Grade 4
Unit: Legends
Purposes: narrative writing, legends
Essential Questions: Why were legends written? What do legends have in common?

Description: In this unit, students will compare and contrast the elements of legends. Using what they learned during their study of legends and myths, they will write their own legend that tells the tale of how one of earth's natural wonders came to be. This piece of writing will require students to apply all of the writing strategies and skills learned up until this point in the year.

Desired Results

Common Core State Standards

Text Type and Purposes
3. 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.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
Range of Writing
10.Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.
Language Standards K-5
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language
3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose words and phrases to convey ideas precisely.
b. Choose punctuation for effect.
Vocabulary Acquisition and Use
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
    • Recognize and explain the meaning of common idioms, adages, and proverbs.

CT Grade Level Expectations

  • Write a myth, legend or fantasy piece
  • Use complete sentences in writing.
  • Write a variety of sentence beginnings, e.g., starts with an introductory adverb clause: If you want to see an ant up close, you should use a magnifying glass.
  • Write a variety of sentence lengths.
  • Write a variety of sentence structures, e.g., My dog enjoys music and howls when we listen to certain songs. It makes me laugh. After his song is over, I give him a treat.
  • Write a descriptive anecdote within a narrative to enhance elaboration
  • Use literary devices, e.g. personification, metaphor, similes
  • Apply spelling knowledge in writing

Writing Process
  • Plan: choose an appropriate written, oral or visual format based on audience and purpose
  • Draft: complete a draft demonstrating connections among ideas
  • Revise: revise a completed draft, incorporating feedback from peers and teacher, e.g., … helped me understand the topic more clearly, I was confused by…, Be more clear about …, Use a better word for
  • Edit: use multiple resources, e.g., dictionary, glossary, thesaurus, for proofreading and editing
  • Publish/Present: publish and present final products in a variety of ways, including the arts and technology, e.g., book of poetry, a theatrical performance, a newscast
  • Reflect: critique one’s own and a peer’s writing, using established criteria, e.g., I improved on …, This piece demonstrates how well I elaborate.

NETS for Students
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
b. create original works as a means of personal or group expression.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information

Connecticut Mastery Test Objectives
Direct Assessment of Writing
Authors have purpose for their storytelling.
Essential QuestionsWhy are legends written?
Stories within a genre have common elements and organization.
What do legends have in common?


The student will know...

The students will be able to...
multiple editing resources
flow and rhythm
variety of sentence beginnings and how they enhance writing, lengths and structures
literary devices and how they enhance writing: similes, personification, word choice, sensory details
techniques for improving writing
Write a legend
Plan, draft, revise, edit, publish/present, reflect
Use complete sentences in writing.
Write a variety of sentence beginnings, sentence lengths and sentence structures
Write poems and narratives using literary devices
Write a descriptive anecdote within a narrative
Enhance elaboration
Apply spelling knowledge in writing

Content Vocabulary
building suspense
6 Traits:

Assessment Evidence
Performance Tasks
Published Legend

Formative Assessments
Six Traits post-it notes
Writing Samples
Conference Notes

Summative Assessments
Writing Prompt

Student Self-Assessments
Six Traits post-it notes
Learning Plan

A collection of legends with a focus on those that tell the tale of how something came to be.

Anchor Activities
What is a legend? Why were they written? Introduce project and tell students that you will be examining legends for writing models. Students read and listen to a variety of legends from different cultures and discuss why they were written.

What do legends have in common? Students work together to analyze the commonalities between legends. They then use a graphic organizer to pull out and organize the legends' elements.
Graphic Organizer
Legend of Fruitless Mountain from Where the Mountain Meets the Moon
Legends that Explain How Something Came to Be: Read a legend that tells how something was created, ask is this really how it was created? What do we know now? Look it up on the Internet to get the facts.

Choose a Wonder of the World Students select wonders of the world that will be created in their legends.
Seven Natural Wonders of the World
Design an Antagonist Students use a mentor text as they design and describe the antagonist for their legends in this technology integrated series of activities.
Descriptive Dragons lesson (just modify and use the text Mythical Monsters instead of Dragons)
Mythical Monsters
Antagonist Poems Students use a poetry interactive to write descriptive poems about their antagonists.
Monster Poem Maker
What are the qualities of a hero? Students generate a list of qualities that heroes in legends have as they referring to the legends they have read in their study.

Design a Protagonist Students design and describe the protagonist for their legends.
The Hero's Journey Interactive
Write the Legend Students may use the graphic organizer used to analyze legends to make a plan for their own legends. They go through the writing process as they write a complete legend.