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).
Showing posts with label essay. Show all posts
Showing posts with label essay. Show all posts
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
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
March 17-March 23
Focus and Resources
Third Quarter Requirements (Reading/Writing for 8)
http://whatelse.pbwiki.com/Writing-Requirements
MOTT Work
http://whatelse.pbwiki.com/Writing-Thesis-Statement
http://whatelse.pbwiki.com/Revision-Tips-2
http://photographylessons-byerika.blogspot.com/
Writing Process Expectations for criteria
Review/complete 6 Trait work
revision organizer
iSearch
Using Diigo
Youth Voices
Monday 3/16
Review Elements of Design; Review Process;
Assignment 1 -- Do second set of photo analysis
Photography Introduction and blog comments
Tuesday 3/17
Photography blog comments; Start iSearch/Photo Assignment wiki
Owhi Lake pictures
Photography:
What:
What is it?
How do it?
What I will do
So What?
What I did
What I learned, including writing and photographic element reflection based on image
Now What?
What will I do next time?
What is the next element to learn?
Wednesday 3/18
Review thesis with six traits of writing (see folders; checklist)
Focus, Thesis, Draw Conclusions about thesis with details
I: Diigo/notes/research/draft/revise --- our comments: Did they write about elements of photo -- find photo and find elements of photography
Photography blog comments; Start iSearch/Photo Assignment wiki
Thursday 3/19 Friday 3/20 Teacher Inservice Monday 3/23
Continue MTW work
Workshop: Students work on own projects (MOTT and photography) with review lessons and personalized feedback
Focus, Thesis, Draw Conclusions about thesis with details
I: Diigo/notes/research/draft/revise
Photography:
What:
What is it?
How do it?
What I will do
So What?
What I did
What I learned, including writing and photographic element reflection based on image
Now What?
What will I do next time?
What is the next element to learn?
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.
Third Quarter Requirements (Reading/Writing for 8)
http://whatelse.pbwiki.com/Writing-Requirements
MOTT Work
http://whatelse.pbwiki.com/Writing-Thesis-Statement
http://whatelse.pbwiki.com/Revision-Tips-2
http://photographylessons-byerika.blogspot.com/
Writing Process Expectations for criteria
Review/complete 6 Trait work
revision organizer
iSearch
W8 iSearch Shee (Sample)
Using Diigo
Youth Voices
Monday 3/16
Review Elements of Design; Review Process;
Assignment 1 -- Do second set of photo analysis
Photography Introduction and blog comments
Tuesday 3/17
Photography blog comments; Start iSearch/Photo Assignment wiki
Owhi Lake pictures
Photography:
What:
What is it?
How do it?
What I will do
So What?
What I did
What I learned, including writing and photographic element reflection based on image
Now What?
What will I do next time?
What is the next element to learn?
Wednesday 3/18
Review thesis with six traits of writing (see folders; checklist)
Focus, Thesis, Draw Conclusions about thesis with details
I: Diigo/notes/research/draft/revise --- our comments: Did they write about elements of photo -- find photo and find elements of photography
Photography blog comments; Start iSearch/Photo Assignment wiki
Thursday 3/19 Friday 3/20 Teacher Inservice Monday 3/23
Continue MTW work
Workshop: Students work on own projects (MOTT and photography) with review lessons and personalized feedback
Focus, Thesis, Draw Conclusions about thesis with details
I: Diigo/notes/research/draft/revise
Photography:
What:
What is it?
How do it?
What I will do
So What?
What I did
What I learned, including writing and photographic element reflection based on image
Now What?
What will I do next time?
What is the next element to learn?
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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