Focus:
Persuasive Writing
Math vocabulary/WSU scientists/ Persuasive Writing
http://whatelse.pbworks.com/Persuasion-Introduction http://whatelse.pbworks.com/Persuade
Concession/Rebuttal
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
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.
01/19/10 - 01/26/10
Week Focus:
Persuasive Writing
Math vocabulary/WSU scientists/ Persuasive Writing
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
01/04
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
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
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:
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.
Math and Writing Project
Math vocabulary/WSU scientists/ 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
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:
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
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.
Math and Writing Project
Math vocabulary/WSU scientists/ Persuasive Writing
11/16
Math and Writing Project
Math vocabulary/WSU scientists/ Persuasive Writing
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
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:
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)
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.
Math and Writing Project
Math vocabulary/WSU scientists/ Persuasive Writing
11/16
Math and Writing Project
Math vocabulary/WSU scientists/ Persuasive Writing
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)
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.
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