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
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.
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)
Showing posts with label prewrite. Show all posts
Showing posts with label prewrite. Show all posts
March 23-April 6
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
http://voicethread.com/share/72003/
http://whatelse.pbwiki.com/Ideas-Intro
http://homepage.mac.com/sherirae/grammar/index.html
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
Learn Diigo Notes
Read PDS Essays and Mapskip
Places We Will Go in Memphis (webdoc)
Places We Will Go in Memphis (wiki)
A Trip to Memphis
Diigo Notes
PDS Essays and Mapskip
Focus:
Commonalities-- Which are important to you?
Discuss places
Write itinerary with organizer --A Trip to Memphis
Share and Revise
Writing Places Paragraphs: Glog; Practice and Draft; Revise nouns and verbs; sentence fluency; punctuation and spelling
Conference Prep
Look through your writing folder and wiki --
Find:
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.
Show and Explain:
Wiki Work and explain how you do it.
Mapskip and Diigo Notes comments stories
http://pdsenglish5.pbwiki.com/
http://whatelse.pbwiki.com/Ideas-Intro
http://whatelse.pbwiki.com/Making-Changes
Our voicethread: http://voicethread.com/share/72003/
http://homepage.mac.com/sherirae/grammar/index.html
Monday 3/23
Commonalities-- Which are important to you?
What is similar to our PDS friends’ important ideas?
What will you explain to your family?
Tuesday 3/24
Review Monday
Conference Prep (see above)
Wednesday 3/25
Conference Prep
Commonalities - our ideas
Discuss places and itineraries
Thursday 3/26 Conferences
Friday 3/27
Commonalities - our ideas
If time: Discuss places and itineraries Itineraries
Monday 4/6
Commonalities - our ideas
If time: Discuss places and itineraries Itineraries
Places
Writing Places Paragraphs: Glog; Place Prezi; 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
http://voicethread.com/share/72003/
http://whatelse.pbwiki.com/Ideas-Intro
http://homepage.mac.com/sherirae/grammar/index.html
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
Learn Diigo Notes
Read PDS Essays and Mapskip
Places We Will Go in Memphis (webdoc)
Places We Will Go in Memphis (wiki)
A Trip to Memphis
Diigo Notes
PDS Essays and Mapskip
Focus:
Commonalities-- Which are important to you?
Discuss places
Write itinerary with organizer --A Trip to Memphis
Share and Revise
Writing Places Paragraphs: Glog; Practice and Draft; Revise nouns and verbs; sentence fluency; punctuation and spelling
Conference Prep
Look through your writing folder and wiki --
Find:
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.
Show and Explain:
Wiki Work and explain how you do it.
Mapskip and Diigo Notes comments stories
http://pdsenglish5.pbwiki.com/
http://whatelse.pbwiki.com/Ideas-Intro
http://whatelse.pbwiki.com/Making-Changes
Our voicethread: http://voicethread.com/share/72003/
http://homepage.mac.com/sherirae/grammar/index.html
Monday 3/23
Commonalities-- Which are important to you?
What is similar to our PDS friends’ important ideas?
What will you explain to your family?
Tuesday 3/24
Review Monday
Conference Prep (see above)
Wednesday 3/25
Conference Prep
Commonalities - our ideas
Discuss places and itineraries
Thursday 3/26 Conferences
Friday 3/27
Commonalities - our ideas
If time: Discuss places and itineraries Itineraries
Monday 4/6
Commonalities - our ideas
If time: Discuss places and itineraries Itineraries
Places
Writing Places Paragraphs: Glog; Place Prezi; 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).
February 2 to February 9
Focus
Eagle Festival Essay/Poetry
https://whatelse.pbwiki.com/Eagle-Contest
Figurative language
https://whatelse.pbwiki.com/Figurative-Language
Genre Project Main Page
Third Quarter Requirements
http://whatelse.pbwiki.com/Writing-Requirements
Lesson Focus
The student will be able to follow the writing process using the six traits of powerful writing and peer conferences to prewrite, draft, and compose an essay and a poem on a topic related to the Balde Eagle Festival.
Our Lesson Progress is listed at:
https://whatelse.pbwiki.com/Eagle-Contest
Each activity follows an EALR expectation (below).
Students still want to work on their choice genre writing, blogs,and voicethreads.
Monday 2/2
Prewriting for Contest (have already power written)
1. Zoom in/out; details
2. List as many 5Ws as you can: who, what, when, where, why
3. Write a twenty-word gist statement -- what is the main idea/message?
4. Describe what the creature in your story looks and sounds like; acts like
Keep in mind your message and purpose.
Review strategies: zoom, snapshot, 5Ws, gists, looks/sounds/acts
Tuesday 2/3
Review:
How did we do?
Teams: 1a, 2a: What would you write if you were a reporter?
Teams 1b, 2b: What would you write if you were a story-teller?
What will be your message? and purpose (reporter - inform; story - entertain)
Did you:
Reporter--
Zoom out for big picture?
Zoom in for details? (snapshot?)
Include 5Ws?
Main idea first?
Supporting details?
Did you:
Story teller:
Set up story -- describe setting?
Describe characters?
Show, not tell action (action verbs)?
Beginning, Middle, Ending?
End with message for reader?
Read Hall of Fame at: http://pdsenglish5.pbwiki.com/
Report? Story?
Like? Comment?
http://whatelse.pbwiki.com/Respond-to-Quote
Review elaboration and action: Show it, don't tell it:
http://whatelse.pbwiki.com/W5678-Shee-Camping-Trip What details and action are in YOUR draft?
Keep your story/essay/poem factual -- that's what the judges are looking for:
Review strategies: zoom, snapshot, 5Ws, gists, looks/sounds/acts
Organization Strategy in prewriting: number, symbols, color to order your ideas
Share
Draft
Wednesday 2/4
Read Hall of Fame at: http://pdsenglish5.pbwiki.com/
Report? Story?
Like? Comment?
http://whatelse.pbwiki.com/Respond-to-Quote
Draft, Share, Draft on wiki
Review figurative language
https://whatelse.pbwiki.com/Figurative-Language
Thursday 2/5 Friday 2/6
Third Quarter Requirements
http://whatelse.pbwiki.com/Writing-Requirements
Poetry for contest: Found/Pattern
http://room30space.blogspot.com/2008/10/poetry-corner.html
https://whatelse.pbwiki.com/Eagle-Contest#ProcessFoundPoem
Discuss poem possibilities
Draft, Share, Draft on wiki
Monday 2/9
Finalize story/essay/poems and print
Review figurative language possibilities
Revise, share, finalize, print.
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).
Eagle Festival Essay/Poetry
https://whatelse.pbwiki.com/Eagle-Contest
Figurative language
https://whatelse.pbwiki.com/Figurative-Language
Genre Project Main Page
Third Quarter Requirements
http://whatelse.pbwiki.com/Writing-Requirements
Lesson Focus
The student will be able to follow the writing process using the six traits of powerful writing and peer conferences to prewrite, draft, and compose an essay and a poem on a topic related to the Balde Eagle Festival.
Our Lesson Progress is listed at:
https://whatelse.pbwiki.com/Eagle-Contest
Each activity follows an EALR expectation (below).
Students still want to work on their choice genre writing, blogs,and voicethreads.
Monday 2/2
Prewriting for Contest (have already power written)
1. Zoom in/out; details
2. List as many 5Ws as you can: who, what, when, where, why
3. Write a twenty-word gist statement -- what is the main idea/message?
4. Describe what the creature in your story looks and sounds like; acts like
Keep in mind your message and purpose.
Review strategies: zoom, snapshot, 5Ws, gists, looks/sounds/acts
Tuesday 2/3
Review:
How did we do?
Teams: 1a, 2a: What would you write if you were a reporter?
Teams 1b, 2b: What would you write if you were a story-teller?
What will be your message? and purpose (reporter - inform; story - entertain)
Did you:
Reporter--
Zoom out for big picture?
Zoom in for details? (snapshot?)
Include 5Ws?
Main idea first?
Supporting details?
Did you:
Story teller:
Set up story -- describe setting?
Describe characters?
Show, not tell action (action verbs)?
Beginning, Middle, Ending?
End with message for reader?
Read Hall of Fame at: http://pdsenglish5.pbwiki.com/
Report? Story?
Like? Comment?
http://whatelse.pbwiki.com/Respond-to-Quote
Review elaboration and action: Show it, don't tell it:
http://whatelse.pbwiki.com/W5678-Shee-Camping-Trip What details and action are in YOUR draft?
Keep your story/essay/poem factual -- that's what the judges are looking for:
Review strategies: zoom, snapshot, 5Ws, gists, looks/sounds/acts
Organization Strategy in prewriting: number, symbols, color to order your ideas
Share
Draft
Wednesday 2/4
Read Hall of Fame at: http://pdsenglish5.pbwiki.com/
Report? Story?
Like? Comment?
http://whatelse.pbwiki.com/Respond-to-Quote
Draft, Share, Draft on wiki
Review figurative language
https://whatelse.pbwiki.com/Figurative-Language
Thursday 2/5 Friday 2/6
Third Quarter Requirements
http://whatelse.pbwiki.com/Writing-Requirements
Poetry for contest: Found/Pattern
http://room30space.blogspot.com/2008/10/poetry-corner.html
https://whatelse.pbwiki.com/Eagle-Contest#ProcessFoundPoem
Discuss poem possibilities
Draft, Share, Draft on wiki
Monday 2/9
Finalize story/essay/poems and print
Review figurative language possibilities
Revise, share, finalize, print.
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).
December 9, 2008 to January 5, 2009
Focus: Writing Notebooks --
Holiday Writing -- Memories/Santa Letters
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
Lessons: Writing Process
https://whatelse.pbwiki.com/Writing-Process%3A-P-D-R-S
Writing Memories
https://whatelse.pbwiki.com/Holiday-Memory
https://whatelse.pbwiki.com/Holiday-Memory-Sample
Writing Letters to Santa
https://whatelse.pbwiki.com/Santa
Tuesday 12/9 Intro Memory Project N7 Heart; I12 Artifacts; L22 nouns and L23 verbs
Prewriting -- lists to organize and select nouns/verbs
Writing Memories
https://whatelse.pbwiki.com/Holiday-Memory
https://whatelse.pbwiki.com/Holiday-Memory-Sample
Wednesday 12/10 Complete prewriting; share; feedback; Draft; L22 nouns and L23 verbs;
Thursday 12/11:
Notebook Writing -- choice and share;
I15 General to Specific Details; N13 -- invent specifics to fill for nouns and details, including senses; Memory Project -- Review and draft for Message with topic sentence (who what when where)
Friday 12/12
Winter Notebook Writing -- details --- share
Revision -- review process and strategies
Teacher conferences; type on computer
Monday 12/15
Notebook Writing -- planning for holidays--details
D18 Lead Question or D20 Open with scene;
Endings: D24 End question; D25 End humor; D23 Ending
Final Draft and Share
Tuesday 12/16
If time, start Santa letters
Santa Letter Prewriting --- same process -- lists to lists to organize and select nouns/verbs; Draft and share; Include persuasive t
Complete final memory drafts, if needed.
Draft process with revision -- nouns/verbs/ transitions leads/ends
Wed 12/17
Final Drafts and sharing
Thursday 12/18
Dress Rehearsal/ Program
No class
Friday 12/19
Early Dismissal; no class
Monday 1/05/09
Power Writing: winter fun; winter blues; holiday fun; holiday blues; red,white,blue, Obama on Jan 2oth
Sentence Fluency N12 Simple to Complex
Cross-writing from story starter:
Trudging through the thick snow to the top of the hill, ....
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).
Holiday Writing -- Memories/Santa Letters
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
Lessons: Writing Process
https://whatelse.pbwiki.com/Writing-Process%3A-P-D-R-S
Writing Memories
https://whatelse.pbwiki.com/Holiday-Memory
https://whatelse.pbwiki.com/Holiday-Memory-Sample
Writing Letters to Santa
https://whatelse.pbwiki.com/Santa
Tuesday 12/9 Intro Memory Project N7 Heart; I12 Artifacts; L22 nouns and L23 verbs
Prewriting -- lists to organize and select nouns/verbs
Writing Memories
https://whatelse.pbwiki.com/Holiday-Memory
https://whatelse.pbwiki.com/Holiday-Memory-Sample
Wednesday 12/10 Complete prewriting; share; feedback; Draft; L22 nouns and L23 verbs;
Thursday 12/11:
Notebook Writing -- choice and share;
I15 General to Specific Details; N13 -- invent specifics to fill for nouns and details, including senses; Memory Project -- Review and draft for Message with topic sentence (who what when where)
Friday 12/12
Winter Notebook Writing -- details --- share
Revision -- review process and strategies
Teacher conferences; type on computer
Monday 12/15
Notebook Writing -- planning for holidays--details
D18 Lead Question or D20 Open with scene;
Endings: D24 End question; D25 End humor; D23 Ending
Final Draft and Share
Tuesday 12/16
If time, start Santa letters
Santa Letter Prewriting --- same process -- lists to lists to organize and select nouns/verbs; Draft and share; Include persuasive t
Complete final memory drafts, if needed.
Draft process with revision -- nouns/verbs/ transitions leads/ends
Wed 12/17
Final Drafts and sharing
Thursday 12/18
Dress Rehearsal/ Program
No class
Friday 12/19
Early Dismissal; no class
Monday 1/05/09
Power Writing: winter fun; winter blues; holiday fun; holiday blues; red,white,blue, Obama on Jan 2oth
Sentence Fluency N12 Simple to Complex
Cross-writing from story starter:
Trudging through the thick snow to the top of the hill, ....
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).
Treasure Maps for Writing
Tuesday 9/23
Entry:
1) Choose your five (5) spelling words for this week from your Personal Spelling List in your Spelling Folder. Write them in the first column on your "Weekly Word Study Sheet." Keep it out for me to check while you complete the next activity.
2) Add details to your map. More information. What else could you draw to add details of what your places looked like? Were there items you could add (windows, fishing poles, tools, handlebars???)?
Spelling homework due tomorrow (no school Thursday or Friday).
Share maps.
Model: Begin writing one story -- with specific details by asking questions. First brainstorm: What happened? Who was there? Why? How did they act? What did they do? What did they look like? What else? What else? Use this to write your first draft.
If time, write about one of your Xs. Be detailed, as modeled. Use questions from the 5Ws to brainstorm, then draft your ideas.
(This may need to be accomplished tomorrow).
Entry:
1) Choose your five (5) spelling words for this week from your Personal Spelling List in your Spelling Folder. Write them in the first column on your "Weekly Word Study Sheet." Keep it out for me to check while you complete the next activity.
2) Add details to your map. More information. What else could you draw to add details of what your places looked like? Were there items you could add (windows, fishing poles, tools, handlebars???)?
++++++++++++++++
Spelling homework due tomorrow (no school Thursday or Friday).
Share maps.
Model: Begin writing one story -- with specific details by asking questions. First brainstorm: What happened? Who was there? Why? How did they act? What did they do? What did they look like? What else? What else? Use this to write your first draft.
If time, write about one of your Xs. Be detailed, as modeled. Use questions from the 5Ws to brainstorm, then draft your ideas.
(This may need to be accomplished tomorrow).
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