8/31/10-9/28/10

Focus:

Practice Procedures
Review prewriting
Drafting Strategies
Revision Strategies and Review
Edit/Publish

---

8/31 BBQ

Daily: Review and Practice Expectations

9/1 Clue Cards (Names); Index Card Getting To Know You
9/2 Review Cards; Expectations: What do you expect of me, your teacher? What do I expect of you?
9/3 Share cards; form groups; venn diagram: How are we the same/different?
9/7 Debrief: We are similar and unique; Create representing posters group




Daily: Review and Practice Expectations
9/8 Debrief Getting To Know You Project; Give speeches
9/9 Writing Pretest
9/10 Begin Notebooks; Bio-Poem Prewrite (Paper Fold strategy)
9/13 Bio-Poem Prewrite 2; First Draft; Lesson: Good Writing Is...



Daily: Review and practice expectations

9/14 Review yesterday's notes; start notebook; finish prewrite; left side reflection with examples
9/15 Share examples of left side; Good Writing, page 5 -- Identify Details, Description, Examples, Action (Strong Verbs)
9/16 Write about an experience; share; Identify Details, Description, Examples, Action (Strong Verbs)

9/17 Elder Invitations

9/20 Pow Wow

9/21 Good Writing ID handout, parts 2, 3, 4; Revise poem and paragraph after review of -- Details, Description, Examples, Action (Strong Verbs)

9/21
Cards copied
poem revise -- how to
territories

9/22 prep folders for 9/23 mentor visit; reflection info; revise bio-poem; neat sheet
9/23 mentor reflection; finish bio-poem; intro wiki if time
9/28 entry; finish model papers for identify description, detail, strong verb, example

---

3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. ·       Presents a central idea, theme, and manageable thesis while maintaining a consistent focus (e.g., “Commercials influence the spending habits of teenagers.”). ·       Selects specific details relevant to the topic to extend ideas or develop elaboration (e.g., quotations, data, reasons, multiple examples that build on each other). ·       Uses personal experiences, observations,

1.1 Prewrites
1.2 Drafts
1.3 Revises (3.1.1)

February 18 - March 19

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
GENRE: http://whatelse.pbwiki.com/Genre-Expectations
Collaboration: Living History
https://whatelse.pbwiki.com/W5-PDS-NSD-Living-History

---

Wednesday 2/18
C = Revision with sentence fluency:
http://homepage.mac.com/sherirae/grammar/index.html
S = Revision Strategies --/Living History Project and Places
I = Places

Optional and Additional Work:
Read Hall of Fame at: http://pdsenglish5.pbwiki.com/
Report? Story?
Like? Comment?
http://whatelse.pbwiki.com/Respond-to-Quote

Thursday 2/19
At Eagle Festival-- no writing class

Friday 2/20
Read Places Essays on PDS Wiki
Assembly at 1:15

Monday 2/23
Sub:
Grammar: Punctuation of sentences; dialogue

Tuesday 2/24
Writing Places Paragraphs: Glog; Practice and Draft--Revise Names on Place Essays
Read PDS Essays

Wednesday 2/25
Writing Places Paragraphs: Glog; Practice and Draft; Revise Names on Place Essays with feedback from teacher


Thursday 2/26
Writing Places Paragraphs: Glog; Practice and Draft -- pets
Review 8 sentence paragraph;
Redraft Place paragraphs. See SlideLesson here.


Friday 2/27
Writing Places Paragraphs: Glog; Practice and Draft (paragraph writing here) --pets
Read PDS Essays and Mapskip

Monday 3/2
Read PDS Essays and Mapskip
Prep for Skype visit


Tuesday 3/3
Read PDS Essays and Mapskip
Prep for Skype visit


Wednesday 3/4

Skype visit


Thursday 3/5
Create HANDS cards
Read PDS Essays and Mapskip
Reflect on Skype Visit

Friday 3/6
Hand cards
5Ws for our Collaboration project


Monday 3/9 Tuesday 3/10
Learn Diigo Notes
Read PDS Essays and Mapskip

Wednesday Sub 3/11
Editing Practice
Draft: Where would you go and why?

Thursday 3/12 Friday 3/13 Monday 3/16
Learn Diigo Notes
Read PDS Essays and Mapskip


Tuesday 3/17
Write itinerary with organizer

Wednesday 3/18 Thursday 3/19 Wednesday 3/18 Thursday 3/19 Friday 3/20 Monday 3/23


Writing Places Paragraphs: Glog; 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).

---

February 10 - February 18, 2009

Focus

Eagle Festival Essay/Poetry
https://whatelse.pbwiki.com/Eagle-Contest

Essay Tips
https://whatelse.pbwiki.com/ESSAY-Tips
http://www.readwritethink.org/materials/essaymap/


Third Quarter Requirements
http://whatelse.pbwiki.com/Writing-Requirements

---

Lesson Focus

The student will be able to follow the writing process using the six traits of powerful writing and peer conferences to prewrite, draft, and compose an essay for our collaborating school students.

---

Resources:

Third Quarter Requirements
http://whatelse.pbwiki.com/Writing-Requirements

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

Collaboration: Living History
https://whatelse.pbwiki.com/W5-PDS-NSD-Living-History

Blog Posts
http://nespelem.org/whatelse/

---

Monday 2/9 Tuesday 2/10
Finalize story/essay/poems and print
Review figurative language possibilities
Revise, share, finalize, print.

Wednesday 2/11 Thursday 2/12
C = Essay/3 places
If your friends from Nespelem/Memphis were to visit, explain three places would you take them and why.
S = Essay Oral ideas; Planning
I -- Drafts -- 2 paragraphs

Look at PDS blog for assignment:
http://trefz.blogspot.com/2009/02/pds-meets-nespelem.html
http://trefz.blogspot.com/2009/02/blog-post.html

If time
S = Essay Planning Outline
http://www.readwritethink.org/materials/essaymap/
I -- Drafts


Friday 2/13

Look at PDS blog for assignment:
http://trefz.blogspot.com/2009/02/pds-meets-nespelem.html
http://trefz.blogspot.com/2009/02/blog-post.html
http://whatelse.pbwiki.com/PDS-Notices

C = Essay
S = Revision: https://whatelse.pbwiki.com/Revision-Tips-1
I = Write on topic


Monday President’s Day
Tuesday Waiver Day; teacher learning

Wednesday 2/18
C = Revision
S = Revision Strategies --/Living History Project
I = Blog


Optional and Additional Work:
Read Hall of Fame at: http://pdsenglish5.pbwiki.com/
Report? Story?
Like? Comment?
http://whatelse.pbwiki.com/Respond-to-Quote

---

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).

February 2 to February 9

Focus

Eagle Festival Essay/Poetry
https://whatelse.pbwiki.com/Eagle-Contest

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

Genre Project Main Page

Third Quarter Requirements
http://whatelse.pbwiki.com/Writing-Requirements

---

Lesson Focus

The student will be able to follow the writing process using the six traits of powerful writing and peer conferences to prewrite, draft, and compose an essay and a poem on a topic related to the Balde Eagle Festival.

Our Lesson Progress is listed at:
https://whatelse.pbwiki.com/Eagle-Contest

Each activity follows an EALR expectation (below).

Students still want to work on their choice genre writing, blogs,and voicethreads.

---

Monday 2/2

Prewriting for Contest (have already power written)

1. Zoom in/out; details
2. List as many 5Ws as you can: who, what, when, where, why
3. Write a twenty-word gist statement -- what is the main idea/message?
4. Describe what the creature in your story looks and sounds like; acts like

Keep in mind your message and purpose.

Review strategies: zoom, snapshot, 5Ws, gists, looks/sounds/acts

Tuesday 2/3
Review:
How did we do?
Teams: 1a, 2a: What would you write if you were a reporter?
Teams 1b, 2b: What would you write if you were a story-teller?

What will be your message? and purpose (reporter - inform; story - entertain)
Did you:
Reporter--
Zoom out for big picture?
Zoom in for details? (snapshot?)
Include 5Ws?
Main idea first?
Supporting details?

Did you:
Story teller:
Set up story -- describe setting?
Describe characters?
Show, not tell action (action verbs)?
Beginning, Middle, Ending?
End with message for reader?

Read Hall of Fame at: http://pdsenglish5.pbwiki.com/
Report? Story?
Like? Comment?
http://whatelse.pbwiki.com/Respond-to-Quote


Review elaboration and action: Show it, don't tell it:
http://whatelse.pbwiki.com/W5678-Shee-Camping-Trip What details and action are in YOUR draft?

Keep your story/essay/poem factual -- that's what the judges are looking for:
Review strategies: zoom, snapshot, 5Ws, gists, looks/sounds/acts
Organization Strategy in prewriting: number, symbols, color to order your ideas

Share

Draft

Wednesday 2/4
Read Hall of Fame at: http://pdsenglish5.pbwiki.com/
Report? Story?
Like? Comment?
http://whatelse.pbwiki.com/Respond-to-Quote

Draft, Share, Draft on wiki

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


Thursday 2/5 Friday 2/6
Third Quarter Requirements
http://whatelse.pbwiki.com/Writing-Requirements

Poetry for contest: Found/Pattern
http://room30space.blogspot.com/2008/10/poetry-corner.html
https://whatelse.pbwiki.com/Eagle-Contest#ProcessFoundPoem

Discuss poem possibilities
Draft, Share, Draft on wiki

Monday 2/9
Finalize story/essay/poems and print
Review figurative language possibilities
Revise, share, finalize, print.

---

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).

---

Focus

Eagle Festival Essay/Poetry
https://whatelse.pbwiki.com/Eagle-Contest

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

Genre Project Main Page

---

Lesson Focus

The student will be able to follow the writing process using the six traits of powerful writing and peer conferences to prewrite, draft, and compose an essay and a poem on a topic related to the Balde Eagle Festival.

Our Lesson Progress is listed at:
https://whatelse.pbwiki.com/Eagle-Contest

Each activity follows an EALR expectation (below).

Each day I will record the step completed as lesson and any other lessons/activities completed as the need arises. Students still want to work on their choice genre writing, blogs,and voicethreads.

---

Daily Lesson Log:

Monday 1/26
Active Listening Review
Prewriting: Oral sharing, Power writing, Peer Questions, Revision and Share

Tuesday 1/27
Power writing (WS 50-51) 2 minutes, three times

Eagle Contest Tasks
Oral retelling -- A model; draft with details and without to compare to oral;

Ideas: Observation; memory details; fact/fiction -- invent details you have forgotten so you can paint a picture in the reader's mind.

Ideas: Ideas Intro: What would you write if you were a reporter? What would you write if you were a story-teller? Strategy: 5Ws; Observation

Wednesday, 1/28
Review
Ideas: Discuss observation, prewriting, gather focused ideas and interesting details
Prewriting: Gather observations and details -- Zoom out for the big picture and in for the details; take a snapshot in mind and describe what you see, inventing what you can't quite remember:

Practice with same Idea tree pictures:
Teams: 1a, 2a: What would you write if you were a reporter?
Teams 1b, 2b: What would you write if you were a story-teller?

What will be your message? and purpose (reporter - inform; story - entertain)

Did you:
Reporter--
Zoom out for big picture?
Zoom in for details? (snapshot?)
Include 5Ws?
Main idea first?
Supporting details?

Did you:
Story teller:
Set up story -- describe setting?
Describe characters?
Show, not tell action (action verbs)?
Beginning, Middle, Ending?
End with message for reader?

Monday 2/2

1. Zoom in/out; details
2. List as many 5Ws as you can: who, what, when, where, why
3. Write a twenty-word gist statement -- what is the main idea/message?
4. Describe what the creature in your story looks and sounds like; acts like

Keep in mind your message and purpose.


Review strategies: zoom, snapshot, 5Ws, gists, looks/sounds/acts

---

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).

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

---

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

---

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).

---

January 5th - January 12th

Focus

Word Choice Lesson Daily: Eliminate Dead Verbs --http://whatelse.pbwiki.com/Dead-Verbs

Writing Notebooks -- Lessons: Table of Contents/
L 12 Simple to Complex

CSI:
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

---

Monday 1/05/09
Power Writing
Sentence Fluency L12 Simple to Complex
Cross-writing from story starter:
Trudging through the thick snow to the top of the hill, ....

Tuesday 1/6/09
Power Writing:
What have you written in class? out of class?
What do you want to write?
What do you think you still need to learn?

Lessons: CSI
Genre Choices and discussion

Genre/Write

Wednesday 1/7/09
Capture
Strengthen: Genre/Resolutions -- Change Quotes
Interact -- confer
Reflect

Thursday 1/8
Genre Discussion; Resolution: Change Video
Group Discuss with plan to turn in

Friday 1/9
Genre Discussion; Resolution: Changers We Know


Monday 1/12

Complex Sentences- Review and Write Source Computers
Genre Discussion and Work

---

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).

---

December 9, 2008 to January 5, 2009

Focus: Writing Notebooks --
Holiday Writing -- Memories/Santa Letters
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

Lessons: Writing Process
https://whatelse.pbwiki.com/Writing-Process%3A-P-D-R-S

Writing Memories
https://whatelse.pbwiki.com/Holiday-Memory
https://whatelse.pbwiki.com/Holiday-Memory-Sample

Writing Letters to Santa
https://whatelse.pbwiki.com/Santa

---

Tuesday 12/9 Intro Memory Project N7 Heart; I12 Artifacts; L22 nouns and L23 verbs
Prewriting -- lists to organize and select nouns/verbs
Writing Memories
https://whatelse.pbwiki.com/Holiday-Memory
https://whatelse.pbwiki.com/Holiday-Memory-Sample

Wednesday 12/10 Complete prewriting; share; feedback; Draft; L22 nouns and L23 verbs;

Thursday 12/11:
Notebook Writing -- choice and share;
I15 General to Specific Details; N13 -- invent specifics to fill for nouns and details, including senses; Memory Project -- Review and draft for Message with topic sentence (who what when where)


Friday 12/12
Winter Notebook Writing -- details --- share
Revision -- review process and strategies
Teacher conferences; type on computer


Monday 12/15
Notebook Writing -- planning for holidays--details
D18 Lead Question or D20 Open with scene;
Endings: D24 End question; D25 End humor; D23 Ending
Final Draft and Share


Tuesday 12/16
If time, start Santa letters
Santa Letter Prewriting --- same process -- lists to lists to organize and select nouns/verbs; Draft and share; Include persuasive t
Complete final memory drafts, if needed.
Draft process with revision -- nouns/verbs/ transitions leads/ends

Wed 12/17
Final Drafts and sharing

Thursday 12/18
Dress Rehearsal/ Program
No class

Friday 12/19
Early Dismissal; no class

Monday 1/05/09
Power Writing: winter fun; winter blues; holiday fun; holiday blues; red,white,blue, Obama on Jan 2oth
Sentence Fluency N12 Simple to Complex
Cross-writing from story starter:
Trudging through the thick snow to the top of the hill, ....

---

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).

---