Bop the Boop Essay

Submitted By johnnybelluomini
Words: 1765
Pages: 8

Narrative Unit: Personal Narrative 4th grade
Common Core Standards | Writing and Composition Concepts and skills students master: 1. The recursive writing process is used to create a variety of literary genres for an intended audience Evidence Outcomes Students can: b. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (CCSS: W.4.3) i. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. (CCSS: W.4.3a) ii. Choose planning strategies to support text structure and intended outcome iii. Use dialogue and description to develop experiences and events or show the responses of characters to situations. (CCSS: W.4.3b) iv. Use a variety of transitional words and phrases to manage the sequence of events. (CCSS: W.4.3c) v. Use concrete words and phrases and sensory details to convey experiences and events precisely. (CCSS: W.4.3d) vi. Provide a conclusion that follows from the narrated experiences or events. (CCSS: W.4.3e) Concepts and skills students master: 3. Correct sentence formation, grammar, punctuation, capitalization, and spelling are applied to make the meaning clear to the reader Evidence Outcomes Students can: a. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (CCSS: W.4.4) b. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (CCSS: W.4.5) c. With some guidance and support from adults, use technology, including the Internetd. 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. (CCSS: W.4.6) e. Use correct format (indenting paragraphs, parts of a letter, poem, etc.) for intended purpose f. Use knowledge of language and its conventions when writing, speaking, reading, or listening. (CCSS: L.4.3) g. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.4.1) h. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.4.2) |
| Research and Reasoning Concepts and skills students master: 2. Identifying implications, concepts, and ideas enriches reasoning skills Evidence Outcomes: Students Can: a. Consider negative as well as positive implications of their own thinking or behavior, or others thinking or behavior b. State, elaborate, and give an example of a concept (for example, state, elaborate, and give an example of friendship or conflict) c. Identify the key concepts and ideas they and others use d. Ask primary questions of clarity, significance, relevance, accuracy, and depth |
| See Stages of a Writer |
21st century skills Big Ideas/Enduring Understandings Essential Questions Learner Outcomes | Big Idea: Writers understand that narrative writing tells a story, true or fictional, and is structured with specific, interwoven elements. Enduring Understandings: ●Writers know Personal Narratives are about the first or last time we did something, or a time we learned something, or a time we felt a strong emotion. ●Writers know narratives comprise several scenes glued together with bits of exposition (or narration) between them. ●Writers know stories can be told differently, depending on the theme the writer wants to bring out. ●Writers know stories include problems and solutions, and are characterized by rising action which increases tension. ●Writers are influenced by other writers (reading-writing connections). Essential Questions: ●How do writers revise their writing to improve the level of detail and precision of language, while determining where to add images and