01/19/10 - 01/26/10

Week Focus:

Persuasive Writing

Math vocabulary/WSU scientists/ Persuasive Writing

http://whatelse.pbworks.com/Persuasion-Introduction http://whatelse.pbworks.com/Persuade

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.

11/16/09 - 11/23/09

Week Focus:

Writing Process Evaluation

Math and Writing Project

Persuasive Writing

Math vocabulary/WSU scientists/ Persuasive Writing

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11/16

Math and Writing Project

Persuasive Writing

Math vocabulary/WSU scientists/ Persuasive Writing

Report Day 1


11/17 Report Day 2
2a-2d

11/18 Finish documentation.
Share 2a-2d
How improve?

11/19
Share How improve?
Revise and Edit on wiki

11/20
Revise and Edit on wiki
2e Vocabulary Categories


11/23
Correct Wiki or Power Write
Project Explanation
Teams
Define vocabulary with two sources (google/text)

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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
· 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.

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

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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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February 18 - March 2

Persuasion Organization
http://whatelse.pbwiki.com/Persuasion-Organization


Wednesday 2/18
Essays: Finish -- if time
Share essays; self-evaluate with checklist; discuss the two organizational strategies; suggest improvements in strategy and transitions for importance and causal change

Use checklist to evaluate? What does checklist mean?

Thursday 2/19
Draft and revise essays for BEARS


Friday 2/20
Concession/Rebuttal for persuasive strategies
Share with feedback; revise for organization strategies and BEARS


Monday 2/23
Sub:
Grammar: Punctuation of sentences; dialogue


Tuesday 2/24
Concession/Rebuttal for persuasive strategies
OSPI Lessons 1


Wednesday 2/25
Concession/Rebuttal for persuasive strategies
OSPI Lessons 1

Thursday 2/26
Concession/Rebuttal for persuasive strategies
OSPI Lessons 2 slides 47-52


Friday 2/27
Concession/Rebuttal for persuasive strategies
OSPI Lessons 2 slides 47-52

Monday 3/2 Concession/Rebuttal for persuasive strategies
OSPI Lessons 3 slides 53

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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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February 2 to February 9

Focus

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

Persuasion Organization
http://whatelse.pbwiki.com/Persuasion-Organization


Third Quarter Requirements
http://whatelse.pbwiki.com/Writing-Requirements

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Monday 2/2
Visit with Memphis, Tennessee fifth grade class on Skype with grades 5, 7, 8.

Persuasive Organization: Sorting important reasons for effect


Tuesday 2/3

Third Quarter Requirements
http://whatelse.pbwiki.com/Writing-Requirements

Discuss and share; reflect and write: Persuasive Organization: Sorting important reasons for effect

If time: practice transitions words (oral, written, paragraphs)

Wednesday 2/4
Practice transitions words (oral, written, paragraphs)
Write essay. Use BEARS, transitions, order of importance
End with call to action

Thursday 2/5
Organization: Causal train
Models/discussion


Friday 2/6
Organization: Causal train
Models/discussion
Transitions -- oral and essay

Monday 2/9
Share essays; discuss the two organizational strategies; suggest improvements in strategy and transitions for importance and causal change

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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.

January 26th - February 2, 2009

Needed: Thumbs-up detail; Powerful persuasive strategies so your reader says, "Thumbs Up."

Focus

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

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Monday 1/26

Review Definition and aspects of persuasive writing
Convince Me-- oral persuasive practice/contest

Tuesday 1/27

Persuasive Organization
Order of importance

Wednesday 1/28
Figurative Language
If completed, move to Persuasive Organization

Thurs Fri Teacher Days


Monday 2/2
Persuasive Organization: Causal Format

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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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Thumbs up photo by dev null at Flickr

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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

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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

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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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January 13th - January 20th, 2009

Focus:

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

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


Persuasion
https://whatelse.pbwiki.com/Persuasive-Table-of-Contents

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Tuesday 1/13
Strengthen: Persuasive Techniques Practice
Thesis Statements and Persuasive Overview
Difference between expository and persuasive


Wednesday 1/14
WASL Persuasive Prompt

Thursday 1/15
Finish Prompt

Friday 1/16
Persuasive Review
Find in your draft and label your thesis statement


Monday 1/19 MLK Day
Tuesday 1/20 Inauguration Day
Thesis Statement Review
If completed, move to Persuasive Organization
Inauguration activities, if time

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EALR

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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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

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)


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.

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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).