11/30/09 - 12/7/09

Week Focus:

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


Grammar Lessons:
Verbs 416 (action) 417 (dead verbs) Blue WS

the use of words and phrases that appeal to the five senses. Writers use sensory details to help readers imagine how things look, feel, smell, sound, and taste.

http://whatelse.pbworks.com/Where-Im-From

http://whatelse.pbworks.com/Revision
Share, Revise poems

Genre Writing Prompts

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Focus:

Paragraph Expectations and Practice

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

Strong Verbs

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

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

11/30

Power Write

Journal Lesson 1: Gathering Ideas

What we know: Alphabet Lists; Favorite Place Treasure Map

12/1

Paragraphs

How was this paragraph written? I AM THANKFUL

What is the structure?

12/2

Journal Lesson N7

Write own I am thankful following paragraph structure

http://whatelse.pbworks.com/Thankful

Partner/share Revise

12/3

Journal -- N12

Continue Paragraph writing

Strong Verbs

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

12/4

Verb Practice

Share paragraphs and check with checklist

12/7

Power Write

Verb Practice

Journal N12 or N13

Draft

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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

09/08/09 - 09/21/09

Focus:


Week Focus:

Why am I here? (contract); procedures;
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.
Goal: Fluency
Goal: paragraph structure

skin i’m in text by bell hooks



Links:
Wiki Etiquette
Start Page: Ms. Edwards
Assignments and Links
http://whatelse.pbworks.com/Team-Roles-Intro
Why are we here Google Doc

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Monday Labor Day
Tuesday 9/8
C: Complete Morning work and/or Obama discussion: What did you find interesting about your morning activity(Obama speech or the activity you chose)?
http://nespelemeagles.pbworks.com/President-Speaks-to-Kids

S: Power Write -- topics provided

I: Class work on Google Contract Why here and how behave.

Wed 9/9

Entry: 1 Favorite sport or hobby; 1 Thing good at in that sport or hobby; 1 thing to get better at in that sport or hobby

Writing Pretest

If time: 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

Thurs 9/10

C: Write goal and do entry: In five years, I want to be...
S: 5Bs of Internet -- signature required
I: Power Write


Friday 9/11
C: Write goal and entry: Alphabet list of things you know about.
S and I:
Reflection:
Review all procedures and last week's CSI √ Completed C's and Mastered S's
Can you write to a topic-- where's your evidence?
Prewrite 1: List, web, freewrite, number?
Prewrite 2: Add details, names (nouns/adjectives), active verbs; number to organize
I: Did you follow “write to a topic” procedure?
Ideas? Strategies? Organized? Strategies? Revise? Strategies? Proofread?
What did you learn?
What do you still need to learn (your goal)?
How do you plan to meet your goal? (your steps)

I: Prewrite/Draft on one of your ABCs


Sub Mon 9/14 Tues 9/15 Wed 9/16

Thurs 9/17 Constitution Day
Why important? What is it? How did we get it?

Fri 9/18
C: Write goal and entry: Alphabet list of things you know about.
S and I:
Reflection:
Review all procedures and last week's CSI √ Completed C's and Mastered S's
Can you write to a topic-- where's your evidence?
Prewrite 1: List, web, freewrite, number?
Prewrite 2: Add details, names (nouns/adjectives), active verbs; number to organize
I: Did you follow “write to a topic” procedure?
Ideas? Strategies? Organized? Strategies? Revise? Strategies? Proofread?
What did you learn?
What do you still need to learn (your goal)?
How do you plan to meet your goal? (your steps)

I: Prewrite/Draft on one of your ABCs


Mon 9/21
C: Prewrite/Draft on one of your ABCs or 50/51
S: Power Write -- what and why;
I: Circle best power write; re-read, number; rewrite with more 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


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

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Assessment

9/8 Goal: Can you write to a topic with clear and organized ideas? What strategies do you use? Where's your evidence of your strategies (process) and your writing (product)?

Products

Have you written:
5 things I like to do
5 things I don't like to do
1 Favorite sport or hobby; 1 Thing good at in that sport or hobby; 1 thing to get better at in that sport or hobby

How can we meet in the middle of our worlds?


Why am I here?
What do I (we) need to do to make it happen in a way that is positive, safe, and fun?


Process


Prewrite 1: List, web, freewrite, -- number ideas in order-- all on topic
Prewrite 2-- revise ideas: Add details, names (nouns/adjectives), active verbs; number to organize -- all on topic

I: Did you follow “write to a topic” procedure?
Ideas? Strategies? Organized? Strategies? Revise? Strategies? Proofread?

What did you learn?
What do you need to learn (goal)
What steps do you need to take to learn this? (plan)

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08/31/09-09/08/09

Focus:


Week Focus:
Why am I here? (contract); procedures;
Prewriting Ideas -- gathering, writing, organizing, revising for draft


Cat and Fish by J. Grant

Links:
Welcome Back
Start Page: Ms. Edwards
Assignments and Links
http://whatelse.pbworks.com/Team-Roles-Intro
Why are we here Google Doc
Math Data Survey

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Bar-b-cue 8/31

Meet the families--Introduce the year
Focus--Who am I--Who are you What should I know about your student?
Writing Class Technology
Reading Strategies, homework supplies; Writing Components (Traits and Process), strategies, supplies

Tues 9/1

Paper: 5 things I like to do
It’s Utter Panda-monium Around Here! How do we prevent pandemonium?
Welcome Prezi and Glogster info.
(T-Chart) Procedures -Enter room--Supplies--Help
Cat and Fish
Prompt: How can we meet in the middle of our worlds?
http://whatelse.pbworks.com/Team-Roles-Intro

Edit: Captials, Punctuation, Spelling

WED 9/2

CSI: Capture, Strengthen Interact
C: Paper: 5 things I don't like to do; meet in the middle (yesterday)
S: How do you write to a topic? How did you get your ideas? How did you write them down? Goal: Prewrite in web, list, or free-write, then re-read and number to organize your ideas before drafting.
I:Discuss poster- “I hear yes’s better than no’s.”
Lead to review of procedures (lesson time, work time)
Prompt: Why am I here? Independent, partner, group, class


Check:
Ideas? Strategy? Organized? Proofread? Survey: http://whatelse.pbworks.com/Survey-AS

Thurs 9/3


C: Meet in the middle, Yes's, Why here?* Survey-AS -- http://whatelse.pbworks.com/Survey-AS


S: Discuss "Did you follow 'write to a topic' procedure?" How did you add to your ideas today-- what kinds of things did you add or change? Strategies.
Poster discussion: Cat in a fishbowl; fish outside looking in
Add to your ideas for "Why are you here?" -- group / partner work --
I: Prompt--- Use strategies for gathering, writing, revising ideas.
Why am I here part 2: What do I (we) need to do to make it happen in a way that is positive, safe, and fun?
http://docs.google.com/Doc?docid=0AQsuI822sR10ZGZqYmJuc2JfMTA0ZDRubjd6Z3E&hl=en

Ideas? Strategies? Organized? Revise? Strategies? Proofread?

Fri 9/4

C: Prompt: Topic 50-51

Poster:: “Some days it doesn’t pay to get out of bed.”
Discuss how to share feelings; how to put problems aside and focus at school.
S: Review Why am I Here? Doc
Write to a topic-- did you --Prewrite 1: List, web, freewrite, number?
Prewrite 2: Add details, names (nouns/adjectives), active verbs; number to organize

I: In google docs, follow “write to a topic” procedure to make your ideas clear.
Ideas? Strategies? Organized? Strategies? Revise? Strategies? Proofread?

Obama Speech Introduction

Monday Labor Day
Tuesday 9/8
C: Complete Morning work and/or Obama discussion: What did you find interesting about your morning activity(Obama speech or the activity you chose)?
http://nespelemeagles.pbworks.com/President-Speaks-to-Kids

S: Power Write -- topics provided

I: Class work on Google Contract Why here and how behave.

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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
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


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

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Assessment

9/8 Goal: Can you write to a topic with clear and organized ideas? What strategies do you use? Where's your evidence of your strategies (process) and your writing (product)?

Products

Have you written:
5 things I like to do
5 things I don't like to do
1 Favorite sport or hobby; 1 Thing good at in that sport or hobby; 1 thing to get better at in that sport or hobby

How can we meet in the middle of our worlds?


Why am I here?
What do I (we) need to do to make it happen in a way that is positive, safe, and fun?


Process


Prewrite 1: List, web, freewrite, -- number ideas in order-- all on topic
Prewrite 2-- revise ideas: Add details, names (nouns/adjectives), active verbs; number to organize -- all on topic

I: Did you follow “write to a topic” procedure?
Ideas? Strategies? Organized? Strategies? Revise? Strategies? Proofread?

What did you learn?
What do you need to learn (goal)
What steps do you need to take to learn this? (plan)

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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

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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

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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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9/24 Conference Reflection and Tap your Map

Wed 9/24

Entry Reflection: Answer these two questions in your notebook for our parent conferences next week:

What do you like about writing class?
What do you wish would be different about writing class?

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Write about an X on your Writing Treasure Map. Write about only one X with lots of detail.

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How we work: Write, Share, Suggest, Write, Share, Suggest, Write, Edit, Publish

Model: Share my story. Show student questions in margins.

Model: Student story. Write student questions in margins.

Apply: Students ask questions of each other’s work.

Share and discuss.

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