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
3/29 Review model: how will you revise your essay to follow the model, yet maintain your voice? Revise
3/30 Review model: how will you revise your essay to follow the model, yet maintain your voice? Revise
3/31 final edit and share; Tween Tribune
4/1 Celebrate/ Writing Strategies used (Owhi and essay ); Online record --- traits/process reflection
4/2 no school -- teacher training and records day
4/12 Organize for conferences; I used to but now I.... Practice
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).
Showing posts with label essays. Show all posts
Showing posts with label essays. Show all posts
01/26/10 - 02/08/10
Week Focus:
Math Writing
Essay Introductions and research
TweenTribune News and Blog
Awards Project
Compare/Contrast Essay
Award Nomination Essay
Prewriting Ideas -- gathering, writing, organizing, revising for draft
Drafting and Revising-- ARMS: Add, Remove, Move, Substitute
Goal: Fluency
Figurative Language -- revision strategies (ARMS)
http://whatelse.pbworks.com/Revision
1/26 Power Write--
History or Science Book -- find two interesting people -- notes/paragraph on why chose -- share through commenting
1/27
Math Reading and Writng: Graphs A
What does a graph mean?--
What do you notice? What are the facts? How do you know? Is the graph fair?
Finish blog/commenting
Choose best comments -- share -- why?
Choose first person --- write all you know.
Awards Project: comparative and persuasive essays
http://spreadsheets.google.com/pub?key=tU-_d4TheEs8N5k8fMB1OKQ&output=html
1/28
Math Reading and Writing: Graphs B
What does a graph mean?--
What do you notice? What are the facts? How do you know? Is the graph fair?
Tween Tribune Introduction
1/29
Google Docs: Awards Essay
What do you know about our person?
How to create a chart in Google Docs
2/1 Sub Plans
2/2 Sub Plans
2/3 Power Write: Job Shadow Guest Speaker -- Miranda on High School Life Success
Edit practice
2/4 Sub Plans
2/5 Edit practice; Review Google Docs and KWL with class; work period
2/8 Tween Tribune and Diigo Review for note-taking
2/9 Power Write -- Grammar 2
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).
Math Writing
Essay Introductions and research
TweenTribune News and Blog
Awards Project
Directions
Essay Outline:
1 and 2 Expository Essay Outline:
Compare/Contrast Essay
Award Nomination Essay
Prewriting Ideas -- gathering, writing, organizing, revising for draft
Drafting and Revising-- ARMS: Add, Remove, Move, Substitute
Goal: Fluency
Figurative Language -- revision strategies (ARMS)
http://whatelse.pbworks.com/Revision
1/26 Power Write--
History or Science Book -- find two interesting people -- notes/paragraph on why chose -- share through commenting
1/27
Math Reading and Writng: Graphs A
What does a graph mean?--
What do you notice? What are the facts? How do you know? Is the graph fair?
Finish blog/commenting
Choose best comments -- share -- why?
Choose first person --- write all you know.
Awards Project: comparative and persuasive essays
http://spreadsheets.google.com/pub?key=tU-_d4TheEs8N5k8fMB1OKQ&output=html
1/28
Math Reading and Writing: Graphs B
What does a graph mean?--
What do you notice? What are the facts? How do you know? Is the graph fair?
Tween Tribune Introduction
1/29
Google Docs: Awards Essay
What do you know about our person?
How to create a chart in Google Docs
2/1 Sub Plans
2/2 Sub Plans
2/3 Power Write: Job Shadow Guest Speaker -- Miranda on High School Life Success
Edit practice
2/4 Sub Plans
2/5 Edit practice; Review Google Docs and KWL with class; work period
2/8 Tween Tribune and Diigo Review for note-taking
2/9 Power Write -- Grammar 2
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).
01/19/10 - 01/26/10
Gerunds
Infinitives
Prepositional Phrases
Complex Sentences
Transitions
Review Paragraph Structure
http://whatelse.pbworks.com/Thankful
http://whatelse.pbworks.com/Thankful
Focus: Sentence Fluency and Strong Verbs
Sentence Fluency
http://write.nsdeagles.org/home/assignments/workshop-expectations/workshop-lessons/sentence-fluency-lessons
Gerunds
Infinitives
Prepositional Phrases
Complex Sentences
1/19 Power Write
Eliminate Dead Verbs
Choose two paragraphs to revise for strong verbs
Revise paragraphs for strong verbs
Revise with ARMS
Work period/conferences with teacher
1/20 and 1/21 Power Write -- Dead Verbs review; revise verbs/ARMS
Work period/conferences with teacher
1/22 Power Write--
Dead Verbs review; revise verbs/ARMS
Stars and Wishes
1/26 Power Write-- History or Science Book -- find two interesting people -- notes/paragraph -- share
1/27
Awards Project: comparative and persuasive essays
Project Assignments: Fluency paragraph and edit; fluency lesson for grade 7; Thankful paragraph and edit; changes project
Awards Project: comparative and persuasive essays
OPTIONS: Internet Safety rules for grades 4 5 6; Life of MLK;
Internet Safety Videos from netsmarz.org
Bus Safety
Walking Safety
Internet Safety-Be Safe
Know Rules
Password
Virus
Instant Message
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
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.
Component 3.3: Knows and
applies appropriate grade level writing conventions. W
applies appropriate grade level writing conventions. W
May 18 - May 26
Fourth Quarter Requirements
http://whatelse.pbwiki.com/Genre-Expectations
http://whatelse.pbwiki.com/Revision-Tips-2
http://eagleviews.pbwiki.com/The-News-Project
http://whatelse.pbworks.com/W-Requirements
http://whatelse.pbworks.com/Wednesday-Writing-Reflections
http://eagleviews.pbworks.com/Easy-Essays
http://eagleviews.pbwiki.com/Story-Log
http://eagleviews.pbwiki.com/Grade-6-Writers
Lead; Lead Examples and Rules
http://eagleviews.pbwiki.com
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.
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
Tuesday 5/19
Strong Verbs
Write news story
Wednesday 5/20 WASL WED TEST
Thursday 5/21
Checklist:
First 30 words: Lead/Verb What/where/When
Who
Details
Kicker (quote or question)
Friday 5/22
Sunflower Festival
Monday 5/25 Holiday
Tuesday 5/26
Essay focus Day 1: Notes
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
Resources for News Writing:
Review figurative language
Links
Presentation
Eagle Views News Blog
Make-up Tasks
Sign up for stories. Write/Type Questions (neat); Start appointments
Wiki work on drafts (see story options and story planning-- in resources above)
Share and comment --- feedback teacher and peers on stories
Teams (writers, designers, editors, graphics, proofreader) for proofreading/revising formed.
Confer with teacher for individual lessons on: leads, headlines, pyramid, 5ws, questioning, interview review, passes, strong verbs --- document on CSI sheet
Think and write:
What is your story?
Who will you interview?
What are your questions?
Write how you will ask them to be interviewed.
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.
http://whatelse.pbwiki.com/Genre-Expectations
http://whatelse.pbwiki.com/Revision-Tips-2
http://eagleviews.pbwiki.com/The-News-Project
http://whatelse.pbworks.com/W-Requirements
http://whatelse.pbworks.com/Wednesday-Writing-Reflections
http://eagleviews.pbworks.com/Easy-Essays
http://eagleviews.pbwiki.com/Story-Log
http://eagleviews.pbwiki.com/Grade-6-Writers
Lead; Lead Examples and Rules
http://eagleviews.pbwiki.com
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.
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
Tuesday 5/19
Strong Verbs
Write news story
Wednesday 5/20 WASL WED TEST
Thursday 5/21
Checklist:
First 30 words: Lead/Verb What/where/When
Who
Details
Kicker (quote or question)
Friday 5/22
Sunflower Festival
Monday 5/25 Holiday
Tuesday 5/26
Essay focus Day 1: Notes
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
Resources for News Writing:
Links
Presentation
Eagle Views News Blog
Make-up Tasks
Sign up for stories. Write/Type Questions (neat); Start appointments
Wiki work on drafts (see story options and story planning-- in resources above)
Share and comment --- feedback teacher and peers on stories
Teams (writers, designers, editors, graphics, proofreader) for proofreading/revising formed.
Confer with teacher for individual lessons on: leads, headlines, pyramid, 5ws, questioning, interview review, passes, strong verbs --- document on CSI sheet
Think and write:
What is your story?
Who will you interview?
What are your questions?
Write how you will ask them to be interviewed.
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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