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
Monday 2/2
Visit with Memphis, Tennessee fifth grade class on Skype with grades 5, 7, 8.
Persuasive Organization: Sorting important reasons for effect
Tuesday 2/3
Third Quarter Requirements
http://whatelse.pbwiki.com/Writing-Requirements
Discuss and share; reflect and write: Persuasive Organization: Sorting important reasons for effect
If time: practice transitions words (oral, written, paragraphs)
Wednesday 2/4
Practice transitions words (oral, written, paragraphs)
Write essay. Use BEARS, transitions, order of importance
End with call to action
Thursday 2/5
Organization: Causal train
Models/discussion
Friday 2/6
Organization: Causal train
Models/discussion
Transitions -- oral and essay
Monday 2/9
Share essays; discuss the two organizational strategies; suggest improvements in strategy and transitions for importance and causal change
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 26th - February 2, 2009
Needed: Thumbs-up detail; Powerful persuasive strategies so your reader says, "Thumbs Up."
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
Monday 1/26
Review Definition and aspects of persuasive writing
Convince Me-- oral persuasive practice/contest
Tuesday 1/27
Persuasive Organization
Order of importance
Wednesday 1/28
Figurative Language
If completed, move to Persuasive Organization
Thurs Fri Teacher Days
Monday 2/2
Persuasive Organization: Causal Format
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.
Thumbs up photo by dev null at Flickr
January 20 - January 26
Word Choice Lesson Daily: Eliminate Dead Verbs --http://whatelse.pbwiki.com/Dead-Verbs
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
Inauguration
http://whatelse.pbwiki.com/For-The-People
Monday 1/19 MLK Day
Tuesday 1/20 Inauguration Day
Inauguration activities
Wednesday 1/21
WASL Practice: Review
thesis statement; strategies
Find in your draft and label
Circle your best paragraph and revise
Thursday 1/22
Six Traits Activity(gist statements)-- ideas
Strengthen: What do we already know?
Strategies, VV, NN
Friday 1/23
Six Traits Activity(gist statements)-- voice
Make-up
Monday 1/26
Convince Me-- oral persuasive practice/contest
Six Traits Activity(gist statements)-- word choice
Figurative Language
If completed, move to Persuasive Organization
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.
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
Inauguration
http://whatelse.pbwiki.com/For-The-People
Monday 1/19 MLK Day
Tuesday 1/20 Inauguration Day
Inauguration activities
Wednesday 1/21
WASL Practice: Review
thesis statement; strategies
Find in your draft and label
Circle your best paragraph and revise
Thursday 1/22
Six Traits Activity(gist statements)-- ideas
Strengthen: What do we already know?
Strategies, VV, NN
Friday 1/23
Six Traits Activity(gist statements)-- voice
Make-up
Monday 1/26
Convince Me-- oral persuasive practice/contest
Six Traits Activity(gist statements)-- word choice
Figurative Language
If completed, move to Persuasive Organization
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 13th - January 20th, 2009
Focus:
Word Choice Lesson Daily: Eliminate Dead Verbs --http://whatelse.pbwiki.com/Dead-Verbs
Focus: Writing Notebooks
L12 Simple to Complex
Capture: Set daily goals and reflect
Strength: Practice daily lesson skill
Interact: with words/peers/teacher
http://whatelse.pbwiki.com/CSI-Schedule
Persuasion
https://whatelse.pbwiki.com/Persuasive-Table-of-Contents
Tuesday 1/13
Strengthen: Persuasive Techniques Practice
Thesis Statements and Persuasive Overview
Difference between expository and persuasive
Wednesday 1/14
WASL Persuasive Prompt
Thursday 1/15
Finish Prompt
Friday 1/16
Persuasive Review
Find in your draft and label your thesis statement
Monday 1/19 MLK Day
Tuesday 1/20 Inauguration Day
Thesis Statement Review
If completed, move to Persuasive Organization
Inauguration activities, if time
EALR
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)
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
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.
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)
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
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.
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
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, ....
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.
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
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, ....
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.
November 17-December 8
Focus:
Power Writing
Writing Notebooks
Blogs
Persuasive Writng
No Spelling November/December
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
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
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.
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?
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
Persuasive Writng
No Spelling November/December
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"
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"
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?
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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