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