Collaboration:
http://eagleswrite.pbwiki.com/
http://eagleswrite.pbworks.com/Genre-Audience-and-Purposehttp://eagleswrite.pbworks.com/GAP
Focus:
Practice and Draft; Revise nouns and verbs; sentence fluency; punctuation and spelling; try reporting news writing style with GAP
Power Writing
GAP assignment.
http://eagleswrite.pbworks.com/Genre-Audience-and-PurposeWed 5/27
Practice edit as class
Edit own with partners.
Write 2 paragraphs (prewrite; draft; wiki) to Gary
Thurs 5/28
Gary Martin Assembly
Fri 5/29
GAP Assignment; or Math Madness
Read and notes; 5Ws and H; summary
Mon 5/1
GAP Assignment:
Read and notes; 5Ws and H; summary
Tues 5/2 Summary; Lead; Newsbrief Newsbrief share
Wed 5/3 Fictions Story based on news
Thurs 5/4 Share
If time, Poem
Fri 5/5 Homeroom
Mon 5/8 Pow Wow PM
5/8- 5/10 Homeroom
Thurs 5/11
Picnic
Fri 5/12 Awards
Six Traits:Focus Six Traits:
Ideas -- prewriting Ideas -- draft
Organization --paragraphs, beginnings, endings - find in your paper
Organization and Word Choice --Names/Verbs/Emotion -- see revision tips
Sentence Fluency -- Length/Structure
Voice -- attitude appropriate for audience and purpose
Edit -- punctuation/spelling/ grammar, etc.
Research The Game: Create a page named "GAP _____[teams]_____" using the GAP template.
Rewrite a news story as a summary to understand the facts (main ideas and details). A summary includes the main ideas and details in your own words with an explanation of why the facts are important.
After writing the summary, rewrite the news as a news brief with lead, details, and kicker format.
After writing the summary and news brief, write a fictional story that keeps the facts of the news in the story, but the people involved and reactiong are not real. First, decide how main characters and events can be added to the news in a fictional story. A story includes a beginning, middle, and an end; it includes a protagonist (good guy) and an antagonist (bad guy); it centers around a problem, and it resolves the problem at the end of the story.
After writing a story, transform the facts and actions into a poem. A poem includes: feelings/emotions, may or may not rhyme.
Comment on other teams' work as directed below in 'Conclusions.'
Teams
One team from PDS and one team from NSD will collaborate on each phase of the project.
Collaborate means to work on pages together to create clear, concise, and interesting text.
Teams will change each other's text to make it more clear and more interesting.
Each team page will include:
* Title
* Team Names
* Link to news story
* Summary of news story
* Fictionalized story with the characters or events
* Poem about the real or imaginary story
Advice:
* The goal is to change/revise the text.
* The more you change and add, the better.
* Think: alliteration, consonance, simile.
* Therefore: be happy when someone changes your ideas -- they are helping make the idea more clear, concise, active, interesting.
Conclusion: Read other team summaries, stories, and poems. Comment on:
* Your newsbrief included the lead, details, and kicker...
* Your story connected to the summary when you...
* I liked the part in the story when...
* I noticed the (alliteration, consonance, simile, action verbs, etc.) when your team wrote...
* I liked the part in the poem ...
The Winners:
* Teams that work together
* Teams that revise and accept each others' ideas
* Teams that include alliteration, consonance, simile, action verbs
* Teams that comment considerately
That would be YOUR team, wouldn't it?
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).
