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

http://youthvoices.net/

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

Information Reading -- Blogs: TweenTribune and Weekly Reader WORD

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

http://spreadsheets.google.com/pub?key=tU-_d4TheEs8N5k8fMB1OKQ&output=html

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

January 13th - January 20th, 2009

Focus

Word Choice Lesson : Eliminate Dead Verbs --http://whatelse.pbwiki.com/Dead-Verbs
Focus: Writing Notebooks --
N12 Simple to Complex

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

Making changes: resolutions and blogs
http://whatelse.pbwiki.com/Making-Changes
Editors: Create, design, select, upkeep Coyote Talks
GENRE: http://whatelse.pbwiki.com/Genre-Expectations

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Tuesday 1/13

Resolution: Changes We Want
Wiki Ideas; Read-Write Blog
Genre Discussion; Editor Idea;
Group Discuss with plan to turn in

Possibilities for G8: Memory Book
http://whatelse.pbwiki.com/Memory-Book-Project

Wednesday 1/14
Resolution: Changes We Are 4 Day
Resolution: Changes We Are for MLK: MLK Reading
Poems: How to Evaluate? What criteria? Eagle Festival -- Contest?

Thursday 1/15
Library
MOTT Due

Friday 1/16
Resolution: Changes We Are 4 Day and More

Essay/Poems 2 groups develop criteria

Monday 1/19 MLK Day
Tuesday 1/20 Inauguration Day
Service Reflection

Inauguration Activities

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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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