February 2 to February 9

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

Persuasion
https://whatelse.pbwiki.com/Persuasive-Table-of-Contents

Persuasion Organization
http://whatelse.pbwiki.com/Persuasion-Organization


Third Quarter Requirements
http://whatelse.pbwiki.com/Writing-Requirements

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Monday 2/2
Visit with Memphis, Tennessee fifth grade class on Skype with grades 5, 7, 8.

Persuasive Organization: Sorting important reasons for effect


Tuesday 2/3

Third Quarter Requirements
http://whatelse.pbwiki.com/Writing-Requirements

Discuss and share; reflect and write: Persuasive Organization: Sorting important reasons for effect

If time: practice transitions words (oral, written, paragraphs)

Wednesday 2/4
Practice transitions words (oral, written, paragraphs)
Write essay. Use BEARS, transitions, order of importance
End with call to action

Thursday 2/5
Organization: Causal train
Models/discussion


Friday 2/6
Organization: Causal train
Models/discussion
Transitions -- oral and essay

Monday 2/9
Share essays; discuss the two organizational strategies; suggest improvements in strategy and transitions for importance and causal change

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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.