Focus: Writing Notebooks --
Holiday Writing -- Memories/Santa Letters
Lessons: Table of Contents/ Teacher conferences --Review: N7: Writing from the Heart
As needed:
Intro: N12 Artifacts; N13 Memories; N17 Stretch Writing; N14 Authentic Details; I15 General to Specific Details; I17 Supporting Details; 13 Invent specifics to fill memory gaps; L23 Action Verbs; L22 Nifty Nouns; D3 Organize; D7 2-3-1 Organization; D5 Transitions; Specific Words - L23 Action Verbs; L22 Nifty Nouns; leads/endings
Word Choice Lesson Daily: Eliminate Dead Verbs --http://whatelse.pbwiki.com/Dead-Verbs
Lessons: Writing Process
https://whatelse.pbwiki.com/Writing-Process%3A-P-D-R-S
Writing Memories
https://whatelse.pbwiki.com/Holiday-Memory
https://whatelse.pbwiki.com/Holiday-Memory-Sample
Writing Letters to Santa
https://whatelse.pbwiki.com/Santa
Tuesday 12/9 Intro Memory Project N7 Heart; I12 Artifacts; L22 nouns and L23 verbs
Prewriting -- lists to organize and select nouns/verbs
Writing Memories
https://whatelse.pbwiki.com/Holiday-Memory
https://whatelse.pbwiki.com/Holiday-Memory-Sample
Wednesday 12/10 Complete prewriting; share; feedback; Draft; L22 nouns and L23 verbs;
Thursday 12/11:
Notebook Writing -- choice and share;
I15 General to Specific Details; N13 -- invent specifics to fill for nouns and details, including senses; Memory Project -- Review and draft for Message with topic sentence (who what when where)
Friday 12/12
Winter Notebook Writing -- details --- share
Revision -- review process and strategies
Teacher conferences; type on computer
Monday 12/15
Notebook Writing -- planning for holidays--details
D18 Lead Question or D20 Open with scene;
Endings: D24 End question; D25 End humor; D23 Ending
Final Draft and Share
Tuesday 12/16
If time, start Santa letters
Santa Letter Prewriting --- same process -- lists to lists to organize and select nouns/verbs; Draft and share; Include persuasive t
Complete final memory drafts, if needed.
Draft process with revision -- nouns/verbs/ transitions leads/ends
Wed 12/17
Final Drafts and sharing
Thursday 12/18
Dress Rehearsal/ Program
No class
Friday 12/19
Early Dismissal; no class
Monday 1/05/09
Power Writing: winter fun; winter blues; holiday fun; holiday blues; red,white,blue, Obama on Jan 2oth
Sentence Fluency N12 Simple to Complex
Cross-writing from story starter:
Trudging through the thick snow to the top of the hill, ....
EALR 1: The student understands and uses a writing process.
1.1.1 Prewrites to generate ideas and plan writing. W Applies more than one strategy for generating ideas and planning writing.
· Generates ideas prior to organizing them
1.2.1 Analyzes task and composes multiple drafts when appropriate a. Refers to prewriting plan. b. Drafts according to audience, purpose, and time.
d. Assesses draft and/or feedback
1.4.1 Edits for conventions (see 3.3).
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 — adding details for elaboration; second reading — deleting sentences or phrases to achieve paragraph unity; third reading — reorganizing ideas for meaning).
Records feedback using writing group procedure (e.g., partner underlines telling sentences, such as “I had fun,” and writer changes to show detail, “I squealed as the roller coaster sped around a corner.”).
· Makes decisions about writing based on feedback (e.g., revision before final draft).
EALR 3: The student writes clearly and effectively.
3.1.1 Analyzes ideas, selects a narrow topic, and
using specific details and/or examples.
3.1.2 Uses an effective organizational structure.
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
3.2.1 Applies understanding that different audiences and purposes affect writer’s voice.
3.2.2 Uses language appropriate for a specific audience and purpose.
· Uses precise language (e.g., powerful verbs, specific descriptors).
November 17-December 8
Focus:
Power Writing
Writing Notebooks
Blogs
Monday, November 17
Power Write -- 1 minute times -- three times
Read blogs and discuss
http://whatelse.pbwiki.com/Blog-Reads
http://whatelse.pbwiki.com/Blog-Permission
Read requirements and agreements; planning template
Notebooks Lesson N5: Pictures Sensory Images -- Can you write to describe sights, sounds, smells, tastes, touch?
Tuesday, November 18
Grammar: Blue Write Source -- p. 422; Share the right feeling with vivid verbs
Notebooks: N7 Writing from the heart
Blog Plans prewrite -- what is your plan? -- jot it down some ideas
Read requirements and agreements; planning template
Wednesday, November 19
Substitute teacher
Power Writing-- 2 minute times
Grammar: Blue Write Source -- p. 420 Subject Verb Agreement; Do practice.
Notebooks: N6 Fierce Wonderings
Thursday, 11/20
Power Write -- 2 minutes (3 times)
Blog Etiquette Review; reading and comment practice (as class); jot down some planning ideas
Notebooks: authority list; sensory images; blog ideas?
Share.
Friday, 11/21
Entry: Find ten more spelling words from Write Source 2000, page 412+
Internet Agreement
Wiki Introduction/ About Page
Monday 11/24
Entry: Power Write--2 minutes (3 times)
Wiki Names--Create About Wiki Pages
Poetry Reading -- Found Lines = Found Poems
Tuesday 11/25
Nespelem at Republic
Entry Notebooks: Which will you try today: Your own; Ideas; Senses; Pictures; World Wonders; Your Heart?
Find 15 words, "Found Lines" from your notebook; copy; practice.
Share our own "Found Poems."
Wednesday 11/26 -- No class --Thanksgiving Break starts at 12:15 :)
Monday, 12/1
Power Write -- 1 minute (three times) Check spelling.
Writing Pattern--Blog idea --Respond to Quote--Blue Write Source p. 274
Homework: Respond to Quote (Quote, Quote + my experience; Quote + my meaning) Due Friday
Notebook: N8 -- Adding conversations
Intro to Sub activities and Checklist sheets.
12/2, 3, 4 Sub Plans
Friday, December 5
Power Write
Grammar: Review Tues-Thurs
Notebooks: Check in for: Volume, Frequency, Writing Tips
Create Table of Contents
Share
If time--Blog: Blog ideas to share -- quotes or other; Blog Space -- how to get there and sign in
Share
Monday, December 8
Power Write
Lesson on ideas and strong verbs:
IDEAs and Word Choice (Strong Verbs)
Notebook: Are you adding details and strong verbs to your writing?
EALR 1: The student understands and uses a writing process.
Component 1.2: Produces draft(s). W
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
3.1.1 Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples.
· Narrows topic with controlling idea (e.g., from general topic, such as baseball, to specific topic, such as “The Mariners are my favorite baseball team.”).
· Selects details relevant to the topic to extend ideas and develop elaboration (e.g., specific words and phrases, reasons, anecdotes, facts, descriptions, examples).
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
2.2.1 Demonstrates understanding of different purposes for writing.
· Writes to analyze informational text or data
· Writes to learn, to tell a story, to explain, and to persuade.
Power Writing
Writing Notebooks
Blogs
Monday, November 17
Power Write -- 1 minute times -- three times
Read blogs and discuss
http://whatelse.pbwiki.com/Blog-Reads
http://whatelse.pbwiki.com/Blog-Permission
Read requirements and agreements; planning template
Notebooks Lesson N5: Pictures Sensory Images -- Can you write to describe sights, sounds, smells, tastes, touch?
Tuesday, November 18
Grammar: Blue Write Source -- p. 422; Share the right feeling with vivid verbs
Notebooks: N7 Writing from the heart
Blog Plans prewrite -- what is your plan? -- jot it down some ideas
Read requirements and agreements; planning template
Wednesday, November 19
Substitute teacher
Power Writing-- 2 minute times
Grammar: Blue Write Source -- p. 420 Subject Verb Agreement; Do practice.
Notebooks: N6 Fierce Wonderings
Thursday, 11/20
Power Write -- 2 minutes (3 times)
Blog Etiquette Review; reading and comment practice (as class); jot down some planning ideas
Notebooks: authority list; sensory images; blog ideas?
Share.
Friday, 11/21
Entry: Find ten more spelling words from Write Source 2000, page 412+
Internet Agreement
Wiki Introduction/ About Page
Monday 11/24
Entry: Power Write--2 minutes (3 times)
Wiki Names--Create About Wiki Pages
Poetry Reading -- Found Lines = Found Poems
- Read the poems
- Choose 15 words you like
- Copy them down on strips of paper
- Practice reading
- Circle read all "Found Lines" as a "Found Poem"
Tuesday 11/25
Nespelem at Republic
Entry Notebooks: Which will you try today: Your own; Ideas; Senses; Pictures; World Wonders; Your Heart?
Find 15 words, "Found Lines" from your notebook; copy; practice.
Share our own "Found Poems."
Wednesday 11/26 -- No class --Thanksgiving Break starts at 12:15 :)
Monday, 12/1
Power Write -- 1 minute (three times) Check spelling.
Writing Pattern--Blog idea --Respond to Quote--Blue Write Source p. 274
Homework: Respond to Quote (Quote, Quote + my experience; Quote + my meaning) Due Friday
Notebook: N8 -- Adding conversations
Intro to Sub activities and Checklist sheets.
- Power writing
- Grammar
- Notebook
12/2, 3, 4 Sub Plans
Friday, December 5
Power Write
Grammar: Review Tues-Thurs
Notebooks: Check in for: Volume, Frequency, Writing Tips
Create Table of Contents
Share
If time--Blog: Blog ideas to share -- quotes or other; Blog Space -- how to get there and sign in
Share
Monday, December 8
Power Write
Lesson on ideas and strong verbs:
IDEAs and Word Choice (Strong Verbs)
Notebook: Are you adding details and strong verbs to your writing?
EALR 1: The student understands and uses a writing process.
Component 1.2: Produces draft(s). W
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
3.1.1 Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples.
· Narrows topic with controlling idea (e.g., from general topic, such as baseball, to specific topic, such as “The Mariners are my favorite baseball team.”).
· Selects details relevant to the topic to extend ideas and develop elaboration (e.g., specific words and phrases, reasons, anecdotes, facts, descriptions, examples).
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
2.2.1 Demonstrates understanding of different purposes for writing.
· Writes to analyze informational text or data
· Writes to learn, to tell a story, to explain, and to persuade.
November 12 - November 17
Focus:
Power Writing
Writing Notebooks
Blogs
Genre
Monday, November 10: Inservice -- no school
Tuesday, November 11: Veteran’s Day
Wednesday, November 12
Entry: Authority List for Writing -- make a list of writing topics of interest to you
Spelling: find you own list of frequently misspelled words (See Write Source text)
Choose ten for your personal spelling list.
Power Write
N1- Intro Writing Notebooks
Past Due: comparative essay/ self-evaluation
Thursday, November 13
N3- Notebooks -- a memory
Power Write
Blog Intro: What are they --- read blogs, discuss what they are and how they apply.
http://whatelse.pbwiki.com/Blog-Permission
Friday, November 14
Power Write
N4 Notebook Launch
Blog Intro by students from yesterday: What are they --- read blogs, discuss what they are and how they apply.
http://whatelse.pbwiki.com/Blog-Permission
Read blogs and discuss
Monday, November 17
Power Write
Read blogs and discuss
Read requirements and agreements; planning template
EALR 1: The student understands and uses a writing process.
Component 1.2: Produces draft(s). W
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
3.1.1 Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples.
· Narrows topic with controlling idea (e.g., from general topic, such as baseball, to specific topic, such as “The Mariners are my favorite baseball team.”).
· Selects details relevant to the topic to extend ideas and develop elaboration (e.g., specific words and phrases, reasons, anecdotes, facts, descriptions, examples).
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
2.2.1 Demonstrates understanding of different purposes for writing.
· Writes to analyze informational text or data (e.g., explains the steps of a scientific investigation).
· Writes to learn (e.g., math learning logs, reflections, double-entry logs, steps/strategies used to solve math problems), to tell a story, to explain, and to persuade.
Power Writing
Writing Notebooks
Blogs
Genre
Monday, November 10: Inservice -- no school
Tuesday, November 11: Veteran’s Day
Wednesday, November 12
Entry: Authority List for Writing -- make a list of writing topics of interest to you
Spelling: find you own list of frequently misspelled words (See Write Source text)
Choose ten for your personal spelling list.
Power Write
N1- Intro Writing Notebooks
Past Due: comparative essay/ self-evaluation
Thursday, November 13
N3- Notebooks -- a memory
Power Write
Blog Intro: What are they --- read blogs, discuss what they are and how they apply.
http://whatelse.pbwiki.com/Blog-Permission
Friday, November 14
Power Write
N4 Notebook Launch
Blog Intro by students from yesterday: What are they --- read blogs, discuss what they are and how they apply.
http://whatelse.pbwiki.com/Blog-Permission
Read blogs and discuss
Monday, November 17
Power Write
Read blogs and discuss
Read requirements and agreements; planning template
EALR 1: The student understands and uses a writing process.
Component 1.2: Produces draft(s). W
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
3.1.1 Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples.
· Narrows topic with controlling idea (e.g., from general topic, such as baseball, to specific topic, such as “The Mariners are my favorite baseball team.”).
· Selects details relevant to the topic to extend ideas and develop elaboration (e.g., specific words and phrases, reasons, anecdotes, facts, descriptions, examples).
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
2.2.1 Demonstrates understanding of different purposes for writing.
· Writes to analyze informational text or data (e.g., explains the steps of a scientific investigation).
· Writes to learn (e.g., math learning logs, reflections, double-entry logs, steps/strategies used to solve math problems), to tell a story, to explain, and to persuade.
November 3-November 12
Focus:
Finalize projects:
https://whatelse.pbwiki.com/Election-Project
comparative essays
path to presidency project
Begin:
Veterans Day invitations and displays at http://whatelse.pbwiki.com/Veterans-Day
Monday November 3
Spelling Base words:
veteran, soldier, combat, honor, glory, valor, free
Review essay project with assignment sheet.
Confer with students as needed.
Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)
Tuesday November 4
Entry: Is there anything in your life worth dying for? Please write 3-5 sentences.
Spelling Words Ready
Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)
Confer with students as needed.
Wednesday November 5
Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)
Lesson: Display techniques and presentation for audience
Confer with students as needed.
Thursday November 6
Spelling Tests
Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)
Confer with students as needed.
Friday November 7
Power Write
Pow Wow
Monday, November 10: Inservice -- no school
Tuesday, November 11: Veteran’s Day
Wednesday, November 12
Entry: Authority List for Writing -- make a list of writing topics
Spelling: find you own list of frequently misspelled words. Choose five
Power Write
++++++++++++++++++++
EALRs:
EALR 1: The student understands and uses a writing process.
Component 1.2: Produces draft(s). W
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
3.1.1 Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples.
· Narrows topic with controlling idea (e.g., from general topic, such as baseball, to specific topic, such as “The Mariners are my favorite baseball team.”).
· Selects details relevant to the topic to extend ideas and develop elaboration (e.g., specific words and phrases, reasons, anecdotes, facts, descriptions, examples).
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
2.2.1 Demonstrates understanding of different purposes for writing.
· Writes to analyze informational text or data (e.g., explains the steps of a scientific investigation).
· Writes to learn (e.g., math learning logs, reflections, double-entry logs, steps/strategies used to solve math problems), to tell a story, to explain, and to persuade.
Finalize projects:
https://whatelse.pbwiki.com/Election-Project
comparative essays
path to presidency project
Begin:
Veterans Day invitations and displays at http://whatelse.pbwiki.com/Veterans-Day
Monday November 3
Spelling Base words:
veteran, soldier, combat, honor, glory, valor, free
Review essay project with assignment sheet.
Confer with students as needed.
Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)
Tuesday November 4
Entry: Is there anything in your life worth dying for? Please write 3-5 sentences.
Spelling Words Ready
Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)
Confer with students as needed.
Wednesday November 5
Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)
Lesson: Display techniques and presentation for audience
Confer with students as needed.
Thursday November 6
Spelling Tests
Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)
Confer with students as needed.
Friday November 7
Power Write
Pow Wow
Monday, November 10: Inservice -- no school
Tuesday, November 11: Veteran’s Day
Wednesday, November 12
Entry: Authority List for Writing -- make a list of writing topics
Spelling: find you own list of frequently misspelled words. Choose five
Power Write
++++++++++++++++++++
EALRs:
EALR 1: The student understands and uses a writing process.
Component 1.2: Produces draft(s). W
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
3.1.1 Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples.
· Narrows topic with controlling idea (e.g., from general topic, such as baseball, to specific topic, such as “The Mariners are my favorite baseball team.”).
· Selects details relevant to the topic to extend ideas and develop elaboration (e.g., specific words and phrases, reasons, anecdotes, facts, descriptions, examples).
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
2.2.1 Demonstrates understanding of different purposes for writing.
· Writes to analyze informational text or data (e.g., explains the steps of a scientific investigation).
· Writes to learn (e.g., math learning logs, reflections, double-entry logs, steps/strategies used to solve math problems), to tell a story, to explain, and to persuade.
October 27-November 3
Focus:Write using research--
Assignment:
Use transitions to write to compare the issues of the two candidates. You may express your opinion and include the comparison of facts to prove your opinion.
Other Assignments: Choices (poster, diagrams, speeches)
What issues are important to you? Which issues are important to you and our country?
The Economy? Energy? The Environment? Health Care? Taxes? Iraq? Afghanistan? Security?
https://whatelse.pbwiki.com/Election-Project
Monday, 10/27
Entry: Base Words --
Entry Spelling Base words:
issue, belief, part, campaign, persuade, citizen
Weekly Reader Issues Handout -- add to Venn Diagram
Assignment:
Use transitions to write to compare the issues of the two candidates. You may express your opinion and include the comparison of facts to prove your opinion.
Prewriting: Venn Diagram
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...Tuesday 10/28
Entry: Write five spelling words on Weekly Study Sheet
Review: Washington Candidates for Governor and District 5 House of Representatives in preparation for Mock Election Voting
Mark sample ballot.
Review: transitions/Opinions/comparison/Format
Prewriting: Venn Diagram for comparison; organizer to prewrite---Model similarity paragraph; students work with partners to write a paragraph with transitions to compare the presidential candidates similarities.
Wednesday, Oct 29 Entry: Continue similarity paragraphs with partners.
Vote on computer in Mock Election
Show: written model of sample comparisons.
Introduce Imbee; Read and agree: Wiki Etiquette
If time, discuss contrasting paragraph explaining one candidate. Work with partners to include transitions.
Thursday October 30 Spelling Tests
Continue projects and essays ---
Review goal: comparison paragraphs using transitions:1) Introduction Sentence
2) Similar Issues
3) Candidate 1 Differences
4) Your favorite candidate differences
5) Concluding Sentence
Graphic Organizer
Friday October 31
Entry: Draw a bat
Make a pop-up bat card; write a Halloween greeting:
Sample:
Watch for bats
Dodge the rats
Knock on doors
Say “Please” in fours
For treats galore
Monday November 3
Entry Spelling Base words:
veteran, soldier, combat, honor, glory, valor, free
Work on projects.
+++++++++++++++++++
Essential Academic Learning Requirements
EALR 1: The student understands and uses a writing process.
Component 1.2: Produces draft(s). W
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
3.1.1 Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples.
· Narrows topic with controlling idea (e.g., from general topic, such as baseball, to specific topic, such as “The Mariners are my favorite baseball team.”).
· Selects details relevant to the topic to extend ideas and develop elaboration (e.g., specific words and phrases, reasons, anecdotes, facts, descriptions, examples).
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
2.2.1 Demonstrates understanding of different purposes for writing.
· Writes to analyze informational text or data (e.g., explains the steps of a scientific investigation).
· Writes to learn (e.g., math learning logs, reflections, double-entry logs, steps/strategies used to solve math problems), to tell a story, to explain, and to persuade.
Essential Academic Learning Requirements
EALR 1: The student understands and uses a writing process.
Component 1.2: Produces draft(s). W
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
3.1.1 Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples.
· Narrows topic with controlling idea (e.g., from general topic, such as baseball, to specific topic, such as “The Mariners are my favorite baseball team.”).
· Selects details relevant to the topic to extend ideas and develop elaboration (e.g., specific words and phrases, reasons, anecdotes, facts, descriptions, examples).
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
2.2.1 Demonstrates understanding of different purposes for writing.
· Writes to analyze informational text or data (e.g., explains the steps of a scientific investigation).
· Writes to learn (e.g., math learning logs, reflections, double-entry logs, steps/strategies used to solve math problems), to tell a story, to explain, and to persuade.
October 20 - October 27
Focus:
Research for Election Knowledge; Daily Journals --
Goal: Daily Reflections on research to understand election process and candidate issues to make an informed choice
What issues are important to you? Which issues are important to you and our country?
The Economy? Energy? The Environment? Health Care? Taxes? Iraq? Afghanistan? Security?
https://whatelse.pbwiki.com/Election-Project
Monday 10/20
Entry: Base words -- elect, vote, inform, search, represent
Vocabulary and 5W-H for Election Process
Tuesday 10/21 Cooperative Day for Grade 5
Wednesday, Oct 22 Entry: Issues Research (Above)
Entry: Write your five words on your Weekly Study Sheet
Respond: What do you know about the election issues?
Scholastic Action:Scholastic Action: p. 19-21 -- What are the platforms of each candidate; Target Notes
Focus on Issues (Above) Part of Project for voting 10/23 and 10/29:
Homework Wednesday: Share issues with family; Be ready your opinion and ideas.
Spelling Homework
Note to Parents: Students can practice spelling at:
http://www.spellingcity.com/
Click on students. Then click on "Find a List" Then type in "Sheri Edwards"
Thursday October 23 (No test this week)
Entry:
Birthday Party
Weekly Reader Vote
Practice Independent Work
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
Friday October 24
Entry: What are transition words?
Monday, 10/27
Entry: Base Words --
Entry Spelling Base words:
issue, belief, part, campaign, persuade, citizen
Weekly Reader Issues Handout -- add to Venn diagram
Assignment:
Introduction Statement;
First Paragraph: Explain one candidate's issues;
Second Paragraph: Explain the other candidate's issues;
Third Paragraph: Explain similarities of the two candidates;
Summary Statement with your opinion.
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
Essential Academic Learning Requirements
EALR 1: The student understands and uses a writing process.
Component 1.2: Produces draft(s). W
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
3.1.1 Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples.
· Narrows topic with controlling idea (e.g., from general topic, such as baseball, to specific topic, such as “The Mariners are my favorite baseball team.”).
· Selects details relevant to the topic to extend ideas and develop elaboration (e.g., specific words and phrases, reasons, anecdotes, facts, descriptions, examples).
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
2.2.1 Demonstrates understanding of different purposes for writing.
· Writes to analyze informational text or data (e.g., explains the steps of a scientific investigation).
· Writes to learn (e.g., math learning logs, reflections, double-entry logs, steps/strategies used to solve math problems), to tell a story, to explain, and to persuade.
Research for Election Knowledge; Daily Journals --
Goal: Daily Reflections on research to understand election process and candidate issues to make an informed choice
What issues are important to you? Which issues are important to you and our country?
The Economy? Energy? The Environment? Health Care? Taxes? Iraq? Afghanistan? Security?
https://whatelse.pbwiki.com/Election-Project
Search the Weekly Reader site (http://www.weeklyreader.com/election/)for information on the issues.
Scholastic Issues Pages
Chart: http://teacher.scholastic.com/scholasticnews/indepth/election2008/games/candidates_stand/issues.htm
Game: http://teacher.scholastic.com/scholasticnews/indepth/election2008/games/candidates_stand/
Monday 10/20
Entry: Base words -- elect, vote, inform, search, represent
Vocabulary and 5W-H for Election Process
Tuesday 10/21 Cooperative Day for Grade 5
Wednesday, Oct 22 Entry: Issues Research (Above)
Entry: Write your five words on your Weekly Study Sheet
Respond: What do you know about the election issues?
Scholastic Action:Scholastic Action: p. 19-21 -- What are the platforms of each candidate; Target Notes
Focus on Issues (Above) Part of Project for voting 10/23 and 10/29:
Homework Wednesday: Share issues with family; Be ready your opinion and ideas.
Spelling Homework
Note to Parents: Students can practice spelling at:
http://www.spellingcity.com/
Click on students. Then click on "Find a List" Then type in "Sheri Edwards"
Thursday October 23 (No test this week)
Entry:
What are the important transitions?
Read in your Classroom Texts--
Blue Write Source, pages 472-473
Black Write Source 2000 page 106
Yellow Ginn English page 324-32
Birthday Party
Weekly Reader Vote
Practice Independent Work
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
Friday October 24
Entry: What are transition words?
Blue Write Source, pages 472-473
Black Write Source 2000 page 106
Yellow Ginn English page 324-32
Complete McCain/Obama Issues Venn diagram.Monday, 10/27
Entry: Base Words --
Entry Spelling Base words:
issue, belief, part, campaign, persuade, citizen
Weekly Reader Issues Handout -- add to Venn diagram
Assignment:
Use transitions to write to compare the issues of the two candidates. You may express your opinion and include the comparison of facts to prove your opinion.
Prewriting: Venn Diagram
Use the essay format provided in class.
Introduction Statement;
First Paragraph: Explain one candidate's issues;
Second Paragraph: Explain the other candidate's issues;
Third Paragraph: Explain similarities of the two candidates;
Summary Statement with your opinion.
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
Essential Academic Learning Requirements
EALR 1: The student understands and uses a writing process.
Component 1.2: Produces draft(s). W
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
3.1.1 Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples.
· Narrows topic with controlling idea (e.g., from general topic, such as baseball, to specific topic, such as “The Mariners are my favorite baseball team.”).
· Selects details relevant to the topic to extend ideas and develop elaboration (e.g., specific words and phrases, reasons, anecdotes, facts, descriptions, examples).
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
2.2.1 Demonstrates understanding of different purposes for writing.
· Writes to analyze informational text or data (e.g., explains the steps of a scientific investigation).
· Writes to learn (e.g., math learning logs, reflections, double-entry logs, steps/strategies used to solve math problems), to tell a story, to explain, and to persuade.
October 14-October 20
Tuesday 10/14
Entry:
1) Choose your five spelling words from your Personal Spelling List and write them on your Weekly Study Sheet.
2) Write: What is a verb? Read in the Blue Write Source book in your desk on page 416. Write an example.
Wednesday 10/15
Entry:
Think as many words (synonyms) for walk as you can; you may use a dictionary or thesaurus.
Lesson review of verbs.
Review Baseball Alphabet list from Friday. Discuss strong verbs.
Narrow ideas for a class chosen topic sentence.
Class model paragraph.
Thursday 10/16 Spelling Test
Continue Alphabet Basketball list with partner (or whatever topic you have).
Friday 10/17
Entry: What do you know about the election process?
Short Discussion
Review Student Expectations:
http://msedwards.pbwiki.com/Student-Contract
Introduction to Presidential Elections -- video
Monday 10/20
Entry: Base words -- elect, vote, inform, search, represent
Choose ten from the list:
elect, election, re-election, electing, elector, elective, electoral, electable
vote, voting, revote, voter, votes
inform, information, informative, informing, reinform, misinform, disinformation, uninformed
search, searching, searchable, searches, researches, unsearchable
represent, representation, misrepresent, unrepresented, representable, unrepresented, representative, representer
Introduction to Voting -- video
Video: Presidential Election
Election Project
5W-H; Vocabulary
Tuesday 10/21 Grade 5 Cooperation Day
Wednesday 10/22 Choose Spelling Words.
Scholastic Action Magazine: Scholastic Action: What are the issues? Where do the candidates stand? Which candidate meets your views?
https://whatelse.pbwiki.com/Election-Project
Entry:
1) Choose your five spelling words from your Personal Spelling List and write them on your Weekly Study Sheet.
2) Write: What is a verb? Read in the Blue Write Source book in your desk on page 416. Write an example.
Wednesday 10/15
Entry:
Think as many words (synonyms) for walk as you can; you may use a dictionary or thesaurus.
Lesson review of verbs.
Review Baseball Alphabet list from Friday. Discuss strong verbs.
Narrow ideas for a class chosen topic sentence.
Class model paragraph.
Thursday 10/16 Spelling Test
Continue Alphabet Basketball list with partner (or whatever topic you have).
Friday 10/17
Entry: What do you know about the election process?
Short Discussion
Review Student Expectations:
http://msedwards.pbwiki.com/Student-Contract
Introduction to Presidential Elections -- video
Monday 10/20
Entry: Base words -- elect, vote, inform, search, represent
Choose ten from the list:
elect, election, re-election, electing, elector, elective, electoral, electable
vote, voting, revote, voter, votes
inform, information, informative, informing, reinform, misinform, disinformation, uninformed
search, searching, searchable, searches, researches, unsearchable
represent, representation, misrepresent, unrepresented, representable, unrepresented, representative, representer
Introduction to Voting -- video
Video: Presidential Election
Election Project
5W-H; Vocabulary
Tuesday 10/21 Grade 5 Cooperation Day
Wednesday 10/22 Choose Spelling Words.
Scholastic Action Magazine: Scholastic Action: What are the issues? Where do the candidates stand? Which candidate meets your views?
https://whatelse.pbwiki.com/Election-Project
Week of October 6 - October 14
Note: No School Monday October 13
Monday 10/6 Entry: On your own, create new words from these base words: quiet, relate, upset, like, love
Class work: Create class spelling lists.
Review Question Strategy. Share paragraphs from Friday.
Questions to ask:
5Es
elaboration: What else? What's another idea about that?
example: What is an example?
explanation: Could you explain what this is? What happened?
evidence: Where's the proof?
experience: Can you add a story or experience?
5W +H
who, what, when, where, why, how
Revise and Share: Did partners ask important questions? Did they answer them in their paragraphs?
How we work review :Write, Share, Suggest, Write, Share, Suggest, Write, Edit, Publish
Tuesday 10/7
Entry:
1) Choose your five spelling words from your Personal Spelling List and write them on your Weekly Study Sheet.
2) Write a step-by-step plan about HOW you will work in all my classrooms so you earn your breaks. (First, I will..... Second, I will..., etc.)
Practice: Write your "I Like Snow" paragraph with a partner using the Question Strategy.
Share some paragraphs. Discuss
Revise your paragraphs from yesterday with a partner using the Question Strategy:
1. Read your paragraph to a neighbor. Neighbor follows along.
2. After the first reading, slowly read it again and your neighbor will ask you questions.
3. Write the questions in the margins if they help you to add details to your story.
4. Use the new ideas to elaborate your paragraph (add more details).
Share paragraphs.
What else did each add? What else could each add? Was the piece elaborated? How do you know? What questions helped you revise?
Wednesday 10/8
Entry: What are the 5 w’s? The 5 E’s?
Discussion with Active Listening on "The Choice is Yours" and "How a Student Works."
Share and discuss.
Thursday 10/9
Entry: Make a list of five choices you will or you will not make to be a student at Nespelem School.
I choose to....
I won't choose to...
The choice is yours.
Spelling Test: What are the procedures?
Apply: Students independently write “_____ makes a good pet.”
Use the Question Strategy to stay focused and detailed.
Friday 10/10
Entry: Make a list of ten verbs (action verbs) about baseball.
Strategy: Use nifty nouns and vivid verbs to elaborate.
Model: Baseball paragraph (OSPI Elaboration V2 Lesson Slides 30-32) Alphabet strategy. (thinks of words (verbs, and nouns) using the alphabet as starting letter:
Baseball would be -- Attack, avoid, bat, ball, base, bounce, coach, catch, catcher, drop, down by one.
Partner paragraph.
Tuesday 10/14
Entry:
1) Choose your five spelling words from your Personal Spelling List and write them on your Weekly Study Sheet.
2) Write: What is a verb? Read in the Blue Write Source book in your desk on page 416. Write an example.
Review paragraphs from yesterday. Discuss strong verbs.
Narrow ideas for a class chosen topic sentence.
Class model paragraph.
Slide 33. Apply: Alphabet Strategy for basketball with own topic sentence.
Wednesday 10/15
Entry:
Think as many words (synonyms) for walk as you can; you may use a dictionary or thesaurus.
Lesson review of verbs.
Share paragraphs.
Discuss points for scoring. https://whatelse.pbwiki.com/Strong-Verbs
Revise and re-score.
Monday 10/6 Entry: On your own, create new words from these base words: quiet, relate, upset, like, love
Class work: Create class spelling lists.
Review Question Strategy. Share paragraphs from Friday.
Questions to ask:
5Es
elaboration: What else? What's another idea about that?
example: What is an example?
explanation: Could you explain what this is? What happened?
evidence: Where's the proof?
experience: Can you add a story or experience?
5W +H
who, what, when, where, why, how
Revise and Share: Did partners ask important questions? Did they answer them in their paragraphs?
How we work review :Write, Share, Suggest, Write, Share, Suggest, Write, Edit, Publish
Tuesday 10/7
Entry:
1) Choose your five spelling words from your Personal Spelling List and write them on your Weekly Study Sheet.
2) Write a step-by-step plan about HOW you will work in all my classrooms so you earn your breaks. (First, I will..... Second, I will..., etc.)
Practice: Write your "I Like Snow" paragraph with a partner using the Question Strategy.
Share some paragraphs. Discuss
Revise your paragraphs from yesterday with a partner using the Question Strategy:
1. Read your paragraph to a neighbor. Neighbor follows along.
2. After the first reading, slowly read it again and your neighbor will ask you questions.
3. Write the questions in the margins if they help you to add details to your story.
4. Use the new ideas to elaborate your paragraph (add more details).
Share paragraphs.
What else did each add? What else could each add? Was the piece elaborated? How do you know? What questions helped you revise?
Wednesday 10/8
Entry: What are the 5 w’s? The 5 E’s?
Discussion with Active Listening on "The Choice is Yours" and "How a Student Works."
Share and discuss.
++++++++
Thursday 10/9
Entry: Make a list of five choices you will or you will not make to be a student at Nespelem School.
I choose to....
I won't choose to...
The choice is yours.
Spelling Test: What are the procedures?
Apply: Students independently write “_____ makes a good pet.”
Use the Question Strategy to stay focused and detailed.
Friday 10/10
Entry: Make a list of ten verbs (action verbs) about baseball.
Strategy: Use nifty nouns and vivid verbs to elaborate.
Model: Baseball paragraph (OSPI Elaboration V2 Lesson Slides 30-32) Alphabet strategy. (thinks of words (verbs, and nouns) using the alphabet as starting letter:
Baseball would be -- Attack, avoid, bat, ball, base, bounce, coach, catch, catcher, drop, down by one.
Partner paragraph.
Tuesday 10/14
Entry:
1) Choose your five spelling words from your Personal Spelling List and write them on your Weekly Study Sheet.
2) Write: What is a verb? Read in the Blue Write Source book in your desk on page 416. Write an example.
Review paragraphs from yesterday. Discuss strong verbs.
Narrow ideas for a class chosen topic sentence.
Class model paragraph.
Slide 33. Apply: Alphabet Strategy for basketball with own topic sentence.
Wednesday 10/15
Entry:
Think as many words (synonyms) for walk as you can; you may use a dictionary or thesaurus.
Lesson review of verbs.
Share paragraphs.
Discuss points for scoring. https://whatelse.pbwiki.com/Strong-Verbs
Revise and re-score.
Week of September 30 - October 6
Tues 9/30
Entry:
1) Spelling: Write your five words on your Weekly Spelling Study Sheet.
2) Write on one of the Xs from your Writing Treasure Map.
Writing Strategy: Asking Questions to Dig Deeper. -- Elaboration: Digging Deeper by Asking Questions. (OSPI slides).
Discussion and notes.
Ask questions of "Roller Skating" paragraph.
Wed 10/1 Conferences
Thurs 10/2
Entry: Read the directions for partner spelling test. Give your spelling tests.
Strategy: Power Writing
Choose a topic of your own or of those provided. Write for the time directed, continuously writing. If stuck, write the last word you wrote over and over until an idea pops into your head to write. At the end of the time, draw a line, and count the number of words written. Write at the top of your page and on your Power Writing time sheet. Repeat the process two more times, either on a new topic or continuing your previous writing. The goal is to write your ideas fast; write fluently on one topic.
Fri 10/3
Entry: Explain the “Question Strategy?” to write good details.
Review Question Strategy. Reread your paragraph. Ask questions in the margins. Ask questions the reader will ask about your parargraph.
Strategy modeling: "I like rain" paragraph with questions on right margin.
Share: Did partners ask important questions? Did they answer them in their paragraphs?
Apply: Students write "I like snow" paragraphs with questions on right margin.
Monday 10/6
Entry: On your own, create new words from these base words: quiet, relate, upset, like, love
Finish spelling lists.
Review Question Strategy. Share paragraphs from Friday.
Questions to ask:
5Es
elaboration: What else? What's another idea?
example: What is an example?
explanation: Could you explain what this is? what happened?
evidence: Where's the proof?
experience: Can you add a story or experience?
5W +H
who, what, when, where, why, how
Share: Did partners ask important questions? Did they answer them in their paragraphs?
How we work review :Write, Share, Suggest, Write, Share, Suggest, Write, Edit, Publish
Revise your paragraphs with a partner using the Question Strategy:
Read your paragraph to a neighbor. Neighbor follows along.
After the first reading, slowly read it again and your neighbor will ask you questions.
Write the questions in the margins if they help you to add details to your story.
If time, use the new ideas to elaborate your paragraph (add more details).
Share stories. What else did each add? What else could each add? Was the piece elaborated? How do you know?
Share. What questions helped you revise?
Entry:
1) Spelling: Write your five words on your Weekly Spelling Study Sheet.
2) Write on one of the Xs from your Writing Treasure Map.
Writing Strategy: Asking Questions to Dig Deeper. -- Elaboration: Digging Deeper by Asking Questions. (OSPI slides).
Discussion and notes.
Ask questions of "Roller Skating" paragraph.
Wed 10/1 Conferences
Thurs 10/2
Entry: Read the directions for partner spelling test. Give your spelling tests.
Strategy: Power Writing
Choose a topic of your own or of those provided. Write for the time directed, continuously writing. If stuck, write the last word you wrote over and over until an idea pops into your head to write. At the end of the time, draw a line, and count the number of words written. Write at the top of your page and on your Power Writing time sheet. Repeat the process two more times, either on a new topic or continuing your previous writing. The goal is to write your ideas fast; write fluently on one topic.
Fri 10/3
Entry: Explain the “Question Strategy?” to write good details.
Review Question Strategy. Reread your paragraph. Ask questions in the margins. Ask questions the reader will ask about your parargraph.
Strategy modeling: "I like rain" paragraph with questions on right margin.
Share: Did partners ask important questions? Did they answer them in their paragraphs?
Apply: Students write "I like snow" paragraphs with questions on right margin.
Monday 10/6
Entry: On your own, create new words from these base words: quiet, relate, upset, like, love
Finish spelling lists.
Review Question Strategy. Share paragraphs from Friday.
Questions to ask:
5Es
elaboration: What else? What's another idea?
example: What is an example?
explanation: Could you explain what this is? what happened?
evidence: Where's the proof?
experience: Can you add a story or experience?
5W +H
who, what, when, where, why, how
Share: Did partners ask important questions? Did they answer them in their paragraphs?
How we work review :Write, Share, Suggest, Write, Share, Suggest, Write, Edit, Publish
Revise your paragraphs with a partner using the Question Strategy:
Read your paragraph to a neighbor. Neighbor follows along.
After the first reading, slowly read it again and your neighbor will ask you questions.
Write the questions in the margins if they help you to add details to your story.
If time, use the new ideas to elaborate your paragraph (add more details).
Share stories. What else did each add? What else could each add? Was the piece elaborated? How do you know?
Share. What questions helped you revise?
+++++++++
9/29 Ideas, Ideas, Ideas
9/29 Monday
9/29 Entry: Spelling: It's Addition!
Divide your spelling paper into parts as we have practiced. In each section write one of these base words:
With a partner, use the base words and your affix list to create as many words as you can from the base words.
Model and discuss: Student questions in margins.
Find two writing activities to share with your family for conference time.
Conference checklist:
Student-Parent-Teacher Conference
Procedures
__ Did I share procedures for entering the room?
__ Did I share my notebook, spelling folder, and writing?
__ Did I share how I put my work away?
Spelling
__ Did I share my spelling procedures for Monday?
__ Did I share my spelling procedures for Tuesday?
__ Did I share my spelling procedures for homework?
__ Did I share my spelling procedures for the Thursday test?
Writing
__ Did I share my Writing Treasure Map?
__ Did I share my writing treasure stories?
__ Did I share how we get ideas for writing?
__ Did I share my reflections?
Compliment from guardian to child:
Goal for child from guardian:
Question for teacher from guardian:
9/29 Entry: Spelling: It's Addition!
Divide your spelling paper into parts as we have practiced. In each section write one of these base words:
tan, confer, learn, confuse, understand
With a partner, use the base words and your affix list to create as many words as you can from the base words.
++++++++++++++
Model and discuss: Student questions in margins.
++++++++++++++
Conference PrepFind two writing activities to share with your family for conference time.
Conference checklist:
Student-Parent-Teacher Conference
Procedures
__ Did I share procedures for entering the room?
__ Did I share my notebook, spelling folder, and writing?
__ Did I share how I put my work away?
Spelling
__ Did I share my spelling procedures for Monday?
__ Did I share my spelling procedures for Tuesday?
__ Did I share my spelling procedures for homework?
__ Did I share my spelling procedures for the Thursday test?
Writing
__ Did I share my Writing Treasure Map?
__ Did I share my writing treasure stories?
__ Did I share how we get ideas for writing?
__ Did I share my reflections?
Compliment from guardian to child:
Goal for child from guardian:
Question for teacher from guardian:
++++++++++++++
9/24 Conference Reflection and Tap your Map
Wed 9/24
Entry Reflection: Answer these two questions in your notebook for our parent conferences next week:
What do you like about writing class?
What do you wish would be different about writing class?
Model: Share my story. Show student questions in margins.
Model: Student story. Write student questions in margins.
Apply: Students ask questions of each other’s work.
Share and discuss.
Entry Reflection: Answer these two questions in your notebook for our parent conferences next week:
What do you like about writing class?
What do you wish would be different about writing class?
+++++++
Write about an X on your Writing Treasure Map. Write about only one X with lots of detail.+++++++
How we work: Write, Share, Suggest, Write, Share, Suggest, Write, Edit, PublishModel: Share my story. Show student questions in margins.
Model: Student story. Write student questions in margins.
Apply: Students ask questions of each other’s work.
Share and discuss.
++++++++++++++++
Treasure Maps for Writing
Tuesday 9/23
Entry:
1) Choose your five (5) spelling words for this week from your Personal Spelling List in your Spelling Folder. Write them in the first column on your "Weekly Word Study Sheet." Keep it out for me to check while you complete the next activity.
2) Add details to your map. More information. What else could you draw to add details of what your places looked like? Were there items you could add (windows, fishing poles, tools, handlebars???)?
Spelling homework due tomorrow (no school Thursday or Friday).
Share maps.
Model: Begin writing one story -- with specific details by asking questions. First brainstorm: What happened? Who was there? Why? How did they act? What did they do? What did they look like? What else? What else? Use this to write your first draft.
If time, write about one of your Xs. Be detailed, as modeled. Use questions from the 5Ws to brainstorm, then draft your ideas.
(This may need to be accomplished tomorrow).
Entry:
1) Choose your five (5) spelling words for this week from your Personal Spelling List in your Spelling Folder. Write them in the first column on your "Weekly Word Study Sheet." Keep it out for me to check while you complete the next activity.
2) Add details to your map. More information. What else could you draw to add details of what your places looked like? Were there items you could add (windows, fishing poles, tools, handlebars???)?
++++++++++++++++
Spelling homework due tomorrow (no school Thursday or Friday).
Share maps.
Model: Begin writing one story -- with specific details by asking questions. First brainstorm: What happened? Who was there? Why? How did they act? What did they do? What did they look like? What else? What else? Use this to write your first draft.
If time, write about one of your Xs. Be detailed, as modeled. Use questions from the 5Ws to brainstorm, then draft your ideas.
(This may need to be accomplished tomorrow).
Idea Imaginings: A Writing Treasure Map
Mon 9/22 Acrostic Poem Entry
Write your name vertically down the left side of your paper.
Write an adjective or word phrase that describes you after each letter of your name.
Draw a sketch of yourself showing your adjectives.
SHERI
Silly
Healthy
Eccentric
Rigorous
Inquisitive
Share “Writing Treasure Maps," the maps about special places in your life that have several stories to tell. I shared with you about Lake Metigoshe in North Dakota. I drew these places:
What will you draw on your map? What X will you mark? What label will your write to remind you of your story? Make at least three "X marks the story" marks on your map.
Model: Place Xs and label the stories in your map.
Write your name vertically down the left side of your paper.
Write an adjective or word phrase that describes you after each letter of your name.
Draw a sketch of yourself showing your adjectives.
SHERI
Silly
Healthy
Eccentric
Rigorous
Inquisitive
Share “Writing Treasure Maps," the maps about special places in your life that have several stories to tell. I shared with you about Lake Metigoshe in North Dakota. I drew these places:
- cabins
- tents for cousins
- pontoon fishing
- dock fishing for perch with my bamboo pole and hook: Yum! Breakfast!
- splashing into the water and almost drowning
- choke cherry picking and jelly
- teen music and dancing
- playing cards with cousins
What will you draw on your map? What X will you mark? What label will your write to remind you of your story? Make at least three "X marks the story" marks on your map.
Model: Place Xs and label the stories in your map.
Welcome
Welcome to Writing 5 !
We've got words to jive
to spring them alive
so take the dive
with Writing Five!
Ms. Edwards
We've got words to jive
to spring them alive
so take the dive
with Writing Five!
Ms. Edwards
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