April 28 - May 4

Focus
Writing Process Expectations for criteria
Review/complete 6 Trait work
Lessons: Thesis/Main ideas in text and images; documentation is prewriting

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

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

Writing Process Expectations for criteria
Review/complete 6 Trait work
Diigo Youth Voices MOTT Work

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4/28-5/4 Daily--
Continue in Workshop:
Photo Editing, iSearch, Youth Voices
Navigation
Graduation: Symbol Art (Art, Essay, Poem), Motto, Symbol, Personal Flag Essay

Tuesday 4/28
Grammar -- proofreading (read)
Photo-Essay -- Ideas (JS, SW, READ)
Graduation -- Motto, Symbol
Navigation -- Goal (3)

Wednesday 4/29
Grammar -- proofreading (discuss and apply)
Photo-Essay -- Question/Thesis
Graduation -- Poetry -- Motto, Symbol, Symbol Art
Navigation -- Sixth Grade Practice

Thursday 4/30
Library

Friday 5/1
Grammar -- punctuation (read)
Photo-Essay -- Questions/Thesis -- gather info
Graduation -- Poetry -- Motto, Symbol, Symbol Art
Navigation -- Sixth Grade Share

Monday 5/4
Grammar -- punctuation (discuss and apply)
Photo-Essay -- Ideas (JS, SW, READ)
Graduation -- Poetry -- Motto, Symbol, Symbol Art
Navigation -- Pathways (4)

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Continue:

Make some posts on Youth Voices about what you're learning about photo editing using the elements of design. The posts should specifically reference some of the photo elements you want to practice. Make sure you tag your post with the keyword "photo design"

Once you edit pictures, submit them 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).

Write an Earthday post at Youth Voices based on our reading and discussions in reading class.

Lessons: Photography; Thesis/Main ideas in text and images; documentation is prewriting (iSearch); Editing
Teacher conferences for progress/feedback -- track on CSI sheet

iSearch Photo-Essay --- make a photo essay together as a class with our edited photos
Workshop: Students work on own projects (MOTT 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

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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.

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