October 27-November 3

Focus:

Ideas: how to think of them; how to add to them
Talking/Writing for IDEAS and DETAILS to ELABORATE

Strong verb paragraph model
Compare/Contrast Model; transitions

Assignment:
Use transitions to write to compare the issues of the two candidates. You may express your opinion and include the comparison of facts to prove/persuade with your opinion.
Other Assignments: Choices (poster, diagrams, speeches)

Monday October 27
Entry Spelling Base words:
issue, belief, part, campaign, persuade, citizen
Review: Assignment, Venn comparisons, format, strategies for transitions; persuasion; rubric;

Intro to Washington Candidates for Governor and District 5 House of Representatives in preparation for Mock Election Voting; Choose and work on projects on issues.

Prewriting: Venn Diagram to compare/contrast candidates/develop persuasion with BEARS

Assignment:
Use transitions to write to compare the issues of the two candidates. You may express your opinion and include the comparison of facts to prove/persuade with your opinion.
Other Assignments: Choices (poster, diagrams, speeches)

Use one of the essay formats provided in class. --

Format 1:

Introduction Statement;

First Paragraph: Explain one candidate's issues;

Second Paragraph: Explain the other candidate's issues;

Third Paragraph: Explain similarities of the two candidates;

Summary Statement

Format 2:

Introduction Statement;

First Paragraph: Explain one candidate's issues;

Second Paragraph: Explain similarities of the two candidates;

Third Paragraph: Explain the other candidate's issues;

Summary Statement


OR, Format 3 (if you are expressing an opinion on your choice of candidate):

Introductory Statement;

First Paragraph: Explain similarities of the two candidates;

Second Paragraph: Explain the issues of the candidate you do not agree with;

Third Paragraph: Persuade with the issues of the candidate you choose for President

Summary Statement/Persuasion

Suggested format:

Review goal: comparison paragraphs using transitions:
1) Introduction Sentence
2) Similar Issues
3) Candidate 1 Differences
4) Your favorite candidate differences
5) Concluding Sentence

Graphic Organizer




Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...

Tuesday 10/28
Entry: Write five spelling words on Weekly Study Sheet
Review: Washington Candidates for Governor and District 5 House of Representatives in preparation for Mock Election Voting

Review: Transitions/Opinions/Comparisons/Persuasive/Format
Prewriting: Venn Diagram for comparison; organizer to prewrite and persuade---Use the essay format provided in class.

Show: written model of sample comparisons.


Wednesday, Oct 29 Entry: Continue essay work; review rubric--persuasive checklist
Vote on computer in Mock Election


Thursday October 30
Continue essay/projects, or Library if done.
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...

Friday October 31
Entry: Draw a bat

Make a pop-up bat card; write a Halloween greeting:
Sample:
Watch for bats
Dodge the rats
Knock on doors
Say “Please” in fours
For treats galore

Monday November 3

Entry Spelling Base words:
veteran, soldier, combat, honor, glory, valor, free

Work on projects.

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Essential Academic Learining Requirements

EALR 1: The student understands and uses a writing process.
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, decides if multiple drafts are necessary, and explains decision.
1.4.1 Edits for conventions (see 3.3).
1.6.1 Applies understanding of the recursive nature of writing process.
Revises at any stage of process.
Edits as needed at any stage.

1.6.2 Uses collaborative skills in adapting writing process.

1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas. d. Seeks and considers feedback from a variety of sources (e.g., adults, peers, community members, response groups). e. Records feedback using writing group procedure (e.g., partner reads writer’s work aloud, and writer notes possible revision). f. Evaluates and justifies the choice to use feedback in revisions (e.g., “I don’t want to change this because …”). g. Revises typographic devices (e.g., bullets, numbered lists) to clarify text and to meet requirements of technical writing forms (e.g., lab reports, graphs).

3.2.1 Applies understanding that different audiences and purposes affect writer’s voice. Writes with a clearly defined voice appropriate to audience.