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
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.
Showing posts with label reflection. Show all posts
Showing posts with label reflection. Show all posts
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).
9/29 Research Experts
Monday 9/29
Entry: Reflection:
1. Research: How did you take notes?
2. Research: How do you remember where your source is?
3. Research: Why are Key Words important?
4. Research: Why is spelling important while note-taking?
5. Research: Why is a gist statement important?
Spelling: It's Addition!
Divide your spelling paper into parts as we have practiced. In each section write one of these base words:
With a partner, use the base words and your affix list to create as many words as you can from the base words.
Entry: Reflection:
1. Research: How did you take notes?
2. Research: How do you remember where your source is?
3. Research: Why are Key Words important?
4. Research: Why is spelling important while note-taking?
5. Research: Why is a gist statement important?
Spelling: It's Addition!
Divide your spelling paper into parts as we have practiced. In each section write one of these base words:
tan, confer, learn, confuse, understand
With a partner, use the base words and your affix list to create as many words as you can from the base words.
++++++++++
If you were to create a broster today, share with a neighbor what you would include (title, labeled illustration, vocabulary, gist statement, question) Did you write your source on your notes page?
++++++++++
Conference Preparation
How will you organize your work so you can share the answers to these questions? Will you put your work in a certain order? Will you find more writing evidence and number them?
Your goal today is to get organized so you can check most of these:
Presentation Research
Project: We have been asked to create a presentation as part of International Polar Year. We must prepare a brief (approximately 5 minute) presentation to persuade the countries of the United Nations of the interconnectedness of changes in the polar environments, their respective community, and the global community.
Learning Goals
Use the writing process to gather ideas, draft information, revise for clarity, edit for readability, and publish for persuasion.
Understand how life adapts to live in the Arctic. Understand what affects life in the Arctic. Anaylze the connection of those effects on the Arctic, our community, and in the world.
Gathering Ideas: Research Strategies Review
Prewriting Strategies to create researched presentation: research, paraphrasing, key words, spelling, citing sources, draft, summaries, gist
Look at your notes and label them to show you can:
___ Paraphrase notes using main ideas and facts section by section.
___ Add your connections (opinions, experiences, knowledge, feelings).
___ Use your own words (paraphrase)
___ Identify key words.
___ Check spelling.
___ Write your source.
Identify in your entry tasks where you can:
___ Begin a draft
___ Paraphrase (use your own words)
___ Identify key words (labels, highlighting)
___ Use correct spelling
___ Identify your source
___ Write a summary (briefly explain main ideas in your own words)
___ Write a twenty-word gist statement that includes all the main ideas in your research
___ Identify addition questions and needed facts
How will these research and writing process strategies help you create your persuasive presentation? (Answer on another paper.)
Conference Preparation
How will you organize your work so you can share the answers to these questions? Will you put your work in a certain order? Will you find more writing evidence and number them?
Your goal today is to get organized so you can check most of these:
Presentation Research
Project: We have been asked to create a presentation as part of International Polar Year. We must prepare a brief (approximately 5 minute) presentation to persuade the countries of the United Nations of the interconnectedness of changes in the polar environments, their respective community, and the global community.
Learning Goals
Use the writing process to gather ideas, draft information, revise for clarity, edit for readability, and publish for persuasion.
Understand how life adapts to live in the Arctic. Understand what affects life in the Arctic. Anaylze the connection of those effects on the Arctic, our community, and in the world.
Gathering Ideas: Research Strategies Review
Prewriting Strategies to create researched presentation: research, paraphrasing, key words, spelling, citing sources, draft, summaries, gist
Look at your notes and label them to show you can:
___ Paraphrase notes using main ideas and facts section by section.
___ Add your connections (opinions, experiences, knowledge, feelings).
___ Use your own words (paraphrase)
___ Identify key words.
___ Check spelling.
___ Write your source.
Identify in your entry tasks where you can:
___ Begin a draft
___ Paraphrase (use your own words)
___ Identify key words (labels, highlighting)
___ Use correct spelling
___ Identify your source
___ Write a summary (briefly explain main ideas in your own words)
___ Write a twenty-word gist statement that includes all the main ideas in your research
___ Identify addition questions and needed facts
How will these research and writing process strategies help you create your persuasive presentation? (Answer on another paper.)
++++++++++++++
When completed and shared with teacher, begin your research.
9/24 Spell It, Draw It, Reflect on It -- What R U LRNING?
Wednesday, 9/24
Entry: Turn in spelling homework.
Add to or redo your illustration from Monday. Use your notes. Label with adaptations.
Write a gist statement of all the information you have read so far about your people/animal.
Write your source on your notes; include the title, author, URL.
Example:
http://www.ncdc.noaa.gov/oa/climate/globalwarming.html
Global Warming: Frequently Asked Questions
National Oceanic and Atmospheric Administration
National Climatic Data Center
David Easterling and Tom Karl, National Climatic Data Center, Asheville, N.C. 28801
Entry: Turn in spelling homework.
Add to or redo your illustration from Monday. Use your notes. Label with adaptations.
Write a gist statement of all the information you have read so far about your people/animal.
Write your source on your notes; include the title, author, URL.
Example:
http://www.ncdc.noaa.gov/oa/climate/globalwarming.html
Global Warming: Frequently Asked Questions
National Oceanic and Atmospheric Administration
National Climatic Data Center
David Easterling and Tom Karl, National Climatic Data Center, Asheville, N.C. 28801
++++++++++++++
What questions are still needed?
Present research to the class. Discuss questions still needing answers.
Continue research.
What questions are still needed?
Present research to the class. Discuss questions still needing answers.
Continue research.
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