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:
https://whatelse.pbwiki.com/W5-PDS-NSD-Living-History
https://whatelse.pbwiki.com/W5-PDS-NSD-Who-We-Are
http://whatelse.pbwiki.com/Places-Survey
http://eagleswrite.pbwiki.com/
Diigo Notes
Our own and PDS Essays and Mapskip
Places We Will Go in Memphis (webdoc)
Places We Will Go in Memphis (wiki)
A Trip to Memphis
Focus:
Commonalities-- Which are important to you? Places- to go and to share
Discuss places;
Personal Flag --/Living History Project and Places;
Write itinerary with organizer --A Trip to Memphis
Share and Revise
Writing Places Paragraphs and Essays: Glog; Practice and Draft; Revise nouns and verbs; sentence fluency; punctuation and spelling
4-13 Edit practice
4-14, 4-15, 4-16 WASL Testing or Homeroom
4-17, 4-20 Reflections on Perspectives
Places essays
Personalized Learning on:
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.
http://pdsenglish5.pbwiki.com/
C = Commonalities-- Which are important to you? Places- to go and to share
S = Personal Flag --/Living History Project and Places
I = Share and Revise
Project Progression as needed with personalized instruction for:
Commonalities-- Which are important to you? our ideas
What is similar to our PDS friends’ important ideas?
What will you explain to your family?
Places
Memphis
Discuss places and itineraries
Write itinerary with organizer --A Trip to Memphis
Our Area --- Writing paragraphs and essays
Writing Places Paragraphs: Glog; Place Prezi; Practice and Draft; Revise nouns and verbs; sentence fluency; punctuation and spelling
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 collaboration. Show all posts
Showing posts with label collaboration. Show all posts
April 6 - April 13
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:
https://whatelse.pbwiki.com/W5-PDS-NSD-Living-History
https://whatelse.pbwiki.com/W5-PDS-NSD-Who-We-Are
http://whatelse.pbwiki.com/Places-Survey
http://eagleswrite.pbwiki.com/
Diigo Notes
Our own and PDS Essays and Mapskip
Places We Will Go in Memphis (webdoc)
Places We Will Go in Memphis (wiki)
A Trip to Memphis
Focus:
Commonalities-- Which are important to you? Places- to go and to share
Discuss places;
Personal Flag --/Living History Project and Places;
Write itinerary with organizer --A Trip to Memphis
Share and Revise
Writing Places Paragraphs and Essays: Glog; Practice and Draft; Revise nouns and verbs; sentence fluency; punctuation and spelling
Teacher- Student Conferences
Personalized Learning on:
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.
Mapskip and Diigo Notes comments stories
http://pdsenglish5.pbwiki.com/
C = Commonalities-- Which are important to you? Places- to go and to share
S = Personal Flag --/Living History Project and Places
I = Share and Revise
4-6 - 4-13
Project Progression as needed with personalized instruction for:
Commonalities-- Which are important to you? our ideas
What is similar to our PDS friends’ important ideas?
What will you explain to your family?
Places
Memphis
Discuss places and itineraries
Write itinerary with organizer --A Trip to Memphis
Our Area --- Writing paragraphs and essays
Writing Places Paragraphs: Glog; Place Prezi; Practice and Draft; Revise nouns and verbs; sentence fluency; punctuation and spelling
4/7
Are people really different?
How do we show acceptance of others?
What do we learn from others?
Discovery Learning United Streaming Cultural Videos
4/8 4/9 4/10
How can I show acceptance towards others?
Compare / Contrast PDS/NSD
4/13
Edit
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).
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:
https://whatelse.pbwiki.com/W5-PDS-NSD-Living-History
https://whatelse.pbwiki.com/W5-PDS-NSD-Who-We-Are
http://whatelse.pbwiki.com/Places-Survey
http://eagleswrite.pbwiki.com/
Diigo Notes
Our own and PDS Essays and Mapskip
Places We Will Go in Memphis (webdoc)
Places We Will Go in Memphis (wiki)
A Trip to Memphis
Focus:
Commonalities-- Which are important to you? Places- to go and to share
Discuss places;
Personal Flag --/Living History Project and Places;
Write itinerary with organizer --A Trip to Memphis
Share and Revise
Writing Places Paragraphs and Essays: Glog; Practice and Draft; Revise nouns and verbs; sentence fluency; punctuation and spelling
Teacher- Student Conferences
Personalized Learning on:
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.
Mapskip and Diigo Notes comments stories
http://pdsenglish5.pbwiki.com/
C = Commonalities-- Which are important to you? Places- to go and to share
S = Personal Flag --/Living History Project and Places
I = Share and Revise
4-6 - 4-13
Project Progression as needed with personalized instruction for:
Commonalities-- Which are important to you? our ideas
What is similar to our PDS friends’ important ideas?
What will you explain to your family?
Places
Memphis
Discuss places and itineraries
Write itinerary with organizer --A Trip to Memphis
Our Area --- Writing paragraphs and essays
Writing Places Paragraphs: Glog; Place Prezi; Practice and Draft; Revise nouns and verbs; sentence fluency; punctuation and spelling
4/7
Are people really different?
How do we show acceptance of others?
What do we learn from others?
Discovery Learning United Streaming Cultural Videos
4/8 4/9 4/10
How can I show acceptance towards others?
Compare / Contrast PDS/NSD
4/13
Edit
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).
February 10 - February 18, 2009
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).
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).
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