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

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 Brief

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)

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. --

Format 1:

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.

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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).