literary essay 4th grade

Lucy Calkins Writing for 4th Grade | Unit 4: The Literary Essay

Curriculums

Microsoft PowerPoint

About This Product

This is Lucy Calkins Writing for 4th Grade.

This download is for Unit 4: The Literary Essay.

You will have everything you need to take students through all 20 sessions included in Unit 4.

Included for each session:

- Connection

- Teaching point

- Active engagement

- Mid-workshop

What's Included

352-slide PowerPoint

Resource Tags

Check out these other great products

EL Education Curriculum

You are here.

• ELA G4:M1:U2:L13

Writing a Literary Essay: Conclusion

In this lesson, daily learning targets, ongoing assessment.

• Technology and Multimedia

Supporting English Language Learners

Universal design for learning, closing & assessments, you are here:.

• ELA Grade 4
• ELA G4:M1:U2

Like what you see?

Order printed materials, teacher guides and more.

How to order

Help us improve!

Tell us how the curriculum is working in your classroom and send us corrections or suggestions for improving it.

Leave feedback

These are the CCS Standards addressed in this lesson:

• W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
• W.4.2a: Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
• W.4.2e: Provide a concluding statement or section related to the information or explanation presented.
• W.4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
• I can plan and write the conclusion paragraph for my essay. ( W.4.2e, W.4.5 )
• I can revise my essay so related information is grouped into paragraphs, and each paragraph explains a main idea. ( W.4.2a )
• Conclusion of literary essay ( W.4.2e, W.4.5 )
• Revision notes ( W.4.2a )
• Strategically pair students for work during Opening A, with at least one strong reader per pair.
• Prepare the Organizing the Model: Conclusion Paragraph strips (see supporting materials).
• Review the Thumb-O-Meter protocol. See Classroom Protocols.
• Post: Learning targets, Literary Essay anchor chart, and Working to Become Effective Learners anchor chart.

Tech and Multimedia

• Work Time A: Students write their conclusion paragraph on a word-processing document--for example, a Google Doc.

Supports guided in part by CA ELD Standards 4.I.C.1o and 4.II.A.1

Important points in the lesson itself

• The basic design of this lesson supports ELLs with opportunities to work closely with essay structure, building on their understanding one paragraph at a time. In this lesson, students focus on the concluding paragraph of their literary essay. They also revise their writing for organization using colors and kinesthetic activities.
• ELLs may find it challenging to keep pace with the class as they work to revise each paragraph to underline each sentence based on its relevance to the introduction. While circulating and supporting students, consider working individually with students who need heavier support. Reread each sentence with them and support them as they determine which color to use as they underline.

Levels of support

For lighter support:

• Challenge students to use the sentence frame introduced at the end of the Mini Language Dive as they write their conclusions: "[Poet] was inspired to write poetry about ______, and his or her work has also _______."Invite intermediate and advanced proficiency students to generate alternative sentence frames they could use in their concluding paragraphs.

For heavier support:

• During Work Time A, distribute a template with a cloze version of a concluding paragraph. Allow students who need prompting or who may be overwhelmed by starting from scratch to use this version. Example: "[Poet] was inspired to write poetry about ________. My favorite poem by [Poet] is "________" because __________. In the book Love That Dog by Sharon Creech, Jack writes ________ after reading "_________" by [Poet]."
• During Work Time B, rewrite a selection of sentences from the organization model on sentence strips. Color-code each sentence according to its relevant sentence in the introduction. Present the paragraphs scrambled and invite students to organize the sentence strips into the correct paragraphs. Ask students how the sorting activity is similar to the revision process.
• Multiple Means of Representation (MMR): Some students may require additional support with the expectations for the concluding paragraph. Consider reviewing and clarifying the Informative Writing Checklist with a small group. Also consider thinking aloud to make the thought process explicit. (Example: Provide a think-aloud to show how you incorporate ideas from the model literary essay into an original paragraph.) This way, students will not only see the model visually, but also will be able to understand the thought processes behind it.
• Multiple Means of Action and Expression (MMAE): This lesson provides 25 minutes of writing time. Some students may need additional support to build their writing stamina. Support students in building their stamina and focus by providing scaffolds that build an environment that is conducive to writing (see Meeting Students' Needs column).
• Multiple Means of Engagement (MME) : Students who need additional support with writing may have negative associations with writing tasks based on previous experiences. Help them feel successful with writing by allowing them to create feasible goals and celebrate when these goals are met. For instance, place a sticker or a star at a specific point on the page (e.g., two pages) that provides a visual writing target for the day. Also, construct goals for sustained writing by chunking the 25-minute writing block into smaller pieces. Provide choice for a break activity at specific time points when students have demonstrated writing progress. Celebrate students who meet their writing goals, whether it is length of the text or sustained writing time.

Key:  Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)

• conclusion, restate (L)
• Organizing the Model: Conclusion Paragraph strips (one set per pair)
• Painted Essay(r) template (from Lesson 9; one per student)
• Model literary essay (from Lesson 9; one per student and one to display)
• Literary Essay anchor chart (begun in Lesson 10; added to during Opening A)
• Literary Essay anchor chart (example, for teacher reference)
• Informative Essay Prompt: What Inspires Poets? (from Lesson 6, one per student and one to display)
• Working to Become Effective Learners anchor chart (begun in Lesson 1)
• Informative Writing Checklist (from Lesson 9; one per student and one to display)
• Expert group poet biographies (from Lesson 7; one per student in each expert group)
• Close Read Note-catcher: Expert Group Poet (from Lesson 7; one per student)
• Green, blue, and yellow markers (one of each color per student)
• Literary essay draft (begun in Lesson 10; added to during Work Time A; one per student)
• Domain-Specific Word Wall (begun in Unit 1, Lesson 3)
• Organization model (one per student and one to display)

Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.

Copyright © 2013-2024 by EL Education, New York, NY.

Get updates about our new K-5 curriculum as new materials and tools debut.

Help us improve our curriculum..

Tell us what’s going well, share your concerns and feedback.

Terms of use . To learn more about EL Education, visit  eleducation.org

Literary Essay Analysis Writing About Reading 3rd 4th Grade ELA Test Prep

• Google Apps™

What educators are saying

Also included in.

Description

Are baby literary essays or extended constructed responses an expectation for your 3rd, 4th, and 5th grade students? This all-in-one print and digital reading pack is exactly what you need to help your upper elementary students succeed with writing essays about the books that they read!

Help your grade 3, 4, and 5 students master the skill of writing these reading essays with the included easy-to-use modeled example writing, graphic organizers, templates, tasks, sorts, checklists, rubrics, and much more !

These activities are perfect to help your students write about their reading, the characters that they meet, and compare and contrast stories and themes.

---> Grab the Literary Essay Bundle!

This set easily aligns with any reading and writing unit and allows for easy scaffolding as modeled writing and organizers are provided for both one paragraph literary essay writing and five-paragraph literary essay writing.

Modeled Writing Examples are included for these two popular books:

One paragraph model:

A Chair for My Mother Written by: Vera B. Williams

Five paragraph model:

The Raft Written by: Jim Lamarche

An additional modeled writing example is also included:

Comparing Texts modeled writing uses the books The Curious Garden by Peter Brown and Harlem Grown by Tony Hillery

This set includes a digital version to use with Google Classroom™.

✓ Link for Google Slide use and digital directions

✓Anchor Charts Included:

• What is a Literary Essay?
• Literary Essay Terms
• Claims and Evidence (2)
• Citing Evidence
• Common Types of Literary Essays
• Literary Essay Structure
• How to Write a Literary Essay Literary Essay Sentence Starters

✓Modeled Writing Organizers and Essay Examples for different titles (see above)

✓Reading Graphic Organizers and Note Taking Sheets

✓Sticky Note Organizer

✓Independent Reading Task Slips

✓Claims and Evidence SORTS

✓Drafting and Writing Pages

✓Student Checklist

✓Teacher Rubrics (for one and five paragraph essays)

✓Teacher Suggestions and Book List

NOTE: The anchor charts and modeled organizers, templates and writing are also included in PowerPoint format in this product, to help guide instruction and display for students.

Please see the preview for a closer look at all this product has to offer!

Teacher Approved!

"The organizers really helped my students plan their writing, and it may it easier for them to organize their "big ideas." The anchor charts are just pretty & clear, and helps students learn the terms related to literary essays."

"Seriously one of the most useful and practical things I’ve ever purchased. Will truly make this concept doable for all kids!"

"Great tool! This has helped my students through the step by step process of organizing their literary essays."

Try this easy to create student focused Bulletin Board Poetry Writing Set:

Bulletin Board Poetry Writing Bundle

You will also love:

• Writing About Reading 100 Questions
• Writing Anchor Chart Posters
• Any Time Opinion Writing
• Seasonal Acrostic Poems
• Writing Process Posters

Follow me HERE for notifications of new products and sales. Remember new products are always 50% off the first 24 hours!

Questions? Email me directly HERE .

Questions & Answers

Think grow giggle.

• We're hiring
• Help & FAQ
• Privacy policy
• Student privacy
• Terms of service
• Tell us what you think