Focus:
Persuasive Writing
Math vocabulary/WSU scientists/ Persuasive Writing
http://whatelse.pbworks.com/Persuasion-Introduction http://whatelse.pbworks.com/Persuade
Concession/Rebuttal
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
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
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
01/04
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.
Subscribe to:
Posts (Atom)
