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Unit 4

My Community


Key Vocabulary






Functions and Forms


Explaining the writing process

Revising is looking for errors and correcting

my writing.


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Our library’s computers are outdated.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.

Your Editorial

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

that follow.

Developing Ideas:

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?

Lesson 16