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
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
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.
Showing posts with label BEARS. Show all posts
Showing posts with label BEARS. Show all posts
March 9 - March 16
Persuasion Organization
http://whatelse.pbwiki.com/Persuasion-Organization
Monday 3/9 Concession/Rebuttal for persuasive strategies
OSPI Lessons4 and 5
Analysis -- cell phone prompt
Tuseday 3/10 Wednesday 3/11 Thursday 3/12
Concession/Rebuttal, Causal Chain, Order of Importance for persuasive organization strategies
Analysis and new WASL Prompt -- How will you prewrite to include organizational and BEARS strategies?
Should cell phones be allowed in school? Many school boards are dealing with this issue. In a multi-paragraph letter to your school board, persuade the members to agree with your position on whether or not cell phones should be allowed in school.
Evaluate and revise:
BEARS
5Es
Names
Verbs
Imagery/Emotion
Friday 3/13 Monday 3/16
Introductions
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.
http://whatelse.pbwiki.com/Persuasion-Organization
Monday 3/9 Concession/Rebuttal for persuasive strategies
OSPI Lessons4 and 5
Analysis -- cell phone prompt
Tuseday 3/10 Wednesday 3/11 Thursday 3/12
Concession/Rebuttal, Causal Chain, Order of Importance for persuasive organization strategies
Analysis and new WASL Prompt -- How will you prewrite to include organizational and BEARS strategies?
Should cell phones be allowed in school? Many school boards are dealing with this issue. In a multi-paragraph letter to your school board, persuade the members to agree with your position on whether or not cell phones should be allowed in school.
Evaluate and revise:
BEARS
5Es
Names
Verbs
Imagery/Emotion
Friday 3/13 Monday 3/16
Introductions
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.
January 20 - January 26
Word Choice Lesson Daily: Eliminate Dead Verbs --http://whatelse.pbwiki.com/Dead-Verbs
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
Inauguration
http://whatelse.pbwiki.com/For-The-People
Monday 1/19 MLK Day
Tuesday 1/20 Inauguration Day
Inauguration activities
Wednesday 1/21
WASL Practice: Review
thesis statement; strategies
Find in your draft and label
Circle your best paragraph and revise
Thursday 1/22
Six Traits Activity(gist statements)-- ideas
Strengthen: What do we already know?
Strategies, VV, NN
Friday 1/23
Six Traits Activity(gist statements)-- voice
Make-up
Monday 1/26
Convince Me-- oral persuasive practice/contest
Six Traits Activity(gist statements)-- word choice
Figurative Language
If completed, move to Persuasive Organization
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
Persuasion
https://whatelse.pbwiki.com/Persuasive-Table-of-Contents
Inauguration
http://whatelse.pbwiki.com/For-The-People
Monday 1/19 MLK Day
Tuesday 1/20 Inauguration Day
Inauguration activities
Wednesday 1/21
WASL Practice: Review
thesis statement; strategies
Find in your draft and label
Circle your best paragraph and revise
Thursday 1/22
Six Traits Activity(gist statements)-- ideas
Strengthen: What do we already know?
Strategies, VV, NN
Friday 1/23
Six Traits Activity(gist statements)-- voice
Make-up
Monday 1/26
Convince Me-- oral persuasive practice/contest
Six Traits Activity(gist statements)-- word choice
Figurative Language
If completed, move to Persuasive Organization
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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