02/08/10 - 02/22/10

Focus:
Prewriting Ideas -- gathering, writing, organizing, revising for draft
Drafting and Revising-- ARMS: Add, Remove, Move, Substitute
Organize: Biography; Compare/Contrast
Goal: Biographical Memorial Person Award

Tween Tribune
Essay Variety: Expository, Compare/contrast, Persuasive



2/8 - 2/12
2/8  2/9 Focused Research for Awards project; first essay due 3/2 Continue projects-- confer with teacher each day; document your work -- Diigo research lesson

Lessons:

Research Topic Focus -- Diigo research notes for those only -- one person first; How to research; how to gather notes; how to synthesize and summarize

Create checklist of research goals together (docs)



Review Essay Requirements (See Awards project directions)

Document daily: CSI
https://spreadsheets.google.com/ccc?key=0ApCrzGH9Dh-odGhmMEZLLXVqOWRFY3BwSzM4SnU3M2c&hl=en

Document Weekly: Writing Log on Writing Process and Traits
https://spreadsheets.google.com/ccc?key=0ApCrzGH9Dh-odERvcnFJaWpCM2VONTkxUVNudGJuTVE&hl=en


Each Essay: Self Evaluate (See also Awards information)
https://docs.google.com/a/my.nsdeagles.org/Doc?docid=0AcLKgmt-9pX_ZGR6d2tiNV8yMGd4cTR3NWdm&hl=en



2/9 Essay Review
2/10 Validity of Websites
2/11 Research w/Diigo
2/12 Research and move to reflection
2/17 Validity -- author, audience, scholarship
2/18 Bald Eagle Festival
2/17 Final Draft and evaluation
2/18 Second Essay Project/Person -- apply lessons Due 2/27
2/19 Writing Reflection
2/22 Balde Eagle Festival review and reflection; research
2/23 2/24 Olympic Writing: strong verbs/metaphor/consonance
2/25 Research, Reflect and Draft
2/26 Substitute
3/1 Research, Reflect and Draft


Lesson: compare/contrast


Current Projects:
Interview Project (essay and character sketch)
Awards Project: comparative and persuasive essays
http://spreadsheets.google.com/pub?key=tU-_d4TheEs8N5k8fMB1OKQ&output=html
Responds to Quotes (Tween Tribune)
TweenTribune News and Blog

Awards Project

Directions
Essay Outline:
1 and 2 Expository 
 Compare/Contrast Essay 
Award Nomination Essay



EALR 1: The student understands and uses a writing process.

Component 1.2: Produces draft(s). W

Component 1.3: Revises to improve text. W

Component 1.4: Edits text. W

Component 3.3: Knows and applies appropriate grade level writing conventions. W

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.

EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W
3.2.1 Applies understanding that different audiences and purposes affect writer’s voice. Writes from more than one point of view or perspective  (third person for mathematical communication)
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes. Selects and uses specialized vocabulary relevant to a specific content area (e.g., meteorologist, climatology).
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01/26/10 - 02/08/10

Focus:
Prewriting Ideas -- gathering, writing, organizing, revising for draft
Drafting and Revising-- ARMS: Add, Remove, Move, Substitute
Organize: Narrative
Goal: Story Workshop

Tween Tribune
Essay Variety: Expository, Compare/contrast, Persuasive
1/26 Tween Tribune (comment rules)
1/27 Tween Tribune Assignment; Interview Essay; Awards Research
What do you know? (docs)
1/28 Library; Diigo video
1/29 Continue projects-- confer with teacher each day; document your work -- Diigo research lesson
2/1 Sub Plans
2/2 Sub Plans
2/3  Power Write: Job Shadow Guest Speaker -- Miranda on High School Life Success
2/4 Sub Plans
2/5 Interview Essay Due; How to Diigo review
2/8 Focused Research for Awards project; first essay due 2/11


Current Projects:
Interview Project (essay and character sketch)
Awards Project: comparative and persuasive essays
http://spreadsheets.google.com/pub?key=tU-_d4TheEs8N5k8fMB1OKQ&output=html
Responds to Quotes (Tween Tribune)
TweenTribune News and Blog

Awards Project

Directions
Essay Outline:
1 and 2 Expository 
 Compare/Contrast Essay 
Award Nomination Essay



EALR 1: The student understands and uses a writing process.

Component 1.2: Produces draft(s). W

Component 1.3: Revises to improve text. W

Component 1.4: Edits text. W

Component 3.3: Knows and applies appropriate grade level writing conventions. W

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.

EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W
3.2.1 Applies understanding that different audiences and purposes affect writer’s voice. Writes from more than one point of view or perspective  (third person for mathematical communication)
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes. Selects and uses specialized vocabulary relevant to a specific content area (e.g., meteorologist, climatology).
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01/19/10 - 01/26/10

Focus:
Prewriting Ideas -- gathering, writing, organizing, revising for draft
Drafting and Revising-- ARMS: Add, Remove, Move, Substitute
Organize: Narrative
Goal: Story Workshop




Information




Characterization:
Description by Narrator, Other characters
Personality by what the character says, thinks, does
Personality by how character interacts with other characters
Personality by what other characters say




Plot Structure: Use the plot pyramid to understand your story: What’s missing? needs improvement? What is your message and theme?




Revision: Figurative Language, Nifty Nouns, Vivid Verbs




Partner Work/Share --Stars and Wishes sharing






Finish Stories





Information Reading -- Blogs: TweenTribune and Weekly Reader WORD


What topics did you find? Find one of interest.
Write a gist statement. Find a quote you like:
Copy quote
Explain why the quote is important to the writer
Explain why you agree or disagree (provide evidence and Be Kind -- talk about the idea)
Thank the writer for his/her ideas




Continue reading for information. Find own topic by reading about current events: Helping Hounds; Hard Work Famous; Arctic Animals; Marsupials; Swamps; Snowflakes; Learn email etiquette





1/19  Martin Luther King, Jr Day On reflections; 
Character Sketch--Poynter; WS2000, p. 123
Essay Drafts -- review essay format


If no essay: Power Write-- History or Science Book -- find two interesting people -- notes/paragraph -- share


1/20 Essay Drafts -- review essay format
Tween Tribune comment as class;
Current News with Tween Tribune; Essays


1/21 Essay revisions: ARMS
If no essay:
Awards Project: comparative and persuasive essays


1/22 Final Draft


1/26 Stars and Wishes


Current Projects:
OVLC History Project (essay and character sketch)
Internet Safety -- a How To for grades 5 6 7 
Responds to Quotes (Tween Tribune)
Stories (fiction)
Resolutions/MLK



EALR 1: The student understands and uses a writing process.

Component 1.2: Produces draft(s). W

Component 1.3: Revises to improve text. W

Component 1.4: Edits text. W

Component 3.3: Knows and applies appropriate grade level writing conventions. W

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.

EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W





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01/04/10 - 01/19/10

Focus:
Prewriting Ideas -- gathering, writing, organizing, revising for draft
Drafting and Revising-- ARMS: Add, Remove, Move, Substitute
Organize: Narrative
Goal: Story Workshop


Information



Characterization:
Description by Narrator, Other characters
Personality by what the character says, thinks, does
Personality by how character interacts with other characters
Personality by what other characters say


Plot Structure: Use the plot pyramid to understand your story: What’s missing? needs improvement? What is your message and theme?


Revision: Figurative Language, Nifty Nouns, Vivid Verbs


Partner Work/Share --Stars and Wishes sharing



Finish Stories



Information Reading -- Blogs: TweenTribune and Weekly Reader WORD

What topics did you find? Find one of interest.
Write a gist statement. Find a quote you like:
Copy quote
Explain why the quote is important to the writer
Explain why you agree or disagree (provide evidence and Be Kind -- talk about the idea)
Thank the writer for his/her ideas


Continue reading for information. Find own topic by reading about current events: Helping Hounds; Hard Work Famous; Arctic Animals; Marsupials; Swamps; Snowflakes; Learn email etiquette



1/4/09  Review Internet Safety   A Grade 3 List
Finish Stories
1/5, 6, 7, 8
1- OVLC History Project: interview elders -- preview and intro interview; tips/practice;  homework -- interview
2- Stories
1/11 Writing Requirements;
Tween Tribune comment as class; OVLC interview and work time; stories;  Martin Luther King, Jr (nonfiction; gists; resolutions)
1/12 - 1/15 Projects: Interview Essays including character sketches; Current News with Tween Tribune
Lessons: Respond to Quote; character sketches; Essay review; story conferences
1/19  Martin Luther King, Jr (nonfiction; gists; resolutions); Essay Drafts


Current Projects:
OVLC History Project (essay and character sketch)
Internet Safety -- a How To for grades 5 6 7
Responds to Quotes (Tween Tribune)
Stories (fiction)
Resolutions/MLK


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12/7/09 - 01/04/10

Focus:
Prewriting Ideas -- gathering, writing, organizing, revising for draft
Drafting and Revising-- ARMS: Add, Remove, Move, Substitute
Organize: Narrative
Goal: Story Workshop


Information





12/7 eracism final debate


12/8 Reflection on eracism


12/9 Review
Write and share beginnings: What is your lead?


Characterization:
Description by Narrator, Other characters
Personality by what the character says, thinks, does
Personality by how character interacts with other characters
Personality by what other characters say


Plot Structure: Use the plot pyramid to understand your story: What’s missing? needs improvement? What is your message and theme?


Revision: Figurative Language, Nifty Nouns, Vivid Verbs


Partner Work/Share --Stars and Wishes sharing


12/10 Library --- Endings and Titles


12/11 Partner Work/Share Edit


12/14  12/15 Final edits and revisions;Publish; Create Holiday cards and snowflakes


12/15 
12/17 Dress Rehearsal


12/18 Holiday Party

1/4/09


Finish Stories

1/5/09


Information Reading -- Blogs: TweenTribune and Weekly Reader WORD

What topics did you find? Find one of interest.
Write a gist statement. Find a quote you like:
Copy quote
Explain why the quote is important to the writer
Explain why you agree or disagree (provide evidence and Be Kind -- talk about the idea)
Thank the writer for his/her ideas


Continue reading for information. Find own topic by reading about current events: Helping Hounds; Hard Work Famous; Arctic Animals; Marsupials; Swamps; Snowflakes; Learn email etiquette





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11/30/09 - 12/7/09

Week Focus:


Goal: Learn Debate: Gather evidence, organize evidence for arguments

Goal: Story elements: plot, dramatic irony, characterization in our own stories


11/30

Write and share beginnings: What is your lead?

Stars and Wishes sharing


12/1

Characterization:

Description by Narrator, Other characters

Personality by what the character says, thinks, does

Personality by how character interacts with other characters

Personality by what other characters say


Draft/Partner share


12/2

Plot Structure: Use the plot pyramid to understand your story: What’s missing? needs improvement? What is your message and theme?


Partner Work/Share


Stars and Wishes sharing


12/3

Library

Revision: Figurative Language, Nifty Nouns, Vivid Verbs


12/4 Endings and Titles

Partner Work/Share

Edit


12/7

Edit; Stars and Wishes; Final edits and revisions

Publish


Upcoming Possibilities:

Read blogs and discuss

http://whatelse.pbwiki.com/Blog-Reads

http://whatelse.pbwiki.com/Blog-Permission

Read requirements and agreements; planning template


EALR 1: The student understands and uses a writing process.

Component 1.2: Produces draft(s). W

Component 1.3: Revises to improve text. W

Component 1.4: Edits text. W

Component 3.3: Knows and applies appropriate grade level writing conventions. W



EALR 3: The student writes clearly and effectively.

Component 3.1: Develops ideas and organizes writing. W

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
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11/23/09 - 11/30/09

Week Focus:


Goal: Learn Debate: Gather evidence, organize evidence for arguments

Goal: Story elements: plot, dramatic irony, characterization in our own stories


11/23
Story Workshop
Apply Dramatic Irony
Apply characterization
Story maps as prewrite and planning

11/24
Share plan
Share paragraph
Learn beginnings (Question/Action/Dialogue)

11/25
Assembly

11/30
Write and share beginnings

EALR 1: The student understands and uses a writing process.

Component 1.2: Produces draft(s). W

Component 1.3: Revises to improve text. W

Component 1.4: Edits text. W

Component 3.3: Knows and applies appropriate grade level writing conventions. W



EALR 3: The student writes clearly and effectively.

Component 3.1: Develops ideas and organizes writing. W

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
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