Unit of Study
Unit of Study Title:
The Writing Process
Grade Level: 4th
Time Frame: 3
Mark and Jennifer Gemar
SD Content Standard Goals:
1. Students will write effectively for different audiences and specific purposes.
2. Students will use critical listening and viewing skills in various situations and for a variety of purposes.
will speak effectively in a variety of formal and informal situations.
SD Content Standard Indicators:
Indicators 1: Use
appropriate mechanics, usage, and conventions of language.
2: Use appropriate style,
organization, and form in technical, transactional, creative, and personal
Indicator 3: Use various strategies and techniques to improve writing quality.
Indicator 4: Write to clarify and enhance understanding of information.
Indicators 5: Students will use various listening and viewing strategies in social, academic, and occupational situations.
6: Students will interpret and
evaluate ideas/information from various oral and visual sources.
Indicator 7: Students will use various strategies retain/retrieve critical oral and visual information.
Indicator 8: Students will use the appropriate structure and sequence to best express ideas and convey information.
Indicator 9: Students will use appropriate language and style for a variety of social, occupational, formal, and informal situations.
10: Students will use various
presentation strategies to enhance oral communication. (example: non-verbal
techniques, visual aids, physical setting/environments.
SD Content Standard Benchmarks:
a. apply fundamental conventions of language in written work.
b. use descriptive vocabulary and proper spelling in written work.
c. revise edit written work using fundamental conventions of language.
d. describe mental and physical barriers to effective listening and viewing, e.g.,
personal interest, extraneous sounds.
e. describe various listening techniques which can be used in problem-solving
and decision-making situations.
f. describe the influence of non-verbal cues on communication.
g. describe how purpose of an oral presentation influences organization.
h. present oral information in a clear and organized manner.
i. use proper responses of
others to determine speaking effectiveness.
Other Content Standards:
Dakota 4th Grade Writing Goals
various stages of the writing process. (example: brainstorming, drafting,
revising, editing, publishing)
descriptive words that are content appropriate and provide clarity and focus for
10. write using correct grammar. (example: verb forms, possessives)
17. edit final
copies for capitalization, punctuation, and spelling. (example: abbreviations,
nouns of address, apostrophes)
use technology for revising and editing. (example: spell/grammar check)
selected drafts by adding, deleting, combining, and rearranging sentences.
Dakota 4th Grade Listening
and Viewing Goals
1. respond courteously and respectfully to the ideas and
thoughts of others.
South Dakota 4th Grade Speaking Standards
1. make narrative and informative presentations that provide facts, details, examples, and descriptions.
2. present effective introductions and conclusions that guide and inform the listener.
3. use appropriate structures for conveying information. (example: cause and effect, similarity and differences, posing and answering questions)
5. determine the use of formal or informal language appropriate to the situation.
6. present knowledge, ideas, and requests clearly using appropriate vocabulary and sentence structure.
7. use correct subject-verb agreement, pronoun-antecedent agreement, and appropriate verb tense when speaking.
8. use simple and complex sentences appropriate to audience or purpose.
10. emphasize meaning in conversations, discussions, and oral presentations by use of non-verbal cues. (example: gestures, facial expressions)
11. clarify and support key ideas through the use of appropriate props. (example: objects, pictures, charts)
12. use notes or memory aids to structure presentations.
13. use the tools of technology to enhance spoken messages.
Brief Summary of Unit:
This unit is designed to focus on
the components of the writing process and shared writings.
After teaching about the Writing Process, Microsoft Word, and PowerPoint
the students will type an autobiography and submit it to their assigned pen pal.
They will then process the information and create a PowerPoint of their
pen pal. A check sheet should be
provided to the students listing the requirements of the Word Document and
PowerPoint. This could be created
using Word or Excel. A rubric will
be designed using either Word Document or Excel.
Students Will Understand:
Students will understand
how to implement the five steps of the writing process into their writings.
Students will understand
how to put a PowerPoint together using facts they have learned in class.
Students will understand
how to prepare and give a speech.
Students will show proper
respect to others presenting.
Essential Questions to Guide this Unit and Focus
Teaching and Learning:
Key Knowledge and Skills Students will Acquire:
Assessments will include: teacher observation, writing projects, ability
to answer questions orally, PowerPoint, and other hands-on projects.
students will create an interactive bulletin board together as a class.
A good example would be a ladder. Each
step of the ladder represents a step of the writing process.
Once the students complete that step of the writing process, they move up
the ladder. The students will write
an autobiography following the steps of the writing process.
The students will exchange their autobiography with their assigned pen
pal and create a PowerPoint presentation about their pen pal.
Internet Resource Links: