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
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, ....
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.
November 17-December 8
Power Writing
Writing Notebooks
Blogs
MOTT: Clear, careful, synthesized writing with graphics explaining topic of choice.
Talking Circle
Monday, November 17
MOTT paper due.
Power Write -- 1 minute times -- three times
Read blogs and discuss--Blog Intro 2 --- Grow a Blog prewriting/google docs
http://whatelse.pbwiki.com/Blog-Reads
http://whatelse.pbwiki.com/Blog-Permission
Read requirements and agreements; planning template
Notebooks Lesson N5: Pictures Sensory Images -- Can you write to describe sights, sounds, smells, tastes, touch?
Tuesday, 11/18
Navigation 101 Into: http://www.navigationsre.htm
Grammar: Blue Write Source -- p. 422; Share the right feeling with vivid verbs
Notebooks: N7 Writing from the heart
Blog Plans prewrite -- what is your plan? -- google docs
Read requirements and agreements; planning template
Wednesday, 11/19
Substitute Teacher
Power Writing-- 2 minute times
Grammar: Blue Write Source -- p. 420 Subject Verb Agreement; Do practice.
Notebooks: N6 Fierce Wonderings
Thursday: 11/20
Library
Evaluation Evidence -- think about it while you plan your blog.
Friday: 11/21
Entry: Find ten more spelling words from Write Source 2000, page 412+
Make up Work: Essay --
Think:
We worked in class for two weeks on the essay. We worked on research before we started writing, used graphic organizers, discussed as a class and with partners, and asked the teacher questions (who also conferred with you to guide you in the process of a comparative essay). Progress reports have been provided, and another report notified you on Monday that your essay was missing. Think: You had class time, jump start, library, noon recess, and your own homework time to complete the essay. This twenty-minute period is a gift to you.
Other students: Write Source Convention Practice.
Blog Etiquette Review; reading and comment practice (as class)
Notebooks: authority list; sensory images; blog ideas? -- prep for Monday
Teacher conferences for planning, notebooks
Assessment: ideas/verbs/sensory images
Share plans.
Monday, 11/24
Entry: Power Write--2 minutes (3 times)
MOTT writing -- paper due Monday, 12/1 (30 minutes)
Poetry Reading -- Found Lines = Found Poems
Tuesday, 11/25
Nespelem at Republic
Entry Notebooks: Which will you try today: Your own; Ideas; Senses; Pictures; World Wonders; Your Heart?
Find 15 words, "Found Lines" from your notebook; copy; practice.
Share our own "Found Poems."
MOTT work.
Wednesday, 11/26
MOTT, Blog, Found Poems from other's blogs.
Monday, 12/1
Power Write -- 1 minute (three times) Check spelling.
Writing Pattern--Blog idea --Respond to Quote--Blue Write Source p. 274
Homework: Respond to Quote (Quote, Quote + my experience; Quote + my meaning) Due Friday
Notebook: N8 -- Adding conversations
Intro to Sub activities and Checklist sheets.
12/2, 3, 4: Sub Plans
Friday, December 5
Power Write
Grammar: Review Tues-Thurs
Notebooks: Check in for: Volume, Frequency, Writing Tips
Create Table of Contents
Share
If time--Blog: Blog ideas to share -- quotes or other; Blog Space -- how to get there and sign in
Share
Monday, December 8
Power Write
Lesson on ideas and strong verbs:
IDEAs and Word Choice (Strong Verbs)
Notebook: Are you adding details and strong verbs to your writing?
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
MOTT: Clear, careful, synthesized writing with graphics explaining topic of choice.
Talking Circle
Monday, November 17
MOTT paper due.
Power Write -- 1 minute times -- three times
Read blogs and discuss--Blog Intro 2 --- Grow a Blog prewriting/google docs
http://whatelse.pbwiki.com/Blog-Reads
http://whatelse.pbwiki.com/Blog-Permission
Read requirements and agreements; planning template
Notebooks Lesson N5: Pictures Sensory Images -- Can you write to describe sights, sounds, smells, tastes, touch?
Tuesday, 11/18
Navigation 101 Into: http://www.navigationsre.htm
Grammar: Blue Write Source -- p. 422; Share the right feeling with vivid verbs
Notebooks: N7 Writing from the heart
Blog Plans prewrite -- what is your plan? -- google docs
Read requirements and agreements; planning template
Wednesday, 11/19
Substitute Teacher
Power Writing-- 2 minute times
Grammar: Blue Write Source -- p. 420 Subject Verb Agreement; Do practice.
Notebooks: N6 Fierce Wonderings
Thursday: 11/20
Library
Evaluation Evidence -- think about it while you plan your blog.
Friday: 11/21
Entry: Find ten more spelling words from Write Source 2000, page 412+
Make up Work: Essay --
Think:
We worked in class for two weeks on the essay. We worked on research before we started writing, used graphic organizers, discussed as a class and with partners, and asked the teacher questions (who also conferred with you to guide you in the process of a comparative essay). Progress reports have been provided, and another report notified you on Monday that your essay was missing. Think: You had class time, jump start, library, noon recess, and your own homework time to complete the essay. This twenty-minute period is a gift to you.
Other students: Write Source Convention Practice.
Blog Etiquette Review; reading and comment practice (as class)
Notebooks: authority list; sensory images; blog ideas? -- prep for Monday
Teacher conferences for planning, notebooks
Assessment: ideas/verbs/sensory images
Share plans.
Monday, 11/24
Entry: Power Write--2 minutes (3 times)
MOTT writing -- paper due Monday, 12/1 (30 minutes)
Poetry Reading -- Found Lines = Found Poems
- Read the poems
- Choose 15 words you like
- Copy them down on strips of paper
- Practice reading
- Circle read all "Found Lines" as a "Found Poem"
Tuesday, 11/25
Nespelem at Republic
Entry Notebooks: Which will you try today: Your own; Ideas; Senses; Pictures; World Wonders; Your Heart?
Find 15 words, "Found Lines" from your notebook; copy; practice.
Share our own "Found Poems."
MOTT work.
Wednesday, 11/26
MOTT, Blog, Found Poems from other's blogs.
Monday, 12/1
Power Write -- 1 minute (three times) Check spelling.
Writing Pattern--Blog idea --Respond to Quote--Blue Write Source p. 274
Homework: Respond to Quote (Quote, Quote + my experience; Quote + my meaning) Due Friday
Notebook: N8 -- Adding conversations
Intro to Sub activities and Checklist sheets.
- Power writing
- Grammar
- Notebook
12/2, 3, 4: Sub Plans
Friday, December 5
Power Write
Grammar: Review Tues-Thurs
Notebooks: Check in for: Volume, Frequency, Writing Tips
Create Table of Contents
Share
If time--Blog: Blog ideas to share -- quotes or other; Blog Space -- how to get there and sign in
Share
Monday, December 8
Power Write
Lesson on ideas and strong verbs:
IDEAs and Word Choice (Strong Verbs)
Notebook: Are you adding details and strong verbs to your writing?
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.
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.
November 3-November 12
Focus:
Finalize projects:
https://whatelse.pbwiki.com/Election-Project
comparative essays
path to presidency project
Begin:
Veterans Day invitations and displays at http://whatelse.pbwiki.com/Veterans-Day
Monday November 3
Spelling Base words:
veteran, soldier, combat, honor, glory, valor, free
Review essay project with assignment sheet.
Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)
Tuesday November 4
Entry:
Is there anything in your life worth dying for? Please write 3-5 sentences.
Spelling Words Ready
Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)
Confer with students as needed.
Wednesday November 5
Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)
Lesson: Display techniques and presentation for audience
Confer with students as needed.
Thursday November 6
Library
Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)
Confer with students as needed.
Friday November 7
Power Write on Veterans Day -- find theme in writing and rewrite for card or project
Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)
Confer with students as needed.
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
Spelling: find you own list of frequently misspelled words. Choose five
Power Write
++++++++++++++++++++++
EALRs:
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.
Finalize projects:
https://whatelse.pbwiki.com/Election-Project
comparative essays
path to presidency project
Begin:
Veterans Day invitations and displays at http://whatelse.pbwiki.com/Veterans-Day
Monday November 3
Spelling Base words:
veteran, soldier, combat, honor, glory, valor, free
Review essay project with assignment sheet.
Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)
Tuesday November 4
Entry:
Is there anything in your life worth dying for? Please write 3-5 sentences.
Spelling Words Ready
Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)
Confer with students as needed.
Wednesday November 5
Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)
Lesson: Display techniques and presentation for audience
Confer with students as needed.
Thursday November 6
Library
Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)
Confer with students as needed.
Friday November 7
Power Write on Veterans Day -- find theme in writing and rewrite for card or project
Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)
Confer with students as needed.
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
Spelling: find you own list of frequently misspelled words. Choose five
Power Write
++++++++++++++++++++++
EALRs:
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.
October 27-November 3
Focus:
Ideas: how to think of them; how to add to them
Talking/Writing for IDEAS and DETAILS to ELABORATE
Strong verb paragraph model
Compare/Contrast Model; transitions
Assignment:
Use transitions to write to compare the issues of the two candidates. You may express your opinion and include the comparison of facts to prove/persuade with your opinion.
Other Assignments: Choices (poster, diagrams, speeches)
Monday October 27
Entry Spelling Base words:
issue, belief, part, campaign, persuade, citizen
Review: Assignment, Venn comparisons, format, strategies for transitions; persuasion; rubric;
Intro to Washington Candidates for Governor and District 5 House of Representatives in preparation for Mock Election Voting; Choose and work on projects on issues.
Prewriting: Venn Diagram to compare/contrast candidates/develop persuasion with BEARS
Use transitions to write to compare the issues of the two candidates. You may express your opinion and include the comparison of facts to prove/persuade with your opinion.
Other Assignments: Choices (poster, diagrams, speeches)
Introduction Statement;
First Paragraph: Explain one candidate's issues;
Second Paragraph: Explain the other candidate's issues;
Third Paragraph: Explain similarities of the two candidates;
Summary Statement
Format 2:
Introduction Statement;
First Paragraph: Explain one candidate's issues;
Second Paragraph: Explain similarities of the two candidates;
Third Paragraph: Explain the other candidate's issues;
Summary Statement
OR, Format 3 (if you are expressing an opinion on your choice of candidate):
Introductory Statement;
First Paragraph: Explain similarities of the two candidates;
Second Paragraph: Explain the issues of the candidate you do not agree with;
Third Paragraph: Persuade with the issues of the candidate you choose for President
Summary Statement/Persuasion
Suggested format:
Review goal: comparison paragraphs using transitions:
1) Introduction Sentence
2) Similar Issues
3) Candidate 1 Differences
4) Your favorite candidate differences
5) Concluding Sentence
Graphic Organizer
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
Tuesday 10/28
Entry: Write five spelling words on Weekly Study Sheet
Review: Washington Candidates for Governor and District 5 House of Representatives in preparation for Mock Election Voting
Review: Transitions/Opinions/Comparisons/Persuasive/Format
Prewriting: Venn Diagram for comparison; organizer to prewrite and persuade---Use the essay format provided in class.
Show: written model of sample comparisons.
Wednesday, Oct 29 Entry: Continue essay work; review rubric--persuasive checklist
Vote on computer in Mock Election
Thursday October 30
Continue essay/projects, or Library if done.
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
Friday October 31
Entry: Draw a bat
Make a pop-up bat card; write a Halloween greeting:
Sample:
Watch for bats
Dodge the rats
Knock on doors
Say “Please” in fours
For treats galore
Monday November 3
Entry Spelling Base words:
veteran, soldier, combat, honor, glory, valor, free
Work on projects.
Essential Academic Learining Requirements
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.
Ideas: how to think of them; how to add to them
Talking/Writing for IDEAS and DETAILS to ELABORATE
Strong verb paragraph model
Compare/Contrast Model; transitions
Assignment:
Use transitions to write to compare the issues of the two candidates. You may express your opinion and include the comparison of facts to prove/persuade with your opinion.
Other Assignments: Choices (poster, diagrams, speeches)
Monday October 27
Entry Spelling Base words:
issue, belief, part, campaign, persuade, citizen
Review: Assignment, Venn comparisons, format, strategies for transitions; persuasion; rubric;
Intro to Washington Candidates for Governor and District 5 House of Representatives in preparation for Mock Election Voting; Choose and work on projects on issues.
Prewriting: Venn Diagram to compare/contrast candidates/develop persuasion with BEARS
Use transitions to write to compare the issues of the two candidates. You may express your opinion and include the comparison of facts to prove/persuade with your opinion.
Other Assignments: Choices (poster, diagrams, speeches)
Use one of the essay formats provided in class. --
Introduction Statement;
First Paragraph: Explain one candidate's issues;
Second Paragraph: Explain the other candidate's issues;
Third Paragraph: Explain similarities of the two candidates;
Summary Statement
Format 2:
Introduction Statement;
First Paragraph: Explain one candidate's issues;
Second Paragraph: Explain similarities of the two candidates;
Third Paragraph: Explain the other candidate's issues;
Summary Statement
OR, Format 3 (if you are expressing an opinion on your choice of candidate):
Introductory Statement;
First Paragraph: Explain similarities of the two candidates;
Second Paragraph: Explain the issues of the candidate you do not agree with;
Third Paragraph: Persuade with the issues of the candidate you choose for President
Summary Statement/Persuasion
Suggested format:
Review goal: comparison paragraphs using transitions:1) Introduction Sentence
2) Similar Issues
3) Candidate 1 Differences
4) Your favorite candidate differences
5) Concluding Sentence
Graphic Organizer
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
Tuesday 10/28
Entry: Write five spelling words on Weekly Study Sheet
Review: Washington Candidates for Governor and District 5 House of Representatives in preparation for Mock Election Voting
Review: Transitions/Opinions/Comparisons/Persuasive/Format
Prewriting: Venn Diagram for comparison; organizer to prewrite and persuade---Use the essay format provided in class.
Show: written model of sample comparisons.
Wednesday, Oct 29 Entry: Continue essay work; review rubric--persuasive checklist
Vote on computer in Mock Election
Thursday October 30
Continue essay/projects, or Library if done.
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
Friday October 31
Entry: Draw a bat
Make a pop-up bat card; write a Halloween greeting:
Sample:
Watch for bats
Dodge the rats
Knock on doors
Say “Please” in fours
For treats galore
Monday November 3
Entry Spelling Base words:
veteran, soldier, combat, honor, glory, valor, free
Work on projects.
Essential Academic Learining Requirements
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.
October 20 - October 27
Focus:
Research for Election Knowledge; Daily Journals --
Goal: Daily Reflections on research to understand election process and candidate issues to make an informed choice
What issues are important to you? Which issues are important to you and our country?
The Economy? Energy? The Environment? Health Care? Taxes? Iraq? Afghanistan? Security?
https://whatelse.pbwiki.com/Election-Project
Monday October 20
Entry: Base words -- elect, vote, inform, search, represent
How many words can you create that have the above words as base words?
Example: Elect- election, elective, elector, electoral, re-election
https://whatelse.pbwiki.com/Election-Project
View one daily as time permits, completing information on election process by 10/30
Video: Presidential Elections; discuss and notes
Scholastic Action: p. 19-21 -- What are the platforms of each candidate; Target Notes
Focus on Issues Part of Project for voting 10/23 and 10/29:
MSNBC Issues in Brief CRT notes)
Tuesday, October 21 Entry: MSNBC Issues in Brief (Target and CRT notes)
Handout: Weekly Reader McCain/Obama Issues; Venn diagram.
Scholastic Magazine: Issues
End: Isses (CRT notes);
Homework T or W: Share issues with family; Be ready to share your opinion (CRT)
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
Wednesday, Oct 22 Entry: Clear areas for Domestic Violence Presentation
Thursday October 23
Library
Weekly Reader Vote
Introduction Statement;
First Paragraph: Explain one candidate's issues;
Second Paragraph: Explain the other candidate's issues;
Third Paragraph: Explain similarities of the two candidates;
Summary Statement
Format 2:
Introduction Statement;
First Paragraph: Explain one candidate's issues;
Second Paragraph: Explain similarities of the two candidates;
Third Paragraph: Explain the other candidate's issues;
Summary Statement
OR, Format 3 (if you are expressing an opinion on your choice of candidate):
Introductory Statement;
First Paragraph: Explain similarities of the two candidates;
Second Paragraph: Explain the issues of the candidate you do not agree with;
Third Paragraph: Explain the issues of the candidate you choose for President
Summary Statement
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
Friday October 24
Research on issues (CRT or Target): Issues -- see above to continue essay.
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
Monday October 27
Entry Spelling Base words:
issue, belief, part, campaign, persuade, citizen
Finish essay; choose and work on projects on issues.
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.
Research for Election Knowledge; Daily Journals --
Goal: Daily Reflections on research to understand election process and candidate issues to make an informed choice
What issues are important to you? Which issues are important to you and our country?
The Economy? Energy? The Environment? Health Care? Taxes? Iraq? Afghanistan? Security?
https://whatelse.pbwiki.com/Election-Project
Search the Weekly Reader site (http://www.weeklyreader.com/election/)for information on the issues.
Scholastic Issues Pages
Chart: http://teacher.scholastic.com/scholasticnews/indepth/election2008/games/candidates_stand/issues.htm
Game: http://teacher.scholastic.com/scholasticnews/indepth/election2008/games/candidates_stand/
MSNBC Issues in BriefMonday October 20
Entry: Base words -- elect, vote, inform, search, represent
How many words can you create that have the above words as base words?
Example: Elect- election, elective, elector, electoral, re-election
https://whatelse.pbwiki.com/Election-Project
View one daily as time permits, completing information on election process by 10/30
Video: Presidential Elections; discuss and notes
Scholastic Action: p. 19-21 -- What are the platforms of each candidate; Target Notes
Focus on Issues Part of Project for voting 10/23 and 10/29:
MSNBC Issues in Brief CRT notes)
Tuesday, October 21 Entry: MSNBC Issues in Brief (Target and CRT notes)
Handout: Weekly Reader McCain/Obama Issues; Venn diagram.
Scholastic Magazine: Issues
End: Isses (CRT notes);
Homework T or W: Share issues with family; Be ready to share your opinion (CRT)
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
Wednesday, Oct 22 Entry: Clear areas for Domestic Violence Presentation
Thursday October 23
Library
Weekly Reader Vote
What are the important transitions?
Read in your Classroom Texts--
Blue Write Source, pages 472-473
Black Write Source 2000 page 106
Yellow Ginn English page 324-32
Assignment:
Use transitions to write to compare the issues of the two candidates. You may express your opinion and include the comparison of facts to prove your opinion.
Prewriting: Venn Diagram
Use one of the essay formats provided in class.
Introduction Statement;
First Paragraph: Explain one candidate's issues;
Second Paragraph: Explain the other candidate's issues;
Third Paragraph: Explain similarities of the two candidates;
Summary Statement
Format 2:
Introduction Statement;
First Paragraph: Explain one candidate's issues;
Second Paragraph: Explain similarities of the two candidates;
Third Paragraph: Explain the other candidate's issues;
Summary Statement
OR, Format 3 (if you are expressing an opinion on your choice of candidate):
Introductory Statement;
First Paragraph: Explain similarities of the two candidates;
Second Paragraph: Explain the issues of the candidate you do not agree with;
Third Paragraph: Explain the issues of the candidate you choose for President
Summary Statement
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
Friday October 24
Research on issues (CRT or Target): Issues -- see above to continue essay.
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
Monday October 27
Entry Spelling Base words:
issue, belief, part, campaign, persuade, citizen
Finish essay; choose and work on projects on issues.
+++++++++++++++++++
Essential Academic Learning RequirementsEALR 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.
October 14-October 20
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?
Ms. Covington Feather Circle
If time, continue and finalize projects using checklist.
Thursday October 16
Library
Election Project Intro https://whatelse.pbwiki.com/Election-Project
What do you know about the election process?
Friday October 17 Entry: How is president elected?
Review: Student Expectations
Monday October 20
Entry: Base words -- elect, vote, inform, search, represent
How many words can you create that have the above words as base words?
Example: Elect- election, elective, elector, electorial, re-election
https://whatelse.pbwiki.com/Election-Project
View one daily as time permits, completing information on election process by 10/30
Video: Presidential Elections; discuss and notes
Video: Voting, Democracy, Primaries and Causcuses
Focus on Issues Part of Project for voting 10/23 and 10/29
Handout: Scholastic Action, pages 19-21. Venn Diagram: Who are the candidates?
Issues: Compare and Discuss. Target Notes organizer.
Which issues are important to you:
The Economy? Energy? The Environment? Health Care? Taxes? Iraq? Afghanistan? Security?
View the issues of your choice for each candidate. Take notes. Share at home for tomorrow's discussion. http://www.msnbc.msn.com/id/26424187/
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?
Ms. Covington Feather Circle
If time, continue and finalize projects using checklist.
Thursday October 16
Library
Election Project Intro https://whatelse.pbwiki.com/Election-Project
What do you know about the election process?
Friday October 17 Entry: How is president elected?
Review: Student Expectations
Monday October 20
Entry: Base words -- elect, vote, inform, search, represent
How many words can you create that have the above words as base words?
Example: Elect- election, elective, elector, electorial, re-election
https://whatelse.pbwiki.com/Election-Project
View one daily as time permits, completing information on election process by 10/30
Video: Presidential Elections; discuss and notes
Video: Voting, Democracy, Primaries and Causcuses
Focus on Issues Part of Project for voting 10/23 and 10/29
Handout: Scholastic Action, pages 19-21. Venn Diagram: Who are the candidates?
Issues: Compare and Discuss. Target Notes organizer.
Which issues are important to you:
The Economy? Energy? The Environment? Health Care? Taxes? Iraq? Afghanistan? Security?
View the issues of your choice for each candidate. Take notes. Share at home for tomorrow's discussion. http://www.msnbc.msn.com/id/26424187/
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