Figurative language
https://whatelse.pbwiki.com/Figurative-Language
http://whatelse.pbworks.com/Wednesday-Writing-Reflections
Writing Projects using EALRs
Satire: Fractured Fairy Tales
Read models
Discuss models
Read fairy tales
Discuss changes
Prewrite -- share own stories
Draft -- share for feedback
Revise for elaboration and organization
Share for feedback
Revise, Edit, Publish
Wed 5/27
Thank you to Gary Martin cards; Project work -- plot; figurative language
Thurs 5/28
Project work -- plot; figurative language
Share -- peer advise
Fri 5/29
Final Draft; Peer analysis
Mon 5/1
Navigation: Career Exploration
Tues 5/2 Navigation: Career Exploration
Wed 5/3 Navigation Goals
Poetry Share and write
Thurs 5/4 Navigation Goals
Poetry Share and write
Fri 5/5 Homeroom
Mon 5/8 Homeroom
Tues 5/9 Homeroom
Wed 5/10 Homeroom
Thurs 5/11 Picnic
Fri 5/12 Awards
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.
May 18 - May 26
Figurative language
https://whatelse.pbwiki.com/Figurative-Language
http://whatelse.pbworks.com/Wednesday-Writing-Reflections
Writing Projects using EALRs
Satire: Fractured Fairy Tales
Read models
Discuss models
Read fairy tales
Discuss changes
Prewrite -- share own stories
Draft -- share for feedback
Revise for elaboration and organization
Share for feedback
Revise, Edit, Publish
Tuesday 5/19
Poetry Day 10
Focus -- Write fairy tales; determine elements in own story; decide how to create parody (incongruity, reversal, exaggeration)
Navigation Lessons
Wednesday 5/20 WASL Wednesday Reflection
Focus -- Write fairy tales; determine elements in own story; decide how to create parody (incongruity, reversal, exaggeration)
Elements of Fairy Tale and Elements of Story
Navigation Lessons (academic/citizenship/career info and goals)
Thursday 5/21
Poetry Day 11
Navigation
Fairy Tale work
Friday 5/22
Sunflower Festival
Monday 5/25 Holiday Tuesday 5/26
Focus -- Finish fairy tales; determine elements in own story; decide how to create parody (incongruity, reversal, exaggeration); work with partner to draft story
Navigation Lessons
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.
https://whatelse.pbwiki.com/Figurative-Language
http://whatelse.pbworks.com/Wednesday-Writing-Reflections
Writing Projects using EALRs
Satire: Fractured Fairy Tales
Read models
Discuss models
Read fairy tales
Discuss changes
Prewrite -- share own stories
Draft -- share for feedback
Revise for elaboration and organization
Share for feedback
Revise, Edit, Publish
Tuesday 5/19
Poetry Day 10
Focus -- Write fairy tales; determine elements in own story; decide how to create parody (incongruity, reversal, exaggeration)
Navigation Lessons
Wednesday 5/20 WASL Wednesday Reflection
Focus -- Write fairy tales; determine elements in own story; decide how to create parody (incongruity, reversal, exaggeration)
Elements of Fairy Tale and Elements of Story
Navigation Lessons (academic/citizenship/career info and goals)
Thursday 5/21
Poetry Day 11
Navigation
Fairy Tale work
Friday 5/22
Sunflower Festival
Monday 5/25 Holiday Tuesday 5/26
Focus -- Finish fairy tales; determine elements in own story; decide how to create parody (incongruity, reversal, exaggeration); work with partner to draft story
Navigation Lessons
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.
May 12 - May 18
Focus
Capture: Set daily goals and reflect
Strength: Practice daily lesson skill
Interact: with words/peers/teacher
http://whatelse.pbwiki.com/CSI-Schedule
Figurative language
https://whatelse.pbwiki.com/Figurative-Language
http://whatelse.pbworks.com/Wednesday-Writing-Reflections
Writing Projects using EALRs
Earth Day: Earth problems and solutions
Making connections in writing
Satire: Fractured Fairy Tales
Read models
Discuss models
Read fairy tales
Discuss changes
Prewrite -- share own stories
Draft -- share for feedback
Revise for elaboration and organization
Share for feedback
Revise, Edit, Publish
Tuesday 5/12
Poetry Day 7
Focus -- Write fairy tales; determine elements in own story; decide how to create parody (incongruity, reversal, exaggeration)
Navigation Lessons
Wednesday 5/13 WASL Wednesday Reflection
Poetry Day 8
Focus -- Write fairy tales; determine elements in own story; decide how to create parody (incongruity, reversal, exaggeration)
Elements of Fairy Tale and Elements of Story
Navigation Lessons
Thursday 5/14
Owhi Lake Day
Friday 5/15
Poetry Day 9
Focus -- Thank you letters
Navigation Lessons
Monday 5/11
Focus -- Finish fairy tales; determine elements in own story; decide how to create parody (incongruity, reversal, exaggeration); work with partner to draft story
Navigation Lessons
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.
Capture: Set daily goals and reflect
Strength: Practice daily lesson skill
Interact: with words/peers/teacher
http://whatelse.pbwiki.com/CSI-Schedule
Figurative language
https://whatelse.pbwiki.com/Figurative-Language
http://whatelse.pbworks.com/Wednesday-Writing-Reflections
Writing Projects using EALRs
Earth Day: Earth problems and solutions
Making connections in writing
Satire: Fractured Fairy Tales
Read models
Discuss models
Read fairy tales
Discuss changes
Prewrite -- share own stories
Draft -- share for feedback
Revise for elaboration and organization
Share for feedback
Revise, Edit, Publish
Tuesday 5/12
Poetry Day 7
Focus -- Write fairy tales; determine elements in own story; decide how to create parody (incongruity, reversal, exaggeration)
Navigation Lessons
Wednesday 5/13 WASL Wednesday Reflection
Poetry Day 8
Focus -- Write fairy tales; determine elements in own story; decide how to create parody (incongruity, reversal, exaggeration)
Elements of Fairy Tale and Elements of Story
Navigation Lessons
Thursday 5/14
Owhi Lake Day
Friday 5/15
Poetry Day 9
Focus -- Thank you letters
Navigation Lessons
Monday 5/11
Focus -- Finish fairy tales; determine elements in own story; decide how to create parody (incongruity, reversal, exaggeration); work with partner to draft story
Navigation Lessons
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.
May 5 - May 11
Focus
Capture: Set daily goals and reflect
Strength: Practice daily lesson skill
Interact: with words/peers/teacher
http://whatelse.pbwiki.com/CSI-Schedule
Figurative language
https://whatelse.pbwiki.com/Figurative-Language
Writing Projects using EALRs
Earth Day: Earth problems and solutions
Making connections in writing
Satire: Fractured Fairy Tales
Read models
Discuss models
Read fairy tales
Discuss changes
Prewrite -- share own stories
Draft -- share for feedback
Revise for elaboration and organization
Share for feedback
Revise, Edit, Publish
Tuesday 5/5
Grammar -- the dash (READ 1/09)
Poetry Day 3
Focus -- Read fairy tales; determine elements in own story; decide how to create parody (incongruity, reversal, exaggeration)
Wednesday 5/6
Poetry Day 4
Focus -- Read fairy tales; determine elements in own story; decide how to create parody (incongruity, reversal, exaggeration)
Elements of Fairy Tale and Elements of Story
Thursday 5/7
Poetry Day 5
Grammar -- capitalization (READ 11/14)
Focus -- Read fairy tales; determine elements in own story; decide how to create parody (incongruity, reversal, exaggeration); work with partner to draft story
Friday 5/8
Poetry Day 6
Focus -- Read fairy tales; determine elements in own story; decide how to create parody (incongruity, reversal, exaggeration); work with partner to draft story
Monday 5/11
Focus -- Read fairy tales; determine elements in own story; decide how to create parody (incongruity, reversal, exaggeration); work with partner to draft story
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.
Capture: Set daily goals and reflect
Strength: Practice daily lesson skill
Interact: with words/peers/teacher
http://whatelse.pbwiki.com/CSI-Schedule
Figurative language
https://whatelse.pbwiki.com/Figurative-Language
Writing Projects using EALRs
Earth Day: Earth problems and solutions
Making connections in writing
Satire: Fractured Fairy Tales
Read models
Discuss models
Read fairy tales
Discuss changes
Prewrite -- share own stories
Draft -- share for feedback
Revise for elaboration and organization
Share for feedback
Revise, Edit, Publish
Tuesday 5/5
Grammar -- the dash (READ 1/09)
Poetry Day 3
Focus -- Read fairy tales; determine elements in own story; decide how to create parody (incongruity, reversal, exaggeration)
Wednesday 5/6
Poetry Day 4
Focus -- Read fairy tales; determine elements in own story; decide how to create parody (incongruity, reversal, exaggeration)
Elements of Fairy Tale and Elements of Story
Thursday 5/7
Poetry Day 5
Grammar -- capitalization (READ 11/14)
Focus -- Read fairy tales; determine elements in own story; decide how to create parody (incongruity, reversal, exaggeration); work with partner to draft story
Friday 5/8
Poetry Day 6
Focus -- Read fairy tales; determine elements in own story; decide how to create parody (incongruity, reversal, exaggeration); work with partner to draft story
Monday 5/11
Focus -- Read fairy tales; determine elements in own story; decide how to create parody (incongruity, reversal, exaggeration); work with partner to draft story
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.
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