2/22/10 - 3/8/10

Week 23 24 Focus:

Paragraph Writing and Elaboration

Editing

Math Writing

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Daily Work:

Edit

Math Thinking/Commenting

Twice a week: TweenTribune

2/22 Graph E,F Math Writing

2/23 Olympic Writing: Word Choice: Verbs, Simile, Metaphor, Consonance

2/24 Olympic Writing and Strong Verbs

2/25 Elaboration 3 --Questioning

2/26 Substitute  -- Assembly 1:30

3/1 Strong Verbs/ Questioning / Journal N12

3/2 Strong Verbs or Elaboration 4

3/3 Edit Practice; Journal N17 Stretch/Elaboate

3/4 3/5 Substitute

3/7 Elaboration 4, 5

Elaboration Practice; Journal 10

Future lessons:

Journal:

Journal Lessons N1, N2, N3

Journal N12 or N13    N17 Stretch Writing

ELABORATION--how to add details

Math Writing

Graphs--

What does a graph mean?--

What do you notice? What are the facts? How do you know? Is the graph fair?

Writing in Math

Review: http://writemath4u.blogspot.com/2009/08/finding-facts-9409.html

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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)

Week of October 6 - October 14

Note: No School Monday October 13


Monday 10/6 Entry: On your own, create new words from these base words: quiet, relate, upset, like, love

Class work: Create class spelling lists.

Review Question Strategy. Share paragraphs from Friday.

Questions to ask:

5Es

elaboration: What else? What's another idea about that?

example: What is an example?

explanation: Could you explain what this is? What happened?

evidence: Where's the proof?

experience: Can you add a story or experience?

5W +H
who, what, when, where, why, how

Revise and Share: Did partners ask important questions? Did they answer them in their paragraphs?

How we work review :Write, Share, Suggest, Write, Share, Suggest, Write, Edit, Publish

Tuesday 10/7
Entry:
1) Choose your five spelling words from your Personal Spelling List and write them on your Weekly Study Sheet.
2) Write a step-by-step plan about HOW you will work in all my classrooms so you earn your breaks. (First, I will..... Second, I will..., etc.)

Practice: Write your "I Like Snow" paragraph with a partner using the Question Strategy.

Share some paragraphs. Discuss

Revise your paragraphs from yesterday with a partner using the Question Strategy:

1. Read your paragraph to a neighbor. Neighbor follows along.

2. After the first reading, slowly read it again and your neighbor will ask you questions.

3. Write the questions in the margins if they help you to add details to your story.

4. Use the new ideas to elaborate your paragraph (add more details).

Share paragraphs.

What else did each add? What else could each add? Was the piece elaborated? How do you know? What questions helped you revise?

Wednesday 10/8
Entry: What are the 5 w’s? The 5 E’s?

Discussion with Active Listening on "The Choice is Yours" and "How a Student Works."

Share and discuss.

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Thursday 10/9
Entry: Make a list of five choices you will or you will not make to be a student at Nespelem School.
I choose to....
I won't choose to...
The choice is yours.

Spelling Test: What are the procedures?

Apply: Students independently write “_____ makes a good pet.”

Use the Question Strategy to stay focused and detailed.


Friday 10/10
Entry: Make a list of ten verbs (action verbs) about baseball.

Strategy: Use nifty nouns and vivid verbs to elaborate.

Model: Baseball paragraph (OSPI Elaboration V2 Lesson Slides 30-32) Alphabet strategy. (thinks of words (verbs, and nouns) using the alphabet as starting letter:

Baseball would be -- Attack, avoid, bat, ball, base, bounce, coach, catch, catcher, drop, down by one.
Partner paragraph.

Tuesday 10/14
Entry:
1) Choose your five spelling words from your Personal Spelling List and write them on your Weekly Study Sheet.
2) Write: What is a verb? Read in the Blue Write Source book in your desk on page 416. Write an example.

Review paragraphs from yesterday. Discuss strong verbs.

Narrow ideas for a class chosen topic sentence.

Class model paragraph.


Slide 33. Apply: Alphabet Strategy for basketball with own topic sentence.

Wednesday 10/15

Entry:
Think as many words (synonyms) for walk as you can; you may use a dictionary or thesaurus.


Lesson review of verbs.
Share paragraphs.
Discuss points for scoring. https://whatelse.pbwiki.com/Strong-Verbs
Revise and re-score.