Eastern Elementary Essential and Comprehensive Curriculum Framework

Grade 4 Cornerstone Task: Poetry

Stage 1 Desired Results

TRANSFER
Students will be able to independently use their learning to

Analyze and explain the structural differences in literary genres

Write from another characters perspective

Priority Standards
ACQUISITION
Standards

RL.4.5 - 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,
settings, descriptions, dialogue, stage
directions) when writing or speaking
about a text.

W.4.3 - Write narratives to develop real

or imagined experiences or events
using effective technique, descriptive
details, and clear event sequences.

Level 3 of Learning
Progression (Mastery)
Compare and
contrast the major
differences between
poems, drama and prose
Explain major
differences between
poems, drama and prose
Identify and refer to
the structural elements of
poems and drama when
writing or speaking about
a text.
Establish a
situation, introduce
narrator/characters
Organize &
sequence events which
unfold naturally to a
conclusion
Use dialogue to
show experiences of a
character
Use transitional
words and phrases
(temporal and
nontemporal) when

MEANING
Essential Questions

Enduring Understandings
Literature is an opportunity to
explore life and experiences
through a different perspective.

Why do authors use

structural elements in poetry
and drama?

How do authors
effectively communicate
transitions within their writing?
Why do authors
include descriptive details to
enhance their writing?
How do authors use
setting, plot, perspective, style,
theme and character to
develop their story?
How do authors use
conclusions to tie together the
events in their story?

A variety of methods are used to

communicate thoughts, feelings
and ideas effectively.

sequencing events
Use concrete
words and phrases and
sensory details to convey
experiences and events
precisely
Use effective
technique, descriptive
details, and clear event
sequences

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.

Use relative
pronouns
Form and use the
progressive verb tenses.
Use modal
auxiliaries (e.g., can, may,
must) to convey various
conditions.
Order adjectives
within sentences
according to conventional
patterns
Form and use
prepositional phrases.
Produce complete
sentences, recognizing
and correcting
inappropriate fragments
and run-ons.*
Correctly use
frequently confused words
Use correct
capitalization.
Use commas and
quotation marks to mark
direct speech and
quotations from a text.
Use a comma
before a coordinating

How do authors use

conventions to convey
meaning?
Why do authors revise
and edit their work?

Why do authors revise

and edit their work?
How do authors use
conventions to convey
meaning?

conjunction in a compound
sentence.
Spell gradeappropriate words
correctly, consulting
references as needed.

Supporting Standards
Content Standards
Science

Social Studies

Link to Science Portal

Link to SS Portal

SC 2.0

SS.5.A1
SS.2.C1
SS 2.0
SS 3.0
ELA Standards

L.4.5

W.4.9

RL.4.3

RL.4.6

RI.4.10

RL.4.1

W.4.3

RI.4.7

W.4.2
Writing Units
Portland Units of Study

Math Standards
4.OA.1

4.OA.2

4.OA.3

4.OA.4

4.NBT.1

4.NBT.2

4.NBT.3

4.NBT.4

Spiraling Standards (ELA)

L.4.6
RI.4.7 (SS Tie)

L.4.2

SL.4.1

L.4.1

Spiraling Standards (Math)

4.MD.1

4.MD.2

Stage 2 - Evidence
Assessment Evidence
(Performance Tasks)
Students will participate in a common
experience to gain knowledge about
their experience in the Appalachian
region.
Students will communicate using
technology with students from another
region. After obtaining knowledge
about that region, students will write a
narrative as a resident of that region.

Evaluative Criteria:
Rubric for W.4.3 from Better
Teachers
Success Criteria for 4.3

Assessment Evidence
(Performance Tasks)
Performance Task: Students will
choose a literary genre of their choice
to become a poet, playwright, or
author and will work together to
create a text that reflects their
understanding of that genre. Then,
students will view other presentations
of a different genre in order to identify
the literary elements and explain the
major differences.

link for GRASPS

Evaluative Criteria:
Success Criteria for RL.4.5

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction
W4.3
1. Tuesday of the Other June (perspective)...had the students write from Mean Junes perspective, socratic seminar
2. 3 regions shared writing----journal instead (perspective)
3. 3 region poster, persuading others to come to region (perspective)
RL4.5
1.Shakespeare as an example for drama
2. Explore the elements of poetry, drama, prose (HM-website, Story Works) Google Docs poetry, drama and prose
3. Anansi Drama and Poem (Story Works-drama)
4. Myths: Pandoras Box, The Golden Touch, Medusa (Reading A-Z, StoryWorks)
5. Creating student examples