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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03/15/10 - 03/22/10

Week 26 Focus:

Paragraph Writing and Elaboration

Editing

Math Writing

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Daily Work:

Owhi Paragraphs: Organization, Elaboration, Word Choice
Owhi: Presentation / Publication design; from paragraph to image and t-shirt design

3/15  Math Writing: Olympics
3/16 Edit Practice; Evaluate Organization and Word Choice; Revise
3/17 Revise and Share
3/18 I Like Rain: use ideas from Paragraphs: Organization, Elaboration, Word Choice to revise rain paragraph; Review Voice Thread
3/19 Substitute
3/22 Tween Tribune; Share paragraphs; Choose new topics; Voice Thread

Week Project:

Write with style and word choice (strong verbs; specific nouns)
Organize for best information and elaboration.
Plan design for presentation.

Topic: Owhi Lake and I like Rain
Goal 1: Write organized and elaborated paragraphs with style and word choice. Edit the paragraphs.

Goal 2: Create a broster/T-shirt design using elements of design and layout and reflecting the paragraphs about Owhi Lake.


Tasks:
Continue lists of specific nouns and vivid verbs about Owhi Lake.
Discuss model draft of Owhi Lake paragraphs.
Use the lists to draft at least two paragraphs about Owhi Lake:
* Decide organization style
* Determine approrpiate elaboration
* Write with nifty nouns and vivid verbs
* Edit
* Determine visual choices from paragraphs
* Revision

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)

January 20 - January 26

Capture: Set daily goals and reflect
Strength: Practice daily lesson skill
Interact: with words/peers/teacher
http://whatelse.pbwiki.com/CSI-Schedule

Making changes: resolutions and blogs
http://whatelse.pbwiki.com/Making-Changes
GENRE: http://whatelse.pbwiki.com/Genre-Expectations

http://whatelse.pbwiki.com/Ideas-Intro

Figurative language
https://whatelse.pbwiki.com/Figurative-Language


Inauguration
http://whatelse.pbwiki.com/For-The-People

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Monday 1/19 MLK Day
Tuesday 1/20 Inauguration Day


Inauguration Activities


Wednesday 1/21
Resolution Report and Follow up
Inauguration Reading, Responding, Vocabulary, Writing

Thursday
WASL Practice: Expository Prompt Review and feedback

Circle best part so far. Revise for strategies learned: Names, Verbs, Action, Details, Clutter, Figurative Language
Turn in

Friday
VoiceThread to President Obama: We can...

Inauguration Reading, Responding, Vocabulary, Writing


Monday 1/26
Six Trait Activity: Gist Statements --Eagle contest
Ideas: Trees --- Eagle contest

Genre Work, if time.
Genre Practice and share

Tuesday 1/27
Six Trait Activity: Gist Statements --Eagle contest
Genre Practice and share

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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).

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