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
Writing Projects using EALRs
Earth Day: Earth problems and solutions
Making connections in writing
Satire: Fractured Fairy Tales
Read models
Discuss models
Read fairy tales
Discuss changes
Prewrite -- share own stories
Draft -- share for feedback
Revise for elaboration and organization
Share for feedback
Revise, Edit, Publish
Tuesday 5/5
Grammar -- the dash (READ 1/09)
Poetry Day 3
Focus -- Read fairy tales; determine elements in own story; decide how to create parody (incongruity, reversal, exaggeration)
Wednesday 5/6
Poetry Day 4
Focus -- Read fairy tales; determine elements in own story; decide how to create parody (incongruity, reversal, exaggeration)
Elements of Fairy Tale and Elements of Story
Thursday 5/7
Poetry Day 5
Grammar -- capitalization (READ 11/14)
Focus -- Read fairy tales; determine elements in own story; decide how to create parody (incongruity, reversal, exaggeration); work with partner to draft story
Friday 5/8
Poetry Day 6
Focus -- Read fairy tales; determine elements in own story; decide how to create parody (incongruity, reversal, exaggeration); work with partner to draft story
Monday 5/11
Focus -- Read fairy tales; determine elements in own story; decide how to create parody (incongruity, reversal, exaggeration); work with partner to draft story
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.
April 28 - May 4
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
Writing Projects using EALRs
Earth Day: Earth problems and solutions
Making connections in writing
Satire: Fractured Fairy Tales
Read models
Discuss models
Read fairy tales
Discuss changes
Prewrite -- share own stories
Draft -- share for feedback
Revise for elaboration and organization
Share for feedback
Revise, Edit, Publish
Tuesday 4/28
Grammar -- proofread (read)
Focus -- Read fairy tales; determine elements
Wednesday 4/29
Read and discuss requirements
Grammar -- proofread (discuss and apply)
Focus -- Read fairy tales; determine elements
Thursday 4/30
Grammar -- punctuation (read)
Focus -- Read fractured fairy tales; determine elements
Friday 5/1
Grammar -- punctuation (discuss and apply)
Focus -- Read fractured fairy tales; determine elements
Monday 5/4
Grammar -- proofread and punctuation (apply)
Focus -- Review elements; discuss planning of own
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
Writing Projects using EALRs
Earth Day: Earth problems and solutions
Making connections in writing
Satire: Fractured Fairy Tales
Read models
Discuss models
Read fairy tales
Discuss changes
Prewrite -- share own stories
Draft -- share for feedback
Revise for elaboration and organization
Share for feedback
Revise, Edit, Publish
Tuesday 4/28
Grammar -- proofread (read)
Focus -- Read fairy tales; determine elements
Wednesday 4/29
Read and discuss requirements
Grammar -- proofread (discuss and apply)
Focus -- Read fairy tales; determine elements
Thursday 4/30
Grammar -- punctuation (read)
Focus -- Read fractured fairy tales; determine elements
Friday 5/1
Grammar -- punctuation (discuss and apply)
Focus -- Read fractured fairy tales; determine elements
Monday 5/4
Grammar -- proofread and punctuation (apply)
Focus -- Review elements; discuss planning of own
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.
April 21 - April 27
Capture: Set daily goals and reflect
Strength: Practice daily lesson skill
Interact: with words/peers/teacher
http://whatelse.pbwiki.com/CSI-Schedule
Figurative language
https://whatelse.pbwiki.com/Figurative-Language
Monday 4/20
Earth day Reading and Writing: Problems/Solutions
4/21, 4/22, 4/23 WASL or Homeroom
4/23 4/24 4/27 Complete these projects with mini-lessons and conferences as needed:
Writing Projects using EALRs
Earth Day: Earth problems and solutions
Making connections in writing
Satire: Fractured Fairy Tales
Read models
Discuss models
Read fairy tales
Discuss changes
Prewrite -- share own stories
Draft -- share for feedback
Revise for elaboration and organization
Share for feedback
Revise, Edit, Publish
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.
Strength: Practice daily lesson skill
Interact: with words/peers/teacher
http://whatelse.pbwiki.com/CSI-Schedule
Figurative language
https://whatelse.pbwiki.com/Figurative-Language
Monday 4/20
Earth day Reading and Writing: Problems/Solutions
4/21, 4/22, 4/23 WASL or Homeroom
4/23 4/24 4/27 Complete these projects with mini-lessons and conferences as needed:
Writing Projects using EALRs
Earth Day: Earth problems and solutions
Making connections in writing
Satire: Fractured Fairy Tales
Read models
Discuss models
Read fairy tales
Discuss changes
Prewrite -- share own stories
Draft -- share for feedback
Revise for elaboration and organization
Share for feedback
Revise, Edit, Publish
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.
April 13 - April 20
4/13
Brainstorm and draft practice
4/14, 4/15, 4/16 WASL
4/17 4/20 Choice: Satire or Polar Projects
http://7write.pbwiki.com/Satire
https://whatelse.pbwiki.com/Polar-Problems
prewrite
thesis
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.
Brainstorm and draft practice
4/14, 4/15, 4/16 WASL
4/17 4/20 Choice: Satire or Polar Projects
http://7write.pbwiki.com/Satire
https://whatelse.pbwiki.com/Polar-Problems
prewrite
thesis
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.
April 6 - April 13
Persuasion Organization
http://whatelse.pbwiki.com/Persuasion-Organization
http://whatelse.pbwiki.com/Persuade Strategies
Revision Tips
4/6-4/13 Personalized Practice in:
Introductions Lesson (OSPI) Conclusions (OSPI)
Concession/Rebuttal for persuasive strategies
Analysis and new WASL Prompt
Evaluate and revise:
BEARS
Names
Verbs
Imagery/Emotion
Elaboration
How will you prewrite to include organizational and BEARS strategies?
Writing Process: Prewrite, Draft, Revise, Feedback, Revise, Edit, Publish
Six Traits:
Excellent Ideas (5Es, 5Ws),
Wonderful Word Choice (Vivid Verbs, Nifty Nouns, Figurative Language,
Organization (Causal Chain, Importance, Concession/Rebuttal),
Sentence Fluency (Different starts and structures)
Voice (attitude, audience)
Conventions (edit for punctuation, spelling, capitalization, grammar, paragraphs)
Persuasive Strategies:
BEARS: Bandwagon, Expert/Emotions, Anecdote, Rhetorical Question/Rule of Three, Statistics
Organization (Causal Chain, Importance, Concession/Rebuttal)
Six Traits:
Ideas -- prewriting
Ideas -- draft
Organization -- CC, Imp, CR - find in your paper
Organization and Word Choice -- BEARS/Names/Verbs/Emotion
Sentence Fluency -- Length/Structure
Voice -- attitude appropriate for audience and purpose
Edit -- punctuation/spelling/ grammar, etc.
4/7
Reread several times, each time for a different purpose:
BEARS
Concession/Rebuttal
Nouns
Verbs
Sensory details
Action and Dialogue
4/8 4/9 4/10
Turn in essays; WASL Practice: Steps: review and write
4/13
Practice web, brainstorm to draft.
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.
http://whatelse.pbwiki.com/Persuasion-Organization
http://whatelse.pbwiki.com/Persuade Strategies
Revision Tips
4/6-4/13 Personalized Practice in:
Introductions Lesson (OSPI) Conclusions (OSPI)
Concession/Rebuttal for persuasive strategies
Analysis and new WASL Prompt
Evaluate and revise:
BEARS
Names
Verbs
Imagery/Emotion
Elaboration
How will you prewrite to include organizational and BEARS strategies?
Writing Process: Prewrite, Draft, Revise, Feedback, Revise, Edit, Publish
Six Traits:
Excellent Ideas (5Es, 5Ws),
Wonderful Word Choice (Vivid Verbs, Nifty Nouns, Figurative Language,
Organization (Causal Chain, Importance, Concession/Rebuttal),
Sentence Fluency (Different starts and structures)
Voice (attitude, audience)
Conventions (edit for punctuation, spelling, capitalization, grammar, paragraphs)
Persuasive Strategies:
BEARS: Bandwagon, Expert/Emotions, Anecdote, Rhetorical Question/Rule of Three, Statistics
Organization (Causal Chain, Importance, Concession/Rebuttal)
Six Traits:
Ideas -- prewriting
Ideas -- draft
Organization -- CC, Imp, CR - find in your paper
Organization and Word Choice -- BEARS/Names/Verbs/Emotion
Sentence Fluency -- Length/Structure
Voice -- attitude appropriate for audience and purpose
Edit -- punctuation/spelling/ grammar, etc.
4/7
Reread several times, each time for a different purpose:
BEARS
Concession/Rebuttal
Nouns
Verbs
Sensory details
Action and Dialogue
4/8 4/9 4/10
Turn in essays; WASL Practice: Steps: review and write
4/13
Practice web, brainstorm to draft.
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.
March 23-April 6
Persuasion Organization
http://whatelse.pbwiki.com/Persuasion-Organization
http://whatelse.pbwiki.com/Persuade Strategies
Revision Tips
Monday 3/23 Tuesday 3/24 Wednesday 3/25 Prep for Conferences
Introductions Lesson (OSPI) Conclusions (OSPI)
Concession/Rebuttal for persuasive strategies
Analysis and new WASL Prompt -- wiki -- take home for written final draft
Evaluate and revise:
BEARS
Names
Verbs
Imagery/Emotion
WASL Test
Persuade your parents that you are passing writing class. Explain how you apply the writing process, six traits of writing, and persuasive strategies (organization and BEARS).
How will you prewrite to include organizational and BEARS strategies?
Writing Process: Prewrite, Draft, Revise, Feedback, Revise, Edit, Publish
Six Traits:
Excellent Ideas (5Es, 5Ws),
Wonderful Word Choice (Vivid Verbs, Nifty Nouns, Figurative Language,
Organization (Causal Chain, Importance, Concession/Rebuttal),
Sentence Fluency (Different starts and structures)
Voice (attitude, audience)
Conventions (edit for punctuation, spelling, capitalization, grammar, paragraphs)
Persuasive Strategies:
BEARS: Bandwagon, Expert/Emotions, Anecdote, Rhetorical Question/Rule of Three, Statistics
Organization (Causal Chain, Importance, Concession/Rebuttal)
Find:
Ideas -- prewriting
Ideas -- draft
Organization -- CC, Imp, CR - find in your paper
Organization and Word Choice -- BEARS/Names/Verbs/Emotion
Sentence Fluency -- Length/Structure
Voice -- attitude appropriate for audience and purpose
Edit -- punctuation/spelling/ grammar, etc.
Thursday 3/26
Conferences
Friday 3/27
Conclusions
Monday 4/6
WASL Practice---- peer review
Review introductions and conclusions
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.
http://whatelse.pbwiki.com/Persuasion-Organization
http://whatelse.pbwiki.com/Persuade Strategies
Revision Tips
Monday 3/23 Tuesday 3/24 Wednesday 3/25 Prep for Conferences
Introductions Lesson (OSPI) Conclusions (OSPI)
Concession/Rebuttal for persuasive strategies
Analysis and new WASL Prompt -- wiki -- take home for written final draft
Evaluate and revise:
BEARS
Names
Verbs
Imagery/Emotion
WASL Test
Persuade your parents that you are passing writing class. Explain how you apply the writing process, six traits of writing, and persuasive strategies (organization and BEARS).
How will you prewrite to include organizational and BEARS strategies?
Writing Process: Prewrite, Draft, Revise, Feedback, Revise, Edit, Publish
Six Traits:
Excellent Ideas (5Es, 5Ws),
Wonderful Word Choice (Vivid Verbs, Nifty Nouns, Figurative Language,
Organization (Causal Chain, Importance, Concession/Rebuttal),
Sentence Fluency (Different starts and structures)
Voice (attitude, audience)
Conventions (edit for punctuation, spelling, capitalization, grammar, paragraphs)
Persuasive Strategies:
BEARS: Bandwagon, Expert/Emotions, Anecdote, Rhetorical Question/Rule of Three, Statistics
Organization (Causal Chain, Importance, Concession/Rebuttal)
Find:
Ideas -- prewriting
Ideas -- draft
Organization -- CC, Imp, CR - find in your paper
Organization and Word Choice -- BEARS/Names/Verbs/Emotion
Sentence Fluency -- Length/Structure
Voice -- attitude appropriate for audience and purpose
Edit -- punctuation/spelling/ grammar, etc.
Thursday 3/26
Conferences
Friday 3/27
Conclusions
Monday 4/6
WASL Practice---- peer review
Review introductions and conclusions
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.
March 17-March 23
Persuasion Organization
http://whatelse.pbwiki.com/Persuasion-Organization
http://whatelse.pbwiki.com/Persuade Strategies
Revision Tips
Monday 3/16 Tuesday 3/17
Introductions Lesson (OSPI)
Concession/Rebuttal for persuasive strategies
Analysis and new WASL Prompt -- wiki -- take home for written final draft
Evaluate and revise:
BEARS
Names
Verbs
Imagery/Emotion
Wednesday 3/18
WASL Test
Persuade your parents that you are passing writing class. Explain how you apply the writing process, six traits of writing, and persuasive strategies (organization and BEARS).
How will you prewrite to include organizational and BEARS strategies?
Writing Process: Prewrite, Draft, Revise, Feedback, Revise, Edit, Publish
Six Traits:
Excellent Ideas (5Es, 5Ws),
Wonderful Word Choice (Vivid Verbs, Nifty Nouns, Figurative Language,
Organization (Causal Chain, Importance, Concession/Rebuttal),
Sentence Fluency (Different starts and structures)
Voice (attitude, audience)
Conventions (edit for punctuation, spelling, capitalization, grammar, paragraphs)
Persuasive Strategies:
BEARS: Bandwagon, Expert/Emotions, Anecdote, Rhetorical Question/Rule of Three, Statistics
Organization (Causal Chain, Importance, Concession/Rebuttal),
Thursday 3/19
Owhi Lake pictures
Continue essay writing with feedback from peers and teacher;
(Form for assessment; rubrics)
Friday 3/20 Teacher Inservice
Monday 3/23
Conference Prep:
WASL Test
Persuade your parents that you are passing writing class by using the writing process, six traits of writing, and persuasive writing.
How will you prewrite to include organizational and BEARS strategies?
Find:
Ideas -- prewriting
Ideas -- draft
Organization -- CC, Imp, CR - find in your paper
Organization and Word Choice -- BEARS/Names/Verbs/Emotion
Sentence Fluency -- Length/Structure
Voice -- attitude appropriate for audience and purpose
Edit -- punctuation/spelling/ grammar, etc.
Tuesday 3/24
Complete preparation of all work; share
Wednesday 3/25
WASL practice-- Conclusions
Thursday 3/26 conferences
Friday 3/27
Conclusions
Monday 4/7
Review introductions and conclusions
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.
http://whatelse.pbwiki.com/Persuasion-Organization
http://whatelse.pbwiki.com/Persuade Strategies
Revision Tips
Monday 3/16 Tuesday 3/17
Introductions Lesson (OSPI)
Concession/Rebuttal for persuasive strategies
Analysis and new WASL Prompt -- wiki -- take home for written final draft
Evaluate and revise:
BEARS
Names
Verbs
Imagery/Emotion
Wednesday 3/18
WASL Test
Persuade your parents that you are passing writing class. Explain how you apply the writing process, six traits of writing, and persuasive strategies (organization and BEARS).
How will you prewrite to include organizational and BEARS strategies?
Writing Process: Prewrite, Draft, Revise, Feedback, Revise, Edit, Publish
Six Traits:
Excellent Ideas (5Es, 5Ws),
Wonderful Word Choice (Vivid Verbs, Nifty Nouns, Figurative Language,
Organization (Causal Chain, Importance, Concession/Rebuttal),
Sentence Fluency (Different starts and structures)
Voice (attitude, audience)
Conventions (edit for punctuation, spelling, capitalization, grammar, paragraphs)
Persuasive Strategies:
BEARS: Bandwagon, Expert/Emotions, Anecdote, Rhetorical Question/Rule of Three, Statistics
Organization (Causal Chain, Importance, Concession/Rebuttal),
Thursday 3/19
Owhi Lake pictures
Continue essay writing with feedback from peers and teacher;
(Form for assessment; rubrics)
Friday 3/20 Teacher Inservice
Monday 3/23
Conference Prep:
WASL Test
Persuade your parents that you are passing writing class by using the writing process, six traits of writing, and persuasive writing.
How will you prewrite to include organizational and BEARS strategies?
Find:
Ideas -- prewriting
Ideas -- draft
Organization -- CC, Imp, CR - find in your paper
Organization and Word Choice -- BEARS/Names/Verbs/Emotion
Sentence Fluency -- Length/Structure
Voice -- attitude appropriate for audience and purpose
Edit -- punctuation/spelling/ grammar, etc.
Tuesday 3/24
Complete preparation of all work; share
Wednesday 3/25
WASL practice-- Conclusions
Thursday 3/26 conferences
Friday 3/27
Conclusions
Monday 4/7
Review introductions and conclusions
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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