5/25/10-6/10/10

Focus:


WASL MSP Writing
Poetry: word choice and message
Photo Essays: What's in a picture? How to make that picture? Captions
Reflection: Word choice, Organization, Sentence fluency

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5/25 Zines
5/26 MSP Writing Test -- or zines
5/27 MSP Writing Test -- celebration
5/28 Intro Photography and Photo Essays

5/31 Memorial Day
6/1 Poetry; Photo Essay -- composition
6/2 Poetry; Photo Essay -- composition; Reflection
6/3 Poetry; Photo Essay -- captions; Reflection
6/4 Poetry; Photo Essay -- captions

6/7 Homeroom
6/8 Pow Wow
6/9 Graduation - Grade 8
6/10 Awards/Picnic

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Standards:


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).
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
·       Identifies an intended audience.
·       Identifies and includes information and uses appropriate language for a specific audience (e.g., defines technical or content-specific terms or jargon).
·       Describes audience’s interest and knowledge of topic to determine emphasis.
·       Anticipates readers’ questions and writes accordingly.
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).
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.

03/22/10 - 03/29/10

Focus:

Expository and Persuasive Writing

Persuasive Writing

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

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3/22 Owhi Revise/Evaluate
3/23 Owhi Revise/Evaluate
3/24 Essay revision  --- connect ideas; elaborate; word choice
3/25 Essay revision  --- connect ideas; elaborate; word choice
3/26 Essay Final Draft -- edit and copy
3/29 Share and evaluate; Edit practice

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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
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).
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
·       Identifies an intended audience.
·       Identifies and includes information and uses appropriate language for a specific audience (e.g., defines technical or content-specific terms or jargon).
·       Describes audience’s interest and knowledge of topic to determine emphasis.
·       Anticipates readers’ questions and writes accordingly.
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).
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.

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03/15/10 - 03/22/10

Weeks 25   Focus:

Organization-- Transitions; connective words
Elaboration -- details/mind movie
Word Choice -- specificity and interest

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Owhi: Presentation / Publication design; from paragraph to image and t-shirt design

3/15 Review: Owhi Project -- edit paragraphs; evaluate for Organization, Elaboration; view contest entries
3/16 Owhi Project: Evaluate for word choice; review organization and elaboration; student revisions with rubric
3/17 Continue revisions
3/18 Substitute for funeral, if necessary
3/19 Substitute
3/22 Share paragraphs; evaluate w/teacher conference

Finish Tests

Week Project:
Write with style and word choice (strong verbs; specific nouns)
Organize for best information and elaboration.
Plan design for presentation.

Topic: Owhi Lake
Goal 1: Write organized and elaborated paragraphs with style and word choice. Edit the paragraphs.

Goal 2: Create a broster/T-shirt design using elements of design and layout and reflecting the paragraphs about Owhi Lake.


Tasks:
Continue lists of specific nouns and vivid verbs about Owhi Lake.
Discuss model draft of Owhi Lake paragraphs.
Use the lists to draft at least two paragraphs about Owhi Lake:
* Decide organization style
* Determine approrpiate elaboration
* Write with nifty nouns and vivid verbs
* Edit
* Revise

<,hr/>

Document daily: CSI

https://spreadsheets.google.com/ccc?key=0ApCrzGH9Dh-odGhmMEZLLXVqOWRFY3BwSzM4SnU3M2c&hl=en

Document Weekly: Writing Log on Writing Process and Traits

https://spreadsheets.google.com/ccc?key=0ApCrzGH9Dh-odERvcnFJaWpCM2VONTkxUVNudGJuTVE&hl=en

Each Essay: Self Evaluate (See also Awards information)

https://docs.google.com/a/my.nsdeagles.org/Doc?docid=0AcLKgmt-9pX_ZGR6d2tiNV8yMGd4cTR3NWdm&hl=en

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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

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).

2.1.1 Applies understanding of multiple and varied audiences to write effectively.

·       Identifies an intended audience.

·       Identifies and includes information and uses appropriate language for a specific audience (e.g., defines technical or content-specific terms or jargon).

·       Describes audience’s interest and knowledge of topic to determine emphasis.

·       Anticipates readers’ questions and writes accordingly.

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).

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.

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.

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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.

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December 9, 2008 to January 5, 2009

Focus: Writing Notebooks --
Holiday Writing -- Memories/Santa Letters -- (with persuasion)

Word Choice Lesson Daily: Eliminate Dead Verbs --http://whatelse.pbwiki.com/Dead-Verbs

Writing Letters to Santa -- with persuasion
https://whatelse.pbwiki.com/Santa
http://whatelse.pbwiki.com/Persuade

If time:
Lessons: Writing Process
https://whatelse.pbwiki.com/Writing-Process%3A-P-D-R-S

Writing Memories
https://whatelse.pbwiki.com/Holiday-Memory
https://whatelse.pbwiki.com/Holiday-Memory-Sample

Lessons: Table of Contents/ Teacher conferences --Review: N7: Writing from the Heart
As needed:
Intro: N12 Artifacts; N13 Memories; N17 Stretch Writing; N14 Authentic Details; I15 General to Specific Details; I17 Supporting Details; 13 Invent specifics to fill memory gaps; L23 Action Verbs; L22 Nifty Nouns; D3 Organize; D7 2-3-1 Organization; D5 Transitions; Specific Words - L23 Action Verbs; L22 Nifty Nouns; leads/endings

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Tuesday 12/9 Intro Santa Letter Project -- L22 nouns and L23 verbs
Prewriting -- lists to organize and select nouns/verbs; persuasive techniques -- http://whatelse.pbwiki.com/Persuade
http://whatelse.pbwiki.com/Santa-Persuades


Wednesday 12/10 Complete prewriting; share; feedback; Draft
Review persuasive strategies; N14 L22 nouns and L23 verbs;

Thursday 12/11:
Notebook Writing -- own choice/share

Advanced Prewriting for Santa project
http://whatelse.pbwiki.com/Santa-Advanced-Prewriters
Review persuasive strategies;
Remember details --N13 -- invent specifics to fill;
I15 General to Specific Details; D7 organize-- start inviting; end with bang;
D18 Lead Question
Draft

Friday 12/12 Revision -- review process and strategies
Revise Draft and Share
Open: D20 Open with scene; Open with Question

Monday 12/15
Endings: D24 End question; D25 End humor; D23 Ending
Revise.

Tuesday 12/16
Revise draft process with revision -- nouns/verbs/ transitions leads/ends

Wed 12/17
Memory Prewriting --- same process -- lists to lists to organize and select nouns/verbs; Draft and share;

Thursday 12/18
Dress Rehearsal/ Program

Friday 12/19
No Class; Homeroom

Monday 1/05/09
Power Writing
Sentence Fluency N12 Simple to Complex
Cross-writing from story starter:
Trudging through the thick snow to the top of the hill, ....

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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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