New Lesson Plan Site

Thank you for checking for lesson plans from a link on one of our sites.

I'm in the process of updating all pages, but if you're here, you need the new link.

Either one of these contain the lesson plans for our reading and writing classes, including links and handouts:

Lesson Plans

Ms Edwards Lesson Plans  or here: Ms Edwards Planbook

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 For Teachers:

I'm now using Planbook by Jeff Hellman at Helmansoft.

I can input my plans once, print, and place online with one click. I can also update these lessons from the desktop, online, or on my iPad via Dropbox.

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8/31/10-9/28/10

Focus:

Practice Procedures
Review prewriting
Drafting Strategies
Revision Strategies and Review
Edit/Publish

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Daily: Review and Practice Expectations
9/8 Debrief Getting To Know You Project; Give speeches
9/9 Writing Pretest
9/10 Begin Notebooks; Bio-Poem Prewrite (Paper Fold strategy)
9/13 Bio-Poem Prewrite 2; First Draft; Lesson: Good Writing Is...

9/8 Pretest
9/9 BioPoem; Write and Share; Intro Notebook
9/10 Notebook
9/13 Revision lesson-- what was; what it became model; review and add to notebook; revise poem


9/14 Share and identify good writing (School Days, p.5)

9/15 Share revisions and identify; Write BioPoem

9/16 Review: Details, Description, Examples, Action (Strong Verbs); Write "experience" paragraph; Update notebook; Share golden lines in BioPoem;

9/17  Elder Invitation

9/20   Check notebook;  Review;  highlight each others' paragraph details/verbs; Revise paragraph;

Neat Sheet of revised poems and paragraphs; Notebook left side examples




9/21
Territories
Revision -- baseball story; emotions/thoughts
Revise paragraphs

9/22 prep folders for 9/23 mentor visit; revise and final drafts for paragraph/bio poem; reflection info;
9/23 mentor
9/28 mentor reflection; final drafts; update notebooks for emotions/ thoughts/dialogue

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3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. ·       Presents a central idea, theme, and manageable thesis while maintaining a consistent focus (e.g., “Commercials influence the spending habits of teenagers.”). ·       Selects specific details relevant to the topic to extend ideas or develop elaboration (e.g., quotations, data, reasons, multiple examples that build on each other). ·       Uses personal experiences, observations,

1.1 Prewrites

1.2 Drafts

1.3 Revises (3.1.1)

5/25/10-6/10/10

Focus:


WASL MSP Writing
Poetry: word choice and message
Photo Essays: What's in a picture? How to make that picture? Captions
Reflection: Word choice, Organization, Sentence fluency

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5/25 Zines
5/26 MSP Writing Test -- or zines
5/27 MSP Writing Test -- celebration
5/28 Intro Photography and Photo Essays

5/31 Memorial Day
6/1 Poetry; Photo Essay -- composition
6/2 Poetry; Photo Essay -- composition; Reflection
6/3 Poetry; Photo Essay -- captions; Reflection
6/4 Poetry; Photo Essay -- captions

6/7 Homeroom
6/8 Pow Wow
6/9 Graduation - Grade 8
6/10 Awards/Picnic

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Standards:


EALR 1: The student understands and uses a writing process.
Component 1.2: Produces draft(s). W
Component 1.3: Revises to improve text. W
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.
·       Uses effective revision tools or strategies (e.g., reading draft out loud, checking sentence beginnings, expanding sentences, using an electronic or other thesaurus).
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
·       Identifies an intended audience.
·       Identifies and includes information and uses appropriate language for a specific audience (e.g., defines technical or content-specific terms or jargon).
·       Describes audience’s interest and knowledge of topic to determine emphasis.
·       Anticipates readers’ questions and writes accordingly.
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).
Component 1.4: Edits text. W
Component 3.3: Knows and applies appropriate grade level writing conventions. W

EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.

04/26/10 - 05/25/10 Weeks 31-34

Focus:
Quick Prewrite; Quick Revise
Quick Prewrite; Quick Revise; TEST

Expository and Persuasive Writing / Organization / Elaboration / Revision

http://whatelse.pbworks.com/Persuasion-Introduction  http://whatelse.pbworks.com/Persuade
http://whatelse.pbworks.com/Revision
http://whatelse.pbworks.com/Revision-Tips-2

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4/26 4/27 quick revise
4/28 4/29 quick prewrite
4/30 revise
5/3 practice msp
5/3  5/4
practice msp
Choose essay; finish draft; revise with intro/conclusion (names, verbs, description, dialogue); final draft

5/5
Zine and conferences

5/6 Homeroom or quick revise: intro/paragraph/conclusion

5/7 Persuasive quickwrite and quickrevise

5/10 Persuasive quickwrite and quickrevise
5/11 quick revise, concession and rebuttal
5/12 homeroom
5/13 zines
5/14 test, sub
5/17 finish tests; zines
5/18 homeroom
5/19 homeroom
5/20 Owhi
5/21 owhi thank you zones
5/24 teacher training
5/25 reflections, poetry at well

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EALR 1: The student understands and uses a writing process.
Component 1.2: Produces draft(s). W
Component 1.3: Revises to improve text. W
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.
·       Uses effective revision tools or strategies (e.g., reading draft out loud, checking sentence beginnings, expanding sentences, using an electronic or other thesaurus).
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
·       Identifies an intended audience.
·       Identifies and includes information and uses appropriate language for a specific audience (e.g., defines technical or content-specific terms or jargon).
·       Describes audience’s interest and knowledge of topic to determine emphasis.
·       Anticipates readers’ questions and writes accordingly.
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).
Component 1.4: Edits text. W
Component 3.3: Knows and applies appropriate grade level writing conventions. W

EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.

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4/19/10 - 4/26/10

Focus:

Persuasive Writing/ Organization / Elaboration

http://whatelse.pbworks.com/Persuasion-Introduction  http://whatelse.pbworks.com/Persuade
http://whatelse.pbworks.com/Revision
http://whatelse.pbworks.com/Revision-Tips-2

http://whatelse.pbworks.com/Owhi-Connected-Organization-Example

Writing Introductions and Conclusions

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4/19 

Elaboration Strategies

Intro/Conclusion Review

Writing Prompt-- Earth Day Pre write using elaboration strategies

4/20

Review intro/conclusion

Work with partner to write introduction to “places” essay

4/21 

WASL practice test: expository

4/22

Earth Day

Write introduction to earth day paragraph

4/23

Finish WASL test

4/26

Power Revise

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EALRS:

EALR 1: The student understands and uses a writing process.
Component 1.2: Produces draft(s). W
Component 1.3: Revises to improve text. W
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.
·       Uses effective revision tools or strategies (e.g., reading draft out loud, checking sentence beginnings, expanding sentences, using an electronic or other thesaurus).
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
·       Identifies an intended audience.
·       Identifies and includes information and uses appropriate language for a specific audience (e.g., defines technical or content-specific terms or jargon).
·       Describes audience’s interest and knowledge of topic to determine emphasis.
·       Anticipates readers’ questions and writes accordingly.
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).
Component 1.4: Edits text. W
Component 3.3: Knows and applies appropriate grade level writing conventions. W

EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.

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3/29/10 - 4/12/10

Focus:

Persuasive Writing/ Organization / Elaboration

http://whatelse.pbworks.com/Persuasion-Introduction  http://whatelse.pbworks.com/Persuade
http://whatelse.pbworks.com/Revision
http://whatelse.pbworks.com/Revision-Tips-2

http://whatelse.pbworks.com/Owhi-Connected-Organization-Example

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3/29 Essay Final Draft -- edit and copy
Review and remember:
Revision tips
BEARS
Intro, Body, Conclusion
connect ideas in paragraphs -- not just a list

3/30 Revise -- Share as needed; Tween Tribune

3/31 Writing Strategies

4/1 Online record --- traits/process reflection

4/2 No School Teacher Training and Records

4/12  Organize for conferences; I used to but now I.... Practice

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EALRS:

EALR 1: The student understands and uses a writing process.
Component 1.2: Produces draft(s). W
Component 1.3: Revises to improve text. W
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.
·       Uses effective revision tools or strategies (e.g., reading draft out loud, checking sentence beginnings, expanding sentences, using an electronic or other thesaurus).
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
·       Identifies an intended audience.
·       Identifies and includes information and uses appropriate language for a specific audience (e.g., defines technical or content-specific terms or jargon).
·       Describes audience’s interest and knowledge of topic to determine emphasis.
·       Anticipates readers’ questions and writes accordingly.
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).
Component 1.4: Edits text. W
Component 3.3: Knows and applies appropriate grade level writing conventions. W

EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.

03/22/10 - 03/29/10

Focus:

Expository and Persuasive Writing

Persuasive Writing

http://whatelse.pbworks.com/Persuasion-Introduction  http://whatelse.pbworks.com/Persuade

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3/22 Owhi Revise/Evaluate
3/23 Owhi Revise/Evaluate
3/24 Essay revision  --- connect ideas; elaborate; word choice
3/25 Essay revision  --- connect ideas; elaborate; word choice
3/26 Essay Final Draft -- edit and copy
3/29 Share and evaluate; Edit practice

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EALR 1: The student understands and uses a writing process.
Component 1.2: Produces draft(s). W
Component 1.3: Revises to improve text. W
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.
·       Uses effective revision tools or strategies (e.g., reading draft out loud, checking sentence beginnings, expanding sentences, using an electronic or other thesaurus).
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
·       Identifies an intended audience.
·       Identifies and includes information and uses appropriate language for a specific audience (e.g., defines technical or content-specific terms or jargon).
·       Describes audience’s interest and knowledge of topic to determine emphasis.
·       Anticipates readers’ questions and writes accordingly.
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).
Component 1.4: Edits text. W
Component 3.3: Knows and applies appropriate grade level writing conventions. W

EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.

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03/15/10 - 03/22/10

Weeks 25   Focus:

Organization-- Transitions; connective words
Elaboration -- details/mind movie
Word Choice -- specificity and interest

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Owhi: Presentation / Publication design; from paragraph to image and t-shirt design

3/15 Review: Owhi Project -- edit paragraphs; evaluate for Organization, Elaboration; view contest entries
3/16 Owhi Project: Evaluate for word choice; review organization and elaboration; student revisions with rubric
3/17 Continue revisions
3/18 Substitute for funeral, if necessary
3/19 Substitute
3/22 Share paragraphs; evaluate w/teacher conference

Finish Tests

Week Project:
Write with style and word choice (strong verbs; specific nouns)
Organize for best information and elaboration.
Plan design for presentation.

Topic: Owhi Lake
Goal 1: Write organized and elaborated paragraphs with style and word choice. Edit the paragraphs.

Goal 2: Create a broster/T-shirt design using elements of design and layout and reflecting the paragraphs about Owhi Lake.


Tasks:
Continue lists of specific nouns and vivid verbs about Owhi Lake.
Discuss model draft of Owhi Lake paragraphs.
Use the lists to draft at least two paragraphs about Owhi Lake:
* Decide organization style
* Determine approrpiate elaboration
* Write with nifty nouns and vivid verbs
* Edit
* Revise

<,hr/>

Document daily: CSI

https://spreadsheets.google.com/ccc?key=0ApCrzGH9Dh-odGhmMEZLLXVqOWRFY3BwSzM4SnU3M2c&hl=en

Document Weekly: Writing Log on Writing Process and Traits

https://spreadsheets.google.com/ccc?key=0ApCrzGH9Dh-odERvcnFJaWpCM2VONTkxUVNudGJuTVE&hl=en

Each Essay: Self Evaluate (See also Awards information)

https://docs.google.com/a/my.nsdeagles.org/Doc?docid=0AcLKgmt-9pX_ZGR6d2tiNV8yMGd4cTR3NWdm&hl=en

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EALR 1: The student understands and uses a writing process.

Component 1.2: Produces draft(s). W

Component 1.3: Revises to improve text. W

1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.

·       Uses effective revision tools or strategies (e.g., reading draft out loud, checking sentence beginnings, expanding sentences, using an electronic or other thesaurus).

2.1.1 Applies understanding of multiple and varied audiences to write effectively.

·       Identifies an intended audience.

·       Identifies and includes information and uses appropriate language for a specific audience (e.g., defines technical or content-specific terms or jargon).

·       Describes audience’s interest and knowledge of topic to determine emphasis.

·       Anticipates readers’ questions and writes accordingly.

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).

Component 1.4: Edits text. W

Component 3.3: Knows and applies appropriate grade level writing conventions. W

EALR 3: The student writes clearly and effectively.

Component 3.1: Develops ideas and organizes writing. W

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.

2/22/10 - 3/8/10

Weeks 24 24   Focus:

Persuasive Writing

Math vocabulary/WSU scientists/ Persuasive Writing

http://whatelse.pbworks.com/Persuasion-Introduction  http://whatelse.pbworks.com/Persuade

Concession/Rebuttal

Introductions/ Conclusions

Transitions

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Persuasive Essay 

Use BEARS:

Position

Explain reason 1

Explain reason 2 with concession/rebuttal

Explain reason 3 (most important)

Restate position

Daily: Edit Practice; Apply lesson to essays

2/22 Checklist and models; Conclusions

2/23 Conclusions; Review Strong Verbs -- Olympics

2/24 Final Essays

2/25 Causal Chain

2/26 Substitute

3/1 Checklist on WASL Practice Tests -- what is effective? Self- Evaluate

3/2  TEST

3/3 TEST

3/4 3/5 Substitute

3/7 Poety

Document daily: CSI

https://spreadsheets.google.com/ccc?key=0ApCrzGH9Dh-odGhmMEZLLXVqOWRFY3BwSzM4SnU3M2c&hl=en

Document Weekly: Writing Log on Writing Process and Traits

https://spreadsheets.google.com/ccc?key=0ApCrzGH9Dh-odERvcnFJaWpCM2VONTkxUVNudGJuTVE&hl=en

Each Essay: Self Evaluate (See also Awards information)

https://docs.google.com/a/my.nsdeagles.org/Doc?docid=0AcLKgmt-9pX_ZGR6d2tiNV8yMGd4cTR3NWdm&hl=en

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EALR 1: The student understands and uses a writing process.

Component 1.2: Produces draft(s). W

Component 1.3: Revises to improve text. W

1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.

·       Uses effective revision tools or strategies (e.g., reading draft out loud, checking sentence beginnings, expanding sentences, using an electronic or other thesaurus).

2.1.1 Applies understanding of multiple and varied audiences to write effectively.

·       Identifies an intended audience.

·       Identifies and includes information and uses appropriate language for a specific audience (e.g., defines technical or content-specific terms or jargon).

·       Describes audience’s interest and knowledge of topic to determine emphasis.

·       Anticipates readers’ questions and writes accordingly.

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).

Component 1.4: Edits text. W

Component 3.3: Knows and applies appropriate grade level writing conventions. W

EALR 3: The student writes clearly and effectively.

Component 3.1: Develops ideas and organizes writing. W

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.

02/08/10 - 02/22/10

Focus:

Persuasive Writing
Math vocabulary/WSU scientists/ Persuasive Writing

http://whatelse.pbworks.com/Persuasion-Introduction  http://whatelse.pbworks.com/Persuade
Concession/Rebuttal
Introductions/ Conclusions
Transitions

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Review thesis statement.

Persuasive Essay Prompt:

Because of recent complaints about noisy and disorderly behavior at lunchtime, your principal is considering giving each student an assigned seat at lunchtime.  Take a position on this issue. Write a multiple paragraph letter persuading your principal to support your position.

Use BEARS:

Position

Explain reason 1

Explain reason 2 with concession/rebuttal

Explain reason 3 (most important)

Restate position

Daily: Edit Practice; Apply lesson to essays

2/8 Introductions

2/9 Introductions

2/10 Introductions; word choice-names; rule of three

2/11 Transitions and paragraph review

2/12 Write effective intro on own essay -- apply lessons

2/17 Checklist info and apply to model OSPI essay

2/18 Repeat with essays 2 and 3: What makes an effective essay?

2/19 self-assess/complete form

2/22 Conclusions

2/23  Conclusions; Review Strong Verbs -- Olympics

2/24 Causal Chain

2/25  Final Essays

2/26 Substitute

3/1 Checklist on WASL Practice Tests -- what is effective?

3/2  Final checklist, if needed; Strong VerbWASL Practice Test

Document daily: CSI
https://spreadsheets.google.com/ccc?key=0ApCrzGH9Dh-odGhmMEZLLXVqOWRFY3BwSzM4SnU3M2c&hl=en

Document Weekly: Writing Log on Writing Process and Traits
https://spreadsheets.google.com/ccc?key=0ApCrzGH9Dh-odERvcnFJaWpCM2VONTkxUVNudGJuTVE&hl=en


Each Essay: Self Evaluate (See also Awards information)
https://docs.google.com/a/my.nsdeagles.org/Doc?docid=0AcLKgmt-9pX_ZGR6d2tiNV8yMGd4cTR3NWdm&hl=en

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EALR 1: The student understands and uses a writing process.
Component 1.2: Produces draft(s). W
Component 1.3: Revises to improve text. W
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.
·       Uses effective revision tools or strategies (e.g., reading draft out loud, checking sentence beginnings, expanding sentences, using an electronic or other thesaurus).
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
·       Identifies an intended audience.
·       Identifies and includes information and uses appropriate language for a specific audience (e.g., defines technical or content-specific terms or jargon).
·       Describes audience’s interest and knowledge of topic to determine emphasis.
·       Anticipates readers’ questions and writes accordingly.
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).
Component 1.4: Edits text. W
Component 3.3: Knows and applies appropriate grade level writing conventions. W

EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.

01/26/10 - 02/08/10

Focus:

Persuasive Writing
Math vocabulary/WSU scientists/ Persuasive Writing

http://whatelse.pbworks.com/Persuasion-Introduction  http://whatelse.pbworks.com/Persuade
Concession/Rebuttal

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1/26
Review thesis statement.
Persuasive Essay Prompt:

Because of recent complaints about noisy and disorderly behavior at lunchtime, your principal is considering giving each student an assigned seat at lunchtime.  Take a position on this issue. Write a multiple paragraph letter persuading your principal to support your position.

Use BEARS:
Position
Explain reason 1
Explain reason 2 with concession/rebuttal
Explain reason 3 (most important)
Restate position

1/27  1/28 1/29
Complete essay/teacher conference. Conventions review (Grammar 1)
Review concession/rebuttal (noisy and disorderly).
Is your writing on topic?

1/27 Concession/Rebuttal Activity 1
1/28 Discuss Activity 1
1/29 Model of Concession/Rebuttal again -- reminder of "noisy and disorderly

2/1 Sub Plans
2/2 Sub Plans
2/3 Power Write: Job Shadow Guest Speaker -- Miranda on High School Life Success
2/4 Sub Plans
2/5 Review again Concession/Rebuttal; Introduction to Introductions
2/8 Introductions

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EALR 1: The student understands and uses a writing process.
Component 1.2: Produces draft(s). W
Component 1.3: Revises to improve text. W
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.
·       Uses effective revision tools or strategies (e.g., reading draft out loud, checking sentence beginnings, expanding sentences, using an electronic or other thesaurus).
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
·       Identifies an intended audience.
·       Identifies and includes information and uses appropriate language for a specific audience (e.g., defines technical or content-specific terms or jargon).
·       Describes audience’s interest and knowledge of topic to determine emphasis.
·       Anticipates readers’ questions and writes accordingly.
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).
Component 1.4: Edits text. W
Component 3.3: Knows and applies appropriate grade level writing conventions. W

EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.

---

01/19/10 - 01/26/10

Week Focus:

Persuasive Writing

Math vocabulary/WSU scientists/ Persuasive Writing

http://whatelse.pbworks.com/Persuasion-Introduction http://whatelse.pbworks.com/Persuade

1/19 Power Write: Why is it noisy in the lunch room?

Resolution report; essay revisions (ARMS - use posters)

1/20 Set goal for today: What will you show that you have learned?

Essay revisions (ARMS - use posters); finish typing or writing essays; Teacher conferences

1/21  Persuasive Essay Prompt:

Because of recent complaints about noisy and disorderly behavior at lunchtime, your principal is considering giving each student an assigned seat at lunchtime.  Take a position on this issue. Write a multiple paragraph letter persuading your principal to support your position.

Use BEARS:

Position

Explain reason 1

Explain reason 2 with concession/rebuttal

Explain reason 3 (most important)

Restate position

1/22 Finish essay;

Internet Safety;

1/26 Stars and Wishes for Persuasive Strategies;

Begin introductions and conclusions;

Projects: 

Persuasive paragraph with c/r; contest essay or assigned seat essay; MLK persuasive paragraph; thankful;

OPTIONS: Internet Safety rules for grades 4 5 6; Life of MLK;

Internet Safety Videos from netsmarz.org

Bus Safety

Walking Safety

Internet Safety-Be Safe

Know Rules

Password

Virus

Instant Message

EALR 1: The student understands and uses a writing process.

Component 1.2: Produces draft(s). W

Component 1.3: Revises to improve text. W

1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.

· Uses effective revision tools or strategies (e.g., reading draft out loud, checking sentence beginnings, expanding sentences, using an electronic or other thesaurus).

Component 1.4: Edits text. W

Component 3.3: Knows and applies appropriate grade level writing conventions. W

EALR 3: The student writes clearly and effectively.

Component 3.1: Develops ideas and organizes writing. W

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.

01/04/10 - 01/19/10

Week Focus:

Writing and Math at:

http://docs.google.com/View?id=dfjbbnsb_18fggxn4c3

Writing and Math at:

http://docs.google.com/View?id=dfjbbnsb_18fggxn4c3

Persuasive Writing

Math vocabulary/WSU scientists/ Persuasive Writing

http://whatelse.pbworks.com/Persuasion-Introduction http://whatelse.pbworks.com/Persuade

01/04

Review Internet Safety   A Grade 3 List

Finish and type essays; finalize brosters

BEARS review and quiz

Type essay; finalize brosters

1/5 Internet Safety; Finish Review of BEARS persuasive strategies;

1/6 Internet Safety; write a persuasive paragraph with organizer and add BEARS; type essays

1/7 Finish paragraphs; reassign essays if contest essays not started

1/8  share and discuss paragraphs as intro to Concession and Rebuttal; Read Cell Phone essays to view model of concession and rebuttal

1/11 Entry: Read about MLK: Should we celebrate MLK day?

Write paragraph with BEARS.

Lesson Review: Concession and rebuttal  -- add concession/rebuttal to paragraph on MLK

1/12 Entry: read requirements;  Share and discuss paragraphs on MLK; Review C/R

Revise paragraph 2 in essays (contest/assigned seats) to include concession/rebuttal

1/13 Entry: Read about “Changers We Know” and complete handwritten responses. Share paragraphs. Begin introductions and conclusions

1/14 Entry: review introduction strategies and revise your own; introductions and conclusions

1/15 Entry: Changers We Are: What will you do today to help make the world a better place?  introductions and conclusions; write conclusions; finish typing or writing essays;

1/16 Internet Safety; Power Writing; review intro/conclusions; revise

Projects: Persuasive paragraph with c/r; contest essay or assigned seat essay; MLK persuasive paragraph; thankful;

OPTIONS: Internet Safety rules for grades 4 5 6; Life of MLK;

Internet Safety Videos from netsmarz.org

Bus Safety

Walking Safety

Internet Safety-Be Safe

Know Rules

Password

Virus

Instant Message

EALR 1: The student understands and uses a writing process.

Component 1.2: Produces draft(s). W

Component 1.3: Revises to improve text. W

1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.

· Uses effective revision tools or strategies (e.g., reading draft out loud, checking sentence beginnings, expanding sentences, using an electronic or other thesaurus).

Component 1.4: Edits text. W

Component 3.3: Knows and applies appropriate grade level writing conventions. W

EALR 3: The student writes clearly and effectively.

Component 3.1: Develops ideas and organizes writing. W

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.