11/3/09 - 11/9/09

Week Focus:

Prewriting Ideas -- gathering, writing, organizing, revising for draft

Drafting and Revising-- ARMS: Add, Remove, Move, Substitute

Goal: Prewrite in web, list, or free-write, then re-read and number to organize your ideas before drafting; timeline; graphic organizer;

Goal: Fluency

Goal: poetry: Where I’m From

Figurative Language -- revision strategies (ARMS)

http://whatelse.pbworks.com/Where-Im-From

http://whatelse.pbworks.com/Revision

Writing Process Evaluation

Organize and Practice for conferences
Veterans Day Work: Research, Art, Poetry
Prewrite -- research/draw/notes
Draft -- poem/paragraph
Connect symbol/research --- draft/ARMS revise
http://whatelse.pbworks.com/Armed-Forces

Prewrite Thank you poem
Draft
ARMS Revision
Final


Mon 11/2 Teacher Day

11/3

Power Write Veterans Day
What is Veterans Day
Who is a Veteran
Why is it important to celebrate Veterans Day

Organize and Practice for conferences

Veterans Day Work: Research, Art,
Prewrite -- research/draw/notes

11/4
Power Write Veterans Day
What is Veterans Day
Who is a Veteran
Why is it important to celebrate Veterans Day

Organize and Practice for conferences

Veterans Day Work: Research, Art,
Prewrite -- research/draw/notesDraft -- poem/paragraph
Connect symbol/research --- draft/ARMS revise

11/5
Organize and Practice for conferences
Connect symbol/research --- draft/ARMS revise

11/6 Student/Parent/Teacher Conferences

11/9
Prewrite Thank you poem
Draft
ARMS Revision
Final

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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

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.

9/22/09 - 9/28/09

Week Focus:

Prewriting Ideas -- gathering, writing, organizing, revising for draft

Goal: Prewrite in web, list, or free-write, then re-read and number to organize your ideas before drafting.
Goal: Fluency
Goal: poetry: Where I’m From
Figurative Language

http://whatelse.pbworks.com/Where-Im-From

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Mon 9/21

C: Write goal and Alphabet list of topics you know about
S: Folders, CSI, Notebooks
I: Frybread by Marion and Mom

Tues 9/22
Notebook, Folder, CSI checklists
Table of Contents

Intro: Where I’m From
Sample/Ideas discussion


Wed 9/23 Stick games

Thurs 9/24

Notebook, Folder, CSI checklists
Table of Contents

Continue: Where I’m From -- music/ timeline strategy
Think in terms of snapshots



Fri No School Mon Teacher Training No School
Tues 9/29
Notebook, Folder, CSI checklists
Table of Contents

Into: Where I’m From -- techniques
Snapshot technique
Where I’m From -- draft

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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

Component 1.4: Edits text. W

Component 3.3: Knows and applies appropriate grade level writing conventions. W

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.


EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W

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9/22/09 - 9/28/09

Week Focus:

Why am I here? (contract); procedures;
Prewriting Ideas -- gathering, writing, organizing, revising for draft

Goal: Prewrite in web, list, or free-write, then re-read and number to organize your ideas before drafting.
Goal: Fluency
Goal: poetry: Where I’m From
Figurative Language

http://whatelse.pbworks.com/Where-Im-From

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Mon 9/21

C: Write goal and Alphabet list of topics you know about
S: Photography -- Junior Scholastic -- How is photography reading and writing?
I: Read article/look at pictures for discussion and prewrite/draft on one of your alphabet topics

Tues 9/22
Notebook, Folder, CSI checklists
Table of Contents

Intro: Where I’m From
Sample/Ideas discussion
Think in terms of snapshots

Wed 9/23
Notebook, Folder, CSI checklists
Table of Contents

Continue: Where I’m From


Thurs 9/24
Library
Snapshot technique
Where I’m From -- draft


Fri No School Mon Teacher Training No School
Tues 9/29
Notebook, Folder, CSI checklists
Table of Contents

Into: Where I’m From -- techniques

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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

Component 1.4: Edits text. W

Component 3.3: Knows and applies appropriate grade level writing conventions. W

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.


EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W

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May 18 - May 26

Figurative language
https://whatelse.pbwiki.com/Figurative-Language
http://whatelse.pbworks.com/Wednesday-Writing-Reflections

Writing Projects using EALRs


Satire: Fractured Fairy Tales
Read models
Discuss models
Read fairy tales
Discuss changes
Prewrite -- share own stories
Draft -- share for feedback
Revise for elaboration and organization
Share for feedback
Revise, Edit, Publish

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Tuesday 5/19
Poetry Day 10
Focus -- Write fairy tales; determine elements in own story; decide how to create parody (incongruity, reversal, exaggeration)
Navigation Lessons

Wednesday 5/20 WASL Wednesday Reflection

Focus -- Write fairy tales; determine elements in own story; decide how to create parody (incongruity, reversal, exaggeration)
Elements of Fairy Tale and Elements of Story
Navigation Lessons (academic/citizenship/career info and goals)

Thursday 5/21
Poetry Day 11
Navigation
Fairy Tale work

Friday 5/22
Sunflower Festival

Monday 5/25 Holiday Tuesday 5/26
Focus -- Finish fairy tales; determine elements in own story; decide how to create parody (incongruity, reversal, exaggeration); work with partner to draft story
Navigation Lessons

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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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May 5 - May 11

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


Writing Projects using EALRs

Earth Day: Earth problems and solutions
Making connections in writing

Satire: Fractured Fairy Tales
Read models
Discuss models
Read fairy tales
Discuss changes
Prewrite -- share own stories
Draft -- share for feedback
Revise for elaboration and organization
Share for feedback
Revise, Edit, Publish

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Tuesday 5/5
Grammar -- the dash (READ 1/09)
Poetry Day 3
Focus -- Read fairy tales; determine elements in own story; decide how to create parody (incongruity, reversal, exaggeration)

Wednesday 5/6
Poetry Day 4
Focus -- Read fairy tales; determine elements in own story; decide how to create parody (incongruity, reversal, exaggeration)
Elements of Fairy Tale and Elements of Story

Thursday 5/7
Poetry Day 5
Grammar -- capitalization (READ 11/14)
Focus -- Read fairy tales; determine elements in own story; decide how to create parody (incongruity, reversal, exaggeration); work with partner to draft story

Friday 5/8
Poetry Day 6
Focus -- Read fairy tales; determine elements in own story; decide how to create parody (incongruity, reversal, exaggeration); work with partner to draft story

Monday 5/11
Focus -- Read fairy tales; determine elements in own story; decide how to create parody (incongruity, reversal, exaggeration); work with partner to draft story

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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.