Language Arts Long Range Plan

Grade 4/5 Language Arts Long Range
Planning &
Unit #1
Jessie Rieger
Professional Semester 3
Fleetwood Bawden Elementary School
Grade 4/5 Language Arts Long Range Plan
January February March April
Topic
Narrative Writing Narrative Writing Bringing History to Life Bringing History to Life
“The Ark of Story” Lucy Calkins “The Ark of Story” Lucy Calkins “Bringing History to Life” Lucy “Bringing History to Life”
“100 Writing Lessons” Tara “100 Writing Lessons” Tara Calkins Lucy Calkins
McCarthy McCarthy “100 Writing Lessons” Tara “100 Writing Lessons” Tara
“A Guide to the Writing “A Guide to the Writing McCarthy McCarthy
Workshop” Lucy Calkins Workshop” Lucy Calkins “A Guide to the Writing Workshop” “A Guide to the Writing
Resources “Wonder” R.J Palacio “Wonder” R.J Palacio Lucy Calkins Workshop” Lucy Calkins
“Those Shoes” Maribeth Bolts “Those Shoes” Maribeth Bolts “The Writing Thief” Ruth Culham “The Writing Thief” Ruth
“Fireflies” Julie Brinkloe “Fireflies” Julie Brinkloe “Language and Literacy” Tompkins, Culham
Bright and Winsor “Language and Literacy”
Tompkins, Bright and Winsor
Cursive, Word Work and Typing Cursive, Word Work and Typing Cursive, Word Work and Typing Cursive, Word Work and
Activities Activities Activities Typing Activities
Writers Workshop Writers Workshop Writers Workshop Writers Workshop
Writers Circle: Small group Small group discussion and Small group discussions and Small group discussions and
Potential discussions and activities activities activities activities
Learning Mini lessons on developing Peer revisions Researching and Investigating Researching and
Activities writing skills Story writing and revising Story writing and revising Investigating
Readers Theatre Readers Theatre Readers Theatre Story writing and revising
Authors Chair Authors Chair Authors chair Readers Theatre
Mini lessons on developing Authors chair
writing skills, specifically editing,
revising and drafting
GLO 1: Students will listen, GLO 1: Students will listen, General Outcome 3: Students will General Outcome 3: Students
speak, read, write, view and speak, read, write, view and listen, speak, read, write, view and will listen, speak, read, write,
represent to explore thoughts, represent to explore thoughts, represent to manage ideas and view and represent to
ideas, feelings and experiences. ideas, feelings and experiences. information manage ideas and
information
General General Outcome 2: Students General Outcome 2: Students will General Outcome 5: Students will
Outcomes: will listen, speak, read, write, listen, speak, read, write, view listen, speak, read, write, view and General Outcome 5: Students
view and represent to and represent to comprehend represent to respect, support and will listen, speak, read, write,
comprehend and respond and respond personally and collaborate with others. view and represent to
personally and critically to oral, critically to oral, print and other respect, support and
print and other media text media text collaborate with others.
General Outcome 4: Students General Outcome 4: Students will
will listen, speak, write, view and listen, speak, write, view and
represent to enhance the clarity represent to enhance the clarity
and artistry of communication. and artistry of communication.
Grade 4 Grade 4 Grade 4 Grade 4
2.1.1 use ideas and concepts, 2.4.1 Generate Ideas 3.1.1 Focus attention: use 3.1.1 Focus attention: use
developed through personal 2.4.2 Elaborate on the expression organizational patterns of expository organizational patterns of
interests, experiences and of others texts to understand ideas and expository texts to
discussion, to understand new 2.4.3 Structure texts: Produce information, focus topics understand ideas and
ideas and information narratives that describe appropriately for particular information, focus topics
experiences and reflect personal audiences appropriately for particular
Specific 2.1.5 use junior dictionaries, events 3.1.2 Determine informational needs audiences
spell-check functions and 4.1.1 Appraise own and others’ 3.1.3 Plan to gather information 3.1.2 Determine
Outcomes: electronic dictionaries to confirm work 3.2.1 Use a variety of sources informational needs
the spellings or locate the 4.1.2 Revise and Edit 3.2.2 Access information 3.1.3 Plan to gather
meanings of unfamiliar words 4.1.3 Enhance Legibility 3.2.3 Evaluate sources information
4.1.5 Enhance artistry 3.3.1 Organize and record 3.2.1 Use a variety of sources
2.2 Experience various texts 4.2.1 Attend to grammar and information 3.2.2 Access information
2.3.1 Understand forms and usage 3.4.1 share ideas and information 3.2.3 Evaluate sources
genres 4.2.2 Attend to spelling 3.4.2 review research process: 3.3.1 Organize and record
2.3.2 Understand techniques and 4.2.3 Attend to capitalization and identify strengths and areas for information
elements punctuation improvement 3.4.1 share ideas and
2.3.3. Experiment with language 4.3.1 Present information: 5.1.2 Relate texts to culture: identify information
present to peers ideas and and discuss main characters, plots, 3.4.2 review research
Grade 5 information on a topic of interest, settings and illustrations in oral, process: identify strengths
2,1,1 describe ways that in a well organized form print and other media texts from and areas for improvement
personal experiences and prior 4.3.2 Enhance presentation diverse cultures and communities 5.1.2 Relate texts to culture:
knowledge contribute to 4.3.3. Use effective oral and 5.2.1 cooperate with others identify and discuss main
understanding new ideas and visual communication 5.2.2 work within a group characters, plots, settings
information 4.3.4 Demonstrate attentive 5.2.3 evaluate group process and illustrations in oral, print
listening and viewing and other media texts from
2.1.3 find words in dictionaries diverse cultures and
and glossaries to confirm the Grade 5 communities
spellings or locate the meanings, Grade 5 3.1.1 Focus attention: summarize 5.2.1 cooperate with others
by using knowledge of phonics 2.4.1 Generate Ideas important ideas in oral, print and 5.2.2 work within a group
and structural analysis, 2.4.2 Elaborate on the expression other media texts and express 5.2.3 evaluate group process
alphabetical order and guide of others opinions about them
words 2.4.3 Structure texts: determine 3.1.2 Determine informational needs
purpose and audience needs to 3.1.3 Plan to gather information Grade 5
2.2 Experience various texts choose form, and organize ideas 3.2.1 Use a variety of sources 3.1.1 Focus attention:
2.3.1 Understand forms and and details in oral, print and 3.2.2 Access information summarize important ideas
genres other media texts 3.2.3 Evaluate sources in oral, print and other media
2.3.2 Understand techniques and 4.1.1 Appraise own and others’ 3.3.1 Organize and record texts and express opinions
elements work information about them
2.3.3. Experiment with language 4.1.2 Revise and Edit 3.4.1 share ideas and information 3.1.2 Determine
4.1.3 Enhance Legibility 3.4.2 review research process: informational needs
4.1.5 Enhance artistry access personal research skills, using 3.1.3 Plan to gather
4.2.1 Attend to grammar and pre-established criteria information
usage 3.2.1 Use a variety of sources
4.2.2 Attend to spelling 5.1.2 Relate texts to culture: identify 3.2.2 Access information
4.2.3 Attend to capitalization and and discuss how qualities, such as 3.2.3 Evaluate sources
punctuation courage, ambition and loyalty, are 3.3.1 Organize and record
4.3.1 Present information: portrayed in oral, print and other information
organize ideas and information in media texts from diverse 3.4.1 share ideas and
presentations to maintain a clear cultures and communities information
focus and engage the audience 5.2.1 cooperate with others 3.4.2 review research
4.3.2 Enhance presentation 5.2.2 work within a group process: access personal
4.3.3. Use effective oral and 5.2.3 evaluate group process research skills, using pre-
visual communication established criteria
4.3.4 Demonstrate attentive
listening and viewing 5.1.2 Relate texts to culture:
identify and discuss how
qualities, such as courage,
ambition and loyalty, are
portrayed in oral, print and
other media texts from
diverse
cultures and communities
5.2.1 cooperate with others
5.2.2 work within a group
5.2.3 evaluate group process
Formative observation, Observation, checklists, class Observation, checklists, class Observation, checklists, class
Assessment: checklists, character charts, story discussions, narrative writing discussions, research topics, discussions, research topics,
arcs, class discussions, ongoing drafts and published versions, informational writing assignment informational writing
literacy interventions ongoing literacy interventions draft and published versions, assignment draft and
ongoing literacy interventions published versions, info
graphics, ongoing literacy
interventions
JANUARY2019 SUBJECT LA 4/5 PERIOD
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SAT/SUN

n
o
e
s
t
1 2 3 4 5/6
n 2
o
e
s
t
7 Introduction 8 Introduction 9 10 11 12/13

to self & to writers Introduction to Laying out No Language
students workshop WW, Cursive realistic fiction: Arts on Friday’s
Imagining and Typing examples and
stories from Sharing small imagining
ordinary moments with
moments partners
3
notes
14 15 16 17 18 19/20
Typing Week Developing Complex Complex
Developing Believable Characters Characters,
Believable Characters Struggles and
4
Characters motivations
notes
21 22 23 24 25 26/27
Cursive Week Story Arcs Learning about Building Story
Character Charts Story Arc’s Arcs
Character Charts Story Arcs Due

Due
5
notes
28 29 30 31 1 2/3
Word Work Planning & Planning & Readers Theatre
Week Writing Writing
Scenes/Setting Scenes/Setting
6
notes
FEBRUARY2017 SUBJECT Language Arts 4/5 PERIOD
4 5 6 7 8 9/10
Typing Week
Creating Drafts Creating Drafts Exploring Creating drafts

Mentor texts to Drafts due for
1
Inspire Writing feedback

WEEK
notes
11 12 13 14 15 16/17
Cursive Week Weaving Writing Preparing for
Weaving Together Action, Powerful Publication with
Together Action, Thought & Endings an Audience in
2
Thought and Dialogue Mind

Dialogue
WEEK
notes
18 19 20 21 22 23/24
No School Teacher’s Teacher’s Teacher’s Teacher’s
Convention Convention Convention Convention
3
WEEK
notes
25 26 27 28 1 2/3
Revision Editing with Publishing Authors Chair
Various lenses Works
Small Group Stories Due!
4
feedback
WEEK
notes
MARCH2017 SUBJECT Language Arts 4/5 PERIOD
4 5 6 7 8 9/10
Word Work Looking at non Looking at non Informational
Week fiction texts fiction texts texts
Start of Bringing
History to Life
1
Unit
WEEK
notes
11 12 13 14 15 16/17
Typing Week Planning the Elaboration Stories inside
Planning the Structure of Nonfiction texts
Structure of Writing
2
Writing
WEEK
notes
18 19 20 21 22 23/24
Cursive Week Setting Goals Choosing a Topic Planning for
Essays within Research
Informational
Texts Topics Due
3
WEEK
notes
25 26 27 28 29 30/31
Word Work
Week
Organizing Planning Important Important
Information Informational Information, Information,
Planning Charts Writing Quotations, Quotations,
Other Side of the Other Side of the
Story Story
4
Planning Charts
Due
WEEK
notes
APRIL2017 SUBJECT Language Arts 4/5 PERIOD
1 2 3 4 5 6/7
Typing Week Creating Text Digging Deeper: Creating Text
Creating text Looking at life
lessons history
1
teaches
WEEK
notes
8 9 10 11 12 13/14
Cursive Week Editing Small Group Editing
Editing Edits Informational
Stories Due
2
WEEK
notes
15 16 17 18 19 20/21
Word Work
Week
Literacy Games
Day, Class wrap
up
Creating an Expert Fair Expert Fair Good Friday –
Image to Sum up no school
our stories Last Day
3
WEEK
notes
22 23 24 25 26 27/28
Easter Monday - Spring Break Spring Break Spring Break Spring Break
no school
4
WEEK
notes
Unit #1- The Arc of Story Writing
Grade: 4/5
Subject: Language Arts
Time Allocated: 7 Weeks
Rationale
The purpose of the unit is for student’s to learn how to effectively create realistic fiction. Using
Lucy Calkins “Writers Workshop” resources and design, I have created a unit that focuses
around teaching students how to create their own stories. Throughout the unit, students will
learn the necessary tools through a series of mini lessons. These mini lessons will teach them all
about how to create characters, build story arcs, incorporate setting, how to show not tell,
revise their work and lastly how to create published final drafts. I will use a variety of mentor
texts throughout the unit to demonstrate to students what realistic fiction looks like. I will
primarily go through the story of “Wonder” with students to identify a realistic fiction story,
however I will also incorporate many picture books, short stories and film clips. Students will
have the flexibility to work with others to develop ideas and feedback from one another. Within
this set up, students are engaging with the 6 streams of English Language Arts, while also taking
their own initiative in going through this workshop to gain strong writing habits.
Students will be assessed based on the outcomes that align with their grade level. The unit
takes more of a Universal Design approach for learning, as there are opportunities for each
child to really demonstrate what they are capable of. Students will not only work on their
writing skills, but there will be ample opportunities for visual representation, oral presenting
and working in small groups to gain the skills necessary to story writing. Throughout the unit
and the year, students will take the first 15-20 minutes of class time on Monday and
Wednesdays to learn and/or improve their skills in typing, cursive writing and word work.
Students will not just be assessed on their ability to create a story, but their ability to get there.
The goal of this unit is for students to gain the confidence and skills necessary to conveying
their thoughts and ideas.

Unit Organizer
Essential Questions
Where do authors get big ideas?
How can I bring my identity into writing?
How do the steps in writing process lead to better quality writing?
Why do writers confer?
What does it mean to take a risk as a writer?
Why is it important to include details and punctuation in writing?
Why and How should we revise or edit our stories?

General Learning Outcomes Specific Learning Outcomes
GLO 1: Students will listen, speak, read, write, Grade 4:
view and represent to explore thoughts, ideas, 1.1 Discover and explore:
feelings and experiences. Students will ask questions, paraphrase and discuss to
explore ideas and understand new concepts.
Students will identify areas of personal

accomplishments and areas for enhancement in
language learning and use.
Grade 5: 1.1 Discover and explore:

Students will read, write, represent and talk to explore
personal understandings of new ideas and information.
Students will use own experiences as a basis for

exploring and expressing opinions and understanding.
Students will reflect on areas of personal

accomplishment, and set personal goals to improve
language learning and use
Grade 4
GLO 2: Students will listen, speak, write, view, 2.1.1 Students will use ideas and concepts, developed
and represent to comprehend and respond through personal interests, experiences and
personally and critically to oral, print and other discussion, to understand new ideas and information
media texts.
2.3.1 Students will understand forms and genres:
- Describe and compare the main characteristics of a
variety of oral, print and other media texts
- Identify various ways that information can be
recorded and presented visually
2.3.2 Students will understand techniques and

elements
- Identify and explain connections among events,
setting and main characters in oral, print and other
media texts
-Identify the speaker or narrator of oral, print or other
media texts
- Identify how specific techniques are used to affect
viewer perceptions in media texts
2.3.3. Students will Experiment with language

-Recognize how words and word combinations, such
as word play, repetition and rhyme, influence or
convey meaning
2.4.3 Structure texts: Produce narratives that describe

experiences and reflect personal events
Grade 5
2.1,1 describe ways that personal experiences and

prior knowledge contribute to understanding new
ideas and information
2.3.1 Students will understand forms and genres
2.3.2 Students will

-Identify the main problem or conflict in oral, print and
other media texts, and explain how it is resolved
- Identify and discuss the main character’s point of
view and motivation
- Identify examples of apt word choice and imagery
that create particular effects
-Identify sections or elements in print or other media
texts, such as shots in films or sections in magazines
2.3.3 Students will experiment with words and

sentence patterns to create word pictures; identify how
imagery and figurative language, such as simile and
exaggeration, convey meaning
GLO 4: Students will listen, speak, write, view Grade 4
and represent to enhance the clarity and
artistry of communication. 4.1.1 Appraise own and others’ work
Students will identify the general impression and main
idea communicated by own and peers’ oral, print and
other media texts
Students will use pre-established criteria to provide

support and feedback to peers on their oral, print and
other media texts
4.1.2 Revise and Edit

Students will revise to ensure an understandable
progression of ideas and information
Students will edit for subject–verb agreement
Students will identify and reduce fragments and run-on
sentences
4.2.1 Attend to grammar and usage

Students will identify simple and compound sentence
structures, and use in own writing
Students will identify correct noun–pronoun
agreement, and use in own writing
4.3.1 Present information: present to peers ideas and

information on a topic of interest, in a well organized
form
4.3.3. Use effective oral and visual communication
4.3.4 Demonstrate attentive listening and viewing
Grade 5
4.1.1 Appraise own and others’ work

Students will develop criteria for evaluating the
effectiveness of oral, print and other media texts
Students will use developed criteria to provide
feedback to others and to revise own work
4.1.2 Revise and Edit

Students will revise to add and organize details that
support and clarify intended meaning
Students will edit for appropriate use of statements,
questions and exclamations
4.2.1 Attend to grammar and usage

Students will use words and phrases to modify and
clarify ideas in own writing
Students will use connecting words to link ideas in
sentences and paragraphs
Students will identify irregular verbs, and use in own
writing
4.3.1 Present information: organize ideas and
information in presentations to maintain a clear focus
and engage the audience
4.3.3. Use effective oral and visual communication
4.3.4 Demonstrate attentive listening and viewing
GLO 5. Students will listen, speak, read, write, 5.1 Work Within a Group
view and represent to respect, support and
collaborate with others.
Understandings
Students will understand how to be respectful of

other students’ beliefs, values, viewpoints and work.
Students will experiment with realistic fiction
Students will understand the elements that go into

writing
Students will create a realistic fiction story that has

been edited and revised into a finished product
Students will understand the importance of

plotting out an idea before writing (prewriting)
Students will perform realistic fiction and present

their ideas to the class
Lesson Overview
January
Monday Tuesday Wednesday Thursday Friday

7
Monday 8 9 10 11
Introduction to Self & Students Introduction to Writers Introduction to Writers Laying out Realistic Fiction No Language Arts
Workshop Workshop
SLO 2.1, 2.3
SLO 2.1 SLO 2.1. 5.1
Activities: Introduction to self Activities:
PowerPoint Mini Lesson: Activities:
Mini lesson: on chart paper
Student word web and image What is a writer’s workshop? Introduction to WW, cursive have students brainstorm ideas
creation What does it look like? and typing activities of how to find ideas for fiction,
Activities: First Class: Signing up for Then further: what are some
typing stories (books or films) that
Passing out Student notebooks https://www.typingclub.com/ demonstrate realistic fiction?
Writing: Imagining Stories from Second Class: Think-Pair Look at examples of realistic
Ordinary Moments Share: Imagining small fiction- read excerpt from
moments “Wonder” R.J Palacio
Mini-Lesson: how to begin

brainstorming ideas for stories
Assessment: Pre-assessment
through observation Assessment: Formative
-Show my idea, then have through observation and
students brainstorm their own discussion.
ideas in writers workshop
Assessment: Formative
through observation and
discussion
Lesson Overview
January

14
Monday 15 16 17 18
Developing Believable Developing Believable Complex characters Giving Characters struggles No Language Arts
Characters Characters Cont’d and motivations
SLO 2.3
SLO 2.3, 4.3 SLO 2.3, 5.2 SLO 2.3
First 20 min: Typing work
First 20 min: Typing work First class: students have time Create a list of all the
to continue on character charts. characters students have
Mini-lesson: review on created so far
Mini lesson: show some
characters, introducing
examples of believable Mini lesson: getting away from
characters stereotypes and simplistic complex characters Read excerpt from “wonder” to
characters explain Auggies struggles and
Whole class activity: character Mini lesson: fleshing out motivations
chart, advice for characters Sharing: students have the secondary characters
opportunity to share their Mini lesson: advice for
Individual: have students create characters with one another Individual: have students developing a character
an image of their character, have create the secondary
them further this by creating a characters in their story Individual: have students fill
chart that has external and using the same method into their booklets the struggles
internal features of their Assessment: through and motivations that their
character- this will all be in a observation and discussion character face.
character booklet that will be due Assessment: through
once character lessons are observation and discussion
Small group: have students
completed. share with elbow partner
Assessment: through
observation and discussion
Assessment: through observation
and discussion
Lesson Overview
January

21
Monday 22 23 24 25
Character Books Plotting with a story arc Story Arcs Story Arcs No Language Arts
SLO 2.3, 4.3 SLO 2.1, 2.3 SLO 1.1, 2.1, 2.3 SLO 1.1, 2.1, 2.3, 4.1
First 20 min: Cursive Work Mini-lesson: story arc on “those First 20 min: Cursive work Last day for Story Arcs
shoes”
Minilesson: qualities of a good Two Starts & A Wish with
Have students continue on
personal narrative work Create a story arc together as partners- helps them to narrow
story Arcs
class down which story arc to select
Read excerpt from “Wonder”
Handout: Story Arc pages for
Individual: last class for character students, have them create
booklets minimum 2 story arcs that could Assessment: through Assessment: two stars and a
go along with their story. observation and checklists wish, observation, story arcs
due
Assessment: through observation

and character booklets Assessment: through
observation
Summative: character booklets
due
Lesson Overview
January

28
Monday 29 30 31 1
Literacy Games Day Moving from Summary to Story Planning: Looking at Readers Theatre No Language Arts
Realistic Fiction through
SLO 2.1, 5.2 SLO 1.1, 2.1, 2.3 movies SLO 5.2, 1.1, 2.1
First 20 min: word work Mini lesson SLO 2.3
Individual writing: scene writing- Start on the carpet: 5

Mini lesson: show don’t tell First 20 min: word work
have students start the volunteers will become the
and excerpt from “Wonder”
beginning of their stories- using directors for their stories and
story arcs and character charts Mini lesson: looking at choose actors to star in their
Last 15 minutes: Literacy they must move from examples of realistic fiction show (I will select) students will
buckets game to inspire summaries to stories through movie clips have the first class to practice
writing and the second to perform
Assessment: through How can you bring some of (performances must be under
observation this into your own writing? 5 min each)
Assessment: through Assessment :through

observation observation and discussion
Lesson Overview
February

4
Monday 5 6 7 8
Draft Writing Draft Writing Learning from mentor texts Draft Writing No Language Arts
SLO 2.4 SLO 2.4 SLO 2.3, 2.4 SLO 2.3, 2.4
First 15 min: typing First 15 min: excerpt from First 15 min: typing Mini lesson: review key
wonder: looking at what the aspects of story writing
writer does in this scene to
Mini lesson: feeling and drafting Class lesson: examples
show not tell Individual: last class for drafts
the heart of your story focusing on setting for
Individual: class time for drafting students Assessment: Drafts due for
Individual: Students have the
week to finish writing their feedback, observation
drafts. If students claim to be
done before the end of the
week they are to have their Assessment: through Assessment through
work “stamped” by an adult and observation and drafting observation and drafting
use the writing checklist
Assessment: through
observation
Lesson Overview
February

11
Monday 12 13 14 15
Weaving Together Action, Weaving Together Action, Writing Powerful Endings Preparing for publication with No Language Arts
Thought and Dialogue Thought and Dialogue an audience in mind
SLO 2.4
SLO 1.1, 2.3, 2.4 SLO 1.1, 2.3, 2.4 SLO 2.4
First 15 min: Cursive writing
First 15 min: Cursive Writing Excerpt from “Wonder” Excerpt from “Wonder”
Mini lesson: review to how

Mini lesson: Any common Class Discussion: have Lesson: students will go
to write a fiction story chart
themes or issues in the drafts students point out techniques through a story that needs
and how to revise them. for how the action, thoughts and revision together. We will brain
dialogue are weaved together Key questions for endings storm different things we have
Mini lesson: weaving together learned that must be revised.
action, thought and dialogue What do you notice about Examples of conclusive
setting? endings Work time: students have time
Class Activity: noticing setting to work on revising their
Assessment: observation and stories/ putting them onto the
Small group activity: helping
class discussion computer
Individual: Goal setting- students one another with endings,
should come up with goals for using narrative checklists
their revising stories Show students the rubric for
their published work
Individual: begin revising
Assessment: through
stories Assessment: observation,
observation, discussion and
drafts, goals class discussion and revisions
Lesson Overview
February

18
Monday 19 20 21 22
NO SCHOOL NO SCHOOL NO SCHOOL NO SCHOOL NO SCHOOL
Lesson Overview
February

25
Monday 19 20 21 22
Revision Day Revision Revision Authors Chair No Language Arts
SLO 2.4, 4.1, 4.2 SLO 2.4, 4.1, 4.2, 5.2 SLO 2.4, 4.1, 4.2, 5.2 SLO 2.4, 4.3, 1.1
First 15 min: Cursive Excerpt from wonder Excerpt from “Wonder”
Mini Lesson: Work time: Revision Work Class: last class for Students who are behind have
the first bit of class to complete
revisions and/or editing with
Group Work: Editing with a work, before authors chair
Showing examples of my own writing partners. Students
writing partner (if “done” begins
draft and the revision process should be getting ready for
individual revision)
publishing their works.
Authors chair: Students are to
share their favourite part of the
Additional Activity: For story with class.
students who are done the
Work time: students have time editing process and have Share my personal story with
to revise their work, check for been approved, they may the class, to help students get
spelling, punctuation and create a cover for their going
grammar. Students should be stories.
following along with checklists
Assessment: observation
through discussion, authors
Assessment: observation, chair, published stories are
Assessment: observation group work due!
Assessment: observation, group

work
END of the Unit

Assessment Tool Overview
Assessment
Assessment Assessment
Assessment Tool Brief Description FOR
AS Learning OF Learning
Learning
One of the first elements that students will learn

about throughout story writing is developing
characters. Students will complete the booklets as a
summative assessment that will lead to their story
creations. Students will use the characters in their
booklet as a starting point to their planning. The
Character Booklets character booklets will ask for students to complete
x x
character charts, secondary characters, images of
their characters and motivations/struggles for
characters. This booklet will demonstrate whether
students are grasping the ideas behind creating
complex & believable characters for their stories.
The story arcs are similar to plot diagrams that

students will be asked to make in later grades. The
story arcs demonstrate the students understanding
of planning for their story. This is a demonstration of
Story Arcs students in the pre-writing phase and shows that
x x
they are able to begin writing their drafts. Students
must show through their arcs a beginning a middle
(with some sort of conflict) and a conclusive end.
The student’s drafts will be taken in for formative

assessment and feedback. However, once their final
pieces are written, they will be compared with the
Drafts drafts to show that there has been substantial
x x
revising and editing done, and that feedback has been
taken into consideration.
Students will engage with various interactive games

and reader’s theatre to experiment hands on with
Reader’s realistic fiction. Students will be able to read their
own or other stories aloud and act them out. Students
Theatre/Interactive will use interactive games, as tools to better
x x
Games understand the genre of realistic fiction, as well as
get a sense for how scenes need to be shown in their
writing.
Peer feedback will be used for student’s story writing

continuously throughout the unit. Students will learn
Peer Feedback how to respectfully give feedback to one another and
x
learn how to take constructive criticism.
Students published works will be the final product of

the unit. The published work will be a representation
of the skills each student has gained throughout the
Published Work realistic fiction unit. The works should reflect that
x
the students has revised and edited their work from
their drafts.
The author’s chair is an activity for students to show
their published works to the class. The purpose of
this is for students to celebrate their
Authors Chair accomplishments and learn how to present their x x
ideas in front of the class. This activity is also
represented for how well the listening students are
actively engaged and respectful towards one another.
Lesson Plan January 7
Summary
Unit: The Arc of Story

Date: January 8, 2018
Duration: 60 minutes
Essential Questions
How can our personal experiences inspire writing?
Where do writers get big ideas?

1.1 Discover and Explore: Students will
1. : Students will listen, speak, read, write, view identify areas of personal accomplishment
and represent to explore thoughts, ideas, feelings
and areas for enhancement in language
and experiences.
learning and use (Grade 4)
Students will reflect on areas of personal

accomplishment, and set personal goals to
improve language learning and use (Grade 5)
Learning Objectives
Students will: set personal goals for the term
Students will: share aspects of their identity that make them special
Students will: share the types of learners they are
Assessments
Observations: Observe Key Questions:
aspects about student
identity to get to know What makes you who you are?
students What are your hobbies, passions or goals?
What questions do you have for me?
What kind of learner are you?
What do you know about writer’s workshop?
Written/Performance Assessments:
Who Am I Questions
Quilt Pieces
Materials and Equipment

Handouts
Markers/Pencil Crayons/Pencils
Smart Board
Pre-Learning Considerations
What do the students know about classroom expectations?
Can every student express himself or herself through writing?
Teacher Resources
Procedure
Introduction  Have students gather around the carpet to introduce myself-
show them some pictures and explain what I will be doing in
(15 min.):
their classroom for the next four months. Ask them if they
have any questions for me. Go over my expectations for the
time I am there.
 Create a list of expectations with the students.
 Show the students the handout I would like for them to fill
out and the quilt pieces they will be making (visual
representation of them)
Teacher/Student Tell students to go back to their desks and pick a helper to handout
Transition the assignments. Students have this transition time to grab any
writing utensils they may need
(2-3 min.):
Learning Activity #1 Students will have the remainder of class time to fill out writing
questionnaires and create their identity quilts
(40 min.):
Once students are finished we can put the quilt together
If students finish early- we can handout writers notebooks and

introduce writers workshop
Closure (2 min): Have students begin to put away their belongings and get ready for the next
class.
Summary

Essential Questions

2.1.1 Students will use ideas and concepts,
2. Students will listen, speak, write, view, and developed through personal interests,
represent to comprehend and respond personally
experiences and discussion, to understand
and critically to oral, print and other media texts.
new ideas and information (Grade 4)
2.1.1 describe ways that personal

experiences and prior knowledge contribute
to understanding new ideas and information
(Grade 5)
Learning Objectives
Students will: collect ideas from own life to create realistic fiction
Students will: learn the elements of a writers workshop
Assessments
how much of an
understanding the class What is a writer’s workshop?
has in regards to a What are some small moments in our lives we could write about?
writers workshop format
and how familiar they What do you know about fiction? How about realistic fiction?
are with story writing.
Class Discussion on writers workshop

Imagining small moments entry- in writers notebooks

Writers Workshop Posters
Writers Notebooks
Can every student write?
Are students familiar with fiction writing?
Teacher Resources
“The Arc of Story” Lucy Calkins
Procedure
Introduction Have students gather around the carpet to introduce the writer’s
workshop. Go through the key aspects of the writing process that we
(15 min.): will be learning about.
Hand students out their new writers notebooks-explain the

importance of the books (and not losing them)
Minilesson
Introduce how writers get their inspiration for starting stories using
the example of E.B White and Charlottes Web.
Explain that using ordinary moments in their lives, students will

create a list that could lead to potential stories
Teacher/Student Have students move from the carpet to desk and handout small
Transition moments sheet
(2-3 min.):
Learning Activity #1 Students have this time to come up with a list of moments or
important people that could be potential stories. The goal is not to
(20-25 min.): come up with an idea about aliens, rather something that actually
could happen and something that is important to the students.
Teacher/Student Draw students attention back to the carpet and have them bring the
Transition notebooks with them
(3 min.):
Learning Activity #2 Class Discussion: I will share some small moments with the class
that I have come up with, then they may share some of the ideas
(10 min.): that they came up with.
Closure (2 min): Have students begin to put away their belongings and get ready for the next
class.

Summary

Essential Questions

2.1.1 Students will use ideas and concepts,
2. Students will listen, speak, write, view, and developed through personal interests,
represent to comprehend and respond personally
experiences and discussion, to understand
and critically to oral, print and other media texts.
new ideas and information (Grade 4)
2.1.1 describe ways that personal

experiences and prior knowledge contribute
to understanding new ideas and information
(Grade 5)
GLO 5. Students will listen, speak, read, write, 5.1 Work within a group
view and represent to respect, support and
collaborate with others.
Learning Objectives
Students will: collect ideas from own life to create realistic fiction
Students will: learn the elements of a writers workshop
Assessments
how much of an
understanding the class What do you know about fiction? How about realistic fiction?
has in regards to a How can we take risks to make our stories significant?
writers workshop format
and how familiar they How can I write a story for people like me?
are with story writing.
How can we see ourselves in books?
Class Discussion on writers workshop
Entries in writers notebooks
Typing Website: https://www.typingclub.com/

Writers Notebooks
Smart Board
Laptops
Can every student write?
Are students familiar with fiction writing?
Do students have experience with typing?
Teacher Resources
“The Arc of Story” Lucy Calkins
Procedure
Introduction Have students seated in their desks while giving out the instructions
for first portion of the class. Every Monday/Wednesday students will
(5-8 min.): partake in word work activities, typing or learning handwriting.
Students will grab laptops and log in to the typing website (create
their own account). Instructions will be displayed on the board and
go through them with students on smart board.
Teacher/Student Once students have all created an account, they will begin typing
Transition
(2-3 min.):
Learning Activity #1 First 20 minutes will be students practicing their typing skills. This
practice will really help students when they are creating final writing
(20 min.): pieces.
Teacher/Student Draw student’s attention back to the front. Students have 2 minutes
Transition to put the laptops away and be sitting quietly on the carpet.
(2-3 min.):
Learning Activity #2 Mini lesson:
(10-12 min.): Review what we did yesterday in our writing notebooks, by coming
up with small moments and important people that we could write
about. Building off of that, today we will be focusing on collecting
stories that we wish existed focusing around the question:
“How can I write a story for people like me, so we can see ourselves
in books?”
Ask students if they have any favourite books that they relate to?
Demonstrate to students an excerpt from my personal journal- with a

story about an idea I would like to read about.
Remind students we are not writing exactly true stories, they are still
fiction but we are drawing from our experiences of the world.
Have students turn to someone beside them to confer about how

they could turn the idea I used into a story idea (2 min) and then
share ideas with class
Teacher/Student Have students quickly go to their desks to write in their note books
Transition about a story they wish they could read about-something they would
really like to hear.
(2 min.):
Learning Activity #2 Give students about 10 minutes to write freely using the prompt:
what story do you wish existed? What story could your write for
(10 min.): people like me?
Closure If time permits have students share at their desks about what they
came up with in their writing notebooks.
(5 min)
Have students pack up belongings and get ready for next class.
Handouts for Lesson 1
Help Me Get to Know You!
Name:
Nicknames:
When is your birthday?

____________________________________
Do you have any siblings? If so, how many?

________________________________________________
______________________
Do you have any pets? If so, tell me about them!

________________________________________________
______________________
________________________________________________
______________________
What would you like to be when you grow up?
________________________________________________
______________________
Favourite food?
________________________________________________
______
Favourite Colour?
________________________________________________
____
Favourite things to do/Hobbies?
1.
2.
3.
Favourite song?
________________________________________________
_____
What is your favourite subject and why?

________________________________________________
______________________
________________________________________________
______________________
________________________________________________
______________________
What is your least favourite subject and why?
________________________________________________
______________________
How do you best learn? (When its quiet, working
with a partner, visually, through oral (speaking
instructions and lesson), through projects or
hands on work or any other ways)
________________________________________________
________________________________________________
________________________________________________
________________________________________________
__________________
What did you do over the holiday break?
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________
What kinds of books do you like to read?
________________________________________________
________________________________________________
____________________________________________
What else would you like me to know about you?
________________________________________________
________________________________________________
________________________________________________
________________________________________________
__________________

Language Arts Long Range Plan

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Grade 4/5 Language Arts Long Range

January February March April

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SAT/SUN

7 Introduction 8 Introduction 9 10 11 12/13

Character Charts Story Arcs Due

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SAT/SUN

Creating Drafts Creating Drafts Exploring Creating drafts

Inspire Writing feedback

Thought and Dialogue Mind

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SAT/SUN

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SAT/SUN

their thoughts and ideas.

How can I bring my identity into writing?

How do the steps in writing process lead to better quality writing?

Why do writers confer?

What does it mean to take a risk as a writer?

Why is it important to include details and punctuation in writing?

Why and How should we revise or edit our stories?

Students will identify areas of personal

Grade 5: 1.1 Discover and explore:

Students will use own experiences as a basis for

Students will reflect on areas of personal

2.3.2 Students will understand techniques and

2.3.3. Students will Experiment with language

2.4.3 Structure texts: Produce narratives that describe

2.1,1 describe ways that personal experiences and

2.3.1 Students will understand forms and genres

2.3.2 Students will

2.3.3 Students will experiment with words and

Students will use pre-established criteria to provide

4.1.2 Revise and Edit

4.2.1 Attend to grammar and usage

4.3.1 Present information: present to peers ideas and

4.3.3. Use effective oral and visual communication

4.3.4 Demonstrate attentive listening and viewing

4.1.1 Appraise own and others’ work

4.1.2 Revise and Edit

4.2.1 Attend to grammar and usage

4.3.3. Use effective oral and visual communication

4.3.4 Demonstrate attentive listening and viewing

Students will understand how to be respectful of

Students will experiment with realistic fiction

Students will understand the elements that go into

Students will create a realistic fiction story that has

Students will understand the importance of

Students will perform realistic fiction and present

Monday Tuesday Wednesday Thursday Friday

Mini-Lesson: how to begin

Monday Tuesday Wednesday Thursday Friday

Monday Tuesday Wednesday Thursday Friday

Assessment: through observation

Monday Tuesday Wednesday Thursday Friday

First 20 min: word work Mini lesson SLO 2.3

Individual writing: scene writing- Start on the carpet: 5

Assessment: through Assessment :through

Monday Tuesday Wednesday Thursday Friday

Monday Tuesday Wednesday Thursday Friday

Mini lesson: review to how

Monday Tuesday Wednesday Thursday Friday

Monday Tuesday Wednesday Thursday Friday

First 15 min: Cursive Excerpt from wonder Excerpt from “Wonder”

Assessment: observation, group

END of the Unit