New Lesson Plan Site

Thank you for checking for lesson plans from a link on one of our sites.

I'm in the process of updating all pages, but if you're here, you need the new link.

Either one of these contain the lesson plans for our reading and writing classes, including links and handouts:

Lesson Plans



 For Teachers:

I'm now using Planbook by Jeff Hellman at Helmansoft.

I can input my plans once, print, and place online with one click. I can also update these lessons from the desktop, online, or on my iPad via Dropbox.

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8/31/10-9/28/10

Focus:

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









Daily: Review and Practice Expectations
8/31 BBQ
9/1 Notecard Welcome activity; Groups; Venn Diagram
9/2 What I expect of them/ What they expect of me; Venn Diagram debrief; Posters
(theme, title, design, symbols, intro BioPoem
9/3 Write Biopoem; present posters (all talk)
9/7 Reading pretest continued


9/8 Bio Poem; Notebooks
9/9 Pretest
9/10 Notebook
9/13 Prewrite BioPoem for ideas; draft


9/14 Revision Lesson: Model/Example/Identify-- Good Writing has: Details, Description, Examples, Action (Strong Verbs); Finish BioPoem: Gallery Walk and comment; Circle area of poem and write description of the experience
9/15 Models: Identify-- Good Writing has: Details, Description, Examples, Action (Strong Verbs)
9/16 Write experience paragraph; highlight examples of good writing and label: Details, Description, Examples, Action (Strong Verbs)
9/17 Elder Invitation

9/20  Review: Details, Description, Examples, Action (Strong Verbs); Share paragraph with neighbor-- ask questions (5Ws) and decide where to add details, etc. Revise paragraph.

9/21 Update notebook -- identify Details, Description, Examples, Action (Strong Verbs) and transform on page 16.  Revise biopoem; neat sheet.



9/21
Territories
Revision -- baseball story; emotions/thoughts
Revise paragraphs
Guest speaker: Dawn Ensminger

9/22 Speaker Ernie Williams
Reading Class: Revise paragraphs for thoughts/ emotions; organize folders for 9/23 mentor visit; reflection info
9/23 prep for mentors
9/28 Reflection; update notebook for thoughts/ emotions / dialogue










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)
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5/25/10-6/10/10

Focus:
Navigation, values & career essays, invitations, graduation



5/25 values essay
5/26 MSP Math testing
5/27 Navigation: Community Service
5/28 Values Essay and invitations

5/31 Memorial Day
6/1 - 6/4 Project completion (essays/art/navigation); graduation practice


6/7 Graduation practice; decorations
6/8 Graduation practice; Pow Wow
6/9 Graduation
6/10 Awards/Picnic




Standards:



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

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.

EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W
3.2.1 Applies understanding that different audiences and purposes affect writer’s voice.Writes from more than one point of view or perspective  (third person for mathematical communication)
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes. Selects and uses specialized vocabulary relevant to a specific content area (e.g., meteorologist, climatology)
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04/26/10 - 05/25/10 Weeks 31-34

Research; Career Writing; Navigation 101
Research; Career Writing; Navigation 101

Homeroom on 5/6 in morning
Navigation, values & career essays, writing test




4/26 4/27 4/28  Career Research; Pathways
Presentation of Info -- oral and written

4/29 LRHS
4/30 Townclean up
5/3 Review occupational handbook; take interest surveys; focus on career research and essays
5/3  5/4
Review occupational handbook; take interest surveys; focus on career research and essays

5/5
Community Service Work for Portfolio
Document Town Clean-up; Prep for sharing with sixth grade

5/6 5/7
Projects: career essays and art; community service with grade 6
5/6 (Decorations)

5/10
Intro Values Essay Project

5/10 values essay pre write
5/11 values essay pre write
5/12 science msp
5/13 comic career
5/14 test/sub
5/17  comic career
5/18 sub homeroom fickle Finger and write into the future
5/19 reading test  homeroom
5/20 owhi
5/21 5/25 essay and invitations
5/24 no school



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

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.

EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W
3.2.1 Applies understanding that different audiences and purposes affect writer’s voice.Writes from more than one point of view or perspective  (third person for mathematical communication)
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes. Selects and uses specialized vocabulary relevant to a specific content area (e.g., meteorologist, climatology)
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4/19/10 - 4/26/10

Focus:
Prewriting Ideas -- gathering, writing, organizing, revising for draft
Drafting and Revising-- ARMS: Add, Remove, Move, Substitute

Essay

Tween Tribune
Essay Variety: Expository, Career Choices, Navigation 101

http://whatelse.pbworks.com/Revision
http://whatelse.pbworks.com/Revision-Tips-2

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



4/19  4/20
Elaboration Strategies
Application Response
Navigation Prewrite Prompt; If time Lesson 7

4/21
Sub: WASL expository writing prompt

4/22 4/23
Exploring Careers; Interest Survey
Navigation 2 and 3: Planning, Community, Goals
Lesson 7: analyzing work/plans so far; preparing for future


4/26
Exploring Careers -- 8 -- interest surveys; research


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

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.

EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W
3.2.1 Applies understanding that different audiences and purposes affect writer’s voice.Writes from more than one point of view or perspective  (third person for mathematical communication)
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes. Selects and uses specialized vocabulary relevant to a specific content area (e.g., meteorologist, climatology)
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3/29/10 - 4/12/10

Focus:
Prewriting Ideas -- gathering, writing, organizing, revising for draft
Drafting and Revising-- ARMS: Add, Remove, Move, Substitute

Essay

Tween Tribune
Essay Variety: Expository,

http://whatelse.pbworks.com/Revision
http://whatelse.pbworks.com/Revision-Tips-2

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



3/29 Review model: how will you revise your essay to follow the model, yet maintain your voice?  Revise

3/30 Review model: how will you revise your essay to follow the model, yet maintain your voice?  Revise

3/31 final edit and share; Tween Tribune

4/1 Celebrate/ Writing Strategies used (Owhi and essay ); Online record --- traits/process reflection

4/2 no school -- teacher training and records day

4/12 Organize for conferences; I used to but now I.... Practice


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

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.

EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W
3.2.1 Applies understanding that different audiences and purposes affect writer’s voice. Writes from more than one point of view or perspective  (third person for mathematical communication)
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes. Selects and uses specialized vocabulary relevant to a specific content area (e.g., meteorologist, climatology).


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03/22/10 - 03/29/10

Focus:
Prewriting Ideas -- gathering, writing, organizing, revising for draft
Drafting and Revising-- ARMS: Add, Remove, Move, Substitute
Organize: Narrative
Goal: Story Workshop

Tween Tribune
Essay Variety: Expository, Compare/contrast, Persuasive

3/22 Essay research project: share contributions
3/23 Essay research and draft
3/24 Essay revision  --- connect ideas; elaborate; word choice
3/25 Final Draft -- edit
3/26 Share Essays
3/29 Research contributions: person 2



Project to Finish:
Essay 1
Owhi Lake revision/evaluation

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

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.

EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W
3.2.1 Applies understanding that different audiences and purposes affect writer’s voice. Writes from more than one point of view or perspective  (third person for mathematical communication)
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes. Selects and uses specialized vocabulary relevant to a specific content area (e.g., meteorologist, climatology).
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03/15/10 - 03/22/10

25

Focus:
Prewriting Ideas -- gathering, writing, organizing, revising for draft
Drafting and Revising-- ARMS: Add, Remove, Move, Substitute
Organize: Biography; Compare/Contrast
Goal: Biographical Memorial Person Award

Tween Tribune
Essay Variety: Expository, Compare/contrast, Persuasive



Document daily: CSI

Document Weekly: Writing Log on Writing Process and Traits


Each Essay: Self Evaluate (See also Awards information)

3/15 Owhi Work Project: Edit practice, Evaluate for organization and elaboration; view entries for Owhi contest
3/16 Owhi Project: Evaluate for word choice; review organization and elaboration; student revisions with rubric
3/17 Continue revisions
3/18 Share revisions; Work on research essay again
3/19 Substitute
3/22 Essay research project

Week Project:
Write with style and word choice (strong verbs; specific nouns)
Organize for best information and elaboration.
Plan design for presentation.

Topic: Owhi Lake
Goal 1: Write organized and elaborated paragraphs with style and word choice. Edit the paragraphs.

Goal 2: Create a broster/T-shirt design using elements of design and layout and reflecting the paragraphs about Owhi Lake.


Tasks:
Continue lists of specific nouns and vivid verbs about Owhi Lake.
Discuss model draft of Owhi Lake paragraphs.
Use the lists to draft at least two paragraphs about Owhi Lake:
* Decide organization style
* Determine approrpiate elaboration
* Write with nifty nouns and vivid verbs
* Edit
* Revise paragraphs



Current Projects:
Interview Project (essay and character sketch)
Awards Project: comparative and persuasive essays
Responds to Quotes (Tween Tribune)
Directions
Essay Outline: 
 Compare/Contrast Essay 
Award Nomination Essay

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

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.

EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W
3.2.1 Applies understanding that different audiences and purposes affect writer’s voice. Writes from more than one point of view or perspective  (third person for mathematical communication)
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes. Selects and uses specialized vocabulary relevant to a specific content area (e.g., meteorologist, climatology).
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2/22/10 - 3/8/10

Weeks 23 24

Focus:
Prewriting Ideas -- gathering, writing, organizing, revising for draft
Drafting and Revising-- ARMS: Add, Remove, Move, Substitute
Organize: Biography; Compare/Contrast
Goal: Biographical Memorial Person Award

Tween Tribune
Essay Variety: Expository, Compare/contrast, Persuasive


Focused Research for Awards project; first essay due 3/2 Continue projects-- confer with teacher each day; document your work -- Diigo research lesson

Lessons:
Research Topic Focus -- Diigo research notes for those only -- one person first; How to research; how to gather notes; how to synthesize and summarize

Create checklist of research goals together (docs)

Review Essay Requirements (See Awards project directions)



Document daily: CSI

Document Weekly: Writing Log on Writing Process and Traits


Each Essay: Self Evaluate (See also Awards information)


2/22 Balde Eagle Festival review and reflection; research
2/23 2/24 Olympic Writing: strong verbs/metaphor/consonance
2/25 Research, Reflect and Draft
2/26 Substitute
3/1 3/2 3/3 Research, Reflect and Draft
3/4 Substitute
3/5 Substitute
3/8 Share Drafts; Begin Essay 2

Lesson: compare/contrast



Current Projects:
Interview Project (essay and character sketch)
Awards Project: comparative and persuasive essays
Responds to Quotes (Tween Tribune)
Directions
Essay Outline: 
 Compare/Contrast Essay 
Award Nomination Essay

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

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.

EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W
3.2.1 Applies understanding that different audiences and purposes affect writer’s voice. Writes from more than one point of view or perspective  (third person for mathematical communication)
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes. Selects and uses specialized vocabulary relevant to a specific content area (e.g., meteorologist, climatology).
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02/08/10 - 02/22/10

Focus:
Prewriting Ideas -- gathering, writing, organizing, revising for draft
Drafting and Revising-- ARMS: Add, Remove, Move, Substitute
Organize: Biography; Compare/Contrast
Goal: Biographical Memorial Person Award

Tween Tribune
Essay Variety: Expository, Compare/contrast, Persuasive



2/8 - 2/12
2/8  2/9 Focused Research for Awards project; first essay due 3/2 Continue projects-- confer with teacher each day; document your work -- Diigo research lesson

Lessons:

Research Topic Focus -- Diigo research notes for those only -- one person first; How to research; how to gather notes; how to synthesize and summarize

Create checklist of research goals together (docs)



Review Essay Requirements (See Awards project directions)

Document daily: CSI
https://spreadsheets.google.com/ccc?key=0ApCrzGH9Dh-odGhmMEZLLXVqOWRFY3BwSzM4SnU3M2c&hl=en

Document Weekly: Writing Log on Writing Process and Traits
https://spreadsheets.google.com/ccc?key=0ApCrzGH9Dh-odERvcnFJaWpCM2VONTkxUVNudGJuTVE&hl=en


Each Essay: Self Evaluate (See also Awards information)
https://docs.google.com/a/my.nsdeagles.org/Doc?docid=0AcLKgmt-9pX_ZGR6d2tiNV8yMGd4cTR3NWdm&hl=en



2/9 Essay Review
2/10 Validity of Websites
2/11 Research w/Diigo
2/12 Research and move to reflection
2/17 Validity -- author, audience, scholarship
2/18 Bald Eagle Festival
2/17 Final Draft and evaluation
2/18 Second Essay Project/Person -- apply lessons Due 2/27
2/19 Writing Reflection
2/22 Balde Eagle Festival review and reflection; research
2/23 2/24 Olympic Writing: strong verbs/metaphor/consonance
2/25 Research, Reflect and Draft
2/26 Substitute
3/1 Research, Reflect and Draft


Lesson: compare/contrast


Current Projects:
Interview Project (essay and character sketch)
Awards Project: comparative and persuasive essays
http://spreadsheets.google.com/pub?key=tU-_d4TheEs8N5k8fMB1OKQ&output=html
Responds to Quotes (Tween Tribune)
TweenTribune News and Blog

Awards Project

Directions
Essay Outline:
1 and 2 Expository 
 Compare/Contrast Essay 
Award Nomination Essay



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

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.

EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W
3.2.1 Applies understanding that different audiences and purposes affect writer’s voice. Writes from more than one point of view or perspective  (third person for mathematical communication)
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes. Selects and uses specialized vocabulary relevant to a specific content area (e.g., meteorologist, climatology).
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01/26/10 - 02/08/10

Focus:
Prewriting Ideas -- gathering, writing, organizing, revising for draft
Drafting and Revising-- ARMS: Add, Remove, Move, Substitute
Organize: Narrative
Goal: Story Workshop

Tween Tribune
Essay Variety: Expository, Compare/contrast, Persuasive
1/26 Tween Tribune (comment rules)
1/27 Tween Tribune Assignment; Interview Essay; Awards Research
What do you know? (docs)
1/28 Library; Diigo video
1/29 Continue projects-- confer with teacher each day; document your work -- Diigo research lesson
2/1 Sub Plans
2/2 Sub Plans
2/3  Power Write: Job Shadow Guest Speaker -- Miranda on High School Life Success
2/4 Sub Plans
2/5 Interview Essay Due; How to Diigo review
2/8 Focused Research for Awards project; first essay due 2/11


Current Projects:
Interview Project (essay and character sketch)
Awards Project: comparative and persuasive essays
http://spreadsheets.google.com/pub?key=tU-_d4TheEs8N5k8fMB1OKQ&output=html
Responds to Quotes (Tween Tribune)
TweenTribune News and Blog

Awards Project

Directions
Essay Outline:
1 and 2 Expository 
 Compare/Contrast Essay 
Award Nomination Essay



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

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.

EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W
3.2.1 Applies understanding that different audiences and purposes affect writer’s voice. Writes from more than one point of view or perspective  (third person for mathematical communication)
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes. Selects and uses specialized vocabulary relevant to a specific content area (e.g., meteorologist, climatology).
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01/19/10 - 01/26/10

Focus:
Prewriting Ideas -- gathering, writing, organizing, revising for draft
Drafting and Revising-- ARMS: Add, Remove, Move, Substitute
Organize: Narrative
Goal: Story Workshop




Information




Characterization:
Description by Narrator, Other characters
Personality by what the character says, thinks, does
Personality by how character interacts with other characters
Personality by what other characters say




Plot Structure: Use the plot pyramid to understand your story: What’s missing? needs improvement? What is your message and theme?




Revision: Figurative Language, Nifty Nouns, Vivid Verbs




Partner Work/Share --Stars and Wishes sharing






Finish Stories





Information Reading -- Blogs: TweenTribune and Weekly Reader WORD


What topics did you find? Find one of interest.
Write a gist statement. Find a quote you like:
Copy quote
Explain why the quote is important to the writer
Explain why you agree or disagree (provide evidence and Be Kind -- talk about the idea)
Thank the writer for his/her ideas




Continue reading for information. Find own topic by reading about current events: Helping Hounds; Hard Work Famous; Arctic Animals; Marsupials; Swamps; Snowflakes; Learn email etiquette





1/19  Martin Luther King, Jr Day On reflections; 
Character Sketch--Poynter; WS2000, p. 123
Essay Drafts -- review essay format


If no essay: Power Write-- History or Science Book -- find two interesting people -- notes/paragraph -- share


1/20 Essay Drafts -- review essay format
Tween Tribune comment as class;
Current News with Tween Tribune; Essays


1/21 Essay revisions: ARMS
If no essay:
Awards Project: comparative and persuasive essays


1/22 Final Draft


1/26 Stars and Wishes


Current Projects:
OVLC History Project (essay and character sketch)
Internet Safety -- a How To for grades 5 6 7 
Responds to Quotes (Tween Tribune)
Stories (fiction)
Resolutions/MLK



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

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.

EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W





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01/04/10 - 01/19/10

Focus:
Prewriting Ideas -- gathering, writing, organizing, revising for draft
Drafting and Revising-- ARMS: Add, Remove, Move, Substitute
Organize: Narrative
Goal: Story Workshop


Information



Characterization:
Description by Narrator, Other characters
Personality by what the character says, thinks, does
Personality by how character interacts with other characters
Personality by what other characters say


Plot Structure: Use the plot pyramid to understand your story: What’s missing? needs improvement? What is your message and theme?


Revision: Figurative Language, Nifty Nouns, Vivid Verbs


Partner Work/Share --Stars and Wishes sharing



Finish Stories



Information Reading -- Blogs: TweenTribune and Weekly Reader WORD

What topics did you find? Find one of interest.
Write a gist statement. Find a quote you like:
Copy quote
Explain why the quote is important to the writer
Explain why you agree or disagree (provide evidence and Be Kind -- talk about the idea)
Thank the writer for his/her ideas


Continue reading for information. Find own topic by reading about current events: Helping Hounds; Hard Work Famous; Arctic Animals; Marsupials; Swamps; Snowflakes; Learn email etiquette



1/4/09  Review Internet Safety   A Grade 3 List
Finish Stories
1/5, 6, 7, 8
1- OVLC History Project: interview elders -- preview and intro interview; tips/practice;  homework -- interview
2- Stories
1/11 Writing Requirements;
Tween Tribune comment as class; OVLC interview and work time; stories;  Martin Luther King, Jr (nonfiction; gists; resolutions)
1/12 - 1/15 Projects: Interview Essays including character sketches; Current News with Tween Tribune
Lessons: Respond to Quote; character sketches; Essay review; story conferences
1/19  Martin Luther King, Jr (nonfiction; gists; resolutions); Essay Drafts


Current Projects:
OVLC History Project (essay and character sketch)
Internet Safety -- a How To for grades 5 6 7
Responds to Quotes (Tween Tribune)
Stories (fiction)
Resolutions/MLK


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