01/26/10 - 02/08/10

Focus:
Paragraph Writing
Editing
Math Writing

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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

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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

3.1.1 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)

11/16/09 - 11/23/09

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
Prepositional Phrases 448 Blue WS
Imagery -- Sensory Detail WS 2000 p. 140
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

11/16 17 18 19 20 23

Paragraph Writing

Focus:
Paragraph Expectations and Practice



11/16 17 18 19 20 23
Paragraph Writing
Work Time


Each day:
Complete part of lesson on presentation above and practice using strong verbs

11/20
How to format in wikis


11/23
Power Write
Personalize Journals/Notebooks

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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