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.