10/20/09 - 10/26/09

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

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Tues 10/20
Discuss models; find elements of good writing
What is good writing? How do ARMS help your writing?
Share

Revise and write final draft “Where I’m From”

Wed 10/21
Power Writing

1.Re-read and choose a power writing you have already completed.
2. Prewrite more ideas on that topic.
3. Decide if it will be paragraphs (fact or nonfiction) or poetry.
4. Decide who would like to read it later.
5. Organize. Use highlighters to highlight the best parts of your prewriting. Number them in the order that makes sense for your reader.
6. Draft. (double space; do not write on back)

Workshop: Use your ARMS to revise your draft.
Add, Remove, Move, Substitute

Thurs 10/22

Workshop: Use your ARMS to revise your draft.
Add, Remove, Move, Substitute -- label in margins where you did this

Review requirements and cover letter
Write cover letter for final draft

Own writing-- final drafts

Friday 10/23
Sub Day

Mon 10/26
Write Source
Own Writing

Tues 10/27
NWEA

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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.

10/14/09 - 10/19/09

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

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Wed 10/14 Thurs 10/15 Fri 10/16
NWEA

Mon 10/19
Power Write
Organize folders/Table of Contents
What is good writing?
Discuss models; find elements of good writing

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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.

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?

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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).

November 12 - December 1

Focus:
Power Writing
Writing Notebooks
Blogs
Genre

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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
N1- Intro Writing Notebooks

Past Due: comparative essay/ self-evaluation

Thursday, November 13
N3- Notebooks
Past Due: comparative essay/ self-evaluation
Work period

Friday, November 14
EALR Review/Evaluation/Discussion
N4 Notebook Launch
Work period

Monday, November 17
Power Write
N5 Sensory and Pictorial Ideas
Notebook Work
Self-evaluation of work

Genre choices -- what is required? which other do we learn first?
http://whatelse.pbwiki.com/Genre-Expectations

Tuesday, November 18
Entry: Choose your five spelling words
Lesson: IDEAs and Word Choice (Strong Verbs)
Can you find an example in your notebook or power writing?
Self-evaluation -- evidence.

Wednesday, November 19
Entry: Power Write
Lesson: Ideas assignment


Thursday, 11/20
Entry: Spelling Tests
Notebook: N6 World Wonders
Intro: Persuasive Writing -- How to persuade

Friday, 11/21
Entry: Power Write
Notebook: N7 From the Heart
Persuasive Writing --

Monday 11/24
Entry: Find 10 words for your personal spelling list.
Notebooks: Which will you try today: Your own; Ideas; Senses; Pictures; World Wonders; Your Heart?
November Art

Tuesday 11/25
Entry: Notebooks: Which will you try today: Your own; Ideas; Senses; Pictures; World Wonders; Your Heart? Can you find an example in your power or notebook writing?
Finish Art

Wednesday: Assembly or Art

Monday, 12/1
Entry: Find 10 more words for your personal spelling list.
Notebook: Capturing bits of conversation
Persuasion: Capturing bits of conversation -- oral argument practice
Intro: sub assignments

12/2, 3, 4 Sub Plans

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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).