th

4 Grade Writing
Unit Plan
Lesson Author
First and Last Name

Summer Young

School Name

Cartmell Elementary

Class/Grade Level

4th Grade

Unit of Study

Writing a Story

Lesson Overview
Lesson Title
Creating a narrative story
Unit Summary
In this unit, students will be writng a short-narrative based on real or imagined experiences. The
students will learn and write about the parts of a story and how to write with descritptive and
transitonal words. Students will learn how to organize and appropriately develop writing objectives up
to standards.
English Language Arts
21st Century Skill(s)
Critical Thinking and Creativity
Approximate Time Needed
Example: Two weeks
From a Unit Plan or Curriculum Area
Targeted Content Standards and Benchmarks
Standards given by the Kentucky Department of Education

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Standard: Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a
situation and introducing a narrator and/or characters; organize an event sequence that unfolds
naturally. b. Use dialogue and description to develop experiences and events or show the responses
of characters to situations. c. Use a variety of transitional words and phrases to manage the
sequence of events. d. Use concrete words and phrases and sensory details to convey experiences
and events precisely. e. Provide a conclusion that follows from the narrated experiences or events .
Standard: Produce clear and cohesive writing in which the development and organization are
appropriate to task, purpose, and audience.
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and
research. a. Apply grade 4 reading standards to literature. (e.g. Describe in depth) b. Apply grade
4 reading standards to informational texts .(e.g. Explain how an author uses)

Curriculum-Framing Questions
Essential
Question

How do I write the best short-narrative story possible?

What are the parts of a story?

Content
Question

Can I make an accurate plot line?

What is a good topic sentence?
What are strong supporting sentences?
What are good descriptive and transitional words?
Can I write a short-narrative from a prompt?
Do I brainstorm effectively?

Assessment Plan

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Assessment Timeline
Before project work begins

Get writing
Journals for all
students.

Read stories
and discuss
plot diagrams
in response to
stories and
books we are
reading in
class.

Students work on projects

and complete tasks using
Writing Journal

Students use
writing
journals to
identify a
story or fairy
tale and use
plot diagram
to diagram
that story.

Student write
down parts of
story such as
theme, plot,
character, and
settings.

Students write
from a
prompt.

After project work is

completed

Students read
their story to
class.

classroom book
will be put
together of all
stories.

Students write
down
examples of
good topic and
supporting
sentences.

Students write
down
descriptive and
transitional
words to
improve their
story.

Students
brainstorm for
their own
original
stories.

Assessment Summary
Students will reflect within their journals. There will be times students have to share their writings
with the class. The teacher will make sure that all students are getting each concept before moving
on to the next concept. Student's writing journals should be filled with all learning concepts prior to
moving forward.
Lesson Details
Prerequisite Skills
Basic writing skills
Using a Plot Diagram
Instructional Procedures
Concept 1: Parts of a story.
During this lesson, student will begin thinking about
stories and what it takes to write a story. Students will write down in their journal the names of one

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story or fairytale hat they really like. Students will use their writing journals during this lesson.We will
discuss parts of a story: plot, theme, characters, and the setting. The students will be prompted to
write down each part of the story or fairy tale in their jornal beginning with the plot of what happens
in the story (events), the theme or underlying message of the story, the characters and

setting of

story or fairytale. Students will be asked to share what they wrote in class.
Concept 2: Creating a plot diagram as well as strong topic sentence and supportive
sentences. Have students make a plot line of the fairy tale or story in which they wrote in the
journals about during week 1. Plot diagrams include: the introduction, rising action, climax, falling
action, and the conclusion and resolution of the story.Students should be able to discuss their plot
lines with

other students. Also, we will work on topic sentences and supportive sentences when

writing. On the blackboard, show examples of strong topic sentences and supportive sentences.
Students need to use their writing journals to write down the examples of strong topic and
supportive sentences.

Concept 3: Writing from a prompt and using descriptive and transitional words within
their sentences.
During this session, I will give them a prompt of the beginning of a made up story and ask them to
write one to two paragraph (minimum of 6 sentences) of what happens next in the story according
to them. Emphasize the importance of a strong topic sentence and supportive sentences. Have
students use descriptive words to descirbe people, things and events that happen to describe what
happens after the initial prompt is given. Give examples of strong transitional words for students to
use in their writings. Students will read their writings to the class. As a class, we wil discuss after
each student reads their work, the positive and negative about their topic and supportive

sentences.

Concept 4: Brainstorming and creating the parts of a story for their own writing.
During this lesson, students will begin brainstoriming and writing in their journals about what kind
of story they want

to write about. The students should be thinking of using their own experiences,

observations, or imaginations to build their story. Students should be able to write in their journals
what their plot, theme, characters, and setting will be in their story. Students should use plot
diagram to help.

Concept 5:Writing their own story and revising.

During this session, the students will be writing their very own story. Students should be

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able to write a story with strong topic and supporting sentences. Students should be able to build
their stories with strong descriptive words. Students will hand write the initial story in their writing
journals and have one student and the teacher help with revisions. After revisions the students
should then use the computer to write their final draft on Microsoft Word.
Accommodations for Differentiated Instruction
Special Needs
Students

As listed in the Kentcuky Core Standards with Targets, scaffolding should

be used with students as needed.

Nonnative
Speakers

Not Applicable

Gifted/Talented
Students

Not Applicable

Materials and Resources Required For Lesson

Technology Hardware (Click boxes of all equipment needed)
Camera

Laser Disk

VCR

Computer(s)

Printer

Video Camera

Digital Camera

Projection System

Video Conferencing Equip.

DVD Player

Scanner

Other

Internet Connection

Television

Technology Software (Click boxes of all software needed.)

Database/Spreadsheet

Image Processing

Web Page Development

Desktop Publishing

Internet Web Browser

Word Processing

E-mail Software

Multimedia

Other

Encyclopedia on CD-ROM
Printed Materials

Students may need a copy of the book or fairy tale they choose to write
about during week 1 and 2.
Plot Diagram

Supplies

Writing Journals and Pencils.

Internet Resources

http://education.ky.gov/curriculum/ela/documents/fourth%20grade
%20ela.pdf

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