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Grade 4 th - Unit 1 Title The Arc of Story: Writing Realistic Fiction Grade 1: Unit 1 Bend 1 Table of Contents Unit - The Arc of Story: Writing Realistic Fiction Section Page Number Unit Essential Questions 4 (skipped) Unit Goals and Sub Goals (Task Analysis) 4 Unit Language (Spanish, Russian, English) English, Spanish Unit Assessment Checklist 7 Unit Assessment Rubric 11 (skipped) Sample Unit Calendar 12 1 | Page
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Grade 4th - Unit 1 Title The Arc of Story: Writing Realistic Fiction
Grade 1: Unit 1 Bend 1Table of Contents
Unit - The Arc of Story: Writing Realistic Fiction
Section Page Number Unit Essential Questions 4 (skipped) Unit Goals and Sub Goals (Task Analysis) 4 Unit Language (Spanish, Russian, English) English, Spanish Unit Assessment Checklist 7 Unit Assessment Rubric 11 (skipped) Sample Unit Calendar 12
1 | P a g e
Grade 4th - Unit 1 Title The Arc of Story: Writing Realistic Fiction
Grade 4Content Unit 1 Bend 1: Creating and Developing Stories and Characters that Feel Real
Dates of Unit:
Unit Title: The Arc of Story: Writing Realistic FictionStage 1 Identify Desired ResultsStandards:(Alpha-numeric listing of standards incorporated in the unit)
4.W.4.3a,b,d Write narratives to develop real or imagined experiences or events using effective technique. descriptive details, and clear event sequences.a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely. 4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 4.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and
editing.(Editing for conventions should demonstrate command of Language standards 1–3up to and including grade 4 on page 29.)
4.W.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.
4.W.9a Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting. or event in a story or drama. drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).
4.W.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.
4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
4.RL.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, setting descriptions, dialogue, stage directions) when writing or speaking about a text.
4.RL.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
5.RL.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one. in groups, and teacher-led)with diverse partners on
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Grade 4th - Unit 1 Title The Arc of Story: Writing Realistic Fictiongrade 4 topics and texts, building on others’ ideas and expressing their own clearly.a. Come to discussions prepared. having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.b. Follow agreed-upon rules for discussions and carry out assigned roles.c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
4.SL.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.
4.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Use relative pronouns (who, whose. whom, which. that) and relative adverbs (where. when, why).b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).e. Form and use prepositional phrases.f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*g. Correctly use frequently confused words (e.g., to, too, two; there. their).*
4.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use correct capitalization.b. Use commas and quotation marks to mark direct speech and quotations from a text.c. Use a comma before a coordinating conjunction in a compound sentence.d. Spell grade-appropriate words correctly, consulting references as needed.
4.L.3.a Use knowledge of language and its conventions when writing. speaking. reading. or listening.a. Choose words and phrases to convey ideas precisely.*
3 | P a g e
Grade 4th - Unit 1 Title The Arc of Story: Writing Realistic FictionEssential Questions:
SKIPPED
Goals: Good writers imagine stories from ordinary moments.
Los buenos escritores imaginan historias de momentos cotidianos.
Good writers create realistic fiction by developing believable characters that have struggles and motivations.
Los buenos escritores crean ficción realista con personajes creíbles que tienen motivaciones y enfrentan desafíos.
Good writers may use a story arc to create their plot.
Los buenos escritores pueden usar un arco dramático de una historia para crear su trama.
Good writers describe people, place, things, and events.
Los buenos escritores describen personas, lugares, cosas y eventos.
Learning Targets(aligned to goals)
I can get ideas for stories from small moments in my life.
Soy capaz de sacar ideas de pequeños momentos de mi vida.
I can develop characters from a seed idea by creating their external and internal traits.
Soy capaz de crear personajes de la semilla de una idea al desarrollar rasgos internos y externos.
I can use a story arc to sketch out possible plot lines for stories.
Soy capaz de usar el arco dramático de un cuento para bosquejar posibles caminos que puede tomar la historia.
I can correctly conjugate both regular and irregular verbs in the past tense I use in my writing.
Soy capaz de conjugar correctamente verbos regulares e irregulares en el tiempo pasado y utilizarlos en mi redacción.
I can take my small personal moments to imagine books I wish existed in the world
Soy capaz de utilizar mis pequeños momentos para imaginar libros que yo desearía que existieran en el mundo real.
I can develop characters by telling about their motivations and struggles.
Soy capaz de desarrollar personajes mencionando sus dificultades y motivaciones.
I can use precise adjectives to describe details.
Soy capaz de usar adjetivos precisos para describir detalles.
I can get ideas by thinking about issues in my life.
Soy capaz de sacar ideas al pensar en aspectos de mi vida.
I can use prepositional phrases to describe where or when things happen.
Soy capaz de usar preposiciones de tiempo y lugar para describir en dónde y cuándo suceden las cosas.
4 | P a g e
Grade 4th - Unit 1 Title The Arc of Story: Writing Realistic FictionStage 2 Determine Assessment Evidence Bend 1
ENGLISH Academic Language (What language will students need to sound like experts?)Academic Language Function(s):
Describe people, places, things and events. Use regular and irregular past tense verbs
Academic Language Stems:Easy for Beginners
(Who) (What)(Where) Maya loved the room.
Medium for Intermediate
(Who)(What)(Where)(When) Maya loved the room; it was like her dream house.
Difficult for Advanced and Fluent
(Who)(What)(Where)(When)(How) Maya loved the room; it was like her dream house. The best thing was an apple
computer that was the latest model.
Academic Vocabulary:
Seed idea Struggle Motivation Story Arc Plot External Internal Traits
Assessment Tools:
Goals Rubric Assessment Checklist
5 | P a g e
Grade 4th - Unit 1 Title The Arc of Story: Writing Realistic FictionStage 2 Determine Assessment Evidence Bend 1
SPANISH Academic Language (What language will students need to sound like experts?)Academic Language Function(s):
Describe people, places, things and events. Use regular and irregular past tense verbs
Describir personas, lugares, cosas y eventos.Usar verbos regulares e irregulares en el tiempo pasado.
Academic Language Stems:Easy for Beginners
(Quién)(Qué)(Dónde) A Maya le encantaba su cuarto.
Medium for Intermediate
(Quién)(Qué)(Dónde)(Cuando) Cuando niña, a Maya le encantaba su cuarto; era el lugar con que ella había
soñado.
Difficult for Advanced and Fluent
(Quién)(Qué)(Dónde)(Cuándo)(Cómo) Cuando niña, a Maya le encantaba su cuarto; era el lugar con que ella había
soñado. Lo mejor era la computadora Apple último modelo.
Academic Vocabulary:
Seed idea / Semilla de idea Struggle / el desafío, la lucha Motivation / la motivación Story Arc / el arco dramático Plot / la trama, el argumento External / externo Internal/ interno Traits / los rasgos
Assessment Tools:
Goals Rubric Assessment Checklist
6 | P a g e
Grade 4th - Unit 1 Title The Arc of Story: Writing Realistic Fiction
Assessment Checklist – Unit 1: Bend 1
Student Name I can
get
idea
s for
stor
ies
from
smal
l mom
ents
in m
y lif
e.
I can
take
my
smal
l per
sona
l m
omen
ts to
imag
ine
book
s I
wish
exi
sted
in th
e w
orld
I can
get
idea
s by
thin
king
ab
out i
ssue
s in
my
life.
I can
dev
elop
cha
ract
ers
from
a se
ed id
ea b
y cr
eatin
g th
eir e
xter
nal a
nd in
tern
al
trai
ts.
I can
dev
elop
cha
ract
ers b
y te
lling
abo
ut th
eir
moti
vatio
ns a
nd st
rugg
les.
I can
use
a st
ory
arc
to
sket
ch o
ut p
ossib
le p
lot
lines
for s
torie
s.
I can
cor
rect
ly c
onju
gate
bo
th re
gula
r and
irre
gula
r ve
rbs i
n th
e pa
st te
nse
I use
in
my
writi
ng.
I can
use
pre
cise
adj
ectiv
es
to d
escr
ibe
deta
ils.
I can
use
pre
positi
onal
ph
rase
s to
desc
ribe
whe
re
or w
hen
thin
gs h
appe
n.
Notes
B = Beginning D = Developing P = Proficient M=Mastery
Lista de control - Unidad 1: Sección 17 | P a g e
Grade 4th - Unit 1 Title The Arc of Story: Writing Realistic Fiction
Student Name Soy
capa
z de
saca
r ide
as d
e pe
queñ
os m
omen
tos d
e m
i vi
da.
Soy
capa
z de
utiliz
ar m
is pe
queñ
os m
omen
tos p
ara
imag
inar
libr
os q
ue y
o de
sear
ía
que
existi
eran
en
el m
undo
re
al.
Soy
capa
z de
saca
r ide
as a
l pen
sar
en a
spec
tos d
e m
i vid
a.
Soy
capa
z de
crea
r per
sona
jes
de la
sem
illa
de u
na id
ea a
l de
sarr
olla
r ras
gos i
nter
nos y
ex
tern
os.
Soy
capa
z de
desa
rrol
lar
pers
onaj
es m
enci
onan
do su
s di
ficul
tade
s y m
otiva
cion
es.
Soy
capa
z de
usar
el a
rco
dram
ático
de
un c
uent
o pa
ra
bosq
ueja
r pos
ible
s cam
inos
qu
e pu
ede
tom
ar la
hist
oria
.
Soy
capa
z de
conj
ugar
co
rrec
tam
ente
ver
bos
regu
lare
s e ir
regu
lare
s en
el
tiem
po p
asad
o y
utiliz
arlo
s en
mi r
edac
ción
.
Soy
capa
z de
usar
adj
etivo
s pr
eciso
s par
a de
scrib
ir de
talle
s.
Soy
capa
z de
usar
pr
epos
icio
nes d
e tie
mpo
y
luga
r par
a de
scrib
ir en
dón
de y
cu
ándo
suce
den
las c
osas
.
Notes
B = Beginning D = Developing P = Proficient M=Mastery
8 | P a g e
Grade 4th - Unit 1 Title The Arc of Story: Writing Realistic Fiction
Lista de Control: Escritura narrativa
Nombre del estudiante
Estructura Desarrollo Normas de escritura
En g
ener
al: C
onté
la p
arte
impo
rtan
te d
e un
ev
ento
pas
o a
paso
y o
mití
los d
etal
les s
in
impo
rtan
cia.
Intr
oduc
ción
: Esc
ribí
el c
omie
nzo
en e
l cua
l in
trod
uje
al le
ctor
en
el m
undo
de
mi h
istor
ia
mos
trán
dole
qué
est
aba
suce
dien
do y
en
dónd
e.
Cone
ctor
es:
Mos
tré
la c
rono
logí
a de
l tiem
po
con
pala
bras
y o
raci
ones
par
a in
dica
rlo c
omo:
“j
usto
ent
once
s, “
de re
pent
e” (
para
mos
trar
la
rapi
dez)
y “
des
pués
de
un ra
to“
un p
oco
más
ta
rde”
par
a m
ostr
ar c
uand
o un
poc
o de
tiem
po
ha p
asad
o.
Fina
l: E
scrib
í un
fina
l rel
acio
nado
con
el
com
ienz
o o
el d
esar
rollo
de
la h
istor
ia.
Fin
alic
é la
hist
oria
con
una
acc
ión,
un
diál
ogo,
o u
n se
ntim
ient
o.
Org
aniza
ción
: U
sé p
árra
fos y
dej
é re
nglo
nes
para
sepa
rar l
o qu
e pa
só a
l com
ienz
o de
lo q
ue
pasó
lueg
o y
al fi
nal.
Elab
orac
ión:
Ade
más
de
acci
ones
y d
ialo
go,
enriq
uecí
mi h
istor
ia c
on o
raci
ones
des
crip
tivas
de
senti
mie
ntos
y p
ensa
mie
ntos
.
Ofic
io d
el e
scrit
or: M
ostr
é p
or q
ue e
l per
sona
je
hizo
lo q
ue h
izo a
l inc
luir
sus p
ensa
mie
ntos
.
Ofic
io d
el e
scrit
or:
Hic
e qu
e al
guna
s par
tes d
e la
hi
stor
ia su
ceda
n rá
pido
y o
tras
lent
amen
te.
Para
dar
más
vid
a a
mi h
istor
ia, i
nclu
í det
alle
s pr
eciso
s y se
nsor
iale
s. T
ambi
én u
sé le
ngua
je
figur
ativo
(sím
il, m
etáf
ora,
per
soni
ficac
ión)
.
Usé
la v
oz n
arra
tiva
y tr
ansm
ití l
a em
oció
n o
el
tono
de
mi c
uent
o a
trav
és d
e de
scrip
cion
es,
fras
es, d
ialo
go, y
pen
sam
ient
os.
Usé
mi c
onoc
imie
nto
de si
laba
s y o
rtog
rafía
par
a ay
udar
me
a de
letr
ear y
edi
tar m
i esc
rito.
Util
icé
el m
uro
de p
alab
ras y
el d
icci
onar
io c
uand
o lo
s ne
cesit
é.
Usé
com
as p
ara
escr
ibir
corr
ecta
men
te l
as
orac
ione
s com
pues
tas y
par
a ha
cerla
s más
cl
aras
.
9 | P a g e
Grade 4th - Unit 1 Title The Arc of Story: Writing Realistic Fiction
Student Checklist : Narrative
Student Name
Structure Development Language Conventions
Ove
rall:
I w
rote
the
impo
rtan
t par
t of a
n ev
ent b
it by
bit
and
took
out
uni
mpo
rtan
t pa
rts.
Lead
: I w
rote
a b
egin
ning
in w
hich
I sh
owed
w
hat w
as h
appe
ning
and
whe
re, g
etting
re
ader
s int
o th
e w
orld
of t
he st
ory.
Tran
sition
s: I
show
ed h
ow m
uch
time
wen
t by
with
wor
ds a
nd p
hras
es th
at m
ark
time.
Endi
ng:
I wro
te a
n en
ding
that
con
nect
ed
to th
e be
ginn
ing
or m
iddl
e of
the
stor
y. I
us
ed a
ction
, dia
logu
e, o
r fee
ling
to b
ring
my
stor
y to
a c
lose
.
I use
d pa
ragr
aphs
to se
para
te th
e di
ffere
nt
part
s or ti
mes
of t
he st
ory
or to
show
whe
n a
new
cha
ract
er w
as sp
eaki
ng.
Elab
orati
on:
I add
ed m
ore
to th
e he
art o
f m
y st
ory,
incl
udin
g no
t onl
y ac
tions
and
di
alog
ue b
ut a
lso th
ough
t and
feel
ings
.
Craft
: I s
how
ed w
hy c
hara
cter
s did
wha
t th
ey d
id b
y in
clud
ing
thei
r thi
nkin
g
Craft
: I m
ade
som
e pa
rts o
f the
stor
y go
qu
ickl
y, so
me
slow
ly.
I inc
lude
d pr
ecise
and
som
etim
es se
nsor
y de
tails
and
use
d fig
urati
ve la
ngua
ge (s
imile
, m
etap
hor,
pers
onifi
catio
n) to
brin
g m
y st
ory
to li
fe.
I use
d a
stor
ytel
ling
voic
e an
d co
nvey
ed th
e em
otion
or t
one
of m
y st
ory
thro
ugh
desc
riptio
n, p
hras
es, d
ialo
gue,
and
th
ough
ts
I use
d w
hat I
kne
w a
bout
wor
d fa
mili
es a
nd
spel
ling
to h
elp
me
spel
l and
edi
t. I
used
th
e w
ord
wal
l and
dic
tiona
ries w
hen
need
ed.
Whe
n w
riting
long
, com
plex
, sen
tenc
es, I
us
ed c
omm
as to
mak
e th
em c
lear
and
co
rrec
t.
Unit of Study Assessment Rubric10 | P a g e
Grade 4th - Unit 1 Title The Arc of Story: Writing Realistic Fiction
Unit # - Unit Title…Learning Target Mastery Proficient Developing Beginning
Language Learning Target
11 | P a g e
Grade 4th - Unit 1 Title The Arc of Story: Writing Realistic Fiction
Stage 3 Plan Learning Experiences and InstructionThere are about 40 teaching days in Quarter 1. 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. Imagining Stories from Ordinary Moments
Learning Target: I can get ideas for stories from small moments in my life.
Day 2: Session 2. Imagining Stories We Wish Existed in the World
Learning Goal: I can take my small personal moments to imagine books I wish existed in the world.
Day 3: Session 3. Developing Believable Characters
Learning Goal: I can get ideas by thinking about issues in my life.
Day 4: Session 3 Continued: Developing Believable Characters
Learning Goal: I can develop characters from a seed idea by creating their external and internal traits.
Language Goal: I can use precise adjectives to describe details.
Day 5: Optional lesson: Mid-workshop teaching, “Building the characters Self-View” (page 27)
Day 6: Session 4: Giving Characters Struggles and Motivations
Learning Goal: I can develop characters by telling about their motivations and struggles.
Day 7: Session 4: Showing Characters by Writing Scenes page 37
Language Goal: I can use prepositional phrases to describe where or when things happen.
Day 8: Session 5: Plotting with a Story Arc
Learning Goal: I can use a story arc to sketch out possible plot lines for stories.
Day 9: Session 5: Continue Plotting with a Story Arc
Bend 2:Day 10: Session 6: Show, Don’t Tell
Learning Goal: I can show how my characters unfolding step by step.
Day 11: Session 6: Continue Show, Don’t Tell
Learning Goal: Draft the story scene by scene.
Language Goal: I can correctly conjugate both regular and irregular verbs in the past tense I use in my
Day 12: Session 7: Feeling and Drafting the Heart of your Story
Learning Goal: I can become the main character in my story by standing in their shoes and seeing through their eyes.
Day 13: Session 7: Continue Feeling and Drafting the Heart of your Story
Learning Goal: Introduce the Narrative Writing Checklist (page 72)
Day 14: Session 8: Studying Published Texts to Write Leads
Learning Goal: I can effective leads to engage my readers.
Day 15: Session 9: Orienting Readers with Setting
Learning Goal: I can create a scene by keeping the dialogue and action grounded in the setting.
12 | P a g e
Grade 4th - Unit 1 Title The Arc of Story: Writing Realistic Fictionwriting.
Day 16: Session 9: Continues: Orienting Readers with Setting
Language Goal: I can use transition words to connect scenes in a story.
Day 17: Session 10: Writing Powerful Endings
Learning Goal: I can create an ending that meshes with and serves the purposes of the story.
Bend 3:Day 18: Session 11: Revision
Learning Goal: I can revise my story by re-reading with a lens so that what I want to write is what I actually wrote
Day 19: Session 12: Making a space for Writing
Learning Goal: I can create a space for writing in my notebooks and at home
Day 20: Session 13: Using Mentor Texts to Flesh out Characters
Learning Goal: I can improve my writing by noticing what mentor writers do that work
Day 21: Session 13: Continue Using Mentor Texts to Flesh out Characters
Language Goal: I can compare and contrast my writing with mentor texts and make changes to improve my writing.
Day 22: Session 14: Editing with Various Lenses
Learning Goal: I can edit with different lenses
Day 23: Session 14: Continue Editing with Various Lenses
Language Goal: I can edit for correct verb tense, and agreement of pronouns
Day 24: Session 14: Continue: Editing with Various Lenses
I can edit with a writing partner
Day 25: Session 15: Publishing Anthologies
Learning Goal: I can celebration published writing
Bend 4:Day 26: Session 16: Launching Independent Fiction Projects
Learning Goal: I can take all I’ve learned about writing fiction to new projects
Day 27: Session 17: Planning and Drafting Stories with Agency
Learning Goal: I can quickly apply my planning and drafting skills to new projects
Day 28: Session 18: Mining the connections between Reading and Writing Fiction
Learning Goal: I can study the work I do as a reader of fiction and apply those skills to my writing revisions.
Day 29: Session 18: Continue Planning and Drafting Stories with Agency
Developing Conflict and Tension page 167
Language Goal: I can use precise adjectives to describe details.
Day 30: Session 18: Continue Planning and Drafting Stories with Agency
Gearing Writing Toward a Particular Audience page
Day 31: Session 19: Focusing the Reader’s Gaze
Learning Goal: I can study the work I do as a reader of fiction and apply those skills to my writing revisions.
Day 32: Additional Session Language Goal: I can
use transition words to connect scenes in a story.
Day 33: Session 19: Continue Focusing the Reader’s Gaze
Returning to the Narrative Checklist with Increasing Independence(page 176)
Day 34: Additional Language Language Goal: I can
edit for correct verb tense, and agreement of pronouns.
Day 35: Session 20: Choosing Punctuation for Effect
Learning Goal: I can use punctuation to make sentences easier to understand
Day 36: Session 20: Choosing Punctuation for Effect
Learning Goal: I can
Day 37: Session 21: Surveying Your Work and Planning for the Future
Learning Goal: I can reflect on the work I have done,
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Grade 4th - Unit 1 Title The Arc of Story: Writing Realistic Fictionuse punctuation to have an effect on how readers engage with the text
celebrating accomplishments and making new goals.
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Grade 4th - Unit 1 Title The Arc of Story: Writing Realistic Fiction
Lunes Martes Miercoles Jueves ViernesBend 1:Day 1: Session 1. Imagining Stories from Ordinary Moments
Learning Target: Soy capaz de sacar ideas de pequeños momentos de mi vida.
Day 2: Session 2. Imagining Stories We Wish Existed in the World
Learning Target: Soy capaz de utilizar mis pequeños momentos para imaginar libros que yo desearía que existieran en el mundo real.
Day 3: Session 3. Developing Believable Characters Learning Target: Soy capaz
de sacar ideas al pensar en aspectos de mi vida.
Day 4: Session 3 Continued: Developing Believable Characters
Learning Target: Soy capaz de crear personajes de la semilla de una idea al desarrollar rasgos internos y externos.
Language Target: Soy capaz de usar adjetivos precisos para describir detalles.
Day 5: Optional lesson: Mid-workshop teaching, “Building the characters Self-View” (page 27)
Day 6: Session 4: Giving Characters Struggles and Motivations
Learning Target: Soy capaz de desarrollar personajes mencionando sus dificultades y motivaciones.
Day 7: Session 4: Showing Characters by Writing Scenes page 37
Language Target: Soy capaz de usar preposiciones de tiempo y lugar para describir en dónde y cuándo suceden las cosas.
Day 8: Session 5: Plotting with a Story Arc
Learning Target: Soy capaz de usar el arco dramático de un cuento para bosquejar posibles caminos que puede tomar la historia.
Day 9: Session 5: Continue Plotting with a Story Arc
Bend 2:Day 10: Session 6: Show, Don’t Tell
Learning Goal: I can show how my characters unfolding step by step.
Day 11: Session 6: Continue Show, Don’t Tell
Learning Goal: Draft the story scene by scene.
Language Goal: I can correctly conjugate both regular and irregular verbs in the past tense I use in my writing.
Day 12: Session 7: Feeling and Drafting the Heart of your Story
Learning Goal: I can become the main character in my story by standing in their shoes and seeing through their eyes.
Day 13: Session 7: Continue Feeling and Drafting the Heart of your Story
Learning Goal: Introduce the Narrative Writing Checklist (page 72)
Day 14: Session 8: Studying Published Texts to Write Leads
Learning Goal: I can effective leads to engage my readers.
Day 15: Session 9: Orienting Readers with Setting
Learning Goal: I can create a scene by keeping the dialogue and action grounded in the setting.
Day 16: Session 9: Continues: Orienting Readers with
Day 17: Session 10: Writing Powerful Endings
Bend 3:Day 18: Session 11: Revision
Day 19: Session 12: Making a space for Writing
Day 20: Session 13: Using Mentor Texts to Flesh out
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Grade 4th - Unit 1 Title The Arc of Story: Writing Realistic FictionSetting
Language Goal: I can use transition words to connect scenes in a story.
Learning Goal: I can create an ending that meshes with and serves the purposes of the story.
Learning Goal: I can revise my story by re-reading with a lens so that what I want to write is what I actually wrote
Learning Goal: I can create a space for writing in my notebooks and at home
Characters Learning Goal: I can
improve my writing by noticing what mentor writers do that work
Day 21: Session 13: Continue Using Mentor Texts to Flesh out Characters
Language Goal: I can compare and contrast my writing with mentor texts and make changes to improve my writing.
Day 22: Session 14: Editing with Various Lenses
Learning Goal: I can edit with different lenses
Day 23: Session 14: Continue Editing with Various Lenses
Language Goal: I can edit for correct verb tense, and agreement of pronouns
Day 24: Session 14: Continue: Editing with Various Lenses
I can edit with a writing partner
Day 25: Session 15: Publishing Anthologies
Learning Goal: I can celebration published writing
Bend 4:Day 26: Session 16: Launching Independent Fiction Projects
Learning Goal: I can take all I’ve learned about writing fiction to new projects
Day 27: Session 17: Planning and Drafting Stories with Agency
Learning Goal: I can quickly apply my planning and drafting skills to new projects
Day 28: Session 18: Mining the connections between Reading and Writing Fiction
Learning Goal: I can study the work I do as a reader of fiction and apply those skills to my writing revisions.
Day 29: Session 18: Continue Planning and Drafting Stories with Agency
Developing Conflict and Tension page 167
Language Goal: I can use precise adjectives to describe details.
Day 30: Session 18: Continue Planning and Drafting Stories with Agency
Gearing Writing Toward a Particular Audience page
Day 31: Session 19: Focusing the Reader’s Gaze
Learning Goal: I can study the work I do as a reader of fiction and apply those skills to my writing revisions.
Day 32: Additional Session Language Goal: I can
use transition words to connect scenes in a story.
Day 33: Session 19: Continue Focusing the Reader’s Gaze
Returning to the Narrative Checklist with Increasing Independence(page 176)
Day 34: Additional Language Language Goal: I can
edit for correct verb tense, and agreement of pronouns.
Day 35: Session 20: Choosing Punctuation for Effect
Learning Goal: I can use punctuation to make sentences easier to understand
Day 36: Session 20: Choosing Punctuation for Effect
Learning Goal: I can use punctuation to have an effect on how readers engage with
Day 37: Session 21: Surveying Your Work and Planning for the Future
Learning Goal: I can reflect on the work I have done, celebrating accomplishments and making new goals.
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Grade 4th - Unit 1 Title The Arc of Story: Writing Realistic Fictionthe text
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