Lesson 1, Day 1

Lesson Topic: Introduction to the

Writing Process

Date: February 2, 2015

Grade: 4th Grade Optional
Length of Lesson: 55 minutes

CENTRAL FOCUS:
The central focus of this learning segment is on composing an opinion/persuasive essay
based upon the analysis of two informational texts with two different viewpoints. The
student will justify and persuade their reasoning using the information from the
informational texts using the writing process.
Requisite skills required for mastery includes reading on a fourth grade reading level,
writing in complete sentences following fourth grade grammatical and punctuation
mechanics.
STANDARDS ADDRESSED:
CCSS.ELA-Litearcy.SL.4.1--Engage effectively in a range of collaborative discussion
(one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and
texts, building on others ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.4.1C--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.
CCSS.ELA-Literacy.L.4.1--Demonstrate command of the conventions of Standard
English grammar and usage when writing or speaking.
LESSON OBJECTIVES:
TLW write to share his or her opinion on topics or texts and provide reasons and
information to support that opinion (W.4.1-Learning Segment Objective)
TLW effectively participate in different types of discussions and with different peers.
(SL.4.1)
TLW ask and answer questions to help understand discussions, stay on topic and
contribute to others ideas and remarks. (SL.4.1C)
TLW show that he or she can use fourth grade vocabulary when writing and speaking.
(L.4.1)
MONITORING STUDENT LEARNING-FORMATIVE & SUMMATIVE ASSESSMENTS:
Formative Assessments
Questioning/Elbow Partner Discussion
o What steps do you think you have to follow to complete the writing
process?
o What are some ways that writers try to persuade readers or viewers?
o If we are writing a persuasive essay, what do you think well be writing
about? Talk with your elbow partner.
o Can anyone think of a commercial that you might have seen during the
Super Bowl game, where they were trying to convince you to buy their
product or that their product is better than all the others?
Exit Ticket
Directions: List the writing process steps in order and write a onesentence summary of each stage. At the bottom of the paper, the
student will share something new that you learned today.
Summative Assessment
o There is no summative assessment in Lesson 1.

The assessments link to the objectives because the students are becoming familiar with
the writing process and each stage.
Assessment accommodations include posting the directions and a scrambled list of the
writing process on the whiteboard.
MATERIALS
Anchor Chart
I Can Anchor Chart
Persuasive Writing Notes Anchor Chart
Essay Format Anchor Chart
Brainstorm Anchor Chart
Draft Anchor Chart
Peer Edit Anchor Chart
Revise & Edit Anchor Chart
Publish Anchor Chart
Pencil
Notebook Paper for exit slip
Whiteboard
PowerPoint exit slip directions
BACKGROUND & RATIONALE
The key concepts for this lesson focuses on reviewing the writing process.
Academic Language:
Vocabulary:
Brainstorm/Prewrite-organizing thoughts, use graphic organizer
Draft-to prepare the first version of a text/essay
Edit-to prepare for publishing by correcting, condensing, or otherwise
modifying it
Revise-to reconsider and alter in the light of further evidence
Publish-prepare and issue final draft or public sale
Peer Edit/Proofread-read and mark any errors
Rubric-the scoring sheet broken down.
Discourse:
Elbow Partner-Students will discuss with their elbow partner each stage
of the writing process and what their initial viewpoints of each stage is.
Syntax:
Exit Ticket Directions on PowerPoint
Anchor Chart
o I Can Anchor Chart
o Persuasive Writing Notes Anchor Chart
o Essay Format Anchor Chart
o Brainstorm Anchor Chart
o Draft Anchor Chart
o Peer Edit Anchor Chart
o Revise & Edit Anchor Chart
o Publish Anchor Chart
Language Function:
Analyze (main)
Synthesize (supplemental)

 Justify & Persuade (supplemental)

The previous lesson focused on making prediction, opinions and conclusions on a text.
The subsequent lesson will focus on modeling the writing the process in each stage.
The teacher will make connections to the cultural assets because writers compose
persuasive pieces to attract different audiences. The teacher can make community
connections to the students by asking students if they saw any persuasive commercials
during the Super Bowl Game? The teacher can make personal links between the
students by asking them if they have ever read something that tried to persuade them to
agree with or buy their product.
PROCEDURES & TIMELINE:
Introduction:
o TTW present to the class the I Can Anchor Chart. TTW read the I Can
statement aloud. (3 min)
I can write to share my opinion on topics or texts and provide
reasons and information to support that opinion. (W.4.1)
TTW inform the reader that this is the main objective for the week
that we will learn to master. Take a few moments of private think
time and think about the three questions we are going to answer
as a class.
What are we learning this week?
Why do I need to know how to do this? How does this
apply to real life?
How will I know that Ive got it?
o TTW & TTW complete the I Can Anchor Chart together. (4 min)
o TTW ask the class to discuss with their elbow partner---(3 min)
If we are writing a persuasive essay, what do you think that is?
Procedure:
o TTW talk about persuasive writing using an anchor chart.
What is persuasive writing? Persuasive writing is a type of writing
that tries to convince a reader of an opinion or belief.
Why do authors try to persuade their readers? To change their
mind; to keep readers; for the money; to support a cause; to be
best sellers; to buy a product.
How do authors persuade readers? Free gift included;
advertisement; humor; Hollywood celebrity, tug at emotions; scare
tactics; familiar things; favorite characters
QUESTION: TTW ask students if they saw any persuasive
commercials during the Super Bowl Game? Or any other
examples?
o TTW talk about the layout of an essay using an anchor chart.
Introductory paragraph, body paragraphs, conclusion paragraph
Using transition words to help make your writing flow.
o TTW talk about Brainstorming/Prewrite using an anchor chart.
What is it? Brainstorm Ideas; Think about what you want to say
What does it look like? Graphic Organizer
o TTW talk about 1st Draft using an anchor chart.
What is it? Use a pencil; create first draft of writing; refer to your
graphic organizer; write ideas in order

What does it look like? There is an example of an unpolished

example on the anchor chart.
Question: Does anyone notice any grammar and punctuation
errors?
o TTW talk about Peer Editing using an anchor chart.
What is it? Evaluation of work by another person in the same
class or profession
What does it look like? Discuss the peer editing checklist
o TTW talk about Editing & Revising using an anchor chart.
What does it look like? Edit- to prepare for publication by
correcting, considering, or otherwise modifying. Revise- to
reconsider and later in the light of further evidence
What does it look like? Use a red pen; proofread and revise your
own work; add a catchy title; add powerful words; ask yourself,
Do I have and introductory sentence that describes/tells the Main
Idea?; Look at the rubric to see if you have hit on all points that
will be scored; teacher conference; put finishing touches on your
original draft; finding the correct use of capitalization, punctuation,
subject-verb agreement
o TTW talk about Publishing with Anchor Chart-- What is it? To prepare and issue for public sale/viewing
What does it look like? Use a pencil; write your final copy neatly
including all revisions; share your writing; show polished example.
Closure
o TTW will ask the students to fill out an exit ticket.
Directions: List the writing process steps in order and write a onesentence summary of each stage. At the bottom of the paper, the
student will share something new that you learned today.

ASSESSMENT EVIDENCE:
Exit Ticket: Expected Answer Key
Brainstorm/Prewrite
Draft
Peer Edit
Revise & Edit
Revise
Publishing
One thing I learned today

Organize Ideas/ What do I Want to say

First written copy of essay
When a classmate checks my essay
Making corrections and modifying
Adding & Taking away from the essay
Finished Copy
(Students choice)

MODIFICATIONS
Students who failed to master the objective of the learning segment will analyze
two informational texts, one text and one video, with the same topic and two
different viewpoints and compose a persuasive essay using the writing process
with a checklist and teacher conference before the advancement of each step in
the writing process.
On the next writing prompt, students who have mastered the objective of the
learning segment are ready for enrichment will be in charge of researching and
finding the second article with an opposing viewpoint to analyze and compose a
persuasive viewpoint.

Lesson 2, Day 2
Lesson Topic: Modeling the Writing
Process

Grade: 4th Grade Optional

Length of Lesson: 90 minutes

CENTRAL FOCUS
The central focus of this learning segment is on composing an opinion/persuasive essay
based upon the analysis of two informational texts with two different viewpoints. The
student will justify and persuade their reasoning using the information from the
informational texts using the writing process.
Requisite skills required for mastery includes reading on a fourth grade reading level,
writing in complete sentences following fourth grade grammatical and punctuation
mechanics.
STANDARDS ADDRESSED:
CCSS.ELA-Litearcy.SL.4.1--Engage effectively in a range of collaborative discussion
(one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and
texts, building on others ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.4.1A--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.
CCSS.ELA-Literacy.SL.4.1B--Follow agreed-upon rules for discussion and carry out
assigned roles.
CCSS.ELA-Literacy.SL.4.1C--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.
CCSS.ELA-Literacy.SL.4.1D--Review the key ideas expressed and explained their own
ideas and understanding in light of the discussion.
CCSS.ELA-Literacy.L.4.1--Demonstrate command of the conventions of Standard
English grammar and usage when writing or speaking.
MODELING AS A CLASS
CCSS.ELA-LITERACY.W.4.1--Write opinion pieces on topics or texts, supporting a
point of view with reasons and information.
CCSS.ELA-LITERACY.W.4.1.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.
CCSS.ELA-LITERACY.W.4.1.B--Provide reasons that are supported by facts and
details.
CCSS.ELA-LITERACY.W.4.1.C--Link opinion and reasons using words and phrases
(e.g., for instance, in order to, in addition).
CCSS.ELA-LITERACY.W.4.1.D
Provide a concluding statement or section related to the opinion presented.
CCSS.ELA-LITERACY.W.4.4--Produce clear and coherent writing in which the
development and organization are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.W.4.5--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 1-3 up to and
including grade 4 here.)
CCSS.ELA-LITERACY.W.4.9--Draw evidence from literary or informational texts to
support analysis, reflection, and research.

LESSON OBJECTIVES:
TLW write to share his or her opinion on topics or texts and provide reasons and
information to support that opinion. (W.4.1-Learning Segment Objective)
TLW show that I know how to use words correctly when I write and speak. (L.4.1)
TLW build on others ideas and express my own ideas. (SL.4.1)
TLW can use what I know and what I have read to explore new ideas about a topic
during a discussion. (SL.4.1A)
TLW can follow agreed-upon rules for discussion and carry out my assigned roles.
(SL.4.1B)
TLW can ask and answer to help to help the learner understand discussions, stay on
topic and that contribute to others ideas and remarks. (SL.4.1C)
TLW can think about what is being discussed and explain any new thinking that the
learner has. (SL.4.1D)
MODELING AS A CLASS
TLW can write complete sentences. (L.4.1.F)
TLW can correctly use capitalization in all of my writing. (L.4.2A)
TLW can gather evidence from fiction or informational texts to support my investigation,
thinking, and research. (W.4.9)
TLW write an opinion in an organized way that introduces the topic clearly, states the
students opinion, and groups related ideas together. (W.4.1A)
TLW give reasons that are supported by facts and details when writing my opinion.
(W.4.1B)
TSW connect my opinion and reasons using words and phrases (e.g., for instance, in
order to, in addition). (W.4.1C)
TLW write a conclusion (ending) that is related to the opinion I present. (W.4.1D)
TLW produce clear and organized writing. (W.4.4)
TLW plan, revise, and edit my writing with the help of peers and adults. (W.4.5)
MONITORING STUDENT LEARNING-FORMATIVE AND SUMMATIVE ASSESSMENT
Formative Assessment Collaborative Group Discussion using accountable talk
o Monitored with observation checklist
Post-it Challenge
o TLW write down initial thoughts and questions they have about the
readings on a Post-it note.
Questioning
o What do you recall from our lesson yesterday?
o What are the steps in the writing process?
o Are you for or against school uniforms? Why? Tell your group.
Published Class Written Essay
Summative
There is no summative assessment in Lesson 2.
This lessons assessments link to this lessons objectives by modeling the writing
process to the class.
Assessment Accommodations include using sentence starters and the anchor charts
from the previous day that are hung around the room to use as an additional resource.
MATERIALS
Why Im Against School Uniforms Passage

Why Im for School Uniforms Passage

Post-it notes
Graphic Organizer
Writing Folder (red-girls/yellow-boys)
Whiteboard
Laptop
PowerPoint
Anchor Charts from previous lesson (refer to lesson 1)
BACKGROUN & RATIONALE
The key concepts for this lesson focuses on reviewing and applying the writing process
as a class.
Academic Language:
Vocabulary:
o Brainstorm/Prewrite-organizing thoughts, use graphic organizer
o Draft-to prepare the first version of a text/essay
o Edit-to prepare for publishing by correcting, condensing, or otherwise
modifying it
o Revise-to reconsider and alter in the light of further evidence
o Publish-prepare and issue final draft or public sale
o Peer Edit/Proofread-read and mark any errors
o Rubric-the scoring sheet broken down.
o Opinion- a belief, judgment, or way of thinking about something; what
someone thinks about a particular thing
Discourse:
o Collaborative Discussion Groups
Heterogeneous groups of three, one group of four
Syntax:
o Anchor Charts from Lesson 1
o Sentence Starters
I am for school uniforms because _________________.
I am against school uniforms because ________________.
Language Function:
o Analyze (main)
o Synthesize (supplemental)
o Justify & Persuade (supplemental)
The previous lesson focused on an overview of the writing process.
The subsequent lesson will focus on analyzing informational texts.
The topic of school uniforms will connect with each student on a cultural, community,
and personal level because they attend a school where school uniforms are required.
TIMELINE & PROCEDURE
Introduction:
o TTW revisit the I Can Anchor Chart and review the I Can statement for
the learning segment. (2 min)
I can write to share my opinion on topics or texts and provide
reasons and information to support that opinion. (W.4.1)
o TTW review yesterdays lesson and the steps in the writing process. (4
min)
Brainstorming/Prewrite; Draft; Peer Edit; Revise & Edit; Publish

TTW instruct the students to take out their writing folder and pull out the
stapled passages. (2 min)
Procedure:
o TTW instruct the students to read the first passage, Why We Should
Have School Uniforms independently and use a Post-it to write down their
initial thoughts or questions about the passage. (8 min)
o TTW read the passage aloud. (4 min)
o TTW tell the students to discuss what they wrote on the Post-it with the
members in their groups. TTW monitor for accountable talk and on task
behavior using observation checklist. (6 min)
o TTW ask if anyone wants to share what they wrote or discussed in their
groups with the class. (Looking for students to build of each other) (5 min)
o REPEAT FIRST FOUR STEPS WITH THE PASSAGE Why We Should
Not Have School Uniforms. (23 minutes)
o As a class TTW pose questions to elicit higher order thinking. (10 min)
Are you for or against school uniforms? Why? Tell your group.
What are some reasons from the first passage and second
passage?
Should your chore load affect what you have to wear to school?
Or is he just lazy? Explain.
Not everyone can afford what all the other kids are wearing, How
do you feel/What is your reaction to that notion?
o TTW conduct a poll to see who is for or against school uniforms. (Majority
wins) & Talk bout how we have brainstormed and have decided what we
want to say, but now we need to continue brainstorming and fill out a
graphic organizer (2 min)
o TTW & TLW fill out a graphic organizer. (10 min)
o Using a laptop and the whiteboard, TTW & TLW write a first draft
together. (10 min)
o As a class, TTW & TLW use the Peer Editing Checklist to make sure that
we have met the criteria that will be assessed. ( 7 min)
o As a class, TTW & TLW edit and revise, incorporate transition words in
the draft. (8 min)
Closure:
o TTW & TLW publish the final draft.

ASSESSMENT EVIDENCE:
Published Class Essay (will be added to their writing folder to use as reference)
MODIFICATIONS
Students who failed to master the objective of the learning segment will analyze
two informational texts, one text and one video, with the same topic and two
different viewpoints and compose a persuasive essay using the writing process
with a checklist and teacher conference before the advancement of each step in
the writing process.
On the next writing prompt, students who have mastered the objective of the
learning segment are ready for enrichment will be in charge of researching and
finding the second article with an opposing viewpoint to analyze and compose a
persuasive viewpoint.

Lesson 3, Day 3
Lesson Topic: Analyzing
Informational Texts

Date: February 5, 2015

Grade: 4th Grade Optional
Length of Lesson: 60 minutes

CENTRAL FOCUS:
The central focus of this learning segment is on composing an opinion/persuasive essay
based upon the analysis of two informational texts with two different viewpoints. The
student will justify and persuade their reasoning using the information from the
informational texts using the writing process.
Requisite skills required for mastery includes reading on a fourth grade reading level,
writing in complete sentences following fourth grade grammatical and punctuation
mechanics.
STANDARDS ADDRESSED:
CCSS.ELA-LITERACY.L.4.1--Demonstrate command of the conventions of Standard
English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.W.4.9--Draw evidence from literary or informational texts to
support analysis,
CCSS.ELA-LITERACY.SL.4.1--Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4
topics and texts, building on others' ideas and expressing their own clearly. reflection,
and research.
CCSS.ELA-LITERACY.SL.4.1.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.
CCSS.ELA-LITERACY.SL.4.1.D--Review the key ideas expressed and explain their
own ideas and understanding in light of the discussion.
CCSS.ELA-LITERACY.RL.4.1--Refer to details and examples in a text when explaining
what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RL.4.9--Compare and contrast the treatment of similar themes
and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in
stories, myths, and traditional literature from different cultures.
LESSON OBJECTIVES:
TLW write to share his or her opinion on topics or texts and provide reasons and
information to support that opinion. (W.4.1-Learning Segment Objective)
TLW write in complete sentences. (L.4.1)
TLW gather evidence from fiction or informational texts to support my investigation,
thinking and research. (W.4.9)
TLW build on others ideas and express my own ideas. (SL.4.1)
TLW ask and answer to help me understand discussions, stay on topic and that
contribute to others ideas and remarks. (SL.4.1C)
TLW think about what is discussed and explain any new thinking that I have. (SL.4.1D)
TLW can integrate from two texts on the same topic in order to write or speak about the
subject knowledgably. (RI.4.9)
TLW refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text. (RL.4.1)
MONITORING STUDENT LEARNING-FORMATIVE AND SUMMATIVE ASSESSMENT
Formative Assessment:

Collaborative Group Discussion using accountable talk

o Heterogeneous groups of three, one group of four
o Monitored with observation checklist
Synthesizing Chart
o TLW will take direct quotes from the text and write them on a Post-it. On
the post-it note below TLW write their thoughts, questions, or predictions
based on the direct quote.
Post-it Challenge
o TLW write down initial thoughts and questions they have about the
readings on a Post-it note.
Summative Assessment:
There is no summative assessment in Lesson 3.
The assessment links to the objectives by having the student to take both articles and
analyze and synthesize the content of the informational texts through written expression
in complete sentences and proper 4th grade grammatical mechanics.
Assessment Accommodations for this lesson includes having a large print of the two
articles for students with visual impairments.
MATERIALS:
Pencil
Synthesizing Chart (green/blue)
Article, Book Vs. Movie
Article, Book Vs. Movie Adaptations: The Never-Ending Debate
Post-it Notes
Observation Checklist
ELA Notebook
BACKGROUND & RATIONALE:
The key concept of this lesson is to analyze the two informational texts that will be used
in the summative assessment in Lesson 4, Day 4.
Academic Language:
Vocabulary:
o Synthesize-combine into a coherent whole.
o Analyze-examine methodically and in detail the constitution or structure of
something (especially information), typically for purposes of explanation
and interpretation.
Discourse:
o Collaborative Group Discussion
Heterogeneous groups of three, one group of four will discuss and
analyze the passages together.
Syntax:
o Synthesizing Chart
Language Function:
o Analyze (main)
o Synthesize (supplemental)
o Justify & Persuade (supplemental)
The previous lesson focused on modeling the writing process.
The subsequent lesson will focus on independently composing a persuasive essay.

The teacher will make cultural, community, and personal connections to the student with
the topic that is presented: movies or books, which is better? Books and movies are a
big part of the American culture as well as other cultures. When a group of people, or
students, have the same taste in movies or books they form fan clubs, which is also
similar to a community. Every person also as a favorite book or movie, which makes it
an instant personal connection to the student.
PROCEDURES & TIMELINE:
Introduction:
o TTW do a quick recap over the past two days. Focusing on the content of
the writing process and ask in their opinion if books are better than
movies premise has shifted or became stronger prior to reading the
informational texts. (4 min)
Procedure:
o TTW pass out the first article, Book Vs. Movie Adaptations: The NeverEnding Debate. (2 min)
o TSW will read the first article to his or herself and write down their initial
thoughts or questions on the Post-it. (12 min)
o TSW will share their initial thoughts or questions with their group.( 4 min)
o TTW read passage aloud. ( 4 min)
o TTW pass out the green synthesize chart model how to extract
information from the text and infer on the text to help establish their
opinion. (8 min)
TTW model how to complete the first set of boxes together.
o TSW complete the next box set with their table buddies. (5 min)
o TSW complete the last box independently. (5 min)
o TSW share what they wrote with their table buddies. (5 minutes)
o TTW pass out the second article, Books Vs. Movies. (Pass out while
they independently fill in last box.)
o TSW read the second article to his or herself and write down their the
initial thoughts or questions on Post-it note.(8 min)
o TSW will share their initial thoughts or questions with their elbow partner.
(4 min)
o TTW read the passage aloud. (4 min)
o TTW pass out the blue synthesize chart and will do a condensed walk
through with the new article and make an inference on the text to
establish an opinion. (6 min)
o TSW will complete the final two boxes independently. (10 minutes)
o TSW will share what they wrote with their table buddies. (5 minutes)

Closure:
o TTW write on the board Books are better than movies. (1 min)
o TSW will talk with their table buddies and discuss the premise. Do they
agree? Disagree? Why? Do you have a personal experience that makes
you feel this way? (5 min)
o TTW will past out Post-it notes while the groups discuss.
o TTW instruct the students to write their opinion in favor or against the
premise and prepare to speak in front of the class and justify their
reasoning. (4 min)

TSW talk with their table buddies and elbow partners to see if their
opinion has been swayed from hearing each of the students opinions and
justifications. (5 min)
o TSW will write in their ELA interactive notebook reflecting and stating their
opinion.
ASSESSMENT EVIDENCE:

MODIFICATIONS:

Students who failed to master the objective of the learning segment will analyze
two informational texts, one text and one video, with the same topic and two
different viewpoints and compose a persuasive essay using the writing process
with a checklist and teacher conference before the advancement of each step in
the writing process.
On the next writing prompt, students who have mastered the objective of the
learning segment are ready for enrichment will be in charge of researching and
finding the second article with an opposing viewpoint to analyze and compose a
persuasive viewpoint.

Lesson 4, Day 4
Lesson Topic: Composing
Persuasive Essay

Date: February 5, 2015

Grade: 4th Grade Optional
Length of Lesson: 120 minutes

CENTRAL FOCUS
The central focus of this learning segment is on composing an opinion/persuasive essay
based upon the analysis of two informational texts with two different viewpoints. The
student will justify and persuade their reasoning using the information from the
informational texts using the writing process.
Requisite skills required for mastery includes reading on a fourth grade reading level,
writing in complete sentences following fourth grade grammatical and punctuation
mechanics.
STANDARDS ADDRESSED:
CCSS.ELA-LITERACY.W.4.1--Write opinion pieces on topics or texts, supporting a
point of view with reasons and information.
CCSS.ELA-LITERACY.W.4.1.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.
CCSS.ELA-LITERACY.W.4.1.B--Provide reasons that are supported by facts and
details.
CCSS.ELA-LITERACY.W.4.1.C--Link opinion and reasons using words and phrases
(e.g., for instance, in order to, in addition).
CCSS.ELA-LITERACY.W.4.1.D--Provide a concluding statement or section related to
the opinion presented.gh.,
CCSS.ELA-LITERACY.W.4.4--Produce clear and coherent writing in which the
development and organization are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.W.4.5--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 1-3 up to and
including grade 4 here.)
CCSS.ELA-LITERACY.W.4.9--Draw evidence from literary or informational texts to
support analysis, reflection, and research.
CCSS.ELA-LITERACY.L.4.1--Demonstrate command of the conventions of Standard
English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.L.4.2--Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
LESSON OBJECTIVES:
TLW write to share his or her opinion on topics or texts and provide reasons and
information to support that opinion (W.4.1-Learning Segment Objective)
TLW can write complete sentences. (L.4.1.F)
TLW can correctly use capitalization in all of my writing. (L.4.2A)
TLW can gather evidence from fiction or informational texts to support my investigation,
thinking, and research. (W.4.9)
TLW write an opinion in an organized way that introduces my topic clearly, states the
students opinion, and groups related ideas together. (W.4.1A)
TLW give reasons that are supported by facts and details when writing my opinion.
(W.4.1B)

TLW connect my opinion and reasons using words and phrases (e.g., for instance, in
order to, in addition). (W.4.1C)
TLW write a conclusion (ending) that is related to the opinion I present. (W.4.1D)
TLW produce clear and organized writing. (W.4.4)
TLW plan, revise, and edit my writing with the help of peers and adults. (W.4.5)
MONITORING STUDENT LEARNING-FORMATIVE & SUMMATIVE ASSESSMENTS:
Formative Assessment:
Checks for understanding
o After the teacher goes over the directions and before the students begin
composing their essay independently TTW ask for the students to signal
a thumbs up if they are in complete assurance of what is being assigned
to them.
Self Assessment
o The student will receive a copy of the rubric with the prompt written on
there. Once the student has reached the publishing phase, he or she will
reread their essay and score his or herself in each category on the rubric.
Summative Assessment:
Persuasive Essay
o The student will compose a persuasive essay.
o Essay Prompt: Which do you believe to be true: Books are better than
movies or movies are better than books? Be sure to state your opinion
and explain why you have this viewpoint. Support your opinion with
reasons and information from the text and from your own personal
experience.
The assessment links to the objectives and central focus by assessing the students
ability use the writing process to compose an opinion essay by writing in complete
sentence, using correct grammar and 4th grade mechanics, incorporating evidence from
the text to help support and justify their reasoning.
Assessment Accommodations include having anchor charts (from Lesson 1, Day 1) with
the writing process broken down posted around the room.
MATERIALS:
Writing Folder (girls red/ boys yellow)
Pencil
Anchor Charts from Lesson 1, Day 1
Peer Review Checklist
Red Pens
Notebook Paper
Completed Synthesizing Chart (blue/green)
Article, Book Vs. Movie
Article, Book Vs. Movie Adaptations: The Never-Ending Debate
Rubric with Writing Prompt
Graphic Organizer
BACKGROUND & RATIONALE:
The key concept of this lesson is to use the writing process to write a persuasive essay
using evidence from two informational texts to support the students opinion.
Academic Language:
Vocabulary:

o
o
o

Brainstorm/Prewrite-organizing thoughts, use graphic organizer

Draft-to prepare the first version of a text/essay
Edit-to prepare for publishing by correcting, condensing, or otherwise
modifying it
o Revise-to reconsider and alter in the light of further evidence
o Publish-prepare and issue final draft or public sale
o Peer Edit/Proofread-read and mark any errors
o Rubric-the scoring sheet broken down.
Discourse:
o Peer Edit- Students will peer review another classmates essay and give
constructive feedback.
o Checks for understanding-Thumbs up
Syntax:
o Anchor Charts:
I Can Anchor Chart
Persuasive Writing Notes Anchor Chart
Essay Format Anchor Chart
Brainstorm Anchor Chart
Draft Anchor Chart
Peer Edit Anchor chart
Revise & Edit Anchor Chart
Publish Anchor Chart
Graphic Organizer
Language Function:
o Analyze (main)
o Synthesize (supplemental)
o Justify & Persuade (supplemental)
The previous lesson focused on analyzing and synthesizing an informational text.
The subsequent lesson will focus on figurative language.
The teacher will make cultural, community, and personal connections to the student with
the topic that is presented: movies or books, which is better? Books and movies are a
big part of the American culture as well as other cultures. When a group of people, or
students, have the same taste in movies or books they form fan clubs, which is also
similar to a community. Every person also as a favorite book or movie, which makes it
personal.
PROCEDURES AND TIMELINE:
Introduction
o TTW review the I can statement with the class. (2 min)
I can write to share my opinion on topics or texts and provide
reasons and information to support that opinion. (W.4.1)
o TTW briefly review the writing process and remind the students about the
anchor charts are hanging around the room to be used if needed a quick
reminder. (3 min)
Procedure
o TTW pass out the rubric and read it aloud and discuss the components.
Essay Prompt: Which do you believe to be true: Books are better
than movies or movies are better than books? Be sure to state
your opinion and explain why you have this viewpoint. Support

your opinion with reasons and information from the text and from
your own personal experience.
TTW check for understanding by looking for a thumbs up from
each student to know that they understand.
o TSW brainstorm/prewrite.
TSW use graphic organizer.
o TSW write their first draft.
o TSW will peer edit.
TTW pair two students together that will complement each other
academically.
o TSW will revise and edit their paper.
o TSW will teacher conference with the teacher.
TTW give administer effective feedback and show praise for good
work and advise student on areas that need improvement.
o TSW will write their final draft.
Closure
o TSW will turn in published draft along with their writing folder and all
materials (synthesizing chart, graphic organizer, first draft, e.g.).

ASSESSMENT EVIDENCE:
Students published copy of their persuasive essay.
MODIFICATIONS:
Students who failed to master the objective of the learning segment will analyze
two informational texts, one text and one video, with the same topic and two
different viewpoints and compose a persuasive essay using the writing process
with a checklist and teacher conference before the advancement of each step in
the writing process.
On the next writing prompt, students who have mastered the objective of the
learning segment are ready for enrichment will be in charge of researching and
finding the second article with an opposing viewpoint to analyze and compose a
persuasive viewpoint.