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.

11/16/09 - 11/23/09

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

Report Day 1


11/17 Report Day 2
2a-2d

11/18 Finish documentation.
Share 2a-2d
How improve?

11/19
Share How improve?
Revise and Edit on wiki

11/20
Revise and Edit on wiki
2e Vocabulary Categories


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

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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.

11/09/09 - 11/16/09

Week Focus:

Prewriting Ideas -- gathering, writing, organizing, revising for draft

Drafting and Revising-- ARMS: Add, Remove, Move, Substitute

Goal: Prewrite in web, list, or free-write, then re-read and number to organize your ideas before drafting; details; sentence fluency; graphic organizer;

Goal: poetry: Where I’m From

Figurative Language -- revision strategies (ARMS)

http://whatelse.pbworks.com/Where-Im-From

http://whatelse.pbworks.com/Revision

http://write.nsdeagles.org/home/assignments/workshop-expectations/workshop-lessons/sentence-fluency-lessons

Writing Process Evaluation

Veterans Day Work: Research, Art, Poetry
Prewrite -- research/draw/notes
Draft -- poem/paragraph
Connect symbol/research --- draft/ARMS revise
http://whatelse.pbworks.com/Armed-Forces

11/9
Prewrite Thank you poem
Draft
ARMS Revision
Final

11/10
Practice / Share Veterans Writing

11/11 Veterans Day

11/12

Math vocabulary/WSU scientists

11/13

Math vocabulary/WSU scientists

11/16

Math vocabulary/WSU scientists/ Persuasive Writing

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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.