8/31/10-9/28/10

Focus:

Practice Procedures
Review prewriting
Drafting Strategies
Revision Strategies and Review
Edit/Publish

---

Daily: Review and Practice Expectations
8/31 BBQ
9/1 Notecard Welcome activity; Groups; Venn Diagram
9/2 What I expect of them/ What they expect of me; Venn Diagram debrief; Posters
(theme, title, design, symbols, intro BioPoem
9/3 Write Biopoem; present posters (all talk)
9/7 Reading pretest continued


9/8 Bio Poem; Notebooks
9/9 Pretest
9/10 Notebook
9/13 Prewrite BioPoem for ideas; draft


9/14 Revision Lesson: Model/Example/Identify-- Good Writing has: Details, Description, Examples, Action (Strong Verbs); Finish BioPoem: Gallery Walk and comment; Circle area of poem and write description of the experience
9/15 Models: Identify-- Good Writing has: Details, Description, Examples, Action (Strong Verbs)
9/16 Write experience paragraph; highlight examples of good writing and label: Details, Description, Examples, Action (Strong Verbs)
9/17 Elder Invitation

9/20  Review: Details, Description, Examples, Action (Strong Verbs); Share paragraph with neighbor-- ask questions (5Ws) and decide where to add details, etc. Revise paragraph.

9/21 Update notebook -- identify Details, Description, Examples, Action (Strong Verbs) and transform on page 16.  Revise biopoem; neat sheet.



9/21
Territories
Revision -- baseball story; emotions/thoughts
Revise paragraphs
Guest speaker: Dawn Ensminger

9/22 Speaker Ernie Williams
Reading Class: Revise paragraphs for thoughts/ emotions; organize folders for 9/23 mentor visit; reflection info
9/23 prep for mentors
9/28 Reflection; update notebook for thoughts/ emotions / dialogue

---

3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. ·       Presents a central idea, theme, and manageable thesis while maintaining a consistent focus (e.g., “Commercials influence the spending habits of teenagers.”). ·       Selects specific details relevant to the topic to extend ideas or develop elaboration (e.g., quotations, data, reasons, multiple examples that build on each other). ·       Uses personal experiences, observations,

1.1 Prewrites

1.2 Drafts

1.3 Revises (3.1.1)

01/04/10 - 01/19/10

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

1/4/09  Review Internet Safety   A Grade 3 List

Finish Stories

1/5, 6, 7, 8

1- OVLC History Project: interview elders -- preview and intro interview; tips/practice;  homework -- interview

2- Stories

1/11 Writing Requirements;

Tween Tribune comment as class; OVLC interview and work time; stories;  Martin Luther King, Jr (nonfiction; gists; resolutions)

1/12 - 1/15 Projects: Interview Essays including character sketches; Current News with Tween Tribune

Lessons: Respond to Quote; character sketches; Essay review; story conferences

1/19  Martin Luther King, Jr (nonfiction; gists; resolutions); Essay Drafts

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

May 5 - May 11

Focus
Writing Process Expectations for criteria
Review/complete 6 Trait work
Lessons: Thesis/Main ideas in text and images; documentation is prewriting

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

Resources:
http://docs.google.com/Doc?id=dfjbbnsb_9247nvzpdj
http://whatelse.pbwiki.com/Writing-Thesis-Statement
http://whatelse.pbwiki.com/Revision-Tips-2
http://photographylessons-byerika.blogspot.com/
http://youthvoices.net/assign/photo-essays/9959
http://digital-photography-school.com/5-photo-essay-tips
http://whatelse.pbwiki.com/iSearch
https://whatelse.pbworks.com/Photo-Essay-Template


Writing Process Expectations for criteria
Review/complete 6 Trait work
Diigo Youth Voices MOTT Work

---

Daily--
Continue in Workshop:
Photo Editing, iSearch, Youth Voices
Navigation
Graduation: Symbol Art (Art, Essay, Poem), Symbol, Personal Flag Essay

Tuesday 5/5
Grammar -- the dash (READ 1/09)
Photo-Essay -- Ideas (JS, SW, READ),Questions/Thesis -- gather info
Graduation -- Motto vote, Symbol development

Wednesday 5/6
Grammar -- edit practice (discuss and apply)
Photo-Essay -- Question/Thesis-- gather info
Graduation -- Symbol, Symbol Art, Poetry

Thursday 5/7 Library

Friday 5/8 (1/2 day make-up)
Grammar -- capitalization (READ 11/14)
Photo-Essay -- Questions/Thesis -- gather info
Graduation -- Symbol, Symbol Art, Poetry

Monday 5/11
Grammar -- punctuation (discuss and apply)
Photo-Essay -- Ideas (JS, SW, READ) Question/Thesis-- gather info
Graduation -- Symbol, Symbol Art, Poetry

Continue:

1. Write about your photography learning on your YV Drafts page. The posts should specifically reference some of the photo elements you want to practice. Copy and paste as posts on Youth Voices --about what you're learning about photo editing using the elements of design. Make sure you tag your post with the keyword "photo design." Google Docs YV 1.3

2. Link to the online images of our school if your computer does not have them on the hard drive. Download the one you want. Import to and edit from iPhoto. In iPhoto export the "current" photo to the Desktop W8 student folder. Upload your picture to your YV draft page. Explain what you did, including the photo elements you used. Copy and paste the text as a post in a discussion on your Youth Voices and tag it with “Near Our School.” Include your explanation of the picture (how it relates to life in our community) and your explanation of how and why you completed the edit (include your photo elements). Upload your picture. (Note: this can be part of your work in paragraph one). Google Docs YV 2.4

3. Write an Earthday post at Youth Voices based on our reading and discussions in reading class. (This should be done.) Google Docs YV 1.2

4, 5, 6, 7, 8 are part of Google Docs YV 3.1 3.2 3.3 3.4 3.5 and 5.1 5.2 5.3 5.4 5.5 (See number 8) and 4.1 4.2 4.3 4.4 4.5 (Number 7):

4. Add photography notes to iSearch page.

5. Add research/photos for photo-essay to iSearch page (prewriting).

https://whatelse.pbworks.com/W8-Photo-Essay-Tips

Diigo/notes/research/draft/revise

6. When iSearch photos and research notes are taken and recorded on your iSearch page, begin your photo-essay planning.

https://whatelse.pbworks.com/Photo-Essay-Template

7. Read and write about other Youth Voices posts to complete Google Docs YV 4.1 4.2 4.3 4.4 4.5 This is also be part of your research.

8. Read and write other texts that are similar to your research. This will add to your information (Google Docs YV 5.1 5.2 5.3 5.4 5.5)

9. Write a quote on your YV page: what does it mean to you and why is it important to you. Copy/paste to Youth Voices. Google Docs YV 2.1 or 1.1 depending on length.

---

EALRS

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 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

Blog

W8 Photography Assignments

Flickr

W8 iSearch Reflection

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.

---

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.

---

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.

---

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.

February 2 to February 9

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

Third Quarter Requirements (Reading/Writing for 8)
http://whatelse.pbwiki.com/Writing-Requirements

---

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

Focus
Writing Process Expectations for criteria
Review/complete 6 Trait work
Genre Discussion; Editor Idea;
Poems: How to Evaluate? What criteria? Eagle Festival -- Contest?

Eagle Contest
https://whatelse.pbwiki.com/Eagle-Contest

Voice Thread: Making Changes
http://voicethread.com/share/72003/

Figurative Language

Log of Work -- steps in unit on page 2 -- follow EALR expectations at right.

---

Monday 2/2
WASL Test/Review
MOTT

Tuesday 2/3 Wednesday 2/4

https://whatelse.pbwiki.com/Eagle-Contest
http://whatelse.pbwiki.com/W5678-Shee-Camping-Trip What details and action are in YOUR draft?
Review strategies: zoom, snapshot, 5Ws, gists, looks/sounds/acts
Code your organization.
Draft, Share, Draft on wiki

Review figurative language
https://whatelse.pbwiki.com/Figurative-Language


Thursday 2/5 NEAP TEST

Friday 2/6
Poetry for contest: Found/Pattern
http://room30space.blogspot.com/2008/10/poetry-corner.html
https://whatelse.pbwiki.com/Eagle-Contest#ProcessFoundPoem

Discuss poem possibilities
Draft, Share, Draft on wiki

Monday 2/9
Finalize story/essay/poems and print
Review figurative language possibilities
Revise, share, finalize, print.

---

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.

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

---

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.

---

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

---

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.

---

January 20 - January 26

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
http://coyotetalks.pbwiki.com/

GENRE: http://whatelse.pbwiki.com/Genre-Expectations

Eagle Festival Essay/Poetry
Figurative language
https://whatelse.pbwiki.com/Figurative-Language

MOTT on Eagles Write
http://nespelem.org/whatelse/

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Monday 1/19 MLK Day
Tuesday 1/20 Inauguration Day
Service Reflection-- Changes by Us
Inauguration Activities --http://whatelse.pbwiki.com/For-The-People



Wednesday 1/21
Picture Day

Inauguration Reading, Responding, Vocabulary, Writing

Thursday 1/22
Library
MOTT

Friday

Review/complete 6 Trait work
Writing Process Expectations for criteria
Figurative Language -- Eagle essay/poetry
Poems: How to Evaluate? What criteria? Eagle Festival -- Contest? our own samples


Monday 1/26
Figurative Language -- Eagle essay/poetry
Genre Discussion; Editor Idea;
Poems: How to Evaluate? What criteria? Eagle Festival -- Contest?

Tuesday 1/17
Genre Discussion; Editor Idea;
Poems: How to Evaluate? What criteria? Eagle Festival -- Contest?
Friday Blog: This Week, Next Week

Wednesday
Writing Process Expectations for criteria
Review/complete 6 Trait work
Genre Discussion; Editor Idea;
Poems: How to Evaluate? What criteria? Eagle Festival -- Contest?

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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 5th - January 12th

Focus:

Word Choice Lesson Daily: Eliminate Dead Verbs --http://whatelse.pbwiki.com/Dead-Verbs

Writing Notebooks -- Lessons: Table of Contents/
L 12 Simple to Complex


CSI:
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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Monday 1/05/09
Power Writing
Sentence Fluency L12 Simple to Complex
Cross-writing from story starter:
Trudging through the thick snow to the top of the hill, ....

Tuesday 1/6/09
Power Writing:
What have you written in class? out of class?
What do you want to write?
What do you think you still need to learn?

Finish: L12 Simple to Complex

Lessons: CSI
Genre Choices and discussion

Genre/Write

Wednesday 1/7/09
Capture
Strengthen: Genre/Resolutions -- See wiki in focus; I wonder blogs/ideas
Interact -- confer
Reflect

Thursday 1/8
Library
MOTT Work

Friday 1/9
Genre Discussion; Editor Idea; Resolution Video
See also: Editor Teams
Group Discuss with plan to turn in

Monday 1/12


Genre Discussion; Editor Teams; Resolution 2
MOTT Work

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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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December 9, 2008 to January 5, 2009

Focus: Writing Notebooks --
Holiday Writing -- Memories/Santa Letters --
Lessons: Table of Contents/ Teacher conferences --Review: N7: Writing from the Heart
As needed:
Intro: N12 Artifacts; N13 Memories; N17 Stretch Writing; N14 Authentic Details; I15 General to Specific Details; I17 Supporting Details; 13 Invent specifics to fill memory gaps; L23 Action Verbs; L22 Nifty Nouns; D3 Organize; D7 2-3-1 Organization; D5 Transitions; Specific Words - L23 Action Verbs; L22 Nifty Nouns; leads/endings


Word Choice Lesson Daily: Eliminate Dead Verbs --http://whatelse.pbwiki.com/Dead-Verbs

Lessons: Writing Process
https://whatelse.pbwiki.com/Writing-Process%3A-P-D-R-S

Writing Letters to Santa
https://whatelse.pbwiki.com/Santa

Writing Memories -- homework
https://whatelse.pbwiki.com/Holiday-Memory
https://whatelse.pbwiki.com/Holiday-Memory-Sample

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Introduce students to process writing for Santa project; include notebook lessons as needed.
Homework: Memory Project

Tuesday 12/9 Intro Santa Project; L22 nouns and L23 verbs
Prewriting -- lists to organize and select nouns/verbs

Wednesday 12/10 Complete prewriting; share; feedback;
N14 L22 nouns and L23 verbs; Review persuasive techniques -- which would work best here?
http://whatelse.pbwiki.com/Persuade
Review persuasive strategies;

Thursday 12/11: Girls Group

During Reading:
Advanced Prewriting for Santa project
http://whatelse.pbwiki.com/Santa-Advanced-Prewriters
Review persuasive strategies;
Remember details --N13 -- invent specifics to fill;
I15 General to Specific Details; D7 organize-- start inviting; end with bang;
D18 Lead Question
Draft
I15 General to Specific Details;

Friday 12/12 Library and revision;

During Reading (1/2) -- review process and strategies
I15 General to Specific Details; D7 organize;
D18 Lead Question or D20 Open with scene;

Monday 12/15
Finish Santa Letter
D24 End question; D25 End humor; D23 Ending
Revise Draft and Share

Practice Song for program

Tuesday 12/16 Practice Song for program

Wed 12/17
Practice Song for program

Thursday 12/18
Dress Rehearsal

Friday 12/19
Poetry/ Holiday Cards/Celebration
Alliteration
Consonance
Assonance
Simile

Monday 1/05/09
Power Writing
Sentence Fluency N12 Simple to Complex
Cross-writing from story starter:
Trudging through the thick snow to the top of the hill, ....

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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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