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.

February 2 to February 9

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 2/2
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

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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 26th - February 2, 2009

Needed: Thumbs-up detail; Powerful persuasive strategies so your reader says, "Thumbs Up."

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

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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

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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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Thumbs up photo by dev null at Flickr

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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

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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

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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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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

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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

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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.

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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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