02/08/10 - 02/22/10

Focus:
Paragraph Writing and Elaboration
Editing
Math Writing

---

Daily Work:

Daily Work:

Edit

Math Thinking/Commenting

Twice a week: TweenTribune

2/8 Assembly; Edit practice

2/9 Review math language; Journal N5

2/10 Graph C; Elaboration 1; Dig! Tween Tribune Edit

2/11 Graph C; Elaboration 2

2/12 Homeroom

2/17 Elaboration 3

2/18 Balde Eagle Festival

2/19 Elaboration 3: Asking Questions

2/22 Graph E,F Math Writing

2/23 Olympic Writing: Word Choice: Verbs, Simile, Metaphor, Consonance

2/24 Strong Verbs

2/25 Elaboration 4

2/26 Substitute

3/1 Strong Verbs

Elaboration Practice; Journal 10

Future lessons:

Journal:

Journal Lessons N1, N2, N3

Journal N12 or N13    N17 Stretch Writing

INTRO ELABORATION--how to add details

Math Writing

Graphs--

What does a graph mean?--

What do you notice? What are the facts? How do you know? Is the graph fair?

Writing in Math
Review: http://writemath4u.blogspot.com/2009/08/finding-facts-9409.html

---

EALR 1: The student understands and uses a writing process.

Component 1.2: Produces draft(s). W

Component 1.3: Revises to improve text. 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.


3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.


Tuesday 9/15 or if needed on Wed pretest day:
C: Can you find a topic to write about? Where? How do you start writing?

S: Review Goal: Prewrite in web, list, or free-write, then re-read and number to organize your ideas before drafting.
Draw to write: Your favorite place; X five places and label; prewrite, reread, number.
I: Draft

3.2.2 Uses language appropriate for a specific audience and purpose.
·      Uses precise language (e.g., powerful verbs, specific descriptors).
·      Uses formal, informal, and specialized language (math language)

01/26/10 - 02/08/10

Focus:
Paragraph Writing
Editing
Math Writing

---

1/26 Tween Tribune

1/27
Writing in Math
Review: http://writemath4u.blogspot.com/2009/08/finding-facts-9409.html

Graphs A
What does a graph mean?--
What do you notice? What are the facts? How do you know? Is the graph fair?

Tween Tribune

1/28 Graphs B
What does a graph mean?--
What do you notice? What are the facts? How do you know? Is the graph fair?


Tween Tribune

1/29 Graphs: Review A/B
What does a graph mean?--
What do you notice? What are the facts? How do you know? Is the graph fair?

Tween Tribune

2/1 Sub Plans
2/2 Sub Plans

2/3  Journal N1; Edit practice
2/4 Sub Plans

2/5 Edit lessons; Journal Lessons N5, N6; Tween Tribune
2/8 Review math language; Edit lessons; Journal N7


Future lessons:
Journal:
Journal Lessons N1, N2, N3
Journal N12 or N13    N17 Stretch Writing

INTRO ELABORATION--how to add details

---

EALR 1: The student understands and uses a writing process.

Component 1.2: Produces draft(s). W

Component 1.3: Revises to improve text. 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.


3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.


Tuesday 9/15 or if needed on Wed pretest day:
C: Can you find a topic to write about? Where? How do you start writing?

S: Review Goal: Prewrite in web, list, or free-write, then re-read and number to organize your ideas before drafting.
Draw to write: Your favorite place; X five places and label; prewrite, reread, number.
I: Draft

3.2.2 Uses language appropriate for a specific audience and purpose.
·      Uses precise language (e.g., powerful verbs, specific descriptors).
·      Uses formal, informal, and specialized language (math language)

March 17-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)

Diigo Notes
PDS Essays and Mapskip

---

Monday 3/16
Practice Diigo Notes
Read PDS Essays and Mapskip


Tuesday 3/17
Continue Diigo Notes
Read PDS Essays and Mapskip
and Owhi Lake pictures



Wednesday 3/18 Thursday 3/19 Friday 3/20 Inservice
and Owhi Lake pictures;
Discuss places to go;
Write itinerary with organizer


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).

---

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).

---