Focus
Word Choice Lesson Daily: Eliminate Dead Verbs --http://whatelse.pbwiki.com/Dead-Verbs
Writing Notebooks -- Lessons: Table of Contents/
L 12 Simple to Complex
CSI:
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
Monday 1/05/09
Power Writing
Sentence Fluency L12 Simple to Complex
Cross-writing from story starter:
Trudging through the thick snow to the top of the hill, ....
Tuesday 1/6/09
Power Writing:
What have you written in class? out of class?
What do you want to write?
What do you think you still need to learn?
Lessons: CSI
Genre Choices and discussion
Genre/Write
Wednesday 1/7/09
Capture
Strengthen: Genre/Resolutions -- Change Quotes
Interact -- confer
Reflect
Thursday 1/8
Genre Discussion; Resolution: Change Video
Group Discuss with plan to turn in
Friday 1/9
Genre Discussion; Resolution: Changers We Know
Monday 1/12
Complex Sentences- Review and Write Source Computers
Genre Discussion and Work
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).
Welcome
Welcome to our daily lesson summaries. Each day we focus on a writing trait and the writing process. All lessons reflect Washington State Essential Academic Learning Requirements and Grade Level Expectations.
We learn to write through thinking, discussing, drawing, brainstorming, modeling, practicing, sharing, revising, and publishing.
Please tune in to our journey.
Thanks
Ms. Edwards
We learn to write through thinking, discussing, drawing, brainstorming, modeling, practicing, sharing, revising, and publishing.
Please tune in to our journey.
Thanks
 |
| From What Else 7 Writing |
About Me
- Ms Edwards
- Kids learn when they know the goal and can see it's within their grasp. The goal also needs to be relevant to their goals. My goal: insure relevance, make the target visible, and guide the students in their own agency.
