Functions and Forms
Explaining the writing process
Revising is looking for errors and correcting
Expressing and supporting opinions
Our library’s computers are outdated.
English Language Development Skills
Organize ideas chronologically or around major
points of information.
Respond to questions with appropriate
Use clear and specific vocabulary to communicate
ideas and establish the tone.
Read prose and poetry aloud with fluency,
rhythm, and pace, using appropriate intonation
and vocal patterns to emphasize important
messages of the text being read.
Distinguish the main ideas and details
in expository text.
Write descriptions that use concrete sensory
details to present and support unified impressions
of people, places, things, or experiences.
Revise drafts to improve coherence and logical
progression of ideas by using an established
Write legibly in cursive or joined italic, allowing
margins and correct spacing between letters in a
word and words in a sentence.
Blackline Masters 6 and 27
students’ work from the unit
Reuse and Recycle
Explain to students that in this lesson, they will “reuse” and “recycle” the
work they produced throughout the unit in order to do a project that
brings together the skills and vocabulary learned. Have students highlight
academic vocabulary on each page. Then, help students to identify and
label the skills they learned in each activity. Distribute the Unit 4 Checklist
to each student. Have them compare the skills they have labeled in their
work with the skills on the checklist. Add to the checklist as necessary.
Then, copy the highlighted vocabulary words from their work in the space
provided at the bottom of the checklist.
Student Book page 143: First, read the writing prompt with the class.
Clarify any unfamiliar words, and make sure students understand the
activity. Next, review the steps of the writing process with the class. Then,
walk students through the stages of their writing project with the activities
First, have students review the steps of the writing
process. Next, read the writing prompt as students read it along with you.
Remind students of how Sonia and her mother felt in
The Show Must Go
Have students consider issues at their school, local library, animal
shelter, and other community locations that might have an issue that needs
to be addressed. Write their responses on the board. Then, have students
state why the issues are important and what might be done about them. List
these responses on the board. Have students choose one of the issues listed
or one of their own as their writing topic.
Distribute a clean copy of the Main Idea & Details Graphic
Organizer that students used to write their editorial in Lesson 8. Have
students fill in the graphic organizer for their new editorial. Encourage them
to use the graphic organizer whether or not they find it useful. As needed,
guide students through the organization of their ideas by modeling thinking
processes. For example, have students think about questions such as
information did I gather in the first step of the process? How can I classify
and categorize that information into groups with one main idea? How could
the information in those groups be made into paragraphs?