11/30/09 - 12/7/09

Week Focus:

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.-- for elaborated paragraphs

https://sites.google.com/a/nsdeagles.org/writing-5-8/home/assignments/workshop-expectations/workshop-lessons/paragraphs


Grammar Lessons:
Verbs 416 (action) 417 (dead verbs) Blue WS

the use of words and phrases that appeal to the five senses. Writers use sensory details to help readers imagine how things look, feel, smell, sound, and taste.

http://whatelse.pbworks.com/Where-Im-From

http://whatelse.pbworks.com/Revision
Share, Revise poems

Genre Writing Prompts

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Focus:

Paragraph Expectations and Practice

http://write.nsdeagles.org/home/assignments/workshop-expectations/workshop-lessons/paragraphs

Strong Verbs

http://whatelse.pbworks.com/Strong-Verbs

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

11/30

Power Write

Journal Lesson 1: Gathering Ideas

What we know: Alphabet Lists; Favorite Place Treasure Map

12/1

Paragraphs

How was this paragraph written? I AM THANKFUL

What is the structure?

12/2

Journal Lesson N7

Write own I am thankful following paragraph structure

http://whatelse.pbworks.com/Thankful

Partner/share Revise

12/3

Journal -- N12

Continue Paragraph writing

Strong Verbs

http://whatelse.pbworks.com/Strong-Verbs

12/4

Verb Practice

Share paragraphs and check with checklist

12/7

Power Write

Verb Practice

Journal N12 or N13

Draft

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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

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.

Component 3.3: Knows and applies appropriate grade level writing conventions. W

11/16/09 - 11/23/09

Week Focus:

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.-- for elaborated paragraphs

https://sites.google.com/a/nsdeagles.org/writing-5-8/home/assignments/workshop-expectations/workshop-lessons/paragraphs


Grammar Lessons:
Verbs 416 (action) 417 (dead verbs) Blue WS
Prepositional Phrases 448 Blue WS
Imagery -- Sensory Detail WS 2000 p. 140
the use of words and phrases that appeal to the five senses. Writers use sensory details to help readers imagine how things look, feel, smell, sound, and taste.

http://whatelse.pbworks.com/Where-Im-From

http://whatelse.pbworks.com/Revision
Share, Revise poems

Genre Writing Prompts

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Focus:

Paragraph Expectations and Practice

http://write.nsdeagles.org/home/assignments/workshop-expectations/workshop-lessons/paragraphs

11/16 17 18 19 20 23

Paragraph Writing

Focus:
Paragraph Expectations and Practice



11/16 17 18 19 20 23
Paragraph Writing
Work Time


Each day:
Complete part of lesson on presentation above and practice using strong verbs

11/20
How to format in wikis


11/23
Power Write
Personalize Journals/Notebooks

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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

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.

Component 3.3: Knows and applies appropriate grade level writing conventions. W

11/09/09 - 11/16/09

Week Focus:

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.-- for elaborated paragraphs

https://sites.google.com/a/nsdeagles.org/writing-5-8/home/assignments/workshop-expectations/workshop-lessons/paragraphs


Grammar Lessons:
Verbs 416 (action) 417 (dead verbs) Blue WS
Prepositional Phrases 448 Blue WS
Imagery -- Sensory Detail WS 2000 p. 140
the use of words and phrases that appeal to the five senses. Writers use sensory details to help readers imagine how things look, feel, smell, sound, and taste.

http://whatelse.pbworks.com/Where-Im-From

http://whatelse.pbworks.com/Revision
Share, Revise poems

Genre Writing Prompts

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11/9
Assembly

11/10
Assembly

11/11 Veterans Day

11/12

Science Vocabulary/WSU scientists

11/13

Science Vocabulary/WSU scientists

11/16

Science Vocabulary/WSU scientists

Paragraph Writing

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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

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.

Component 3.3: Knows and applies appropriate grade level writing conventions. W

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

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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).

April 28 - May 4

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 4/28
Grammar -- proofread (read)
Focus -- Answer questions/Edit

Wednesday 4/29 (may be root digging)
Read and discuss requirements
Grammar -- proofread (discuss and apply)
Focus -- places: class paragraph

Thursday 4/30
Grammar -- punctuation (read)
Focus -- places: group paragraphs

Friday 5/1
Town Clean up

Monday 5/4
Grammar -- punctuation (discuss and apply)
Focus -- Places: group 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.

Commonalities-- our ideas

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).

---

November 17-December 8

Focus:
Power Writing
Writing Notebooks
Blogs

---

Monday, November 17
Power Write -- 1 minute times -- three times
Read blogs and discuss
http://whatelse.pbwiki.com/Blog-Reads
http://whatelse.pbwiki.com/Blog-Permission
Read requirements and agreements; planning template
Notebooks Lesson N5: Pictures Sensory Images -- Can you write to describe sights, sounds, smells, tastes, touch?

Tuesday, November 18
Grammar: Blue Write Source -- p. 422; Share the right feeling with vivid verbs
Notebooks: N7 Writing from the heart
Blog Plans prewrite -- what is your plan? -- jot it down some ideas
Read requirements and agreements; planning template

Wednesday, November 19
Substitute teacher
Power Writing-- 2 minute times
Grammar: Blue Write Source -- p. 420 Subject Verb Agreement; Do practice.
Notebooks: N6 Fierce Wonderings

Thursday, 11/20
Power Write -- 2 minutes (3 times)
Blog Etiquette Review; reading and comment practice (as class); jot down some planning ideas
Notebooks: authority list; sensory images; blog ideas?
Share.

Friday, 11/21
Entry: Find ten more spelling words from Write Source 2000, page 412+
Internet Agreement
Wiki Introduction/ About Page

Monday 11/24
Entry: Power Write--2 minutes (3 times)
Wiki Names--Create About Wiki Pages
Poetry Reading -- Found Lines = Found Poems

• Read the poems
• Choose 15 words you like
• Copy them down on strips of paper
• Practice reading
• Circle read all "Found Lines" as a "Found Poem"

If time: Notebook -- try your own poem writing.

Tuesday 11/25
Nespelem at Republic
Entry Notebooks: Which will you try today: Your own; Ideas; Senses; Pictures; World Wonders; Your Heart?
Find 15 words, "Found Lines" from your notebook; copy; practice.
Share our own "Found Poems."

Wednesday 11/26 -- No class --Thanksgiving Break starts at 12:15 :)

Monday, 12/1
Power Write -- 1 minute (three times) Check spelling.
Writing Pattern--Blog idea --Respond to Quote--Blue Write Source p. 274
Homework: Respond to Quote (Quote, Quote + my experience; Quote + my meaning) Due Friday
Notebook: N8 -- Adding conversations
Intro to Sub activities and Checklist sheets.

• Power writing
• Grammar
• Notebook
  

12/2, 3, 4 Sub Plans

Friday, December 5
Power Write
Grammar: Review Tues-Thurs
Notebooks: Check in for: Volume, Frequency, Writing Tips
Create Table of Contents
Share

If time--Blog: Blog ideas to share -- quotes or other; Blog Space -- how to get there and sign in
Share

Monday, December 8
Power Write
Lesson on ideas and strong verbs:
IDEAs and Word Choice (Strong Verbs)
Notebook: Are you adding details and strong verbs to your writing?

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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
· Writes to learn, to tell a story, to explain, and to persuade.

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.

++++++++

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.