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).