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?

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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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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?

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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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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

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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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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

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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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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

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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.

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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

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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.

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

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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.

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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.

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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.

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

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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.

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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

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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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