9/28/09-10/5/09

Week Focus:

Prewriting Ideas -- gathering, writing, organizing, revising for draft

Drafting and Revising-- ARMS: Add, Remove, Move, Substitute

Goal: Prewrite in web, list, or free-write, then re-read and number to organize your ideas before drafting; timeline; graphic organizer;

Goal: Fluency

Goal: poetry: Where I’m From

Figurative Language -- revision strategies (ARMS)

http://whatelse.pbworks.com/Where-Im-From

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Tues 9/29

Notebook, Folder, CSI checklists -- Goals

Table of Contents

WASL review: persuasion and expository review

Into: Where I’m From -- timeline/snapshots/images prewriting/draft

Wed 9/30 and Thurs 10/1

Writing Pilot Test

Friday 10/2
Memorial for Yogi

Monday 10/5 10/6 10/7
C: Own goal
S:
Figurative Language Brosters -- Assignment 1



10/8
Topic Where I’m From

Prewrite Strategies: Freewrite, web, list, graphic organizer, timeline
Drafting Strategies: Organize notes from prewrite -- number/color/
start in middle

I: Prewrite and Draft

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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

EALR 3: The student writes clearly and effectively.

Component 3.1: Develops ideas and organizes writing. W

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.

09/08/09 - 09/21/09

Week Focus:

Why am I here? (contract); procedures;
Prewriting Ideas -- gathering, writing, organizing, revising for draft

Goal: Prewrite in web, list, or free-write, then re-read and number to organize your ideas before drafting.
Goal: Fluency
Goal: paragraph structure

skin i’m in text by bell hooks



Links:
Start Page: Ms. Edwards
Assignments and Links
http://whatelse.pbworks.com/Team-Roles-Intro
Why are we here Google Doc
Wiki Etiquette

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Wednesday 9/9
Writing Pretest


Thursday 9/10
Library: Need a book!
Read and respond:
What did I learn? (in words and graphics)
How does this relate to me?
How does this help me understand the world?
Share and discuss


Friday 9/11
Entry: 1 Favorite sport or hobby; 1 Thing good at in that sport or hobby; 1 thing to get better at in that sport or hobby

C: 5Bs of Internet use; need signature
In google docs, follow “write to a topic” procedure to make your ideas clear.
Ideas? Strategies? Organized? Strategies? Revise? Strategies? Proofread?
Add to your ideas for "Why are you here?"

I: Prompt--- Use strategies for gathering, writing, revising ideas.

Why am I here part 2: What do I (we) need to do to make it happen in a way that is positive, safe, and fun?
http://docs.google.com/Doc?docid=0AQsuI822sR10ZGZqYmJuc2JfMTA0ZDRubjd6Z3E&hl=en


Mon 9/14 Sub Tues 9/15 Sub Wed 9/16 Sub

Thurs 9/17 Library and Constitution Day Story

Fri 9/18
C: Finish Constitution Work
S: Intro Naviagations
I Reflection:
Review all procedures and last week's CSI √ Completed C's and Mastered S's -- Can you write to a topic-- where's your evidence?
Prewrite 1: List, web, freewrite, number?
Prewrite 2: Add details, names (nouns/adjectives), active verbs; number to organize
I: Did you follow “write to a topic” procedure?
Ideas? Strategies? Organized? Strategies? Revise? Strategies? Proofread?
What did you learn?
What do you still need to learn (your goal)?
How do you plan to meet your goal? (your steps)


Mon 9/21:

C: Write goal and Alphabet list of topics you know about
S: Photography -- Junior Scholastic -- How is photography reading and writing?
I: Read article/look at pictures for discussion and prewrite/draft on one of your alphabet topics

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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

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Assessment

9/8 Goal: Can you write to a topic with clear and organized ideas? What strategies do you use? Where's your evidence of your strategies (process) and your writing (product)?

Products

Have you written:
5 things I like to do
5 things I don't like to do
1 Favorite sport or hobby; 1 Thing good at in that sport or hobby; 1 thing to get better at in that sport or hobby

How can we meet in the middle of our worlds?


Why am I here?
What do I (we) need to do to make it happen in a way that is positive, safe, and fun?


Process


Prewrite 1: List, web, freewrite, -- number ideas in order-- all on topic
Prewrite 2-- revise ideas: Add details, names (nouns/adjectives), active verbs; number to organize -- all on topic

I: Did you follow “write to a topic” procedure?
Ideas? Strategies? Organized? Strategies? Revise? Strategies? Proofread?

What did you learn?
What do you need to learn (goal)
What steps do you need to take to learn this? (plan)

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February 2 to February 9

Focus

Eagle Festival Essay/Poetry
https://whatelse.pbwiki.com/Eagle-Contest

Figurative language
https://whatelse.pbwiki.com/Figurative-Language

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

Editor Progress

Third Quarter Requirements (Reading/Writing for 8)
http://whatelse.pbwiki.com/Writing-Requirements

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Lesson Focus

The student will be able to follow the writing process using the six traits of powerful writing and peer conferences to prewrite, draft, and compose an essay and a poem on a topic related to the Balde Eagle Festival.

Our Lesson Progress is listed at:
https://whatelse.pbwiki.com/Eagle-Contest

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

Eagle Contest
https://whatelse.pbwiki.com/Eagle-Contest

Voice Thread: Making Changes
http://voicethread.com/share/72003/

Figurative Language

Log of Work -- steps in unit on page 2 -- follow EALR expectations at right.

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Monday 2/2
WASL Test/Review
MOTT

Tuesday 2/3 Wednesday 2/4

https://whatelse.pbwiki.com/Eagle-Contest
http://whatelse.pbwiki.com/W5678-Shee-Camping-Trip What details and action are in YOUR draft?
Review strategies: zoom, snapshot, 5Ws, gists, looks/sounds/acts
Code your organization.
Draft, Share, Draft on wiki

Review figurative language
https://whatelse.pbwiki.com/Figurative-Language


Thursday 2/5 NEAP TEST

Friday 2/6
Poetry for contest: Found/Pattern
http://room30space.blogspot.com/2008/10/poetry-corner.html
https://whatelse.pbwiki.com/Eagle-Contest#ProcessFoundPoem

Discuss poem possibilities
Draft, Share, Draft on wiki

Monday 2/9
Finalize story/essay/poems and print
Review figurative language possibilities
Revise, share, finalize, print.

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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.

December 9, 2008 to January 5, 2009

Focus: Writing Notebooks --
Holiday Writing -- Memories/Santa Letters --
Lessons: Table of Contents/ Teacher conferences --Review: N7: Writing from the Heart
As needed:
Intro: N12 Artifacts; N13 Memories; N17 Stretch Writing; N14 Authentic Details; I15 General to Specific Details; I17 Supporting Details; 13 Invent specifics to fill memory gaps; L23 Action Verbs; L22 Nifty Nouns; D3 Organize; D7 2-3-1 Organization; D5 Transitions; Specific Words - L23 Action Verbs; L22 Nifty Nouns; leads/endings


Word Choice Lesson Daily: Eliminate Dead Verbs --http://whatelse.pbwiki.com/Dead-Verbs

Lessons: Writing Process
https://whatelse.pbwiki.com/Writing-Process%3A-P-D-R-S

Writing Letters to Santa
https://whatelse.pbwiki.com/Santa

Writing Memories -- homework
https://whatelse.pbwiki.com/Holiday-Memory
https://whatelse.pbwiki.com/Holiday-Memory-Sample

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Introduce students to process writing for Santa project; include notebook lessons as needed.
Homework: Memory Project

Tuesday 12/9 Intro Santa Project; L22 nouns and L23 verbs
Prewriting -- lists to organize and select nouns/verbs

Wednesday 12/10 Complete prewriting; share; feedback;
N14 L22 nouns and L23 verbs; Review persuasive techniques -- which would work best here?
http://whatelse.pbwiki.com/Persuade
Review persuasive strategies;

Thursday 12/11: Girls Group

During Reading:
Advanced Prewriting for Santa project
http://whatelse.pbwiki.com/Santa-Advanced-Prewriters
Review persuasive strategies;
Remember details --N13 -- invent specifics to fill;
I15 General to Specific Details; D7 organize-- start inviting; end with bang;
D18 Lead Question
Draft
I15 General to Specific Details;

Friday 12/12 Library and revision;

During Reading (1/2) -- review process and strategies
I15 General to Specific Details; D7 organize;
D18 Lead Question or D20 Open with scene;

Monday 12/15
Finish Santa Letter
D24 End question; D25 End humor; D23 Ending
Revise Draft and Share

Practice Song for program

Tuesday 12/16 Practice Song for program

Wed 12/17
Practice Song for program

Thursday 12/18
Dress Rehearsal

Friday 12/19
Poetry/ Holiday Cards/Celebration
Alliteration
Consonance
Assonance
Simile

Monday 1/05/09
Power Writing
Sentence Fluency N12 Simple to Complex
Cross-writing from story starter:
Trudging through the thick snow to the top of the hill, ....

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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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November 17-December 8

Power Writing
Writing Notebooks
Blogs


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

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Monday, November 17
MOTT paper due.
Power Write -- 1 minute times -- three times
Read blogs and discuss--Blog Intro 2 --- Grow a Blog prewriting/google docs
http://whatelse.pbwiki.com/Blog-Reads
http://whatelse.pbwiki.com/Blog-Permission
Read requirements and agreements; planning template
Notebooks Lesson N5: Pictures Sensory Images -- Can you write to describe sights, sounds, smells, tastes, touch?

Tuesday, 11/18
Navigation 101 Into: http://www.navigationsre.htm
Grammar: Blue Write Source -- p. 422; Share the right feeling with vivid verbs
Notebooks: N7 Writing from the heart
Blog Plans prewrite -- what is your plan? -- google docs
Read requirements and agreements; planning template

Wednesday, 11/19
Substitute Teacher
Power Writing-- 2 minute times
Grammar: Blue Write Source -- p. 420 Subject Verb Agreement; Do practice.
Notebooks: N6 Fierce Wonderings

Thursday: 11/20
Library
Evaluation Evidence -- think about it while you plan your blog.

Friday: 11/21
Entry: Find ten more spelling words from Write Source 2000, page 412+

Make up Work: Essay --
Think:
We worked in class for two weeks on the essay. We worked on research before we started writing, used graphic organizers, discussed as a class and with partners, and asked the teacher questions (who also conferred with you to guide you in the process of a comparative essay). Progress reports have been provided, and another report notified you on Monday that your essay was missing. Think: You had class time, jump start, library, noon recess, and your own homework time to complete the essay. This twenty-minute period is a gift to you.

Other students: Write Source Convention Practice.

Blog Etiquette Review; reading and comment practice (as class)
Notebooks: authority list; sensory images; blog ideas? -- prep for Monday

Teacher conferences for planning, notebooks
Assessment: ideas/verbs/sensory images
Share plans.

Monday, 11/24
Entry: Power Write--2 minutes (3 times)
MOTT writing -- paper due Monday, 12/1 (30 minutes)
Poetry Reading -- Found Lines = Found Poems

• Read the poems
• Choose 15 words you like
• Copy them down on strips of paper
• Practice reading
• Circle read all "Found Lines" as a "Found Poem"

If time: Notebook -- try your own poem writing.

Tuesday, 11/25
Nespelem at Republic
Entry Notebooks: Which will you try today: Your own; Ideas; Senses; Pictures; World Wonders; Your Heart?
Find 15 words, "Found Lines" from your notebook; copy; practice.
Share our own "Found Poems."
MOTT work.

Wednesday, 11/26
MOTT, Blog, Found Poems from other's blogs.

Monday, 12/1
Power Write -- 1 minute (three times) Check spelling.
Writing Pattern--Blog idea --Respond to Quote--Blue Write Source p. 274
Homework: Respond to Quote (Quote, Quote + my experience; Quote + my meaning) Due Friday
Notebook: N8 -- Adding conversations
Intro to Sub activities and Checklist sheets.

• Power writing
• Grammar
• Notebook

12/2, 3, 4: Sub Plans


Friday, December 5
Power Write
Grammar: Review Tues-Thurs
Notebooks: Check in for: Volume, Frequency, Writing Tips
Create Table of Contents
Share

If time--Blog: Blog ideas to share -- quotes or other; Blog Space -- how to get there and sign in
Share

Monday, December 8
Power Write
Lesson on ideas and strong verbs:
IDEAs and Word Choice (Strong Verbs)
Notebook: Are you adding details and strong verbs to your writing?

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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.