Eagle Festival Essay/Poetry
https://whatelse.pbwiki.com/Eagle-Contest
Figurative language
https://whatelse.pbwiki.com/Figurative-Language
Genre Project Main Page
Third Quarter Requirements
http://whatelse.pbwiki.com/Writing-Requirements
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 and a poem on a topic related to the Balde Eagle Festival.
Our Lesson Progress is listed at:
https://whatelse.pbwiki.com/Eagle-Contest
Each activity follows an EALR expectation (below).
Students still want to work on their choice genre writing, blogs,and voicethreads.
Monday 2/2
Prewriting for Contest (have already power written)
1. Zoom in/out; details
2. List as many 5Ws as you can: who, what, when, where, why
3. Write a twenty-word gist statement -- what is the main idea/message?
4. Describe what the creature in your story looks and sounds like; acts like
Keep in mind your message and purpose.
Review strategies: zoom, snapshot, 5Ws, gists, looks/sounds/acts
Tuesday 2/3
Review:
How did we do?
Teams: 1a, 2a: What would you write if you were a reporter?
Teams 1b, 2b: What would you write if you were a story-teller?
What will be your message? and purpose (reporter - inform; story - entertain)
Did you:
Reporter--
Zoom out for big picture?
Zoom in for details? (snapshot?)
Include 5Ws?
Main idea first?
Supporting details?
Did you:
Story teller:
Set up story -- describe setting?
Describe characters?
Show, not tell action (action verbs)?
Beginning, Middle, Ending?
End with message for reader?
Read Hall of Fame at: http://pdsenglish5.pbwiki.com/
Report? Story?
Like? Comment?
http://whatelse.pbwiki.com/Respond-to-Quote
Review elaboration and action: Show it, don't tell it:
http://whatelse.pbwiki.com/W5678-Shee-Camping-Trip What details and action are in YOUR draft?
Keep your story/essay/poem factual -- that's what the judges are looking for:
Review strategies: zoom, snapshot, 5Ws, gists, looks/sounds/acts
Organization Strategy in prewriting: number, symbols, color to order your ideas
Share
Draft
Wednesday 2/4
Read Hall of Fame at: http://pdsenglish5.pbwiki.com/
Report? Story?
Like? Comment?
http://whatelse.pbwiki.com/Respond-to-Quote
Draft, Share, Draft on wiki
Review figurative language
https://whatelse.pbwiki.com/Figurative-Language
Thursday 2/5 Friday 2/6
Third Quarter Requirements
http://whatelse.pbwiki.com/Writing-Requirements
Poetry for contest: Found/Pattern
http://room30space.blogspot.com/2008/10/poetry-corner.html
https://whatelse.pbwiki.com/Eagle-Contest#ProcessFoundPoem
Discuss poem possibilities
Draft, Share, Draft on wiki
Monday 2/9
Finalize story/essay/poems and print
Review figurative language possibilities
Revise, share, finalize, print.
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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