January 5th - January 12th

Focus
Word Choice Lesson Daily: Eliminate Dead Verbs --http://whatelse.pbwiki.com/Dead-Verbs
Focus: Writing Notebooks Lessons: Table of Contents/
L12 Simple to Complex

CSI
Capture: Set daily goals and reflect
Strength: Practice daily lesson skill
Interact: with words/peers/teacher
http://whatelse.pbwiki.com/CSI-Schedule

Persuasion
http://whatelse.pbwiki.com/Persuade
http://whatelse.pbwiki.com/Blog-Persuasion

GENRE: http://whatelse.pbwiki.com/Genre-Expectations

Alternative Assignments:
Strong Verb Paragraphs
Response to Quote
Persuasive Writing (ask for prompts)

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Monday 1/05/09
Power Writing
Sentence Fluency L12 Simple to Complex
Cross-writing from story starter:
Trudging through the thick snow to the top of the hill, ....

Tuesday 1/6/09
Power Writing:
What have you written in class? out of class?
What do you want to write?
What do you think you still need to learn?

FINISH L12 -- SIMPLE TO COMPLEX SENTENCE FLUENCY

Lessons: CSI
Persuasive Writing -- practice strategies (Child Labor)
Respond to Quote

Wednesday 1/7/09
Capture
Strengthen: Persuasive Techniques Practice practice strategies (Child Labor)
Interact -- confer
Reflect

Thursday 1/8
Strengthen: Persuasive Techniques Practice (practice strategies_
Thesis Statements

Friday 1/9
Strengthen: Persuasive Techniques Practice
Thesis Statements

Monday 1/12
Strengthen: Persuasive Techniques Practice
Thesis Statements

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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.

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