April 28 - May 4

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

Resources:
Fourth Quarter Requirements
http://homepage.mac.com/sherirae/grammar/index.html
https://whatelse.pbwiki.com/Figurative-Language

Collaboration:
http://eagleswrite.pbwiki.com/


Focus:

Writing Places Paragraphs and Essays: Glog; Practice and Draft; Revise nouns and verbs; sentence fluency; punctuation and spelling

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Tuesday 4/28
Grammar -- proofread (read)
Focus -- Answer questions/Edit

Wednesday 4/29 (may be root digging)
Read and discuss requirements
Grammar -- proofread (discuss and apply)
Focus -- places: class paragraph

Thursday 4/30
Grammar -- punctuation (read)
Focus -- places: group paragraphs

Friday 5/1
Town Clean up

Monday 5/4
Grammar -- punctuation (discuss and apply)
Focus -- Places: group paragraphs

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Project Progression as needed with personalized instruction for:

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.

Commonalities-- our ideas

Our Area --- Writing paragraphs and essays
Writing Places Paragraphs: Glog; Place Prezi; Practice and Draft; Revise nouns and verbs; sentence fluency; punctuation and spelling

Research
Summary, Adapt to fiction, Adapt to poetry
http://eagleswrite.pbwiki.com/Genre-Audience-and-Purpose

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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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