February 10 - February 18, 2009

Focus

Eagle Festival Essay/Poetry
https://whatelse.pbwiki.com/Eagle-Contest

Essay Tips
https://whatelse.pbwiki.com/ESSAY-Tips
http://www.readwritethink.org/materials/essaymap/


Third Quarter Requirements
http://whatelse.pbwiki.com/Writing-Requirements

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Lesson Focus

The student will be able to follow the writing process using the six traits of powerful writing and peer conferences to prewrite, draft, and compose an essay for our collaborating school students.

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Resources:

Third Quarter Requirements
http://whatelse.pbwiki.com/Writing-Requirements

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

Collaboration: Living History
https://whatelse.pbwiki.com/W5-PDS-NSD-Living-History

Blog Posts
http://nespelem.org/whatelse/

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Monday 2/9 Tuesday 2/10
Finalize story/essay/poems and print
Review figurative language possibilities
Revise, share, finalize, print.

Wednesday 2/11 Thursday 2/12
C = Essay/3 places
If your friends from Nespelem/Memphis were to visit, explain three places would you take them and why.
S = Essay Oral ideas; Planning
I -- Drafts -- 2 paragraphs

Look at PDS blog for assignment:
http://trefz.blogspot.com/2009/02/pds-meets-nespelem.html
http://trefz.blogspot.com/2009/02/blog-post.html

If time
S = Essay Planning Outline
http://www.readwritethink.org/materials/essaymap/
I -- Drafts


Friday 2/13

Look at PDS blog for assignment:
http://trefz.blogspot.com/2009/02/pds-meets-nespelem.html
http://trefz.blogspot.com/2009/02/blog-post.html
http://whatelse.pbwiki.com/PDS-Notices

C = Essay
S = Revision: https://whatelse.pbwiki.com/Revision-Tips-1
I = Write on topic


Monday President’s Day
Tuesday Waiver Day; teacher learning

Wednesday 2/18
C = Revision
S = Revision Strategies --/Living History Project
I = Blog


Optional and Additional Work:
Read Hall of Fame at: http://pdsenglish5.pbwiki.com/
Report? Story?
Like? Comment?
http://whatelse.pbwiki.com/Respond-to-Quote

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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).