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

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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

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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 27 - June 12

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

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Reading and Writing for Grade 8 for the next two weeks: Projects
2009 Portrait Page
Navigation Career Page, Goals, Portfolio
Photo Essay
Speech practice
Youth Voices
Personal Flag Essay
Decorations
Graduation Practice and decorations

Wed 5/27 Gary Martin cards
2009 Portrait Page
Navigation Career Page, Goals, Portfolio
Photo Essay
Youth Voices

Thurs 5/28 (Library)
2009 Portrait Page
Navigation Career Page, Goals, Portfolio
Photo Essay
Youth Voices

Fri 5/29 Mon 5/1
2009 Portrait Page
Navigation Career Page, Goals, Portfolio
Photo Essay
Speech practice
Youth Voices
Decorations
Graduation Practice and decorations

Tues 5/2 Wed 5/3 Thurs 5/4
Navigation Career Page, Goals, Portfolio
Photo Essay
Speech practice
Personal Flag Essay (prewriting; drafting; revising; edit; publish with graphics --google docs)
Youth Voices
Decorations
Graduation Practice and decorations

Fri 5/5 Homeroom all day Mon 5/8 Projects (am) and Pow Wow (pm)
Personal Flag Essay; Speech Practice; Decorations; Youth voices; Navigation

Tues 5/9 Speech Practice; Decorations; Youth voices; Navigation

Wed 5/10 Decorate; Graduation

Thurs 5/11 Picnic

Fri 5/12 Awards

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?

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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

November 12 - November 17

Power Writing
Writing Notebooks
Blogs
Genre

MOTT: Clear, careful, synthesized writing with graphics explaining topic of choice.
Talking Circle

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Monday, November 10: Inservice -- no school
Tuesday, November 11: Veteran’s Day


Wednesday, November 12

Entry: Authority List for Writing -- make a list of writing topics

Talking Circle with Miss Covington

Due: comparative essays Due 11/17: MOTT paper


Thursday, November 13
Library
MOTT Paper and presentation


Friday, November 14

Evaluation Questions
Blog Intro: What are they --- read blogs, discuss what they are and how they apply.
http://whatelse.pbwiki.com/Blog-Permission
MOTT conferences and checklist
Our Journals !


Monday, November 17
Entry: Power Write
N-4 Personalize notebooks

Blog Intro 2 --- Grow a Blog prewriting/google docs

Tuesday, 11/18
Entry: Spelling -- choose 5 words
Navigation 101 Into: http://www.navigationsre.htm

Finish: Blog Intro 2 --- Grow a Blog prewriting/google docs


Wednesday, 11/19
How to Practice Spelling
Notebook: N5- Sensory and Pictorial Ideas
Blog prewriting -- google docs
If time:
Genre choices -- what is required? which do we learn first?
http://whatelse.pbwiki.com/Genre-Expectations

Thursday: 11/20
Library
Evaluation Evidence

Friday: 11/21
Entry: Power Write
Lesson: IDEAs and Word Choice (Strong Verbs)
Blog Plans and Action steps

Monday, 11/24
Entry: Find ten more spelling words for your personal spelling list.
Notebook N6: World Wonders
Blog Plans and Action Steps
MOTT

Tuesday, 11/25
Entry: November Art
Blog work and MOTT work
Teacher conference on writing traits

Wednesday, 11/26
Art, MOTT, Blog

Monday, 12/1
Entry: Power Write
Notebook: N7 From the Heart
Blog Writing or Notebook writing
Intro to sub activities

12/2, 3, 4: Sub Plans

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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.