Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Grade 04 ELAR Unit 06 Exemplar Lesson 01: Understanding Persuasive Techniques
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with
district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts
may modify the time frame to meet students’ needs. To better understand how your district is implementing CSCOPE lessons, please contact your child’s
teacher. (For your convenience, please find linked TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State
Adopted Instructional Materials.)
Lesson Organizer
Lesson Synopsis
Performance Indicators
Students examine persuasive texts for language that is used to influence an audience. Students begin to explore
print advertisement for their techniques and how they can impact consumer behavior. In Independent Reading,
students are introduced to reading roles in literature circles. In writing, student composes a persuasive essay that
establishes a positions and provides supporting details. Students continue to use context clues to study vocabulary
and identify the meaing of common idioms. Students review vocabulary and spelling concepts learned throughout the
year.
Grade 04 ELAR Unit 06 PI 01
After reading and/or viewing 2-3 advertisements from different media genres (e.g. television, radio, web, print), create a chart that
identifies techniques (e.g., pacing, close-ups, sound effects, etc.) and language used to influence and impact customer behavior or
thinking.
Standard(s): 4.12A , 4.14A , 4.14B , 4.Fig19A , 4.Fig19C , 4.Fig19D
ELPS ELPS.c.1E , ELPS.c.2F , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.5G
Grade 04 ELAR Unit 06 PI 02
Take a position on an important issue (e.g., using cell phones in school, standardized testing). Write a persuasive essay for a
specific audience (e.g. the principal, a teacher, or parent) that states your position and includes supporting details. In a small group,
read your essay and discuss your position.
Standard(s): 4.15A , 4.15B , 4.15C , 4.15D , 4.15E , 4.19A , 4.28A
ELPS ELPS.c.5B , ELPS.c.5C , ELPS.c.5D , ELPS.c.5E , ELPS.c.5F , ELPS.c.5G
Last Updated 11/26/2012
page 1 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Grade 04 ELAR Unit 06 PI 05
Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of literary and informational texts
and media. Provide evidence from the text to support ideas.
Standard(s): 4.9A , 4.18C , 4.Fig19A , 4.Fig19B , 4.Fig19C , 4.Fig19D , 4.Fig19E , 4.Fig19F
ELPS ELPS.c.1E , ELPS.c.4D , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5F
, ELPS.c.5G
Grade 04 ELAR Unit 06 PI 06
Record multiple entries in a Word Study Notebook demonstrating word knowledge. Use the notebook to support writing.
Standard(s): 4.2A , 4.2B , 4.2C , 4.2D , 4.2E
ELPS ELPS.c.1A , ELPS.c.1C , ELPS.c.1E , ELPS.c.1F , ELPS.c.1H , ELPS.c.5B , ELPS.c.5F , ELPS.c.5G
Key Understandings
Media techniques in advertisements can positively or negatively impact customer behavior.
Authors use techniques to influence the attitudes and actions of a specific audience.
Authors use writer’s craft to engage and sustain the reader’s interest and enhance understanding.
Authors choose structure to organize information to construct meaning.
Authors use conventions of written language to communicate clearly and effectively.
Readers use strategies to support understanding of text
Readers create connections to make text personally relevant and useful.
Readers use writing to communicate deeper understanding of texts.
An extensive vocabulary enhances oral and written communication.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of
Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates
that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas
Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
4.2
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading
and writing. Students are expected to:
4.2B
Use the context of the sentence (e.g., in-sentence example or definition) to determine the
meaning of unfamiliar words or multiple meaning words.
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page 2 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Readiness Standard
4.2D
Identify the meaning of common idioms.
4.12
Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make
inferences and draw conclusions about persuasive text and provide evidence from text to
support their analysis. Students are expected to:
4.12A
Explain how an author uses language to present information to influence what the reader
thinks or does.
4.14
Reading/Media Literacy. Students use comprehension skills to analyze how words, images,
graphics, and sounds work together in various forms to impact meaning. Students will continue
to apply earlier standards with greater depth in increasingly more complex texts. Students are
expected to:
Supporting Standard
4.14A
Explain the positive and negative impacts of advertisement techniques used in various
genres of media to impact consumer behavior.
4.14B
Explain how various design techniques used in media influence the message (e.g., pacing,
close-ups, sound effects).
4.15
Writing/Writing Process. Students use elements of the writing process (planning, drafting,
revising, editing, and publishing) to compose text. Students are expected to:
4.15C
Revise drafts for coherence, organization, use of simple and compound sentences, and
audience.
Readiness Standard
4.15D
Edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric.
Readiness Standard
4.19
Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of
a specific audience on specific issues. Students are expected to:
4.19A
Write persuasive essays for appropriate audiences that establish a position and use
supporting details.
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page 3 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
4.Fig19
Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in
both assigned and independent reading to understand an author’s message. Students will
continue to apply earlier standards with greater depth in increasingly more complex texts as they
become self-directed, critical readers. The student is expected to:
4.Fig19D Make inferences about text using textual evidence to support understanding.
Readiness Standard (Fiction)
Supporting Standard (Literary Nonfiction, Poetry, and Drama)
4.Fig19E Summarize information in text, maintaining meaning and logical order.
Readiness Standard (Fiction)
Supporting Standard (Literary Nonfiction, Poetry, and Drama)
Ongoing TEKS
4.1
Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are
expected to:
4.1A
Read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate
phrasing) and comprehension.
4.2
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading
and writing. Students are expected to:
4.2A
Determine the meaning of grade-level academic English words derived from Latin, Greek, or
other linguistic roots and affixes.
Readiness Standard
4.2E
Use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of
unknown words.
Readiness Standard
4.8
Reading/Comprehension of Literary Text/Sensory Language. Students understand, make
inferences and draw conclusions about how an author's sensory language creates imagery in
literary text and provide evidence from text to support their understanding. Students are
expected to:
4.8A
Identify the author's use of similes and metaphors to produce imagery.
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page 4 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Supporting Standard
4.9
Reading/Comprehension of Text/Independent Reading. Students read independently for sustained
periods of time and produce evidence of their reading. Students are expected to:
4.9A
Read independently for a sustained period of time and paraphrase what the reading was
about, maintaining meaning and logical order (e.g., generate a reading log or journal;
participate in book talks).
4.15
Writing/Writing Process. Students use elements of the writing process (planning, drafting,
revising, editing, and publishing) to compose text. Students are expected to:
4.15A
Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an
audience and generating ideas through a range of strategies (e.g., brainstorming, graphic
organizers, logs, journals).
4.15B
Develop drafts by categorizing ideas and organizing them into paragraphs.
Readiness Standard
4.15E
Revise final draft in response to feedback from peers and teacher and publish written work
for a specific audience.
4.17
Writing/Personal. Students write about their own experiences. Students are expected to:
4.17A
Write about important personal experiences.
Readiness Standard
4.18
Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes.
Students are expected to:
4.18C
Write responses to literary or expository texts and provide evidence from the text to
demonstrate understanding.
4.20
Oral and Written Conventions/Conventions. Students understand the function of and use the
conventions of academic language when speaking and writing. Students will continue to apply
earlier standards with greater complexity. Students are expected to:
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page 5 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
4.20A
Use and understand the function of the following parts of speech in the context of reading,
writing, and speaking:
Readiness Standard
4.20A.i
verbs (irregular verbs).
Supporting Standard
4.20A.ii
nouns (singular/plural, common/proper).
Supporting Standard
4.20A.iii
adjectives (e.g., descriptive, including purpose: sleeping bag, frying pan) and their comparative and
superlative forms (e.g., fast, faster, fastest).
Supporting Standard
4.20A.iv
adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot).
Supporting Standard
4.20A.v
prepositions and prepositional phrases to convey location, time, direction, or to provide details.
Supporting Standard
4.20A.vi
reflexive pronouns (e.g., myself, ourselves).
Supporting Standard
4.20A.vii
correlative conjunctions (e.g., either/or, neither/nor)
Supporting Standard
4.20A.viii use time-order transition words and transitions that indicate a conclusion.
Supporting Standard
4.20B
Use the complete subject and the complete predicate in a sentence.
Readiness Standard
4.20C
Use complete simple and compound sentences with correct subject-verb agreement.
Supporting Standard
4.21
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write
legibly and use appropriate capitalization and punctuation conventions in their compositions.
Students are expected to:
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page 6 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
4.21A
Write legibly by selecting cursive script or manuscript printing as appropriate.
4.21B
Use capitalization for:
Readiness Standard
4.21B.i
historical events and documents.
Supporting Standard
4.21B.ii
titles of books, stories, and essays
Supporting Standard
4.21B.iii
languages, races, and nationalities
Supporting Standard
4.21C
Recognize and use punctuation marks including:
Readiness Standard
4.21C.i
commas in compound sentences
Supporting Standard
4.21C.ii
quotation marks.
Supporting Standard
4.22
Oral and Written Conventions/Spelling. Students are expected to:
4.22A
Spell words with more advanced orthographic patterns and rules:
Readiness Standard
4.22A.i
plural rules (e.g., words ending in f as in leaf, leaves; adding -es).
Supporting Standard
4.22A.ii
irregular plurals (e.g., man/men, foot/feet, child/children).
Supporting Standard
4.22A.iii
double consonants in middle of words.
Supporting Standard
4.22A.iv
other ways to spell sh (e.g., -sion, -tion, -cian)
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page 7 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Supporting Standard
4.22A.v
silent letters (e.g., knee, wring).
Supporting Standard
4.22B
Spell base words and roots with affixes (e.g., -ion, -ment, -ly, dis-, pre-).
Supporting Standard
4.22C
Spell commonly used homophones (e.g., there, they're, their; two, too, to).
Supporting Standard
4.22D
Use spelling patterns and rules and print and electronic resources to determine and check
correct spellings.
Supporting Standard
4.27
Listening and Speaking/Listening. Students use comprehension skills to listen attentively to
others in formal and informal settings. Students will continue to apply earlier standards with
greater complexity. Students are expected to:
4.27A
Listen attentively to speakers, ask relevant questions, and make pertinent comments.
4.27B
Follow, restate, and give oral instructions that involve a series of related sequences of
action.
4.28
Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions
of language. Students will continue to apply earlier standards with greater complexity. Students
are expected to:
4.28A
Express an opinion supported by accurate information, employing eye contact, speaking rate,
volume, and enunciation, and the conventions of language to communicate ideas effectively.
4.29
Listening and Speaking/Teamwork. Students work productively with others in teams. Students
will continue to apply earlier standards with greater complexity. Students are expected to:
4.29A
Participate in teacher- and student-led discussions by posing and answering questions with
appropriate detail and by providing suggestions that build upon the ideas of others.
4.Fig19
Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in
Last Updated 11/26/2012
page 8 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
both assigned and independent reading to understand an author’s message. Students will
continue to apply earlier standards with greater depth in increasingly more complex texts as they
become self-directed, critical readers. The student is expected to:
4.Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to
enhance comprehension.
4.Fig19B Ask literal, interpretive, and evaluative questions of text.
4.Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory
images, rereading a portion aloud, generating questions).
4.Fig19F Make connections (e.g., thematic links, author analysis) between literary and informational
texts with similar ideas and provide textual evidence.
Readiness Standard
Materials
Word Study Notebook (1 per student)
Reader’s Notebook (1 per student)
Writer’s Notebook (1 per student)
Teacher Writer’s Notebook (1)
Highlighter (1 per student)
Publishing paper (2-4 sheets per student)
Colored pen or pencil (1 per student)
Dictionary (class set)
Chart paper
Grade-appropriate persuasive essay (class set)
Grade-appropriate persuasive editorial (class set)
Grade-appropriate novel for modeling (1)
Grade-appropriate music, movie, or book review for modeling (1)
Grade-appropriate music, movie, or book review (class set)
Grade-appropriate advertisement for modeling (1)
Grade-appropriate advertisement (class set)
Grade-appropriate brochure for modeling (1)
Grade-appropriate brochure (class set)
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page 9 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Grade-appropriate newspaper or magazine (class set)
Variety of grade-appropriate novel sets (1 set per small group)
Collection of grade-appropriate product labels/packages (1 per student)
Collection of grade-appropriate flyers/direct mail advertisements
Collection of grade-appropriate texts in a variety of genre for student selection
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for
grading or student assessment, attachments that are connected with Performance Indicators or serve as answer
keys are available in the district site and are not accessible on the public website.
Handout: Literature Circle Jobs (1 per student)
Handout: Literature Circle Goal Sheet (1 per student)
Handout: Persuasive Essay Graphic Organizer (optional, 1 per student)
Handout: Root and Affix Cards (1 per group)
Teacher Resource: Examining Persuasive Text
Resources and References
Mooney, M. (2001). Text, Forms, and Features. Katonah, NY: Richard Owens Publishers.
Buss, K. (2002). Reading and Writing in Nonfiction Genres. International Reading Association.
Lane, B. (2001). Why We Must Run with Scissors: Voice Lesson in Persuasive Writing. Shoreham, VT:
Discover Writing Press
Word Games on the internet
www.wordplays.com
Possible/Optional Literature
Selections
Grade appropriate persuasive texts
Local or National Newspapers (Op-ed pages)
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page 10 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Children’s magazines such as Junior Scholastic, Scope, Faces, Time for Kids, Weekly Reader
District-adopted resources
Grade-appropriate read-aloud chapter books
Tales of a Fourth Grade Nothing by Judy Blume
Hatchet by Gary Paulsen
Among the Hidden by Margaret Peterson Haddix
Number the Stars by Lois Lowry
Maniac Magee by Jerry Spinelli
Bunnicula by Deborah and James Howe
City of Ember by Jeanne DuPrau
District-adopted resources
Grade-appropriate novels for student selection
Winn Dixie by Di Camillo,
James and the Giant Peach by Roald Dahl
Mr. Popper's Penguins by Richard Atwater
Charlotte's Web by E. B. White
Stone Fox by John R. Gardiner
The Whipping Boy by Sid Fleischman
Dear Mr. Henshaw by Beverly Cleary
Sideways Stories from Wayside School by Louis Sachar
Sarah, Plain and Tall by Patricia MacLachlan
District-adopted resources
Last Updated 11/26/2012
page 11 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Understanding Persuasive Techniques
Lesson Preparation
Daily Lesson #: 1
WORD STUDY
TEKS
4.2B
Key Understandings and
Guiding Questions
Ongoing
TEKS
4.2E
An extensive
vocabulary enhances
oral and written
communication.
- How does the study of
vocabulary in context help
readers understand text?
SHARED READING
TEKS
4.Fig19D
4.12A
Ongoing
TEKS
4.Fig19A,C
4.8A
Authors use
techniques to influence
the attitudes or actions
of a specific audience.
- How do authors use
language to influence the
reader?
INDEPENDENT READING
TEKS
4.Fig19E
Ongoing
TEKS
4.Fig19A,C
4.18C
Readers use strategies
to support
understanding of text.
- What strategies do
readers use to
understand text?
WRITING
TEKS
4.19A
4.15A
4.27A,B
4.28A
4.29A
Authors use
techniques to influence
the attitudes or actions
of a specific audience.
- How do authors organize
their thoughts to present to
others?
Readers create
connections to make
text personally relevant
and useful.
- How can making
connections help with
comprehension?
Readers use writing to
communicate deeper
understanding of texts.
Last Updated 11/26/2012
Ongoing
TEKS
page 12 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Daily Lesson #: 1
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
- How does writing
about reading support
understanding of text?
Vocabulary of Instruction
Context clue
Essay
Literature circle
Persuasive essay
Position
Word Study Notebook
(1 per student)
Dictionary (class set)
Collection of gradeappropriate texts in a
variety of genre for
student selection
Chart paper (if
applicable)
Reader’s Notebook (1
per student)
Highlighter (1 per
student)
Grade-appropriate
persuasive essay
(class set)
Chart paper (if
applicable)
Reader’s Notebook (1
per student)
Grade-appropriate
novel for modeling (1)
Chart paper (if
applicable)
Writer’s Notebook (1
per student)
Teacher Writer’s
Notebook (1)
Chart paper (if
applicable)
Teacher Resource:
Examining
Persuasive Text (1)
Handout: Literature
Circle Jobs (1 per
student)
Materials
Attachments and
Resources
Advance Preparation
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Prepare to display the
Anchor Chart: Context
2. Create an Anchor Chart:
Persuasive Language.
2. Decide on an engaging
read aloud that can be
2. Prepare the Anchor Chart:
Issues Important to Kids.
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page 13 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Daily Lesson #: 1
WORD STUDY
Clue Strategies from Unit
05B, Lesson 01, Daily
Lesson 3 Word Study.
3. Select a text to model
identifying unknown words
and/or multiple meaning
words and using context
clues to determine the
word meaning.
Background Information
SHARED READING
Write examples of
adjectives and other
language techniques
authors use to persuade.
See Background
Information for examples
and suggestions.
3. Use the Teacher
Resource: Examining
Persuasive Text to
create an Anchor Chart:
Examining Persuasive
Text. This Anchor Chart
will be used in several
Daily Lessons.
Examples of persuasive
adjectives include positive
adjectives (good, pretty, friendly),
comparative adjectives (better,
prettier, more friendly), and
superlative adjectives (best,
prettiest, most friendly).
Examples of persuasive language
techniques include stating facts
and statistics, using humor, using
words that appeal to the
emotions, asking rhetorical
questions, and repeating words
or phrases.
Last Updated 11/26/2012
INDEPENDENT READING
WRITING
read over the span of six
3. Prepare to discuss issues
days. See Lesson
that may be important to
Organizer for suggestions.
kids (e.g., when should
3. Decide how many
kids be able to have cell
chapters will be read
phones, kids taking
aloud each day for the
standardized tests, child
next six days.
nutrition and exercise,
etc.)
4. Duplicate the Handout:
Literature Circle Jobs
for each student and one
to model.
5. Prepare to distribute
information on the
Summarizer job during this
lesson.
Persuasive text - text written with
the intent to persuade or
convince the reader of
something
Position - an opinion about a
particular subject
The purposes of persuasive
writing include to influence,
convince, express, promote a
particular point of view, and/or
justify a position.
Note: Both facts and opinions are
used in persuasive writing.
page 14 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Daily Lesson #: 1
WORD STUDY
SHARED READING
INDEPENDENT READING
Teacher Notes
Content area text and textbooks
are a good resource to use for
modeling and student
independent practice.
Now that students have
knowledge of how words work,
they should be studying words in
the context of reading and writing.
Direct teach lessons will only
occur in every other Daily Lesson
during Unit 04A, Unit 04B, Unit 05,
and Unit 06. The odd numbered
Daily Lessons will include a direct
teach lesson in Word Study. In the
even numbered Daily Lessons
there will not be a direct teach
lesson. Teachers can either use
this time to direct teach standards
that students are still lacking
and/or integrate Word Study into
reading and writing.
The following are a few ways to
integrate Word Study into reading
and writing:
The focus of Daily Lesson 1
Shared Reading is on the
language the author is using to
persuade. The Anchor Chart:
Examining Persuasive Text will be
used to help students see the
common language being used
and the language that is unique to
different audiences and opinions.
In the Authors’ Purpose column of
the Anchor Chart: Examining
Persuasive Text, students should
record the author’s intention in
using persuasion, (i.e., in what
way is the author attempting to
influence the reader).
Literature circles will be
conducted during Unit 06 in place
of the Reader Response Chart.
The Anchor Chart: Reader
Response Questions from
previous units can be used as
needed during Unit 06.
WRITING
Discuss examples of
the roots and affixes of
words read in context
Demonstrate how to
use context clues to
determine the meaning
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page 15 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Daily Lesson #: 1
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
of unknown and
multiple meaning words
while reading or writing
Discuss examples of
analogies in text
Identify the use of
idioms used in text
Model appropriate uses
of a dictionary or
glossary while reading
and writing
Discuss and apply
spelling rules and
patterns
Teachers can also consider
integrating Word Study into the
other content areas.
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page 16 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Instructional Routines
Daily Lesson # 1
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students use
context clues to determine the
meaning of unfamiliar words or
multiple meaning words.
Suggested Duration: 25-30 min.
Content Objective: Students
explain how the author uses
language to present information to
influence the reader.
Suggested Duration: 25-30 min.
Content Objective: Students
summarize information
maintaining meaning and logical
order.
Suggested Duration: 25 min.
Content Objective: Students
generate ideas about which to
write a persuasive essay.
Mini Lesson
1. Display and review the
Anchor Chart: Context
Clue Strategies.
1. Explain that over the next
few Daily Lessons,
students will look deeper
into the language authors
use to persuade the
readers.
1. Explain that throughout
the unit students will work
in groups to read and
discuss books. In Daily
Lesson 1, they will take
some time to practice jobs
for their discussion.
1. Ask: What are some
issues that are
important to kids?
Discuss a few responses.
2. Select a text and model
using context clues to
determine the meaning of
unknown words and
multiple meaning words.
Record the words, clues,
and inferred meaning on
the Anchor Chart: Context
Clues Strategies.
(optional)
2. Display the Anchor Chart:
Persuasive Language and 2. Ask: What is a
discuss the different types
summary? Discuss
of language authors use
responses.
to persuade their
3. Introduce the gradeaudience.
appropriate novel for
3. Display and distribute the
modeling. Explain that
3. Instruct students to read
selected essay and
students will summarize a
independently in search of
highlighters.
portion of the story.
unfamiliar words and/or
4. Ask students to make
4. Read the first portion of
multiple meaning words.
inferences based on the
the book, pausing to
Tell them to record the
title, pictures, text
Think Aloud as
word, context clues, and
features, etc.
appropriate.
inferred meaning in their
Word Study Notebook.
5. Read a portion of the text 5. Ask: What should a
aloud and Think Aloud
summary include?
about the language the
Discuss responses and
Last Updated 11/26/2012
2. Record a few responses
on the Anchor Chart:
Issues Important to Kids.
3. Explain that students will
have the opportunity to
write a persuasive essay
establishing a position on
an issue that is important
to them and other kids.
page 17 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
author is using and how it
influences the reader to
think one way or another.
6. Display the Anchor Chart:
Examining Persuasive
Text.
7. Ask: What adjectives
did the author use in
this part to persuade
their audience? Discuss
responses, highlight the
words in the text, and
record the responses on
the Anchor Chart:
Examining Persuasive
Text.
clear up any
misconceptions.
6. Model how to write an
effective summary on the
Summarizer page, using
the Helpful Hints as a
guide.
8. Ask: What language
techniques did the
author use in this part
to persuade their
audience? Discuss
responses, highlight the
persuasive words in the
text, and record the
responses on the Anchor
Chart: Examining
Persuasive Text.
9. Explain that, based on the
language the author uses,
the reader can determine
Last Updated 11/26/2012
page 18 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
the audience and
persuasive purpose of the
text.
Learning Applications
1. Students choose a text to
read independently.
2. Students use the threecolumn chart to record
unfamiliar or multiple
meaning words, context
clues, and inferred
meanings.
1. With a partner, students
continue to read the
persuasive essay.
1. Read another portion of
the grade-appropriate
novel.
1. Students talk in groups to
brainstorm more issues
that are important to kids.
2. Students highlight the
adjectives and language
techniques that influence
the reader.
2. Distribute the Summarizer
page to each student.
2. Groups add ideas to the
Anchor Chart: Issues
Important to Kids.
3. Students may use
dictionaries or other
resources to confirm the
meaning of their unfamiliar
words.
3. Students write a summary
of the part of the story
they heard in the Mini
Lesson.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students share the
unknown and multiple
meaning words they
collected.
2. Ask: How do readers
determine the meaning
of an unknown or
multiple meaning
words? Discuss
responses.
1. Students share the
adjectives and language
techniques used in the
essay. Record on the
Anchor Chart: Examining
Persuasive Text.
1. Students share their
summaries with a partner.
2. Collect Summarizer pages
for teacher feedback.
1. Students record their top
three choices from the
Anchor Chart: Issues
Important to Kids in their
Writer’s Notebook.
2. Record the audience and
persuasive purpose on
the Anchor Chart:
Examining Persuasive
Text.
Last Updated 11/26/2012
page 19 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Understanding Persuasive Techniques
Lesson Preparation
Daily Lesson #: 2
SHARED READING
TEKS
4.Fig19D
4.12A
Key Understandings and Guiding
Questions
INDEPENDENT READING
Ongoing TEKS
4.1A
4.2E
4.Fig19A,C
4.8A
TEKS
4.Fig19D
Authors use techniques to
influence the attitudes or
actions of a specific audience.
- How do authors use language to
influence the reader?
WRITING
Ongoing TEKS
4.Fig19A,B,C
4.18C
Readers use strategies to
support understanding of text.
- What strategies do readers use to
understand text?
TEKS
4.19A
Ongoing TEKS
4.15A
4.17A
Authors use techniques to
influence the attitudes or
actions of a specific audience.
- How do authors organize their
thoughts?
Readers create connections to
make text personally relevant
and useful.
- How can making connections help
with comprehension?
Readers use writing to
communicate deeper
understanding of texts.
- How does writing about reading
support understanding of text?
Vocabulary of Instruction
Editorial
Literature circle
Last Updated 11/26/2012
Position
page 20 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Daily Lesson #: 2
SHARED READING
INDEPENDENT READING
WRITING
Materials
Reader’s Notebook (1 per
student)
Highlighter (1 per student)
Grade-appropriate persuasive
editorial (class set)
Chart paper (if applicable)
Reader’s Notebook (1 per
student)
Grade-appropriate novel for
modeling from Daily Lesson 1
(1)
Chart paper (if applicable)
Writer’s Notebook (1 per
student)
Teacher Writer’s Notebook (1)
Chart paper (if applicable)
Handout: Literature Circle
Jobs (1 per student)
Handout: Persuasive Essay
Graphic Organizer (optional,
1 per student)
Attachments and Resources
Advance Preparation
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Prepare to display the Anchor
2. Write feedback to students about
Charts: Persuasive Language and
their Summarizer entry from Daily
Persuasive Text from Daily
Lesson 1 Independent Reading
Lesson 1 Shared Reading.
and prepare to return them to
students.
3. Prepare to distribute information
on the Discussion Leader job
during this lesson.
Background Information
Refer to Daily Lesson 1 Shared Reading
Teacher Notes
Refer to Daily Lesson 1 Shared Reading
1. Prepare to display visuals as
appropriate.
2. Prepare to display a graphic
organizer to model planning for a
persuasive essay. The Handout:
Persuasive Essay Graphic
Organizer is provided as an
option.
3. Prepare to model a position on an
issue with three reasons to
support the issue.
Refer to Daily Lesson 1 Writing
Refer to Daily Lesson 1 Independent
Reading
Last Updated 11/26/2012
page 21 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Instructional Routines
Daily Lesson # 2
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 25-30 min.
Content Objective: Students explain how
the author uses language to present
information to influence the reader.
Suggested Duration: 30-35 min.
Content Objective: Students ask literal,
interpretive, and evaluative questions for
discussion.
Suggested Duration: 30-35 min.
Content Objective: Students choose an
idea and generate a plan for a persuasive
essay using a graphic organizer.
Mini Lesson
1. Display the Anchor Chart:
Persuasive Language and review
the different types of language
authors use to persuade their
audience.
1. Return the Summarizer job pages
with teacher feedback.
1. Discuss the purposes for writing a
persuasive essay: to influence,
convince, express, promote a
particular point of view, and/or
justify a position.
2. Explain that they will read and
examine a text to determine how
the author uses language to
present information to influence
the reader.
3. Display and distribute the selected
editorial and highlighters.
4. Ask students to make inferences
based on the title, pictures, text
features, etc.
5. Read a portion of the text aloud
and Think Aloud about the
language the author is using and
how it influences the reader to
think one way or another.
6. Display the Anchor Chart:
Examining Persuasive Text.
2. Discuss any questions about the
role of Summarizer.
3. Explain that the job students will
practice is the role of Discussion
Leader. This person asks
questions to their group to lead a
discussion about the book.
4. Ask: What are the qualities of
an effective question? Discuss
how effective questions start
discussions. These types of
questions cannot be answered
with ‘yes’ or ‘no’.
2. Display the Anchor Chart: Issues
Important to Kids and reread the
issues that were brainstormed in
Daily Lesson 1 Writing. Think
Aloud and choose an issue on
which to model a position.
3. Think Aloud about the positions
that could be taken for and/or
against the issue, (e.g.,
lengthening recess: FOR-kids will
get more exercise, therefore will
be healthier; AGAINST- it will take
5. Read the next portion of the book,
away from class time, which could
pausing to Think Aloud as
affect learning)
appropriate.
6. Ask: What questions and
thoughts do you have about
this section of the book?
Discuss responses.
Last Updated 11/26/2012
4. Display a graphic organizer for
planning a persuasive essay
(optional, Handout: Persuasive
Essay Graphic Organizer) and
page 22 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
7. Ask: What adjectives did the
author use in this part to
persuade their audience?
Discuss responses, highlight the
words in the text, and record the
responses on the Anchor Chart:
Examining Persuasive Text.
7. Model how to write an effective
question on the Discussion
Leader page, using the Helpful
Hints as a guide.
8. Ask: What language techniques
did the author use in this part
to persuade their audience?
Discuss responses, highlight the
persuasive words in the text, and
record the responses on the
Anchor Chart: Examining
Persuasive Text.
demonstrate how to record the
position that will be modeled on
the selected issue.
5. Think Aloud about reasons to
support the chosen position. For
example, longer recess could help
students focus better during
lessons, help students work out
problems independently, build
physical fitness, etc.
6. Demonstrate how to record 2-3
reasons in the graphic organizer.
9. Explain that, based on the
language the author uses, the
reader can determine the
audience and persuasive purpose
of the text.
Learning Applications
1. With a partner, students continue
to read the persuasive editorial.
1. Distribute the Discussion Leader
page to each student.
1. Students reread the list of issues
brainstormed in Daily Lesson 1
Writing.
2. Students highlight the adjectives
and language techniques that
influence the reader.
2. Students write their own questions
for this section of the book.
2. Students choose an issue on
which to take a position.
3. In their Writer’s Notebook,
students record their position and
three reasons for their positions
on a graphic organizer (optional,
Last Updated 11/26/2012
page 23 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Handout: Persuasive Essay
Graphic Organizer).
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students share the adjectives and 1. Students share their questions
language techniques used in the
with the class.
editorial. Record on the Anchor
2. Collect Discussion Leader pages
Chart: Examining Persuasive Text.
for teacher feedback.
2. Record the audience and
persuasive purpose on the Anchor
Chart: Examining Persuasive Text.
Last Updated 11/26/2012
1. Students share their positions and
their three reasons with a partner.
page 24 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Understanding Persuasive Techniques
Lesson Preparation
Daily Lesson #: 3
WORD STUDY
TEKS
Ongoing
TEKS
4.2D
Key Understandings and
Guiding Questions
SHARED READING
TEKS
4.Fig19D
4.12A
An extensive
vocabulary enhances
oral and written
communication.
- How do writers use
idioms?
Ongoing
TEKS
4.1A
4.2E
4.Fig19A,C
4.8A
Authors use
techniques to influence
the attitudes or actions
of a specific audience.
- How do authors use
language to influence the
reader?
INDEPENDENT READING
TEKS
4.2B
4.Fig19D
Ongoing
TEKS
4.2E
4.Fig19A,C
4.8A
Readers use strategies
to support
understanding of text.
- What strategies do
readers use to understand
text?
Readers create
connections to make
text personally relevant
and useful.
- How can making
connections help with
comprehension?
WRITING
TEKS
4.19A
4.15A
4.17A
Authors use
techniques to influence
the attitudes or actions
of a specific audience.
- How do authors organize
their thoughts?
Authors choose
structure to organize
information to
construct meaning.
- How does organization of
information create
meaning?
Readers use writing to
communicate deeper
understanding of texts.
Last Updated 11/26/2012
Ongoing
TEKS
page 25 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
- How does writing about
reading support
understanding of text?
Vocabulary of Instruction
Idiom
Review
Literature circle
Word Study Notebook
(1 per student)
Publishing paper (1 per
student)
Reader’s Notebook (1
per student)
Highlighter (1 per
student)
Grade-appropriate
music, movie, or book
review for modeling (1)
Grade-appropriate
music, movie, or book
review (class set)
Chart paper (if
applicable)
Reader’s Notebook (1
per student)
Grade-appropriate
novel for modeling
from Daily Lesson 1 (1)
Chart paper (if
applicable)
Materials
Attachments and
Resources
Advance Preparation
Writer’s Notebook (1
per student)
Teacher Writer’s
Notebook (1)
Chart paper (if
applicable)
Handout: Literature
Circle Jobs (1 per
student)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Prepare a list of grade2. Prepare to display the
appropriate idioms with the
Anchor Charts:
Last Updated 11/26/2012
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Write feedback to
students about their
2. Prepare to model three
facts or examples for each
page 26 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Daily Lesson #: 3
WORD STUDY
figurative meaning of the
idioms. Select idioms
whose literal meaning can
be illustrated.
SHARED READING
Persuasive Language
from Daily Lesson 2
Shared Reading.
3. Prepare to distribute
copies of the gradeappropriate idioms. (1
copy per student)
INDEPENDENT READING
Discussion Leader entry
from Daily Lesson 2
Independent Reading and
prepare to return them to
students.
WRITING
of the modeled reasons
on the selected graphic
organizer from Daily
Lesson 2 Writing.
3. Prepare to explain the
Word Finder job during
this lesson.
4. Prepare to display an
idiom to use as a model.
Background Information
Idiom - an expression that has a
different meaning from the literal
meaning of its individual words
(e.g., have the upper hand or
under the weather). Idioms are
particular to a given language
and usually cannot be translated
literally.
Refer to Daily Lesson 1 Shared
Reading
Teacher Notes
Idioms were introduced in Unit
05A Daily Lesson 7 Word Study.
Students learned that idioms
cannot be understood from their
literal meaning. Idioms are
understood from their figurative
meaning.
Student will create a class book
that contrasts the idiom’s literal
meaning with their figurative
meaning.
Refer to Daily Lesson 1 Shared
Reading
Last Updated 11/26/2012
page 27 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Daily Lesson #: 3
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
If students are not able to finish
publishing their page for the class
book, they can complete their page
during Word Study Daily Lesson 4.
Last Updated 11/26/2012
page 28 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Daily Lesson #: 3
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Suggested Duration: 25-30 min.
Content Objective: Students make
inferences and use context clues
to determine the meanings of
words.
Instructional Routines
Daily Lesson # 3
Duration and Objective
Suggested Duration: 15-20 min.
Content Objective: Students
identify the meaning of common
idioms.
Suggested Duration: 20-25 min.
Content Objective: Students
explain how the author uses
language to present information to
influence the reader.
Mini Lesson
1. Ask: What is an idiom?
Discuss responses
reviewing the concepts of
literal meaning and
figurative meaning.
1. Display the Anchor Chart: 1. Return the discussion
Persuasive Language and
leader assignment from
review the different types
Daily Lesson 2
of language authors use
Independent Reading to
to persuade their
students with teacher
audience.
feedback.
2. Display and read an idiom.
Ask: What do you think
2. Display the selected
this means? Discuss
review for modeling.
responses.
3. Ask students to make
3. Discuss with students the
inferences based on the
image that is created by
title, pictures, text
the literal meaning of the
features, etc.
idiom.
4. Read the text aloud and
4. Model drawing the literal
Think Aloud about the
meaning of the idiom.
language the author is
Last Updated 11/26/2012
Suggested Duration: 20-25 min.
Content Objective: Students
generate facts or examples for
each reason that supports their
position.
1. Explain that an author
must present facts or
examples to support their
reasons for taking a
position. This strengthens
their position.
2. Discuss any questions
about the role of the
discussion leader.
2. Think Aloud about facts
and/or examples to
support the reasons for
the model position on an
3. Explain that the job
issue. For example, a
students will practice is the
longer recess would
role of Word Finder. This
improve students’ physical
person finds words in the
fitness because students
book about which the
would be more active than
group may discuss.
in a shorter recess, would
page 29 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
5. Discuss the figurative
meaning of the idiom.
using.
5. Display the Anchor Chart:
Examining Persuasive
Text.
4. Explain that these words
may be important to the
story and/or difficult to
understand.
6. Write a sentence using
the idiom and Think
5. Read the next portion of
Aloud about how to
6. Ask: What adjectives
the book, pausing to
provide the context for the
did the author use to
Think Aloud as
idiom’s figurative meaning.
persuade their
appropriate.
audience? Discuss
7. Distribute the list of idioms
responses and record the 6. Ask: What were some
with their figurative
responses on the Anchor
words that you would
meaning.
Chart: Examining
like to talk about?
Persuasive Text.
Discuss responses.
8. Explain that they will
create a class book of
7. Ask: What language
7. Model how to record
idioms that contrasts the
techniques did the
words by listing the word,
literal meaning with the
author use to persuade
page number and
figurative meaning of the
their audience? Discuss
meaning on the Word
idioms.
responses and record the
Finder page, using the
responses on the Anchor
Helpful Hints as a guide.
9. Assign an idiom to each
Chart:
Examining
student. Tell students they
Persuasive Text.
will illustrate the literal and
figurative meaning in their
Word Study Notebook.
be breathing in fresh air,
and would be exposed to
Vitamin D from the sun.
3. Model how to record the
facts and/or examples on
the selected graphic
organizer from Daily
Lesson 2 (optional:
Handout: Persuasive
Essay Graphic
Organizer).
10. Tell students that they will
then write will write a
sentence with the idiom
that provides context for
the idiom’s literal and
figurative meaning.
11. Explain that they will
publish their pages on a
Last Updated 11/26/2012
page 30 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
separate sheet of paper
for a class book.
Learning Applications
1. In their Writers’ Notebook, 1. Distribute the other
students sketch two
selected review and
illustrations that capture
highlighters.
the literal and figurative
2. With a partner, students
meaning of their idiom and
read the review.
then write a sentence for
each illustration.
3. Students highlight the
adjectives and language
2. Students publish their
techniques that influence
illustrations and sentences
the reader.
for a class book.
1. Distribute the Word Finder 1. Students brainstorm facts
page to each student.
and/or examples to
support the reasons for
2. Students list words, page
their position.
numbers, and meanings
for this section of the
2. Students record their facts
book.
and/or examples on their
graphic organizer from
Daily Lesson 2 Writing.
(Optional: Handout:
Persuasive Essay
Graphic Organizer)
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students compile their
pages for the class book
of idioms.
2. Students discuss how
writers use idioms.
1. Students share the
adjectives and language
techniques used in the
review. Record on the
Anchor Chart: Examining
Persuasive Text.
1. Students share their
words with the class.
2. Collect Word Finder
pages for teacher
feedback.
1. Students share their
completed graphic
organizers with a partner.
2. Record the audience and
persuasive purpose on
the Anchor Chart:
Examining Persuasive
Text
Last Updated 11/26/2012
page 31 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Understanding Persuasive Techniques
Lesson Preparation
Daily Lesson #: 4
SHARED READING
TEKS
4.Fig19D
4.12A
Key Understandings and Guiding
Questions
INDEPENDENT READING
Ongoing TEKS
4.1A
4.2E
4.Fig19A,C
4.8A
TEKS
4.Fig19D
Authors use techniques to
influence the attitudes or
actions of a specific audience.
- How do authors use language to
influence the reader?
WRITING
Ongoing TEKS
4.Fig19A,C
Readers use strategies to
support understanding of text.
- What strategies do readers use to
understand text?
Readers create connections to
make text personally relevant
and useful.
- How can making connections help
with comprehension?
TEKS
4.19A
Ongoing TEKS
4.15B
Authors use techniques to
influence the attitudes or
actions of a specific audience.
- How do authors organize their
thoughts?
Authors choose structure to
organize information to
construct meaning.
- How does organization of
information create meaning?
Readers use writing to
communicate deeper
understanding of texts.
- How does writing about reading
support understanding of text?
Vocabulary of Instruction
Advertisement
Literature circle
Last Updated 11/26/2012
page 32 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Materials
Reader’s Notebook (1 per
student)
Grade-appropriate
advertisement for modeling (1)
Grade-appropriate
advertisement (class set)
Chart paper (if applicable)
Reader’s Notebook (1 per
student)
Grade-appropriate novel for
modeling from Daily Lesson 1
(1)
Chart paper (if applicable)
Writer’s Notebook (1 per
student)
Teacher Writer’s Notebook (1)
Chart paper (if applicable)
Attachments and Resources
Handout: Literature Circle
Jobs (1 per student)
Advance Preparation
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Prepare to display the Anchor
Charts: Persuasive Language
from Daily Lesson 3 Shared
Reading.
2. Write feedback to students about
their Word Finder entry from Daily
Lesson 3 Independent Reading
and prepare to return them to
students.
1. Prepare to display visuals as
appropriate.
3. Prepare to distribute information
on the Artist job during this Daily
Lesson.
Background Information
Refer to Daily Lesson 1 Shared Reading
Teacher Notes
Refer to Daily Lesson 1 Shared Reading
Last Updated 11/26/2012
page 33 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Daily Lesson #: 4
SHARED READING
INDEPENDENT READING
WRITING
SHARED READING
INDEPENDENT READING
WRITING
Instructional Routines
Daily Lesson # 4
Duration and Objective
Suggested Duration: 20-25 min.
Content Objective: Students explain how
the author uses language to present
information to influence the reader.
Suggested Duration: 30-35 min.
Content Objective: Students make
inferences to draw a picture of a scene
from a read aloud.
Suggested Duration: 30-35 min.
Content Objective: Students develop their
persuasive essay draft that establishes a
position and uses supporting details.
Mini Lesson
1. Display the Anchor Chart:
Persuasive Language and review
the different types of language
authors use to persuade their
audience.
1. Return the word Finder
assignments with teacher
feedback to students.
1. Tell students there are different
ways to introduce a position: with
a quote, a question, or an
anecdotal story.
2. Discuss any questions about the
role of Word Finder.
2. Ask: What is an advertisement?
3. Explain that the job students will
Think, Turn, and, Talk to a
practice is the role of Artist. This
partner.
person uses context clues to
3. Ask: What is the purpose of an
create a picture of an important
advertisement? Think, Turn,
scene in the book that the group
and Talk to a partner. Discuss
may discuss.
response with the class.
4. Ask: How do you see pictures
4. Ask students to give examples of
in your head when you are
where advertisements are found.
reading? Discuss responses.
5. Display the selected
advertisement.
6. Ask students to make inferences
based on the title, pictures, text
features, etc.
7. Read the text aloud and Think
Aloud about the language the
5. Read the next portion of the book,
pausing to Think Aloud as
appropriate.
6. Ask: What are some important
mental pictures you saw?
Discuss responses.
7. Model how to describe a scene
Last Updated 11/26/2012
2. In the Teacher Writer’s Notebook,
model drafting an introduction to
the model persuasive essay using
one of the techniques.
3. Display the modeled graphic
organizer from Daily Lesson 3
Writing. Review the elements of a
paragraph including a topic
sentence, supporting details, and
a concluding sentence.
4. Explain that an author can use this
structure to explain their position
on an issue. The topic sentence
explains the reason, the
supporting details are the facts
and/or examples, and the
concluding sentence restates the
position.
page 34 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Aloud about the language the
7. Model how to describe a scene
Last Updated 11/26/2012
position.
page 35 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
author is using.
8. Display the Anchor Chart:
Examining Persuasive Text.
9. Ask: What adjectives did the
author use to persuade their
audience? Discuss responses
and record the responses on the
Anchor Chart: Examining
Persuasive Text.
through pictures, using the Helpful 5. Model drafting a paragraph, which
includes the first reason for the
Hints as a guide.
position on the school issue, and
the facts/details that support the
reason.
10. Ask: What language techniques
did the author use to persuade
their audience? Discuss
responses and record the
responses on the Anchor Chart:
Examining Persuasive Text.
Learning Applications
1. Distribute the other selected
advertisement and highlighters.
1. Distribute the Artist page to each
student.
2. With a partner, students read the
advertisement.
2. Students draw a picture of a
scene from this section of the
book.
3. Students highlight the adjectives
and language techniques that
influence the reader.
1. In their Writer’s Notebook,
students draft an introduction and
a first reason paragraph for their
persuasive essay.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students share the adjectives and 1. Students share their pictures with
language techniques used in the
the class.
advertisement. Record on the
2. Collect Artist pages for teacher
Anchor Chart: Examining
feedback.
Persuasive Text.
Last Updated 11/26/2012
1. Students share their introductions
and first paragraph with a partner
for feedback.
page 36 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
2. Record the audience and
persuasive purpose on the Anchor
Chart: Examining Persuasive Text.
3. Tell students that for the next
several days they will analyze a
variety of advertisements to
understand techniques used to
influence consumers.
Last Updated 11/26/2012
page 37 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Understanding Persuasive Techniques
Lesson Preparation
Daily Lesson #: 5
WORD STUDY
TEKS
Ongoing
TEKS
4.2A
Key Understandings and
Guiding Questions
An extensive
vocabulary enhances
oral and written
communication.
- How does studying words
help readers and writers?
SHARED READING
TEKS
4.Fig19D
4.12A
Ongoing
TEKS
4.Fig19A,C
4.18C
Authors use
techniques to influence
the attitudes or actions
of a specific audience.
- How do authors use
language to influence the
reader?
INDEPENDENT READING
TEKS
4.Fig19D,E
Ongoing
TEKS
4.Fig19A,F
4.18C
Readers use strategies
to support
understanding of text.
- What strategies do
readers use to understand
text?
Readers create
connections to make
text personally relevant
and useful.
- How can making
connections help with
comprehension?
WRITING
TEKS
4.19A
4.15B
Authors use
techniques to influence
the attitudes or actions
of a specific audience.
- How do authors organize
their thoughts?
Authors choose
structure to organize
information to
construct meaning.
- How does organization of
information create
meaning?
Readers use writing to
communicate deeper
understanding of texts.
- How does writing about
Last Updated 11/26/2012
Ongoing
TEKS
page 38 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Daily Lesson #: 5
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
reading support
understanding of text?
Vocabulary of Instruction
Root
Affix
Prefix
Suffix
Brochure
Literature circle
Word Study Notebook
(1 per student)
Chart paper (if
applicable)
Reader’s Notebook (1
per student)
Grade-appropriate
brochure for modeling
(1)
Grade-appropriate
brochure (class set)
Chart paper (if
applicable)
Reader’s Notebook (1
per student)
Grade-appropriate
novel for modeling
from Daily Lesson 1 (1)
Chart paper (if
applicable)
Materials
Attachments and
Resources
Advance Preparation
Handout: Root and
Affix Cards (1 per
group)
Writer’s Notebook (1
per student)
Teacher Writer’s
Notebook (1)
Chart paper (if
applicable)
Handout: Literature
Circle Jobs (1 per
student)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Print and cut one set of
root cards for each group.
2. Choose a brochure to
analyze as a model.
2. Write feedback to
students about their Artist
2. Draft of the second
paragraph of the
Last Updated 11/26/2012
page 39 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Daily Lesson #: 5
WORD STUDY
3. For an extra challenge,
include a few blank cards
for students to make their
own cards.
Background Information
Teacher Notes
SHARED READING
INDEPENDENT READING
WRITING
entry from Daily Lesson 4
persuasive essay in the
3. Prepare to display the
Independent Reading and
Teacher Writer’s
Anchor Charts:
prepare to return them to
Notebook prior to the
Persuasive Language and
the students.
lesson.
Persuasive Text from
Daily Lesson 1 Shared
3. Prepare to distribute
3. Prepare to present the
Reading.
information on the
draft of the second
Connector job during this
paragraph as a model of
Daily Lesson.
supporting a position and
use of persuasive
language techniques.
Refer to Daily Lesson 1 Shared
Reading
This Daily Lesson is a review of
using roots and affixes. If students
are struggling with another
vocabulary concept, another
lesson can be substituted.
Refer to Daily Lesson 1 Shared
Reading
Last Updated 11/26/2012
page 40 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Instructional Routines
Daily Lesson # 5
WORD STUDY
SHARED READING
INDEPENDENT READING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students
review roots derived from Latin,
Greek, or other linguistic roots and
affixes.
Suggested Duration: 25-30 min.
Content Objective: Students
explain how the author uses
language to present information to
influence the reader.
Suggested Duration: 25-30 min.
Content Objective: Students make
connections through text-to-text,
text-to-self, and text-to-world.
Mini Lesson
1. Explain that students will
review common prefixes,
suffixes, and roots they
have learned over the
year.
WRITING
Suggested Duration: 25 min.
Content Objective: Students draft
their persuasive essay that
establishes a position and uses
supporting details.
1. Display the Anchor Chart: 1. Distribute the Artist job
1. Explain this Daily Lesson,
Persuasive Language and
assignment with teacher
students will draft their
review the different types
feedback.
second and third reason
of language authors use
paragraphs and write a
2. Discuss any questions
to persuade their
conclusion.
about the role of Artist.
audience.
2. Inform students to draw a
2. Review how to take the
3. Explain that the job
root card and take turns
2. Display the selected
reason and facts and/or
students will practice is the
naming words that contain
brochure for modeling.
examples and form a
role of Connector. This
the root or affix until no
paragraph to support a
3. Ask students to make
person makes
one can think of anymore.
position.
inferences based on the
connections between the
title, pictures, text
book and other books,
3. Share the model second
features, etc.
themselves and the world.
paragraph of the
persuasive essay from the
4. Read the text aloud and
4. Ask: How do you make
Teacher Writer’s
Think Aloud about the
connections? Discuss
Notebook. Ask: What
language the author is
the difference between
persuasive language
using.
text-to-text, text-to-self and
was used in the
text-to-world.
paragraph? Discuss
5. Display the Anchor Chart:
responses.
Examining Persuasive
5. Read the next portion of
Text.
the book, pausing to
4. Model how to draft a
Think Aloud as
paragraph for the third
6. Ask: What adjectives
appropriate.
reason and write a
did the author use to
Last Updated 11/26/2012
page 41 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
persuade their
audience? Discuss
responses and record the
responses on the Anchor
Chart: Examining
Persuasive Text.
7. Ask: What language
techniques did the
author use to persuade
their audience? Discuss
responses and record the
responses on the Anchor
Chart: Examining
Persuasive Text.
Learning Applications
1. Each group receives a set 1. Distribute the other
of root and affix cards.
selected brochure and
highlighters.
2. One student from the
group chooses a card
2. With a partner, students
from the set and reads the
read the brochure.
root or affix and the
3. Students highlight the
meaning aloud.
adjectives and language
3. Students take turns
techniques that influence
naming words that are
the reader.
derived from that root or
affix until all ideas are
exhausted.
6. Ask: What are some
connections you made
while listening to the
story? Discuss
responses.
conclusion. Thinking
Aloud about the
persuasive language that
could be used.
7. Model how to write
connections, using the
Helpful Hints as a guide.
1. Distribute the Connector
page to each student.
2. Students record their own
connections from this
section of the book.
1. In their Writer’s Notebook,
students write a draft the
second and third reason
paragraphs with a
conclusion
4. If no group member can
help the student name a
word, then that student
chooses a new card and
Last Updated 11/26/2012
page 42 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
starts the turn over.
5. Students keep track of
how many words they can
name for each root or
affix.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students share their
largest list of words with
the class.
1. Students share the
adjectives and language
techniques used in the
brochure. Record on the
Anchor Chart: Examining
Persuasive Text.
1. Students share their
1. Students share a
connections with the class.
language technique they
used to persuade their
2. Collect Connector pages
readers.
for teacher feedback.
2. Record the audience and
persuasive purpose on
the Anchor Chart:
Examining Persuasive
Text.
Last Updated 11/26/2012
page 43 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Understanding Persuasive Techniques
Lesson Preparation
Daily Lesson #: 6
SHARED READING
TEKS
4.12A
4.14A,B
Key Understandings and
Guiding Questions
INDEPENDENT READING
Ongoing TEKS
4.Fig19A,C
4.18C
4.27A,B
4.28A
4.29A
TEKS
4.2B
4.Fig19D,E
Authors use techniques to influence the
attitudes or actions of a specific
audience.
- How do authors use language to influence the
reader?
Media techniques in advertisements can
positively or negatively impact customer
behavior.
- How do advertisement techniques impact
customers?
WRITING
Ongoing TEKS
4.1A
4.Fig19A,B,C,F
4.9A
4.18C
Readers use strategies to
support understanding of
text.
- What strategies do readers use
to understand text?
Readers create
connections to make text
personally relevant and
useful.
- How can making connections
help with comprehension?
Readers use writing to
communicate deeper
understanding of texts.
TEKS
4.15C
4.19A
Ongoing TEKS
4.20Ai-viii,B,C
Authors use techniques to
influence the attitudes or
actions of a specific
audience.
- How do authors organize their
thoughts?
Authors choose structure to
organize information to
construct meaning.
- How does organization of
information create meaning?
Authors use conventions of
written language to
communicate clearly and
effectively.
- How does writing about reading
Last Updated 11/26/2012
page 44 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Daily Lesson #: 6
SHARED READING
INDEPENDENT READING
support understanding of text?
WRITING
- How do authors use
conventions to create meaning?
Vocabulary of Instruction
Advertisement technique
Literature circle
Revision
Reader’s Notebook (1 per student)
Grade-appropriate newspaper or
magazine (class set)
Chart paper (if applicable)
Reader’s Notebook (1 per
student)
Grade-appropriate novel for
modeling from Daily Lesson
1 (1)
Chart paper (if applicable)
Writer’s Notebook (1 per
student)
Teacher Writer’s Notebook
(1)
Chart paper (if applicable)
Materials
Attachments and Resources
Handout: Literature Circle
Jobs (1 per student)
Advance Preparation
1. Prepare to display visuals as appropriate.
2. Choose a grade-appropriate newspaper or
magazine. Select one advertisement in the
newspaper or magazine to analyze as a
model.
3. Create Anchor Chart: Advertisement
Techniques.
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Write feedback to students
about their Connector entry
from Daily Lesson 5
Independent Reading and
return them to students.
Last Updated 11/26/2012
page 45 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Daily Lesson #: 6
SHARED READING
INDEPENDENT READING
WRITING
3. Prepare to divide students into
groups of five and assign each
student in each group one of
the five literature circle roles.
4. Duplicate the Handout:
Literature Circle Jobs for
each group.
Background Information
Students will study a variety of print advertisements
over the next few days. Through discussion, help
students to recognize the various techniques used to
influence the customer.
Various design techniques used in media to influence
includes but is not limited to language (testimonials,
facts, statistics, humor, words that play with emotions,
etc), images (using celebrities, using groups, etc.),
graphics (charts, etc.), sound (background music,
volume, sound effects), movement (feet moving
quickly, hair blowing in the wind, pacing), visuals
(pictures, graphs, graphics, color, shape, close up).
Teacher Notes
In this Daily Lesson, students will apply what they have
learned about the purpose of advertisements and the
Last Updated 11/26/2012
page 46 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Daily Lesson #: 6
SHARED READING
INDEPENDENT READING
WRITING
design techniques authors use the influence readers.
Teachers will need to observe students as they
analyze the advertisements and support through
questioning as students work.
Last Updated 11/26/2012
page 47 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Instructional Routines
Daily Lesson # 6
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 25-30 min.
Content Objective: Students explain how
various design techniques positively and/or
negatively impact a consumer.
Suggested Duration: 30-35 min.
Content Objective: Students write
responses to text and provide evidence
from the text to demonstrate understanding.
Suggested Duration: 25-30 min.
Content Objective: Students revise drafts for
coherence, organization, use of simple and
compound sentences, and language for a
certain audience.
Mini Lesson
1. Tell students that in the next
several lessons they will continue
to explore how authors use
persuasive techniques in
advertisements.
1. Return the Connector job
assignments to students with
teacher feedback.
1. Review the purposes of revising a
draft: coherence, organization,
use of simple and compound
sentences, and language to
persuade a target audience.
2. Display the Anchor Chart:
Advertisement Techniques.
Discuss the different techniques
and provide examples.
3. Display the selected
advertisement for modeling.
4. Read the advertisement aloud.
Think Aloud about the
advertising techniques in the
advertisement.
2. Discuss any questions about the
role of Connector.
3. Explain that each student will be
assigned one of the five jobs they
have practiced to conduct a
literature circle meeting.
4. Assign a job to each student.
Distribute the job pages
accordingly.
2. Reread the modeled persuasive
essay in the Teacher Writer’s
Notebook.
3. Think Aloud about revising and
make any necessary changes.
Ask for student input.
5. Read the last section of the book
aloud, pausing to Think Aloud as
appropriate.
5. Explain that students will choose
their own advertisement from the
newspaper or magazine and
record their advertisement
techniques.
Learning Applications
1. Students create the same chart as 1. Students write the entry for their
Last Updated 11/26/2012
1. Students reread their persuasive
page 48 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
the Anchor Chart: Advertisement
Techniques in their Reader’s
Notebooks.
assigned job on their job page.
essays in their Writer’s Notebook
to a partner.
2. Students make revisions to
improve coherence, organization,
the use of simple and compound
sentences, and language to
persuade a target audience.
2. Students look through the
newspaper or magazine and
choose an advertisement.
3. Students record the techniques
used in the advertisement on the
chart in their Reader’s Notebook.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students share one technique
they recorded on their chart.
1. Answer any questions about
literature circle jobs.
2. Discuss how the techniques could
influence a consumer.
2. Explain that in Daily Lesson 7
Independent Reading they will
meet with their group to discuss
their entries.
Last Updated 11/26/2012
1. Students share their revisions with
the same partner.
page 49 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Understanding Persuasive Techniques
Lesson Preparation
Daily Lesson #: 7
WORD STUDY
TEKS
4.15D
Ongoing
TEKS
4.20Ai-viii,B,C
4.22Ai-v,B,C,D
SHARED READING
TEKS
4.12A
4.14A,B
Ongoing
TEKS
4.Fig19A,C,F
4.18C
INDEPENDENT READING
TEKS
4.2B
4.Fig19D,E,F
Ongoing
TEKS
4.1A
4.2E
4.Fig19A,B,C
WRITING
TEKS
4.15D
4.19A
Ongoing
TEKS
4.21Bi-iii,Ci-ii
4.8A
4.18C
4.27A,B
4.28A
4.29A
Key Understandings and
Guiding Questions
An extensive
vocabulary enhances
oral and written
communication.
- How does studying words
help us as readers and
writers?
Authors use
techniques to influence
the attitudes or actions
of a specific audience.
- How do authors use
language to influence the
reader?
Media techniques in
advertisements can
positively or negatively
impact customer
behavior.
- How do advertisement
Last Updated 11/26/2012
Readers use strategies
to support
understanding of text.
- What strategies do
readers use to understand
text?
Readers create
connections to make
text personally relevant
and useful.
- How can making
connections help with
comprehension?
Authors use
techniques to influence
the attitudes or actions
of a specific audience.
- How do authors organize
their thoughts?
Authors choose
structure to organize
information to
construct meaning.
- How does organization of
information create
meaning?
page 50 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Daily Lesson #: 7
WORD STUDY
SHARED READING
techniques impact
customers?
INDEPENDENT READING
Readers use writing to
communicate deeper
understanding of texts.
- How does writing about
reading support
understanding of text?
WRITING
Authors use
conventions of written
language to
communicate clearly
and effectively.
- How do authors use
conventions to create
meaning?
Vocabulary of Instruction
Editing
Advertisement
technique
Literature circle
Editing
Writer’s Notebook (1
per student)
Teacher Writer’s
Notebook (1)
Word Study Notebook
(1 per student)
Dictionary (class set)
Colored pen or pencil
(1 per student)
Chart paper (if
applicable)
Reader’s Notebook (1
per student)
Collection of gradeappropriate product
labels/packages (1 per
student)
Chart paper (if
applicable)
Reader’s Notebook (1
per student)
Grade-appropriate
novel for modeling
from Daily Lesson 1 (1)
Chart paper (if
applicable)
Writer’s Notebook (1
per student)
Teacher Writer’s
Notebook (1)
Colored pen or pencil
(1 per student)
Chart paper (if
applicable)
Materials
Attachments and
Resources
Handout: Literature
Circle Goal Sheet (1)
Last Updated 11/26/2012
page 51 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Daily Lesson #: 7
Advance Preparation
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Prepare to display
2. Choose a product
Teacher-Created Handout:
label/package to analyze
Editing Checklist from Unit
as a model.
05B, Lesson 01, Daily
3. Prepare to display Anchor
Lesson 9 Word
Chart: Advertisement
Study/Writing. Add spelling
Techniques from Daily
and grammar conventions
Lesson 6 Shared
as needed. Refer to
Reading.
Writing Advance
Preparation.
4. Prepare a list of
advertisement techniques
the product label/package
used (see an example of
techniques in Background
Information from Daily
Lesson 6 Shared
Reading).
Background Information
This Daily Lesson partially
assesses Performance Indicator:
“Record multiple entries in a Word
Study Notebook demonstrating
word knowledge. Use the
notebook to support writing.”
Teacher Notes
Students apply what they have
learned about spelling rules and
patterns and grammar to edit their
persuasive essay during Word
2. Prepare to work with a few 2. Prepare a Teacher–
students to help model a
Created Handout: Editing
literature circle discussion.
Checklist for capitalization
and punctuation. If
3. Prepare to model how to
necessary, add needed
set goals and record what
rules for capitalization and
was accomplished on the
punctuation.
Handout: Literature
Circle Goal Sheet.
3. Duplicate the checklist for
each student.
This Daily Lesson focuses on
editing for capitalization and
punctuation. Grammar and
spelling will be the focus during
Last Updated 11/26/2012
page 52 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Daily Lesson #: 7
WORD STUDY
SHARED READING
Study.
Be sure the Teacher-Created
Editing Checklist is up-to-date with
the all the grammar and spelling
rules learned up to this point in the
year.
INDEPENDENT READING
WRITING
Word Study in Daily Lesson 7.
Be sure the checklist is up to date
with the all the capitalization and
punctuation rules learned up to
this point in the year.
Last Updated 11/26/2012
page 53 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Instructional Routines
Daily Lesson # 7
WORD STUDY
SHARED READING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students edit
their persuasive essays for
spelling and grammar.
Mini Lesson
1. Tell students they will
1. Display Anchor Chart:
apply what they have
Advertisement
learned about spelling and
Techniques.
grammar to edit their
2. Discuss techniques used
persuasive essays.
in advertisement to
2. Display the Teacherinfluence the consumer.
Created Handout: Editing
3. Ask: How are product
Checklist.
labels/packages a type
3. Review the rules for
of advertisement?
grammar and spelling.
Discuss responses.
4. Using the persuasive
essay in the Teacher
Writer’s Notebook, model
editing for grammar and
spelling. Make changes
using a colored pen or
pencil. Use available
resources to help with
correcting spelling.
Suggested Duration: 20-25 min.
Content Objective: Students
explain how various design
techniques positively and/or
negatively impact a consumer.
4. Display the selected
product label.
5. Discuss the various
techniques (language,
graphics, images, etc.).
6. Record an example of
each type on the Anchor
Chart: Advertisement
Techniques.
7. Explain that students will
Last Updated 11/26/2012
INDEPENDENT READING
WRITING
Suggested Duration: 25-30 min.
Content Objective: Students
discuss text with a group and
provide evidence from the text to
demonstrate understanding.
Suggested Duration: 25 min.
Content Objective: Students edit
their persuasive essays for
capitalization and punctuation.
1. Discuss possible
guidelines of meeting with
a group about literature
and make a criteria chart.
1. Display the TeacherCreated Handout: Editing
Checklist.
Suggestions:
Take turns speaking.
Listen respectfully.
Bring all necessary
materials.
Take responsibility for
your assigned job.
2. Explain that students will
watch a literature circle
discussion being modeled
before breaking into their
groups.
2. Review the rules for
capitalization and
punctuation.
3. Using the persuasive
essay in the Teacher
Writer’s Notebook, model
editing for capitalization
and punctuation. Make
changes using a colored
pen or pencil.
3. Model a literature circle
discussion
4. Ask students if they have
any questions about
page 54 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
study their own product
labels/packages and
record examples in their
Reader’s Notebook.
Learning Applications
1. Distribute the TeacherCreated Handout: Editing
Checklist.
2. Using a colored pen or
pencil, students edit their
persuasive essay in their
Writer’s Notebook for
grammar and spelling.
Students use available
resources to help with
correcting spelling.
1. Students choose a
product label or package.
2. Students record the
techniques used on their
product label/package on
the chart they created in
their Reader’s Notebooks
in Daily Lesson 6 Shared
Reading.
literature circle
discussions.
1. Students break into their
1. Distribute the Teachergroups to share their
Created Handout: Editing
literature circle jobs and
Checklist.
their reaction to the end of
2. Using a colored pen or
the story.
pencil, students edit the
persuasive essay in their
Writer’s Notebook for
capitalization and
punctuation.
3. Students make
connections to other types
of advertisements.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students share their
editing with a partner.
1. Students share one
technique they recorded
on their chart.
2. Collect Writer’s Notebooks
to provide teacher
2. Discuss techniques
feedback.
unique to product labels.
3. Collect Word Study
Notebooks to assess
students’ entries.
3. Discuss connections
between the
advertisements students
have studied.
Last Updated 11/26/2012
1. Model how to complete the 1. Students share their
Handout: Literature
editing with a partner.
Circle Goal Sheet.
2. Collect Writer’s Notebooks
Record what was
to provide teacher
accomplished and what
feedback.
will be the goal for next
time.
page 55 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Understanding Persuasive Techniques
Lesson Preparation
Daily Lesson #: 8
SHARED READING
TEKS
4.12A
4.14A,B
Key Understandings and Guiding
Questions
INDEPENDENT READING
Ongoing TEKS
4.Fig19A,F
4.18C
TEKS
4.2B
4.Fig19D,E
Authors use techniques to
influence the attitudes or
actions of a specific audience.
- How do authors use language to
influence the reader
Media techniques in
advertisements can positively
or negatively impact customer
behavior.
- How do advertisement techniques
impact customers?
Ongoing TEKS
4.1A
4.2E
4.Fig19A,B,C,F
4.8A
4.18C
4.27A,B
4.28A
4.29A
Readers use strategies to
support understanding of text.
- What strategies do readers use to
understand text?
Readers create connections to
make text personally relevant
and useful.
- How can making connections help
with comprehension?
Readers use writing to
communicate deeper
understanding of texts.
Last Updated 11/26/2012
WRITING
TEKS
4.19A
Ongoing TEKS
4.15E
4.21A
Authors use techniques to
influence the attitudes or
actions of a specific audience.
- How do authors organize their
thoughts?
Authors choose structure to
organize information to
construct meaning.
- How does organization of
information create meaning?
Authors use conventions of
written language to
page 56 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Daily Lesson #: 8
SHARED READING
INDEPENDENT READING
- How does writing about reading
support understanding of text?
WRITING
communicate clearly and
effectively.
- How do authors use
conventions to create
meaning?
Vocabulary of Instruction
Advertisement technique
Literature circle
Reader’s Notebook (1 per
student)
Collection of grade-appropriate
flyers/direct mail
advertisements
Chart paper (if applicable)
Reader’s Notebook (1 per
student)
Variety of grade-appropriate
novel sets (1 set per small
group)
Chart paper (if applicable)
Materials
Writer’s Notebook (1 per
student)
Teacher Writer’s Notebook (1)
Publishing paper (1-3 sheets
per student)
Chart paper (if applicable)
Attachments and Resources
Handout: Literature Circle
Goal Sheet (1 per student)
Handout: Literature Circle
Jobs (1 per student)
Advance Preparation
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Prepare to display Anchor Chart:
Advertisement Techniques.
2. Prepare a collection of chapter
books/novels for students to read
2. Teacher­edit students’ persuasive
essays.
Last Updated 11/26/2012
page 57 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Daily Lesson #: 8
SHARED READING
INDEPENDENT READING
3. Choose a flyer/direct mail
advertisement with a purpose and
the use of advertisement
techniques to model analyzing.
WRITING
in groups. Make sure there are at
least five copies of each title.
3. Decide how students will divide
into literature circle groups, such
as by readiness or interest.
4. Prepare a list of advertisement
techniques the flyer/direct mail
4. Duplicate the Handout: Literature
advertisement used (see an
Circle Jobs and Handout:
example of techniques in
Literature Circle Goal Sheet for
Background Information from Daily
each student.
Lesson 6 Shared Reading).
Background Information
This Instructional Routine partially
assesses Performance Indicator: “Write
multiple entries including thoughts,
connections, and/or strategies that deepen
understanding of literary and informational
texts and media. Provide evidence from the
text to support ideas.”
Teacher Notes
For the rest of Unit 06 students will work in
literature circles independently. Be sure to
monitor students as they are working to
make sure they are getting the most out of
literature circles.
Last Updated 11/26/2012
This Instructional Routine assesses
Performance Indicator: “Take a position on
an important issue (e.g., using cell phones
in school, standardized testing). Write a
persuasive essay for a specific audience
(e.g. the principal, a teacher, or parent) that
states your position and includes supporting
details. In a small group, read your essay
and discuss your position.”
page 58 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Instructional Routines
Daily Lesson # 8
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 20-25 min.
Content Objective: Students explain how
various design techniques positively and/or
negatively impact a consumer.
Suggested Duration: 30-35 min.
Content Objective: Students organize their
literature circle groups and decide on a
goal for their first meeting.
Mini Lesson
1. Display Anchor Chart:
Advertisement Techniques.
1. Explain that they will work
1. Reread the persuasive essay from
independently to read a book,
the Teacher Writer’s Notebook
complete a job and meet with their
and make any last minute
group for a discussion.
revisions.
2. Briefly review examples of
advertisements techniques.
3. Ask: What is the purpose of a
flyer/direct mail
advertisement? Discuss
responses.
4. Display the selected flyer/direct
mail advertisement for modeling.
5. Discuss the various techniques
(language, graphics, images,
etc.).
6. Record an example of each type
on the Anchor Chart:
Advertisement Techniques.
Suggested Duration: 30-35 min.
Content Objective: Students publish and
share their persuasive essay.
2. Explain that students will meet
2. Model publishing a portion of the
their literature group and be
persuasive essay in the Teacher
introduced to the book they will be
Writer’s Notebook.
reading.
3. Explain that students will need to
decide how much of the book they
can read in two days and
complete the book in four
meetings (every 3rd lesson).
4. Explain some strategies for
choosing jobs. Each student will
have a different job for each
meeting.
7. Explain that students will study
their own flyer/direct mail
advertisement and record
examples in their Reader’s
Notebook.
Last Updated 11/26/2012
page 59 of 69 Grade 4
English Language Arts and Reading
Unit: 06
Lesson: 01
Suggested Duration: Days 1-8
Learning Applications
1. Students choose a flyer/direct mail 1. Assign groups and books to
advertisement to study.
students.
2. Students record the techniques
used on their flyer/direct mail
advertisement in their Reader’s
Notebook.
3. Distribute a sticky note to each
student. Students record one
technique to share with the class.
4. Students make connections to
other types of advertisements.
2. Students receive their Handout:
Lit Circle Jobs and Handout:
Literature Circle Goal Sheet.
1. Students publish their persuasive
essays using appropriate
handwriting.
3. Students meet with their group
and decide how many chapters
they will read in two days and
which jobs they will each do for the
first meeting.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students share their sticky notes
1. Students write their goals for the
and place them on the Anchor
first meeting on their Handout:
Chart: Advertisement Techniques.
Literature Circle Goal Sheet.
1. Students share their persuasive
essays with the class or a small
group.
2. Collect Reader’s Notebooks
and/or Handouts: Literature
Circle Jobs and Literature
Circle Goal Sheet to check
students’ understandings of their
role(s) in a Literature Circle.
2. Students give feedback to the
speaker on their position after
hearing the essay and examples
of the author’s language that
influenced their opinions.
2. Discuss techniques unique to
flyer/direct mail advertisements.
3. Discuss connections between the
advertisements students have
studied.
Bold black definitions: Standards for Ensuring Success from Kindergarten to College and Career, 2009 University of Texas System/Texas
Education Agency
Last Updated 11/26/2012
page 60 of 69 Fourth Grade
English Language Arts and Reading
Unit: 06 Lesson: 01
Discussion Leader – Your job is to write down some good questions that you think your group would
want to discuss.
Helpful Hints:



Ask questions that promote discussion, not just “yes” or “no” answers.
Ask questions that have more than one answer.
A good question usually begins with: Why... How… If…
©2012, TESCCC
11/26/12
page 1 of 5
Fourth Grade
English Language Arts and Reading
Unit: 06 Lesson: 01
Word Finder – Your job is to find special words in the reading that are new, funny, different,
interesting, strange, important, difficult to say, .
Helpful Hints




Discuss your words with your group.
How does the word fit in the story?
Does anyone know what this word means?
Do we need to look it up in the dictionary?
©2012, TESCCC
11/26/12
page 2 of 5
Fourth Grade
English Language Arts and Reading
Unit: 06 Lesson: 01
Summarizer – Write a brief summary of the reading. Create a summary that discusses the main
points of the reading.
Helpful Hints



What are the most important events that happened?
What are the key points of what you read?
If you were writing the headline for a newspaper, what would best tell what happened?
©2012, TESCCC
11/26/12
page 3 of 5
Fourth Grade
English Language Arts and Reading
Unit: 06 Lesson: 01
Connector – Your job is to find connections between the book and the world outside. Use text-totext, text-to-world and text-to-self connections.
Helpful Hints







Your own life
Happenings at school or in the neighborhood
Similar events at other times and places
Other people or problems
Other books or stories you have read
Other writings on the same topic
Other writings by the same author
©2012, TESCCC
11/26/12
page 4 of 5
Fourth Grade
English Language Arts and Reading
Unit: 06 Lesson: 01
Artist – Your job is to draw anything about the story that you liked. Ask your group to guess what part
of the reading you have drawn, then you can tell about it.
Helpful Hints





A Character
A Problem
An exciting part
A surprise
A prediction of what you think might happen next in the story
©2012, TESCCC
11/26/12
page 5 of 5
Fourth Grade
English Language Arts and Reading
Unit: 06 Lesson: 01
Literature Circle Goal Sheet
Date
©2012, TESCCC
Today our group will…
Today our group achieved…
11/26/12
page 1 of 1
Fourth Grade
English Language Arts and Reading
Unit: 06 Lesson: 01
Persuasive Essay Graphic Organizer
Position:
Reason #1:
• Fact or Example:
• Fact or Example:
• Fact or Example:
Reason #2:
• Fact or Example:
• Fact or Example:
• Fact or Example:
Reason #3:
• Fact or Example:
• Fact or Example:
• Fact or Example:
©2012, TESCCC
11/26/12
page 1 of 1
Fourth Grade
English Language Arts and Reading
Unit: 06 Lesson: 01
Root and Affix Cards
“non-”
“uni-”
“mis-”
“pre-”
not
one
bad or wrong
before
example:
nonsense
example:
unicycle
example:
misbehave
example:
prepare
“-ful”
“-er”
“-ment”
“-ology”
full of
one who, that
which
act, process
study of
example:
enjoyment
example:
biology
example:
helpful
example:
baker
“bio”
“vis”
“graph”
“terr”
life
see
write
land
example:
biography
example:
invisible
example:
calligraphy
example:
terrain
“auto”
“poly”
“micro”
“dic” or “dict”
self
many
small
say or declare
example:
automobile
example:
polygon
example:
microscope
example:
dictionary
©2012, TESCCC
11/26/12
page 1 of 1
Fourth Grade
English Language Arts and Reading
Unit: 06 Lesson: 01
Examining Persuasive Text
Persuasive Text
Example
Text Form
Adjectives used to
persuade
Examples of Language
Techniques
Intended
Audience
Author’s
Purpose
Persuasive Essay
Editorial
Review
Advertisement
Brochure
©2012, TESCCC
11/26/12
page 1 of 1