New Lesson Plan Site

Thank you for checking for lesson plans from a link on one of our sites.

I'm in the process of updating all pages, but if you're here, you need the new link.

Either one of these contain the lesson plans for our reading and writing classes, including links and handouts:

Lesson Plans



 For Teachers:

I'm now using Planbook by Jeff Hellman at Helmansoft.

I can input my plans once, print, and place online with one click. I can also update these lessons from the desktop, online, or on my iPad via Dropbox.

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8/31/10-9/28/10

Focus:

Practice Procedures
Review prewriting
Drafting Strategies
Revision Strategies and Review
Edit/Publish










Daily: Review and Practice Expectations
8/31 BBQ
9/1 Notecard Welcome activity; Groups; Venn Diagram
9/2 What I expect of them/ What they expect of me; Venn Diagram debrief; Posters
(theme, title, design, symbols, intro BioPoem
9/3 Write Biopoem; finish posters (all talk)
9/7 Present posters (all talk); reflection


9/8 Library; BioPoem
9/9 Pretest
9/10 BioPoem; start draft poem; gallery walk to share
9/13 Good Writing Is; Notebook page 15; BioPoem



9/14 Bookmobile; read

9/15 Library; Page 5 Good Writing (identify)

9/16 Write paragraph about an experience or encounter; review Good Writing handout

9/17 Elder Invitation
9/20 Pow Wow



9/21
Cards copied
wiki login  info
poem revise -- how to
territories
9/22 folders ready for 9/23; revise poem
9/23 reflection; final drafts; reflection info; wiki if time
9/28 entry; final drafts; update notebooks for details; finish model description, details, strong verbs, examples



3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. ·       Presents a central idea, theme, and manageable thesis while maintaining a consistent focus (e.g., “Commercials influence the spending habits of teenagers.”). ·       Selects specific details relevant to the topic to extend ideas or develop elaboration (e.g., quotations, data, reasons, multiple examples that build on each other). ·       Uses personal experiences, observations,

1.1 Prewrites
1.2 Drafts
1.3 Revises (3.1.1)



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5/25/10-6/10/10

Focus:

Organization (audience/purpose; connective words), planning (precise, concise), voice and word choice (precise, concise, images)



Lessons:


5/25 tween tribune, spelling city
5/26 Owhi Pics Thank you; Blog Plans -- topics
5/27 Blog Plans -- topics
5/28 Zines

5/31 Memorial Day
6/1 Zines / Blog Plans / Photography
6/2 Zines / Blog Plans / Photography
6/3 Zines / Blogs / Photography
6/4 Zines / Blogs / Photography

6/7 Homeroom
6/8 Pow Wow
6/9 Graduation
6/10 Awards/Picnic




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
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.
·       Uses effective revision tools or strategies (e.g., reading draft out loud, checking sentence beginnings, expanding sentences, using an electronic or other thesaurus).
Component 1.4: Edits text. W
Component 3.3: Knows and applies appropriate grade level writing conventions. W
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
·       Identifies an intended audience.
·       Identifies and includes information audience needs to know (e.g., defines scientific terms, makes no assumptions about audience’s prior knowledge).
·       Identifies audience’s interest and knowledge of topic to determine emphasis.
·       Anticipates readers’ questions and writes accordingly.
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).
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.
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
·       Selects and uses precise and specialized language in content writing (science language).


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04/26/10 - 05/25/10 Weeks 31-34

Week Focus:
Prewriting Ideas -- gathering, writing, organizing, revising for draft
Drafting and Revising-- ARMS: Add, Remove, Move, Substitute
http://whatelse.pbworks.com/Revision   See revision tips 2

connect ideas;
elaborate;
word choice
http://whatelse.pbworks.com/Owhi-Connected-Organization-Example

Follow model essay
How will you follow the model and keep your voice?
Example (log in required )


Formats: Blogs, Zines
Blog Template for drafts

4/26 Earth day videos and prewrite
4/27 videos and notes for research
4/28 research  -- google earth
4/29 drafts -- google earth
4/30 drafts --- google earth
5/3 2010: NASA facts
5/3 2010: NASA facts
5/4 Blog Draft Page; Write Paragraphs for blogs; name for blog; theme for blog
5/5 Share and edit paragraphs as class; Tween Tribune for ideas on what to blog next
5/6 5/7 5/10
Projects: Blog; Tween Tribune; Zine

5/12 tween tribune reflection. Blog ideas brainstorm.
5/13 grow a blog. Research and write
5/14 sub test
5/17 blog edit. Zines  
5/18 sub zines
5/19 power write, blogs zines
5/20 owhi lake
5/21 thank you zines
5/24 teacher training
5/25 tween tribune, spelling city



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
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.
·       Uses effective revision tools or strategies (e.g., reading draft out loud, checking sentence beginnings, expanding sentences, using an electronic or other thesaurus).
Component 1.4: Edits text. W
Component 3.3: Knows and applies appropriate grade level writing conventions. W
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
·       Identifies an intended audience.
·       Identifies and includes information audience needs to know (e.g., defines scientific terms, makes no assumptions about audience’s prior knowledge).
·       Identifies audience’s interest and knowledge of topic to determine emphasis.
·       Anticipates readers’ questions and writes accordingly.
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).
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.
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
·       Selects and uses precise and specialized language in content writing (math language).
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4/19/10 - 4/26/10

Week Focus:
Prewriting Ideas -- gathering, writing, organizing, revising for draft
Drafting and Revising-- ARMS: Add, Remove, Move, Substitute
Figurative Language -- revision strategies (ARMS)
http://whatelse.pbworks.com/Revision   See revision tips 2

connect ideas;
elaborate;
word choice
http://whatelse.pbworks.com/Owhi-Connected-Organization-Example

Follow model essay
How will you follow the model and keep your voice?
Example (log in required 


4/19 
Elaboration Strategies
Writing Prompt-- Earth Day Prewrite with strategies

4/20
Review elaboration strategies in paragraphs; graphic organizer and model paragraph

connecting words

4/21
WASL practice expository test

4/22
Earth Day reading and writing

4/23
Finish WASL test

4/26
Earth Day project videos and writing
see lesson sheet


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
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.
·       Uses effective revision tools or strategies (e.g., reading draft out loud, checking sentence beginnings, expanding sentences, using an electronic or other thesaurus).
Component 1.4: Edits text. W
Component 3.3: Knows and applies appropriate grade level writing conventions. W
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
·       Identifies an intended audience.
·       Identifies and includes information audience needs to know (e.g., defines scientific terms, makes no assumptions about audience’s prior knowledge).
·       Identifies audience’s interest and knowledge of topic to determine emphasis.
·       Anticipates readers’ questions and writes accordingly.
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).
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.
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
·       Selects and uses precise and specialized language in content writing (math language).

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3/29/10 - 4/12/10

Week Focus:
Prewriting Ideas -- gathering, writing, organizing, revising for draft
Drafting and Revising-- ARMS: Add, Remove, Move, Substitute
Figurative Language -- revision strategies (ARMS)
http://whatelse.pbworks.com/Revision   See revision tips 2

connect ideas;
elaborate;
word choice
http://whatelse.pbworks.com/Owhi-Connected-Organization-Example

Follow model essay
How will you follow the model and keep your voice?
Example (log in required



3/29 Review model: how will you revise your essay to follow the model, yet maintain your voice?  Revise

3/30 Review model: how will you revise your essay to follow the model, yet maintain your voice?  Revise

3/31 final edit and share; Tween Tribune

4/1 Celebrate/ Writing Strategies used (Owhi and essay ); Online record --- traits/process reflection

4/2 no school -- teacher training and records day

4/12 Organize for conferences; I used to but now I.... Practice



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
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.
·       Uses effective revision tools or strategies (e.g., reading draft out loud, checking sentence beginnings, expanding sentences, using an electronic or other thesaurus).
Component 1.4: Edits text. W
Component 3.3: Knows and applies appropriate grade level writing conventions. W
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
·       Identifies an intended audience.
·       Identifies and includes information audience needs to know (e.g., defines scientific terms, makes no assumptions about audience’s prior knowledge).
·       Identifies audience’s interest and knowledge of topic to determine emphasis.
·       Anticipates readers’ questions and writes accordingly.
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).
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.
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
·       Selects and uses precise and specialized language in content writing (math language).
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03/22/10 - 03/29/10

Week Focus:


Prewriting Ideas -- gathering, writing, organizing, revising for draft
Drafting and Revising-- ARMS: Add, Remove, Move, Substitute
Figurative Language -- revision strategies (ARMS)
http://whatelse.pbworks.com/Revision

connect ideas;
elaborate;
word choice

3/22 Owhi Revise/Evaluate
3/23 Owhi Revise/Evaluate
3/24 Contributions Share and research

3/25 Essay draft 
3/25 Essay revision  --- connect ideas; elaborate; word choice
3/26 Essay revision  --- connect ideas; elaborate; word choice
3/29 Essay Final Draft -- edit and copy
3/30 Share and evaluate; Edit practice


Document daily: CSI
https://spreadsheets.google.com/ccc?key=0ApCrzGH9Dh-odGhmMEZLLXVqOWRFY3BwSzM4SnU3M2c&hl=en

Document Weekly: Writing Log on Writing Process and Traits
https://spreadsheets.google.com/ccc?key=0ApCrzGH9Dh-odERvcnFJaWpCM2VONTkxUVNudGJuTVE&hl=en

Each Essay: Self Evaluate (See also Awards information)
https://docs.google.com/a/my.nsdeagles.org/Doc?docid=0AcLKgmt-9pX_ZGR6d2tiNV8yMGd4cTR3NWdm&hl=en

Current Projects:
Awards Project: comparative and persuasive essays
http://spreadsheets.google.com/pub?key=tU-_d4TheEs8N5k8fMB1OKQ&output=html
Responds to Quotes (Tween Tribune)

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
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.
·       Uses effective revision tools or strategies (e.g., reading draft out loud, checking sentence beginnings, expanding sentences, using an electronic or other thesaurus).
Component 1.4: Edits text. W
Component 3.3: Knows and applies appropriate grade level writing conventions. W
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
·       Identifies an intended audience.
·       Identifies and includes information audience needs to know (e.g., defines scientific terms, makes no assumptions about audience’s prior knowledge).
·       Identifies audience’s interest and knowledge of topic to determine emphasis.
·       Anticipates readers’ questions and writes accordingly.
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).
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.
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
·       Selects and uses precise and specialized language in content writing (math language).
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03/15/10 - 03/22/10

Week 25  Focus:



Directions
Essay Outline: 
 Compare/Contrast Essay 
Award Nomination Essay


Prewriting Ideas -- gathering, writing, organizing, revising for draft
Drafting and Revising-- ARMS: Add, Remove, Move, Substitute
Goal: Elaborative and organized paragraphs
Figurative Language -- revision strategies (ARMS)
http://whatelse.pbworks.com/Revision



3/15 Owhi Work Project: Edit practice, Evaluate for organization and elaboration; view entries for Owhi contest
3/16 Owhi Project: Evaluate for word choice; review organization and elaboration; student revisions with rubric
3/17 Continue revisions
3/18 Share revisions; Work on research essay again
3/19 Substitute
3/22 Essay research project


Week Focus

Write with style and word choice (strong verbs; specific nouns)
Organize for best information and elaboration (connective and transitionwords)
Plan design for presentation.

Topic: Owhi Lake
Goal 1: Write organized and elaborated paragraphs with style and word choice. Edit the paragraphs.

Goal 2: Create a broster/T-shirt design using elements of design and layout and reflecting the paragraphs about Owhi Lake.


Tasks:
Continue lists of specific nouns and vivid verbs about Owhi Lake.
Discuss model draft of Owhi Lake paragraphs.
Use the lists to draft at least two paragraphs about Owhi Lake:
* Decide organization style
* Determine approrpiate elaboration
* Write with nifty nouns and vivid verbs
* Edit
* Revise




Current Projects:
Awards Project: comparative and persuasive essays
Responds to Quotes (Tween Tribune)


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
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.
·       Uses effective revision tools or strategies (e.g., reading draft out loud, checking sentence beginnings, expanding sentences, using an electronic or other thesaurus).
Component 1.4: Edits text. W
Component 3.3: Knows and applies appropriate grade level writing conventions. W
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
·       Identifies an intended audience.
·       Identifies and includes information audience needs to know (e.g., defines scientific terms, makes no assumptions about audience’s prior knowledge).
·       Identifies audience’s interest and knowledge of topic to determine emphasis.
·       Anticipates readers’ questions and writes accordingly.
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).
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.
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
·       Selects and uses precise and specialized language in content writing (math language).
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2/22/10 - 3/8/10

Week 23 24  Focus:
Math Writing
Essay Introductions and research


Directions
Essay Outline: 
 Compare/Contrast Essay 
Award Nomination Essay


Prewriting Ideas -- gathering, writing, organizing, revising for draft
Drafting and Revising-- ARMS: Add, Remove, Move, Substitute
Goal: Essay -- Expository/Biography
Figurative Language -- revision strategies (ARMS)
http://whatelse.pbworks.com/Revision



History or Science Book -- find two interesting people -- notes/paragraph on why chose -- share through commenting


2/8 Tween Tribune and Diigo Review for note-taking
2/9 Power Write -- Grammar 2
2/10 Edit; TweenTribune
2/11 Science Direction Writing
2/12 Homeroom
2/17 How to Tween Comment
2/18 Review Tween; Edmodo
2/19 Self-assess log
2/22 Olympic Writing: Word Choice: Verbs, Simile, Metaphor, Consonance
2/23 Strong Verb
2/24 Diigo Research
2/25 Research
2/26 Substitute  -- Assembly 1:30
3/1 3/2 3/3 Research review and share
3/4 Substitute
3/5 Substitute
3/7 Research Review and share

Project: Focused Research for Awards project; first essay due 3/2 Continue projects-- confer with teacher each day; document your work -- Diigo research lesson



Lessons:

Research Topic Focus -- Diigo research notes for those only -- one person first; How to research; how to gather notes; how to synthesize and summarize

Create checklist of research goals together (docs)

Review Essay Requirements (See Awards project directions)

Document daily: CSI

Document Weekly: Writing Log on Writing Process and Traits
https://spreadsheets.google.com/ccc?key=0ApCrzGH9Dh-odERvcnFJaWpCM2VONTkxUVNudGJuTVE&hl=en


Each Essay: Self Evaluate (See also Awards information)

Math Thinking: discuss graph/comment on learning
Math Writing
Graphs--
What does a graph mean?--
What do you notice? What are the facts? How do you know? Is the graph fair?

Writing in Math

2/17 2/18; 2/19 Continue project work:
Edit, Math Thinking/Writing, Research, Synthesize, TweenT

2/19 Self-evaluate
2/22 Begin second research paper

Current Projects:
Awards Project: comparative and persuasive essays
Responds to Quotes (Tween Tribune)


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
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.
·       Uses effective revision tools or strategies (e.g., reading draft out loud, checking sentence beginnings, expanding sentences, using an electronic or other thesaurus).
Component 1.4: Edits text. W
Component 3.3: Knows and applies appropriate grade level writing conventions. W
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
·       Identifies an intended audience.
·       Identifies and includes information audience needs to know (e.g., defines scientific terms, makes no assumptions about audience’s prior knowledge).
·       Identifies audience’s interest and knowledge of topic to determine emphasis.
·       Anticipates readers’ questions and writes accordingly.
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).
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.
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
·       Selects and uses precise and specialized language in content writing (math language).
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02/08/10 - 02/22/10

Week Focus:
Math Writing
Essay Introductions and research

TweenTribune News and Blog

Awards Project


Directions
Essay Outline:
1 and 2 Expository 
 Compare/Contrast Essay 
Award Nomination Essay


Prewriting Ideas -- gathering, writing, organizing, revising for draft
Drafting and Revising-- ARMS: Add, Remove, Move, Substitute
Goal: Essay -- Expository/Biography
Figurative Language -- revision strategies (ARMS)
http://whatelse.pbworks.com/Revision



History or Science Book -- find two interesting people -- notes/paragraph on why chose -- share through commenting



2/8 Tween Tribune and Diigo Review for note-taking
2/9 Power Write -- Grammar 2
2/10 Edit; TweenTribune
2/11 Science Direction Writing
2/12 Homeroom
2/17 How to Tween Comment
2/18 Review Tween; Edmodo
2/19 Self-assess log
2/22 Olympic Writing: Word Choice: Verbs, Simile, Metaphor, Consonance
2/23 Strong Verb
2/24 Diigo Research
2/25 Research
2/26 Substitute
3/1 Research review and share

Project: Focused Research for Awards project; first essay due 3/2 Continue projects-- confer with teacher each day; document your work -- Diigo research lesson



Lessons:

Research Topic Focus -- Diigo research notes for those only -- one person first; How to research; how to gather notes; how to synthesize and summarize

Create checklist of research goals together (docs)

Review Essay Requirements (See Awards project directions)

Document daily: CSI
https://spreadsheets.google.com/ccc?key=0ApCrzGH9Dh-odGhmMEZLLXVqOWRFY3BwSzM4SnU3M2c&hl=en

Document Weekly: Writing Log on Writing Process and Traits
https://spreadsheets.google.com/ccc?key=0ApCrzGH9Dh-odERvcnFJaWpCM2VONTkxUVNudGJuTVE&hl=en


Each Essay: Self Evaluate (See also Awards information)
https://docs.google.com/a/my.nsdeagles.org/Doc?docid=0AcLKgmt-9pX_ZGR6d2tiNV8yMGd4cTR3NWdm&hl=en

Math Thinking: discuss graph/comment on learning
Math Writing
Graphs--
What does a graph mean?--
What do you notice? What are the facts? How do you know? Is the graph fair?

Writing in Math
Review: http://writemath4u.blogspot.com/2009/08/finding-facts-9409.html 

2/17 2/18; 2/19 Continue project work:
Edit, Math Thinking/Writing, Research, Synthesize, TweenT

2/19 Self-evaluate
2/22 Begin second research paper

Current Projects:
Awards Project: comparative and persuasive essays
http://spreadsheets.google.com/pub?key=tU-_d4TheEs8N5k8fMB1OKQ&output=html
Responds to Quotes (Tween Tribune)


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
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.
·       Uses effective revision tools or strategies (e.g., reading draft out loud, checking sentence beginnings, expanding sentences, using an electronic or other thesaurus).
Component 1.4: Edits text. W
Component 3.3: Knows and applies appropriate grade level writing conventions. W
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
·       Identifies an intended audience.
·       Identifies and includes information audience needs to know (e.g., defines scientific terms, makes no assumptions about audience’s prior knowledge).
·       Identifies audience’s interest and knowledge of topic to determine emphasis.
·       Anticipates readers’ questions and writes accordingly.
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).
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.
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
·       Selects and uses precise and specialized language in content writing (math language).
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01/26/10 - 02/08/10

Week Focus:
Math Writing
Essay Introductions and research

TweenTribune News and Blog

Awards Project

Directions
Essay Outline:
1 and 2 Expository 
 Compare/Contrast Essay 
Award Nomination Essay


Prewriting Ideas -- gathering, writing, organizing, revising for draft
Drafting and Revising-- ARMS: Add, Remove, Move, Substitute
Goal: Fluency
Figurative Language -- revision strategies (ARMS)
http://whatelse.pbworks.com/Revision


1/26 Power Write--
History or Science Book -- find two interesting people -- notes/paragraph on why chose -- share through commenting

1/27
Math Reading  and Writng: Graphs A
What does a graph mean?--
What do you notice? What are the facts? How do you know? Is the graph fair?
Finish blog/commenting
Choose best comments -- share -- why?
Choose first person --- write all you know.
Awards Project: comparative and persuasive essays
http://spreadsheets.google.com/pub?key=tU-_d4TheEs8N5k8fMB1OKQ&output=html

1/28
Math Reading  and Writing: Graphs B
What does a graph mean?--
What do you notice? What are the facts? How do you know? Is the graph fair?
Tween Tribune Introduction

1/29
Google Docs: Awards Essay
What do you know about our person?
How to create a chart in Google Docs

2/1 Sub Plans
2/2 Sub Plans
2/3 Power Write: Job Shadow Guest Speaker -- Miranda on High School Life Success
Edit practice
2/4 Sub Plans
2/5 Edit practice; Review Google Docs and KWL with class; work period
2/8 Tween Tribune and Diigo Review for note-taking
2/9 Power Write -- Grammar 2


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
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.
·       Uses effective revision tools or strategies (e.g., reading draft out loud, checking sentence beginnings, expanding sentences, using an electronic or other thesaurus).
Component 1.4: Edits text. W
Component 3.3: Knows and applies appropriate grade level writing conventions. W
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
·       Identifies an intended audience.
·       Identifies and includes information audience needs to know (e.g., defines scientific terms, makes no assumptions about audience’s prior knowledge).
·       Identifies audience’s interest and knowledge of topic to determine emphasis.
·       Anticipates readers’ questions and writes accordingly.
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).
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.
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
·       Selects and uses precise and specialized language in content writing (math language).
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01/19/10 - 01/26/10

Gerunds
Infinitives
Prepositional Phrases
Complex Sentences
Transitions

Review Paragraph Structure
http://whatelse.pbworks.com/Thankful







Focus: Sentence Fluency and Strong Verbs
Sentence Fluency




http://write.nsdeagles.org/home/assignments/workshop-expectations/workshop-lessons/sentence-fluency-lessons


Gerunds
Infinitives
Prepositional Phrases
Complex Sentences


1/19 Power Write
Eliminate Dead Verbs


Choose two paragraphs to revise for strong verbs
Revise paragraphs for strong verbs
Revise with ARMS
Work period/conferences with teacher




1/20  and 1/21 Power Write -- Dead Verbs review; revise verbs/ARMS
Work period/conferences with teacher


1/22 Power Write--
Dead Verbs review; revise verbs/ARMS
Stars and Wishes


1/26 Power Write-- History or Science Book -- find two interesting people -- notes/paragraph -- share

1/27
Awards Project: comparative and persuasive essays


Project Assignments: Fluency paragraph and edit; fluency lesson for grade 7; Thankful paragraph and edit; changes project



Awards Project: comparative and persuasive essays



OPTIONS: Internet Safety rules for grades 4 5 6; Life of MLK;




Internet Safety Videos from netsmarz.org
Bus Safety
Walking Safety
Internet Safety-Be Safe
Know Rules
Password
Virus
Instant Message






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
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.
· Uses effective revision tools or strategies (e.g., reading draft out loud, checking sentence beginnings, expanding sentences, using an electronic or other thesaurus).

Component 1.4: Edits text. 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.

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
Component 3.3: Knows and
applies appropriate grade level writing conventions. W
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01/04/10 - 01/19/10

Gerunds
Infinitives
Prepositional Phrases
Complex Sentences
Transitions

Review Paragraph Structure
http://whatelse.pbworks.com/Thankful





Focus:



Sentence Fluency




Focus: Sentence Fluency and Strong Verbs
Sentence Fluency
http://write.nsdeagles.org/home/assignments/workshop-expectations/workshop-lessons/sentence-fluency-lessons
Gerunds
Infinitives
Prepositional Phrases
Complex Sentences






1/4 Internet Safety;-Write lesson for grade 7 on sentence fluency
1/5 1/6 1/7 Review sentence fluency; internet safety; 
1/8 Root words; possessive nouns; expanding sentences
1/11 Read requirements; Write an Internet Safety summary for grade 4 using sentence fluency strategies; Read MLK
1/12 Changes we can make unit; finish paragraphs, lessons,  and edits




Edit two paragraphs for strong verbs


1/14 changes; Dead Verbs review; finish work
1/15 Stars and Wishes of work  1:30 MLK Assembly
1/19 Awards Project: comparative and persuasive essays




Project Assignments: Fluency paragraph and edit; fluency lesson for grade 7; Thankful paragraph and edit; changes project
OPTIONS: Internet Safety rules for grades 4 5 6; Life of MLK;




Internet Safety Videos from netsmarz.org
Bus Safety
Walking Safety
Internet Safety-Be Safe
Know Rules
Password
Virus
Instant Message






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
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.
· Uses effective revision tools or strategies (e.g., reading draft out loud, checking sentence beginnings, expanding sentences, using an electronic or other thesaurus).

Component 1.4: Edits text. 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.

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
Component 3.3: Knows and
applies appropriate grade level writing conventions. W
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