failed solutions or events which move the story forward.
Develop characters in a story. Include and describe a setting. Include dialogue, action, narration and thoughts.
End with a lesson learned. Demonstrate command of the conventions of grammar, usage, and mechanics.
Apply proper grammar conventions and grade appropriate spelling.
W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
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. W.4.3.bUse dialogue and
description to develop experiences and events or show the responses of characters to situations.
W.4.3.c Use a variety of transitional words and phrases to manage the sequence of events.
W.4.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.
L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Curriculum Map
Writing
Grade 4
Big Idea: Tell Me a Story: Improving Realistic Fiction
November
Enduring Understanding
Essential Questions
Skills
CCCS Standards
Figurative language includes similes, metaphors, onomatopoeia, personification, and alliteration. Figurative language helps the reader visualize your story. Writers use meaningful dialogue move along the plot.
Word choice is crucial to creating a meaningful story.
Writers use a variety of sentence structure.
Writers use clear, easy to
understand descriptions help the reader visualize your story. Writers develop a “voice” that is evident in their writing.
What is figurative language? How does my use of dialogue move my story forward?
How does my choice of words help my reader to visualize the story? In what ways can I vary my sentence structure?
How do I help my reader visualize the events in my story?
How do I make my “voice” evident in my writing?
Vocabulary
simile metaphor onomatopoeia personification alliteration hyperbole visualize
Include similes, metaphors,
onomatopoeia, personification, and alliteration.
Write meaningful dialogue following the conventions of grammar.
Use vivid verbs and descriptive adjectives in their writing. Apply sentence fluency Demonstrate command of the conventions of grammar, usage, and mechanics.
Apply grade appropriate grammar and spelling.
RL.4.3 Determine a theme of a story, drama, or poem from details from details in the text; summarize the text.
W. 4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.4.5 With guidance and support from peers and adults, apply all phases of the writing process to create a clear and coherent piece of writing.
L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Curriculum Map
Writing
Grade 4
Big Idea: I’m a Poet and I Know it!
December
Enduring Understanding
Essential Questions
Skills
CCCS Standards
Writers understand that language and word choice create meaning in poetry.
Writers understand that the form of poetry controls the pace and style of reading.
Writers understand that poems create an intense emotion. Poems follow different structures based on format: haiku, free verse, acrostic, cinquain, and limerick.
How does writing poetry differ from writing narratives? What are the different writing styles used in poetry?
How does a writer use vivid words to create a visual image?
Vocabulary
Stanza Verse Haiku Limerick Cinquain Free verse Acrostic Syllable Rhythm
Identify syllables in words when writing poems
Identify parts of speech: noun, verb, adjective, and synonym. Demonstrate command of the conventions of grammar, usage, and mechanics.
Apply proper grammar
conventions and grade appropriate spelling.
W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural
elements of poems and drama when writing or speaking about a text.
L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Curriculum Map
Writing
Grade 4
Big Idea: Going Back in Time (Historical Fiction)
January
Enduring Understanding
Essential Questions
Skills
CCCS Standards
Characters are people who did or could have lived in a historical setting.
The problem of the story is real for that time period and has a resolution.
Descriptions of characters, events, and places are vivid and
historically accurate.
Words spoken by the character show their personalities, help the plot move on, and are historically accurate.
Plot is a mixture of real events and fictional events.
The story takes place in a definite period of time in history and is set in a real place in history.
What are elements of historical fiction writing?
How can I come up with ideas for historical fiction writing?
Why is keeping the details historically accurate important? How do writers make an unrealistic event seem real? How do I incorporate dialogue to reflect the time period?
Vocabulary
Time period Era
History plot
*additional vocabulary may be added based on time period of historical piece
Explain and demonstrate the structure of a historical fiction piece through their writing. Develop historically accurate story details.
Develop stories with a beginning, middle and end.
Write a story with a clear problem and solution.
Develop believable characters. Include action, dialogue, narration, and thoughts. Demonstrate command of the conventions of grammar, usage and mechanics.
Apply proper grammar conventions and appropriate spelling.
RL.4.3 Describe in depth a character, setting, or event in a story, drawing on specific details in the text.
W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear sequences.
W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.4.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Curriculum Map
Writing
Grade 4
Big Idea: I’m an Expert!
February
Enduring Understanding
Essential Questions
Skills
CCCS Standards
Informative writing provides
facts about a subject.
Informative writing uses
concrete details, not opinions.
Informative writing follows a
logical sequence: thesis,
support, and conclusion.
Thesis statements clearly state
the main idea of the essay.
Writers carefully choose their
facts to make the biggest
impact to the reader.
Why do I need a thesis?
Why are facts important as
support?
Where do I find my facts?
How do I decide what facts to
include in my essay?
Why is it important to present
facts in order?
Vocabulary:
Fact
Detail
Thesis
Explanation
Write an introductory
paragraph with a thesis
statement.
Show evidence to support their
facts.
Use transitions to link
paragraphs and ideas.
Essay will have an opening
paragraph, body of support,
and a conclusion that restates
their thesis.
End their essay with an
effective conclusion (summary,
connect to the lead, or lingering
question)
Use sentence fluency.
Use grade appropriate
grammar, usage, and
mechanics.
W.4.2: write
informative/explanatory texts
to examine a topic and convey
ideas and information clearly
W.4.4: produce clear and
coherent writing in which the
development and organization
are appropriate to task,
purpose and audience.
W.4.9: draw evidence from
literary or informational texts
to support analysis, reflection,
and research
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
L.4.1: Demonstrate command
of the conventions of standard
English grammar and usage
when writing or speaking
Curriculum Map
Writing
Grade 4
Big Idea: Do It My Way (Persuasive Essay)
March
Enduring Understanding
Essential Questions
Skills
CCCS Standards
Persuasive writing comes in various forms, but is always intended to convince the reader of its perspective.
Persuasion is a process where we try to convince someone to take a certain action.
Word choice creates a desired effect.
Effective persuasive writing has a clear, explicit focus, or purpose. Effective writers use the writing process to persuade readers to understand or accept a point-of-view.
What does it mean to persuade someone?
How can we persuade others to accept our ideas when writing? What is the difference between a fact and an opinion?
How do we identify persuasive writing?
How do we organize our thoughts to be more persuasive?
What is the purpose of persuasive writing?
What is an effective persuasive essay?
Vocabulary
Persuade Convince Fact Opinion Main Idea Author’s purpose
Understand the elements of persuasive writing.
Discover the power of their words to influence people.
Identify the difference between fact and opinion.
Write with an audience and purpose in mind.
Support opinion with the most compelling facts, examples, etc. Create a persuasive word list. Apply appropriate structure and grammar, usage, and mechanics.
W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Curriculum Map
Writing
Grade 4
Big Idea: Responding and Analyzing Text: Fiction/Nonfiction
April
Enduring Understanding
Essential Questions
Skills
CCCS Standards
Students will respond to different types of writing prompts.
Students will understand the difference between narrative writing and informational writing. Writers manage their time. Writers brainstorm and outline a plan for their writing pieces. Writers create narratives with a clear beginning, middle and end. Writers create informational pieces that are constructed in order. Writers include evidence to support their ideas when writing
informational pieces.
Good writers apply grammar, usage, and mechanics.
How do I identify different prompts?
What is the difference between narrative writing and informational writing?
How do I manage my time?
How do I brainstorm or plan for my writing?
How do I make sure my writing has a beginning, middle and end? How do I include real life
experiences to support my ideas?
Vocabulary:
Prompt Brainstorm Editing/Revising Speculative Expository Informational
Identify different prompts. Manage their time for a time writing piece.
Utilize different brainstorming and planning skills to plan for a piece. Write pieces with a clear beginning, middle, and end.
Use a variety of sentence types. Use a variety of revising and editing skills to strengthen their piece. Include real life experiences in order to support their ideas. Apply the proper usage of grammar and mechanics.
W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and
information. W.4.2 Write
informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Curriculum Map
Writing
Grade 4
Big Idea: Autobiography
May
Enduring Understanding
Essential Questions
Skills
CCCS Standards
Autobiographical writers follow the writing process.
Writers write autobiographies in chronological order.
Writers construct a timeline in planning an autobiography. Writers include major life events in autobiographies.
Writers vividly describe
essential details, facts & feelings in an autobiography.
Writers take compositional risks. Writers convey their own voice in an autobiography.
Writers apply proper grammar, usage and mechanics to their autobiographies.
What is an autobiography? How do writers gather and organize their information for an autobiography?
How do writers decide which life events are important enough to include in an autobiography? How does taking compositional risks enhance an autobiography? How do writers convey style and voice while writing an
autobiography?
Vocabulary
autobiography style
voice
compositional risks timeline
First Person Point of View
Describe the difference between a biography and autobiography. Gather ideas and organize them in a timeline.
Organize ideas in chronological order.
Include important facts and details. Use a variety of literary devices to enhance writing.
Take compositional risks. Write with style and voice.
Apply proper grammar, usage, and mechanics.
W.4.2 Write
informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 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-specific tasks, purposes, and audiences
L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Curriculum Map
Writing
Grade 4
Big Idea: Celebrate Good Times!
June
Enduring Understanding
Essential Questions
Skills
CCCS Standards
Writing is important and powerful. As writers improve, their writing habits may change.
There are many different types of writing.
Writing fiction is different from writing nonfiction.
Writing has structure. Writing has style.
Writers revise and edit their writing.
Writers are continuously growing.
Why is writing important and powerful?
How do writers reflect on their writing lives?
How have I improved as a writer? How is writing fiction and non-fiction different?
How do I add style to my writing? How do I check my structure for different types of writing? How do I revise and edit my writing?
Vocabulary
Reflect Celebrate Genre Writing Style Writing Voice Revise/Edit
Write powerfully in different genres.
Discuss and share important writing practices.
Identify the differences between the genres studied this year. Understand the importance of style and voice in writing.
Set writing goals for the future. Reflect and share on what makes a writing experience powerful.
W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and
information. W.4.2 Write
informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
