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.
Monday 2/22. 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
Review strategies: zoom, snapshot, 5Ws, gists, looks/sounds/acts
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/
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?
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.
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/
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?
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 13th - January 20th, 2009
Focus
Word Choice Lesson : Eliminate Dead Verbs --http://whatelse.pbwiki.com/Dead-Verbs
Focus: Writing Notebooks --
N12 Simple to Complex
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
Tuesday 1/13
Resolution: Changes We Want
Wiki Ideas; Read-Write Blog
Genre Discussion; Editor Idea;
Group Discuss with plan to turn in
Possibilities for G8: Memory Book
http://whatelse.pbwiki.com/Memory-Book-Project
Wednesday 1/14
Resolution: Changes We Are 4 Day
Resolution: Changes We Are for MLK: MLK Reading
Poems: How to Evaluate? What criteria? Eagle Festival -- Contest?
Thursday 1/15
Library
MOTT Due
Friday 1/16
Resolution: Changes We Are 4 Day and More
Essay/Poems 2 groups develop criteria
Monday 1/19 MLK Day
Tuesday 1/20 Inauguration Day
Service Reflection
Inauguration Activities
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 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
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
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.
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
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
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.
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
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.
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
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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
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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.
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