01/19/10 - 01/26/10

Week Focus: Notebooks/ Blogs and comments

Prewriting Ideas -- gathering, writing, organizing, revising for draft

Goal: Prewrite in web, list, or free-write, then re-read and number to organize your ideas before drafting.-- for elaborated paragraphs

https://sites.google.com/a/nsdeagles.org/writing-5-8/home/assignments/workshop-expectations/workshop-lessons/paragraphs

http://whatelse.pbworks.com/Revision

Genre Writing Prompts

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Paragraph Expectations and Practice

http://write.nsdeagles.org/home/assignments/workshop-expectations/workshop-lessons/paragraphs

Strong Verbs

http://whatelse.pbworks.com/Strong-Verbs

Word Choice Lesson Daily: Eliminate Dead Verbs --http://whatelse.pbwiki.com/Dead-Verbs

Paragraph Expectations and Practice

https://sites.google.com/a/nsdeagles.org/writing-5-8/home/assignments/workshop-expectations/workshop-lessons/paragraphs

Word Choice Lesson Daily: Eliminate Dead Verbs --http://whatelse.pbwiki.com/Dead-Verbs

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1/19 Resolution Reflection; 

Read Tween and comment as class/-- Quote/Power Write/Edit

Work Period/teacher conference

1/20 

Read Tween and comment as class/

Requirements; Sign up, if able

Work Period/teacher conference

1/21 Read Tween/ Quote/Power Write/Edit

Work Period/teacher conference

Journal Lessons N1, N2, N3

INTRO ELABORATION--how to add details

1/22 Elaboration

Journal N12 or N13    N17 Stretch Writing

1/26 Power Write

Review Journal Lessons

Elaboration continued

Projects: Thankful and edit; TweenTribune work; Resolutios

OPTIONS: Internet Safety rules for grades 4 5 6; Life of MLK;

Upcoming Lessons:

Strong Verbs

http://whatelse.pbworks.com/Strong-Verbs

Partner/share Revise

Notebook Lessons: 

Table of Contents/ Teacher conferences --Review: N7: Writing from the Heart

As needed:

Intro: N12 Artifacts; N13 Memories; N17 Stretch Writing; N14 Authentic Details; I15 General to Specific Details; I17 Supporting Details; 13 Invent specifics to fill memory gaps; L23 Action Verbs; L22 Nifty Nouns; D3 Organize; D7 2-3-1 Organization; D5 Transitions; Specific Words - L23 Action Verbs; L22 Nifty Nouns; leads/endings

Journal N12 or N13    N17 Stretch Writing

Verb Practice

Share paragraphs and check with checklist

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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

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.

Component 3.3: Knows and applies appropriate grade level writing conventions. W

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

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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

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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

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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).

December 9, 2008 to January 5, 2009

Focus: Writing Notebooks --
Holiday Writing -- Memories/Santa Letters
Lessons: Table of Contents/ Teacher conferences --Review: N7: Writing from the Heart
As needed:
Intro: N12 Artifacts; N13 Memories; N17 Stretch Writing; N14 Authentic Details; I15 General to Specific Details; I17 Supporting Details; 13 Invent specifics to fill memory gaps; L23 Action Verbs; L22 Nifty Nouns; D3 Organize; D7 2-3-1 Organization; D5 Transitions; Specific Words - L23 Action Verbs; L22 Nifty Nouns; leads/endings

Word Choice Lesson Daily: Eliminate Dead Verbs --http://whatelse.pbwiki.com/Dead-Verbs

Lessons: Writing Process
https://whatelse.pbwiki.com/Writing-Process%3A-P-D-R-S

Writing Memories
https://whatelse.pbwiki.com/Holiday-Memory
https://whatelse.pbwiki.com/Holiday-Memory-Sample

Writing Letters to Santa
https://whatelse.pbwiki.com/Santa

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Tuesday 12/9 Intro Memory Project N7 Heart; I12 Artifacts; L22 nouns and L23 verbs
Prewriting -- lists to organize and select nouns/verbs
Writing Memories
https://whatelse.pbwiki.com/Holiday-Memory
https://whatelse.pbwiki.com/Holiday-Memory-Sample

Wednesday 12/10 Complete prewriting; share; feedback; Draft; L22 nouns and L23 verbs;

Thursday 12/11:
Notebook Writing -- choice and share;
I15 General to Specific Details; N13 -- invent specifics to fill for nouns and details, including senses; Memory Project -- Review and draft for Message with topic sentence (who what when where)


Friday 12/12
Winter Notebook Writing -- details --- share
Revision -- review process and strategies
Teacher conferences; type on computer


Monday 12/15
Notebook Writing -- planning for holidays--details
D18 Lead Question or D20 Open with scene;
Endings: D24 End question; D25 End humor; D23 Ending
Final Draft and Share


Tuesday 12/16
If time, start Santa letters
Santa Letter Prewriting --- same process -- lists to lists to organize and select nouns/verbs; Draft and share; Include persuasive t
Complete final memory drafts, if needed.
Draft process with revision -- nouns/verbs/ transitions leads/ends

Wed 12/17
Final Drafts and sharing

Thursday 12/18
Dress Rehearsal/ Program
No class

Friday 12/19
Early Dismissal; no class

Monday 1/05/09
Power Writing: winter fun; winter blues; holiday fun; holiday blues; red,white,blue, Obama on Jan 2oth
Sentence Fluency N12 Simple to Complex
Cross-writing from story starter:
Trudging through the thick snow to the top of the hill, ....

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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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October 14-October 20

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.


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.

Review Baseball Alphabet list from Friday. Discuss strong verbs.
Narrow ideas for a class chosen topic sentence.
Class model paragraph.


Thursday 10/16 Spelling Test
Continue Alphabet Basketball list with partner (or whatever topic you have).


Friday 10/17
Entry: What do you know about the election process?

Short Discussion

Review Student Expectations:
http://msedwards.pbwiki.com/Student-Contract


Introduction to Presidential Elections -- video


Monday 10/20
Entry: Base words -- elect, vote, inform, search, represent

Choose ten from the list:

elect, election, re-election, electing, elector, elective, electoral, electable

vote, voting, revote, voter, votes

inform, information, informative, informing, reinform, misinform, disinformation, uninformed

search, searching, searchable, searches, researches, unsearchable

represent, representation, misrepresent, unrepresented, representable, unrepresented, representative, representer

Introduction to Voting -- video
Video: Presidential Election
Election Project

5W-H; Vocabulary

Tuesday 10/21 Grade 5 Cooperation Day

Wednesday 10/22 Choose Spelling Words.

Scholastic Action Magazine: Scholastic Action: What are the issues? Where do the candidates stand? Which candidate meets your views?
https://whatelse.pbwiki.com/Election-Project