Focus:
Week Focus:
Why am I here? (contract); procedures;
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.
Goal: Fluency
Goal: paragraph structure
skin i’m in text by bell hooks
Links:
Wiki Etiquette
Start Page: Ms. Edwards
Assignments and Links
http://whatelse.pbworks.com/Team-Roles-Intro
Why are we here Google Doc
Monday Labor Day
Tuesday 9/8
C: Complete Morning work and/or Obama discussion: What did you find interesting about your morning activity(Obama speech or the activity you chose)?
http://nespelemeagles.pbworks.com/President-Speaks-to-Kids
S: Power Write -- topics provided
I: Class work on Google Contract Why here and how behave.
Wed 9/9
Entry: 1 Favorite sport or hobby; 1 Thing good at in that sport or hobby; 1 thing to get better at in that sport or hobby
Writing Pretest
If time: 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
Thurs 9/10
C: Write goal and do entry: In five years, I want to be...
S: 5Bs of Internet -- signature required
I: Power Write
Friday 9/11
C: Write goal and entry: Alphabet list of things you know about.
S and I:
Reflection:
Review all procedures and last week's CSI √ Completed C's and Mastered S's
Can you write to a topic-- where's your evidence?
Prewrite 1: List, web, freewrite, number?
Prewrite 2: Add details, names (nouns/adjectives), active verbs; number to organize
I: Did you follow “write to a topic” procedure?
Ideas? Strategies? Organized? Strategies? Revise? Strategies? Proofread?
What did you learn?
What do you still need to learn (your goal)?
How do you plan to meet your goal? (your steps)
I: Prewrite/Draft on one of your ABCs
Sub Mon 9/14 Tues 9/15 Wed 9/16
Thurs 9/17 Constitution Day
Why important? What is it? How did we get it?
Fri 9/18
C: Write goal and entry: Alphabet list of things you know about.
S and I:
Reflection:
Review all procedures and last week's CSI √ Completed C's and Mastered S's
Can you write to a topic-- where's your evidence?
Prewrite 1: List, web, freewrite, number?
Prewrite 2: Add details, names (nouns/adjectives), active verbs; number to organize
I: Did you follow “write to a topic” procedure?
Ideas? Strategies? Organized? Strategies? Revise? Strategies? Proofread?
What did you learn?
What do you still need to learn (your goal)?
How do you plan to meet your goal? (your steps)
I: Prewrite/Draft on one of your ABCs
Mon 9/21
C: Prewrite/Draft on one of your ABCs or 50/51
S: Power Write -- what and why;
I: Circle best power write; re-read, number; rewrite with more details
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
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
Assessment
9/8 Goal: Can you write to a topic with clear and organized ideas? What strategies do you use? Where's your evidence of your strategies (process) and your writing (product)?
Products
Have you written:
5 things I like to do
5 things I don't like to do
1 Favorite sport or hobby; 1 Thing good at in that sport or hobby; 1 thing to get better at in that sport or hobby
How can we meet in the middle of our worlds?
Why am I here?
What do I (we) need to do to make it happen in a way that is positive, safe, and fun?
Process
Prewrite 1: List, web, freewrite, -- number ideas in order-- all on topic
Prewrite 2-- revise ideas: Add details, names (nouns/adjectives), active verbs; number to organize -- all on topic
I: Did you follow “write to a topic” procedure?
Ideas? Strategies? Organized? Strategies? Revise? Strategies? Proofread?
What did you learn?
What do you need to learn (goal)
What steps do you need to take to learn this? (plan)
08/31/09-09/08/09
Focus:
Week Focus:
Why am I here? (contract); procedures;
Prewriting Ideas -- gathering, writing, organizing, revising for draft
Cat and Fish by J. Grant
Links:
Welcome Back
Start Page: Ms. Edwards
Assignments and Links
http://whatelse.pbworks.com/Team-Roles-Intro
Why are we here Google Doc
Math Data Survey
Bar-b-cue 8/31
Meet the families--Introduce the year
Focus--Who am I--Who are you What should I know about your student?
Writing Class Technology
Reading Strategies, homework supplies; Writing Components (Traits and Process), strategies, supplies
Tues 9/1
Paper: 5 things I like to do
It’s Utter Panda-monium Around Here! How do we prevent pandemonium?
Welcome Prezi and Glogster info.
(T-Chart) Procedures -Enter room--Supplies--Help
Cat and Fish
Prompt: How can we meet in the middle of our worlds?
http://whatelse.pbworks.com/Team-Roles-Intro
Edit: Captials, Punctuation, Spelling
WED 9/2
CSI: Capture, Strengthen Interact
C: Paper: 5 things I don't like to do; meet in the middle (yesterday)
S: How do you write to a topic? How did you get your ideas? How did you write them down? Goal: Prewrite in web, list, or free-write, then re-read and number to organize your ideas before drafting.
I:Discuss poster- “I hear yes’s better than no’s.”
Lead to review of procedures (lesson time, work time)
Prompt: Why am I here? Independent, partner, group, class
Check:
Ideas? Strategy? Organized? Proofread? Survey: http://whatelse.pbworks.com/Survey-AS
Thurs 9/3
C: Meet in the middle, Yes's, Why here?* Survey-AS -- http://whatelse.pbworks.com/Survey-AS
S: Discuss "Did you follow 'write to a topic' procedure?" How did you add to your ideas today-- what kinds of things did you add or change? Strategies.
Poster discussion: Cat in a fishbowl; fish outside looking in
Add to your ideas for "Why are you here?" -- group / partner work --
I: Prompt--- Use strategies for gathering, writing, revising ideas.
Why am I here part 2: What do I (we) need to do to make it happen in a way that is positive, safe, and fun?
http://docs.google.com/Doc?docid=0AQsuI822sR10ZGZqYmJuc2JfMTA0ZDRubjd6Z3E&hl=en
Ideas? Strategies? Organized? Revise? Strategies? Proofread?
Fri 9/4
C: Prompt: Topic 50-51
Poster:: “Some days it doesn’t pay to get out of bed.”
Discuss how to share feelings; how to put problems aside and focus at school.
S: Review Why am I Here? Doc
Write to a topic-- did you --Prewrite 1: List, web, freewrite, number?
Prewrite 2: Add details, names (nouns/adjectives), active verbs; number to organize
I: In google docs, follow “write to a topic” procedure to make your ideas clear.
Ideas? Strategies? Organized? Strategies? Revise? Strategies? Proofread?
Obama Speech Introduction
Monday Labor Day
Tuesday 9/8
C: Complete Morning work and/or Obama discussion: What did you find interesting about your morning activity(Obama speech or the activity you chose)?
http://nespelemeagles.pbworks.com/President-Speaks-to-Kids
S: Power Write -- topics provided
I: Class work on Google Contract Why here and how behave.
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
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
Assessment
9/8 Goal: Can you write to a topic with clear and organized ideas? What strategies do you use? Where's your evidence of your strategies (process) and your writing (product)?
Products
Have you written:
5 things I like to do
5 things I don't like to do
1 Favorite sport or hobby; 1 Thing good at in that sport or hobby; 1 thing to get better at in that sport or hobby
How can we meet in the middle of our worlds?
Why am I here?
What do I (we) need to do to make it happen in a way that is positive, safe, and fun?
Process
Prewrite 1: List, web, freewrite, -- number ideas in order-- all on topic
Prewrite 2-- revise ideas: Add details, names (nouns/adjectives), active verbs; number to organize -- all on topic
I: Did you follow “write to a topic” procedure?
Ideas? Strategies? Organized? Strategies? Revise? Strategies? Proofread?
What did you learn?
What do you need to learn (goal)
What steps do you need to take to learn this? (plan)
May 27 - June 12
Collaboration:
http://eagleswrite.pbwiki.com/
http://eagleswrite.pbworks.com/Genre-Audience-and-Purpose
http://eagleswrite.pbworks.com/GAP
Focus:
Practice and Draft; Revise nouns and verbs; sentence fluency; punctuation and spelling; try reporting news writing style with GAP
Power Writing
GAP assignment.
http://eagleswrite.pbworks.com/Genre-Audience-and-Purpose
Wed 5/27
Practice edit as class
Edit own with partners.
Write 2 paragraphs (prewrite; draft; wiki) to Gary
Thurs 5/28
Gary Martin Assembly
Fri 5/29
GAP Assignment; or Math Madness
Read and notes; 5Ws and H; summary
Mon 5/1
GAP Assignment:
Read and notes; 5Ws and H; summary
Tues 5/2 Summary; Lead; Newsbrief Newsbrief share
Wed 5/3 Fictions Story based on news
Thurs 5/4 Share
If time, Poem
Fri 5/5 Homeroom
Mon 5/8 Pow Wow PM
5/8- 5/10 Homeroom
Thurs 5/11
Picnic
Fri 5/12 Awards
Six Traits:
Focus 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.
Research The Game: Create a page named "GAP _____[teams]_____" using the GAP template.
Rewrite a news story as a summary to understand the facts (main ideas and details). A summary includes the main ideas and details in your own words with an explanation of why the facts are important.
After writing the summary, rewrite the news as a news brief with lead, details, and kicker format.
After writing the summary and news brief, write a fictional story that keeps the facts of the news in the story, but the people involved and reactiong are not real. First, decide how main characters and events can be added to the news in a fictional story. A story includes a beginning, middle, and an end; it includes a protagonist (good guy) and an antagonist (bad guy); it centers around a problem, and it resolves the problem at the end of the story.
After writing a story, transform the facts and actions into a poem. A poem includes: feelings/emotions, may or may not rhyme.
Comment on other teams' work as directed below in 'Conclusions.'
Teams
One team from PDS and one team from NSD will collaborate on each phase of the project.
Collaborate means to work on pages together to create clear, concise, and interesting text.
Teams will change each other's text to make it more clear and more interesting.
Each team page will include:
* Title
* Team Names
* Link to news story
* Summary of news story
* Fictionalized story with the characters or events
* Poem about the real or imaginary story
Advice:
* The goal is to change/revise the text.
* The more you change and add, the better.
* Think: alliteration, consonance, simile.
* Therefore: be happy when someone changes your ideas -- they are helping make the idea more clear, concise, active, interesting.
Conclusion: Read other team summaries, stories, and poems. Comment on:
* Your newsbrief included the lead, details, and kicker...
* Your story connected to the summary when you...
* I liked the part in the story when...
* I noticed the (alliteration, consonance, simile, action verbs, etc.) when your team wrote...
* I liked the part in the poem ...
The Winners:
* Teams that work together
* Teams that revise and accept each others' ideas
* Teams that include alliteration, consonance, simile, action verbs
* Teams that comment considerately
That would be YOUR team, wouldn't it?
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).
http://eagleswrite.pbwiki.com/
http://eagleswrite.pbworks.com/Genre-Audience-and-Purpose
http://eagleswrite.pbworks.com/GAP
Focus:
Practice and Draft; Revise nouns and verbs; sentence fluency; punctuation and spelling; try reporting news writing style with GAP
Power Writing
GAP assignment.
http://eagleswrite.pbworks.com/Genre-Audience-and-Purpose
Wed 5/27
Practice edit as class
Edit own with partners.
Write 2 paragraphs (prewrite; draft; wiki) to Gary
Thurs 5/28
Gary Martin Assembly
Fri 5/29
GAP Assignment; or Math Madness
Read and notes; 5Ws and H; summary
Mon 5/1
GAP Assignment:
Read and notes; 5Ws and H; summary
Tues 5/2 Summary; Lead; Newsbrief Newsbrief share
Wed 5/3 Fictions Story based on news
Thurs 5/4 Share
If time, Poem
Fri 5/5 Homeroom
Mon 5/8 Pow Wow PM
5/8- 5/10 Homeroom
Thurs 5/11
Picnic
Fri 5/12 Awards
Six Traits:
Focus 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.
Research The Game: Create a page named "GAP _____[teams]_____" using the GAP template.
Rewrite a news story as a summary to understand the facts (main ideas and details). A summary includes the main ideas and details in your own words with an explanation of why the facts are important.
After writing the summary, rewrite the news as a news brief with lead, details, and kicker format.
After writing the summary and news brief, write a fictional story that keeps the facts of the news in the story, but the people involved and reactiong are not real. First, decide how main characters and events can be added to the news in a fictional story. A story includes a beginning, middle, and an end; it includes a protagonist (good guy) and an antagonist (bad guy); it centers around a problem, and it resolves the problem at the end of the story.
After writing a story, transform the facts and actions into a poem. A poem includes: feelings/emotions, may or may not rhyme.
Comment on other teams' work as directed below in 'Conclusions.'
Teams
One team from PDS and one team from NSD will collaborate on each phase of the project.
Collaborate means to work on pages together to create clear, concise, and interesting text.
Teams will change each other's text to make it more clear and more interesting.
Each team page will include:
* Title
* Team Names
* Link to news story
* Summary of news story
* Fictionalized story with the characters or events
* Poem about the real or imaginary story
Advice:
* The goal is to change/revise the text.
* The more you change and add, the better.
* Think: alliteration, consonance, simile.
* Therefore: be happy when someone changes your ideas -- they are helping make the idea more clear, concise, active, interesting.
Conclusion: Read other team summaries, stories, and poems. Comment on:
* Your newsbrief included the lead, details, and kicker...
* Your story connected to the summary when you...
* I liked the part in the story when...
* I noticed the (alliteration, consonance, simile, action verbs, etc.) when your team wrote...
* I liked the part in the poem ...
The Winners:
* Teams that work together
* Teams that revise and accept each others' ideas
* Teams that include alliteration, consonance, simile, action verbs
* Teams that comment considerately
That would be YOUR team, wouldn't it?
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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