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

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 Brief



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:

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. --

Format 1:

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...

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Essential Academic Learning 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).