Resources
Review figurative language
https://whatelse.pbwiki.com/Figurative-Language
Third Quarter Requirements
http://whatelse.pbwiki.com/Writing-Requirements
http://whatelse.pbwiki.com/Genre-Expectations
http://whatelse.pbwiki.com/Revision-Tips-2
http://eagleviews.pbwiki.com/The-News-Project
Presentation
http://nespelem.org/whatelse/
Wednesday 2/18
C = Genre --
S = Revision Strategies
I = Genre work for blog
Thursday 2/19
At Eagle Festival-- no writing class
Friday 2/20
Assembly
Monday 2/23
Sub:
Grammar: Punctuation of sentences; dialogue
Tuesday 2/24
C = Genre -- Reporting/Newswriting/Blogs
S = News Story-- Reporting/Newswriting/Blogs
http://eagleviews.pbwiki.com/The-News-Project
I = Genre work for blog-- possible stories for groups
Practice interviewing (Where were you born? Where is your favorite place and why? What is the funniest thing that ever happened to you?)
Wednesday 2/25
C = Genre -- Reporting/Newswriting/Blogs
S = Vocabulary-- Reporting/Newswriting/Blogs
I =Practice interviewing
Thursday 2/26
C = Genre -- Reporting/Newswriting/Blogs
S = Newstory -- Reporting/Newswriting/Blogs--pyramid style and paragraphing style
I =Practice interviewing
Friday 2/27
I = Genre work for blog-- Draft interviews
Assembly
Monday 3/2
Review Intervieiwing
Intro: Newstory Fairy Tale; Sign up for stories
What stories do we know about already -- from our own knowledge?
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.
Showing posts with label ask questions. Show all posts
Showing posts with label ask questions. Show all posts
Week of September 30 - October 6
Tuesday 9/30
Entry: 1) Spelling: Write your five words on your Weekly Spelling Study Sheet. 2)
Write on one of the Xs on your Writing Treasure Map
Election Research: Who are the candidates?
Organize for conferences. Practice.
Wednesday 10/1 Conferences
Thursday 10/2
Entry: Read the directions for partner spelling test. Give your spelling tests.
Review Question Strategy.
Model and Apply with students to write “I Like Rain" paragraph. Here's what we did:
Share: Did we important questions? Did we answer them in their paragraphs? Did asking important questions help us write a detailed paragraph that is interesting to readers?
Apply: Work with partner to write "I Like Snow" paragraph using the questioning strategy.
Friday 10/3
Entry: Explain the “Question Strategy?” to write good details.
Review Question Strategy: Reread paragraph. Ask questions in margins. Ask questions the reader would want answer to.
Finish paragraphs from yesterday. Share.
Share: Did partners ask important questions? Did they answer them in their paragraphs?
Revise your paragraphs. Share.
Monday 10/6
Entry: On your own, create new words from these base words: quiet, relate, upset, like, love
Class work: Create class spelling lists.
Apply: Students independently write “_____ makes a good pet.” Use the Question Strategy to stay focused and detailed.
_____ makes a good pet. ||||||||||What makes a good pet? Why does ____ make a good pet?
Entry: 1) Spelling: Write your five words on your Weekly Spelling Study Sheet. 2)
Write on one of the Xs on your Writing Treasure Map
Election Research: Who are the candidates?
Organize for conferences. Practice.
Wednesday 10/1 Conferences
Thursday 10/2
Entry: Read the directions for partner spelling test. Give your spelling tests.
Review Question Strategy.
Model and Apply with students to write “I Like Rain" paragraph. Here's what we did:
Share: Did we important questions? Did we answer them in their paragraphs? Did asking important questions help us write a detailed paragraph that is interesting to readers?
Apply: Work with partner to write "I Like Snow" paragraph using the questioning strategy.
Friday 10/3
Entry: Explain the “Question Strategy?” to write good details.
Review Question Strategy: Reread paragraph. Ask questions in margins. Ask questions the reader would want answer to.
Finish paragraphs from yesterday. Share.
Share: Did partners ask important questions? Did they answer them in their paragraphs?
Revise your paragraphs. Share.
Monday 10/6
Entry: On your own, create new words from these base words: quiet, relate, upset, like, love
Class work: Create class spelling lists.
Apply: Students independently write “_____ makes a good pet.” Use the Question Strategy to stay focused and detailed.
++++++++
Paragraph __________________________ Questions:_____ makes a good pet. ||||||||||What makes a good pet? Why does ____ make a good pet?
++++++++
Share: Did you/partner ask important questions? Did you/partner answer them in their paragraphs?
9/24 Elaboration with a Question
9/24
Entry: Spelling Homework due. Describe the picture provided.
Model Review: Asking questions of draft (draft on board). Discuss how questions helped to add detail/elaboration.
Apply--Rollar Skating paragraph: Write questions with neighbor. Share. Rewrite paragraph with partner.
Ask questions related to the 5Es and 5Ws if you get stuck.
5Es
elaboration: What else? What's another idea?
example: What is an example?
explanation: Could you explain what this is? what happened?
evidence: Where's the proof?
experience: Can you add a story or experience?
5W +H
who, what, when, where, why, how
What questions do you think were asked? What else did each add? What else could each add? Was the piece elaborated? How do you know? What else could b asked? added? deleted?
Entry: Spelling Homework due. Describe the picture provided.
Australia’s largest butterfly, the birdwing (Ornithoptera priamus) blends into a green leaf. Female birdwings can have a wingspan of nearly 8 inches (20 centimeters).
Photograph by Nicole Duplaix
From: http://old-packerpedia.wiki.packer.edu/Bio+Ulysses+Butterfly
Ulysses Butterfly (papilio ulysses)
by Nick Foretek
Ulysses Butterfly (papilio ulysses)
by Nick Foretek
+++++++
Model Review: Asking questions of draft (draft on board). Discuss how questions helped to add detail/elaboration.
Apply--Rollar Skating paragraph: Write questions with neighbor. Share. Rewrite paragraph with partner.
Ask questions related to the 5Es and 5Ws if you get stuck.
5Es
elaboration: What else? What's another idea?
example: What is an example?
explanation: Could you explain what this is? what happened?
evidence: Where's the proof?
experience: Can you add a story or experience?
5W +H
who, what, when, where, why, how
+++++++
Who will share and allow us to practice using the "Question Asking Strategy?"What questions do you think were asked? What else did each add? What else could each add? Was the piece elaborated? How do you know? What else could b asked? added? deleted?
+++++++
Elaboration Energy
Mon 9/22 Acrostic Poem Entry
Write your name vertically down the left side of your paper.
Write an adjective or word phrase that describes you after each letter of your name.
Draw a sketch of yourself showing your adjectives.
SHERI
Silly
Healthy
Eccentric
Rigorous
Inquisitive
Spelling with base words: catch, tackle, write, work, agree; choose five for personal spelling list.
Elaboration: Digging Deeper in one area to add specific details. Explain the story told in class about digging for treasure to another student.
What kind of a digging was our entry task poem?
Model and Apply: How could we turn the poem into a 2? 3? 4 score?
I asked questions about my first poem to add enough detail in my fourth draft. I kept asking myself, "What else could I say about this idea? What other details could I add? How could I be more specific?"
Here's what happened each time I asked, "What else?"
Level 2
Silly: Sometimes sings in class
Healthy: Brings my own lunch
Eccentric: Wears her own styles
Rigorous: Thinks carefully
Inquisitive: Asks more questions
Level 3:
Silly: Sometimes sings “Hey Hey Paula” in class
Healthy: Brings a protein and fruit lunch to school
Eccentric: Wears loose flowered shirts and colored socks in her own way
Rigorous: Thinks carefully and creates extra examples for students
Inquisitive: Asks more questions about the Arctic and about how students start ideas
Level 4:
Silly: Sings “Hey Hey Paula” in class; Acts out events in stories, like Casey at Bat
Healthy: Chomps down a ham and grape lunch
Eccentric: Wears loose purple-flowered shirts, matching colored socks, and comfortable Birkenstock shoes
Rigorous: Thinks carefully, creates extra examples for students, and revises lessons each day so students learn
Inquisitive: Asks more questions about the effect of global warming on the Arctic people and animals; Asks students to remember how to start ideas and add details to reach a level four score
Your Turn:
Work with a partner to ask questions about your poems so you can add more details and examples.
(Will finish tomorrow in work session).
Write your name vertically down the left side of your paper.
Write an adjective or word phrase that describes you after each letter of your name.
Draw a sketch of yourself showing your adjectives.
SHERI
Silly
Healthy
Eccentric
Rigorous
Inquisitive
Spelling with base words: catch, tackle, write, work, agree; choose five for personal spelling list.
Elaboration: Digging Deeper in one area to add specific details. Explain the story told in class about digging for treasure to another student.
What kind of a digging was our entry task poem?
Model and Apply: How could we turn the poem into a 2? 3? 4 score?
I asked questions about my first poem to add enough detail in my fourth draft. I kept asking myself, "What else could I say about this idea? What other details could I add? How could I be more specific?"
Here's what happened each time I asked, "What else?"
Level 2
Silly: Sometimes sings in class
Healthy: Brings my own lunch
Eccentric: Wears her own styles
Rigorous: Thinks carefully
Inquisitive: Asks more questions
Level 3:
Silly: Sometimes sings “Hey Hey Paula” in class
Healthy: Brings a protein and fruit lunch to school
Eccentric: Wears loose flowered shirts and colored socks in her own way
Rigorous: Thinks carefully and creates extra examples for students
Inquisitive: Asks more questions about the Arctic and about how students start ideas
Level 4:
Silly: Sings “Hey Hey Paula” in class; Acts out events in stories, like Casey at Bat
Healthy: Chomps down a ham and grape lunch
Eccentric: Wears loose purple-flowered shirts, matching colored socks, and comfortable Birkenstock shoes
Rigorous: Thinks carefully, creates extra examples for students, and revises lessons each day so students learn
Inquisitive: Asks more questions about the effect of global warming on the Arctic people and animals; Asks students to remember how to start ideas and add details to reach a level four score
Your Turn:
Work with a partner to ask questions about your poems so you can add more details and examples.
(Will finish tomorrow in work session).
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