8/31/10-9/28/10

Focus:

Practice Procedures
Review prewriting
Drafting Strategies
Revision Strategies and Review
Edit/Publish









Daily: Review and Practice Expectations
8/31 BBQ
9/1 Notecard Welcome activity; Groups; Venn Diagram
9/2 What I expect of them/ What they expect of me; Venn Diagram debrief; Posters
(theme, title, design, symbols, intro BioPoem
9/3 Write Biopoem; present posters (all talk)
9/7 Reading pretest continued


9/8 Bio Poem; Notebooks
9/9 Pretest
9/10 Notebook
9/13 Prewrite BioPoem for ideas; draft


9/14 Revision Lesson: Model/Example/Identify-- Good Writing has: Details, Description, Examples, Action (Strong Verbs); Finish BioPoem: Gallery Walk and comment; Circle area of poem and write description of the experience
9/15 Models: Identify-- Good Writing has: Details, Description, Examples, Action (Strong Verbs)
9/16 Write experience paragraph; highlight examples of good writing and label: Details, Description, Examples, Action (Strong Verbs)
9/17 Elder Invitation

9/20  Review: Details, Description, Examples, Action (Strong Verbs); Share paragraph with neighbor-- ask questions (5Ws) and decide where to add details, etc. Revise paragraph.

9/21 Update notebook -- identify Details, Description, Examples, Action (Strong Verbs) and transform on page 16.  Revise biopoem; neat sheet.



9/21
Territories
Revision -- baseball story; emotions/thoughts
Revise paragraphs
Guest speaker: Dawn Ensminger

9/22 Speaker Ernie Williams
Reading Class: Revise paragraphs for thoughts/ emotions; organize folders for 9/23 mentor visit; reflection info
9/23 prep for mentors
9/28 Reflection; update notebook for thoughts/ emotions / dialogue










3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. ·       Presents a central idea, theme, and manageable thesis while maintaining a consistent focus (e.g., “Commercials influence the spending habits of teenagers.”). ·       Selects specific details relevant to the topic to extend ideas or develop elaboration (e.g., quotations, data, reasons, multiple examples that build on each other). ·       Uses personal experiences, observations,

1.1 Prewrites
1.2 Drafts
1.3 Revises (3.1.1)
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5/25/10-6/10/10

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)
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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)
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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



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)
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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).


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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).
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03/15/10 - 03/22/10

25

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)

3/15 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



Current Projects:
Interview Project (essay and character sketch)
Awards Project: comparative and persuasive essays
Responds to Quotes (Tween Tribune)
Directions
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).
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