03/15/10 - 03/22/10

Week 25  Focus:

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: Elaborative and organized paragraphs

Figurative Language -- revision strategies (ARMS)

http://whatelse.pbworks.com/Revision

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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

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Current Projects:

Awards Project: comparative and persuasive essays

http://spreadsheets.google.com/pub?key=tU-_d4TheEs8N5k8fMB1OKQ&output=html

Responds to Quotes (Tween Tribune)

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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).