Research for Election Knowledge; Daily Journals --
Goal: Daily Reflections on research to understand election process and candidate issues to make an informed choice
What issues are important to you? Which issues are important to you and our country?
The Economy? Energy? The Environment? Health Care? Taxes? Iraq? Afghanistan? Security?
https://whatelse.pbwiki.com/Election-Project
Search the Weekly Reader site (http://www.weeklyreader.com/election/)for information on the issues.
Scholastic Issues Pages
Chart: http://teacher.scholastic.com/scholasticnews/indepth/election2008/games/candidates_stand/issues.htm
Game: http://teacher.scholastic.com/scholasticnews/indepth/election2008/games/candidates_stand/
MSNBC Issues in BriefMonday October 20
Entry: Base words -- elect, vote, inform, search, represent
How many words can you create that have the above words as base words?
Example: Elect- election, elective, elector, electoral, re-election
https://whatelse.pbwiki.com/Election-Project
View one daily as time permits, completing information on election process by 10/30
Video: Presidential Elections; discuss and notes
Scholastic Action: p. 19-21 -- What are the platforms of each candidate; Target Notes
Focus on Issues Part of Project for voting 10/23 and 10/29:
MSNBC Issues in Brief CRT notes)
Tuesday, October 21 Entry: MSNBC Issues in Brief (Target and CRT notes)
Handout: Weekly Reader McCain/Obama Issues; Venn diagram.
Scholastic Magazine: Issues
End: Isses (CRT notes);
Homework T or W: Share issues with family; Be ready to share your opinion (CRT)
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
Wednesday, Oct 22 Entry: Clear areas for Domestic Violence Presentation
Thursday October 23
Library
Weekly Reader Vote
What are the important transitions?
Read in your Classroom Texts--
Blue Write Source, pages 472-473
Black Write Source 2000 page 106
Yellow Ginn English page 324-32
Assignment:
Use transitions to write to compare the issues of the two candidates. You may express your opinion and include the comparison of facts to prove your opinion.
Prewriting: Venn Diagram
Use one of the essay formats provided in class.
Introduction Statement;
First Paragraph: Explain one candidate's issues;
Second Paragraph: Explain the other candidate's issues;
Third Paragraph: Explain similarities of the two candidates;
Summary Statement
Format 2:
Introduction Statement;
First Paragraph: Explain one candidate's issues;
Second Paragraph: Explain similarities of the two candidates;
Third Paragraph: Explain the other candidate's issues;
Summary Statement
OR, Format 3 (if you are expressing an opinion on your choice of candidate):
Introductory Statement;
First Paragraph: Explain similarities of the two candidates;
Second Paragraph: Explain the issues of the candidate you do not agree with;
Third Paragraph: Explain the issues of the candidate you choose for President
Summary Statement
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
Friday October 24
Research on issues (CRT or Target): Issues -- see above to continue essay.
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
Monday October 27
Entry Spelling Base words:
issue, belief, part, campaign, persuade, citizen
Finish essay; choose and work on projects on issues.
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Essential Academic Learning RequirementsEALR 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.
