5/25/10-6/10/10

Focus:


Script writing for math and net safety videos; paragraph organization;
Zine: clear/concise/visual text
Blog: reflection on year

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Lessons:

5/25 tween tribune, spelling city; Math Video: observe

5/26 Owhi Pics Thank you; Math Video: observe share stars wishes

5/27 Scripts

5/28 Zines

5/31 Memorial Day

6/1 Zines / Scripts

6/2 Zines / Scripts / Video

6/3 Zines / Scripts / Video / Blogs (about video)

6/4 Zines /  Scripts / Video / Blogs (about video)

6/7 Homeroom

6/8 Pow Wow

6/9 Graduation

6/10 Awards/Picnic

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Standards:

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 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)

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April 21 - April 27

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/

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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

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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

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4/21 4/22 4/23 WASL or Homeroom

Project Progression as needed with personalized instruction for:
4/20, 4/24

Commonalities-- Finish and edit: Which are important to you? our ideas
What is similar to our PDS friends’ important ideas?
What will you explain to your family?

4/24 4/27

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

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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).

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

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.

Format 1:

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.