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:
http://eagleswrite.pbwiki.com/
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
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
4/21 4/22 4/23 WASL or Homeroom
Project Progression as needed with personalized instruction for:
4/20, 4/24
Commonalities-- Finish and edit: Which are important to you? our ideas
What is similar to our PDS friends’ important ideas?
What will you explain to your family?
4/24 4/27
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 genre. Show all posts
Showing posts with label genre. Show all posts
January 20 - January 26
Capture: Set daily goals and reflect
Strength: Practice daily lesson skill
Interact: with words/peers/teacher
http://whatelse.pbwiki.com/CSI-Schedule
Making changes: resolutions and blogs
http://whatelse.pbwiki.com/Making-Changes
GENRE: http://whatelse.pbwiki.com/Genre-Expectations
http://whatelse.pbwiki.com/Ideas-Intro
Figurative language
https://whatelse.pbwiki.com/Figurative-Language
Inauguration
http://whatelse.pbwiki.com/For-The-People
Monday 1/19 MLK Day
Tuesday 1/20 Inauguration Day
Inauguration Activities
Wednesday 1/21
Resolution Report and Follow up
Inauguration Reading, Responding, Vocabulary, Writing
Thursday
WASL Practice: Expository Prompt Review and feedback
Circle best part so far. Revise for strategies learned: Names, Verbs, Action, Details, Clutter, Figurative Language
Turn in
Friday
VoiceThread to President Obama: We can...
Inauguration Reading, Responding, Vocabulary, Writing
Monday 1/26
Six Trait Activity: Gist Statements --Eagle contest
Ideas: Trees --- Eagle contest
Genre Work, if time.
Genre Practice and share
Tuesday 1/27
Six Trait Activity: Gist Statements --Eagle contest
Genre Practice and share
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).
Strength: Practice daily lesson skill
Interact: with words/peers/teacher
http://whatelse.pbwiki.com/CSI-Schedule
Making changes: resolutions and blogs
http://whatelse.pbwiki.com/Making-Changes
GENRE: http://whatelse.pbwiki.com/Genre-Expectations
http://whatelse.pbwiki.com/Ideas-Intro
Figurative language
https://whatelse.pbwiki.com/Figurative-Language
Inauguration
http://whatelse.pbwiki.com/For-The-People
Monday 1/19 MLK Day
Tuesday 1/20 Inauguration Day
Inauguration Activities
Wednesday 1/21
Resolution Report and Follow up
Inauguration Reading, Responding, Vocabulary, Writing
Thursday
WASL Practice: Expository Prompt Review and feedback
Circle best part so far. Revise for strategies learned: Names, Verbs, Action, Details, Clutter, Figurative Language
Turn in
Friday
VoiceThread to President Obama: We can...
Inauguration Reading, Responding, Vocabulary, Writing
Monday 1/26
Six Trait Activity: Gist Statements --Eagle contest
Ideas: Trees --- Eagle contest
Genre Work, if time.
Genre Practice and share
Tuesday 1/27
Six Trait Activity: Gist Statements --Eagle contest
Genre Practice and share
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).
January 13th - January 20th, 2009
Focus
Word Choice Lesson: Eliminate Dead Verbs --http://whatelse.pbwiki.com/Dead-Verbs
Focus: Writing Notebooks -Lessons: Table of Contents/
L12 Simple to Complex
Capture: Set daily goals and reflect
Strength: Practice daily lesson skill
Interact: with words/peers/teacher
http://whatelse.pbwiki.com/CSI-Schedule
Making changes: resolutions and blogs
http://whatelse.pbwiki.com/Making-Changes
GENRE: http://whatelse.pbwiki.com/Genre-Expectations
http://spreadsheets.google.com/pub?key=phjMpIkPupK9cF5d46dF3Fw
http://spreadsheets.google.com/pub?key=phjMpIkPupK8JBcco0TlrRg
Tuesday 1/13
Resolution : Changes We Make: 1 Day
Genre work
Wednesday 1/14
Resolution: MLK Day
WASL Practice: Expository Prompt
Thursday 1/15
Resolution: MLK Day
WASL finish, if needed;
Genre work
Friday 1/16
Assembly at 1:30
Genre work
Monday 1/19 MLK Day
Tuesday 1/20 Inauguration Day
Resolution Report and Follow up
Inauguration Activities
Genre Work, if time
EALR
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).
January 5th - January 12th
Focus
Word Choice Lesson Daily: Eliminate Dead Verbs --http://whatelse.pbwiki.com/Dead-Verbs
Writing Notebooks -- Lessons: Table of Contents/
L 12 Simple to Complex
CSI:
Capture: Set daily goals and reflect
Strength: Practice daily lesson skill
Interact: with words/peers/teacher
http://whatelse.pbwiki.com/CSI-Schedule
Making changes: resolutions and blogs
http://whatelse.pbwiki.com/Making-Changes
GENRE: http://whatelse.pbwiki.com/Genre-Expectations
Monday 1/05/09
Power Writing
Sentence Fluency L12 Simple to Complex
Cross-writing from story starter:
Trudging through the thick snow to the top of the hill, ....
Tuesday 1/6/09
Power Writing:
What have you written in class? out of class?
What do you want to write?
What do you think you still need to learn?
Lessons: CSI
Genre Choices and discussion
Genre/Write
Wednesday 1/7/09
Capture
Strengthen: Genre/Resolutions -- Change Quotes
Interact -- confer
Reflect
Thursday 1/8
Genre Discussion; Resolution: Change Video
Group Discuss with plan to turn in
Friday 1/9
Genre Discussion; Resolution: Changers We Know
Monday 1/12
Complex Sentences- Review and Write Source Computers
Genre Discussion and Work
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).
Word Choice Lesson Daily: Eliminate Dead Verbs --http://whatelse.pbwiki.com/Dead-Verbs
Writing Notebooks -- Lessons: Table of Contents/
L 12 Simple to Complex
CSI:
Capture: Set daily goals and reflect
Strength: Practice daily lesson skill
Interact: with words/peers/teacher
http://whatelse.pbwiki.com/CSI-Schedule
Making changes: resolutions and blogs
http://whatelse.pbwiki.com/Making-Changes
GENRE: http://whatelse.pbwiki.com/Genre-Expectations
Monday 1/05/09
Power Writing
Sentence Fluency L12 Simple to Complex
Cross-writing from story starter:
Trudging through the thick snow to the top of the hill, ....
Tuesday 1/6/09
Power Writing:
What have you written in class? out of class?
What do you want to write?
What do you think you still need to learn?
Lessons: CSI
Genre Choices and discussion
Genre/Write
Wednesday 1/7/09
Capture
Strengthen: Genre/Resolutions -- Change Quotes
Interact -- confer
Reflect
Thursday 1/8
Genre Discussion; Resolution: Change Video
Group Discuss with plan to turn in
Friday 1/9
Genre Discussion; Resolution: Changers We Know
Monday 1/12
Complex Sentences- Review and Write Source Computers
Genre Discussion and Work
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).
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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