8/31/10-9/28/10

Focus:

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

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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

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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)

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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04/26/10 - 05/25/10 Weeks 31-34

Focus:

Connection one sentence to another
Elaborate: create mind movies with details
Word Choice: Specific

Paragraphs and Scripts

Math and Writing

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4/26 organize rain and owhi paragraphs

4/27 rain and Owhi paragraphs; intro scripts;

4/28 script writing for math--model

4/29 record

4/30 draft scripts

5/3 Lost Lake Reflection -- Video

5/3/10 Lost Lake Reflection; Video

5/4/10 Review: script writing; recording info; 

Story: That's Good! That's Bad! Grand Canyon

Map: Lost Lake: Things to include

List: Places/Events things could happen 

Story Ideas

5/5/10 5/6/10 5/7/10   5/10/10

Projects for CSI Goals: I like rain; Earth Day for blog; Math Script Writing; Good/Bad Story

Students work in partners, teams, or individuals on two projects: Math Script; Good/Bad Story

Daily goals. 

Lessons: Action verbs; Descriptions; Pattern

Daily Sharing.

5/10/10: Share and evaluate.

Check:

Action Verbs

Descriptions

Pattern

5/11 5/12 5/13 scripts. Videos. Ideas for that's good/bad -- lost lake descriptions of place and activities

  

5/14 test

5/17 observe share stars wishes

5/18 read a play. Sub

5/19 create final drafts. Videos 

5/20 owhi lake

5/21 thank you scripts

5/24 teacher training

5/25 tween tribune 

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Resources:


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

Revision:
http://whatelse.pbworks.com/Revision

Connections:
http://whatelse.pbworks.com/Owhi-Connected-Organization-Example


Script:
http://whatelse.pbworks.com/W5-Script

Grammar: editing

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Essential Academic Learning Requirements

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 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)