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)
Showing posts with label career. Show all posts
Showing posts with label career. Show all posts
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
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)
May 18 - May 26
Focus
Writing Process Expectations for criteria
Review/complete 6 Trait work
Lessons: Thesis/Main ideas in text and images; documentation is prewriting
Photography - Elements -
Youth Voices: Near Our School; Our Town; iSearch drafts
Photo-Essay (reading/writing)
Note: Youth Voices - Read and draft on iSearch or YV Wiki; Reread and revise; proofread; Publish to YV; Repeat; find photos and info for essay-- use photo essay template; cite sources
Navigation: Service Record Review 1-8; Occupational Handbook Research; L9-20
Graduation: 2009 Wiki with poem/symbol/essay
Personal Flag Essay
Speech
Decorations
Resources:
http://docs.google.com/Doc?id=dfjbbnsb_9247nvzpdj
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
https://whatelse.pbworks.com/Photo-Essay-Template
http://whatelse.pbworks.com/WR8-Requirements
http://whatelse.pbworks.com/Wednesday-Writing-Reflections
Daily--
Continue in Workshop:
Photo Essay (Question/Thesis-- draft -- use template), iSearch--notes, Youth Voices
Graduation: Symbol Art (Art, Essay, Poem), Symbol, Personal Flag Essay
Tuesday 5/19
Photo-Essay -- Ideas (JS, SW, READ),Questions/Thesis -- gather info
Graduation -- Motto vote, Symbol development
Wednesday 5/20
LRHS orientation
Thursday 5/21
Continue in Workshop:
Friday 5/22
Sunflower Festival
Monday 5/25 Holiday Tuesday 5/26
Photo-Essay -- Question/Thesis-- draft -- use template
Graduation -- Symbol Art (Art, Essay, Poem), Symbol, Personal Flag Essay
Continue:
Note: Your Youth Voices assignments are based on your iSearch and Photo Essay learning: prewriting, drafting, revising, publishing.
1. Write about your photography learning and iSearch/Photo Essay on your YV Drafts page. The posts should specifically reference some of the photo elements you want to practice and the photo essay information your photos will emphasize. Some of your info may be on your iSearch page -- Copy and paste to your Youth Voices or Essay Template page. Then, copy and paste as posts on Youth Voices --about what you're learning about photo editing using the elements of design and about what you are learning about your thesis for your photo essay. Make sure you tag your posts with the keywords
"photo design"
“photo essay” Google Docs YV 1.3
2. Link to the online images of our school if your computer does not have them on the hard drive. Download the one you want. Import to and edit from iPhoto. In iPhoto export the "current" photo to the Desktop W8 student folder. Upload your picture to your YV draft page. Explain what you did, including the photo elements you used. Copy and paste the text as a post 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). Upload your picture. (Note: this can be part of your work in paragraph one). Google Docs YV 2.4
3. Write an Earthday post at Youth Voices based on our reading and discussions in reading class. (This should be done.) Google Docs YV 1.2
4, 5, 6, 7, 8 are part of Google Docs YV 3.1 3.2 3.3 3.4 3.5 and 5.1 5.2 5.3 5.4 5.5 (See number 8) and 4.1 4.2 4.3 4.4 4.5 (Number 7):
4. Add photography notes to iSearch page.
5. Add research/photos for photo-essay to iSearch page (prewriting).
https://whatelse.pbworks.com/W8-Photo-Essay-Tips
Diigo/notes/research/draft/revise
6. When iSearch photos and research notes are taken and recorded on your iSearch page, begin your photo-essay planning.
https://whatelse.pbworks.com/Photo-Essay-Template
7. Read and write about other Youth Voices posts to complete Google Docs YV 4.1 4.2 4.3 4.4 4.5 This is also be part of your research.
8. Read and write other texts that are similar to your research. This will add to your information (Google Docs YV 5.1 5.2 5.3 5.4 5.5)
9. Write a quote on your YV page: what does it mean to you and why is it important to you. Copy/paste to Youth Voices. Google Docs YV 2.1 or 1.1 depending on length.
Review Info:
Lessons and Photo Essay: Photography; Thesis/Main ideas in text and images; documentation is prewriting (iSearch); Editing
Teacher conferences for progress/feedback -- track on CSI sheet --- Find photos; Draft -- use template
Workshop: Students work on own projects (MOTT/iSearch/YV and photography) with review lessons and personalized feedback
Focus, Thesis, Draw Conclusions about thesis with details
Diigo/notes/research/draft/revise
Photography Assignment -- iSearch
Navigation -- Which lessons have you completed?
Graduation -- What requirements and writing have you completed?
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
May 5 - May 11
Focus
Writing Process Expectations for criteria
Review/complete 6 Trait work
Lessons: Thesis/Main ideas in text and images; documentation is prewriting
Capture: Set daily goals and reflect
Strength: Practice daily lesson skill
Interact: with words/peers/teacher
http://whatelse.pbwiki.com/CSI-Schedule
Resources:
http://docs.google.com/Doc?id=dfjbbnsb_9247nvzpdj
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
https://whatelse.pbworks.com/Photo-Essay-Template
Writing Process Expectations for criteria
Review/complete 6 Trait work
Diigo Youth Voices MOTT Work
Daily--
Continue in Workshop:
Photo Editing, iSearch, Youth Voices
Navigation
Graduation: Symbol Art (Art, Essay, Poem), Symbol, Personal Flag Essay
Tuesday 5/5
Grammar -- the dash (READ 1/09)
Photo-Essay -- Ideas (JS, SW, READ),Questions/Thesis -- gather info
Graduation -- Motto vote, Symbol development
Wednesday 5/6
Grammar -- edit practice (discuss and apply)
Photo-Essay -- Question/Thesis-- gather info
Graduation -- Symbol, Symbol Art, Poetry
Thursday 5/7 Library
Friday 5/8 (1/2 day make-up)
Grammar -- capitalization (READ 11/14)
Photo-Essay -- Questions/Thesis -- gather info
Graduation -- Symbol, Symbol Art, Poetry
Monday 5/11
Grammar -- punctuation (discuss and apply)
Photo-Essay -- Ideas (JS, SW, READ) Question/Thesis-- gather info
Graduation -- Symbol, Symbol Art, Poetry
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
Writing Process Expectations for criteria
Review/complete 6 Trait work
Lessons: Thesis/Main ideas in text and images; documentation is prewriting
Capture: Set daily goals and reflect
Strength: Practice daily lesson skill
Interact: with words/peers/teacher
http://whatelse.pbwiki.com/CSI-Schedule
Resources:
http://docs.google.com/Doc?id=dfjbbnsb_9247nvzpdj
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
https://whatelse.pbworks.com/Photo-Essay-Template
Writing Process Expectations for criteria
Review/complete 6 Trait work
Diigo Youth Voices MOTT Work
Daily--
Continue in Workshop:
Photo Editing, iSearch, Youth Voices
Navigation
Graduation: Symbol Art (Art, Essay, Poem), Symbol, Personal Flag Essay
Tuesday 5/5
Grammar -- the dash (READ 1/09)
Photo-Essay -- Ideas (JS, SW, READ),Questions/Thesis -- gather info
Graduation -- Motto vote, Symbol development
Wednesday 5/6
Grammar -- edit practice (discuss and apply)
Photo-Essay -- Question/Thesis-- gather info
Graduation -- Symbol, Symbol Art, Poetry
Thursday 5/7 Library
Friday 5/8 (1/2 day make-up)
Grammar -- capitalization (READ 11/14)
Photo-Essay -- Questions/Thesis -- gather info
Graduation -- Symbol, Symbol Art, Poetry
Monday 5/11
Grammar -- punctuation (discuss and apply)
Photo-Essay -- Ideas (JS, SW, READ) Question/Thesis-- gather info
Graduation -- Symbol, Symbol Art, Poetry
Continue:
1. Write about your photography learning on your YV Drafts page. The posts should specifically reference some of the photo elements you want to practice. Copy and paste as posts on Youth Voices --about what you're learning about photo editing using the elements of design. Make sure you tag your post with the keyword "photo design." Google Docs YV 1.3
2. Link to the online images of our school if your computer does not have them on the hard drive. Download the one you want. Import to and edit from iPhoto. In iPhoto export the "current" photo to the Desktop W8 student folder. Upload your picture to your YV draft page. Explain what you did, including the photo elements you used. Copy and paste the text as a post 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). Upload your picture. (Note: this can be part of your work in paragraph one). Google Docs YV 2.4
3. Write an Earthday post at Youth Voices based on our reading and discussions in reading class. (This should be done.) Google Docs YV 1.2
4, 5, 6, 7, 8 are part of Google Docs YV 3.1 3.2 3.3 3.4 3.5 and 5.1 5.2 5.3 5.4 5.5 (See number 8) and 4.1 4.2 4.3 4.4 4.5 (Number 7):
4. Add photography notes to iSearch page.
5. Add research/photos for photo-essay to iSearch page (prewriting).
https://whatelse.pbworks.com/W8-Photo-Essay-Tips
Diigo/notes/research/draft/revise
6. When iSearch photos and research notes are taken and recorded on your iSearch page, begin your photo-essay planning.
https://whatelse.pbworks.com/Photo-Essay-Template
7. Read and write about other Youth Voices posts to complete Google Docs YV 4.1 4.2 4.3 4.4 4.5 This is also be part of your research.
8. Read and write other texts that are similar to your research. This will add to your information (Google Docs YV 5.1 5.2 5.3 5.4 5.5)
9. Write a quote on your YV page: what does it mean to you and why is it important to you. Copy/paste to Youth Voices. Google Docs YV 2.1 or 1.1 depending on length.
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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