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:
Writing Places Paragraphs and Essays: Glog; Practice and Draft; Revise nouns and verbs; sentence fluency; punctuation and spelling
Tuesday 4/28
Grammar -- proofread (read)
Focus -- Answer questions/Edit
Wednesday 4/29 (may be root digging)
Read and discuss requirements
Grammar -- proofread (discuss and apply)
Focus -- places: class paragraph
Thursday 4/30
Grammar -- punctuation (read)
Focus -- places: group paragraphs
Friday 5/1
Town Clean up
Monday 5/4
Grammar -- punctuation (discuss and apply)
Focus -- Places: group paragraphs
Project Progression as needed with personalized instruction for:
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.
Commonalities-- our ideas
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 note-taking. Show all posts
Showing posts with label note-taking. Show all posts
October 20 - October 27
Focus:
Research for Election Knowledge; Daily Journals --
Goal: Daily Reflections on research to understand election process and candidate issues to make an informed choice
What issues are important to you? Which issues are important to you and our country?
The Economy? Energy? The Environment? Health Care? Taxes? Iraq? Afghanistan? Security?
https://whatelse.pbwiki.com/Election-Project
Monday 10/20
Entry: Base words -- elect, vote, inform, search, represent
Vocabulary and 5W-H for Election Process
Tuesday 10/21 Cooperative Day for Grade 5
Wednesday, Oct 22 Entry: Issues Research (Above)
Entry: Write your five words on your Weekly Study Sheet
Respond: What do you know about the election issues?
Scholastic Action:Scholastic Action: p. 19-21 -- What are the platforms of each candidate; Target Notes
Focus on Issues (Above) Part of Project for voting 10/23 and 10/29:
Homework Wednesday: Share issues with family; Be ready your opinion and ideas.
Spelling Homework
Note to Parents: Students can practice spelling at:
http://www.spellingcity.com/
Click on students. Then click on "Find a List" Then type in "Sheri Edwards"
Thursday October 23 (No test this week)
Entry:
Birthday Party
Weekly Reader Vote
Practice Independent Work
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
Friday October 24
Entry: What are transition words?
Monday, 10/27
Entry: Base Words --
Entry Spelling Base words:
issue, belief, part, campaign, persuade, citizen
Weekly Reader Issues Handout -- add to Venn diagram
Assignment:
Introduction Statement;
First Paragraph: Explain one candidate's issues;
Second Paragraph: Explain the other candidate's issues;
Third Paragraph: Explain similarities of the two candidates;
Summary Statement with your opinion.
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
Essential Academic Learning Requirements
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.
Research for Election Knowledge; Daily Journals --
Goal: Daily Reflections on research to understand election process and candidate issues to make an informed choice
What issues are important to you? Which issues are important to you and our country?
The Economy? Energy? The Environment? Health Care? Taxes? Iraq? Afghanistan? Security?
https://whatelse.pbwiki.com/Election-Project
Search the Weekly Reader site (http://www.weeklyreader.com/election/)for information on the issues.
Scholastic Issues Pages
Chart: http://teacher.scholastic.com/scholasticnews/indepth/election2008/games/candidates_stand/issues.htm
Game: http://teacher.scholastic.com/scholasticnews/indepth/election2008/games/candidates_stand/
Monday 10/20
Entry: Base words -- elect, vote, inform, search, represent
Vocabulary and 5W-H for Election Process
Tuesday 10/21 Cooperative Day for Grade 5
Wednesday, Oct 22 Entry: Issues Research (Above)
Entry: Write your five words on your Weekly Study Sheet
Respond: What do you know about the election issues?
Scholastic Action:Scholastic Action: p. 19-21 -- What are the platforms of each candidate; Target Notes
Focus on Issues (Above) Part of Project for voting 10/23 and 10/29:
Homework Wednesday: Share issues with family; Be ready your opinion and ideas.
Spelling Homework
Note to Parents: Students can practice spelling at:
http://www.spellingcity.com/
Click on students. Then click on "Find a List" Then type in "Sheri Edwards"
Thursday October 23 (No test this week)
Entry:
What are the important transitions?
Read in your Classroom Texts--
Blue Write Source, pages 472-473
Black Write Source 2000 page 106
Yellow Ginn English page 324-32
Birthday Party
Weekly Reader Vote
Practice Independent Work
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
Friday October 24
Entry: What are transition words?
Blue Write Source, pages 472-473
Black Write Source 2000 page 106
Yellow Ginn English page 324-32
Complete McCain/Obama Issues Venn diagram.Monday, 10/27
Entry: Base Words --
Entry Spelling Base words:
issue, belief, part, campaign, persuade, citizen
Weekly Reader Issues Handout -- add to Venn diagram
Assignment:
Use transitions to write to compare the issues of the two candidates. You may express your opinion and include the comparison of facts to prove your opinion.
Prewriting: Venn Diagram
Use the essay format provided in class.
Introduction Statement;
First Paragraph: Explain one candidate's issues;
Second Paragraph: Explain the other candidate's issues;
Third Paragraph: Explain similarities of the two candidates;
Summary Statement with your opinion.
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
Essential Academic Learning Requirements
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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