March 2 - March 9

Focus and Resources
Third Quarter Requirements (Reading/Writing for 8)
http://whatelse.pbwiki.com/Writing-Requirements
MOTT Work
http://whatelse.pbwiki.com/Writing-Thesis-Statement
http://whatelse.pbwiki.com/Revision-Tips-2
http://photographylessons-byerika.blogspot.com/
Writing Process Expectations for criteria
Review/complete 6 Trait work
revision organizer

Using Diigo

Youth Voices

Friday 2/27
MOTT Work
YOUTH Voices
Thesis Statements

Monday 3/2
S: Speech practice: Share projects and thesis statements; timeline and progress
Feedback
Review thesis with six traits of writing (see folders; checklist)
I: Diigo/notes

Tuesday 3/3
S: Research: How to (small group)

Wednesday 3/4
S: Prewrite --- Draft review

Thursday 3/5
S: Draft -- revision organizer (names, verbs, action, imagery, etc.)

Friday 3/6
S: Draft --- revision organizer

Monday 3/2
S: Speech practice: Share projects and thesis statements; timeline and progress
Feedback
Review thesis with six traits of writing (see folders; checklist)
I: Diigo/notes/research/draft/revise

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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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January 26th - February 2, 2009

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

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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

Each activity follows an EALR expectation (below).

Each day I will record the step completed as lesson and any other lessons/activities completed as the need arises. Students still work on MOTT writing, blogs, and Coyote Talks.

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Daily Lesson Log:

Monday 1/26

Eagle Contest Tasks
Prewriting: oral sharing, power writing, feedback, revision
Ideas: Idea Tree intro -- If you were a reporter what would you write? If you were a story-teller what would you write?

Tuesday 1/26
Eagle Contest Tasks
Ideas: Discuss observation, prewriting, gather focused ideas and interesting details
Prewriting: Gather observations and details -- Zoom out for the big picture and in for the details; take a snapshot in mind and describe what you see, inventing what you can't quite remember:

1. Zoom in/out; details
2. List as many 5Ws as you can: who, what, when, where, why
3. Write a twenty-word gist statement -- what is the main idea/message?
4. Describe what the creature in your story looks and sounds like; acts like

Keep in mind your message and purpose.

Wednesday 1/28
Review strategies: zoom, snapshot, 5Ws, gists, looks/sounds/acts

Monday 2/2

Review strategies: zoom, snapshot, 5Ws, gists, looks/sounds/acts
Code your organization.
Draft, Share, Draft

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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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Week of October 6 - October 14

Note: No School Monday October 13

Mon Oct 6
Entry: Read over and revise your self-portrait:

Who Are You: http://whatelse.pbwiki.com/Who-Are-You
Identifying Commonalities Part 1 Identifying Commonalities in the book’s descriptions
I am made of ________.
Text about yourself (hobbies, facts, factoids)
Did you know?
Sketch (with graphics related to your written text).

Share.
Part 2 --- identify commonalities in your team following the pattern in the book Part 3 -- publication and art work

Tues Oct 7
Entry: What have you learned about your team members? What surprised you?

Who Are You Review: http://whatelse.pbwiki.com/Who-Are-You
What’s done so far? How to revise:
Review of:
Audience and purpose --- word choice (verbs/nouns) and vocabulary
Voice --- connotation/detonation; alliteration, simile, metaphor, symbols

Wed Oct 8
Entry: What vivid verbs did you include? What similes? What symbols?
Share. Continue process. Teacher monitor and feedback.

Thursday Oct 9
Library
Read new books.

Friday Oct 10 Class meeting and continue project. If time, move to election process (review candidates)

Monday No school Tuesday Oct 14
Entry: Work on projects.


Peer feedback -- process
https://whatelse.pbwiki.com/Peer-Conferences

Wednesday October 15
Entry: How could you use the techniques learned last week for a science project?

Continue and finalize projects using checklist.

9/29 R E P Revise, Edit, Publish

Peer review.

Edit to perfection and to following every part of the directions on the blue submission form.

Publish tomorrow!

What is required for our letter?

We know how to:
Write a headline.
Write key words.
Write a lead statement.

Write a persuasive essay that starts with your lead statement and good questions. Explains in at least two paragraphs what your concerns are, including your solution. Ends with a question or request for the next president to complete your suggestions.

The Fine Print

Read your comments. Finalize your work. Use the checklist. Peer review. Enjoy your learning.

Letters to the President: Writing to the Future Project Checklist

Requirements

For Google Docs

__ Did I write only in the white areas?

__ Did I write a catchy headline?

__ Did I choose up to three keywords, separated by commas, for your piece to help readers find your piece by topic.

__ Did I write a strong verb lead-- no more than 75 words to summarize your main point and catch your readers' interest?

__ Did I write my pseudonym? (Code Name)

__ Did I complete my letter to the president in the correct area-- begin with the first sentence of the body of the letter & continue to the end?

__ Did I double space BETWEEN paragraphs?

For Wiki

__ Did I write my headline as title?

__ Did I start essay with my strong verb lead?

__ Did I include questions at the beginning?

__ Did I complete my letter to the president?

__ Did I comment positively on someone else’s letter?

Content of Letter

__ Does my letter start with a lead statement?

__ Does my letter beginning also include questions?

__ Does my letter explain my concerns?

__ Does my letter explain my concerns with __ examples, __ statistics, __ experts, or __ anecdote?

__ Does my letter explain my solution for the president?

__ Does my letter end with a question to ask the president to implement (do) my solution?

__ Are the ideas written in my own words?

__ Did I include sources for my statistics or quotes?

__ Did I include the name of article in my letter? or

__ Did I include a footnote at the end of the letter?

Style of Letter

__ Did I use strong verbs?

__ Did I use different lengths of sentences?

__ Did I start my sentences in different ways?

__ Did I elaborate with details, examples, evidence, experiences, explanations?

__ Did I use persuasive strategies (bandwagon, experts, anecdotes, rhetorical questions, statistics)?

__ Did I have an introduction? (lead statement; questions)

__ Did I have a conclusion? (ask the president to implement my solution)

Edit of letter

__ Did I read my letter over WORD BY WORD to make sure I did not miss any words or use the wrong words?

__ Did I read my letter over again WORD BY WORD to check the spelling of every word?

__ Did I read my letter over again to make sure I found the ends of sentences and did not write run-on sentences?

__ Did I use the correct punctuation?

__ Did I use correct capitalization?

__ Did I write in paragraphs?