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).
Showing posts with label self-evaluation. Show all posts
Showing posts with label self-evaluation. Show all posts
November 12 - November 17
Focus:
Power Writing
Writing Notebooks
Blogs
Genre
Monday, November 10: Inservice -- no school
Tuesday, November 11: Veteran’s Day
Wednesday, November 12
Entry: Authority List for Writing -- make a list of writing topics of interest to you
Spelling: find you own list of frequently misspelled words (See Write Source text)
Choose ten for your personal spelling list.
Power Write
N1- Intro Writing Notebooks
Past Due: comparative essay/ self-evaluation
Thursday, November 13
N3- Notebooks -- a memory
Power Write
Blog Intro: What are they --- read blogs, discuss what they are and how they apply.
http://whatelse.pbwiki.com/Blog-Permission
Friday, November 14
Power Write
N4 Notebook Launch
Blog Intro by students from yesterday: What are they --- read blogs, discuss what they are and how they apply.
http://whatelse.pbwiki.com/Blog-Permission
Read blogs and discuss
Monday, November 17
Power Write
Read blogs and discuss
Read requirements and agreements; planning template
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.
Power Writing
Writing Notebooks
Blogs
Genre
Monday, November 10: Inservice -- no school
Tuesday, November 11: Veteran’s Day
Wednesday, November 12
Entry: Authority List for Writing -- make a list of writing topics of interest to you
Spelling: find you own list of frequently misspelled words (See Write Source text)
Choose ten for your personal spelling list.
Power Write
N1- Intro Writing Notebooks
Past Due: comparative essay/ self-evaluation
Thursday, November 13
N3- Notebooks -- a memory
Power Write
Blog Intro: What are they --- read blogs, discuss what they are and how they apply.
http://whatelse.pbwiki.com/Blog-Permission
Friday, November 14
Power Write
N4 Notebook Launch
Blog Intro by students from yesterday: What are they --- read blogs, discuss what they are and how they apply.
http://whatelse.pbwiki.com/Blog-Permission
Read blogs and discuss
Monday, November 17
Power Write
Read blogs and discuss
Read requirements and agreements; planning template
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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