4/19/10 - 4/26/10

Week Focus:
Prewriting Ideas -- gathering, writing, organizing, revising for draft
Drafting and Revising-- ARMS: Add, Remove, Move, Substitute
Figurative Language -- revision strategies (ARMS)
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 

4/19 

Elaboration Strategies

Writing Prompt-- Earth Day Prewrite with strategies

4/20

Review elaboration strategies in paragraphs; graphic organizer and model paragraph

connecting words

4/21

WASL practice expository test

4/22

Earth Day reading and writing

4/23

Finish WASL test

4/26

Earth Day project videos and writing

see lesson sheet

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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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03/22/10 - 03/29/10

Week Focus:


Prewriting Ideas -- gathering, writing, organizing, revising for draft
Drafting and Revising-- ARMS: Add, Remove, Move, Substitute
Figurative Language -- revision strategies (ARMS)
http://whatelse.pbworks.com/Revision

connect ideas;
elaborate;
word choice

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3/22 Owhi Revise/Evaluate
3/23 Owhi Revise/Evaluate
3/24 Contributions Share and research

3/25 Essay draft 
3/25 Essay revision  --- connect ideas; elaborate; word choice
3/26 Essay revision  --- connect ideas; elaborate; word choice
3/29 Essay Final Draft -- edit and copy
3/30 Share and evaluate; Edit practice

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Document daily: CSI
https://spreadsheets.google.com/ccc?key=0ApCrzGH9Dh-odGhmMEZLLXVqOWRFY3BwSzM4SnU3M2c&hl=en

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)
https://docs.google.com/a/my.nsdeagles.org/Doc?docid=0AcLKgmt-9pX_ZGR6d2tiNV8yMGd4cTR3NWdm&hl=en

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).

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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).

10/14/09 - 10/19/09

Week Focus:

Prewriting Ideas -- gathering, writing, organizing, revising for draft
Drafting and Revising-- ARMS: Add, Remove, Move, Substitute
Goal: Prewrite in web, list, or free-write, then re-read and number to organize your ideas before drafting; timeline; graphic organizer;
Goal: Fluency
Goal: poetry: Where I’m From
Figurative Language -- revision strategies (ARMS)

http://whatelse.pbworks.com/Where-Im-From

http://whatelse.pbworks.com/Revision

Writing Process Evaluation

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Wed 10/14
Power Writing
Organize folders/Table of Contents
Writing Process Evaluation
Writing Prompts and Genre

Thurs 10/15

1.Re-read and choose a power writing you have already completed.
2. Prewrite more ideas on that topic.
3. Decide if it will be paragraphs (fact or nonfiction) or poetry.
4. Decide who would like to read it later.
5. Organize. Use highlighters to highlight the best parts of your prewriting. Number them in the order that makes sense for your reader.
6. Draft. (double space; do not write on back)

Workshop: Use your ARMS to revise your draft.
Add, Remove, Move, Substitute

Fri 10/16
ARMS: Revise your draft. Write your strategy in the margins and underline your revision.
Workshop


Mon 10/19
Power Write
Review requirements and what students have done
Cover letter and example

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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

EALR 3: The student writes clearly and effectively.
Component 3.1: Develops ideas and organizes writing. W
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.

Component 3.3: Knows and
applies appropriate grade level writing conventions. W

December 9, 2008 to January 5, 2009

Focus: Writing Notebooks --
Holiday Writing -- Memories/Santa Letters
Lessons: Table of Contents/ Teacher conferences --Review: N7: Writing from the Heart
As needed:
Intro: N12 Artifacts; N13 Memories; N17 Stretch Writing; N14 Authentic Details; I15 General to Specific Details; I17 Supporting Details; 13 Invent specifics to fill memory gaps; L23 Action Verbs; L22 Nifty Nouns; D3 Organize; D7 2-3-1 Organization; D5 Transitions; Specific Words - L23 Action Verbs; L22 Nifty Nouns; leads/endings


Word Choice Lesson Daily: Eliminate Dead Verbs --http://whatelse.pbwiki.com/Dead-Verbs

Lessons: Writing Process
https://whatelse.pbwiki.com/Writing-Process%3A-P-D-R-S

Writing Memories
https://whatelse.pbwiki.com/Holiday-Memory
https://whatelse.pbwiki.com/Holiday-Memory-Sample

Writing Letters to Santa
https://whatelse.pbwiki.com/Santa

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Tuesday 12/9 Intro Memory Project -- L22 nouns and L23 verbs
Prewriting -- lists to organize and select nouns/verbs; topic sentence and message

Wednesday 12/10 Complete prewriting;
lists to organize and select nouns/verbs; topic sentence and message
Review: N14 L22 nouns and L23 verbs;

Thursday 12/11:
Notebook Writing -- choice and share;
I15 General to Specific Details; N13 -- invent specifics to fill for nouns and details, including senses; Memory Project -- Review and draft for Message with topic sentence (who what when where)


Friday 12/12
Notebook Writing -- choice and share; -- details
Revision -- review process and strategies
Teacher conference; edit; type on computer

Monday 12/15
D7 organize;
D18 Lead Question or D20 Open with scene;
Endings: D24 End question; D25 End humor; D23 Ending
Final Draft and Share

Tuesday 12/16
Complete final memory drafts, if needed.
Santa Letter Prewriting --- same process -- lists to lists to organize and select nouns/verbs; Draft and share;
Draft process with revision -- nouns/verbs/ transitions leads/ends

Wed 12/17
Final Drafts and sharing

Thursday 12/18
Dress Rehearsal/ Program No Class

Friday 12/19
Early Dismissal; no class

Monday 1/05/09
Power Writing: winter fun; winter blues; holiday fun; holiday blues; red,white,blue Obama on Jan 2oth
Sentence Fluency N12 Simple to Complex
Cross-writing from story starter:
Trudging through the thick snow to the top of the hill, ....

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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.

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October 14-October 20

Tuesday 10/14
Entry: 1) Choose your five spelling words from your Personal Spelling List and write them in the first column of your Weekly Spelling Study Sheet.
2) Review your partner paragraphs. Can you add more detail and more precise nouns and verbs for more points?

Score your own paragraphs.
Share and discuss. Revise.

Can we celebrate our better paragraphs?

Wednesday 10/15
Entry: What do you know about who is running for president? How does someone get to be president?

Application of questions/strong verbs/alphabet strategy in election project
https://whatelse.pbwiki.com/Election-Project

Introduction to Voting -- video
Need for information.
View and discuss project. Begin project as teams and class.
Determine as class next need to succeed.
https://whatelse.pbwiki.com/Election-Project

Thursday 10/16 Spelling Test
Entry: What do you know about the election process?
Watch video on presidency and take notes.

Review paragraphs with strong verbs and nifty nouns.
Homework:
Write a paragraph on the sport you created an alphabet list for. The paragraph must be at least eight sentences with strong verbs and precise nouns as reviewed. Try not to repeat words.

Friday 10/17
Entry: Can you complete the questions on the worksheet about elections?

Review Student Expectations
http://msedwards.pbwiki.com/Student-Contract

Video for worksheet answers: Presidential Election and Voting


Monday 10/20
Entry: Base words -- elect, vote, inform, search, represent


Video: Presidential Election: The Presidential Election Process
How; 5W-H; Vocabulary;
https://whatelse.pbwiki.com/Election-Project


Tuesday 10/21
Entry: Please write your five (5) spelling words in your Weekly Study Sheet.


https://whatelse.pbwiki.com/Election-Project

Scholastic Action: What are the issues? Where do the candidates stand? Which candidate meets your views?

Week of October 6 - October 14

Note: No School Monday October 14

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.

Review Question Strategy.

Put in notebook:

Questions to ask:

5Es

elaboration: What else? What's another idea about that?

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



Tuesday 10/7
Entry:
1) Choose your five spelling words from your Personal Spelling List and write them in the first column of your Weekly Spelling Study Sheet.
2) Write your paragraph from yesterday (test/independent work):

Apply: Students independently write “_____ makes a good pet.” Use the Question Strategy to stay focused and detailed.

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Strategy: Use nifty nouns and vivid verbs to elaborate.

Model: Baseball paragraph (OSPI Elaboration V2 Lesson Slides 30-32) Alphabet strategy. (thinks of words (verbs, and nouns) using the alphabet as starting letter: Baseball would be Attack, avoid, bat, ball, base, bounce, coach, catch, catcher, drop, down by one. Narrow to those for a class chosen topic sentence.

Draft class paragraph.

Wednesday 10/8
Entry: Make a list of ten verbs (action verbs) about basketball

Review paragraphs from yesterday. Discuss strong verbs.

Write Source on computers for skill practice.

Thursday 10/9
Entry: Spelling test.

Share paragraphs. Discuss and evaluate strong verbs and details.

Review paragraph expectations:
Topic Sentence (no because).
Three idea sentences with a detail sentence for each one (six total sentences).
Concluding sentences.

Slide 33. Apply: Alphabet Strategy for basketball with own topic sentence.


Friday 10/10

Entry:
Partners: Take out your "Alphabet Page." Write a topic sentence about your topic at the top of your "Alphabet Page." Continue to add nifty nouns and vivid verbs to your "Alphabet Page."

Share topic sentences.

Review the scoring points for the requirements of a great paragraph:
https://whatelse.pbwiki.com/Strong-Verbs

Write your paragraph with your partner.

See George Flett for Art Lessons in culture room. 2:10-2:45.


Tuesday 10/14
Entry: 1) Choose your five spelling words from your Personal Spelling List and write them in the first column of your Weekly Spelling Study Sheet.
2) Review your partner paragraphs. Can you add more detail and more precise nouns and verbs for more points?

Score your own paragraphs.
Share and discuss. Revise.

Can we celebrate our better paragraphs?

Elaborate! Elaborate!

Dance to the music!
Tuesday 9/23

Entry:
1) Choose your five (5) spelling words for this week from your Personal Spelling List in your Spelling Folder. Write them in the first column on your "Weekly Word Study Sheet." Keep it out for me to check while you complete the next activity.

2) Write about one of the "Xs" in your "Writing Treasure Map" Be Specfic -- Elaborate detail to detail and another detail. Keep focused on that one X -- nothing else. Just keep adding elaboration, examples, explanations, evidence, experiences (5Es) and who, what, when, where, why, how (5W +H).

++++++++++++++++

Spelling homework due tomorrow (no school Thursday or Friday).

++++++++++++++++

Model: Asking questions of draft (draft on board). Discuss how helped to add detail/elaboration.

Apply:
Read your story to a neighbor. Neighbor follows along.
After the first reading, slowly read it again and your neighbor will ask you questions.
Write the questions in the margins if they help you to add details to your story.

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?"

Finish. Share tomorrow.

++++++++++++++++

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

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Spelling with base words: catch, tackle, write, work, agree; choose five for personal spelling list.

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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).