Focus:
Prewriting Ideas -- gathering, writing, organizing, revising for draft
Drafting and Revising-- ARMS: Add, Remove, Move, Substitute
Organize: Narrative
Goal: Story Workshop
Tween Tribune
Essay Variety: Expository, Compare/contrast, Persuasive
3/22 Essay research project: share contributions
3/23 Essay research and draft
3/24 Essay revision --- connect ideas; elaborate; word choice
3/25 Final Draft -- edit
3/26 Share Essays
3/29 Research contributions: person 2
Project to Finish:
Essay 1
Owhi Lake revision/evaluation
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
3.2.1 Applies understanding that different audiences and purposes affect writer’s voice. Writes from more than one point of view or perspective (third person for mathematical communication)
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes. Selects and uses specialized vocabulary relevant to a specific content area (e.g., meteorologist, climatology).
Showing posts with label word choice. Show all posts
Showing posts with label word choice. Show all posts
03/15/10 - 03/22/10
25
3/15 Owhi Work Project: Edit practice, Evaluate for organization and elaboration; view entries for Owhi contest
3/16 Owhi Project: Evaluate for word choice; review organization and elaboration; student revisions with rubric
3/17 Continue revisions
3/18 Share revisions; Work on research essay again
3/19 Substitute
3/22 Essay research project
Week Project:
Write with style and word choice (strong verbs; specific nouns)
Organize for best information and elaboration.
Plan design for presentation.
Topic: Owhi Lake
Goal 1: Write organized and elaborated paragraphs with style and word choice. Edit the paragraphs.
Goal 2: Create a broster/T-shirt design using elements of design and layout and reflecting the paragraphs about Owhi Lake.
Tasks:
Continue lists of specific nouns and vivid verbs about Owhi Lake.
Discuss model draft of Owhi Lake paragraphs.
Use the lists to draft at least two paragraphs about Owhi Lake:
* Decide organization style
* Determine approrpiate elaboration
* Write with nifty nouns and vivid verbs
* Edit
* Revise paragraphs
Focus:
Prewriting Ideas -- gathering, writing, organizing, revising for draft
Drafting and Revising-- ARMS: Add, Remove, Move, Substitute
Organize: Biography; Compare/Contrast
Goal: Biographical Memorial Person Award
Tween Tribune
Essay Variety: Expository, Compare/contrast, Persuasive
Document daily: CSI
Document Weekly: Writing Log on Writing Process and Traits
Each Essay: Self Evaluate (See also Awards information)
3/16 Owhi Project: Evaluate for word choice; review organization and elaboration; student revisions with rubric
3/17 Continue revisions
3/18 Share revisions; Work on research essay again
3/19 Substitute
3/22 Essay research project
Week Project:
Write with style and word choice (strong verbs; specific nouns)
Organize for best information and elaboration.
Plan design for presentation.
Topic: Owhi Lake
Goal 1: Write organized and elaborated paragraphs with style and word choice. Edit the paragraphs.
Goal 2: Create a broster/T-shirt design using elements of design and layout and reflecting the paragraphs about Owhi Lake.
Tasks:
Continue lists of specific nouns and vivid verbs about Owhi Lake.
Discuss model draft of Owhi Lake paragraphs.
Use the lists to draft at least two paragraphs about Owhi Lake:
* Decide organization style
* Determine approrpiate elaboration
* Write with nifty nouns and vivid verbs
* Edit
* Revise paragraphs
Current Projects:
Interview Project (essay and character sketch)
Awards Project: comparative and persuasive essays
Responds to Quotes (Tween Tribune)
TweenTribune News and Blog
Awards Project
Awards Project
Directions
Essay Outline:
Essay Outline:
Compare/Contrast Essay
Award Nomination Essay
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
3.2.1 Applies understanding that different audiences and purposes affect writer’s voice. Writes from more than one point of view or perspective (third person for mathematical communication)
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes. Selects and uses specialized vocabulary relevant to a specific content area (e.g., meteorologist, climatology).
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
3.2.1 Applies understanding that different audiences and purposes affect writer’s voice. Writes from more than one point of view or perspective (third person for mathematical communication)
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes. Selects and uses specialized vocabulary relevant to a specific content area (e.g., meteorologist, climatology).
March 17-March 23
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
iSearch
Using Diigo
Youth Voices
Monday 3/16
Review Elements of Design; Review Process;
Assignment 1 -- Do second set of photo analysis
Photography Introduction and blog comments
Tuesday 3/17
Photography blog comments; Start iSearch/Photo Assignment wiki
Owhi Lake pictures
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?
Wednesday 3/18
Review thesis with six traits of writing (see folders; checklist)
Focus, Thesis, Draw Conclusions about thesis with details
I: Diigo/notes/research/draft/revise --- our comments: Did they write about elements of photo -- find photo and find elements of photography
Photography blog comments; Start iSearch/Photo Assignment wiki
Thursday 3/19 Friday 3/20 Teacher Inservice Monday 3/23
Continue MTW work
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:
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.
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
iSearch
W8 iSearch Shee (Sample)
Using Diigo
Youth Voices
Monday 3/16
Review Elements of Design; Review Process;
Assignment 1 -- Do second set of photo analysis
Photography Introduction and blog comments
Tuesday 3/17
Photography blog comments; Start iSearch/Photo Assignment wiki
Owhi Lake pictures
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?
Wednesday 3/18
Review thesis with six traits of writing (see folders; checklist)
Focus, Thesis, Draw Conclusions about thesis with details
I: Diigo/notes/research/draft/revise --- our comments: Did they write about elements of photo -- find photo and find elements of photography
Photography blog comments; Start iSearch/Photo Assignment wiki
Thursday 3/19 Friday 3/20 Teacher Inservice Monday 3/23
Continue MTW work
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:
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.
March 9 - March 16
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.
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.
Week of September 30 - October 6
Monday Sep 29
Finalize Publication of Letter
Final revise and review and publish of document online (use checklist)
Tuesday Sep 30
W8: Reflections on Learning
What did you learn about:
audience
purpose
leads
key words
persuasive strategies
elaboration
prewriting
drafting
revising
editing
peer review
self-review
note-taking
citations
plagiarism
Wednesday Oct 1 Parent Student Teacher Conferences
Thursday Oct 2
Library.
Student compacts.
Discuss and revise letters, if needed.
Friday Oct 3
Who Are You: Forming Collaborative Teams
Identifying Commonalities in the book’s descriptions
http://whatelse.pbwiki.com/Who-Are-You
Form Teams; read book. Create a list of your own descriptions and a sketch of yourself.
What are you made of?
Identifying Commonalities Part 1
I am made of _______.
Text of facts about yourself.
Did you know?
Sketch
Mon Oct 6
Entry: Read over and revise your self-portrait:
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
Finalize Publication of Letter
Final revise and review and publish of document online (use checklist)
Tuesday Sep 30
W8: Reflections on Learning
What did you learn about:
audience
purpose
leads
key words
persuasive strategies
elaboration
prewriting
drafting
revising
editing
peer review
self-review
note-taking
citations
plagiarism
Wednesday Oct 1 Parent Student Teacher Conferences
Thursday Oct 2
Library.
Student compacts.
Discuss and revise letters, if needed.
Friday Oct 3
Who Are You: Forming Collaborative Teams
Identifying Commonalities in the book’s descriptions
http://whatelse.pbwiki.com/Who-Are-You
Form Teams; read book. Create a list of your own descriptions and a sketch of yourself.
What are you made of?
Identifying Commonalities Part 1
I am made of _______.
Text of facts about yourself.
Did you know?
Sketch
Mon Oct 6
Entry: Read over and revise your self-portrait:
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
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