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.

01/04/10 - 01/19/10

Week Focus:

Writing and Math at:

http://docs.google.com/View?id=dfjbbnsb_18fggxn4c3

Writing and Math at:

http://docs.google.com/View?id=dfjbbnsb_18fggxn4c3

Persuasive Writing

Math vocabulary/WSU scientists/ Persuasive Writing

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

01/04

Review Internet Safety   A Grade 3 List

Finish and type essays; finalize brosters

BEARS review and quiz

Type essay; finalize brosters

1/5 Internet Safety; Finish Review of BEARS persuasive strategies;

1/6 Internet Safety; write a persuasive paragraph with organizer and add BEARS; type essays

1/7 Finish paragraphs; reassign essays if contest essays not started

1/8  share and discuss paragraphs as intro to Concession and Rebuttal; Read Cell Phone essays to view model of concession and rebuttal

1/11 Entry: Read about MLK: Should we celebrate MLK day?

Write paragraph with BEARS.

Lesson Review: Concession and rebuttal  -- add concession/rebuttal to paragraph on MLK

1/12 Entry: read requirements;  Share and discuss paragraphs on MLK; Review C/R

Revise paragraph 2 in essays (contest/assigned seats) to include concession/rebuttal

1/13 Entry: Read about “Changers We Know” and complete handwritten responses. Share paragraphs. Begin introductions and conclusions

1/14 Entry: review introduction strategies and revise your own; introductions and conclusions

1/15 Entry: Changers We Are: What will you do today to help make the world a better place?  introductions and conclusions; write conclusions; finish typing or writing essays;

1/16 Internet Safety; Power Writing; review intro/conclusions; revise

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.

12/7/09 - 01/04/10

Week Focus:

Writing and Math at:

http://docs.google.com/View?id=dfjbbnsb_18fggxn4c3

Writing and Math at:

http://docs.google.com/View?id=dfjbbnsb_18fggxn4c3

Persuasive Writing

Math vocabulary/WSU scientists/ Persuasive Writing

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

12/7

Thankful paragraph structure; broster

12/8

Outline three ideas and details for each idea

Draft paragraphs --DETAILS !

12/9 12/10 12/11

Lesson: Persuasive Bears-- notes

Rewrite paragraphs, adding persuasive strategies

12/13

Share and review with partner

Thesis; Paragraphs; Strong Verbs; BEARS;

12/14 12/15

Lesson: Conclusion -- call to action

Write conclusion

12/16

Stars and Wishes sharing

Revised Draft

12/17

Dress Rehearsal

12/18

Homeroom

01/04

Review Internet Safety   A Grade 3 List

Finish and type essays; finalize brosters

If time:

Lesson: Concession and rebuttal

Revise paragraph 2

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.

April 6 - April 13

Persuasion Organization
http://whatelse.pbwiki.com/Persuasion-Organization
http://whatelse.pbwiki.com/Persuade Strategies
Revision Tips

4/6-4/13 Personalized Practice in:
Introductions Lesson (OSPI) Conclusions (OSPI)
Concession/Rebuttal for persuasive strategies
Analysis and new WASL Prompt

Evaluate and revise:
BEARS
Names
Verbs
Imagery/Emotion
Elaboration


How will you prewrite to include organizational and BEARS strategies?

Writing Process: Prewrite, Draft, Revise, Feedback, Revise, Edit, Publish

Six Traits:
Excellent Ideas (5Es, 5Ws),
Wonderful Word Choice (Vivid Verbs, Nifty Nouns, Figurative Language,
Organization (Causal Chain, Importance, Concession/Rebuttal),
Sentence Fluency (Different starts and structures)
Voice (attitude, audience)
Conventions (edit for punctuation, spelling, capitalization, grammar, paragraphs)

Persuasive Strategies:
BEARS: Bandwagon, Expert/Emotions, Anecdote, Rhetorical Question/Rule of Three, Statistics
Organization (Causal Chain, Importance, Concession/Rebuttal)

Six Traits:
Ideas -- prewriting
Ideas -- draft
Organization -- CC, Imp, CR - find in your paper
Organization and Word Choice -- BEARS/Names/Verbs/Emotion
Sentence Fluency -- Length/Structure
Voice -- attitude appropriate for audience and purpose
Edit -- punctuation/spelling/ grammar, etc.

---

4/7
Reread several times, each time for a different purpose:
BEARS
Concession/Rebuttal
Nouns
Verbs
Sensory details
Action and Dialogue

4/8 4/9 4/10
Turn in essays; WASL Practice: Steps: review and write

4/13

Practice web, brainstorm to draft.

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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.

March 23-April 6

Persuasion Organization
http://whatelse.pbwiki.com/Persuasion-Organization
http://whatelse.pbwiki.com/Persuade Strategies
Revision Tips


Monday 3/23 Tuesday 3/24 Wednesday 3/25 Prep for Conferences
Introductions Lesson (OSPI) Conclusions (OSPI)
Concession/Rebuttal for persuasive strategies
Analysis and new WASL Prompt -- wiki -- take home for written final draft

Evaluate and revise:
BEARS
Names
Verbs
Imagery/Emotion


WASL Test
Persuade your parents that you are passing writing class. Explain how you apply the writing process, six traits of writing, and persuasive strategies (organization and BEARS).

How will you prewrite to include organizational and BEARS strategies?

Writing Process: Prewrite, Draft, Revise, Feedback, Revise, Edit, Publish

Six Traits:
Excellent Ideas (5Es, 5Ws),
Wonderful Word Choice (Vivid Verbs, Nifty Nouns, Figurative Language,
Organization (Causal Chain, Importance, Concession/Rebuttal),
Sentence Fluency (Different starts and structures)
Voice (attitude, audience)
Conventions (edit for punctuation, spelling, capitalization, grammar, paragraphs)

Persuasive Strategies:
BEARS: Bandwagon, Expert/Emotions, Anecdote, Rhetorical Question/Rule of Three, Statistics
Organization (Causal Chain, Importance, Concession/Rebuttal)

Find:
Ideas -- prewriting
Ideas -- draft
Organization -- CC, Imp, CR - find in your paper
Organization and Word Choice -- BEARS/Names/Verbs/Emotion
Sentence Fluency -- Length/Structure
Voice -- attitude appropriate for audience and purpose
Edit -- punctuation/spelling/ grammar, etc.

Thursday 3/26
Conferences

Friday 3/27
Conclusions

Monday 4/6
WASL Practice---- peer review
Review introductions and conclusions

---

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.

---

March 17-March 23

Persuasion Organization
http://whatelse.pbwiki.com/Persuasion-Organization
http://whatelse.pbwiki.com/Persuade Strategies
Revision Tips


Monday 3/16 Tuesday 3/17
Introductions Lesson (OSPI)
Concession/Rebuttal for persuasive strategies
Analysis and new WASL Prompt -- wiki -- take home for written final draft

Evaluate and revise:
BEARS
Names
Verbs
Imagery/Emotion

Wednesday 3/18
WASL Test
Persuade your parents that you are passing writing class. Explain how you apply the writing process, six traits of writing, and persuasive strategies (organization and BEARS).

How will you prewrite to include organizational and BEARS strategies?

Writing Process: Prewrite, Draft, Revise, Feedback, Revise, Edit, Publish

Six Traits:
Excellent Ideas (5Es, 5Ws),
Wonderful Word Choice (Vivid Verbs, Nifty Nouns, Figurative Language,
Organization (Causal Chain, Importance, Concession/Rebuttal),
Sentence Fluency (Different starts and structures)
Voice (attitude, audience)
Conventions (edit for punctuation, spelling, capitalization, grammar, paragraphs)

Persuasive Strategies:
BEARS: Bandwagon, Expert/Emotions, Anecdote, Rhetorical Question/Rule of Three, Statistics
Organization (Causal Chain, Importance, Concession/Rebuttal),


Thursday 3/19
Owhi Lake pictures

Continue essay writing with feedback from peers and teacher;
(Form for assessment; rubrics)

Friday 3/20 Teacher Inservice

Monday 3/23
Conference Prep:

WASL Test
Persuade your parents that you are passing writing class by using the writing process, six traits of writing, and persuasive writing.


How will you prewrite to include organizational and BEARS strategies?

Find:
Ideas -- prewriting
Ideas -- draft
Organization -- CC, Imp, CR - find in your paper
Organization and Word Choice -- BEARS/Names/Verbs/Emotion
Sentence Fluency -- Length/Structure
Voice -- attitude appropriate for audience and purpose
Edit -- punctuation/spelling/ grammar, etc.

Tuesday 3/24
Complete preparation of all work; share

Wednesday 3/25
WASL practice-- Conclusions

Thursday 3/26 conferences

Friday 3/27
Conclusions

Monday 4/7
Review introductions and conclusions

---

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.

---

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.

---

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.

---

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

---

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

---

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.

---

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

---

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.

---

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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November 17-December 8

Focus:
Power Writing
Writing Notebooks
Blogs
Persuasive Writng
No Spelling November/December

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Monday, November 17
Power Write
N5 Sensory and Pictorial Ideas
Notebook Work
Notebooks Lesson N5: Pictures Sensory Images -- Can you write to describe sights, sounds, smells, tastes, touch?

Tuesday, November 18
WASL: Blue Write Source -- p. 195-- Persuasive Writing Intro
Notebooks: N7 Writing from the heart
Read blogs and discuss
http://whatelse.pbwiki.com/Blog-Reads
http://whatelse.pbwiki.com/Blog-Permission

Wednesday, November 19
Substitute teacher
Power Writing-- 2 minute times
Grammar: Blue Write Source -- p. 420 Subject Verb Agreement; Do practice.
Notebooks: N6 Fierce Wonderings

Thursday, 11/20
Power Write -- 2 minutes (3 times)
Persuasive Writing -- Blue Write Source 195-251.


Friday, 11/21
Entry: Find ten more spelling words from Write Source 2000, page 412+

Make up Work: Essay --
Think:
We worked in class for two weeks on the essay. We worked on research before we started writing, used graphic organizers, discussed as a class and with partners, and asked the teacher questions (who also conferred with you to guide you in the process of a comparative essay). Progress reports have been provided, and another report notified you on Monday that your essay was missing. Think: You had class time, jump start, library, noon recess, and your own homework time to complete the essay. This twenty-minute period is a gift to you.

Other students: Write Source Convention Practice.

Review: Paragraph practice --- 8 sentence paragraphs:
Topic Sentence
Idea sentence; detail sentence to support the idea; use strong verbs
Idea sentence; detail sentence to support the idea; use strong verbs
Idea sentence; detail sentence to support the idea; use strong verbs
Concluding Sentence

Teacher conferences for planning, notebooks
Assessment: ideas/verbs/sensory images
Share plans.

Monday 11/24
Entry: Power Write--2 minutes (3 times)
Wiki Names-- Create About Wiki Pages


Tuesday 11/25
Nespelem at Republic
Entry Notebooks: Which will you try today: Your own; Ideas; Senses; Pictures; World Wonders; Your Heart?
Paragraph review -- revise yours.

Poetry Reading -- Found Lines = Found Poems

• Read the poems
• Choose 15 words you like
• Copy them down on strips of paper
• Practice reading
• Circle read all "Found Lines" as a "Found Poem"

If time: Notebook -- try your own poem writing.

Find 15 words, "Found Lines" from your notebook; copy; practice.
Share our own "Found Poems."

Wednesday 11/26 -- No class --Assembly --Thanksgiving Break starts at 12:15 :)
If class:
Poetry Reading -- Found Lines = Found Poems

• Read the poems
• Choose 15 words you like
• Copy them down on strips of paper
• Practice reading
• Circle read all "Found Lines" as a "Found Poem"

If time: Notebook -- try your own poem writing.

Monday, 12/1
Power Write -- 1 minute (three times) Check spelling.
Writing Pattern--Blog idea --Respond to Quote--Blue Write Source p. 274
Homework: Respond to Quote (Quote, Quote + my experience; Quote + my meaning) Due Friday
Notebook: N8 -- Adding conversations
Intro to Sub activities and Checklist sheets.

• Power writing
• Grammar
• Notebook
  

12/2, 3, 4 Sub Plans

Friday, December 5
Power Write
Grammar: Review Tues-Thurs
Notebooks: Check in for: Volume, Frequency, Writing Tips
Create Table of Contents
Share

If time--Blog: Blog ideas to share -- quotes or other; Blog Space -- how to get there and sign in
Share

Monday, December 8
Power Write
Persausive writing: Blue Write Source 195-251 --- 196,7,8
Notebook: Are you adding details and strong verbs to your writing?

---

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).

Week of October 6 - October 14

Note: No School Monday October 13

Monday 10/6
Entry Spelling:On your own, create new words from these base words: quiet, relate, upset, like, love

Finish spelling lists. Revise action stories, if needed.

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.


Tuesday 10/7 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) Read over your notes so far, including your work from yesterday. Highlight the important details. Write a gist statement of what you have learned so far to turn in.

AUP

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.


Explore these resources for more information about how global warming is changing the Arctic life, and how these changes may subsequently affect the place where we live.
NOAA: Global Warming FAQ
Global Warming: How Hot? How Soon?

Reflection: Will what we do affect the polar environments?
How do you think these changes may eventually affect us? .




Wednesday 10/8 Entry: Have your gist statement ready for me to read. Go to the computers to:
Ms Edwards Home Page
Click What Else Site
Sidebar -----> Polar Problems https://whatelse.pbwiki.com/Polar-Problems
Step 2

Explore and take notes from these resources for more information about how global warming is changing the Arctic life, and how these changes may subsequently affect the place where we live.
NOAA: Global Warming FAQ
Global Warming: How Hot? How Soon?

Reflection: Will what we do affect the polar environments?
How do you think these changes may eventually affect us? .



Thursday 10/9 Entry: Spelling tests.

Quiz and discussion from web work yesterday.



Friday 10/10 Entry: Write a paragraph persuading me not to give you homework this weekend.

Share.

Connect to persuasive writing strategies.



Skit to persuade parents. Connect again. What are persuasive strategies?


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.

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 is your research about?
• How does it survive the Arctic?
• How is global warming affecting it?
• How are we contributing to your topic's problem?
• How is the problem affecting us?

And:
Will what we do affect the polar environments?
How do you think these changes may ultimately affect us?


Share paragraphs and gist statements. What do we know? What do we still need to know? Continue research answers to above questions at sites.

Discuss and take notes on combined research. Class gist statement.