May 27 - June 12

Six Traits:
Ideas -- prewriting
Ideas -- draft
Organization --paragraphs, beginnings, endings - find in your paper
Organization and Word Choice --Names/Verbs/Emotion -- see revision tips
Sentence Fluency -- Length/Structure
Voice -- attitude appropriate for audience and purpose
Edit -- punctuation/spelling/ grammar, etc.

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End of Year Assignments:

Essays from Junior Scholastic and Science World.

Day 1: Read article. Take notes-- main idea/details -- own experience; own or text example; suggestion for solution or future; Gist Statement

Day 2: Draft --Thesis (Gist Statement)
Three Ideas explaining gist statement with three details each, each in a paragraph -- using transitions between and in paragraphs:
Topic sentence (no because)
1. Idea
a. idea to explain.
b. idea example/experience
c. idea suggestion/example/experience
Concluding Sentence

Day 3: Final Draft -- Paragraphs/transitions --
1-Gist/Thesis
2-Idea 1
3-Idea 2
4-Idea 3
5- Conclusion -- Gist and Suggestion/Question

Wed 5/27
Letters to Gary Martin; If time -- Day 1 of News research

Thurs 5/28
Day 1 of News research

Fri 5/29

Math Madness or Day 1 Notes/Analysis/Gist
Day 2 Draft

Mon 5/1

Share drafts and revise

Tues 5/2 Day 3: Revise/transitions/ Final


Wed 5/3 Power Write; Project Final

Thurs 5/4 Power Write; Project Final and Share

Fri 5/5 Homeroom

Mon 5/8 Pow Wow

Tues 5/9 Homeroom

Wed 5/10 Homeroom

Thurs 5/11 Picnic

Fri 5/12 Awards

Six Traits:
Ideas -- prewriting
Ideas -- draft
Organization --paragraphs, beginnings, endings - find in your paper
Organization and Word Choice --Names/Verbs/Emotion -- see revision tips
Sentence Fluency -- Length/Structure
Voice -- attitude appropriate for audience and purpose
Edit -- punctuation/spelling/ grammar, etc.

Essays from Junior Scholastic and Science World.

Day 1: Read article.
Take notes--
main idea/details --
own experience;
own or text example;
suggestion for solution or future;
Gist Statement

Day 2: Draft --Thesis (Gist Statement)
Three Ideas explaining gist statement with three details each, each in a paragraph -- using transitions between and in paragraphs:

Three paragraphs with transitions in this format:
Topic sentence (no because)
1. Idea
a. idea to explain.
b. idea example/experience
c. idea suggestion/example/experience
Concluding Sentence

Day 3: Final Draft -- Paragraphs/transitions --5 paragraphs
1-Gist/Thesis
2-Idea 1
3-Idea 2
4-Idea 3
5- Conclusion -- Gist and Suggestion/Question

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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.
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.