Unit Title: Unit 5 Informative and Opinion Writing
Grade Level: 4
Timeframe: 5 weeks
Unit Overview: Unit 5 will require students to apply a variety of their writing, speaking and listening skills. Students will have the opportunity to explore their opinion
on a controversial topic while supporting their views with with facts and details from research. After a debate on some of the topics presented in the Problem/Solution
essay, students will identify a topic and write a news article. To substantiate the facts in the news article, students will have two days of research to take notes and flesh
out their writing. Finally, students will have the opportunity to record their news article as a radio broadcast or as a video-news broadcast.
Enduring Understanding
Students will understand that:
 Writers make stronger case when facts and details are used to support opinions.
 Writers can use similar writing craft and writing strategies across genres.


Essential Questions
How can I engage with the same topic in different ways?
How can I explore my interests without putting my opinions and biases into news writing?
Common Core Standards
Standards/Cumulative Progress Indicators (Taught and Assessed):
W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
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.
b. Provide reasons that are supported by facts and details.
c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the
opinion presented.
W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when
useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
W.4.6
With some guidance and support from adults, use technology, including the Internet, to 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.
W.4.7
Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.4.8
Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and
provide a list of sources.
W.4.9
W.4.10
SL.4.3
SL.4.4
SL.4.5
SL.4.6
L.4.2
L.4.3
L.4.6
Draw evidence from literary or informational texts to support analysis, reflection, and research.
b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a
text”).
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline.
Identify the reasons and evidence a speaker provides to support particular points.
Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support
main ideas or themes; speak clearly at an understandable pace.
Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., smallgroup discussion); use formal English when appropriate to task and situation.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use correct capitalization.
d. Spell grade-appropriate words correctly, consulting references as needed.
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose words and phrases to convey ideas precisely.*
b. Choose punctuation for effect.*
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions,
or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when
discussing animal preservation).
Academic Vocabulary:
Week 1: problem-solution essay, composition, fact, opinion
Week 2: linking, transitions, conventions of Standard English
Week 3: debate, opening statement, closing statement, argument,
Week 4: news reporting, reliable sources
Week 5: publishing
Application in Centers
Reading – Students read books at their independent level and use post it notes to jot ideas/responses/findings or respond in reader response notebook. Students complete
graphic organizers in response to text. Students practice reading like writers.
Writing—Students will have opportunities to brainstorm and develop pieces to varying degrees of completion.
Word Work – Students complete word sorts that correspond to the current word study lessons or the teacher may assign previous lessons to specific students, based on
identified areas of need. Word work may also incorporate grammar lessons that students will be accountable for during writing workshop.
Technology – students will compose their own fable, article and research project using technology. If students are ready for the publishing stage, computers should be
made available. In addition, students will conduct research via the internet.
Instructional Plan
Pre-assessment: Unit 4 EUA writing sample analysis to inform conferencing and small group instruction
SLO - SWBAT
Day 1
SWBAT
Understand and
identify the
elements and
features of a
problem-solution
composition.
W.4.1
Instructional
Practice
WW
Student
Strategies
Model text
Anchor chart
Formative
Assessment
Turn and Talk:
Partner A
defines
‘problem.’
Partner B
defines
‘solution.’
Exit Ticket: List
the features of a
problemsolution
composition.
Activities and Resources
Mini-lesson: Problem-Solution Composition, Analyze the model (TE, Unit
3 p. 126)
Modify and supplement Journeys lesson as needed. Suggestions:
Problem-Solution Writing
 Describes a problem
 Suggests solutions
 Offers reasons that the solution is a
good idea
 May refute counterpoints
 Provides strong conclusion that calls
for action
Independent Practice:
Have students brainstorm possible topics for a problem-solution
composition in their notebook.
Suggest statements like:
Animals should not be kept in cages.
Books are better than television.
Junk food should be banned in schools.
Year-round schooling is necessary.
Closure: Exit Ticket: List the features of a problem-solution composition.
Materials: Journeys, TE Unit 3, p. 126
 Journeys Writing Handbook p. 36 (model text, copies for students)
 Student’s notebooks
 Anchor chart
Reflection
Reflection
Day 2
SWBAT
Differentiate
between facts and
opinions.
WW
Anchor Chart
Graphic
Organizer
Fact/Opinion Tchart
Zip-Around
Mini-lesson: P/S Writing: Fact or Opinion? Why does it matter?
Connection: “Yesterday, we read a problem solution composition about
students not having enough time to eat lunch. This type of writing is very
specific—while the writer certainly takes a stance on how to solve a
problem, the solutions must be supported with facts, not just opinions.”
W.4.1.b
Teach: “Today, I am going to teach you how to differentiate or tell the
difference between a fact and an opinion.” Create an anchor chart to define
fact and opinion. “I know a fact is a statement that can be proven by
testing it, consulting a reliable source or asking an expert. An opinion is a
statement that tells me what someone is thinking, feeling or believing.
I have written some statements on the board. I will show you how to think
through the statements and ask questions to determine if they are a
statement of fact or opinion.”
Teacher models. May ask for assistance.
Active Engagement: Allow students to partner practice with a few more
statements.
Independent Practice: Using lists from day 1, students choose two topics
and create fact/opinion T-chart for each topic.
Closure: Zip-around—Each student shares 1 opinion and 1 fact about the
topic.
Day 3
SWBAT
Engage in the prewriting process by
completing a
graphic organizer.
WW
Model text
Anchor Chart
Graphic
Organizer
Completed
graphic
organizer
WW
Graphic
organizer
Completed
introduction
Mini-lesson: A Lead that Captures the Audience
PE 1—Supplement
WW
Graphic
organizer
Student draft
Mini-lesson: Going from Organizer to Draft
Materials:
 Journeys, TE Unit 3, p. 126
 Journeys Writing Handbook p. 36 (model text, copies for students)
 Student’s notebooks
 Anchor chart
W.4.1
Day 4
SWBAT
Establish the
parameters of a
problem in an
introductory
paragraph.
Mini-lesson: P/S Writing: Planning a P/S Composition
(TE, Unit 3, T127)
W.4.1.a
Day 5-6
SWBAT
Draft body
paragraphs that
introduce
opinions/reasons
and support with
facts.
W.4.1.a
Day 7
SWBAT
Use facts and
examples in
closing paragraph
to persuade reader
to take action.
W.4.1.b
Going from Organizer to Draft, Literacy and Language Guide,
p. 333, Lesson 14
WW
Model text
Student draft
Mini-lesson: Persuading an Audience to Take Action
Persuading an Audience to Take Action, Literacy &Language
Guide, p. 298 Mini-lesson 27
Day 8
SWBAT
Revise
compositions with
a focus on
transition words.
WW
Anchor chart
Student draft
Mini-Lesson: Problem-Solution Composition, Linking and Transitioning
between Ideas
Day 2, TE, Unit 3 p. 126
W.4.1.c
Day 9
SWBAT
Peer-edit
compositions,
paying close
attention to the
conventions of
English.
WW
Editing
Checklist
Completed peer
edit checklist
Students will peer edit for the conventions of standard English. Hold
students accountable for grammar topics that have been covered in previous
units.
Materials:
 Problem/Solution Draft
 Editing Checklist
 Chart paper or document camera
L.4.2.a-b
L.4.3.a-b
Day 10
SWBAT
Publish the
composition using
computers.
W.4.6
Mini-lesson: Editing
WW
Keyboarding
skills
Student draft
Turn and talk:
Tell your partner
about a piece
you have
published on the
computer
before. Were
you satisfied
with the results?
What would you
do differently?
Mini-lesson: Publishing
Teacher: As you know, publishing is the culminating step in the writing
process. Today, as you sit down to type, you will incorporate all of the
revisions and edits that you have made to your essay.
(Teacher should provide specific guidelines—style guide—on font size,
pictures, etc.)
Students typing. Teacher circulates for technology support.
Day 11
SWBAT
Present
problem/solution
article to class.
WW
Feedback
from peers
Reaction charts
Presentations
During presentations, students will record information in graphic organizer.
Presenters
Topic
Reaction
SL.4.3, SL.4.6
Presentation Rubric, TE, Unit 3, p. R17
Day 12
SWBAT
Prepare points for
a debate.
WW
Notes from
presentations
Debate rubric
Noted prepared
for debate
Mini-lesson: Preparing for the Debate!
After presentations, students select up to 3 topics to debate. Create 6 teams
with 4-6 members each.
W.4.9
W.4.8
SL4.4
Explain how a debate typically unfolds—with each side making opening
statements, a back-and-forth discussion of the topic and closing statements.
Work with students to create “Rules of Debate.” Student-created rules will
allow for a more structured discussion. Note that each member of the team
needs to contribute at least once.
Materials:
 Problem Solution Essays
 Debate rubric:
http://www.readwritethink.org/files/resources/lesson_images/lesso
n819/rubric2.pdf
Day 12
SWBAT
Engage in a
debate with peers.
SL.4.6
WW
Notes
Participation in
debate
Students able to
identify the
opening
statements of
the debates they
are not
participating in.
Speaking and Listening: Participate in a Debate
Remind students of rules for debate. Model for students how to take notes
Materials:
 Notes for debate
 Debate rubric:
http://www.readwritethink.org/files/resources/lesson_images/lesso
n819/rubric2.pdf
 Graphic organizer for notes (can be copied in Writer’s Notebook)
Debate Topic
Opening Team A Opening Team B
Day 13
SWBAT
Identify the pieces
of a news report.
WW
Anchor chart
Exit ticket:
Partners will
turn in inverted
pyramids for
news story.
W.4.2
Mini-lesson: News Writing Inverted Pyramid Style
Writing a News Report, Journeys, p. T52, Unit 2, Lesson 6, Day 1
Connection: Yesterday, you finished debates and may have found a topic
you would like to know more about. You may choose to research this as
we prepare to write news stories.
Teach: News=Inverted Pyramid. Use a news article selected from current
events or online news source. Identify the elements of the Inverted
Pyramid within the news article.
Active Engagement: Students will find text example from Journeys that is
written in News format and label the parts.
Independent Practice: Students will work independently to create a news
pyramid on a topic/story that might be interesting for the school newspaper.
Closure: Inverted pyramid—teacher should collect and review for
accuracy of understanding.
Day 14
SWBAT
Identify possible
topics for a miniresearch project
that will result in
recording as a
news report.
W.4.2
WW
Graphic
organizer
Brainstorm idea
list
Mini-Lesson: Discovering ideas
Writing a News Report, Journeys, p. T53, Unit 2, Lesson 6, Day 2
Day 15-16
SWBAT
Conduct research
on topic to find
facts that support
the angle of the
report.
WW
Graphic
organizer
Research notes
Mini-lesson: Doing Research
Students will use technology or library to conduct research. Finding
facts/evidence to support their side of the argument.
Day 3—Finding Reliable Sources, LLG p. 344
Day 4—Finding Good Sources of Information, LLG p. 344
W.4.7
Day 17
SWBAT
Engage in the
prewriting process
by organizing
facts and ideas
using a graphic
organizer.
WW
Research
notes
Graphic
organizer
Completed
graphic
organizer
Mini-Lesson: Prewriting
Graphic
organizer
Research
notes
Anchor chart
Model text
Student draft
Mini-lesson: Writing Stamina Days
Writing a News Report, Journeys, p. T53, Unit 2, Lesson 6, Day 3
W.4.2.a
Day 18-19
SWBAT
Engage in
sustained writing
to build stamina as
they draft their
news report with
introductory, body
and concluding
paragraphs.
W.4.2.a-e
W.4.10
WW
Teacher will explain that like other writings, the informative news
article has a strong introduction, body paragraphs that explain the
topic using facts and details, and a conclusion that pulls the piece
together.
Stamina means that we can sustain writing for a focused and
extended period of time.
Mini-Lesson: Problem-Solution Composition
Day 6-7: if needed, adapt lessons LLG, p. 294-295
Materials:
 Students notebooks
 Research
Anchor Chart: http://media-cache-
ec0.pinimg.com/originals/a8/81/dc/a881dc5829e45c3abc38bd083f6491e0.j
pg
Day 19
SWBAT
Revise their news
reports focusing
on precise
language.
WW
Graphic
organizer
Research
notes
Revised draft
Editing
Checklist
Completed peer
edit checklist
Mini-lesson: Analyze the model
Writing a News Report, Journeys, p. T53, Unit 2, Lesson 6, Day 54
W.4.2.d
Day 20
SWBAT
Peer-edit
compositions,
paying close
attention to the
conventions of
English.
L.4.2.a-b
L.4.3.a-b
WW
Mini-lesson: Editing
Students will peer edit for the conventions of standard English. Hold
students accountable for grammar topics that have been covered in previous
units.
Materials:
 Problem/Solution Article Draft
 Editing Checklist
 Chart paper or document camera
Day 21-22
SWBAT
Publish the news
reports using
computers and
adding in graphic
elements as
needed.
WW
Keyboarding
skills
Student draft
W.4.6
Day 23-24
SWBAT
Create a recording
of the news report
using audio/video
technologies.
WW
Student draft
Turn and talk:
Tell your partner
about a piece
you have
published on the
computer
before. Were
you satisfied
with the results?
What would you
do differently?
Mini-lesson: Publishing
Recording/video
Recording the Final Product
(Teacher should provide specific guidelines—style guide—on font size,
pictures, etc.)
Students typing. Teacher circulates for technology support.
Students can record audio only or use iMovie app to create video
presentation of news broadcast.
If technology is not available, students may rehearse for live presentations
on day 21.
SL.4.5
SL.4.6
Day 25
SWBAT
Present recordings
and answer
questions related
to their report.
Teacher: As you know, publishing is the culminating step in the writing
process. Today, as you sit down to type, you will incorporate all of the
revisions and edits that you have made to your essay.
Presentation Rubric, TE, p. R17
WW
Feedback
from peers
Reaction charts
Presentations
During presentations, students will record information in graphic organizer.
Audience can ask presenter questions at the end of presentation.
Presenters
Topic
SL.4.4
SL.4.6
Presentation Rubric, TE, Unit 3, p. R17
Summative Written Assessments
Question
NJ Model Curriculum Writing Task. Scored with Model Curriculum rubric provided.
Summative Performance Assessment
*Teachers may substitute texts model lessons as long as they illustrate the on-going reading and comprehension strategies for the Unit 4 SLO’s. Along with regular use
of Academic Vocabulary within the RW and WW environments, texts should be compared and contrasted on a continuous basis so that students are accustomed to
reviewing different texts and determining the similarities and differences in terms of structure, genre, theme, and author’s purpose.
Expository Writing: Persuasive Essay (PE1)
Draft: A Lead That Captures the Audience
Writing Teaching Point(s):
● Students will compose different kinds of leads.
Standard(s):
W.4.2.a Introduce a topic clearly and group related information into paragraphs and sections
Materials:
● Handout, “Some Leads For Persuasive Essays”
● Writing notebook and student draft of essay
Connection:
“You have collected some facts and opinions about your topic, now you are ready to begin writing.
Today you are going write an enticing lead to capture your audience.”
Teach (modeling):
“At this point, you’re ready to write the most important sentence of the Introduction.
You know a lot about leads. You’ve written leads for narratives and the informational article. You know that a
lead quickly gets your reader’s attention, using words that will entice him to read on.”
Active Engagement (guided practice):
“Here are some leads professionals use when writing a persuasive essay.” Hand out copies of ‘Some Leads for
Persuasive Essays’. Read the examples aloud and talk through what students like about each one.
“Think about two or three kinds of leads you’d like to experiment with today. Maybe try a lead that’s different
from one you’ve used so far.”
Teach (modeling):
“Watch me as I share my ‘tryout’. Today, I am going to experiment with two types of leads: 1.an emotional
appeal and 2. an exaggeration.
My lead will be written for the essay, ‘Choose a pet from an animal shelter’.
I know that the five core human emotions are: love, joy, surprise, anger and fear. Right away I think about our
dog, Cassie. I remember that it was so easy to fall in love with that cute puppy. So first I’ll write an emotional
lead:
i.e., It was love at first sight. Our dog, Cassie, was adopted from the Animal Shelter.
I remember her big brown eyes and her wagging tail. I could exaggerate this action a bit.
I’ll write: Cassie’s brown eyes smiled and her tail spun in complete circles like a whirly- gig. Our dog Cassie was
adopted from the Animal Shelter.
Hmmm. I like both of these leads. I might even try using both in my Introduction!”
“Yes, both sentences work well together. They flow well with the rest of the Introduction.”
It was love at first sight. Cassie’s big brown eyes
smiled, and her tail spun in complete circles like a whirlygig. Our dog Cassie was adopted from the local Animal
Shelter. Families have the choice of adopting a new pet
from a shelter or a pet store. In my opinion, the best and
kindest choice in an animal shelter.
Active Engagement (guided practice):
“Put a star next to two leads you’d like to try today.”
Pair-Share: “Name the two kinds of leads you’d like to ‘tryout’ today. Share some of your ideas.”
Independent Practice: “Start by rereading your Opinion Statement. Then I want you to write at least two
leads. Select the one that you like best for your Persuasive Essay.”
Link to Independent Practice: Pair- Share:
“Today I would like you to use the remaining workshop time to begin using the Revising
Checklist to continue revising your writing.
These are the next items to check. Reread the body paragraphs. Does each supporting argument
have
● a reason,
● tell why it is good or convincing, and
● provide details or evidence?
If not, work to revise or add what is needed.”
Closure:
Volunteer share their leads.
“Did anyone combine two leads into one?”
Notes:
Resources and References: (adapted from, acknowledgements)
Caine, Karen. Writing to Persuade.
Persuasive EssayLeads
Essay: ‘Next stop, Sub Station!’
Hook 1: An exclamation
“When you’ve got the munchies, there’s no better way to ease your
hunger pangs than a trip to Sub Station!”
Persuasive Book: Wildfires by Seymour Simon
Hook 2: Appeal to emotion
“A raging fire is a frightening thing.”
Essay: ‘Fast in the Sea, Slow on the Sand’ by Brenda Guiberson from Into the Sea
Hook 3: An important fact
“It is a difficult and delicate venture for a sea turtle to leave the
ocean and lay her eggs on land.”
Essay: ‘School Uniforms Should Be Required’
Hook 4: Picture this. Imagine this.
“It’s Monday morning and it’s time to get dressed for school. It’s on
with the blue shirt and khaki pants. I don’t hear a whine or a cry from
anyone. Why? The magic words---school uniform.”
Essay: ‘Get on That Bike’
Hook 5: Exaggeration
“A billion bikers can’t be wrong.”
Linking Words Connect Ideas
Ideas for Persuasive Writing
Words that can be used to compare things (show similarities).
also,
in the same way,
the same is true,
as,
while
Words that can be used to add information or examples.
for example, for instance, finally,
let’s not forget,
in addition, another, besides ,
together with,
along with
Words that can be used to emphasize a point.
again,
for this reason,
so,
in fact,
let’s remember surprisingly,
let’s not forget
Words that can be used to contrast things (show differences).
on the other hand,
still,
even though,
yet,
otherwise,
although however,
but, used to
Words that can be used to show sequence or time.
again,
next,
meanwhile,
first,
second,
begin, finally,
after that, after all,
third, in addition, most of all