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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January 20 - January 26

Capture: Set daily goals and reflect
Strength: Practice daily lesson skill
Interact: with words/peers/teacher
http://whatelse.pbwiki.com/CSI-Schedule

Making changes: resolutions and blogs
http://whatelse.pbwiki.com/Making-Changes
Editors: Create, design, select, upkeep Coyote Talks
http://coyotetalks.pbwiki.com/

GENRE: http://whatelse.pbwiki.com/Genre-Expectations

Eagle Festival Essay/Poetry
Figurative language
https://whatelse.pbwiki.com/Figurative-Language

MOTT on Eagles Write
http://nespelem.org/whatelse/

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Monday 1/19 MLK Day
Tuesday 1/20 Inauguration Day
Service Reflection-- Changes by Us
Inauguration Activities --http://whatelse.pbwiki.com/For-The-People



Wednesday 1/21
Picture Day

Inauguration Reading, Responding, Vocabulary, Writing

Thursday 1/22
Library
MOTT

Friday

Review/complete 6 Trait work
Writing Process Expectations for criteria
Figurative Language -- Eagle essay/poetry
Poems: How to Evaluate? What criteria? Eagle Festival -- Contest? our own samples


Monday 1/26
Figurative Language -- Eagle essay/poetry
Genre Discussion; Editor Idea;
Poems: How to Evaluate? What criteria? Eagle Festival -- Contest?

Tuesday 1/17
Genre Discussion; Editor Idea;
Poems: How to Evaluate? What criteria? Eagle Festival -- Contest?
Friday Blog: This Week, Next Week

Wednesday
Writing Process Expectations for criteria
Review/complete 6 Trait work
Genre Discussion; Editor Idea;
Poems: How to Evaluate? What criteria? Eagle Festival -- Contest?

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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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January 13th - January 20th, 2009

Focus

Word Choice Lesson : Eliminate Dead Verbs --http://whatelse.pbwiki.com/Dead-Verbs
Focus: Writing Notebooks --
N12 Simple to Complex

Capture: Set daily goals and reflect
Strength: Practice daily lesson skill
Interact: with words/peers/teacher
http://whatelse.pbwiki.com/CSI-Schedule

Making changes: resolutions and blogs
http://whatelse.pbwiki.com/Making-Changes
Editors: Create, design, select, upkeep Coyote Talks
GENRE: http://whatelse.pbwiki.com/Genre-Expectations

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Tuesday 1/13

Resolution: Changes We Want
Wiki Ideas; Read-Write Blog
Genre Discussion; Editor Idea;
Group Discuss with plan to turn in

Possibilities for G8: Memory Book
http://whatelse.pbwiki.com/Memory-Book-Project

Wednesday 1/14
Resolution: Changes We Are 4 Day
Resolution: Changes We Are for MLK: MLK Reading
Poems: How to Evaluate? What criteria? Eagle Festival -- Contest?

Thursday 1/15
Library
MOTT Due

Friday 1/16
Resolution: Changes We Are 4 Day and More

Essay/Poems 2 groups develop criteria

Monday 1/19 MLK Day
Tuesday 1/20 Inauguration Day
Service Reflection

Inauguration Activities

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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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January 5th - January 12th

Focus:

Word Choice Lesson Daily: Eliminate Dead Verbs --http://whatelse.pbwiki.com/Dead-Verbs

Writing Notebooks -- Lessons: Table of Contents/
L 12 Simple to Complex


CSI:
Capture: Set daily goals and reflect
Strength: Practice daily lesson skill
Interact: with words/peers/teacher
http://whatelse.pbwiki.com/CSI-Schedule

Making changes: resolutions and blogs
http://whatelse.pbwiki.com/Making-Changes

Editors: Create, design, select, upkeep Coyote Talks

GENRE: http://whatelse.pbwiki.com/Genre-Expectations

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Monday 1/05/09
Power Writing
Sentence Fluency L12 Simple to Complex
Cross-writing from story starter:
Trudging through the thick snow to the top of the hill, ....

Tuesday 1/6/09
Power Writing:
What have you written in class? out of class?
What do you want to write?
What do you think you still need to learn?

Finish: L12 Simple to Complex

Lessons: CSI
Genre Choices and discussion

Genre/Write

Wednesday 1/7/09
Capture
Strengthen: Genre/Resolutions -- See wiki in focus; I wonder blogs/ideas
Interact -- confer
Reflect

Thursday 1/8
Library
MOTT Work

Friday 1/9
Genre Discussion; Editor Idea; Resolution Video
See also: Editor Teams
Group Discuss with plan to turn in

Monday 1/12


Genre Discussion; Editor Teams; Resolution 2
MOTT Work

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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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December 9, 2008 to January 5, 2009

Focus: Writing Notebooks --
Holiday Writing -- Memories/Santa Letters --
Lessons: Table of Contents/ Teacher conferences --Review: N7: Writing from the Heart
As needed:
Intro: N12 Artifacts; N13 Memories; N17 Stretch Writing; N14 Authentic Details; I15 General to Specific Details; I17 Supporting Details; 13 Invent specifics to fill memory gaps; L23 Action Verbs; L22 Nifty Nouns; D3 Organize; D7 2-3-1 Organization; D5 Transitions; Specific Words - L23 Action Verbs; L22 Nifty Nouns; leads/endings


Word Choice Lesson Daily: Eliminate Dead Verbs --http://whatelse.pbwiki.com/Dead-Verbs

Lessons: Writing Process
https://whatelse.pbwiki.com/Writing-Process%3A-P-D-R-S

Writing Letters to Santa
https://whatelse.pbwiki.com/Santa

Writing Memories -- homework
https://whatelse.pbwiki.com/Holiday-Memory
https://whatelse.pbwiki.com/Holiday-Memory-Sample

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Introduce students to process writing for Santa project; include notebook lessons as needed.
Homework: Memory Project

Tuesday 12/9 Intro Santa Project; L22 nouns and L23 verbs
Prewriting -- lists to organize and select nouns/verbs

Wednesday 12/10 Complete prewriting; share; feedback;
N14 L22 nouns and L23 verbs; Review persuasive techniques -- which would work best here?
http://whatelse.pbwiki.com/Persuade
Review persuasive strategies;

Thursday 12/11: Girls Group

During Reading:
Advanced Prewriting for Santa project
http://whatelse.pbwiki.com/Santa-Advanced-Prewriters
Review persuasive strategies;
Remember details --N13 -- invent specifics to fill;
I15 General to Specific Details; D7 organize-- start inviting; end with bang;
D18 Lead Question
Draft
I15 General to Specific Details;

Friday 12/12 Library and revision;

During Reading (1/2) -- review process and strategies
I15 General to Specific Details; D7 organize;
D18 Lead Question or D20 Open with scene;

Monday 12/15
Finish Santa Letter
D24 End question; D25 End humor; D23 Ending
Revise Draft and Share

Practice Song for program

Tuesday 12/16 Practice Song for program

Wed 12/17
Practice Song for program

Thursday 12/18
Dress Rehearsal

Friday 12/19
Poetry/ Holiday Cards/Celebration
Alliteration
Consonance
Assonance
Simile

Monday 1/05/09
Power Writing
Sentence Fluency N12 Simple to Complex
Cross-writing from story starter:
Trudging through the thick snow to the top of the hill, ....

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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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