Focus:
Persuasive Writing/ Organization / Elaboration
http://whatelse.pbworks.com/Persuasion-Introduction http://whatelse.pbworks.com/Persuade
http://whatelse.pbworks.com/Revision
http://whatelse.pbworks.com/Revision-Tips-2
http://whatelse.pbworks.com/Owhi-Connected-Organization-Example
3/29 Essay Final Draft -- edit and copy
Review and remember:
Revision tips
BEARS
Intro, Body, Conclusion
connect ideas in paragraphs -- not just a list
3/30 Revise -- Share as needed; Tween Tribune
3/31 Writing Strategies
4/1 Online record --- traits/process reflection
4/2 No School Teacher Training and Records
4/12 Organize for conferences; I used to but now I.... Practice
EALRS:
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.
03/22/10 - 03/29/10
Focus:
Expository and Persuasive Writing
Persuasive Writing
http://whatelse.pbworks.com/Persuasion-Introduction http://whatelse.pbworks.com/Persuade
3/22 Owhi Revise/Evaluate
3/23 Owhi Revise/Evaluate
3/24 Essay revision --- connect ideas; elaborate; word choice
3/25 Essay revision --- connect ideas; elaborate; word choice
3/26 Essay Final Draft -- edit and copy
3/29 Share and evaluate; Edit practice
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.
Expository and Persuasive Writing
Persuasive Writing
http://whatelse.pbworks.com/Persuasion-Introduction http://whatelse.pbworks.com/Persuade
3/22 Owhi Revise/Evaluate
3/23 Owhi Revise/Evaluate
3/24 Essay revision --- connect ideas; elaborate; word choice
3/25 Essay revision --- connect ideas; elaborate; word choice
3/26 Essay Final Draft -- edit and copy
3/29 Share and evaluate; Edit practice
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.
03/15/10 - 03/22/10
Weeks 25 Focus:
Elaboration -- details/mind movie
Word Choice -- specificity and interest
Owhi: Presentation / Publication design; from paragraph to image and t-shirt design
3/15 Review: Owhi Project -- edit paragraphs; evaluate for Organization, Elaboration; view contest entries
3/16 Owhi Project: Evaluate for word choice; review organization and elaboration; student revisions with rubric
3/17 Continue revisions
3/18 Substitute for funeral, if necessary
3/19 Substitute
3/22 Share paragraphs; evaluate w/teacher conference
Finish Tests
Week Project:
Write with style and word choice (strong verbs; specific nouns)
Organize for best information and elaboration.
Plan design for presentation.
Topic: Owhi Lake
Goal 1: Write organized and elaborated paragraphs with style and word choice. Edit the paragraphs.
Goal 2: Create a broster/T-shirt design using elements of design and layout and reflecting the paragraphs about Owhi Lake.
Tasks:
Continue lists of specific nouns and vivid verbs about Owhi Lake.
Discuss model draft of Owhi Lake paragraphs.
Use the lists to draft at least two paragraphs about Owhi Lake:
* Decide organization style
* Determine approrpiate elaboration
* Write with nifty nouns and vivid verbs
* Edit
* Revise
<,hr/>
Document daily: CSI
Document Weekly: Writing Log on Writing Process and Traits
Each Essay: Self Evaluate (See also Awards information)
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.
2/22/10 - 3/8/10
Weeks 24 24 Focus:
Persuasive Writing
Math vocabulary/WSU scientists/ Persuasive Writing
Concession/Rebuttal
Introductions/ Conclusions
Transitions
Persuasive Essay
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
2/22 Checklist and models; Conclusions
2/23 Conclusions; Review Strong Verbs -- Olympics
2/24 Final Essays
2/25 Causal Chain
2/26 Substitute
3/1 Checklist on WASL Practice Tests -- what is effective? Self- Evaluate
3/2 TEST
3/3 TEST
3/4 3/5 Substitute
3/7 Poety
Document daily: CSI
Document Weekly: Writing Log on Writing Process and Traits
Each Essay: Self Evaluate (See also Awards information)
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.
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
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
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.
Persuasive Writing
Math vocabulary/WSU scientists/ Persuasive Writing
http://whatelse.pbworks.com/Persuasion-Introduction http://whatelse.pbworks.com/Persuade
Concession/Rebuttal
Introductions/ Conclusions
Transitions
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
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
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.
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.
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