Plan de motivación institucional para TESQUIMSA C.A

TEXT FORM: Response to Literature TIME RANGE FOR LESSON: 7-10 days

Winnisquam Regional School District

Writing Process Indicators Addressed in the lesson

1. Generate writing ideas through discussions with others and from printed material.

X

2. State and develop a main idea for writing. X

3. Determine purpose and audience for writing. X

4. Use organizational strategies (e.g., brainstorming, lists, webs and Venn diagrams) to plan writing.

X

5. Organize writing, beginning with an introduction, body and a resolution of plot, followed by a closing statement or summary of important ideas and details.

X

6. Vary simple, compound and complex sentence structures. X

7. Create paragraphs with topic sentences and supporting sentences that are marked by indentation and are linked by transitional words and phrases.

X

8. Vary language and style appropriate to audience and purpose. X 9. Use available technology to compose text.

10. Reread and assess writing for clarity, using a variety of methods (e.g., writer’s circle or author’s chair).

X

11. Add descriptive words and details and delete extraneous information.

12. Rearrange words, sentences and paragraphs to clarify meaning. 13. Use resources and reference materials, including dictionaries, to select more effective vocabulary.

X

14. Proofread writing and edit to improve conventions (e.g., grammar, spelling, punctuation, and capitalization) and identify and correct fragments and run-ons.

X

15. Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing.

X

16. Prepare for publication (e.g., for display or for sharing with others) writing that follows a format appropriate to the purpose,

using techniques such as electronic resources and graphics to enhance the final product.

Writing Applications Indicators

1. Write narratives that sequence events, including descriptive details and vivid language to develop plot, characters, and setting and to establish a point of view.

2. Write responses to novels, stories and poems that include a simple interpretation of a literary work and support judgments with specific references to the original text and to prior knowledge.

X

3. Write formal and informal letters (e.g., thank you notes, letters of request) that follow letter format (e.g., date, proper salutation, body, closing and signature), include important information and demonstrate a sense of closure.

4. Write informational reports that include facts and examples and present important details in a logical order.

5. Produce informational writings (e.g., messages, journals, notes and poems) for various purposes.

Writing Conventions Indicators

1. Write legibly in cursive, spacing letters, words and sentences appropriately.

X

2. Spell high-frequency words correctly. X

3. Spell plurals and inflectional endings correctly. 4. Spell roots, suffixes and prefixes correctly.

5. Use commas, end marks, apostrophes and quotation marks correctly.

X

6. Use correct capitalization. X

7. Use various parts of speech such as nouns, pronouns and verbs (e.g., regular and irregular, past, present and future).

X

8. Use conjunctions and interjections. X

9. Use adverbs. X

10. Use prepositions and prepositional phrases. X

11. Use objective and nominative case pronouns. X

12. Use subjects and verbs that are in agreement. X

13. Use irregular plural nouns. X

Research Indicators

1. Identify a topic and questions for research and develop a plan for gathering information.

2. Locate sources and collect relevant information from multiple sources (e.g., school library catalogs, online databases, electric resources and internet-based resources).

3. Identify important information found in the sources and summarize important findings.

4. Create categories to sort and organize relevant information charts, tables or graphic organizers.

5. Discuss the meaning of plagiarism and create a list of sources. 6. Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information gathered.

Grade Level

4

Winnisquam Regional School District Text Form

Response to Literature

Time Range For Lesson

7-10 Days

Grade 4 Text types and Purposes Strand Addressed

in the lesson

1. Write opinions in which the student:

a. Introduce the opinion about a concrete issue or topic and create an organizing structure where related ideas are grouped to support the writer’s purpose.

b. Provide reasons that are supported by facts and details.

c. Provide reasons and details together using words and phrases (e.g. so, then, for instance, in addition)

d. Adopt an appropriate style for sharing and defending an opinion. e. Provide a concluding statement or section.

2. Write informative/explanatory pieces in which the student:

a. State the topic clearly and group related information in paragraphs and sections.

b. Develop the topic using facts, concrete details, quotations or other information and examples.

c. Uses appropriate links to join ideas within categories of information. d. Employ domain-specific vocabulary when appropriate.

e. Provide a conclusion related to the information or explanation offered. 3. Write narratives in which the student:

and/or characters, and organize an event sequence that unfolds naturally. b. Uses narrative techniques such as dialogue and description to develop events and show characters’ external behaviors and internal responses to events.

X c. Uses a variety of temporal words and phrases to manage the sequence

of events. X

d. Uses concrete and sensory words, and phrases to manage the sequence

of events. X

e. Provides a satisfying conclusion that follows form the narratives events.

4. Produces coherent and clear writing in which organization, development,

substance, and style are appropriate to task, purpose, and audience. X 5. With guidance and support from peers and adults, strengthen writing as

needed by planning, revising, and editing. X

6. With guidance and support from adults, use technology to produce, publish, and interact with others about writing.

Grade 4 Research to Build Knowledge Strand

7. Perform short, focused research tasks that build knowledge through investigation of different aspects of a single topic.

8. Gather information from experience as well as print and digital resources, take notes on sources, categorize evidence, restate information in written text, and provide basic bibliographic information.

9. Write a response to literacy or informational sources, drawing evidence from text to support analysis and reflection as well as to describe what they learned:

a. Apply grade 4 reading standards (e.g. “Explain how an author uses

evidence to support his or her claims in text”) X

b. Apply grade 4 reading standards (e.g. “Explain how an author uses

evidence to support his or her claims in text”) X

c. Apply grade 4 reading standards to literature (e.g., “Describe in detail a character, event, or setting, drawing on specific details in the text, e.g., “from a characters thoughts, words, deeds, and

interactions with others”).

X

Grade 4 Range of Writing Strand

10. Writes 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 tasks, purposes, and audiences

GRADE LEVEL 4 WRSD LANGUAGE ARTS