Focus
Third Quarter Requirements (Reading/Writing for 8)
http://whatelse.pbwiki.com/Writing-Requirements
Writing Process Expectations for criteria
Review/complete 6 Trait work
Voice Thread: Making Changes -- http://voicethread.com/share/72003/
Wednesday 2/18
C = Genre
S = Thesis Statement Review YV
I = Youth Voices
Making Comments; Getting to Know the site
http://youthvoices.net/assign/comments/8165
https://whatelse.pbwiki.com/W8-Blog-Writing
Thursday 2/19
Library?
C = Genre
S = Youth Voices Assignments-- personal connections
http://docs.google.com/Doc?id=d4zfw7d_6f82rsngh
I = Youth Voices
MIT Project
https://whatelse.pbwiki.com/W8-MIT-Vocabulary-Contest
Friday 2/20
C = Genre
S = Google Reader-- research question
I = Youth Voices
https://whatelse.pbwiki.com/Blog-Qs
https://whatelse.pbwiki.com/Respond-to-Quote
http://docs.google.com/Doc?id=d4zfw7d_6f82rsngh
http://youthvoices.net/node/7158
Monday 2/23
Sub:
Grammar: Punctuation of sentences; dialogue
Tuesday 2/24
C = Genre
S = Connections and--- current events
I = Youth Voices
Wednesday 2/25
S= youth voices --evaluation so far
S = Connections and--- current events with Diigo
draft blogs on wiki
Thursday 2/26
Library -- MOTT
S = Connections and--- current events with Diigo
draft blogs on wiki
Friday 2/27 and Monday 3/2
S = Connections and--- current events with Diigo
MOTT Work
3/2 and
YOUTH Voices --- draft blogs on wiki
evaluate with six traits of writing; peer review
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.
Showing posts with label self-evaluate. Show all posts
Showing posts with label self-evaluate. Show all posts
November 12 - November 17
Power Writing
Writing Notebooks
Blogs
Genre
MOTT: Clear, careful, synthesized writing with graphics explaining topic of choice.
Talking Circle
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
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.
Writing Notebooks
Blogs
Genre
MOTT: Clear, careful, synthesized writing with graphics explaining topic of choice.
Talking Circle
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
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.
Subscribe to:
Posts (Atom)
