January 20 - January 26

Capture: Set daily goals and reflect
Strength: Practice daily lesson skill
Interact: with words/peers/teacher
http://whatelse.pbwiki.com/CSI-Schedule

Making changes: resolutions and blogs
http://whatelse.pbwiki.com/Making-Changes
GENRE: http://whatelse.pbwiki.com/Genre-Expectations

http://whatelse.pbwiki.com/Ideas-Intro

Figurative language
https://whatelse.pbwiki.com/Figurative-Language


Inauguration
http://whatelse.pbwiki.com/For-The-People

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Monday 1/19 MLK Day
Tuesday 1/20 Inauguration Day


Inauguration Activities


Wednesday 1/21
Resolution Report and Follow up
Inauguration Reading, Responding, Vocabulary, Writing

Thursday
WASL Practice: Expository Prompt Review and feedback

Circle best part so far. Revise for strategies learned: Names, Verbs, Action, Details, Clutter, Figurative Language
Turn in

Friday
VoiceThread to President Obama: We can...

Inauguration Reading, Responding, Vocabulary, Writing


Monday 1/26
Six Trait Activity: Gist Statements --Eagle contest
Ideas: Trees --- Eagle contest

Genre Work, if time.
Genre Practice and share

Tuesday 1/27
Six Trait Activity: Gist Statements --Eagle contest
Genre Practice and share

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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).

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