Language Unit Planner Grade: 4 Unit 5

Date: March 2016 Length of unit: 7 wks

Established Goals:
Using their understanding of the features of explanation text, students will synthesize (through discussions) and
share (through speaking and writing) their understanding of how and why issues of water accessibility occur.
Stage 1 Desired Results
Conceptual Understandings:
Essential Questions:
Students will understand that . . .

What is an explanation?

The structure of a explanation text

How are explanation texts written?

includes identifiable features

What are the special features of an

The structure and organization of

explanation text?
written language influences and conveys

How can writing explanation texts help

meaning.
you express your understanding of the unit?

Students will know . . .(Knowledge)

Explanations describe how and why

something works or something happens
The structure and language features of
explanation texts:
Features include:
- identifying statement about what is to be
explained (statement of phenomenon)
- a series of events known as the sequence
- concluding statement (optional)
- may include visual images e.g. flow
charts, diagrams etc.

Students will be able to . . . (Skills)

Use connectives, general and
abstract nouns (i.e. the
temperature), action verbs, simple
present tense, passive voice,
adverbial phrases, technical
vocabulary
Use appropriate paragraphing to
organize ideas
Locate, organize, synthesize and
present written information from
valid sources
Use
graphics/diagrams/pictures/flowchar
ts to support and enhance their
explanation
Use written language as a means of
reflecting on their own learning (PYP
Language)

Stage 2 Assessment Evidence

Pre-Assessment: Students will write an explanation text about the Rhine walk and its purpose.
Performance Tasks:
Other Evidence:
Individual: The students will write an
explanation text about their chosen water
issue.
Stage 3 Learning Plan
Learning Activities: (include differentiation)
- Re-constructing jumbled up explanation texts
- Reading existing explanation texts, analyzing features, deconstructing them, then coconstructing explanation text features, shared writing,