Power WritingWriting Notebooks
BlogsMOTT: Clear, careful, synthesized writing with graphics explaining topic of choice.
Talking Circle
Monday, November 17
MOTT paper due.
Power Write -- 1 minute times -- three times
Read blogs and discuss--Blog Intro 2 --- Grow a Blog prewriting/google docs
http://whatelse.pbwiki.com/Blog-Readshttp://whatelse.pbwiki.com/Blog-PermissionRead requirements and agreements; planning templateNotebooks Lesson N5: Pictures Sensory Images -- Can you write to describe
sights, sounds, smells, tastes, touch?
Tuesday, 11/18Navigation 101 Into:
http://www.navigationsre.htmGrammar: Blue Write Source -- p. 422; Share the right feeling with vivid verbs
Notebooks: N7 Writing from the heart
Blog Plans prewrite -- what is your plan? -- google docs
Read requirements and agreements; planning templateWednesday, 11/19
Substitute Teacher
Power Writing-- 2 minute times
Grammar: Blue Write Source -- p. 420 Subject Verb Agreement; Do practice.
Notebooks: N6 Fierce Wonderings
Thursday: 11/20Library
Evaluation Evidence -- think about it while you plan your blog.
Friday: 11/21Entry: Find ten more spelling words from Write Source 2000, page 412+
Make up Work: Essay --
Think:
We worked in class for two weeks on the essay. We worked on research before we started writing, used graphic organizers, discussed as a class and with partners, and asked the teacher questions (who also conferred with you to guide you in the process of a comparative essay). Progress reports have been provided, and another report notified you on Monday that your essay was missing. Think: You had class time, jump start, library, noon recess, and your own homework time to complete the essay. This twenty-minute period is a gift to you.
Other students: Write Source Convention Practice.
Blog Etiquette Review; reading and comment practice (as class)
Notebooks: authority list; sensory images; blog ideas? -- prep for Monday
Teacher conferences for planning, notebooks
Assessment: ideas/verbs/sensory images
Share plans.
Monday, 11/24Entry: Power Write--2 minutes
(3 times)MOTT writing -- paper due Monday, 12/1 (30 minutes)
Poetry Reading -- Found Lines = Found Poems
- Read the poems
- Choose 15 words you like
- Copy them down on strips of paper
- Practice reading
- Circle read all "Found Lines" as a "Found Poem"
If time: Notebook -- try your own poem writing.
Tuesday, 11/25Nespelem at Republic
Entry Notebooks: Which will you try today: Your own; Ideas; Senses; Pictures; World Wonders; Your Heart?
Find 15 words, "Found Lines" from your notebook; copy; practice.
Share our own "Found Poems."
MOTT work.
Wednesday, 11/26MOTT, Blog, Found Poems from other's blogs.
Monday, 12/1Power Write -- 1 minute (three times) Check spelling.
Writing Pattern--Blog idea --Respond to Quote--Blue Write Source p. 274
Homework: Respond to Quote (Quote, Quote + my experience; Quote + my meaning) Due Friday
Notebook: N8 -- Adding conversations
Intro to Sub activities and Checklist sheets.
- Power writing
- Grammar
- Notebook
12/2, 3, 4:
Sub PlansFriday, December 5Power Write
Grammar: Review Tues-Thurs
Notebooks: Check in for: Volume, Frequency, Writing Tips
Create Table of Contents
Share
If time--Blog: Blog ideas to share -- quotes or other; Blog Space -- how to get there and sign in
Share
Monday, December 8
Power Write
Lesson on ideas and strong verbs:
IDEAs and Word Choice (
Strong Verbs)
Notebook: Are you adding details and strong verbs to your writing?
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.
