January 20 - January 26

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

Making changes: resolutions and blogs
http://whatelse.pbwiki.com/Making-Changes
Editors: Create, design, select, upkeep Coyote Talks
http://coyotetalks.pbwiki.com/

GENRE: http://whatelse.pbwiki.com/Genre-Expectations

Eagle Festival Essay/Poetry
Figurative language
https://whatelse.pbwiki.com/Figurative-Language

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

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Monday 1/19 MLK Day
Tuesday 1/20 Inauguration Day
Service Reflection-- Changes by Us
Inauguration Activities --http://whatelse.pbwiki.com/For-The-People



Wednesday 1/21
Picture Day

Inauguration Reading, Responding, Vocabulary, Writing

Thursday 1/22
Library
MOTT

Friday

Review/complete 6 Trait work
Writing Process Expectations for criteria
Figurative Language -- Eagle essay/poetry
Poems: How to Evaluate? What criteria? Eagle Festival -- Contest? our own samples


Monday 1/26
Figurative Language -- Eagle essay/poetry
Genre Discussion; Editor Idea;
Poems: How to Evaluate? What criteria? Eagle Festival -- Contest?

Tuesday 1/17
Genre Discussion; Editor Idea;
Poems: How to Evaluate? What criteria? Eagle Festival -- Contest?
Friday Blog: This Week, Next Week

Wednesday
Writing Process Expectations for criteria
Review/complete 6 Trait work
Genre Discussion; Editor Idea;
Poems: How to Evaluate? What criteria? Eagle Festival -- Contest?

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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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