Focus:
Navigation, values & career essays, invitations, graduation
5/25 values essay
5/26 MSP Math testing
5/27 Navigation: Community Service
5/28 Values Essay and invitations
5/31 Memorial Day
6/1 - 6/4 Project completion (essays/art/navigation); graduation practice
6/7 Graduation practice; decorations
6/8 Graduation practice; Pow Wow
6/9 Graduation
6/10 Awards/Picnic
Standards:
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)
04/26/10 - 05/25/10 Weeks 31-34
Research; Career Writing; Navigation 101
Research; Career Writing; Navigation 101
Homeroom on 5/6 in morning
Navigation, values & career essays, writing test
4/26 4/27 4/28 Career Research; Pathways
Presentation of Info -- oral and written
4/29 LRHS
4/30 Townclean up
5/3 Review occupational handbook; take interest surveys; focus on career research and essays
5/3 5/4
Review occupational handbook; take interest surveys; focus on career research and essays
5/5
Community Service Work for Portfolio
Document Town Clean-up; Prep for sharing with sixth grade
5/6 5/7
Projects: career essays and art; community service with grade 6
5/6 (Decorations)
5/10
Intro Values Essay Project
5/10 values essay pre write
5/11 values essay pre write
5/12 science msp
5/13 comic career
5/14 test/sub
5/17 comic career
5/18 sub homeroom fickle Finger and write into the future
5/19 reading test homeroom
5/20 owhi
5/21 5/25 essay and invitations
5/24 no school
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)
Research; Career Writing; Navigation 101
Homeroom on 5/6 in morning
Navigation, values & career essays, writing test
4/26 4/27 4/28 Career Research; Pathways
Presentation of Info -- oral and written
4/29 LRHS
4/30 Townclean up
5/3 Review occupational handbook; take interest surveys; focus on career research and essays
5/3 5/4
Review occupational handbook; take interest surveys; focus on career research and essays
5/5
Community Service Work for Portfolio
Document Town Clean-up; Prep for sharing with sixth grade
5/6 5/7
Projects: career essays and art; community service with grade 6
5/6 (Decorations)
5/10
Intro Values Essay Project
5/10 values essay pre write
5/11 values essay pre write
5/12 science msp
5/13 comic career
5/14 test/sub
5/17 comic career
5/18 sub homeroom fickle Finger and write into the future
5/19 reading test homeroom
5/20 owhi
5/21 5/25 essay and invitations
5/24 no school
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)
4/19/10 - 4/26/10
Focus:
Prewriting Ideas -- gathering, writing, organizing, revising for draft
Drafting and Revising-- ARMS: Add, Remove, Move, Substitute
Essay
Tween Tribune
Essay Variety: Expository, Career Choices, Navigation 101
http://whatelse.pbworks.com/Revision
http://whatelse.pbworks.com/Revision-Tips-2
http://whatelse.pbworks.com/Owhi-Connected-Organization-Example
Prewriting Ideas -- gathering, writing, organizing, revising for draft
Drafting and Revising-- ARMS: Add, Remove, Move, Substitute
Essay
Tween Tribune
Essay Variety: Expository, Career Choices, Navigation 101
http://whatelse.pbworks.com/Revision
http://whatelse.pbworks.com/Revision-Tips-2
http://whatelse.pbworks.com/Owhi-Connected-Organization-Example
4/19 4/20
Elaboration Strategies
Application Response
Navigation Prewrite Prompt; If time Lesson 7
4/21
Sub: WASL expository writing prompt
4/22 4/23
Exploring Careers; Interest Survey
Navigation 2 and 3: Planning, Community, Goals
Lesson 7: analyzing work/plans so far; preparing for future
4/26
Exploring Careers -- 8 -- interest surveys; research
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)
3/29/10 - 4/12/10
Focus:
Prewriting Ideas -- gathering, writing, organizing, revising for draft
Drafting and Revising-- ARMS: Add, Remove, Move, Substitute
Essay
Tween Tribune
Essay Variety: Expository,
http://whatelse.pbworks.com/Revision
http://whatelse.pbworks.com/Revision-Tips-2
http://whatelse.pbworks.com/Owhi-Connected-Organization-Example
3/29 Review model: how will you revise your essay to follow the model, yet maintain your voice? Revise
3/30 Review model: how will you revise your essay to follow the model, yet maintain your voice? Revise
3/31 final edit and share; Tween Tribune
4/1 Celebrate/ Writing Strategies used (Owhi and essay ); Online record --- traits/process reflection
4/2 no school -- teacher training and records day
4/12 Organize for conferences; I used to but now I.... Practice
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
Essay
Tween Tribune
Essay Variety: Expository,
http://whatelse.pbworks.com/Revision
http://whatelse.pbworks.com/Revision-Tips-2
http://whatelse.pbworks.com/Owhi-Connected-Organization-Example
3/29 Review model: how will you revise your essay to follow the model, yet maintain your voice? Revise
3/30 Review model: how will you revise your essay to follow the model, yet maintain your voice? Revise
3/31 final edit and share; Tween Tribune
4/1 Celebrate/ Writing Strategies used (Owhi and essay ); Online record --- traits/process reflection
4/2 no school -- teacher training and records day
4/12 Organize for conferences; I used to but now I.... Practice
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).
03/22/10 - 03/29/10
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
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).
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).
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