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

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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

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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).