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 Memories
https://whatelse.pbwiki.com/Holiday-Memory
https://whatelse.pbwiki.com/Holiday-Memory-Sample
Writing Letters to Santa
https://whatelse.pbwiki.com/Santa
Tuesday 12/9 Intro Memory Project -- L22 nouns and L23 verbs
Prewriting -- lists to organize and select nouns/verbs; topic sentence and message
Wednesday 12/10 Complete prewriting;
lists to organize and select nouns/verbs; topic sentence and message
Review: N14 L22 nouns and L23 verbs;
Thursday 12/11:
Notebook Writing -- choice and share;
I15 General to Specific Details; N13 -- invent specifics to fill for nouns and details, including senses; Memory Project -- Review and draft for Message with topic sentence (who what when where)
Friday 12/12
Notebook Writing -- choice and share; -- details
Revision -- review process and strategies
Teacher conference; edit; type on computer
Monday 12/15
D7 organize;
D18 Lead Question or D20 Open with scene;
Endings: D24 End question; D25 End humor; D23 Ending
Final Draft and Share
Tuesday 12/16
Complete final memory drafts, if needed.
Santa Letter Prewriting --- same process -- lists to lists to organize and select nouns/verbs; Draft and share;
Draft process with revision -- nouns/verbs/ transitions leads/ends
Wed 12/17
Final Drafts and sharing
Thursday 12/18
Dress Rehearsal/ Program No Class
Friday 12/19
Early Dismissal; no class
Monday 1/05/09
Power Writing: winter fun; winter blues; holiday fun; holiday blues; red,white,blue Obama on Jan 2oth
Sentence Fluency N12 Simple to Complex
Cross-writing from story starter:
Trudging through the thick snow to the top of the hill, ....
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.
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 — adding transitions; second reading — deleting unnecessary details; third reading — identifying areas where evidence is lacking and adding relevant information). Evaluates and uses feedback (e.g., “I’ll use the word transformation to improve my word choice.”).
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. -- organize, lead, end, transitions
3.2.1 Applies understanding that different audiences and purposes affect writer’s voice.
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
2.2.1 Demonstrates understanding of different purposes for writing.
November 17-December 8
Focus:
Power Writing
Writing Notebooks
Blogs
Monday, November 17
Power Write -- 1 minute times -- three times
Read blogs and discuss
http://whatelse.pbwiki.com/Blog-Reads
http://whatelse.pbwiki.com/Blog-Permission
Read requirements and agreements; planning template
Notebooks Lesson N5: Pictures Sensory Images -- Can you write to describe sights, sounds, smells, tastes, touch?
Tuesday, November 18
Grammar: Blue Write Source -- p. 422; Share the right feeling with vivid verbs
Notebooks: N7 Writing from the heart
Blog Plans prewrite -- what is your plan? -- jot it down some ideas
Read requirements and agreements; planning template
Wednesday, November 19
Substitute teacher
Power Writing-- 2 minute times
Grammar: Blue Write Source -- p. 420 Subject Verb Agreement; Do practice.
Notebooks: N6 Fierce Wonderings
Thursday, 11/20
Power Write -- 2 minutes (3 times)
Blog Etiquette Review; reading and comment practice (as class); jot down some planning ideas
Notebooks: authority list; sensory images; blog ideas?
Share.
Friday, 11/21
Entry: Find ten more spelling words from Write Source 2000, page 412+
Internet Agreement
Wiki Introduction/ About Page
Monday 11/24
Entry: Power Write--2 minutes (3 times)
Awards Assembly
Tuesday 11/25
Nespelem at Republic
Entry Notebooks: Which will you try today: Your own; Ideas; Senses; Pictures; World Wonders; Your Heart?
Wiki Names-- Create About Wiki Pages
Poetry Reading -- Found Lines = Found Poems
Wednesday 11/26 -- No class --Thanksgiving Break starts at 12:15 :)
Monday, 12/1
Power Write -- 1 minute (three times) Check spelling.
Writing Pattern--Blog idea --Respond to Quote--Blue Write Source p. 274
Homework: Respond to Quote (Quote, Quote + my experience; Quote + my meaning) Due Friday
Notebook: N8 -- Adding conversations
Intro to Sub activities and Checklist sheets.
12/2, 3, 4 Sub Plans
Friday, December 5
Power Write
Grammar: Review Tues-Thurs
Notebooks: Check in for: Volume, Frequency, Writing Tips
Create Table of Contents
Share
If time--Blog: Blog ideas to share -- quotes or other; Blog Space -- how to get there and sign in
Share
Monday, December 8
Power Write
Lesson on ideas and strong verbs:
IDEAs and Word Choice (Strong Verbs)
Notebook: Are you adding details and strong verbs to your writing?
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
3.1.1 Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples.
· Narrows topic with controlling idea (e.g., from general topic, such as baseball, to specific topic, such as “The Mariners are my favorite baseball team.”).
· Selects details relevant to the topic to extend ideas and develop elaboration (e.g., specific words and phrases, reasons, anecdotes, facts, descriptions, examples).
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
2.2.1 Demonstrates understanding of different purposes for writing.
· Writes to pursue a personal interest, to explain, or to persuade.
· Writes to analyze informational and literary texts.
· Writes to learn (e.g., science notebooks, math logs, reading response journal, reflection and self-assessment).
Power Writing
Writing Notebooks
Blogs
Monday, November 17
Power Write -- 1 minute times -- three times
Read blogs and discuss
http://whatelse.pbwiki.com/Blog-Reads
http://whatelse.pbwiki.com/Blog-Permission
Read requirements and agreements; planning template
Notebooks Lesson N5: Pictures Sensory Images -- Can you write to describe sights, sounds, smells, tastes, touch?
Tuesday, November 18
Grammar: Blue Write Source -- p. 422; Share the right feeling with vivid verbs
Notebooks: N7 Writing from the heart
Blog Plans prewrite -- what is your plan? -- jot it down some ideas
Read requirements and agreements; planning template
Wednesday, November 19
Substitute teacher
Power Writing-- 2 minute times
Grammar: Blue Write Source -- p. 420 Subject Verb Agreement; Do practice.
Notebooks: N6 Fierce Wonderings
Thursday, 11/20
Power Write -- 2 minutes (3 times)
Blog Etiquette Review; reading and comment practice (as class); jot down some planning ideas
Notebooks: authority list; sensory images; blog ideas?
Share.
Friday, 11/21
Entry: Find ten more spelling words from Write Source 2000, page 412+
Internet Agreement
Wiki Introduction/ About Page
Monday 11/24
Entry: Power Write--2 minutes (3 times)
Awards Assembly
Tuesday 11/25
Nespelem at Republic
Entry Notebooks: Which will you try today: Your own; Ideas; Senses; Pictures; World Wonders; Your Heart?
Wiki Names-- Create About Wiki Pages
Poetry Reading -- Found Lines = Found Poems
- Read the poems
- Choose 15 words you like
- Copy them down on strips of paper
- Practice reading
- Circle read all "Found Lines" as a "Found Poem"
Wednesday 11/26 -- No class --Thanksgiving Break starts at 12:15 :)
Monday, 12/1
Power Write -- 1 minute (three times) Check spelling.
Writing Pattern--Blog idea --Respond to Quote--Blue Write Source p. 274
Homework: Respond to Quote (Quote, Quote + my experience; Quote + my meaning) Due Friday
Notebook: N8 -- Adding conversations
Intro to Sub activities and Checklist sheets.
- Power writing
- Grammar
- Notebook
12/2, 3, 4 Sub Plans
Friday, December 5
Power Write
Grammar: Review Tues-Thurs
Notebooks: Check in for: Volume, Frequency, Writing Tips
Create Table of Contents
Share
If time--Blog: Blog ideas to share -- quotes or other; Blog Space -- how to get there and sign in
Share
Monday, December 8
Power Write
Lesson on ideas and strong verbs:
IDEAs and Word Choice (Strong Verbs)
Notebook: Are you adding details and strong verbs to your writing?
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
3.1.1 Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples.
· Narrows topic with controlling idea (e.g., from general topic, such as baseball, to specific topic, such as “The Mariners are my favorite baseball team.”).
· Selects details relevant to the topic to extend ideas and develop elaboration (e.g., specific words and phrases, reasons, anecdotes, facts, descriptions, examples).
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
2.2.1 Demonstrates understanding of different purposes for writing.
· Writes to pursue a personal interest, to explain, or to persuade.
· Writes to analyze informational and literary texts.
· Writes to learn (e.g., science notebooks, math logs, reading response journal, reflection and self-assessment).
November 12 - November 17
Focus:
Power Writing
Writing Notebooks
Blogs
Monday, November 10: Inservice -- no school
Tuesday, November 11: Veteran’s Day
Wednesday, November 12
Entry: Authority List for Writing -- make a list of writing topics
Spelling: find you own list of frequently misspelled words. Choose five
Power Write
N1- Intro Writing Notebooks
Thursday, November 13
N3- Notebooks
Work period
Friday, November 14
Power Write
Blog Intro: What are they --- read blogs, discuss what they are and how they apply.
http://whatelse.pbwiki.com/Blog-Permission
N4 Notebook Launch
Work period
Monday, November 17
Power Write
Read blogs and discuss
N5 Pictures and Sensory images
Work period
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
3.1.1 Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples.
· Narrows topic with controlling idea (e.g., from general topic, such as baseball, to specific topic, such as “The Mariners are my favorite baseball team.”).
· Selects details relevant to the topic to extend ideas and develop elaboration (e.g., specific words and phrases, reasons, anecdotes, facts, descriptions, examples).
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
2.2.1 Demonstrates understanding of different purposes for writing.
· Writes to pursue a personal interest, to explain, or to persuade.
· Writes to analyze informational and literary texts.
· Writes to learn (e.g., science notebooks, math logs, reading response journal, reflection and self-assessment).
Power Writing
Writing Notebooks
Blogs
Monday, November 10: Inservice -- no school
Tuesday, November 11: Veteran’s Day
Wednesday, November 12
Entry: Authority List for Writing -- make a list of writing topics
Spelling: find you own list of frequently misspelled words. Choose five
Power Write
N1- Intro Writing Notebooks
Thursday, November 13
N3- Notebooks
Work period
Friday, November 14
Power Write
Blog Intro: What are they --- read blogs, discuss what they are and how they apply.
http://whatelse.pbwiki.com/Blog-Permission
N4 Notebook Launch
Work period
Monday, November 17
Power Write
Read blogs and discuss
N5 Pictures and Sensory images
Work period
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
3.1.1 Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples.
· Narrows topic with controlling idea (e.g., from general topic, such as baseball, to specific topic, such as “The Mariners are my favorite baseball team.”).
· Selects details relevant to the topic to extend ideas and develop elaboration (e.g., specific words and phrases, reasons, anecdotes, facts, descriptions, examples).
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
2.2.1 Demonstrates understanding of different purposes for writing.
· Writes to pursue a personal interest, to explain, or to persuade.
· Writes to analyze informational and literary texts.
· Writes to learn (e.g., science notebooks, math logs, reading response journal, reflection and self-assessment).
November 3-November 12
Finalize projects:
https://whatelse.pbwiki.com/Election-Project
comparative essays
path to presidency project
Begin:
Veterans Day invitations and displays at http://whatelse.pbwiki.com/Veterans-Day
Monday November 3
Spelling Base words:
veteran, soldier, combat, honor, glory, valor, free
Spelling Practice -- all words; spellingcity.com Fantastic Club
Tuesday November 4
Entry: Is there anything in your life worth dying for? Please write 3-5 sentences.
Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)
Confer with students as needed.
Wednesday November 5
Work on projects; Review essay project with assignment sheet: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)
Lesson: Display techniques and presentation for audience
Confer with students as needed.
Thursday November 6
Spelling Tests
Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)
Confer with students as needed.
Friday November 7
Pow Wow
Monday, November 10: Inservice -- no school
Tuesday, November 11: Veteran’s Day
Wednesday, November 12
Entry: Authority List for Writing -- make a list of writing topics
Spelling: find you own list of frequently misspelled words. Choose five
Power Write
++++++++++++++++
EALRs
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
3.1.1 Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples.
· Narrows topic with controlling idea (e.g., from general topic, such as baseball, to specific topic, such as “The Mariners are my favorite baseball team.”).
· Selects details relevant to the topic to extend ideas and develop elaboration (e.g., specific words and phrases, reasons, anecdotes, facts, descriptions, examples).
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
2.2.1 Demonstrates understanding of different purposes for writing.
· Writes to pursue a personal interest, to explain, or to persuade.
· Writes to analyze informational and literary texts (e.g., explains the results of a character’s actions; explains the steps in a scientific investigation).
· Writes to learn (e.g., science notebooks, math logs, reading response journal, reflection and self-assessment).
https://whatelse.pbwiki.com/Election-Project
comparative essays
path to presidency project
Begin:
Veterans Day invitations and displays at http://whatelse.pbwiki.com/Veterans-Day
Monday November 3
Spelling Base words:
veteran, soldier, combat, honor, glory, valor, free
Spelling Practice -- all words; spellingcity.com Fantastic Club
Tuesday November 4
Entry: Is there anything in your life worth dying for? Please write 3-5 sentences.
Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)
Confer with students as needed.
Wednesday November 5
Work on projects; Review essay project with assignment sheet: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)
Lesson: Display techniques and presentation for audience
Confer with students as needed.
Thursday November 6
Spelling Tests
Work on projects: comparative essays, presidential process, Veterans Day (http://whatelse.pbwiki.com/Veterans-Day)
Confer with students as needed.
Friday November 7
Pow Wow
Monday, November 10: Inservice -- no school
Tuesday, November 11: Veteran’s Day
Wednesday, November 12
Entry: Authority List for Writing -- make a list of writing topics
Spelling: find you own list of frequently misspelled words. Choose five
Power Write
++++++++++++++++
EALRs
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
3.1.1 Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples.
· Narrows topic with controlling idea (e.g., from general topic, such as baseball, to specific topic, such as “The Mariners are my favorite baseball team.”).
· Selects details relevant to the topic to extend ideas and develop elaboration (e.g., specific words and phrases, reasons, anecdotes, facts, descriptions, examples).
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
2.2.1 Demonstrates understanding of different purposes for writing.
· Writes to pursue a personal interest, to explain, or to persuade.
· Writes to analyze informational and literary texts (e.g., explains the results of a character’s actions; explains the steps in a scientific investigation).
· Writes to learn (e.g., science notebooks, math logs, reading response journal, reflection and self-assessment).
October 27-November 3
Focus:
Ideas: how to think of them; how to add to them
Talking/Writing for IDEAS and DETAILS to ELABORATE
Strong verb paragraph model
Compare/Contrast Model; transitions
Assignment:
Use transitions to write to compare the issues of the two candidates. You may express your opinion and include the comparison of facts to prove your opinion.
Other Assignments: Choices (poster, diagrams, speeches)
Monday October 27
Entry Spelling Base words:
issue, belief, part, campaign, persuade, citizen
Review: Assignment, Venn comparisons, format, strategies for transitions; possible persuasion; rubric;
Intro to Washington Candidates for Governor and District 5 House of Representatives in preparation for Mock Election Voting; Choose and work on projects on issues.
Prewriting: Venn Diagram to compare/contrast candidates
Tuesday 10/28
Entry: Write five spelling words on Weekly Study Sheet
Review: Washington Candidates for Governor and District 5 House of Representatives in preparation for Mock Election Voting
Review: Transitions/Opinions/Comparisons/Format
Prewriting: Venn Diagram for comparison; organizer to prewrite---
Oral models review; written model of sample comparisons.
Wednesday, Oct 29 Entry: Continue similarity paragraphs with partners.
Vote on computer in Mock Election
Introduce Imbee; Read and agree: Wiki Etiquette
If time, discuss contrasting paragraph explaining one candidate. Work with partners to include transitions.
Thursday October 30 Spelling Tests
Continue projects and essays ---
Review goal: comparison paragraphs using transitions:
1) Introduction Sentence
2) Similar Issues
3) Candidate 1 Differences
4) Your favorite candidate differences
5) Concluding Sentence
Graphic Organizer
Thursday October 30 Spelling Tests
Continue essay; if time: other projects
Friday October 31
Entry: Draw a bat
Make a pop-up bat card; write a Halloween greeting:
Sample:
Watch for bats
Dodge the rats
Knock on doors
Say “Please” in fours
For treats galore
Monday November 3
Entry Spelling Base words:
veteran, soldier, combat, honor, glory, valor, free
Work on projects.
Essential Academic Learning Requirements
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
3.1.1 Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples.
· Narrows topic with controlling idea (e.g., from general topic, such as baseball, to specific topic, such as “The Mariners are my favorite baseball team.”).
· Selects details relevant to the topic to extend ideas and develop elaboration (e.g., specific words and phrases, reasons, anecdotes, facts, descriptions, examples).
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
2.2.1 Demonstrates understanding of different purposes for writing.
· Writes to pursue a personal interest, to explain, or to persuade.
· Writes to analyze informational and literary texts (e.g., explains the results of a character’s actions; explains the steps in a scientific investigation).
· Writes to learn (e.g., science notebooks, math logs, reading response journal, reflection and self-assessment).
Ideas: how to think of them; how to add to them
Talking/Writing for IDEAS and DETAILS to ELABORATE
Strong verb paragraph model
Compare/Contrast Model; transitions
Assignment:
Use transitions to write to compare the issues of the two candidates. You may express your opinion and include the comparison of facts to prove your opinion.
Other Assignments: Choices (poster, diagrams, speeches)
Monday October 27
Entry Spelling Base words:
issue, belief, part, campaign, persuade, citizen
Review: Assignment, Venn comparisons, format, strategies for transitions; possible persuasion; rubric;
Intro to Washington Candidates for Governor and District 5 House of Representatives in preparation for Mock Election Voting; Choose and work on projects on issues.
Prewriting: Venn Diagram to compare/contrast candidates
Tuesday 10/28
Entry: Write five spelling words on Weekly Study Sheet
Review: Washington Candidates for Governor and District 5 House of Representatives in preparation for Mock Election Voting
Review: Transitions/Opinions/Comparisons/Format
Prewriting: Venn Diagram for comparison; organizer to prewrite---
Oral models review; written model of sample comparisons.
Assignment:
Use transitions to write to compare the issues of the two candidates. You may express your opinion and include the comparison of facts to prove your opinion.
Wednesday, Oct 29 Entry: Continue similarity paragraphs with partners.
Vote on computer in Mock Election
Introduce Imbee; Read and agree: Wiki Etiquette
If time, discuss contrasting paragraph explaining one candidate. Work with partners to include transitions.
Thursday October 30 Spelling Tests
Continue projects and essays ---
Review goal: comparison paragraphs using transitions:1) Introduction Sentence
2) Similar Issues
3) Candidate 1 Differences
4) Your favorite candidate differences
5) Concluding Sentence
Graphic Organizer
Thursday October 30 Spelling Tests
Continue essay; if time: other projects
Friday October 31
Entry: Draw a bat
Make a pop-up bat card; write a Halloween greeting:
Sample:
Watch for bats
Dodge the rats
Knock on doors
Say “Please” in fours
For treats galore
Monday November 3
Entry Spelling Base words:
veteran, soldier, combat, honor, glory, valor, free
Work on projects.
Essential Academic Learning Requirements
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
3.1.1 Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples.
· Narrows topic with controlling idea (e.g., from general topic, such as baseball, to specific topic, such as “The Mariners are my favorite baseball team.”).
· Selects details relevant to the topic to extend ideas and develop elaboration (e.g., specific words and phrases, reasons, anecdotes, facts, descriptions, examples).
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
2.2.1 Demonstrates understanding of different purposes for writing.
· Writes to pursue a personal interest, to explain, or to persuade.
· Writes to analyze informational and literary texts (e.g., explains the results of a character’s actions; explains the steps in a scientific investigation).
· Writes to learn (e.g., science notebooks, math logs, reading response journal, reflection and self-assessment).
October 20 - October 27
Focus:
Research for Election Knowledge; Daily Journals --
Goal: Daily Reflections on research to understand election process and candidate issues to make an informed choice
What issues are important to you? Which issues are important to you and our country?
The Economy? Energy? The Environment? Health Care? Taxes? Iraq? Afghanistan? Security?
https://whatelse.pbwiki.com/Election-Project
Monday 10/20
Entry: Base words -- elect, vote, inform, search, represent
Vocabulary and 5W-H for Election Process
https://whatelse.pbwiki.com/Election-Project
Tuesday 10/21
Entry: Write your five words on your Weekly Study Sheet
Respond: What do you know about the election issues?
Scholastic Action:Scholastic Action: p. 19-21 -- What are the platforms of each candidate; Target Notes
Handout: Weekly Reader McCain/Obama Issues;
Focus on Issues (Above) Part of Project for voting 10/23 and 10/29:
Wednesday, Oct 22
Scholastic Magazine: Issues Research
End: Issues (Above) Homework: Share issues with family; Be ready with your opinion (CRT: http://whatelse.pbwiki.com/CRT-Notes)
Daily Reflection:
What did I do?
What are your sources?
I learned that...
My thoughts on the candidates are...
Note to Parents: Students can practice spelling at:
http://www.spellingcity.com/
Click on students. Then click on "Find a List" Then type in "Sheri Edwards"
Thursday October 23 (No spelling test this week)
Discussion/Issue Research CRT Organizer; Question: Which candidate meets your expectations for President based on issues? ISSUES (Above)-- Start comparison with Venn Diagram.
Weekly Reader Vote
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
Friday October 24
Entry: What are transition words? Review
Research on issues (CRT or Target) -- Complete Venn Diagram
Practice oral sentences with transitions to compare the candidates.
Monday October 27
Entry Spelling Base words:
issue, belief, part, campaign, persuade, citizen
Prewriting: Venn Diagram to compare/contrast candidates
Introduction Statement;
First Paragraph: Explain one candidate's issues;
Second Paragraph: Explain the other candidate's issues;
Third Paragraph: Explain similarities of the two candidates;
Summary Statement
Format 2:
Introduction Statement;
First Paragraph: Explain one candidate's issues;
Second Paragraph: Explain similarities of the two candidates;
Third Paragraph: Explain the other candidate's issues;
Summary Statement
OR, Format 3 (if you are expressing an opinion on your choice of candidate):
Introductory Statement;
First Paragraph: Explain similarities of the two candidates;
Second Paragraph: Explain the issues of the candidate you do not agree with;
Third Paragraph: Explain the issues of the candidate you choose for President
Summary Statement
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
Complete essay. Choose and work on projects on issues.
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
3.1.1 Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples.
· Narrows topic with controlling idea (e.g., from general topic, such as baseball, to specific topic, such as “The Mariners are my favorite baseball team.”).
· Selects details relevant to the topic to extend ideas and develop elaboration (e.g., specific words and phrases, reasons, anecdotes, facts, descriptions, examples).
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
2.2.1 Demonstrates understanding of different purposes for writing.
· Writes to pursue a personal interest, to explain, or to persuade.
· Writes to analyze informational and literary texts (e.g., explains the results of a character’s actions; explains the steps in a scientific investigation).
· Writes to learn (e.g., science notebooks, math logs, reading response journal, reflection and self-assessment).
Research for Election Knowledge; Daily Journals --
Goal: Daily Reflections on research to understand election process and candidate issues to make an informed choice
What issues are important to you? Which issues are important to you and our country?
The Economy? Energy? The Environment? Health Care? Taxes? Iraq? Afghanistan? Security?
https://whatelse.pbwiki.com/Election-Project
Search the Weekly Reader site (http://www.weeklyreader.com/election/)for information on the issues.
Scholastic Issues Pages
Chart: http://teacher.scholastic.com/scholasticnews/indepth/election2008/games/candidates_stand/issues.htm
Game: http://teacher.scholastic.com/scholasticnews/indepth/election2008/games/candidates_stand/
MSNBC Issues in BriefMonday 10/20
Entry: Base words -- elect, vote, inform, search, represent
Vocabulary and 5W-H for Election Process
https://whatelse.pbwiki.com/Election-Project
Tuesday 10/21
Entry: Write your five words on your Weekly Study Sheet
Respond: What do you know about the election issues?
Scholastic Action:Scholastic Action: p. 19-21 -- What are the platforms of each candidate; Target Notes
Handout: Weekly Reader McCain/Obama Issues;
Focus on Issues (Above) Part of Project for voting 10/23 and 10/29:
Wednesday, Oct 22
Scholastic Magazine: Issues Research
End: Issues (Above) Homework: Share issues with family; Be ready with your opinion (CRT: http://whatelse.pbwiki.com/CRT-Notes)
Daily Reflection:
What did I do?
What are your sources?
I learned that...
My thoughts on the candidates are...
Note to Parents: Students can practice spelling at:
http://www.spellingcity.com/
Click on students. Then click on "Find a List" Then type in "Sheri Edwards"
Thursday October 23 (No spelling test this week)
What are the important transitions?
Read in your Classroom Texts--
Blue Write Source, pages 472-473
Black Write Source 2000 page 106
Yellow Ginn English page 324-32
Discussion/Issue Research CRT Organizer; Question: Which candidate meets your expectations for President based on issues? ISSUES (Above)-- Start comparison with Venn Diagram.
Weekly Reader Vote
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
Friday October 24
Entry: What are transition words? Review
Research on issues (CRT or Target) -- Complete Venn Diagram
Practice oral sentences with transitions to compare the candidates.
Monday October 27
Entry Spelling Base words:
issue, belief, part, campaign, persuade, citizen
Prewriting: Venn Diagram to compare/contrast candidates
Assignment:
Use transitions to write to compare the issues of the two candidates. You may express your opinion and include the comparison of facts to prove your opinion.
Use one of the essay formats provided in class. --
Introduction Statement;
First Paragraph: Explain one candidate's issues;
Second Paragraph: Explain the other candidate's issues;
Third Paragraph: Explain similarities of the two candidates;
Summary Statement
Format 2:
Introduction Statement;
First Paragraph: Explain one candidate's issues;
Second Paragraph: Explain similarities of the two candidates;
Third Paragraph: Explain the other candidate's issues;
Summary Statement
OR, Format 3 (if you are expressing an opinion on your choice of candidate):
Introductory Statement;
First Paragraph: Explain similarities of the two candidates;
Second Paragraph: Explain the issues of the candidate you do not agree with;
Third Paragraph: Explain the issues of the candidate you choose for President
Summary Statement
Daily Reflection: What did I do? What are your sources? I learned that... My thoughts on the candidates are...
Complete essay. Choose and work on projects on issues.
+++++++++++++++++++
Essential Academic Learning RequirementsEALR 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
3.1.1 Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples.
· Narrows topic with controlling idea (e.g., from general topic, such as baseball, to specific topic, such as “The Mariners are my favorite baseball team.”).
· Selects details relevant to the topic to extend ideas and develop elaboration (e.g., specific words and phrases, reasons, anecdotes, facts, descriptions, examples).
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
2.2.1 Demonstrates understanding of different purposes for writing.
· Writes to pursue a personal interest, to explain, or to persuade.
· Writes to analyze informational and literary texts (e.g., explains the results of a character’s actions; explains the steps in a scientific investigation).
· Writes to learn (e.g., science notebooks, math logs, reading response journal, reflection and self-assessment).
October 14-October 20
Tuesday 10/14
Entry: 1) Choose your five spelling words from your Personal Spelling List and write them in the first column of your Weekly Spelling Study Sheet.
2) Review your partner paragraphs. Can you add more detail and more precise nouns and verbs for more points?
Score your own paragraphs.
Share and discuss. Revise.
Can we celebrate our better paragraphs?
Wednesday 10/15
Entry: What do you know about who is running for president? How does someone get to be president?
Application of questions/strong verbs/alphabet strategy in election project
https://whatelse.pbwiki.com/Election-Project
Introduction to Voting -- video
Need for information.
View and discuss project. Begin project as teams and class.
Determine as class next need to succeed.
https://whatelse.pbwiki.com/Election-Project
Thursday 10/16 Spelling Test
Entry: What do you know about the election process?
Watch video on presidency and take notes.
Review paragraphs with strong verbs and nifty nouns.
Homework:
Write a paragraph on the sport you created an alphabet list for. The paragraph must be at least eight sentences with strong verbs and precise nouns as reviewed. Try not to repeat words.
Friday 10/17
Entry: Can you complete the questions on the worksheet about elections?
Review Student Expectations
http://msedwards.pbwiki.com/Student-Contract
Video for worksheet answers: Presidential Election and Voting
Monday 10/20
Entry: Base words -- elect, vote, inform, search, represent
Video: Presidential Election: The Presidential Election Process
How; 5W-H; Vocabulary;
https://whatelse.pbwiki.com/Election-Project
Tuesday 10/21
Entry: Please write your five (5) spelling words in your Weekly Study Sheet.
https://whatelse.pbwiki.com/Election-Project
Scholastic Action: What are the issues? Where do the candidates stand? Which candidate meets your views?
Entry: 1) Choose your five spelling words from your Personal Spelling List and write them in the first column of your Weekly Spelling Study Sheet.
2) Review your partner paragraphs. Can you add more detail and more precise nouns and verbs for more points?
Score your own paragraphs.
Share and discuss. Revise.
Can we celebrate our better paragraphs?
Wednesday 10/15
Entry: What do you know about who is running for president? How does someone get to be president?
Application of questions/strong verbs/alphabet strategy in election project
https://whatelse.pbwiki.com/Election-Project
Introduction to Voting -- video
Need for information.
View and discuss project. Begin project as teams and class.
Determine as class next need to succeed.
https://whatelse.pbwiki.com/Election-Project
Thursday 10/16 Spelling Test
Entry: What do you know about the election process?
Watch video on presidency and take notes.
Review paragraphs with strong verbs and nifty nouns.
Homework:
Write a paragraph on the sport you created an alphabet list for. The paragraph must be at least eight sentences with strong verbs and precise nouns as reviewed. Try not to repeat words.
Friday 10/17
Entry: Can you complete the questions on the worksheet about elections?
Review Student Expectations
http://msedwards.pbwiki.com/Student-Contract
Video for worksheet answers: Presidential Election and Voting
Monday 10/20
Entry: Base words -- elect, vote, inform, search, represent
Video: Presidential Election: The Presidential Election Process
How; 5W-H; Vocabulary;
https://whatelse.pbwiki.com/Election-Project
Tuesday 10/21
Entry: Please write your five (5) spelling words in your Weekly Study Sheet.
https://whatelse.pbwiki.com/Election-Project
Scholastic Action: What are the issues? Where do the candidates stand? Which candidate meets your views?
Week of October 6 - October 14
Note: No School Monday October 14
Monday 10/6 Entry: On your own, create new words from these base words: quiet, relate, upset, like, love
Class work: Create class spelling lists.
Review Question Strategy.
Put in notebook:
Questions to ask:
5Es
elaboration: What else? What's another idea about that?
example: What is an example?
explanation: Could you explain what this is? What happened?
evidence: Where's the proof?
experience: Can you add a story or experience?
5W +H
who, what, when, where, why, how
Tuesday 10/7
Entry:
1) Choose your five spelling words from your Personal Spelling List and write them in the first column of your Weekly Spelling Study Sheet.
2) Write your paragraph from yesterday (test/independent work):
Apply: Students independently write “_____ makes a good pet.” Use the Question Strategy to stay focused and detailed.
Strategy: Use nifty nouns and vivid verbs to elaborate.
Model: Baseball paragraph (OSPI Elaboration V2 Lesson Slides 30-32) Alphabet strategy. (thinks of words (verbs, and nouns) using the alphabet as starting letter: Baseball would be Attack, avoid, bat, ball, base, bounce, coach, catch, catcher, drop, down by one. Narrow to those for a class chosen topic sentence.
Draft class paragraph.
Wednesday 10/8
Entry: Make a list of ten verbs (action verbs) about basketball
Review paragraphs from yesterday. Discuss strong verbs.
Write Source on computers for skill practice.
Thursday 10/9
Entry: Spelling test.
Share paragraphs. Discuss and evaluate strong verbs and details.
Review paragraph expectations:
Topic Sentence (no because).
Three idea sentences with a detail sentence for each one (six total sentences).
Concluding sentences.
Slide 33. Apply: Alphabet Strategy for basketball with own topic sentence.
Friday 10/10
Entry:
Partners: Take out your "Alphabet Page." Write a topic sentence about your topic at the top of your "Alphabet Page." Continue to add nifty nouns and vivid verbs to your "Alphabet Page."
Share topic sentences.
Review the scoring points for the requirements of a great paragraph:
https://whatelse.pbwiki.com/Strong-Verbs
Write your paragraph with your partner.
See George Flett for Art Lessons in culture room. 2:10-2:45.
Tuesday 10/14
Entry: 1) Choose your five spelling words from your Personal Spelling List and write them in the first column of your Weekly Spelling Study Sheet.
2) Review your partner paragraphs. Can you add more detail and more precise nouns and verbs for more points?
Score your own paragraphs.
Share and discuss. Revise.
Can we celebrate our better paragraphs?
Monday 10/6 Entry: On your own, create new words from these base words: quiet, relate, upset, like, love
Class work: Create class spelling lists.
Review Question Strategy.
Put in notebook:
Questions to ask:
5Es
elaboration: What else? What's another idea about that?
example: What is an example?
explanation: Could you explain what this is? What happened?
evidence: Where's the proof?
experience: Can you add a story or experience?
5W +H
who, what, when, where, why, how
Tuesday 10/7
Entry:
1) Choose your five spelling words from your Personal Spelling List and write them in the first column of your Weekly Spelling Study Sheet.
2) Write your paragraph from yesterday (test/independent work):
Apply: Students independently write “_____ makes a good pet.” Use the Question Strategy to stay focused and detailed.
++++++++
Strategy: Use nifty nouns and vivid verbs to elaborate.
Model: Baseball paragraph (OSPI Elaboration V2 Lesson Slides 30-32) Alphabet strategy. (thinks of words (verbs, and nouns) using the alphabet as starting letter: Baseball would be Attack, avoid, bat, ball, base, bounce, coach, catch, catcher, drop, down by one. Narrow to those for a class chosen topic sentence.
Draft class paragraph.
Wednesday 10/8
Entry: Make a list of ten verbs (action verbs) about basketball
Review paragraphs from yesterday. Discuss strong verbs.
Write Source on computers for skill practice.
Thursday 10/9
Entry: Spelling test.
Share paragraphs. Discuss and evaluate strong verbs and details.
Review paragraph expectations:
Topic Sentence (no because).
Three idea sentences with a detail sentence for each one (six total sentences).
Concluding sentences.
Slide 33. Apply: Alphabet Strategy for basketball with own topic sentence.
Friday 10/10
Entry:
Partners: Take out your "Alphabet Page." Write a topic sentence about your topic at the top of your "Alphabet Page." Continue to add nifty nouns and vivid verbs to your "Alphabet Page."
Share topic sentences.
Review the scoring points for the requirements of a great paragraph:
https://whatelse.pbwiki.com/Strong-Verbs
Write your paragraph with your partner.
See George Flett for Art Lessons in culture room. 2:10-2:45.
Tuesday 10/14
Entry: 1) Choose your five spelling words from your Personal Spelling List and write them in the first column of your Weekly Spelling Study Sheet.
2) Review your partner paragraphs. Can you add more detail and more precise nouns and verbs for more points?
Score your own paragraphs.
Share and discuss. Revise.
Can we celebrate our better paragraphs?
Week of September 30 - October 6
Tuesday 9/30
Entry: 1) Spelling: Write your five words on your Weekly Spelling Study Sheet. 2)
Write on one of the Xs on your Writing Treasure Map
Election Research: Who are the candidates?
Organize for conferences. Practice.
Wednesday 10/1 Conferences
Thursday 10/2
Entry: Read the directions for partner spelling test. Give your spelling tests.
Review Question Strategy.
Model and Apply with students to write “I Like Rain" paragraph. Here's what we did:
Share: Did we important questions? Did we answer them in their paragraphs? Did asking important questions help us write a detailed paragraph that is interesting to readers?
Apply: Work with partner to write "I Like Snow" paragraph using the questioning strategy.
Friday 10/3
Entry: Explain the “Question Strategy?” to write good details.
Review Question Strategy: Reread paragraph. Ask questions in margins. Ask questions the reader would want answer to.
Finish paragraphs from yesterday. Share.
Share: Did partners ask important questions? Did they answer them in their paragraphs?
Revise your paragraphs. Share.
Monday 10/6
Entry: On your own, create new words from these base words: quiet, relate, upset, like, love
Class work: Create class spelling lists.
Apply: Students independently write “_____ makes a good pet.” Use the Question Strategy to stay focused and detailed.
_____ makes a good pet. ||||||||||What makes a good pet? Why does ____ make a good pet?
Entry: 1) Spelling: Write your five words on your Weekly Spelling Study Sheet. 2)
Write on one of the Xs on your Writing Treasure Map
Election Research: Who are the candidates?
Organize for conferences. Practice.
Wednesday 10/1 Conferences
Thursday 10/2
Entry: Read the directions for partner spelling test. Give your spelling tests.
Review Question Strategy.
Model and Apply with students to write “I Like Rain" paragraph. Here's what we did:
Share: Did we important questions? Did we answer them in their paragraphs? Did asking important questions help us write a detailed paragraph that is interesting to readers?
Apply: Work with partner to write "I Like Snow" paragraph using the questioning strategy.
Friday 10/3
Entry: Explain the “Question Strategy?” to write good details.
Review Question Strategy: Reread paragraph. Ask questions in margins. Ask questions the reader would want answer to.
Finish paragraphs from yesterday. Share.
Share: Did partners ask important questions? Did they answer them in their paragraphs?
Revise your paragraphs. Share.
Monday 10/6
Entry: On your own, create new words from these base words: quiet, relate, upset, like, love
Class work: Create class spelling lists.
Apply: Students independently write “_____ makes a good pet.” Use the Question Strategy to stay focused and detailed.
++++++++
Paragraph __________________________ Questions:_____ makes a good pet. ||||||||||What makes a good pet? Why does ____ make a good pet?
++++++++
Share: Did you/partner ask important questions? Did you/partner answer them in their paragraphs?
9/29 Elaboration Energy
9/29 Entry: Spelling: It's Addition!
Divide your spelling paper into parts as we have practiced. In each section write one of these base words:
With a partner, use the base words and your affix list to create as many words as you can from the base words.
Reflection: Answer these two questions in your notebook for our parent conferences next week:
What do you like about writing class?
What do you wish would be different about writing class?
Divide your spelling paper into parts as we have practiced. In each section write one of these base words:
tan, confer, learn, confuse, understand
With a partner, use the base words and your affix list to create as many words as you can from the base words.
Reflection: Answer these two questions in your notebook for our parent conferences next week:
What do you like about writing class?
What do you wish would be different about writing class?
++++++++++++++
If time:
Elaboration of poem (finish): Add details [elaboration, examples, explanations, evidence, experiences (5Es) and who, what, when, where, why, how (5W +H)] to each line of your poem.
Who will share and allow us to practice using the "Question Asking Strategy?"
Finish. Share tomorrow.
Finish: Share roller skating paragraph. Were questions answered? Which one is the most real and most convincing? Why?
Conference Prep: Use checklist to practice. What writing pieces will you show?
Conference checklist:
Student-Parent-Teacher Conference
Procedures
__ Did I share procedures for entering the room?
__ Did I share my notebook, spelling folder, and writing?
__ Did I share how I put my work away?
Spelling
__ Did I share my spelling procedures for Monday?
__ Did I share my spelling procedures for Tuesday?
__ Did I share my spelling procedures for homework?
__ Did I share my spelling procedures for the Thursday test?
Writing
__ Did I share my Writing Treasure Map?
__ Did I share my writing treasure stories?
__ Did I share how we get ideas for writing?
__ Did I share my reflections?
Compliment from guardian to child:
Goal for child from guardian:
Question for teacher from guardian:
Tuesday: Checklist to complete with writing from today.
If time:
Apply Questioning Strategy:
Read your Treasure Map story to a neighbor. Neighbor follows along.
After the first reading, slowly read it again and your neighbor will ask you questions.
Write the questions in the margins if they help you to add details to your story.
5Es
elaboration: What else? What's another idea?
example: What is an example?
explanation: Could you explain what this is? what happened?
evidence: Where's the proof?
experience: Can you add a story or experience?
5W +H
who, what, when, where, why, how
Who will share and allow us to practice using the "Question Asking Strategy?"
Share stories. What else did each add? What else could each add? Was the piece elaborated? How do you know?
Finish. Share tomorrow.
++++++++++++++++Conference Prep: Use checklist to practice. What writing pieces will you show?
Conference checklist:
Student-Parent-Teacher Conference
Procedures
__ Did I share procedures for entering the room?
__ Did I share my notebook, spelling folder, and writing?
__ Did I share how I put my work away?
Spelling
__ Did I share my spelling procedures for Monday?
__ Did I share my spelling procedures for Tuesday?
__ Did I share my spelling procedures for homework?
__ Did I share my spelling procedures for the Thursday test?
Writing
__ Did I share my Writing Treasure Map?
__ Did I share my writing treasure stories?
__ Did I share how we get ideas for writing?
__ Did I share my reflections?
Compliment from guardian to child:
Goal for child from guardian:
Question for teacher from guardian:
Tuesday: Checklist to complete with writing from today.
If time:
Apply Questioning Strategy:
Read your Treasure Map story to a neighbor. Neighbor follows along.
After the first reading, slowly read it again and your neighbor will ask you questions.
Write the questions in the margins if they help you to add details to your story.
5Es
elaboration: What else? What's another idea?
example: What is an example?
explanation: Could you explain what this is? what happened?
evidence: Where's the proof?
experience: Can you add a story or experience?
5W +H
who, what, when, where, why, how
Who will share and allow us to practice using the "Question Asking Strategy?"
Share stories. What else did each add? What else could each add? Was the piece elaborated? How do you know?
Finish. Share tomorrow.
If time:
Elaboration of poem (finish): Add details [elaboration, examples, explanations, evidence, experiences (5Es) and who, what, when, where, why, how (5W +H)] to each line of your poem.
Who will share and allow us to practice using the "Question Asking Strategy?"
Finish. Share tomorrow.
9/24 Elaboration with a Question
9/24
Entry: Spelling Homework due. Describe the picture provided.
Model Review: Asking questions of draft (draft on board). Discuss how questions helped to add detail/elaboration.
Apply--Rollar Skating paragraph: Write questions with neighbor. Share. Rewrite paragraph with partner.
Ask questions related to the 5Es and 5Ws if you get stuck.
5Es
elaboration: What else? What's another idea?
example: What is an example?
explanation: Could you explain what this is? what happened?
evidence: Where's the proof?
experience: Can you add a story or experience?
5W +H
who, what, when, where, why, how
What questions do you think were asked? What else did each add? What else could each add? Was the piece elaborated? How do you know? What else could b asked? added? deleted?
Entry: Spelling Homework due. Describe the picture provided.
Australia’s largest butterfly, the birdwing (Ornithoptera priamus) blends into a green leaf. Female birdwings can have a wingspan of nearly 8 inches (20 centimeters).
Photograph by Nicole Duplaix
From: http://old-packerpedia.wiki.packer.edu/Bio+Ulysses+Butterfly
Ulysses Butterfly (papilio ulysses)
by Nick Foretek
Ulysses Butterfly (papilio ulysses)
by Nick Foretek
+++++++
Model Review: Asking questions of draft (draft on board). Discuss how questions helped to add detail/elaboration.
Apply--Rollar Skating paragraph: Write questions with neighbor. Share. Rewrite paragraph with partner.
Ask questions related to the 5Es and 5Ws if you get stuck.
5Es
elaboration: What else? What's another idea?
example: What is an example?
explanation: Could you explain what this is? what happened?
evidence: Where's the proof?
experience: Can you add a story or experience?
5W +H
who, what, when, where, why, how
+++++++
Who will share and allow us to practice using the "Question Asking Strategy?"What questions do you think were asked? What else did each add? What else could each add? Was the piece elaborated? How do you know? What else could b asked? added? deleted?
+++++++
Elaborate! Elaborate!
Dance to the music!
Tuesday 9/23
Entry:
1) Choose your five (5) spelling words for this week from your Personal Spelling List in your Spelling Folder. Write them in the first column on your "Weekly Word Study Sheet." Keep it out for me to check while you complete the next activity.
2) Write about one of the "Xs" in your "Writing Treasure Map" Be Specfic -- Elaborate detail to detail and another detail. Keep focused on that one X -- nothing else. Just keep adding elaboration, examples, explanations, evidence, experiences (5Es) and who, what, when, where, why, how (5W +H).
Tuesday 9/23
Entry:
1) Choose your five (5) spelling words for this week from your Personal Spelling List in your Spelling Folder. Write them in the first column on your "Weekly Word Study Sheet." Keep it out for me to check while you complete the next activity.
2) Write about one of the "Xs" in your "Writing Treasure Map" Be Specfic -- Elaborate detail to detail and another detail. Keep focused on that one X -- nothing else. Just keep adding elaboration, examples, explanations, evidence, experiences (5Es) and who, what, when, where, why, how (5W +H).
++++++++++++++++
Spelling homework due tomorrow (no school Thursday or Friday).
Model: Asking questions of draft (draft on board). Discuss how helped to add detail/elaboration.
Apply:
Read your story to a neighbor. Neighbor follows along.
After the first reading, slowly read it again and your neighbor will ask you questions.
Write the questions in the margins if they help you to add details to your story.
5Es
elaboration: What else? What's another idea?
example: What is an example?
explanation: Could you explain what this is? what happened?
evidence: Where's the proof?
experience: Can you add a story or experience?
5W +H
who, what, when, where, why, how
Who will share and allow us to practice using the "Question Asking Strategy?"
Finish. Share tomorrow.
Spelling homework due tomorrow (no school Thursday or Friday).
++++++++++++++++
Model: Asking questions of draft (draft on board). Discuss how helped to add detail/elaboration.
Apply:
Read your story to a neighbor. Neighbor follows along.
After the first reading, slowly read it again and your neighbor will ask you questions.
Write the questions in the margins if they help you to add details to your story.
5Es
elaboration: What else? What's another idea?
example: What is an example?
explanation: Could you explain what this is? what happened?
evidence: Where's the proof?
experience: Can you add a story or experience?
5W +H
who, what, when, where, why, how
Who will share and allow us to practice using the "Question Asking Strategy?"
Finish. Share tomorrow.
++++++++++++++++
Elaboration Energy
Mon 9/22 Acrostic Poem Entry
Write your name vertically down the left side of your paper.
Write an adjective or word phrase that describes you after each letter of your name.
Draw a sketch of yourself showing your adjectives.
SHERI
Silly
Healthy
Eccentric
Rigorous
Inquisitive
Spelling with base words: catch, tackle, write, work, agree; choose five for personal spelling list.
Elaboration: Digging Deeper in one area to add specific details. Explain the story told in class about digging for treasure to another student.
What kind of a digging was our entry task poem?
Model and Apply: How could we turn the poem into a 2? 3? 4 score?
I asked questions about my first poem to add enough detail in my fourth draft. I kept asking myself, "What else could I say about this idea? What other details could I add? How could I be more specific?"
Here's what happened each time I asked, "What else?"
Level 2
Silly: Sometimes sings in class
Healthy: Brings my own lunch
Eccentric: Wears her own styles
Rigorous: Thinks carefully
Inquisitive: Asks more questions
Level 3:
Silly: Sometimes sings “Hey Hey Paula” in class
Healthy: Brings a protein and fruit lunch to school
Eccentric: Wears loose flowered shirts and colored socks in her own way
Rigorous: Thinks carefully and creates extra examples for students
Inquisitive: Asks more questions about the Arctic and about how students start ideas
Level 4:
Silly: Sings “Hey Hey Paula” in class; Acts out events in stories, like Casey at Bat
Healthy: Chomps down a ham and grape lunch
Eccentric: Wears loose purple-flowered shirts, matching colored socks, and comfortable Birkenstock shoes
Rigorous: Thinks carefully, creates extra examples for students, and revises lessons each day so students learn
Inquisitive: Asks more questions about the effect of global warming on the Arctic people and animals; Asks students to remember how to start ideas and add details to reach a level four score
Your Turn:
Work with a partner to ask questions about your poems so you can add more details and examples.
(Will finish tomorrow in work session).
Write your name vertically down the left side of your paper.
Write an adjective or word phrase that describes you after each letter of your name.
Draw a sketch of yourself showing your adjectives.
SHERI
Silly
Healthy
Eccentric
Rigorous
Inquisitive
Spelling with base words: catch, tackle, write, work, agree; choose five for personal spelling list.
Elaboration: Digging Deeper in one area to add specific details. Explain the story told in class about digging for treasure to another student.
What kind of a digging was our entry task poem?
Model and Apply: How could we turn the poem into a 2? 3? 4 score?
I asked questions about my first poem to add enough detail in my fourth draft. I kept asking myself, "What else could I say about this idea? What other details could I add? How could I be more specific?"
Here's what happened each time I asked, "What else?"
Level 2
Silly: Sometimes sings in class
Healthy: Brings my own lunch
Eccentric: Wears her own styles
Rigorous: Thinks carefully
Inquisitive: Asks more questions
Level 3:
Silly: Sometimes sings “Hey Hey Paula” in class
Healthy: Brings a protein and fruit lunch to school
Eccentric: Wears loose flowered shirts and colored socks in her own way
Rigorous: Thinks carefully and creates extra examples for students
Inquisitive: Asks more questions about the Arctic and about how students start ideas
Level 4:
Silly: Sings “Hey Hey Paula” in class; Acts out events in stories, like Casey at Bat
Healthy: Chomps down a ham and grape lunch
Eccentric: Wears loose purple-flowered shirts, matching colored socks, and comfortable Birkenstock shoes
Rigorous: Thinks carefully, creates extra examples for students, and revises lessons each day so students learn
Inquisitive: Asks more questions about the effect of global warming on the Arctic people and animals; Asks students to remember how to start ideas and add details to reach a level four score
Your Turn:
Work with a partner to ask questions about your poems so you can add more details and examples.
(Will finish tomorrow in work session).
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