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).

May 27 - June 12

Six Traits:
Ideas -- prewriting
Ideas -- draft
Organization --paragraphs, beginnings, endings - find in your paper
Organization and Word Choice --Names/Verbs/Emotion -- see revision tips
Sentence Fluency -- Length/Structure
Voice -- attitude appropriate for audience and purpose
Edit -- punctuation/spelling/ grammar, etc.

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End of Year Assignments:

Essays from Junior Scholastic and Science World.

Day 1: Read article. Take notes-- main idea/details -- own experience; own or text example; suggestion for solution or future; Gist Statement

Day 2: Draft --Thesis (Gist Statement)
Three Ideas explaining gist statement with three details each, each in a paragraph -- using transitions between and in paragraphs:
Topic sentence (no because)
1. Idea
a. idea to explain.
b. idea example/experience
c. idea suggestion/example/experience
Concluding Sentence

Day 3: Final Draft -- Paragraphs/transitions --
1-Gist/Thesis
2-Idea 1
3-Idea 2
4-Idea 3
5- Conclusion -- Gist and Suggestion/Question

Wed 5/27
Letters to Gary Martin; If time -- Day 1 of News research

Thurs 5/28
Day 1 of News research

Fri 5/29

Math Madness or Day 1 Notes/Analysis/Gist
Day 2 Draft

Mon 5/1

Share drafts and revise

Tues 5/2 Day 3: Revise/transitions/ Final


Wed 5/3 Power Write; Project Final

Thurs 5/4 Power Write; Project Final and Share

Fri 5/5 Homeroom

Mon 5/8 Pow Wow

Tues 5/9 Homeroom

Wed 5/10 Homeroom

Thurs 5/11 Picnic

Fri 5/12 Awards

Six Traits:
Ideas -- prewriting
Ideas -- draft
Organization --paragraphs, beginnings, endings - find in your paper
Organization and Word Choice --Names/Verbs/Emotion -- see revision tips
Sentence Fluency -- Length/Structure
Voice -- attitude appropriate for audience and purpose
Edit -- punctuation/spelling/ grammar, etc.

Essays from Junior Scholastic and Science World.

Day 1: Read article.
Take notes--
main idea/details --
own experience;
own or text example;
suggestion for solution or future;
Gist Statement

Day 2: Draft --Thesis (Gist Statement)
Three Ideas explaining gist statement with three details each, each in a paragraph -- using transitions between and in paragraphs:

Three paragraphs with transitions in this format:
Topic sentence (no because)
1. Idea
a. idea to explain.
b. idea example/experience
c. idea suggestion/example/experience
Concluding Sentence

Day 3: Final Draft -- Paragraphs/transitions --5 paragraphs
1-Gist/Thesis
2-Idea 1
3-Idea 2
4-Idea 3
5- Conclusion -- Gist and Suggestion/Question

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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.