November 3-November 12

Focus:
Finalize projects:
https://whatelse.pbwiki.com/Election-Project

comparative essays
path to presidency project

Begin:
Veterans Day invitations and displays at http://whatelse.pbwiki.com/Veterans-Day

Monday November 3
Spelling Base words:
veteran, soldier, combat, honor, glory, valor, free

Review essay project with assignment sheet.

Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)

Tuesday November 4
Entry:
Is there anything in your life worth dying for? Please write 3-5 sentences.
Spelling Words Ready

Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)

Confer with students as needed.

Wednesday November 5
Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)

Lesson: Display techniques and presentation for audience

Confer with students as needed.

Thursday November 6
Library

Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)

Confer with students as needed.

Friday November 7
Power Write on Veterans Day -- find theme in writing and rewrite for card or project

Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)

Confer with students as needed.

Monday, November 10: Inservice -- no school
Tuesday, November 11: Veteran’s Day
Wednesday, November 12
Entry: Authority List for Writing -- make a list of writing topics
Spelling: find you own list of frequently misspelled words. Choose five
Power Write


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EALRs:

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.