Focus: Writing Notebooks --
Holiday Writing -- Memories/Santa Letters -- (with persuasion)
Word Choice Lesson Daily: Eliminate Dead Verbs --http://whatelse.pbwiki.com/Dead-Verbs
Writing Letters to Santa -- with persuasion
https://whatelse.pbwiki.com/Santa
http://whatelse.pbwiki.com/Persuade
If time:
Lessons: Writing Process
https://whatelse.pbwiki.com/Writing-Process%3A-P-D-R-S
Writing Memories
https://whatelse.pbwiki.com/Holiday-Memory
https://whatelse.pbwiki.com/Holiday-Memory-Sample
Lessons: Table of Contents/ Teacher conferences --Review: N7: Writing from the Heart
As needed:
Intro: N12 Artifacts; N13 Memories; N17 Stretch Writing; N14 Authentic Details; I15 General to Specific Details; I17 Supporting Details; 13 Invent specifics to fill memory gaps; L23 Action Verbs; L22 Nifty Nouns; D3 Organize; D7 2-3-1 Organization; D5 Transitions; Specific Words - L23 Action Verbs; L22 Nifty Nouns; leads/endings
Tuesday 12/9 Intro Santa Letter Project -- L22 nouns and L23 verbs
Prewriting -- lists to organize and select nouns/verbs; persuasive techniques -- http://whatelse.pbwiki.com/Persuade
http://whatelse.pbwiki.com/Santa-Persuades
Wednesday 12/10 Complete prewriting; share; feedback; Draft
Review persuasive strategies; N14 L22 nouns and L23 verbs;
Thursday 12/11:
Notebook Writing -- own choice/share
Advanced Prewriting for Santa project
http://whatelse.pbwiki.com/Santa-Advanced-Prewriters
Review persuasive strategies;
Remember details --N13 -- invent specifics to fill;
I15 General to Specific Details; D7 organize-- start inviting; end with bang;
D18 Lead Question
Draft
Friday 12/12 Revision -- review process and strategies
Revise Draft and Share
Open: D20 Open with scene; Open with Question
Monday 12/15
Endings: D24 End question; D25 End humor; D23 Ending
Revise.
Tuesday 12/16
Revise draft process with revision -- nouns/verbs/ transitions leads/ends
Wed 12/17
Memory Prewriting --- same process -- lists to lists to organize and select nouns/verbs; Draft and share;
Thursday 12/18
Dress Rehearsal/ Program
Friday 12/19
No Class; Homeroom
Monday 1/05/09
Power Writing
Sentence Fluency N12 Simple to Complex
Cross-writing from story starter:
Trudging through the thick snow to the top of the hill, ....
EALR 1: The student understands and uses a writing process. 1.1.1 Applies more than one strategy for generating ideas and planning writing. Generates ideas prior to organizing them * Uses a variety of prewriting strategies
1.2.1 Analyzes task and composes multiple drafts when appropriate a. Refers to prewriting plan.Drafts according to audience, purpose, and time.
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas. Rereads work several times and has a different focus for each reading (e.g., first reading — changing words to improve clarity; second reading —substituting more effective persuasive language; third reading — adding specific examples to support claim). Evaluates feedback and justifies the choice to use feedback (e.g., “I chose to change the word things because my group said it was confusing.”).
3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples.
3.1.2 Analyzes and selects effective organizational structure. (paragraphs, organization, transitions
3.2.1 Applies understanding that different audiences and purposes affect writer’s voice.
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
2.1.1 Applies understanding of multiple and varied audiences to write effectively. 2.2.1 Demonstrates understanding of different purposes for writing.
November 17-December 8
Focus:
Power Writing
Writing Notebooks
Blogs
Persuasive Writng
No Spelling November/December
Monday, November 17
Power Write
N5 Sensory and Pictorial Ideas
Notebook Work
Notebooks Lesson N5: Pictures Sensory Images -- Can you write to describe sights, sounds, smells, tastes, touch?
Tuesday, November 18
WASL: Blue Write Source -- p. 195-- Persuasive Writing Intro
Notebooks: N7 Writing from the heart
Read blogs and discuss
http://whatelse.pbwiki.com/Blog-Reads
http://whatelse.pbwiki.com/Blog-Permission
Wednesday, November 19
Substitute teacher
Power Writing-- 2 minute times
Grammar: Blue Write Source -- p. 420 Subject Verb Agreement; Do practice.
Notebooks: N6 Fierce Wonderings
Thursday, 11/20
Power Write -- 2 minutes (3 times)
Persuasive Writing -- Blue Write Source 195-251.
Friday, 11/21
Entry: Find ten more spelling words from Write Source 2000, page 412+
Make up Work: Essay --
Think:
We worked in class for two weeks on the essay. We worked on research before we started writing, used graphic organizers, discussed as a class and with partners, and asked the teacher questions (who also conferred with you to guide you in the process of a comparative essay). Progress reports have been provided, and another report notified you on Monday that your essay was missing. Think: You had class time, jump start, library, noon recess, and your own homework time to complete the essay. This twenty-minute period is a gift to you.
Other students: Write Source Convention Practice.
Review: Paragraph practice --- 8 sentence paragraphs:
Topic Sentence
Idea sentence; detail sentence to support the idea; use strong verbs
Idea sentence; detail sentence to support the idea; use strong verbs
Idea sentence; detail sentence to support the idea; use strong verbs
Concluding Sentence
Teacher conferences for planning, notebooks
Assessment: ideas/verbs/sensory images
Share plans.
Monday 11/24
Entry: Power Write--2 minutes (3 times)
Wiki Names-- Create About Wiki Pages
Tuesday 11/25
Nespelem at Republic
Entry Notebooks: Which will you try today: Your own; Ideas; Senses; Pictures; World Wonders; Your Heart?
Paragraph review -- revise yours.
Poetry Reading -- Found Lines = Found Poems
Find 15 words, "Found Lines" from your notebook; copy; practice.
Share our own "Found Poems."
Wednesday 11/26 -- No class --Assembly --Thanksgiving Break starts at 12:15 :)
If class:
Poetry Reading -- Found Lines = Found Poems
Monday, 12/1
Power Write -- 1 minute (three times) Check spelling.
Writing Pattern--Blog idea --Respond to Quote--Blue Write Source p. 274
Homework: Respond to Quote (Quote, Quote + my experience; Quote + my meaning) Due Friday
Notebook: N8 -- Adding conversations
Intro to Sub activities and Checklist sheets.
12/2, 3, 4 Sub Plans
Friday, December 5
Power Write
Grammar: Review Tues-Thurs
Notebooks: Check in for: Volume, Frequency, Writing Tips
Create Table of Contents
Share
If time--Blog: Blog ideas to share -- quotes or other; Blog Space -- how to get there and sign in
Share
Monday, December 8
Power Write
Persausive writing: Blue Write Source 195-251 --- 196,7,8
Notebook: Are you adding details and strong verbs to your writing?
EALR 1: The student understands and uses a writing process.
1.1.1 Analyzes and selects effective strategies for generating ideas and planning writing.
.
1.6.1 Applies understanding of the recursive nature of writing process.
· Edits as needed at any stage.
1.6.2 Uses collaborative skills in adapting writing process.
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
2.2.1 Demonstrates understanding of different purposes for writing.
3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. --Uses personal experiences, observations, and/or research to support opinions and ideas
Component 4.1: Analyzes and evaluates others’ and own writing. W
4.1.1 Analyzes and evaluates writing using established criteria.
4.1.2 Analyzes and evaluates own writing using established criteria.
2.2.1 Demonstrates understanding of different purposes for writing.
· Writes to pursue a personal interest, to explain, to persuade, to inform, and to entertain for a specified audience (e.g., writes to persuade classmates about a position on required school uniforms, includes narratives/poetry in portfolio).
· Writes for self expression.
· Writes to analyze informational and literary texts.
· Writes to learn (double-entry journal in math, social studies, or science; letter to teacher assessing own work; reflection).
Power Writing
Writing Notebooks
Blogs
Persuasive Writng
No Spelling November/December
Monday, November 17
Power Write
N5 Sensory and Pictorial Ideas
Notebook Work
Notebooks Lesson N5: Pictures Sensory Images -- Can you write to describe sights, sounds, smells, tastes, touch?
Tuesday, November 18
WASL: Blue Write Source -- p. 195-- Persuasive Writing Intro
Notebooks: N7 Writing from the heart
Read blogs and discuss
http://whatelse.pbwiki.com/Blog-Reads
http://whatelse.pbwiki.com/Blog-Permission
Wednesday, November 19
Substitute teacher
Power Writing-- 2 minute times
Grammar: Blue Write Source -- p. 420 Subject Verb Agreement; Do practice.
Notebooks: N6 Fierce Wonderings
Thursday, 11/20
Power Write -- 2 minutes (3 times)
Persuasive Writing -- Blue Write Source 195-251.
Friday, 11/21
Entry: Find ten more spelling words from Write Source 2000, page 412+
Make up Work: Essay --
Think:
We worked in class for two weeks on the essay. We worked on research before we started writing, used graphic organizers, discussed as a class and with partners, and asked the teacher questions (who also conferred with you to guide you in the process of a comparative essay). Progress reports have been provided, and another report notified you on Monday that your essay was missing. Think: You had class time, jump start, library, noon recess, and your own homework time to complete the essay. This twenty-minute period is a gift to you.
Other students: Write Source Convention Practice.
Review: Paragraph practice --- 8 sentence paragraphs:
Topic Sentence
Idea sentence; detail sentence to support the idea; use strong verbs
Idea sentence; detail sentence to support the idea; use strong verbs
Idea sentence; detail sentence to support the idea; use strong verbs
Concluding Sentence
Teacher conferences for planning, notebooks
Assessment: ideas/verbs/sensory images
Share plans.
Monday 11/24
Entry: Power Write--2 minutes (3 times)
Wiki Names-- Create About Wiki Pages
Tuesday 11/25
Nespelem at Republic
Entry Notebooks: Which will you try today: Your own; Ideas; Senses; Pictures; World Wonders; Your Heart?
Paragraph review -- revise yours.
Poetry Reading -- Found Lines = Found Poems
- Read the poems
- Choose 15 words you like
- Copy them down on strips of paper
- Practice reading
- Circle read all "Found Lines" as a "Found Poem"
Find 15 words, "Found Lines" from your notebook; copy; practice.
Share our own "Found Poems."
Wednesday 11/26 -- No class --Assembly --Thanksgiving Break starts at 12:15 :)
If class:
Poetry Reading -- Found Lines = Found Poems
- Read the poems
- Choose 15 words you like
- Copy them down on strips of paper
- Practice reading
- Circle read all "Found Lines" as a "Found Poem"
Monday, 12/1
Power Write -- 1 minute (three times) Check spelling.
Writing Pattern--Blog idea --Respond to Quote--Blue Write Source p. 274
Homework: Respond to Quote (Quote, Quote + my experience; Quote + my meaning) Due Friday
Notebook: N8 -- Adding conversations
Intro to Sub activities and Checklist sheets.
- Power writing
- Grammar
- Notebook
12/2, 3, 4 Sub Plans
Friday, December 5
Power Write
Grammar: Review Tues-Thurs
Notebooks: Check in for: Volume, Frequency, Writing Tips
Create Table of Contents
Share
If time--Blog: Blog ideas to share -- quotes or other; Blog Space -- how to get there and sign in
Share
Monday, December 8
Power Write
Persausive writing: Blue Write Source 195-251 --- 196,7,8
Notebook: Are you adding details and strong verbs to your writing?
EALR 1: The student understands and uses a writing process.
1.1.1 Analyzes and selects effective strategies for generating ideas and planning writing.
.
1.6.1 Applies understanding of the recursive nature of writing process.
· Edits as needed at any stage.
1.6.2 Uses collaborative skills in adapting writing process.
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
2.2.1 Demonstrates understanding of different purposes for writing.
3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. --Uses personal experiences, observations, and/or research to support opinions and ideas
Component 4.1: Analyzes and evaluates others’ and own writing. W
4.1.1 Analyzes and evaluates writing using established criteria.
4.1.2 Analyzes and evaluates own writing using established criteria.
2.2.1 Demonstrates understanding of different purposes for writing.
· Writes to pursue a personal interest, to explain, to persuade, to inform, and to entertain for a specified audience (e.g., writes to persuade classmates about a position on required school uniforms, includes narratives/poetry in portfolio).
· Writes for self expression.
· Writes to analyze informational and literary texts.
· Writes to learn (double-entry journal in math, social studies, or science; letter to teacher assessing own work; reflection).
November 12 - December 1
Focus:
Power Writing
Writing Notebooks
Blogs
Genre
Monday, November 10: Inservice -- no school
Tuesday, November 11: Veteran’s Day
Wednesday, November 12
Entry: Authority List for Writing -- make a list of writing topics
Spelling: find you own list of frequently misspelled words. Choose five
Power Write
N1- Intro Writing Notebooks
Past Due: comparative essay/ self-evaluation
Thursday, November 13
N3- Notebooks
Past Due: comparative essay/ self-evaluation
Work period
Friday, November 14
EALR Review/Evaluation/Discussion
N4 Notebook Launch
Work period
Monday, November 17
Power Write
N5 Sensory and Pictorial Ideas
Notebook Work
Self-evaluation of work
Genre choices -- what is required? which other do we learn first?
http://whatelse.pbwiki.com/Genre-Expectations
Tuesday, November 18
Entry: Choose your five spelling words
Lesson: IDEAs and Word Choice (Strong Verbs)
Can you find an example in your notebook or power writing?
Self-evaluation -- evidence.
Wednesday, November 19
Entry: Power Write
Lesson: Ideas assignment
Thursday, 11/20
Entry: Spelling Tests
Notebook: N6 World Wonders
Intro: Persuasive Writing -- How to persuade
Friday, 11/21
Entry: Power Write
Notebook: N7 From the Heart
Persuasive Writing --
Monday 11/24
Entry: Find 10 words for your personal spelling list.
Notebooks: Which will you try today: Your own; Ideas; Senses; Pictures; World Wonders; Your Heart?
November Art
Tuesday 11/25
Entry: Notebooks: Which will you try today: Your own; Ideas; Senses; Pictures; World Wonders; Your Heart? Can you find an example in your power or notebook writing?
Finish Art
Wednesday: Assembly or Art
Monday, 12/1
Entry: Find 10 more words for your personal spelling list.
Notebook: Capturing bits of conversation
Persuasion: Capturing bits of conversation -- oral argument practice
Intro: sub assignments
12/2, 3, 4 Sub Plans
EALR 1: The student understands and uses a writing process.
1.1.1 Analyzes and selects effective strategies for generating ideas and planning writing.
.
1.6.1 Applies understanding of the recursive nature of writing process.
· Edits as needed at any stage.
1.6.2 Uses collaborative skills in adapting writing process.
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
2.2.1 Demonstrates understanding of different purposes for writing.
3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. --Uses personal experiences, observations, and/or research to support opinions and ideas
Component 4.1: Analyzes and evaluates others’ and own writing. W
4.1.1 Analyzes and evaluates writing using established criteria.
4.1.2 Analyzes and evaluates own writing using established criteria.
2.2.1 Demonstrates understanding of different purposes for writing.
· Writes to pursue a personal interest, to explain, to persuade, to inform, and to entertain for a specified audience (e.g., writes to persuade classmates about a position on required school uniforms, includes narratives/poetry in portfolio).
· Writes for self expression.
· Writes to analyze informational and literary texts.
· Writes to learn (double-entry journal in math, social studies, or science; letter to teacher assessing own work; reflection).
Power Writing
Writing Notebooks
Blogs
Genre
Monday, November 10: Inservice -- no school
Tuesday, November 11: Veteran’s Day
Wednesday, November 12
Entry: Authority List for Writing -- make a list of writing topics
Spelling: find you own list of frequently misspelled words. Choose five
Power Write
N1- Intro Writing Notebooks
Past Due: comparative essay/ self-evaluation
Thursday, November 13
N3- Notebooks
Past Due: comparative essay/ self-evaluation
Work period
Friday, November 14
EALR Review/Evaluation/Discussion
N4 Notebook Launch
Work period
Monday, November 17
Power Write
N5 Sensory and Pictorial Ideas
Notebook Work
Self-evaluation of work
Genre choices -- what is required? which other do we learn first?
http://whatelse.pbwiki.com/Genre-Expectations
Tuesday, November 18
Entry: Choose your five spelling words
Lesson: IDEAs and Word Choice (Strong Verbs)
Can you find an example in your notebook or power writing?
Self-evaluation -- evidence.
Wednesday, November 19
Entry: Power Write
Lesson: Ideas assignment
Thursday, 11/20
Entry: Spelling Tests
Notebook: N6 World Wonders
Intro: Persuasive Writing -- How to persuade
Friday, 11/21
Entry: Power Write
Notebook: N7 From the Heart
Persuasive Writing --
Monday 11/24
Entry: Find 10 words for your personal spelling list.
Notebooks: Which will you try today: Your own; Ideas; Senses; Pictures; World Wonders; Your Heart?
November Art
Tuesday 11/25
Entry: Notebooks: Which will you try today: Your own; Ideas; Senses; Pictures; World Wonders; Your Heart? Can you find an example in your power or notebook writing?
Finish Art
Wednesday: Assembly or Art
Monday, 12/1
Entry: Find 10 more words for your personal spelling list.
Notebook: Capturing bits of conversation
Persuasion: Capturing bits of conversation -- oral argument practice
Intro: sub assignments
12/2, 3, 4 Sub Plans
EALR 1: The student understands and uses a writing process.
1.1.1 Analyzes and selects effective strategies for generating ideas and planning writing.
.
1.6.1 Applies understanding of the recursive nature of writing process.
· Edits as needed at any stage.
1.6.2 Uses collaborative skills in adapting writing process.
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
2.2.1 Demonstrates understanding of different purposes for writing.
3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. --Uses personal experiences, observations, and/or research to support opinions and ideas
Component 4.1: Analyzes and evaluates others’ and own writing. W
4.1.1 Analyzes and evaluates writing using established criteria.
4.1.2 Analyzes and evaluates own writing using established criteria.
2.2.1 Demonstrates understanding of different purposes for writing.
· Writes to pursue a personal interest, to explain, to persuade, to inform, and to entertain for a specified audience (e.g., writes to persuade classmates about a position on required school uniforms, includes narratives/poetry in portfolio).
· Writes for self expression.
· Writes to analyze informational and literary texts.
· Writes to learn (double-entry journal in math, social studies, or science; letter to teacher assessing own work; reflection).
November 3-November 12
Focus:
Finalize projects:
https://whatelse.pbwiki.com/Election-Project
comparative essays
path to presidency project
Begin:
Veterans Day invitations and displays at http://whatelse.pbwiki.com/Veterans-Day
November 3
Spelling Base words:
veteran, soldier, combat, honor, glory, valor, free
Review with assignment sheet.
Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)
Confer with students as needed.
Tuesday November 4
Entry: Is there anything in your life worth dying for? Please write 3-5 sentences.
Spelling Words Ready
Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)
Confer with students as needed.
Wednesday November 5
Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)
Lesson: Display techniques and presentation for audience
Confer with students as needed.
Thursday November 6
Spelling Tests
Power Write -- if time
Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)
Confer with students as needed.
Friday November 7
Power Write on Veterans Day -- find theme in writing and rewrite for card or project
Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)
Confer with students as needed.
Monday, November 10: Inservice -- no school
Tuesday, November 11: Veteran’s Day
Wednesday, November 12
Entry: Authority List for Writing -- make a list of writing topics
Spelling: find you own list of frequently misspelled words. Choose five
Power Write
+++++++++++++++++++++++++
EALRs:
EALR 1: The student understands and uses a writing process.
1.1.1 Analyzes and selects effective strategies for generating ideas and planning writing.
.
1.6.1 Applies understanding of the recursive nature of writing process.
· Edits as needed at any stage.
1.6.2 Uses collaborative skills in adapting writing process.
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
2.2.1 Demonstrates understanding of different purposes for writing.
3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. --Uses personal experiences, observations, and/or research to support opinions and ideas
Component 4.1: Analyzes and evaluates others’ and own writing. W
4.1.1 Analyzes and evaluates writing using established criteria.
4.1.2 Analyzes and evaluates own writing using established criteria.
2.2.1 Demonstrates understanding of different purposes for writing.
· Writes to pursue a personal interest, to explain, to persuade, to inform, and to entertain for a specified audience (e.g., writes to persuade classmates about a position on required school uniforms, includes narratives/poetry in portfolio).
· Writes for self expression.
· Writes to analyze informational and literary texts.
· Writes to learn (double-entry journal in math, social studies, or science; letter to teacher assessing own work; reflection).
Finalize projects:
https://whatelse.pbwiki.com/Election-Project
comparative essays
path to presidency project
Begin:
Veterans Day invitations and displays at http://whatelse.pbwiki.com/Veterans-Day
November 3
Spelling Base words:
veteran, soldier, combat, honor, glory, valor, free
Review with assignment sheet.
Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)
Confer with students as needed.
Tuesday November 4
Entry: Is there anything in your life worth dying for? Please write 3-5 sentences.
Spelling Words Ready
Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)
Confer with students as needed.
Wednesday November 5
Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)
Lesson: Display techniques and presentation for audience
Confer with students as needed.
Thursday November 6
Spelling Tests
Power Write -- if time
Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)
Confer with students as needed.
Friday November 7
Power Write on Veterans Day -- find theme in writing and rewrite for card or project
Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)
Confer with students as needed.
Monday, November 10: Inservice -- no school
Tuesday, November 11: Veteran’s Day
Wednesday, November 12
Entry: Authority List for Writing -- make a list of writing topics
Spelling: find you own list of frequently misspelled words. Choose five
Power Write
+++++++++++++++++++++++++
EALRs:
EALR 1: The student understands and uses a writing process.
1.1.1 Analyzes and selects effective strategies for generating ideas and planning writing.
.
1.6.1 Applies understanding of the recursive nature of writing process.
· Edits as needed at any stage.
1.6.2 Uses collaborative skills in adapting writing process.
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
2.2.1 Demonstrates understanding of different purposes for writing.
3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. --Uses personal experiences, observations, and/or research to support opinions and ideas
Component 4.1: Analyzes and evaluates others’ and own writing. W
4.1.1 Analyzes and evaluates writing using established criteria.
4.1.2 Analyzes and evaluates own writing using established criteria.
2.2.1 Demonstrates understanding of different purposes for writing.
· Writes to pursue a personal interest, to explain, to persuade, to inform, and to entertain for a specified audience (e.g., writes to persuade classmates about a position on required school uniforms, includes narratives/poetry in portfolio).
· Writes for self expression.
· Writes to analyze informational and literary texts.
· Writes to learn (double-entry journal in math, social studies, or science; letter to teacher assessing own work; reflection).
October 27-November 3
Focus:
Ideas: how to think of them; how to add to them
Talking/Writing for IDEAS and DETAILS to ELABORATE
Strong verb paragraph model
Compare/Contrast Model; transitions
Assignment:
Use transitions to write to compare the issues of the two candidates. You may express your opinion and include the comparison of facts to prove/persuade with your opinion.
Other Assignments: Choices (poster, diagrams, speeches)
Monday October 27
Entry Spelling Base words:
issue, belief, part, campaign, persuade, citizen
Review: Assignment, Venn Diagram, format, strategies for transitions; persuasion; rubric;
Intro to Washington Candidates for Governor and District 5 House of Representatives in preparation for Mock Election Voting; Choose and work on projects on issues.
Prewriting: Venn Diagram to compare/contrast candidates/develop persuasion with BEARS
Use transitions to write to compare the issues of the two candidates. You may express your opinion and include the comparison of facts to prove/persuade with your opinion.
Other Assignments: Choices (poster, diagrams, speeches)
Tuesday 10/28
Entry: Write five spelling words on Weekly Study Sheet
Review: Washington Candidates for Governor and District 5 House of Representatives in preparation for Mock Election Voting
Show: written model of sample comparisons.
Review goal: comparison paragraphs using transitions:
1) Introduction Sentence
2) Similar Issues
3) Candidate 1 Differences
4) Your favorite candidate differences
5) Concluding Sentence
Graphic Organizer
Review: Transitions/Opinions/Comparisons/Persuasive/Format
Prewriting: Venn Diagram for comparison; organizer to prewrite and persuade---Use the essay format provided in class. Review rubric
Wednesday, Oct 29 Entry: Continue project work; review rubric--persuasive checklist
Vote on computer in Mock Election
Thursday October 30 Spelling Tests
Continue projects
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
Friday October 31
Entry: Draw a bat
Make a pop-up bat card; write a Halloween greeting:
Sample:
Watch for bats
Dodge the rats
Knock on doors
Say “Please” in fours
For treats galore
Monday November 3
Entry Spelling Base words:
veteran, soldier, combat, honor, glory, valor, free
Work on projects.
Essential Academic Learining Requirements
EALR 1: The student understands and uses a writing process.
1.1.1 Analyzes and selects effective strategies for generating ideas and planning writing.
.
1.6.1 Applies understanding of the recursive nature of writing process.
· Edits as needed at any stage.
1.6.2 Uses collaborative skills in adapting writing process.
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
2.2.1 Demonstrates understanding of different purposes for writing.
3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. --Uses personal experiences, observations, and/or research to support opinions and ideas
Component 4.1: Analyzes and evaluates others’ and own writing. W
4.1.1 Analyzes and evaluates writing using established criteria.
4.1.2 Analyzes and evaluates own writing using established criteria.
2.2.1 Demonstrates understanding of different purposes for writing.
· Writes to pursue a personal interest, to explain, to persuade, to inform, and to entertain for a specified audience (e.g., writes to persuade classmates about a position on required school uniforms, includes narratives/poetry in portfolio).
· Writes for self expression.
· Writes to analyze informational and literary texts.
· Writes to learn (double-entry journal in math, social studies, or science; letter to teacher assessing own work; reflection).
Ideas: how to think of them; how to add to them
Talking/Writing for IDEAS and DETAILS to ELABORATE
Strong verb paragraph model
Compare/Contrast Model; transitions
Assignment:
Use transitions to write to compare the issues of the two candidates. You may express your opinion and include the comparison of facts to prove/persuade with your opinion.
Other Assignments: Choices (poster, diagrams, speeches)
Monday October 27
Entry Spelling Base words:
issue, belief, part, campaign, persuade, citizen
Review: Assignment, Venn Diagram, format, strategies for transitions; persuasion; rubric;
Intro to Washington Candidates for Governor and District 5 House of Representatives in preparation for Mock Election Voting; Choose and work on projects on issues.
Prewriting: Venn Diagram to compare/contrast candidates/develop persuasion with BEARS
Use transitions to write to compare the issues of the two candidates. You may express your opinion and include the comparison of facts to prove/persuade with your opinion.
Other Assignments: Choices (poster, diagrams, speeches)
Tuesday 10/28
Entry: Write five spelling words on Weekly Study Sheet
Review: Washington Candidates for Governor and District 5 House of Representatives in preparation for Mock Election Voting
Show: written model of sample comparisons.
Review goal: comparison paragraphs using transitions:1) Introduction Sentence
2) Similar Issues
3) Candidate 1 Differences
4) Your favorite candidate differences
5) Concluding Sentence
Graphic Organizer
Review: Transitions/Opinions/Comparisons/Persuasive/Format
Prewriting: Venn Diagram for comparison; organizer to prewrite and persuade---Use the essay format provided in class. Review rubric
Wednesday, Oct 29 Entry: Continue project work; review rubric--persuasive checklist
Vote on computer in Mock Election
Thursday October 30 Spelling Tests
Continue projects
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
Friday October 31
Entry: Draw a bat
Make a pop-up bat card; write a Halloween greeting:
Sample:
Watch for bats
Dodge the rats
Knock on doors
Say “Please” in fours
For treats galore
Monday November 3
Entry Spelling Base words:
veteran, soldier, combat, honor, glory, valor, free
Work on projects.
Essential Academic Learining Requirements
EALR 1: The student understands and uses a writing process.
1.1.1 Analyzes and selects effective strategies for generating ideas and planning writing.
.
1.6.1 Applies understanding of the recursive nature of writing process.
· Edits as needed at any stage.
1.6.2 Uses collaborative skills in adapting writing process.
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
2.2.1 Demonstrates understanding of different purposes for writing.
3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. --Uses personal experiences, observations, and/or research to support opinions and ideas
Component 4.1: Analyzes and evaluates others’ and own writing. W
4.1.1 Analyzes and evaluates writing using established criteria.
4.1.2 Analyzes and evaluates own writing using established criteria.
2.2.1 Demonstrates understanding of different purposes for writing.
· Writes to pursue a personal interest, to explain, to persuade, to inform, and to entertain for a specified audience (e.g., writes to persuade classmates about a position on required school uniforms, includes narratives/poetry in portfolio).
· Writes for self expression.
· Writes to analyze informational and literary texts.
· Writes to learn (double-entry journal in math, social studies, or science; letter to teacher assessing own work; reflection).
October 20 - October 27
Focus:
Research for Election Knowledge; Daily Journals --
Goal: Daily Reflections on research to understand election process and candidate issues to make an informed choice
What issues are important to you? Which issues are important to you and our country?
The Economy? Energy? The Environment? Health Care? Taxes? Iraq? Afghanistan? Security?
https://whatelse.pbwiki.com/Election-Project
Monday 10/20
Entry: Base words -- elect, vote, inform, search, represent
Write a second draft of your ideas so far. Use paragraphs with specific details.
What animal is your research about?
How does your animal survive the Arctic?
How is global warming affecting your animal?
How are we as humans contributing to your animal's problem?
How is the problem of global warming affecting us?
Will what we do change the polar environments?
How do you think these changes may ultimately affect us?
Intro to Election Project; PowerPoint Intro Ballot and Letter Home https://whatelse.pbwiki.com/Election-Project
Tuesday 10/21
Entry: Write your five words on your Weekly Study Sheet
Respond: What do you know about the election issues?
Scholastic Action:Scholastic Action: p. 19-21 -- What are the platforms of each candidate; Target Notes
Handout: Weekly Reader McCain/Obama Issues
Focus on Issues (Above) Part of Project for voting 10/23 and 10/29:
Wednesday, Oct 22
Scholastic Magazine: Issues
End: Issues (Above) Homework Wednesday or Thursday: Share issues with family; Be read your opinion (CRT)
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
Thursday October 23 (No test this week)
Entry:
Weekly Reader Vote
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
Friday October 24
Research on issues (CRT or Target)
Research/Issue game based on information to gather further information.
Monday October 27
Entry Spelling Base words:
issue, belief, part, campaign, persuade, citizen
Create a Venn diagram comparing the ideas/isues of McCain/Obama.
Introduction Statement;
First Paragraph: Explain one candidate's issues;
Second Paragraph: Explain the other candidate's issues;
Third Paragraph: Explain similarities of the two candidates;
Summary Statement
Format 2:
Introduction Statement;
First Paragraph: Explain one candidate's issues;
Second Paragraph: Explain similarities of the two candidates;
Third Paragraph: Explain the other candidate's issues;
Summary Statement
OR, Format 3 (if you are expressing an opinion on your choice of candidate):
Introductory Statement;
First Paragraph: Explain similarities of the two candidates;
Second Paragraph: Explain the issues of the candidate you do not agree with;
Third Paragraph: Explain the issues of the candidate you choose for President
Summary Statement
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
EALR 1: The student understands and uses a writing process.
1.1.1 Analyzes and selects effective strategies for generating ideas and planning writing.
.
1.6.1 Applies understanding of the recursive nature of writing process.
· Edits as needed at any stage.
1.6.2 Uses collaborative skills in adapting writing process.
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
2.2.1 Demonstrates understanding of different purposes for writing.
3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. --Uses personal experiences, observations, and/or research to support opinions and ideas
Component 4.1: Analyzes and evaluates others’ and own writing. W
4.1.1 Analyzes and evaluates writing using established criteria.
4.1.2 Analyzes and evaluates own writing using established criteria.
2.2.1 Demonstrates understanding of different purposes for writing.
· Writes to pursue a personal interest, to explain, to persuade, to inform, and to entertain for a specified audience (e.g., writes to persuade classmates about a position on required school uniforms, includes narratives/poetry in portfolio).
· Writes for self expression.
· Writes to analyze informational and literary texts.
· Writes to learn (double-entry journal in math, social studies, or science; letter to teacher assessing own work; reflection).
Research for Election Knowledge; Daily Journals --
Goal: Daily Reflections on research to understand election process and candidate issues to make an informed choice
What issues are important to you? Which issues are important to you and our country?
The Economy? Energy? The Environment? Health Care? Taxes? Iraq? Afghanistan? Security?
https://whatelse.pbwiki.com/Election-Project
Search the Weekly Reader site (http://www.weeklyreader.com/election/)for information on the issues.
Scholastic Issues Pages
Chart: http://teacher.scholastic.com/scholasticnews/indepth/election2008/games/candidates_stand/issues.htm
Game: http://teacher.scholastic.com/scholasticnews/indepth/election2008/games/candidates_stand/
MSNBC Issues in BriefMonday 10/20
Entry: Base words -- elect, vote, inform, search, represent
Write a second draft of your ideas so far. Use paragraphs with specific details.
What animal is your research about?
How does your animal survive the Arctic?
How is global warming affecting your animal?
How are we as humans contributing to your animal's problem?
How is the problem of global warming affecting us?
Will what we do change the polar environments?
How do you think these changes may ultimately affect us?
Intro to Election Project; PowerPoint Intro Ballot and Letter Home https://whatelse.pbwiki.com/Election-Project
Tuesday 10/21
Entry: Write your five words on your Weekly Study Sheet
Respond: What do you know about the election issues?
Scholastic Action:Scholastic Action: p. 19-21 -- What are the platforms of each candidate; Target Notes
Handout: Weekly Reader McCain/Obama Issues
Focus on Issues (Above) Part of Project for voting 10/23 and 10/29:
Wednesday, Oct 22
Scholastic Magazine: Issues
End: Issues (Above) Homework Wednesday or Thursday: Share issues with family; Be read your opinion (CRT)
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
Thursday October 23 (No test this week)
Entry:
What are the important transitions?
Read in your Classroom Texts--
Blue Write Source, pages 472-473
Black Write Source 2000 page 106
Yellow Ginn English page 324-32
Discussion/Issue Research CRT Organizer; Question: Which candidate meets your expectations for President based on issues? ISSUES (Above)Weekly Reader Vote
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
Friday October 24
Research on issues (CRT or Target)
Research/Issue game based on information to gather further information.
Monday October 27
Entry Spelling Base words:
issue, belief, part, campaign, persuade, citizen
Create a Venn diagram comparing the ideas/isues of McCain/Obama.
Assignment:
Use transitions to write to compare the issues of the two candidates. You may express your opinion and include the comparison of facts to prove your opinion.
Use one of the essay formats provided in class. --
Introduction Statement;
First Paragraph: Explain one candidate's issues;
Second Paragraph: Explain the other candidate's issues;
Third Paragraph: Explain similarities of the two candidates;
Summary Statement
Format 2:
Introduction Statement;
First Paragraph: Explain one candidate's issues;
Second Paragraph: Explain similarities of the two candidates;
Third Paragraph: Explain the other candidate's issues;
Summary Statement
OR, Format 3 (if you are expressing an opinion on your choice of candidate):
Introductory Statement;
First Paragraph: Explain similarities of the two candidates;
Second Paragraph: Explain the issues of the candidate you do not agree with;
Third Paragraph: Explain the issues of the candidate you choose for President
Summary Statement
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
+++++++++++++++++++
Essential Academic Learning RequirementsEALR 1: The student understands and uses a writing process.
1.1.1 Analyzes and selects effective strategies for generating ideas and planning writing.
.
1.6.1 Applies understanding of the recursive nature of writing process.
· Edits as needed at any stage.
1.6.2 Uses collaborative skills in adapting writing process.
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
2.2.1 Demonstrates understanding of different purposes for writing.
3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. --Uses personal experiences, observations, and/or research to support opinions and ideas
Component 4.1: Analyzes and evaluates others’ and own writing. W
4.1.1 Analyzes and evaluates writing using established criteria.
4.1.2 Analyzes and evaluates own writing using established criteria.
2.2.1 Demonstrates understanding of different purposes for writing.
· Writes to pursue a personal interest, to explain, to persuade, to inform, and to entertain for a specified audience (e.g., writes to persuade classmates about a position on required school uniforms, includes narratives/poetry in portfolio).
· Writes for self expression.
· Writes to analyze informational and literary texts.
· Writes to learn (double-entry journal in math, social studies, or science; letter to teacher assessing own work; reflection).
October 14-October 20
Tuesday 10/14
Entry: 1) Choose from your Personal Spelling List and Write your 5 spelling words in the first column on your Weekly Spelling Study Sheet. 2) What are persuasive strategies?
Take notes on paper copies of yesterday's links to answer our questions.
Wednesday 10/15
Take notes on paper copies of yesterday's links to answer our questions. Write a gist statement on your global warming notes. Panel discussion at 11:20.
Discuss:
How have the people and animals living in the arctic Beaufort Sea area adapted to their extreme environments?
And:
Will what we do affect the polar environments?
Brainstorm how you think these changes may ultimately affect us.
Write a draft of your ideas so far. Use paragraphs.
Will what we do change the polar environments?
How do you think these changes may ultimately affect us?
Thursday 10/16 Spelling Tests
Continue taking notes on global warming.
Partner Conferences: Scientists share research -- what will you learn from your partner? Write a gist statement for both research results.
Friday 10/17
Entry: Partner Conferences-- talk to another scientist: Scientists share research -- what will you learn from your partner? Write a gist statement for both research results.
Share previous gist statements. What do we know? What do we still need to know?
Review Student Expectations:
http://msedwards.pbwiki.com/Student-Contract
Monday 10/20
Entry: Base words -- elect, vote, inform, search, represent
Write a second draft of your ideas so far. Use paragraphs with specific details.
Will what we do change the polar environments?
How do you think these changes may ultimately affect us?
If time: Intro to Election Project
https://whatelse.pbwiki.com/Election-Project
What do you know about the election process? Video: Presidential Election -- notes/ discussion; Ballot and Letter Home
Entry: 1) Choose from your Personal Spelling List and Write your 5 spelling words in the first column on your Weekly Spelling Study Sheet. 2) What are persuasive strategies?
Take notes on paper copies of yesterday's links to answer our questions.
Wednesday 10/15
Take notes on paper copies of yesterday's links to answer our questions. Write a gist statement on your global warming notes. Panel discussion at 11:20.
Discuss:
How have the people and animals living in the arctic Beaufort Sea area adapted to their extreme environments?
And:
Will what we do affect the polar environments?
Brainstorm how you think these changes may ultimately affect us.
Write a draft of your ideas so far. Use paragraphs.
- What animal is your research about?
- How does your animal survive the Arctic?
- How is global warming affecting your animal?
- How are we as humans contributing to your animal's problem?
- How is the problem of global warming affecting us?
Will what we do change the polar environments?
How do you think these changes may ultimately affect us?
Thursday 10/16 Spelling Tests
Continue taking notes on global warming.
Partner Conferences: Scientists share research -- what will you learn from your partner? Write a gist statement for both research results.
Friday 10/17
Entry: Partner Conferences-- talk to another scientist: Scientists share research -- what will you learn from your partner? Write a gist statement for both research results.
Share previous gist statements. What do we know? What do we still need to know?
Review Student Expectations:
http://msedwards.pbwiki.com/Student-Contract
Monday 10/20
Entry: Base words -- elect, vote, inform, search, represent
Write a second draft of your ideas so far. Use paragraphs with specific details.
- What animal is your research about?
- How does your animal survive the Arctic?
- How is global warming affecting your animal?
- How are we as humans contributing to your animal's problem?
- How is the problem of global warming affecting us?
Will what we do change the polar environments?
How do you think these changes may ultimately affect us?
If time: Intro to Election Project
https://whatelse.pbwiki.com/Election-Project
What do you know about the election process? Video: Presidential Election -- notes/ discussion; Ballot and Letter Home
Week of October 6 - October 14
Note: No School Monday October 13
Monday 10/6
Entry Spelling:On your own, create new words from these base words: quiet, relate, upset, like, love
Finish spelling lists. Revise action stories, if needed.
Discuss:
How have the people and animals living in the arctic Beaufort Sea area adapted to their extreme environments?
And:
Will what we do affect the polar environments?
Brainstorm how you think these changes may ultimately affect us.
Tuesday 10/7 Entry:
1) Choose from your Personal Spelling List and Write your 5 spelling words in the first column on your Weekly Spelling Study Sheet.
2) Read over your notes so far, including your work from yesterday. Highlight the important details. Write a gist statement of what you have learned so far to turn in.
AUP
Discuss:
How have the people and animals living in the arctic Beaufort Sea area adapted to their extreme environments?
And:
Will what we do affect the polar environments?
Brainstorm how you think these changes may ultimately affect us.
Explore these resources for more information about how global warming is changing the Arctic life, and how these changes may subsequently affect the place where we live.
NOAA: Global Warming FAQ
Global Warming: How Hot? How Soon?
Reflection: Will what we do affect the polar environments?
How do you think these changes may eventually affect us? .
Wednesday 10/8 Entry: Have your gist statement ready for me to read. Go to the computers to:
Ms Edwards Home Page
Click What Else Site
Sidebar -----> Polar Problems https://whatelse.pbwiki.com/Polar-Problems
Step 2
Explore and take notes from these resources for more information about how global warming is changing the Arctic life, and how these changes may subsequently affect the place where we live.
NOAA: Global Warming FAQ
Global Warming: How Hot? How Soon?
Reflection: Will what we do affect the polar environments?
How do you think these changes may eventually affect us? .
Thursday 10/9 Entry: Spelling tests.
Quiz and discussion from web work yesterday.
Friday 10/10 Entry: Write a paragraph persuading me not to give you homework this weekend.
Share.
Connect to persuasive writing strategies.
Skit to persuade parents. Connect again. What are persuasive strategies?
Tuesday 10/14
Entry: 1) Choose from your Personal Spelling List and Write your 5 spelling words in the first column on your Weekly Spelling Study Sheet. 2) What are persuasive strategies?
Take notes on paper copies of yesterday's links to answer our questions.
Discuss:
How have the people and animals living in the arctic Beaufort Sea area adapted to their extreme environments?
And:
Will what we do affect the polar environments?
Brainstorm how you think these changes may ultimately affect us.
Write a draft of your ideas so far. Use paragraphs.
Will what we do affect the polar environments?
How do you think these changes may ultimately affect us?
Share paragraphs and gist statements. What do we know? What do we still need to know? Continue research answers to above questions at sites.
Discuss and take notes on combined research. Class gist statement.
Monday 10/6
Entry Spelling:On your own, create new words from these base words: quiet, relate, upset, like, love
Finish spelling lists. Revise action stories, if needed.
Discuss:
How have the people and animals living in the arctic Beaufort Sea area adapted to their extreme environments?
And:
Will what we do affect the polar environments?
Brainstorm how you think these changes may ultimately affect us.
Tuesday 10/7 Entry:
1) Choose from your Personal Spelling List and Write your 5 spelling words in the first column on your Weekly Spelling Study Sheet.
2) Read over your notes so far, including your work from yesterday. Highlight the important details. Write a gist statement of what you have learned so far to turn in.
AUP
Discuss:
How have the people and animals living in the arctic Beaufort Sea area adapted to their extreme environments?
And:
Will what we do affect the polar environments?
Brainstorm how you think these changes may ultimately affect us.
Explore these resources for more information about how global warming is changing the Arctic life, and how these changes may subsequently affect the place where we live.
NOAA: Global Warming FAQ
Global Warming: How Hot? How Soon?
Reflection: Will what we do affect the polar environments?
How do you think these changes may eventually affect us? .
Wednesday 10/8 Entry: Have your gist statement ready for me to read. Go to the computers to:
Ms Edwards Home Page
Click What Else Site
Sidebar -----> Polar Problems https://whatelse.pbwiki.com/Polar-Problems
Step 2
Explore and take notes from these resources for more information about how global warming is changing the Arctic life, and how these changes may subsequently affect the place where we live.
NOAA: Global Warming FAQ
Global Warming: How Hot? How Soon?
Reflection: Will what we do affect the polar environments?
How do you think these changes may eventually affect us? .
Thursday 10/9 Entry: Spelling tests.
Quiz and discussion from web work yesterday.
Friday 10/10 Entry: Write a paragraph persuading me not to give you homework this weekend.
Share.
Connect to persuasive writing strategies.
Skit to persuade parents. Connect again. What are persuasive strategies?
Tuesday 10/14
Entry: 1) Choose from your Personal Spelling List and Write your 5 spelling words in the first column on your Weekly Spelling Study Sheet. 2) What are persuasive strategies?
Take notes on paper copies of yesterday's links to answer our questions.
Discuss:
How have the people and animals living in the arctic Beaufort Sea area adapted to their extreme environments?
And:
Will what we do affect the polar environments?
Brainstorm how you think these changes may ultimately affect us.
Write a draft of your ideas so far. Use paragraphs.
- What is your research about?
- How does it survive the Arctic?
- How is global warming affecting it?
- How are we contributing to your topic's problem?
- How is the problem affecting us?
Will what we do affect the polar environments?
How do you think these changes may ultimately affect us?
Share paragraphs and gist statements. What do we know? What do we still need to know? Continue research answers to above questions at sites.
Discuss and take notes on combined research. Class gist statement.
Week of September 30- October 6
Tues 9/30
Entry:
1) Write your 5 spelling words in the first column on your Weekly Spelling Study Sheet.
2) Read over your notes so far. Highlight the important details. Write a gist statement of what you have learned so far.
Review:
If you were to create a broster today, share with a neighbor what you would include (title, labeled illustration, vocabulary, gist statement, question)
Persuasive Writing Strategy: Anecdote--Making Your Writing Lively
How did this author make his nonfiction writing lively -- interesting?
Excerpt shared from Bruce Brooks Predator!
How could you use this in your writing? Write as if you are your people or creature. Be the animal. Make your life come alive.
Wed 10/1 Parent Student Teacher Conferences
Thursday 10/2 and Friday 10/3
Entry 10/2: Read over your "lively" writing from Tuesday about your creature. Revise it with strong verbs. Share.
Spelling: Read the directions for partner spelling test. Give your spelling tests.
Continue notes on required content:
Finish spelling lists.
Discuss: How have the people and animals living in the arctic Beaufort Sea area adapted to their extreme environments?
And:
Will what we do affect the polar environments?
Brainstorm how you think these changes may ultimately affect us.
Explore these resources for more information about how global warming is changing the Arctic life, and how these changes may subsequently affect the place where we live.
NOAA: Global Warming FAQ
Global Warming: How Hot? How Soon?
Reflection: Will what we do affect the polar environments?
How do you think these changes may eventually affect us? Discuss.
Write a draft of your ideas so far. Use paragraphs.
Write a draft of your ideas so far. Use paragraphs.
Will what we do affect the polar environments?
Brainstorm how you think these changes may ultimately affect us.
Entry:
1) Write your 5 spelling words in the first column on your Weekly Spelling Study Sheet.
2) Read over your notes so far. Highlight the important details. Write a gist statement of what you have learned so far.
Review:
If you were to create a broster today, share with a neighbor what you would include (title, labeled illustration, vocabulary, gist statement, question)
Persuasive Writing Strategy: Anecdote--Making Your Writing Lively
How did this author make his nonfiction writing lively -- interesting?
Excerpt shared from Bruce Brooks Predator!
How could you use this in your writing? Write as if you are your people or creature. Be the animal. Make your life come alive.
Wed 10/1 Parent Student Teacher Conferences
Thursday 10/2 and Friday 10/3
Entry 10/2: Read over your "lively" writing from Tuesday about your creature. Revise it with strong verbs. Share.
Spelling: Read the directions for partner spelling test. Give your spelling tests.
Continue notes on required content:
- Size
- Habitat
- Diet
- Predators
- Adaptation to the environment (behavioral and biological)
- Environmental Threats to survival
- Connections of environmental issues to your life
- Connections of environmental issues to world communities
+++++++++++
Entry 10/3 Continue notes.- Habitat
- Diet
- Predators
- Adaptation to the environment (behavioral and biological)
- Environmental Threats to survival
- Connections of environmental issues to your life
- Connections of environmental issues to world communities
+++++++
Monday 10/6 Entry Spelling:On your own, create new words from these base words: quiet, relate, upset, like, loveFinish spelling lists.
Discuss: How have the people and animals living in the arctic Beaufort Sea area adapted to their extreme environments?
And:
Will what we do affect the polar environments?
Brainstorm how you think these changes may ultimately affect us.
Explore these resources for more information about how global warming is changing the Arctic life, and how these changes may subsequently affect the place where we live.
NOAA: Global Warming FAQ
Global Warming: How Hot? How Soon?
Reflection: Will what we do affect the polar environments?
How do you think these changes may eventually affect us? Discuss.
Write a draft of your ideas so far. Use paragraphs.
Write a draft of your ideas so far. Use paragraphs.
- What is your research about?
- How does it survive the Arctic?
- How is global warming affecting it?
- How are we contributing to your topic's problem?
- How is the problem affecting us?
Will what we do affect the polar environments?
Brainstorm how you think these changes may ultimately affect us.
9/29 Research Experts
Monday 9/29
Entry: Reflection:
1. Research: How did you take notes?
2. Research: How do you remember where your source is?
3. Research: Why are Key Words important?
4. Research: Why is spelling important while note-taking?
5. Research: Why is a gist statement important?
Spelling: It's Addition!
Divide your spelling paper into parts as we have practiced. In each section write one of these base words:
With a partner, use the base words and your affix list to create as many words as you can from the base words.
Entry: Reflection:
1. Research: How did you take notes?
2. Research: How do you remember where your source is?
3. Research: Why are Key Words important?
4. Research: Why is spelling important while note-taking?
5. Research: Why is a gist statement important?
Spelling: It's Addition!
Divide your spelling paper into parts as we have practiced. In each section write one of these base words:
tan, confer, learn, confuse, understand
With a partner, use the base words and your affix list to create as many words as you can from the base words.
++++++++++
If you were to create a broster today, share with a neighbor what you would include (title, labeled illustration, vocabulary, gist statement, question) Did you write your source on your notes page?
++++++++++
Conference Preparation
How will you organize your work so you can share the answers to these questions? Will you put your work in a certain order? Will you find more writing evidence and number them?
Your goal today is to get organized so you can check most of these:
Presentation Research
Project: We have been asked to create a presentation as part of International Polar Year. We must prepare a brief (approximately 5 minute) presentation to persuade the countries of the United Nations of the interconnectedness of changes in the polar environments, their respective community, and the global community.
Learning Goals
Use the writing process to gather ideas, draft information, revise for clarity, edit for readability, and publish for persuasion.
Understand how life adapts to live in the Arctic. Understand what affects life in the Arctic. Anaylze the connection of those effects on the Arctic, our community, and in the world.
Gathering Ideas: Research Strategies Review
Prewriting Strategies to create researched presentation: research, paraphrasing, key words, spelling, citing sources, draft, summaries, gist
Look at your notes and label them to show you can:
___ Paraphrase notes using main ideas and facts section by section.
___ Add your connections (opinions, experiences, knowledge, feelings).
___ Use your own words (paraphrase)
___ Identify key words.
___ Check spelling.
___ Write your source.
Identify in your entry tasks where you can:
___ Begin a draft
___ Paraphrase (use your own words)
___ Identify key words (labels, highlighting)
___ Use correct spelling
___ Identify your source
___ Write a summary (briefly explain main ideas in your own words)
___ Write a twenty-word gist statement that includes all the main ideas in your research
___ Identify addition questions and needed facts
How will these research and writing process strategies help you create your persuasive presentation? (Answer on another paper.)
Conference Preparation
How will you organize your work so you can share the answers to these questions? Will you put your work in a certain order? Will you find more writing evidence and number them?
Your goal today is to get organized so you can check most of these:
Presentation Research
Project: We have been asked to create a presentation as part of International Polar Year. We must prepare a brief (approximately 5 minute) presentation to persuade the countries of the United Nations of the interconnectedness of changes in the polar environments, their respective community, and the global community.
Learning Goals
Use the writing process to gather ideas, draft information, revise for clarity, edit for readability, and publish for persuasion.
Understand how life adapts to live in the Arctic. Understand what affects life in the Arctic. Anaylze the connection of those effects on the Arctic, our community, and in the world.
Gathering Ideas: Research Strategies Review
Prewriting Strategies to create researched presentation: research, paraphrasing, key words, spelling, citing sources, draft, summaries, gist
Look at your notes and label them to show you can:
___ Paraphrase notes using main ideas and facts section by section.
___ Add your connections (opinions, experiences, knowledge, feelings).
___ Use your own words (paraphrase)
___ Identify key words.
___ Check spelling.
___ Write your source.
Identify in your entry tasks where you can:
___ Begin a draft
___ Paraphrase (use your own words)
___ Identify key words (labels, highlighting)
___ Use correct spelling
___ Identify your source
___ Write a summary (briefly explain main ideas in your own words)
___ Write a twenty-word gist statement that includes all the main ideas in your research
___ Identify addition questions and needed facts
How will these research and writing process strategies help you create your persuasive presentation? (Answer on another paper.)
++++++++++++++
When completed and shared with teacher, begin your research.
9/24 Spell It, Draw It, Reflect on It -- What R U LRNING?
Wednesday, 9/24
Entry: Turn in spelling homework.
Add to or redo your illustration from Monday. Use your notes. Label with adaptations.
Write a gist statement of all the information you have read so far about your people/animal.
Write your source on your notes; include the title, author, URL.
Example:
http://www.ncdc.noaa.gov/oa/climate/globalwarming.html
Global Warming: Frequently Asked Questions
National Oceanic and Atmospheric Administration
National Climatic Data Center
David Easterling and Tom Karl, National Climatic Data Center, Asheville, N.C. 28801
Entry: Turn in spelling homework.
Add to or redo your illustration from Monday. Use your notes. Label with adaptations.
Write a gist statement of all the information you have read so far about your people/animal.
Write your source on your notes; include the title, author, URL.
Example:
http://www.ncdc.noaa.gov/oa/climate/globalwarming.html
Global Warming: Frequently Asked Questions
National Oceanic and Atmospheric Administration
National Climatic Data Center
David Easterling and Tom Karl, National Climatic Data Center, Asheville, N.C. 28801
++++++++++++++
What questions are still needed?
Present research to the class. Discuss questions still needing answers.
Continue research.
What questions are still needed?
Present research to the class. Discuss questions still needing answers.
Continue research.
9/23 Polar Research: What do you still need to know?
Tues 9/23
Entry: 1)
Spelling: 5 Words; --- choose your five spelling words from your Personal Spelling List and write them in the first column of your Weekly Word Study Sheet. Homework due tomorrow.
Then start 2)
2) Be prepared for discussion about these questions at 11:40 (Panel Experts).
How have the people and animals living in the arctic Beaufort Sea area adapted to their extreme environments? To be prepared, find your requirements for your research and continue your research. If you research, you may continue the project. Remember your google search techniques:
Goal Review: Prewriting Strategies to create researched presentation: research, paraphrasing, key words, spelling, citing sources, draft, summaries, gists
Power Writing on research topic; highlight key words; gist statements.
Presentation Research
Project: We have been asked to create a presentation as part of International Polar Year. We must prepare a brief (approximately 5 minute) presentation to persuade the countries of the United Nations of the interconnectedness of changes in the polar environments, their respective community, and the global community.
Learning Goals
Use the writing process to gather ideas, draft information, revise for clarity, edit for readability, and publish for persuasion.
Understand how life adapts to live in the Arctic. Understand what affects life in the Arctic. Anaylze the connection of those effects on the Arctic, our community, and in the world.
Gathering Ideas: Research Strategies Review
Prewriting Strategies to create researched presentation: research, paraphrasing, key words, spelling, citing sources, draft, summaries, gist
Look at your notes and label them to show you can: (These you should already have done):
___ Paraphrase notes using main ideas and facts section by section.
___ Add your connections (opinions, experiences, knowledge, feelings).
___ Use your own words (paraphrase)
___ Identify key words.
___ Check spelling.
___ Write your source.
Identify in your entry tasks where you can:
___ Begin a draft
___ Paraphrase (use your own words)
___ Identify key words (labels, highlighting)
___ Use correct spelling
___ Identify your source
___ Write a summary (briefly explain main ideas in your own words)
___ Write a twenty-word gist statement that includes all the main ideas in your research
___ Identify addition questions and needed facts
How will these research and writing process strategies help you create your persuasive presentation?
11:40: Volunteers play experts in a panel discussion to answer questions from the audience.
Entry: 1)
Spelling: 5 Words; --- choose your five spelling words from your Personal Spelling List and write them in the first column of your Weekly Word Study Sheet. Homework due tomorrow.
Then start 2)
2) Be prepared for discussion about these questions at 11:40 (Panel Experts).
How have the people and animals living in the arctic Beaufort Sea area adapted to their extreme environments? To be prepared, find your requirements for your research and continue your research. If you research, you may continue the project. Remember your google search techniques:
Use double quotations (“ “)
use to look for words in exactly the order in which you enter them
- "arctic fox"
- "polar bear"
Try minus sign (‐)
use to exclude a word from your results
- vikings ‐minnesota
- "polar bear" -grizzly
Add a site request
site:edu
site:org
site:gov
+++++++++++++++++++++++++++++++++++++++++
Goal Review: Prewriting Strategies to create researched presentation: research, paraphrasing, key words, spelling, citing sources, draft, summaries, gists
Power Writing on research topic; highlight key words; gist statements.
+++++++++++++++++++++++++++++++++++++++++
Presentation Research
Project: We have been asked to create a presentation as part of International Polar Year. We must prepare a brief (approximately 5 minute) presentation to persuade the countries of the United Nations of the interconnectedness of changes in the polar environments, their respective community, and the global community.
Learning Goals
Use the writing process to gather ideas, draft information, revise for clarity, edit for readability, and publish for persuasion.
Understand how life adapts to live in the Arctic. Understand what affects life in the Arctic. Anaylze the connection of those effects on the Arctic, our community, and in the world.
Gathering Ideas: Research Strategies Review
Prewriting Strategies to create researched presentation: research, paraphrasing, key words, spelling, citing sources, draft, summaries, gist
Look at your notes and label them to show you can: (These you should already have done):
___ Paraphrase notes using main ideas and facts section by section.
___ Add your connections (opinions, experiences, knowledge, feelings).
___ Use your own words (paraphrase)
___ Identify key words.
___ Check spelling.
___ Write your source.
Identify in your entry tasks where you can:
___ Begin a draft
___ Paraphrase (use your own words)
___ Identify key words (labels, highlighting)
___ Use correct spelling
___ Identify your source
___ Write a summary (briefly explain main ideas in your own words)
___ Write a twenty-word gist statement that includes all the main ideas in your research
___ Identify addition questions and needed facts
How will these research and writing process strategies help you create your persuasive presentation?
+++++++++++++++++++++++++++++++++++++++++
11:40: Volunteers play experts in a panel discussion to answer questions from the audience.
+++++++++++++++++++++++++++++++++++++++++
Polar Problems, continued
For 9/22
Entry: Draw a picture of your researched people or animal living in the Arctic. Use your notes. Label your picture.
Question: How have the people and animals living in the arctic Beaufort Sea area adapted to their extreme environments?
Spelling Base Words: catch, tackle, write, work, agree
Review: Who and what live in the Arctic? What is your research focus?
Terms to review: behavioral adaptation and biological adaptation; interconnectedness
First: How will we remember what we read?
Review Note-taking Strategies
Summarizing and Gist Statements
Tasks and Resources:
https://whatelse.pbwiki.com/Polar-Problems
Note-taking Review:
Entry: Draw a picture of your researched people or animal living in the Arctic. Use your notes. Label your picture.
Question: How have the people and animals living in the arctic Beaufort Sea area adapted to their extreme environments?
________________________________________________
Spelling Base Words: catch, tackle, write, work, agree
_____________________________________________
Review: Who and what live in the Arctic? What is your research focus?
Terms to review: behavioral adaptation and biological adaptation; interconnectedness
First: How will we remember what we read?
Review Note-taking Strategies
Summarizing and Gist Statements
Tasks and Resources:
https://whatelse.pbwiki.com/Polar-Problems
Note-taking Review:
http://www.englishcompanion.com/Tools/notemaking.html
Download graphic organizers that fit your style
http://en.wikipedia.org/wiki/Cornell_note-taking_system
Cornell Note-taking
http://www.englishcompanion.com/pdfDocs/cornellintro.pdf
A Cornell Note How to from Jim Burke
https://whatelse.pbwiki.com/Google-Search-Lesson
Our google lesson
____________________________
Today's Work:
Begin research of your people or animals using organizing questions provided. Have the people and animals adapted? How? What do you think others need to know?
As you discover interesting facts, let me know. Remember, you're helping me update my resources for next year ?) Great work on google searching!
As you discover interesting facts, let me know. Remember, you're helping me update my resources for next year ?) Great work on google searching!
So Far
___________________ What have we learned so far? ___________________
Draw a picture of the Arctic Ocean and the animals in it.
How have these animals adapted?
Are these animals affected by us?
Take a quick quiz about the Arctic: https://whatelse.pbwiki.com/Arctic
______________________________________
Read the Team Roles and remember:
Whether you are a team member or working alone, these roles must be completed for your project. If you are working alone, you are responsible for all roles.
______________________________________
Our Project and Questions- Based upon what you've learned about plant, animal, and human adaptations in the Beaufort Sea communities, how do you think global warming affects these species?
- Does what we do in ____________ (name of students' local area) really affect the life in the Beaufort Sea area?
- Do you think our actions affect life in other polar regions, such as Antarctica?
- How might what happens in these polar regions affect us and others around the world?
https://whatelse.pbwiki.com/Polar-Problems
Check out the area:
Find the NORTHERN PACIFIC AND ARCTIC.
Find the Arctic Ocean-Beaufort Sea.
List the facts on paper: Who, What, When, Where, Why, How
http://www.mcbi.org/shining_sea/s2ss_globe.htm
______________________________________
Write a 20 word gist statement explaining the main idea of what you read yesterday.______________________________________
Wy du wee nede two lrn too spel?______________________________________
Two columns
Facts/Main Ideas Connections (to yourself, your knowledge, your experience, etc.)Read a section. Review and discuss what it says and what the main idea is. Use your own words in your notes. Check your spelling before reading the next section.
Gist Statements: Twenty words that summarize ALL the most important ideas of the day's work.
_____________________________________
Which do you want to research and why?
* Ringed seal
* Polar bear
* Inupiat Eskimos
* Athabascan Indians
* Arctic cisco
* Beluga Whales
* Bowhead Whales
* Kind Eider
* Loons
* Thick-billed Murres
* Guillemots
* Porcupine caribou
Albatross
* Elephant seal
* Fur seal
* Arctic fox
* Arctic Hare
* Caribou
* Arctic Tern
* Puffin
* Lichen
* Arctic moss
* Collared Lemming
* Musk Ox
* Narwhal
* Walrus
______________________________________
______________________________________
How will you find information? Learn how to use your Google search bar effectively:
https://whatelse.pbwiki.com/Google-Search-Lesson______________________________________
Ok. We're caught up. That's where we are now as of 9/19.
Welcome
Writing is hard fun! ~ Donald Murry
Of course I think writing is fun; I'm the writing teacher!
Hopefully, with our lessons and work, you'll find the writer in you!
Let's grab a pencil or pen and zap some powerful words today!
This blog brings our entry tasks and lessons into one place, ready for your review, my revision, and everyone's help.
We're off!
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