Focus:
Finalize projects:
https://whatelse.pbwiki.com/Election-Project
comparative essays
path to presidency project
Begin:
Veterans Day invitations and displays at http://whatelse.pbwiki.com/Veterans-Day
November 3
Spelling Base words:
veteran, soldier, combat, honor, glory, valor, free
Review with assignment sheet.
Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)
Confer with students as needed.
Tuesday November 4
Entry: Is there anything in your life worth dying for? Please write 3-5 sentences.
Spelling Words Ready
Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)
Confer with students as needed.
Wednesday November 5
Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)
Lesson: Display techniques and presentation for audience
Confer with students as needed.
Thursday November 6
Spelling Tests
Power Write -- if time
Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)
Confer with students as needed.
Friday November 7
Power Write on Veterans Day -- find theme in writing and rewrite for card or project
Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)
Confer with students as needed.
Monday, November 10: Inservice -- no school
Tuesday, November 11: Veteran’s Day
Wednesday, November 12
Entry: Authority List for Writing -- make a list of writing topics
Spelling: find you own list of frequently misspelled words. Choose five
Power Write
+++++++++++++++++++++++++
EALRs:
EALR 1: The student understands and uses a writing process.
1.1.1 Analyzes and selects effective strategies for generating ideas and planning writing.
.
1.6.1 Applies understanding of the recursive nature of writing process.
· Edits as needed at any stage.
1.6.2 Uses collaborative skills in adapting writing process.
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
2.2.1 Demonstrates understanding of different purposes for writing.
3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. --Uses personal experiences, observations, and/or research to support opinions and ideas
Component 4.1: Analyzes and evaluates others’ and own writing. W
4.1.1 Analyzes and evaluates writing using established criteria.
4.1.2 Analyzes and evaluates own writing using established criteria.
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).
· Writes for self expression.
· Writes to analyze informational and literary texts.
· Writes to learn (double-entry journal in math, social studies, or science; letter to teacher assessing own work; reflection).
Showing posts with label election. Show all posts
Showing posts with label election. Show all posts
October 27-November 3
Focus:
Ideas: how to think of them; how to add to them
Talking/Writing for IDEAS and DETAILS to ELABORATE
Strong verb paragraph model
Compare/Contrast Model; transitions
Assignment:
Use transitions to write to compare the issues of the two candidates. You may express your opinion and include the comparison of facts to prove/persuade with your opinion.
Other Assignments: Choices (poster, diagrams, speeches)
Monday October 27
Entry Spelling Base words:
issue, belief, part, campaign, persuade, citizen
Review: Assignment, Venn Diagram, format, strategies for transitions; persuasion; rubric;
Intro to Washington Candidates for Governor and District 5 House of Representatives in preparation for Mock Election Voting; Choose and work on projects on issues.
Prewriting: Venn Diagram to compare/contrast candidates/develop persuasion with BEARS
Use transitions to write to compare the issues of the two candidates. You may express your opinion and include the comparison of facts to prove/persuade with your opinion.
Other Assignments: Choices (poster, diagrams, speeches)
Tuesday 10/28
Entry: Write five spelling words on Weekly Study Sheet
Review: Washington Candidates for Governor and District 5 House of Representatives in preparation for Mock Election Voting
Show: written model of sample comparisons.
Review goal: comparison paragraphs using transitions:
1) Introduction Sentence
2) Similar Issues
3) Candidate 1 Differences
4) Your favorite candidate differences
5) Concluding Sentence
Graphic Organizer
Review: Transitions/Opinions/Comparisons/Persuasive/Format
Prewriting: Venn Diagram for comparison; organizer to prewrite and persuade---Use the essay format provided in class. Review rubric
Wednesday, Oct 29 Entry: Continue project work; review rubric--persuasive checklist
Vote on computer in Mock Election
Thursday October 30 Spelling Tests
Continue projects
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
Friday October 31
Entry: Draw a bat
Make a pop-up bat card; write a Halloween greeting:
Sample:
Watch for bats
Dodge the rats
Knock on doors
Say “Please” in fours
For treats galore
Monday November 3
Entry Spelling Base words:
veteran, soldier, combat, honor, glory, valor, free
Work on projects.
Essential Academic Learining Requirements
EALR 1: The student understands and uses a writing process.
1.1.1 Analyzes and selects effective strategies for generating ideas and planning writing.
.
1.6.1 Applies understanding of the recursive nature of writing process.
· Edits as needed at any stage.
1.6.2 Uses collaborative skills in adapting writing process.
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
2.2.1 Demonstrates understanding of different purposes for writing.
3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. --Uses personal experiences, observations, and/or research to support opinions and ideas
Component 4.1: Analyzes and evaluates others’ and own writing. W
4.1.1 Analyzes and evaluates writing using established criteria.
4.1.2 Analyzes and evaluates own writing using established criteria.
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).
· Writes for self expression.
· Writes to analyze informational and literary texts.
· Writes to learn (double-entry journal in math, social studies, or science; letter to teacher assessing own work; reflection).
Ideas: how to think of them; how to add to them
Talking/Writing for IDEAS and DETAILS to ELABORATE
Strong verb paragraph model
Compare/Contrast Model; transitions
Assignment:
Use transitions to write to compare the issues of the two candidates. You may express your opinion and include the comparison of facts to prove/persuade with your opinion.
Other Assignments: Choices (poster, diagrams, speeches)
Monday October 27
Entry Spelling Base words:
issue, belief, part, campaign, persuade, citizen
Review: Assignment, Venn Diagram, format, strategies for transitions; persuasion; rubric;
Intro to Washington Candidates for Governor and District 5 House of Representatives in preparation for Mock Election Voting; Choose and work on projects on issues.
Prewriting: Venn Diagram to compare/contrast candidates/develop persuasion with BEARS
Use transitions to write to compare the issues of the two candidates. You may express your opinion and include the comparison of facts to prove/persuade with your opinion.
Other Assignments: Choices (poster, diagrams, speeches)
Tuesday 10/28
Entry: Write five spelling words on Weekly Study Sheet
Review: Washington Candidates for Governor and District 5 House of Representatives in preparation for Mock Election Voting
Show: written model of sample comparisons.
Review goal: comparison paragraphs using transitions:1) Introduction Sentence
2) Similar Issues
3) Candidate 1 Differences
4) Your favorite candidate differences
5) Concluding Sentence
Graphic Organizer
Review: Transitions/Opinions/Comparisons/Persuasive/Format
Prewriting: Venn Diagram for comparison; organizer to prewrite and persuade---Use the essay format provided in class. Review rubric
Wednesday, Oct 29 Entry: Continue project work; review rubric--persuasive checklist
Vote on computer in Mock Election
Thursday October 30 Spelling Tests
Continue projects
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
Friday October 31
Entry: Draw a bat
Make a pop-up bat card; write a Halloween greeting:
Sample:
Watch for bats
Dodge the rats
Knock on doors
Say “Please” in fours
For treats galore
Monday November 3
Entry Spelling Base words:
veteran, soldier, combat, honor, glory, valor, free
Work on projects.
Essential Academic Learining Requirements
EALR 1: The student understands and uses a writing process.
1.1.1 Analyzes and selects effective strategies for generating ideas and planning writing.
.
1.6.1 Applies understanding of the recursive nature of writing process.
· Edits as needed at any stage.
1.6.2 Uses collaborative skills in adapting writing process.
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
2.2.1 Demonstrates understanding of different purposes for writing.
3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. --Uses personal experiences, observations, and/or research to support opinions and ideas
Component 4.1: Analyzes and evaluates others’ and own writing. W
4.1.1 Analyzes and evaluates writing using established criteria.
4.1.2 Analyzes and evaluates own writing using established criteria.
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).
· Writes for self expression.
· Writes to analyze informational and literary texts.
· Writes to learn (double-entry journal in math, social studies, or science; letter to teacher assessing own work; reflection).
October 20 - October 27
Focus:
Research for Election Knowledge; Daily Journals --
Goal: Daily Reflections on research to understand election process and candidate issues to make an informed choice
What issues are important to you? Which issues are important to you and our country?
The Economy? Energy? The Environment? Health Care? Taxes? Iraq? Afghanistan? Security?
https://whatelse.pbwiki.com/Election-Project
Monday 10/20
Entry: Base words -- elect, vote, inform, search, represent
Write a second draft of your ideas so far. Use paragraphs with specific details.
What animal is your research about?
How does your animal survive the Arctic?
How is global warming affecting your animal?
How are we as humans contributing to your animal's problem?
How is the problem of global warming affecting us?
Will what we do change the polar environments?
How do you think these changes may ultimately affect us?
Intro to Election Project; PowerPoint Intro Ballot and Letter Home https://whatelse.pbwiki.com/Election-Project
Tuesday 10/21
Entry: Write your five words on your Weekly Study Sheet
Respond: What do you know about the election issues?
Scholastic Action:Scholastic Action: p. 19-21 -- What are the platforms of each candidate; Target Notes
Handout: Weekly Reader McCain/Obama Issues
Focus on Issues (Above) Part of Project for voting 10/23 and 10/29:
Wednesday, Oct 22
Scholastic Magazine: Issues
End: Issues (Above) Homework Wednesday or Thursday: Share issues with family; Be read your opinion (CRT)
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
Thursday October 23 (No test this week)
Entry:
Weekly Reader Vote
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
Friday October 24
Research on issues (CRT or Target)
Research/Issue game based on information to gather further information.
Monday October 27
Entry Spelling Base words:
issue, belief, part, campaign, persuade, citizen
Create a Venn diagram comparing the ideas/isues of McCain/Obama.
Introduction Statement;
First Paragraph: Explain one candidate's issues;
Second Paragraph: Explain the other candidate's issues;
Third Paragraph: Explain similarities of the two candidates;
Summary Statement
Format 2:
Introduction Statement;
First Paragraph: Explain one candidate's issues;
Second Paragraph: Explain similarities of the two candidates;
Third Paragraph: Explain the other candidate's issues;
Summary Statement
OR, Format 3 (if you are expressing an opinion on your choice of candidate):
Introductory Statement;
First Paragraph: Explain similarities of the two candidates;
Second Paragraph: Explain the issues of the candidate you do not agree with;
Third Paragraph: Explain the issues of the candidate you choose for President
Summary Statement
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
EALR 1: The student understands and uses a writing process.
1.1.1 Analyzes and selects effective strategies for generating ideas and planning writing.
.
1.6.1 Applies understanding of the recursive nature of writing process.
· Edits as needed at any stage.
1.6.2 Uses collaborative skills in adapting writing process.
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
2.2.1 Demonstrates understanding of different purposes for writing.
3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. --Uses personal experiences, observations, and/or research to support opinions and ideas
Component 4.1: Analyzes and evaluates others’ and own writing. W
4.1.1 Analyzes and evaluates writing using established criteria.
4.1.2 Analyzes and evaluates own writing using established criteria.
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).
· Writes for self expression.
· Writes to analyze informational and literary texts.
· Writes to learn (double-entry journal in math, social studies, or science; letter to teacher assessing own work; reflection).
Research for Election Knowledge; Daily Journals --
Goal: Daily Reflections on research to understand election process and candidate issues to make an informed choice
What issues are important to you? Which issues are important to you and our country?
The Economy? Energy? The Environment? Health Care? Taxes? Iraq? Afghanistan? Security?
https://whatelse.pbwiki.com/Election-Project
Search the Weekly Reader site (http://www.weeklyreader.com/election/)for information on the issues.
Scholastic Issues Pages
Chart: http://teacher.scholastic.com/scholasticnews/indepth/election2008/games/candidates_stand/issues.htm
Game: http://teacher.scholastic.com/scholasticnews/indepth/election2008/games/candidates_stand/
MSNBC Issues in BriefMonday 10/20
Entry: Base words -- elect, vote, inform, search, represent
Write a second draft of your ideas so far. Use paragraphs with specific details.
What animal is your research about?
How does your animal survive the Arctic?
How is global warming affecting your animal?
How are we as humans contributing to your animal's problem?
How is the problem of global warming affecting us?
Will what we do change the polar environments?
How do you think these changes may ultimately affect us?
Intro to Election Project; PowerPoint Intro Ballot and Letter Home https://whatelse.pbwiki.com/Election-Project
Tuesday 10/21
Entry: Write your five words on your Weekly Study Sheet
Respond: What do you know about the election issues?
Scholastic Action:Scholastic Action: p. 19-21 -- What are the platforms of each candidate; Target Notes
Handout: Weekly Reader McCain/Obama Issues
Focus on Issues (Above) Part of Project for voting 10/23 and 10/29:
Wednesday, Oct 22
Scholastic Magazine: Issues
End: Issues (Above) Homework Wednesday or Thursday: Share issues with family; Be read your opinion (CRT)
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
Thursday October 23 (No test this week)
Entry:
What are the important transitions?
Read in your Classroom Texts--
Blue Write Source, pages 472-473
Black Write Source 2000 page 106
Yellow Ginn English page 324-32
Discussion/Issue Research CRT Organizer; Question: Which candidate meets your expectations for President based on issues? ISSUES (Above)Weekly Reader Vote
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
Friday October 24
Research on issues (CRT or Target)
Research/Issue game based on information to gather further information.
Monday October 27
Entry Spelling Base words:
issue, belief, part, campaign, persuade, citizen
Create a Venn diagram comparing the ideas/isues of McCain/Obama.
Assignment:
Use transitions to write to compare the issues of the two candidates. You may express your opinion and include the comparison of facts to prove your opinion.
Use one of the essay formats provided in class. --
Introduction Statement;
First Paragraph: Explain one candidate's issues;
Second Paragraph: Explain the other candidate's issues;
Third Paragraph: Explain similarities of the two candidates;
Summary Statement
Format 2:
Introduction Statement;
First Paragraph: Explain one candidate's issues;
Second Paragraph: Explain similarities of the two candidates;
Third Paragraph: Explain the other candidate's issues;
Summary Statement
OR, Format 3 (if you are expressing an opinion on your choice of candidate):
Introductory Statement;
First Paragraph: Explain similarities of the two candidates;
Second Paragraph: Explain the issues of the candidate you do not agree with;
Third Paragraph: Explain the issues of the candidate you choose for President
Summary Statement
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
+++++++++++++++++++
Essential Academic Learning RequirementsEALR 1: The student understands and uses a writing process.
1.1.1 Analyzes and selects effective strategies for generating ideas and planning writing.
.
1.6.1 Applies understanding of the recursive nature of writing process.
· Edits as needed at any stage.
1.6.2 Uses collaborative skills in adapting writing process.
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
2.2.1 Demonstrates understanding of different purposes for writing.
3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. --Uses personal experiences, observations, and/or research to support opinions and ideas
Component 4.1: Analyzes and evaluates others’ and own writing. W
4.1.1 Analyzes and evaluates writing using established criteria.
4.1.2 Analyzes and evaluates own writing using established criteria.
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).
· Writes for self expression.
· Writes to analyze informational and literary texts.
· Writes to learn (double-entry journal in math, social studies, or science; letter to teacher assessing own work; reflection).
October 14-October 20
Tuesday 10/14
Entry: 1) Choose from your Personal Spelling List and Write your 5 spelling words in the first column on your Weekly Spelling Study Sheet. 2) What are persuasive strategies?
Take notes on paper copies of yesterday's links to answer our questions.
Wednesday 10/15
Take notes on paper copies of yesterday's links to answer our questions. Write a gist statement on your global warming notes. Panel discussion at 11:20.
Discuss:
How have the people and animals living in the arctic Beaufort Sea area adapted to their extreme environments?
And:
Will what we do affect the polar environments?
Brainstorm how you think these changes may ultimately affect us.
Write a draft of your ideas so far. Use paragraphs.
Will what we do change the polar environments?
How do you think these changes may ultimately affect us?
Thursday 10/16 Spelling Tests
Continue taking notes on global warming.
Partner Conferences: Scientists share research -- what will you learn from your partner? Write a gist statement for both research results.
Friday 10/17
Entry: Partner Conferences-- talk to another scientist: Scientists share research -- what will you learn from your partner? Write a gist statement for both research results.
Share previous gist statements. What do we know? What do we still need to know?
Review Student Expectations:
http://msedwards.pbwiki.com/Student-Contract
Monday 10/20
Entry: Base words -- elect, vote, inform, search, represent
Write a second draft of your ideas so far. Use paragraphs with specific details.
Will what we do change the polar environments?
How do you think these changes may ultimately affect us?
If time: Intro to Election Project
https://whatelse.pbwiki.com/Election-Project
What do you know about the election process? Video: Presidential Election -- notes/ discussion; Ballot and Letter Home
Entry: 1) Choose from your Personal Spelling List and Write your 5 spelling words in the first column on your Weekly Spelling Study Sheet. 2) What are persuasive strategies?
Take notes on paper copies of yesterday's links to answer our questions.
Wednesday 10/15
Take notes on paper copies of yesterday's links to answer our questions. Write a gist statement on your global warming notes. Panel discussion at 11:20.
Discuss:
How have the people and animals living in the arctic Beaufort Sea area adapted to their extreme environments?
And:
Will what we do affect the polar environments?
Brainstorm how you think these changes may ultimately affect us.
Write a draft of your ideas so far. Use paragraphs.
- What animal is your research about?
- How does your animal survive the Arctic?
- How is global warming affecting your animal?
- How are we as humans contributing to your animal's problem?
- How is the problem of global warming affecting us?
Will what we do change the polar environments?
How do you think these changes may ultimately affect us?
Thursday 10/16 Spelling Tests
Continue taking notes on global warming.
Partner Conferences: Scientists share research -- what will you learn from your partner? Write a gist statement for both research results.
Friday 10/17
Entry: Partner Conferences-- talk to another scientist: Scientists share research -- what will you learn from your partner? Write a gist statement for both research results.
Share previous gist statements. What do we know? What do we still need to know?
Review Student Expectations:
http://msedwards.pbwiki.com/Student-Contract
Monday 10/20
Entry: Base words -- elect, vote, inform, search, represent
Write a second draft of your ideas so far. Use paragraphs with specific details.
- What animal is your research about?
- How does your animal survive the Arctic?
- How is global warming affecting your animal?
- How are we as humans contributing to your animal's problem?
- How is the problem of global warming affecting us?
Will what we do change the polar environments?
How do you think these changes may ultimately affect us?
If time: Intro to Election Project
https://whatelse.pbwiki.com/Election-Project
What do you know about the election process? Video: Presidential Election -- notes/ discussion; Ballot and Letter Home
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