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
http://whatelse.pbworks.com/W-Requirements
http://whatelse.pbworks.com/Wednesday-Writing-Reflections
Collaboration:
http://eagleswrite.pbwiki.com/
Focus:
Writing Places Paragraphs and Essays: Practice and Draft; Revise nouns and verbs; sentence fluency; punctuation and spelling
Monday 5/11
Note: Softball team gone.
Power Writing
Wordle creation
Intro to GAP assignment.
Tuesday 5/12
Power Writing
Paragraph Review and writing
Wednesday 5/13
WASL WED REFLECTION
Review process of drafting.
Write paragraph on Gold Lake with partner.
Share paragraphs.
Thursday 5/14
Owhi Lake Day
Friday 5/15
Owhi Wordle
Power Writing
Thank you letters
Monday 5/18
Power Writing
Focus -- partner paragraphs -- choose places -- write at least four paragraphs for your place with partner
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.
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
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 details. Show all posts
Showing posts with label details. Show all posts
March 9 - March 23
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:
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
Learn Diigo Notes
Read PDS Essays and Mapskip
Places We Will Go in Memphis (webdoc)
Places We Will Go in Memphis (wiki)
Monday 3/9 Tuesday 3/10
Learn Diigo Notes
Read PDS Essays and Mapskip
Wednesday Sub 3/11
Learn Diigo Notes
Read PDS Essays and Mapskip
Thursday 3/12 Friday 3/13 Monday 3/16
Learn Diigo Notes
Read PDS Essays and Mapskip
Tuesday 3/17
Write itinerary with organizer
Wednesday 3/18 Thursday 3/19 Wednesday 3/18 Thursday 3/19 Friday 3/20 Monday 3/23
Writing Places Paragraphs: Glog; Practice and Draft; Revise nouns and verbs; sentence fluency; punctuation and spelling
C = Commonalities-- Which are important to you?
S = Personal Flag --/Living History Project and Places
I = Share and Revise
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:
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
Learn Diigo Notes
Read PDS Essays and Mapskip
Places We Will Go in Memphis (webdoc)
Places We Will Go in Memphis (wiki)
Monday 3/9 Tuesday 3/10
Learn Diigo Notes
Read PDS Essays and Mapskip
Wednesday Sub 3/11
Learn Diigo Notes
Read PDS Essays and Mapskip
Thursday 3/12 Friday 3/13 Monday 3/16
Learn Diigo Notes
Read PDS Essays and Mapskip
Tuesday 3/17
Write itinerary with organizer
Wednesday 3/18 Thursday 3/19 Wednesday 3/18 Thursday 3/19 Friday 3/20 Monday 3/23
Writing Places Paragraphs: Glog; Practice and Draft; Revise nouns and verbs; sentence fluency; punctuation and spelling
C = Commonalities-- Which are important to you?
S = Personal Flag --/Living History Project and Places
I = Share and Revise
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).
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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