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
Monday 3/9
S: Speech practice: Share projects and thesis statements; timeline and progress
Feedback
Review thesis with six traits of writing (see folders; checklist)
Focus, Thesis, Draw Conclusions about thesis with details
I: Diigo/notes/research/draft/revise
Photography Introduction and blog comments
Tuesday 3/10 Wednesday 3/11 Thursday 3/12 Friday 3/13 Monday 3/16
Workshop: Students work on own projects (MOTT and photography) with review lessons and personalized feedback
Focus, Thesis, Draw Conclusions about thesis with details
I: Diigo/notes/research/draft/revise
Photography Assignment -- iSearch
Photography:
What:
What is it?
How do it?
What I will do
So What?
What I did
What I learned, including writing and photographic element reflection based on image
Now What?
What will I do next time?
What is the next element to learn?
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 six traits. Show all posts
Showing posts with label six traits. Show all posts
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
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.
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
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.
February 18 - March 2
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.
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.
February 10 - February 18, 2009
Focus
Eagle Festival Essay/Poetry
https://whatelse.pbwiki.com/Eagle-Contest
Voice Thread: Making Changes
http://voicethread.com/share/72003/
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
Thesis Statements
http://whatelse.pbwiki.com/Writing-Thesis-Statement
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 writing pieces in different genre.
Monday 2/9 Tuesday 2/10
Finalize story/essay/poems and print
Found Poetry from our prose and prewriting
Review figurative language possibilities
Revise, share, finalize, print.
Wednesday 2/11
C = Genre
S = Youth Voices Expectations and How To http://youthvoices.net/
I = Youth Voices
Thursday 2/12
Library
Youth Voices
Friday 2/13
Valentines Party PM - last period
Monday President’s Day
Tuesday Waiver Day; teacher learning
Wednesday 2/18
C = Genre
S = Thesis Statement Review YV
I = Youth Voices
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.
Eagle Festival Essay/Poetry
https://whatelse.pbwiki.com/Eagle-Contest
Voice Thread: Making Changes
http://voicethread.com/share/72003/
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
Thesis Statements
http://whatelse.pbwiki.com/Writing-Thesis-Statement
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 writing pieces in different genre.
Monday 2/9 Tuesday 2/10
Finalize story/essay/poems and print
Found Poetry from our prose and prewriting
Review figurative language possibilities
Revise, share, finalize, print.
Wednesday 2/11
C = Genre
S = Youth Voices Expectations and How To http://youthvoices.net/
I = Youth Voices
Thursday 2/12
Library
Youth Voices
Friday 2/13
Valentines Party PM - last period
Monday President’s Day
Tuesday Waiver Day; teacher learning
Wednesday 2/18
C = Genre
S = Thesis Statement Review YV
I = Youth Voices
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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