April 21 - April 27

Focus
Capture: Set daily goals and reflect
Strength: Practice daily lesson skill
Interact: with words/peers/teacher
http://whatelse.pbwiki.com/CSI-Schedule

Figurative language
https://whatelse.pbwiki.com/Figurative-Language

MOTT on Eagles Write
http://nespelem.org/whatelse/


Writing Process Expectations for criteria
Review/complete 6 Trait work
Lessons: Thesis/Main ideas in text and images; documentation is prewriting

Resources:
http://whatelse.pbwiki.com/Writing-Thesis-Statement
http://whatelse.pbwiki.com/Revision-Tips-2
http://photographylessons-byerika.blogspot.com/
http://youthvoices.net/assign/photo-essays/9959
http://digital-photography-school.com/5-photo-essay-tips
http://whatelse.pbwiki.com/iSearch

http://youthvoices.net/school/nespelem-school-nespelem-wa-usa/8164
http://docs.google.com/Doc?id=d4zfw7d_6f82rsngh
http://www.flickr.com/photos/teacheagle/

Writing Process Expectations for criteria
Review/complete 6 Trait work
Diigo Youth Voices MOTT Work
+++++++++++++++++++++++++++++++++++++++++++

WASL Science: 4/21 and 4/22

4/21 - 4/27
Continue in Workshop:
Photo Editing, iSearch, Youth Voices
http://photographylessons-byerika.blogspot.com/
http://youthvoices.net/assign/photo-essays/9959
http://digital-photography-school.com/5-photo-essay-tips
http://whatelse.pbwiki.com/iSearch

Test: EDIT ALL WORK.

Make some posts on Youth Voices about what you're learning about photo editing using the elements of design. The posts should specifically reference some of the photo elements you want to practice. Make sure you tag your post with the keyword "photo design"

Once you edit pictures, submit them in a discussion on your Youth Voices and tag it with “Near Our School.” Include your explanation of the picture (how it relates to life in our community) and your explanation of how and why you completed the edit (include your photo elements).

Write an Earth day post at Youth Voices based on our reading and discussions in reading class.

Lessons: Photography; Thesis/Main ideas in text and images; documentation is prewriting (iSearch); Editing
Teacher conferences for progress/feedback -- track on CSI sheet

iSearch Photo-Essay --- make a photo essay together as a class with our edited photos
Workshop: Students work on own projects (MOTT and photography) with review lessons and personalized feedback
Focus, Thesis, Draw Conclusions about thesis with details
Diigo/notes/research/draft/revise
Photography Assignment -- iSearch

Navigations

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EALRS

EALR 1: The student understands and uses a writing process. 1.1.1 Applies more than one strategy for generating ideas and planning writing. Generates ideas prior to organizing them * Uses a variety of prewriting strategies
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 — looking for variety of sentence structure and length; second reading — checking for clarity and specific word choice; third reading — checking for layers of elaboration). f. Evaluates and justifies the choice to use feedback in revisions (e.g., “I don’t want to change this because …”).
3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples.
3.1.2 Analyzes and selects effective organizational structure.
2.1.1 Applies understanding of multiple and varied audiences to write effectively .2.2.1 Demonstrates understanding of different purposes for writing.

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