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
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.
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/
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
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 blogs. Show all posts
Showing posts with label blogs. Show all posts
November 17-December 8
Focus:
Power Writing
Writing Notebooks
Blogs
Monday, November 17
Power Write -- 1 minute times -- three times
Read blogs and discuss
http://whatelse.pbwiki.com/Blog-Reads
http://whatelse.pbwiki.com/Blog-Permission
Read requirements and agreements; planning template
Notebooks Lesson N5: Pictures Sensory Images -- Can you write to describe sights, sounds, smells, tastes, touch?
Tuesday, November 18
Grammar: Blue Write Source -- p. 422; Share the right feeling with vivid verbs
Notebooks: N7 Writing from the heart
Blog Plans prewrite -- what is your plan? -- jot it down some ideas
Read requirements and agreements; planning template
Wednesday, November 19
Substitute teacher
Power Writing-- 2 minute times
Grammar: Blue Write Source -- p. 420 Subject Verb Agreement; Do practice.
Notebooks: N6 Fierce Wonderings
Thursday, 11/20
Power Write -- 2 minutes (3 times)
Blog Etiquette Review; reading and comment practice (as class); jot down some planning ideas
Notebooks: authority list; sensory images; blog ideas?
Share.
Friday, 11/21
Entry: Find ten more spelling words from Write Source 2000, page 412+
Internet Agreement
Wiki Introduction/ About Page
Monday 11/24
Entry: Power Write--2 minutes (3 times)
Wiki Names--Create About Wiki Pages
Poetry Reading -- Found Lines = Found Poems
Tuesday 11/25
Nespelem at Republic
Entry Notebooks: Which will you try today: Your own; Ideas; Senses; Pictures; World Wonders; Your Heart?
Find 15 words, "Found Lines" from your notebook; copy; practice.
Share our own "Found Poems."
Wednesday 11/26 -- No class --Thanksgiving Break starts at 12:15 :)
Monday, 12/1
Power Write -- 1 minute (three times) Check spelling.
Writing Pattern--Blog idea --Respond to Quote--Blue Write Source p. 274
Homework: Respond to Quote (Quote, Quote + my experience; Quote + my meaning) Due Friday
Notebook: N8 -- Adding conversations
Intro to Sub activities and Checklist sheets.
12/2, 3, 4 Sub Plans
Friday, December 5
Power Write
Grammar: Review Tues-Thurs
Notebooks: Check in for: Volume, Frequency, Writing Tips
Create Table of Contents
Share
If time--Blog: Blog ideas to share -- quotes or other; Blog Space -- how to get there and sign in
Share
Monday, December 8
Power Write
Lesson on ideas and strong verbs:
IDEAs and Word Choice (Strong Verbs)
Notebook: Are you adding details and strong verbs to your writing?
EALR 1: The student understands and uses a writing process.
Component 1.2: Produces draft(s). W
Component 1.4: Edits text. W
Component 3.3: Knows and applies appropriate grade level writing conventions. W
EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W
3.1.1 Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples.
· Narrows topic with controlling idea (e.g., from general topic, such as baseball, to specific topic, such as “The Mariners are my favorite baseball team.”).
· Selects details relevant to the topic to extend ideas and develop elaboration (e.g., specific words and phrases, reasons, anecdotes, facts, descriptions, examples).
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
2.2.1 Demonstrates understanding of different purposes for writing.
· Writes to analyze informational text or data
· Writes to learn, to tell a story, to explain, and to persuade.
Power Writing
Writing Notebooks
Blogs
Monday, November 17
Power Write -- 1 minute times -- three times
Read blogs and discuss
http://whatelse.pbwiki.com/Blog-Reads
http://whatelse.pbwiki.com/Blog-Permission
Read requirements and agreements; planning template
Notebooks Lesson N5: Pictures Sensory Images -- Can you write to describe sights, sounds, smells, tastes, touch?
Tuesday, November 18
Grammar: Blue Write Source -- p. 422; Share the right feeling with vivid verbs
Notebooks: N7 Writing from the heart
Blog Plans prewrite -- what is your plan? -- jot it down some ideas
Read requirements and agreements; planning template
Wednesday, November 19
Substitute teacher
Power Writing-- 2 minute times
Grammar: Blue Write Source -- p. 420 Subject Verb Agreement; Do practice.
Notebooks: N6 Fierce Wonderings
Thursday, 11/20
Power Write -- 2 minutes (3 times)
Blog Etiquette Review; reading and comment practice (as class); jot down some planning ideas
Notebooks: authority list; sensory images; blog ideas?
Share.
Friday, 11/21
Entry: Find ten more spelling words from Write Source 2000, page 412+
Internet Agreement
Wiki Introduction/ About Page
Monday 11/24
Entry: Power Write--2 minutes (3 times)
Wiki Names--Create About Wiki Pages
Poetry Reading -- Found Lines = Found Poems
- Read the poems
- Choose 15 words you like
- Copy them down on strips of paper
- Practice reading
- Circle read all "Found Lines" as a "Found Poem"
Tuesday 11/25
Nespelem at Republic
Entry Notebooks: Which will you try today: Your own; Ideas; Senses; Pictures; World Wonders; Your Heart?
Find 15 words, "Found Lines" from your notebook; copy; practice.
Share our own "Found Poems."
Wednesday 11/26 -- No class --Thanksgiving Break starts at 12:15 :)
Monday, 12/1
Power Write -- 1 minute (three times) Check spelling.
Writing Pattern--Blog idea --Respond to Quote--Blue Write Source p. 274
Homework: Respond to Quote (Quote, Quote + my experience; Quote + my meaning) Due Friday
Notebook: N8 -- Adding conversations
Intro to Sub activities and Checklist sheets.
- Power writing
- Grammar
- Notebook
12/2, 3, 4 Sub Plans
Friday, December 5
Power Write
Grammar: Review Tues-Thurs
Notebooks: Check in for: Volume, Frequency, Writing Tips
Create Table of Contents
Share
If time--Blog: Blog ideas to share -- quotes or other; Blog Space -- how to get there and sign in
Share
Monday, December 8
Power Write
Lesson on ideas and strong verbs:
IDEAs and Word Choice (Strong Verbs)
Notebook: Are you adding details and strong verbs to your writing?
EALR 1: The student understands and uses a writing process.
Component 1.2: Produces draft(s). W
Component 1.4: Edits text. W
Component 3.3: Knows and applies appropriate grade level writing conventions. W
EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W
3.1.1 Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples.
· Narrows topic with controlling idea (e.g., from general topic, such as baseball, to specific topic, such as “The Mariners are my favorite baseball team.”).
· Selects details relevant to the topic to extend ideas and develop elaboration (e.g., specific words and phrases, reasons, anecdotes, facts, descriptions, examples).
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
2.2.1 Demonstrates understanding of different purposes for writing.
· Writes to analyze informational text or data
· Writes to learn, to tell a story, to explain, and to persuade.
November 12 - November 17
Focus:
Power Writing
Writing Notebooks
Blogs
Genre
Monday, November 10: Inservice -- no school
Tuesday, November 11: Veteran’s Day
Wednesday, November 12
Entry: Authority List for Writing -- make a list of writing topics of interest to you
Spelling: find you own list of frequently misspelled words (See Write Source text)
Choose ten for your personal spelling list.
Power Write
N1- Intro Writing Notebooks
Past Due: comparative essay/ self-evaluation
Thursday, November 13
N3- Notebooks -- a memory
Power Write
Blog Intro: What are they --- read blogs, discuss what they are and how they apply.
http://whatelse.pbwiki.com/Blog-Permission
Friday, November 14
Power Write
N4 Notebook Launch
Blog Intro by students from yesterday: What are they --- read blogs, discuss what they are and how they apply.
http://whatelse.pbwiki.com/Blog-Permission
Read blogs and discuss
Monday, November 17
Power Write
Read blogs and discuss
Read requirements and agreements; planning template
EALR 1: The student understands and uses a writing process.
Component 1.2: Produces draft(s). W
Component 1.4: Edits text. W
Component 3.3: Knows and applies appropriate grade level writing conventions. W
EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W
3.1.1 Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples.
· Narrows topic with controlling idea (e.g., from general topic, such as baseball, to specific topic, such as “The Mariners are my favorite baseball team.”).
· Selects details relevant to the topic to extend ideas and develop elaboration (e.g., specific words and phrases, reasons, anecdotes, facts, descriptions, examples).
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
2.2.1 Demonstrates understanding of different purposes for writing.
· Writes to analyze informational text or data (e.g., explains the steps of a scientific investigation).
· Writes to learn (e.g., math learning logs, reflections, double-entry logs, steps/strategies used to solve math problems), to tell a story, to explain, and to persuade.
Power Writing
Writing Notebooks
Blogs
Genre
Monday, November 10: Inservice -- no school
Tuesday, November 11: Veteran’s Day
Wednesday, November 12
Entry: Authority List for Writing -- make a list of writing topics of interest to you
Spelling: find you own list of frequently misspelled words (See Write Source text)
Choose ten for your personal spelling list.
Power Write
N1- Intro Writing Notebooks
Past Due: comparative essay/ self-evaluation
Thursday, November 13
N3- Notebooks -- a memory
Power Write
Blog Intro: What are they --- read blogs, discuss what they are and how they apply.
http://whatelse.pbwiki.com/Blog-Permission
Friday, November 14
Power Write
N4 Notebook Launch
Blog Intro by students from yesterday: What are they --- read blogs, discuss what they are and how they apply.
http://whatelse.pbwiki.com/Blog-Permission
Read blogs and discuss
Monday, November 17
Power Write
Read blogs and discuss
Read requirements and agreements; planning template
EALR 1: The student understands and uses a writing process.
Component 1.2: Produces draft(s). W
Component 1.4: Edits text. W
Component 3.3: Knows and applies appropriate grade level writing conventions. W
EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W
3.1.1 Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples.
· Narrows topic with controlling idea (e.g., from general topic, such as baseball, to specific topic, such as “The Mariners are my favorite baseball team.”).
· Selects details relevant to the topic to extend ideas and develop elaboration (e.g., specific words and phrases, reasons, anecdotes, facts, descriptions, examples).
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
2.2.1 Demonstrates understanding of different purposes for writing.
· Writes to analyze informational text or data (e.g., explains the steps of a scientific investigation).
· Writes to learn (e.g., math learning logs, reflections, double-entry logs, steps/strategies used to solve math problems), to tell a story, to explain, and to persuade.
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