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).
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).
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).
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