Week 23 24 Focus:
Math Writing
Essay Introductions and research
TweenTribune News and Blog
Awards Project
Awards Project
Directions
Essay Outline:
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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