Unit Plan 29 (Grade 4 ELA): Procedural/How-To Writing

Focus: Clear steps, transitions, precise language; relative pronouns/adverbs

Grade Level: 4

Subject Area: English Language Arts (Writing, Language)

Total Unit Duration: 5 sessions (one week), 45–60 minutes per session

I. Introduction

This week turns writers into instruction designers. Students will plan and compose procedural (how-to) texts that clearly state a goal, list materials, and guide readers through sequenced steps using strong transitions and imperative verbs. They will tighten clarity with relative pronouns/adverbs (who, whose, whom, which, that; where, when, why) and revise for precise language and conventions. By Friday, each learner will publish a one-page how-to with numbered steps, accurate details, and a brief concluding line that signals success.

II. Objectives and Standards

Learning Objectives — Students will be able to…

1. Introduce a topic and organize related information with headings, materials, and numbered steps (W.4.2a).
2. Develop steps using facts/definitions/examples, imperative verbs, and precise details (W.4.2b).
3. Use linking/temporal words to connect ideas and steps logically (W.4.2c).
4. Conclude with a statement that follows from the procedure (W.4.2d).
5. Use relative pronouns/adverbs to clarify nouns and conditions in steps (L.4.1a).
6. Apply conventions (capitalization, punctuation, spelling) appropriate to purpose (L.4.2).

Standards Alignment — CCSS Grade 4

• W.4.2a–d, L.4.1a, L.4.2

Success Criteria — student language

• My how-to has a clear goal, a materials list, and numbered steps.
• I used transitions (first, next, meanwhile, finally; because, so, if…then) to guide readers.
• I included at least two relative clauses/phrases (e.g., “the bowl that is largest,” “a place where you can measure safely”).
• My wording is precise (measurements, times, sizes), and my ending tells what it should look like when done.
• My capitalization, punctuation, and spelling help readers follow the steps.