02/08/10 - 02/22/10

Focus:

Persuasive Writing
Math vocabulary/WSU scientists/ Persuasive Writing

http://whatelse.pbworks.com/Persuasion-Introduction  http://whatelse.pbworks.com/Persuade
Concession/Rebuttal
Introductions/ Conclusions
Transitions

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Review thesis statement.

Persuasive Essay Prompt:

Because of recent complaints about noisy and disorderly behavior at lunchtime, your principal is considering giving each student an assigned seat at lunchtime.  Take a position on this issue. Write a multiple paragraph letter persuading your principal to support your position.

Use BEARS:

Position

Explain reason 1

Explain reason 2 with concession/rebuttal

Explain reason 3 (most important)

Restate position

Daily: Edit Practice; Apply lesson to essays

2/8 Introductions

2/9 Introductions

2/10 Introductions; word choice-names; rule of three

2/11 Transitions and paragraph review

2/12 Write effective intro on own essay -- apply lessons

2/17 Checklist info and apply to model OSPI essay

2/18 Repeat with essays 2 and 3: What makes an effective essay?

2/19 self-assess/complete form

2/22 Conclusions

2/23  Conclusions; Review Strong Verbs -- Olympics

2/24 Causal Chain

2/25  Final Essays

2/26 Substitute

3/1 Checklist on WASL Practice Tests -- what is effective?

3/2  Final checklist, if needed; Strong VerbWASL Practice Test

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

Document Weekly: Writing Log on Writing Process and Traits
https://spreadsheets.google.com/ccc?key=0ApCrzGH9Dh-odERvcnFJaWpCM2VONTkxUVNudGJuTVE&hl=en


Each Essay: Self Evaluate (See also Awards information)
https://docs.google.com/a/my.nsdeagles.org/Doc?docid=0AcLKgmt-9pX_ZGR6d2tiNV8yMGd4cTR3NWdm&hl=en

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EALR 1: The student understands and uses a writing process.
Component 1.2: Produces draft(s). W
Component 1.3: Revises to improve text. W
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.
·       Uses effective revision tools or strategies (e.g., reading draft out loud, checking sentence beginnings, expanding sentences, using an electronic or other thesaurus).
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
·       Identifies an intended audience.
·       Identifies and includes information and uses appropriate language for a specific audience (e.g., defines technical or content-specific terms or jargon).
·       Describes audience’s interest and knowledge of topic to determine emphasis.
·       Anticipates readers’ questions and writes accordingly.
2.2.1 Demonstrates understanding of different purposes for writing.
·       Writes to pursue a personal interest, to explain, to persuade, to inform, and to entertain for a specified audience (e.g., writes to persuade classmates about a position on required school uniforms, includes narratives/poetry in portfolio).
Component 1.4: Edits text. W
Component 3.3: Knows and applies appropriate grade level writing conventions. W

EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.

01/26/10 - 02/08/10

Focus:

Persuasive Writing
Math vocabulary/WSU scientists/ Persuasive Writing

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

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1/26
Review thesis statement.
Persuasive Essay Prompt:

Because of recent complaints about noisy and disorderly behavior at lunchtime, your principal is considering giving each student an assigned seat at lunchtime.  Take a position on this issue. Write a multiple paragraph letter persuading your principal to support your position.

Use BEARS:
Position
Explain reason 1
Explain reason 2 with concession/rebuttal
Explain reason 3 (most important)
Restate position

1/27  1/28 1/29
Complete essay/teacher conference. Conventions review (Grammar 1)
Review concession/rebuttal (noisy and disorderly).
Is your writing on topic?

1/27 Concession/Rebuttal Activity 1
1/28 Discuss Activity 1
1/29 Model of Concession/Rebuttal again -- reminder of "noisy and disorderly

2/1 Sub Plans
2/2 Sub Plans
2/3 Power Write: Job Shadow Guest Speaker -- Miranda on High School Life Success
2/4 Sub Plans
2/5 Review again Concession/Rebuttal; Introduction to Introductions
2/8 Introductions

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EALR 1: The student understands and uses a writing process.
Component 1.2: Produces draft(s). W
Component 1.3: Revises to improve text. W
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.
·       Uses effective revision tools or strategies (e.g., reading draft out loud, checking sentence beginnings, expanding sentences, using an electronic or other thesaurus).
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
·       Identifies an intended audience.
·       Identifies and includes information and uses appropriate language for a specific audience (e.g., defines technical or content-specific terms or jargon).
·       Describes audience’s interest and knowledge of topic to determine emphasis.
·       Anticipates readers’ questions and writes accordingly.
2.2.1 Demonstrates understanding of different purposes for writing.
·       Writes to pursue a personal interest, to explain, to persuade, to inform, and to entertain for a specified audience (e.g., writes to persuade classmates about a position on required school uniforms, includes narratives/poetry in portfolio).
Component 1.4: Edits text. W
Component 3.3: Knows and applies appropriate grade level writing conventions. W

EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.

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01/19/10 - 01/26/10

Week Focus:

Persuasive Writing

Math vocabulary/WSU scientists/ Persuasive Writing

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

1/19 Power Write: Why is it noisy in the lunch room?

Resolution report; essay revisions (ARMS - use posters)

1/20 Set goal for today: What will you show that you have learned?

Essay revisions (ARMS - use posters); finish typing or writing essays; Teacher conferences

1/21  Persuasive Essay Prompt:

Because of recent complaints about noisy and disorderly behavior at lunchtime, your principal is considering giving each student an assigned seat at lunchtime.  Take a position on this issue. Write a multiple paragraph letter persuading your principal to support your position.

Use BEARS:

Position

Explain reason 1

Explain reason 2 with concession/rebuttal

Explain reason 3 (most important)

Restate position

1/22 Finish essay;

Internet Safety;

1/26 Stars and Wishes for Persuasive Strategies;

Begin introductions and conclusions;

Projects: 

Persuasive paragraph with c/r; contest essay or assigned seat essay; MLK persuasive paragraph; thankful;

OPTIONS: Internet Safety rules for grades 4 5 6; Life of MLK;

Internet Safety Videos from netsmarz.org

Bus Safety

Walking Safety

Internet Safety-Be Safe

Know Rules

Password

Virus

Instant Message

EALR 1: The student understands and uses a writing process.

Component 1.2: Produces draft(s). W

Component 1.3: Revises to improve text. W

1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.

· Uses effective revision tools or strategies (e.g., reading draft out loud, checking sentence beginnings, expanding sentences, using an electronic or other thesaurus).

Component 1.4: Edits text. W

Component 3.3: Knows and applies appropriate grade level writing conventions. W

EALR 3: The student writes clearly and effectively.

Component 3.1: Develops ideas and organizes writing. W

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.

01/04/10 - 01/19/10

Week Focus:

Writing and Math at:

http://docs.google.com/View?id=dfjbbnsb_18fggxn4c3

Writing and Math at:

http://docs.google.com/View?id=dfjbbnsb_18fggxn4c3

Persuasive Writing

Math vocabulary/WSU scientists/ Persuasive Writing

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

01/04

Review Internet Safety   A Grade 3 List

Finish and type essays; finalize brosters

BEARS review and quiz

Type essay; finalize brosters

1/5 Internet Safety; Finish Review of BEARS persuasive strategies;

1/6 Internet Safety; write a persuasive paragraph with organizer and add BEARS; type essays

1/7 Finish paragraphs; reassign essays if contest essays not started

1/8  share and discuss paragraphs as intro to Concession and Rebuttal; Read Cell Phone essays to view model of concession and rebuttal

1/11 Entry: Read about MLK: Should we celebrate MLK day?

Write paragraph with BEARS.

Lesson Review: Concession and rebuttal  -- add concession/rebuttal to paragraph on MLK

1/12 Entry: read requirements;  Share and discuss paragraphs on MLK; Review C/R

Revise paragraph 2 in essays (contest/assigned seats) to include concession/rebuttal

1/13 Entry: Read about “Changers We Know” and complete handwritten responses. Share paragraphs. Begin introductions and conclusions

1/14 Entry: review introduction strategies and revise your own; introductions and conclusions

1/15 Entry: Changers We Are: What will you do today to help make the world a better place?  introductions and conclusions; write conclusions; finish typing or writing essays;

1/16 Internet Safety; Power Writing; review intro/conclusions; revise

Projects: Persuasive paragraph with c/r; contest essay or assigned seat essay; MLK persuasive paragraph; thankful;

OPTIONS: Internet Safety rules for grades 4 5 6; Life of MLK;

Internet Safety Videos from netsmarz.org

Bus Safety

Walking Safety

Internet Safety-Be Safe

Know Rules

Password

Virus

Instant Message

EALR 1: The student understands and uses a writing process.

Component 1.2: Produces draft(s). W

Component 1.3: Revises to improve text. W

1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.

· Uses effective revision tools or strategies (e.g., reading draft out loud, checking sentence beginnings, expanding sentences, using an electronic or other thesaurus).

Component 1.4: Edits text. W

Component 3.3: Knows and applies appropriate grade level writing conventions. W

EALR 3: The student writes clearly and effectively.

Component 3.1: Develops ideas and organizes writing. W

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.

12/7/09 - 01/04/10

Week Focus:

Writing and Math at:

http://docs.google.com/View?id=dfjbbnsb_18fggxn4c3

Writing and Math at:

http://docs.google.com/View?id=dfjbbnsb_18fggxn4c3

Persuasive Writing

Math vocabulary/WSU scientists/ Persuasive Writing

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

12/7

Thankful paragraph structure; broster

12/8

Outline three ideas and details for each idea

Draft paragraphs --DETAILS !

12/9 12/10 12/11

Lesson: Persuasive Bears-- notes

Rewrite paragraphs, adding persuasive strategies

12/13

Share and review with partner

Thesis; Paragraphs; Strong Verbs; BEARS;

12/14 12/15

Lesson: Conclusion -- call to action

Write conclusion

12/16

Stars and Wishes sharing

Revised Draft

12/17

Dress Rehearsal

12/18

Homeroom

01/04

Review Internet Safety   A Grade 3 List

Finish and type essays; finalize brosters

If time:

Lesson: Concession and rebuttal

Revise paragraph 2

EALR 1: The student understands and uses a writing process.

Component 1.2: Produces draft(s). W

Component 1.3: Revises to improve text. W

1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.

· Uses effective revision tools or strategies (e.g., reading draft out loud, checking sentence beginnings, expanding sentences, using an electronic or other thesaurus).

Component 1.4: Edits text. W

Component 3.3: Knows and applies appropriate grade level writing conventions. W

EALR 3: The student writes clearly and effectively.

Component 3.1: Develops ideas and organizes writing. W

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.

11/30/09 - 12/7/09

Week Focus:

Writing Process Evaluation

Math and Writing Project

Persuasive Writing

Math vocabulary/WSU scientists/ Persuasive Writing

Persuasive Writing

Math vocabulary/WSU scientists/ Persuasive Writing

11/30

Power Writing

Plan and compete brosters

Track progress in work and behavior

12/1 will continue:

Intro persuasive writing -- sort activity

Work Time -- brosters finished; student understanding verified at team level

Track progress in work and behavior

12/2

Prewriting for essay:

What is topic? Purpose? Audience?

What did your team do well?

What did you team need to improve on (what would your teachers say?)

Lesson: How to write a thesis statement

12/3

Review Paragraph Structure -- I AM Thankful

Practice

12/4

Write paragraphs based on thesis statement using reviewed structure with strong verbs

12/7 12/8

Lesson: Persuasive Bears

Rewrite paragraphs, adding persuasive strategies

12/9

Lesson: Concession and rebuttal

Revise paragraph 2

12/10

Share and review with partner

Thesis; Paragraphs; Strong Verbs; BEARS; C/R

12/11 Lesson: Conclusion -- call to action

Writing Essay

Finish draft and revise

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EALR 1: The student understands and uses a writing process.

Component 1.2: Produces draft(s). W

Component 1.3: Revises to improve text. W
· Uses effective revision tools or strategies (e.g., reading draft out loud, checking sentence beginnings, expanding sentences, using an electronic or other thesaurus)

Component 1.4: Edits text. W
Component 3.3: Knows and applies appropriate grade level writing conventions. W

EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.

11/23/09 - 11/30/09

Week Focus:

Writing Process Evaluation

Math and Writing Project

Persuasive Writing

Math vocabulary/WSU scientists/ Persuasive Writing

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11/16

Math and Writing Project

Persuasive Writing

Math vocabulary/WSU scientists/ Persuasive Writing

11/23
Correct Wiki or Power Write
Project Explanation
Teams
Define vocabulary with two sources (google/text)

11/24
Correct Wiki or Power Write
Vocabulary: all members understand with words and illustrations

Plan broster

11/25 Assembly

11/30
Power Writing
Plan and compete brosters
Track progress in work and behavior

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EALR 1: The student understands and uses a writing process.

Component 1.2: Produces draft(s). W

Component 1.3: Revises to improve text. W
· Uses effective revision tools or strategies (e.g., reading draft out loud, checking sentence beginnings, expanding sentences, using an electronic or other thesaurus)

Component 1.4: Edits text. W
Component 3.3: Knows and applies appropriate grade level writing conventions. W

EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.