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
3/22 Essay research project: share contributions
3/23 Essay research and draft
3/24 Essay revision --- connect ideas; elaborate; word choice
3/25 Final Draft -- edit
3/26 Share Essays
3/29 Research contributions: person 2
Project to Finish:
Essay 1
Owhi Lake revision/evaluation
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).
03/15/10 - 03/22/10
25
3/15 Owhi Work Project: Edit practice, Evaluate for organization and elaboration; view entries for Owhi contest
3/16 Owhi Project: Evaluate for word choice; review organization and elaboration; student revisions with rubric
3/17 Continue revisions
3/18 Share revisions; Work on research essay again
3/19 Substitute
3/22 Essay research project
Week Project:
Write with style and word choice (strong verbs; specific nouns)
Organize for best information and elaboration.
Plan design for presentation.
Topic: Owhi Lake
Goal 1: Write organized and elaborated paragraphs with style and word choice. Edit the paragraphs.
Goal 2: Create a broster/T-shirt design using elements of design and layout and reflecting the paragraphs about Owhi Lake.
Tasks:
Continue lists of specific nouns and vivid verbs about Owhi Lake.
Discuss model draft of Owhi Lake paragraphs.
Use the lists to draft at least two paragraphs about Owhi Lake:
* Decide organization style
* Determine approrpiate elaboration
* Write with nifty nouns and vivid verbs
* Edit
* Revise paragraphs
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
Document daily: CSI
Document Weekly: Writing Log on Writing Process and Traits
Each Essay: Self Evaluate (See also Awards information)
3/16 Owhi Project: Evaluate for word choice; review organization and elaboration; student revisions with rubric
3/17 Continue revisions
3/18 Share revisions; Work on research essay again
3/19 Substitute
3/22 Essay research project
Week Project:
Write with style and word choice (strong verbs; specific nouns)
Organize for best information and elaboration.
Plan design for presentation.
Topic: Owhi Lake
Goal 1: Write organized and elaborated paragraphs with style and word choice. Edit the paragraphs.
Goal 2: Create a broster/T-shirt design using elements of design and layout and reflecting the paragraphs about Owhi Lake.
Tasks:
Continue lists of specific nouns and vivid verbs about Owhi Lake.
Discuss model draft of Owhi Lake paragraphs.
Use the lists to draft at least two paragraphs about Owhi Lake:
* Decide organization style
* Determine approrpiate elaboration
* Write with nifty nouns and vivid verbs
* Edit
* Revise paragraphs
Current Projects:
Interview Project (essay and character sketch)
Awards Project: comparative and persuasive essays
Responds to Quotes (Tween Tribune)
TweenTribune News and Blog
Awards Project
Awards Project
Directions
Essay Outline:
Essay Outline:
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).
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).
2/22/10 - 3/8/10
Weeks 23 24
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
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
Document Weekly: Writing Log on Writing Process and Traits
Each Essay: Self Evaluate (See also Awards information)
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 3/2 3/3 Research, Reflect and Draft
3/4 Substitute
3/5 Substitute
3/8 Share Drafts; Begin Essay 2
Lesson: compare/contrast
Current Projects:
Interview Project (essay and character sketch)
Awards Project: comparative and persuasive essays
Responds to Quotes (Tween Tribune)
TweenTribune News and Blog
Awards Project
Awards Project
Directions
Essay Outline:
Essay Outline:
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).
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).
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
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
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
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).
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 Essay Outline:
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).
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
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).
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 Essay Outline:
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).
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
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
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
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
Subscribe to:
Posts (Atom)
