Collaboration:
http://eagleswrite.pbwiki.com/
http://eagleswrite.pbworks.com/Genre-Audience-and-Purpose
http://eagleswrite.pbworks.com/GAP
Focus:
Practice and Draft; Revise nouns and verbs; sentence fluency; punctuation and spelling; try reporting news writing style with GAP
Power Writing
GAP assignment.
http://eagleswrite.pbworks.com/Genre-Audience-and-Purpose
Wed 5/27
Practice edit as class
Edit own with partners.
Write 2 paragraphs (prewrite; draft; wiki) to Gary
Thurs 5/28
Gary Martin Assembly
Fri 5/29
GAP Assignment; or Math Madness
Read and notes; 5Ws and H; summary
Mon 5/1
GAP Assignment:
Read and notes; 5Ws and H; summary
Tues 5/2 Summary; Lead; Newsbrief Newsbrief share
Wed 5/3 Fictions Story based on news
Thurs 5/4 Share
If time, Poem
Fri 5/5 Homeroom
Mon 5/8 Pow Wow PM
5/8- 5/10 Homeroom
Thurs 5/11
Picnic
Fri 5/12 Awards
Six Traits:
Focus 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.
Research The Game: Create a page named "GAP _____[teams]_____" using the GAP template.
Rewrite a news story as a summary to understand the facts (main ideas and details). A summary includes the main ideas and details in your own words with an explanation of why the facts are important.
After writing the summary, rewrite the news as a news brief with lead, details, and kicker format.
After writing the summary and news brief, write a fictional story that keeps the facts of the news in the story, but the people involved and reactiong are not real. First, decide how main characters and events can be added to the news in a fictional story. A story includes a beginning, middle, and an end; it includes a protagonist (good guy) and an antagonist (bad guy); it centers around a problem, and it resolves the problem at the end of the story.
After writing a story, transform the facts and actions into a poem. A poem includes: feelings/emotions, may or may not rhyme.
Comment on other teams' work as directed below in 'Conclusions.'
Teams
One team from PDS and one team from NSD will collaborate on each phase of the project.
Collaborate means to work on pages together to create clear, concise, and interesting text.
Teams will change each other's text to make it more clear and more interesting.
Each team page will include:
* Title
* Team Names
* Link to news story
* Summary of news story
* Fictionalized story with the characters or events
* Poem about the real or imaginary story
Advice:
* The goal is to change/revise the text.
* The more you change and add, the better.
* Think: alliteration, consonance, simile.
* Therefore: be happy when someone changes your ideas -- they are helping make the idea more clear, concise, active, interesting.
Conclusion: Read other team summaries, stories, and poems. Comment on:
* Your newsbrief included the lead, details, and kicker...
* Your story connected to the summary when you...
* I liked the part in the story when...
* I noticed the (alliteration, consonance, simile, action verbs, etc.) when your team wrote...
* I liked the part in the poem ...
The Winners:
* Teams that work together
* Teams that revise and accept each others' ideas
* Teams that include alliteration, consonance, simile, action verbs
* Teams that comment considerately
That would be YOUR team, wouldn't it?
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).
Showing posts with label 5ws. Show all posts
Showing posts with label 5ws. Show all posts
Week of October 6 - October 14
Note: No School Monday October 13
Monday 10/6 Entry: On your own, create new words from these base words: quiet, relate, upset, like, love
Class work: Create class spelling lists.
Review Question Strategy. Share paragraphs from Friday.
Questions to ask:
5Es
elaboration: What else? What's another idea about that?
example: What is an example?
explanation: Could you explain what this is? What happened?
evidence: Where's the proof?
experience: Can you add a story or experience?
5W +H
who, what, when, where, why, how
Revise and Share: Did partners ask important questions? Did they answer them in their paragraphs?
How we work review :Write, Share, Suggest, Write, Share, Suggest, Write, Edit, Publish
Tuesday 10/7
Entry:
1) Choose your five spelling words from your Personal Spelling List and write them on your Weekly Study Sheet.
2) Write a step-by-step plan about HOW you will work in all my classrooms so you earn your breaks. (First, I will..... Second, I will..., etc.)
Practice: Write your "I Like Snow" paragraph with a partner using the Question Strategy.
Share some paragraphs. Discuss
Revise your paragraphs from yesterday with a partner using the Question Strategy:
1. Read your paragraph to a neighbor. Neighbor follows along.
2. After the first reading, slowly read it again and your neighbor will ask you questions.
3. Write the questions in the margins if they help you to add details to your story.
4. Use the new ideas to elaborate your paragraph (add more details).
Share paragraphs.
What else did each add? What else could each add? Was the piece elaborated? How do you know? What questions helped you revise?
Wednesday 10/8
Entry: What are the 5 w’s? The 5 E’s?
Discussion with Active Listening on "The Choice is Yours" and "How a Student Works."
Share and discuss.
Thursday 10/9
Entry: Make a list of five choices you will or you will not make to be a student at Nespelem School.
I choose to....
I won't choose to...
The choice is yours.
Spelling Test: What are the procedures?
Apply: Students independently write “_____ makes a good pet.”
Use the Question Strategy to stay focused and detailed.
Friday 10/10
Entry: Make a list of ten verbs (action verbs) about baseball.
Strategy: Use nifty nouns and vivid verbs to elaborate.
Model: Baseball paragraph (OSPI Elaboration V2 Lesson Slides 30-32) Alphabet strategy. (thinks of words (verbs, and nouns) using the alphabet as starting letter:
Baseball would be -- Attack, avoid, bat, ball, base, bounce, coach, catch, catcher, drop, down by one.
Partner paragraph.
Tuesday 10/14
Entry:
1) Choose your five spelling words from your Personal Spelling List and write them on your Weekly Study Sheet.
2) Write: What is a verb? Read in the Blue Write Source book in your desk on page 416. Write an example.
Review paragraphs from yesterday. Discuss strong verbs.
Narrow ideas for a class chosen topic sentence.
Class model paragraph.
Slide 33. Apply: Alphabet Strategy for basketball with own topic sentence.
Wednesday 10/15
Entry:
Think as many words (synonyms) for walk as you can; you may use a dictionary or thesaurus.
Lesson review of verbs.
Share paragraphs.
Discuss points for scoring. https://whatelse.pbwiki.com/Strong-Verbs
Revise and re-score.
Monday 10/6 Entry: On your own, create new words from these base words: quiet, relate, upset, like, love
Class work: Create class spelling lists.
Review Question Strategy. Share paragraphs from Friday.
Questions to ask:
5Es
elaboration: What else? What's another idea about that?
example: What is an example?
explanation: Could you explain what this is? What happened?
evidence: Where's the proof?
experience: Can you add a story or experience?
5W +H
who, what, when, where, why, how
Revise and Share: Did partners ask important questions? Did they answer them in their paragraphs?
How we work review :Write, Share, Suggest, Write, Share, Suggest, Write, Edit, Publish
Tuesday 10/7
Entry:
1) Choose your five spelling words from your Personal Spelling List and write them on your Weekly Study Sheet.
2) Write a step-by-step plan about HOW you will work in all my classrooms so you earn your breaks. (First, I will..... Second, I will..., etc.)
Practice: Write your "I Like Snow" paragraph with a partner using the Question Strategy.
Share some paragraphs. Discuss
Revise your paragraphs from yesterday with a partner using the Question Strategy:
1. Read your paragraph to a neighbor. Neighbor follows along.
2. After the first reading, slowly read it again and your neighbor will ask you questions.
3. Write the questions in the margins if they help you to add details to your story.
4. Use the new ideas to elaborate your paragraph (add more details).
Share paragraphs.
What else did each add? What else could each add? Was the piece elaborated? How do you know? What questions helped you revise?
Wednesday 10/8
Entry: What are the 5 w’s? The 5 E’s?
Discussion with Active Listening on "The Choice is Yours" and "How a Student Works."
Share and discuss.
++++++++
Thursday 10/9
Entry: Make a list of five choices you will or you will not make to be a student at Nespelem School.
I choose to....
I won't choose to...
The choice is yours.
Spelling Test: What are the procedures?
Apply: Students independently write “_____ makes a good pet.”
Use the Question Strategy to stay focused and detailed.
Friday 10/10
Entry: Make a list of ten verbs (action verbs) about baseball.
Strategy: Use nifty nouns and vivid verbs to elaborate.
Model: Baseball paragraph (OSPI Elaboration V2 Lesson Slides 30-32) Alphabet strategy. (thinks of words (verbs, and nouns) using the alphabet as starting letter:
Baseball would be -- Attack, avoid, bat, ball, base, bounce, coach, catch, catcher, drop, down by one.
Partner paragraph.
Tuesday 10/14
Entry:
1) Choose your five spelling words from your Personal Spelling List and write them on your Weekly Study Sheet.
2) Write: What is a verb? Read in the Blue Write Source book in your desk on page 416. Write an example.
Review paragraphs from yesterday. Discuss strong verbs.
Narrow ideas for a class chosen topic sentence.
Class model paragraph.
Slide 33. Apply: Alphabet Strategy for basketball with own topic sentence.
Wednesday 10/15
Entry:
Think as many words (synonyms) for walk as you can; you may use a dictionary or thesaurus.
Lesson review of verbs.
Share paragraphs.
Discuss points for scoring. https://whatelse.pbwiki.com/Strong-Verbs
Revise and re-score.
9/24 Conference Reflection and Tap your Map
Wed 9/24
Entry Reflection: Answer these two questions in your notebook for our parent conferences next week:
What do you like about writing class?
What do you wish would be different about writing class?
Model: Share my story. Show student questions in margins.
Model: Student story. Write student questions in margins.
Apply: Students ask questions of each other’s work.
Share and discuss.
Entry Reflection: Answer these two questions in your notebook for our parent conferences next week:
What do you like about writing class?
What do you wish would be different about writing class?
+++++++
Write about an X on your Writing Treasure Map. Write about only one X with lots of detail.+++++++
How we work: Write, Share, Suggest, Write, Share, Suggest, Write, Edit, PublishModel: Share my story. Show student questions in margins.
Model: Student story. Write student questions in margins.
Apply: Students ask questions of each other’s work.
Share and discuss.
++++++++++++++++
Treasure Maps for Writing
Tuesday 9/23
Entry:
1) Choose your five (5) spelling words for this week from your Personal Spelling List in your Spelling Folder. Write them in the first column on your "Weekly Word Study Sheet." Keep it out for me to check while you complete the next activity.
2) Add details to your map. More information. What else could you draw to add details of what your places looked like? Were there items you could add (windows, fishing poles, tools, handlebars???)?
Spelling homework due tomorrow (no school Thursday or Friday).
Share maps.
Model: Begin writing one story -- with specific details by asking questions. First brainstorm: What happened? Who was there? Why? How did they act? What did they do? What did they look like? What else? What else? Use this to write your first draft.
If time, write about one of your Xs. Be detailed, as modeled. Use questions from the 5Ws to brainstorm, then draft your ideas.
(This may need to be accomplished tomorrow).
Entry:
1) Choose your five (5) spelling words for this week from your Personal Spelling List in your Spelling Folder. Write them in the first column on your "Weekly Word Study Sheet." Keep it out for me to check while you complete the next activity.
2) Add details to your map. More information. What else could you draw to add details of what your places looked like? Were there items you could add (windows, fishing poles, tools, handlebars???)?
++++++++++++++++
Spelling homework due tomorrow (no school Thursday or Friday).
Share maps.
Model: Begin writing one story -- with specific details by asking questions. First brainstorm: What happened? Who was there? Why? How did they act? What did they do? What did they look like? What else? What else? Use this to write your first draft.
If time, write about one of your Xs. Be detailed, as modeled. Use questions from the 5Ws to brainstorm, then draft your ideas.
(This may need to be accomplished tomorrow).
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