8/31/10-9/28/10

Focus:

Practice Procedures
Review prewriting
Drafting Strategies
Revision Strategies and Review
Edit/Publish

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Daily: Review and Practice Expectations
9/8 Debrief Getting To Know You Project; Give speeches
9/9 Writing Pretest
9/10 Begin Notebooks; Bio-Poem Prewrite (Paper Fold strategy)
9/13 Bio-Poem Prewrite 2; First Draft; Lesson: Good Writing Is...

9/8 Pretest
9/9 BioPoem; Write and Share; Intro Notebook
9/10 Notebook
9/13 Revision lesson-- what was; what it became model; review and add to notebook; revise poem


9/14 Share and identify good writing (School Days, p.5)

9/15 Share revisions and identify; Write BioPoem

9/16 Review: Details, Description, Examples, Action (Strong Verbs); Write "experience" paragraph; Update notebook; Share golden lines in BioPoem;

9/17  Elder Invitation

9/20   Check notebook;  Review;  highlight each others' paragraph details/verbs; Revise paragraph;

Neat Sheet of revised poems and paragraphs; Notebook left side examples




9/21
Territories
Revision -- baseball story; emotions/thoughts
Revise paragraphs

9/22 prep folders for 9/23 mentor visit; revise and final drafts for paragraph/bio poem; reflection info;
9/23 mentor
9/28 mentor reflection; final drafts; update notebooks for emotions/ thoughts/dialogue

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3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. ·       Presents a central idea, theme, and manageable thesis while maintaining a consistent focus (e.g., “Commercials influence the spending habits of teenagers.”). ·       Selects specific details relevant to the topic to extend ideas or develop elaboration (e.g., quotations, data, reasons, multiple examples that build on each other). ·       Uses personal experiences, observations,

1.1 Prewrites

1.2 Drafts

1.3 Revises (3.1.1)

April 21 - April 27

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

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Monday 4/20
Earth day Reading and Writing: Problems/Solutions

4/21, 4/22, 4/23 WASL or Homeroom

4/23 4/24 4/27 Complete these projects with mini-lessons and conferences as needed:

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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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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March 17-March 23

Persuasion Organization
http://whatelse.pbwiki.com/Persuasion-Organization
http://whatelse.pbwiki.com/Persuade Strategies
Revision Tips


Monday 3/16 Tuesday 3/17
Introductions Lesson (OSPI)
Concession/Rebuttal for persuasive strategies
Analysis and new WASL Prompt -- wiki -- take home for written final draft

Evaluate and revise:
BEARS
Names
Verbs
Imagery/Emotion

Wednesday 3/18
WASL Test
Persuade your parents that you are passing writing class. Explain how you apply the writing process, six traits of writing, and persuasive strategies (organization and BEARS).

How will you prewrite to include organizational and BEARS strategies?

Writing Process: Prewrite, Draft, Revise, Feedback, Revise, Edit, Publish

Six Traits:
Excellent Ideas (5Es, 5Ws),
Wonderful Word Choice (Vivid Verbs, Nifty Nouns, Figurative Language,
Organization (Causal Chain, Importance, Concession/Rebuttal),
Sentence Fluency (Different starts and structures)
Voice (attitude, audience)
Conventions (edit for punctuation, spelling, capitalization, grammar, paragraphs)

Persuasive Strategies:
BEARS: Bandwagon, Expert/Emotions, Anecdote, Rhetorical Question/Rule of Three, Statistics
Organization (Causal Chain, Importance, Concession/Rebuttal),


Thursday 3/19
Owhi Lake pictures

Continue essay writing with feedback from peers and teacher;
(Form for assessment; rubrics)

Friday 3/20 Teacher Inservice

Monday 3/23
Conference Prep:

WASL Test
Persuade your parents that you are passing writing class by using the writing process, six traits of writing, and persuasive writing.


How will you prewrite to include organizational and BEARS strategies?

Find:
Ideas -- prewriting
Ideas -- draft
Organization -- CC, Imp, CR - find in your paper
Organization and Word Choice -- BEARS/Names/Verbs/Emotion
Sentence Fluency -- Length/Structure
Voice -- attitude appropriate for audience and purpose
Edit -- punctuation/spelling/ grammar, etc.

Tuesday 3/24
Complete preparation of all work; share

Wednesday 3/25
WASL practice-- Conclusions

Thursday 3/26 conferences

Friday 3/27
Conclusions

Monday 4/7
Review introductions and conclusions

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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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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 10 - February 18, 2009

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

Persuasion
https://whatelse.pbwiki.com/Persuasive-Table-of-Contents

Persuasion Organization
http://whatelse.pbwiki.com/Persuasion-Organization


Third Quarter Requirements
http://whatelse.pbwiki.com/Writing-Requirements

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Monday 2/9 Tuesday 2/10
Organization: Causal train
Models/discussion
Transitions -- oral and essay

Wednesday 2/11
Share essays; self-evaluate with checklist; discuss the two organizational strategies; suggest improvements in strategy and transitions for importance and causal change


Thursday 2/12
Revise using strategies
http://whatelse.pbwiki.com/Revision-Tips-2

Friday 2/13
Revise using strategies
http://whatelse.pbwiki.com/Revision-Tips-2


Monday President’s Day
Tuesday Waiver Day; teacher learning

Wednesday 2/18
Share essays; self-evaluate with checklist; discuss the two organizational strategies; suggest improvements in strategy and transitions for importance and causal change

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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.

January 5th - January 12th

Focus
Word Choice Lesson Daily: Eliminate Dead Verbs --http://whatelse.pbwiki.com/Dead-Verbs
Focus: Writing Notebooks Lessons: Table of Contents/
L12 Simple to Complex

CSI
Capture: Set daily goals and reflect
Strength: Practice daily lesson skill
Interact: with words/peers/teacher
http://whatelse.pbwiki.com/CSI-Schedule

Persuasion
http://whatelse.pbwiki.com/Persuade
http://whatelse.pbwiki.com/Blog-Persuasion

GENRE: http://whatelse.pbwiki.com/Genre-Expectations

Alternative Assignments:
Strong Verb Paragraphs
Response to Quote
Persuasive Writing (ask for prompts)

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Monday 1/05/09
Power Writing
Sentence Fluency L12 Simple to Complex
Cross-writing from story starter:
Trudging through the thick snow to the top of the hill, ....

Tuesday 1/6/09
Power Writing:
What have you written in class? out of class?
What do you want to write?
What do you think you still need to learn?

FINISH L12 -- SIMPLE TO COMPLEX SENTENCE FLUENCY

Lessons: CSI
Persuasive Writing -- practice strategies (Child Labor)
Respond to Quote

Wednesday 1/7/09
Capture
Strengthen: Persuasive Techniques Practice practice strategies (Child Labor)
Interact -- confer
Reflect

Thursday 1/8
Strengthen: Persuasive Techniques Practice (practice strategies_
Thesis Statements

Friday 1/9
Strengthen: Persuasive Techniques Practice
Thesis Statements

Monday 1/12
Strengthen: Persuasive Techniques Practice
Thesis Statements

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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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