Focus:
Paragraph Writing
Editing
Math Writing
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
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)
Showing posts with label paragraph. Show all posts
Showing posts with label paragraph. Show all posts
May 5 - May 11
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 5/5
Grammar -- the dash (READ 1/09)
Review process of drafting.
Write paragraph on Gold Lake with partner.
Wednesday 5/6
Share paragraphs.
Focus -- partner paragraphs -- choose places -- write at least four paragraphs for your place with partner
Thursday 5/7
Grammar -- capitalization (READ 11/14)
Focus -- places--share
Friday 5/8
No school PM
Monday 5/11
Grammar -- punctuation (discuss and apply)
Focus -- Places: share; continue with individual 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.
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).
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 5/5
Grammar -- the dash (READ 1/09)
Review process of drafting.
Write paragraph on Gold Lake with partner.
Wednesday 5/6
Share paragraphs.
Focus -- partner paragraphs -- choose places -- write at least four paragraphs for your place with partner
Thursday 5/7
Grammar -- capitalization (READ 11/14)
Focus -- places--share
Friday 5/8
No school PM
Monday 5/11
Grammar -- punctuation (discuss and apply)
Focus -- Places: share; continue with individual 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.
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).
April 13 - April 20
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
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
4-13 Edit practice
4-14, 4-15, 4-16 WASL Testing or Homeroom
4-17, 4-20 Reflections on Perspectives
Places essays
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.
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
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
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).
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
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
4-13 Edit practice
4-14, 4-15, 4-16 WASL Testing or Homeroom
4-17, 4-20 Reflections on Perspectives
Places essays
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.
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
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
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).
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
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
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
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).
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
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
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
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).
March 9 - March 23
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:
Third Quarter Requirements
http://whatelse.pbwiki.com/Writing-Requirements
Making changes: resolutions and blogs
http://whatelse.pbwiki.com/Making-Changes
GENRE: http://whatelse.pbwiki.com/Genre-Expectations
Collaboration: Living History
https://whatelse.pbwiki.com/W5-PDS-NSD-Living-History
Learn Diigo Notes
Read PDS Essays and Mapskip
Places We Will Go in Memphis (webdoc)
Places We Will Go in Memphis (wiki)
Monday 3/9 Tuesday 3/10
Learn Diigo Notes
Read PDS Essays and Mapskip
Wednesday Sub 3/11
Learn Diigo Notes
Read PDS Essays and Mapskip
Thursday 3/12 Friday 3/13 Monday 3/16
Learn Diigo Notes
Read PDS Essays and Mapskip
Tuesday 3/17
Write itinerary with organizer
Wednesday 3/18 Thursday 3/19 Wednesday 3/18 Thursday 3/19 Friday 3/20 Monday 3/23
Writing Places Paragraphs: Glog; Practice and Draft; Revise nouns and verbs; sentence fluency; punctuation and spelling
C = Commonalities-- Which are important to you?
S = Personal Flag --/Living History Project and Places
I = Share and Revise
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).
Capture: Set daily goals and reflect
Strength: Practice daily lesson skill
Interact: with words/peers/teacher
http://whatelse.pbwiki.com/CSI-Schedule
Resources:
Third Quarter Requirements
http://whatelse.pbwiki.com/Writing-Requirements
Making changes: resolutions and blogs
http://whatelse.pbwiki.com/Making-Changes
GENRE: http://whatelse.pbwiki.com/Genre-Expectations
Collaboration: Living History
https://whatelse.pbwiki.com/W5-PDS-NSD-Living-History
Learn Diigo Notes
Read PDS Essays and Mapskip
Places We Will Go in Memphis (webdoc)
Places We Will Go in Memphis (wiki)
Monday 3/9 Tuesday 3/10
Learn Diigo Notes
Read PDS Essays and Mapskip
Wednesday Sub 3/11
Learn Diigo Notes
Read PDS Essays and Mapskip
Thursday 3/12 Friday 3/13 Monday 3/16
Learn Diigo Notes
Read PDS Essays and Mapskip
Tuesday 3/17
Write itinerary with organizer
Wednesday 3/18 Thursday 3/19 Wednesday 3/18 Thursday 3/19 Friday 3/20 Monday 3/23
Writing Places Paragraphs: Glog; Practice and Draft; Revise nouns and verbs; sentence fluency; punctuation and spelling
C = Commonalities-- Which are important to you?
S = Personal Flag --/Living History Project and Places
I = Share and Revise
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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