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

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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

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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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November 17-December 8

Focus:
Power Writing
Writing Notebooks
Blogs

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Monday, November 17
Power Write -- 1 minute times -- three times
Read blogs and discuss
http://whatelse.pbwiki.com/Blog-Reads
http://whatelse.pbwiki.com/Blog-Permission
Read requirements and agreements; planning template
Notebooks Lesson N5: Pictures Sensory Images -- Can you write to describe sights, sounds, smells, tastes, touch?

Tuesday, November 18
Grammar: Blue Write Source -- p. 422; Share the right feeling with vivid verbs
Notebooks: N7 Writing from the heart
Blog Plans prewrite -- what is your plan? -- jot it down some ideas
Read requirements and agreements; planning template

Wednesday, November 19
Substitute teacher
Power Writing-- 2 minute times
Grammar: Blue Write Source -- p. 420 Subject Verb Agreement; Do practice.
Notebooks: N6 Fierce Wonderings

Thursday, 11/20
Power Write -- 2 minutes (3 times)
Blog Etiquette Review; reading and comment practice (as class); jot down some planning ideas
Notebooks: authority list; sensory images; blog ideas?
Share.

Friday, 11/21
Entry: Find ten more spelling words from Write Source 2000, page 412+
Internet Agreement
Wiki Introduction/ About Page


Monday 11/24
Entry: Power Write--2 minutes (3 times)
Awards Assembly

Tuesday 11/25
Nespelem at Republic
Entry Notebooks: Which will you try today: Your own; Ideas; Senses; Pictures; World Wonders; Your Heart?
Wiki Names-- Create About Wiki Pages
Poetry Reading -- Found Lines = Found Poems

• Read the poems
• Choose 15 words you like
• Copy them down on strips of paper
• Practice reading
• Circle read all "Found Lines" as a "Found Poem"

If time: Notebook -- try your own poem writing.

Wednesday 11/26 -- No class --Thanksgiving Break starts at 12:15 :)

Monday, 12/1
Power Write -- 1 minute (three times) Check spelling.
Writing Pattern--Blog idea --Respond to Quote--Blue Write Source p. 274
Homework: Respond to Quote (Quote, Quote + my experience; Quote + my meaning) Due Friday
Notebook: N8 -- Adding conversations
Intro to Sub activities and Checklist sheets.

• Power writing
• Grammar
• Notebook
  

12/2, 3, 4 Sub Plans

Friday, December 5
Power Write
Grammar: Review Tues-Thurs
Notebooks: Check in for: Volume, Frequency, Writing Tips
Create Table of Contents
Share

If time--Blog: Blog ideas to share -- quotes or other; Blog Space -- how to get there and sign in
Share

Monday, December 8
Power Write
Lesson on ideas and strong verbs:
IDEAs and Word Choice (Strong Verbs)
Notebook: Are you adding details and strong verbs to your writing?

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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

Component 1.4: Edits text. W
Component 3.3: Knows and applies appropriate grade level writing conventions. 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.
· Narrows topic with controlling idea (e.g., from general topic, such as baseball, to specific topic, such as “The Mariners are my favorite baseball team.”).
· Selects details relevant to the topic to extend ideas and develop elaboration (e.g., specific words and phrases, reasons, anecdotes, facts, descriptions, examples).

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.

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.
· Writes to learn (e.g., science notebooks, math logs, reading response journal, reflection and self-assessment).