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
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 self-evaluation. Show all posts
Showing posts with label self-evaluation. Show all posts
November 12 - December 1
Focus:
Power Writing
Writing Notebooks
Blogs
Genre
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
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).
Power Writing
Writing Notebooks
Blogs
Genre
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
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).
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