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Lesson Overview
Objective
Craft an opinion statement based on facts and details, and sequence reasons strategically.
Readings and Materials
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Book: The Wild Book by Margarita Engle
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Article: “Capitol Journal: Newsom's struggles with dyslexia prompt a 'very personal' quest to fund early screening” by George Skelton
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Article: “After setbacks, dyslexia screening for young students moves forward in California schools” by Carolyn Jones
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Resource: Two Paragraph Outline
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Resource: Opinion Writing Note Taker (G4, U4, L14) — Completed on Day 1
Lesson Map
Identify a theme in The Wild Book and write a paragraph explaining how the theme is shown through the speaker.
Support main ideas with concrete, relevant details in an appropriate order.
- Single Paragraph Outline
Standards
RL.4.2W.4.1W.4.1.aW.4.1.b
Include transition words and phrases to connect ideas.
- Single Paragraph Outline — Completed from Day 1
Standards
W.4.1W.4.1.aW.4.1.bW.4.1.c
Write a persuasive letter explaining whether or not early screening for dyslexia is important.
Research a topic to establish an opinion.
- Opinion Writing Note Taker (G4, U4, L14)
- Opinion Writing Note Taker Sample Response (G4, U4, L14)
Standards
RI.4.9SL.4.1.aW.4.5W.4.8
Craft an opinion statement based on facts and details, and sequence reasons strategically.
- Two Paragraph Outline
- Two Paragraph Outline Sample Response 1 (G4, U4, L14)
- Two Paragraph Outline Sample Response 2 (G4, U4, L14)
- Opinion Writing Note Taker (G4, U4, L14) — Completed on Day 1
Standards
RI.4.1RI.4.9SL.4.1.aW.4.1W.4.1.aW.4.5
Elaborate on reasons by using explanation, context, or examples.
- Two Paragraph Outline
- Two Paragraph Outline Sample Response 1 (G4, U4, L14)
- Two Paragraph Outline Sample Response 2 (G4, U4, L14)
Standards
RI.4.1W.4.1W.4.5W.4.8
Include introduction and conclusion sections that appropriately engage the reader and reveal the topic and main ideas.
- Two Paragraph Outline — Completed on Day 2
- Two Paragraph Outline Sample Response 1 (G4, U4, L14)
- Two Paragraph Outline Sample Response 2 (G4, U4, L14)
Standards
SL.4.1.aSL.4.1.dW.4.1W.4.1.aW.4.1.dW.4.5
Change descriptive words to be more precise.
Standards
L.4.1.aW.4.5
Analyze unit themes and concepts by writing a narrative story that continues one of the unit texts where it left off.
Plan a story that includes a problem, climax, and solution.
- Narrative Brainstorming Graphic Organizer
- Narrative Brainstorming Graphic Organizer Sample Response (G4, U4, L20)
Standards
W.4.3W.4.3.a
Include a resolution that solves the problem, teaches the reader a lesson, or shows how a character changed.
- Narrative Brainstorming Graphic Organizer — Completed on Day 1
Standards
W.4.3W.4.3.aW.4.3.bW.4.3.dW.4.3.e
Revise writing by rearranging words or phrases within a sentence.
- Narrative Brainstorming Graphic Organizer — Completed on Day 1
Standards
L.4.1.aL.4.1.dW.4.5
Create a poster to teach other students about a topic related to the unit.
Brainstorm subtopics for an informational writing project. Gather facts and details about each subtopic.
- Two Paragraph Outline
- Two Paragraph Outline Sample Response 3 (G4, U4, L21)
- Research Note Taking Page (G4, U4, L21)
Standards
W.4.2.aW.4.2.b
Determine the paragraph structure that matches the purpose and information included in writing.
- Two Paragraph Outline — Completed on Day 1
Standards
W.4.2.aW.4.2.bW.4.2.c
Revise by adding text features that teach the reader more about the subtopic.
- Two Paragraph Outline — Completed on Day 1
Standards
L.4.1.aL.4.1.dW.4.2.aW.4.2.bW.4.2.c
