Capture: Set daily goals and reflect
Strength: Practice daily lesson skill
Interact: with words/peers/teacher
http://whatelse.pbwiki.com/CSI-Schedule
Fourth Quarter Requirements
http://whatelse.pbwiki.com/Genre-Expectations
http://whatelse.pbwiki.com/Revision-Tips-2
http://eagleviews.pbwiki.com/The-News-Project
http://eagleviews.pbwiki.com/Story-Log
http://eagleviews.pbwiki.com/Grade-6-Writers
Lead; Lead Examples and Rules
http://eagleviews.pbwiki.com
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.
Resources:
Links
Presentation
Eagle Views News Blog
Tuesday 5/5
Grammar -- the dash (READ 1/09)
Focus -- Inverted pyramid -- lead/5ws/facts -- use organizer; follow rules for writing leads
Due: root digging article as homework--share.
Optional (4 days)
Article notes from JS -- turn in to newstory from notes/organizer
Wednesday 5/6
Focus -- leads and body
root digging article as homework--share.
Thursday 5/7
Grammar -- capitalization (READ 11/14)
Focus -- Share leads/team reviews
Focus -- interviews, drafts, team proofreading
Friday 5/8
no school pm
Monday 5/11
Focus -- interviews, drafts, team proofreading
Article notes from JS -- turn in to newstory from notes/organizer
Tasks
Sign up for stories. Write/Type Questions (neat); Start appointments
Wiki work on drafts (see story options and story planning-- in resources above)
Share and comment --- feedback teacher and peers on stories
Teams (writers, designers, editors, graphics, proofreader) for proofreading/revising formed.
Confer with teacher for individual lessons on: leads, headlines, pyramid, 5ws, questioning, interview review, passes, strong verbs --- document on CSI sheet
Think and write:
What is your story?
Who will you interview?
What are your questions?
Write how you will ask them to be interviewed.
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.
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