Showing posts with label organization. Show all posts
Showing posts with label organization. Show all posts

03/15/10 - 03/22/10

Week 25  Focus:



Directions
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: Elaborative and organized paragraphs
Figurative Language -- revision strategies (ARMS)
http://whatelse.pbworks.com/Revision



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




Current Projects:
Awards Project: comparative and persuasive essays
Responds to Quotes (Tween Tribune)


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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March 17-March 23

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
Mentor Blog

Presentation
Eagle Views News Blog
http://nespelem.org/whatelse/


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

Note: One day this week or next we will Skype with our Mentor

Monday 3/16
Possible stories
Mentor Intro and questions
Mentor Blog
Mentor Questions



Tuesday 3/17 Wednesday 3/18 Thursday 3/19
Owhi Lake Pictures
Sign up for stories. Write/Type Questions (neat); Start appointments
Wiki work on drafts: interviews, EAGLE traits, PDS, Fairy Tale

Friday 3/20 Teacher Inservice

Monday 3/23
Share and comment --- feedback teacher and peers on stories

Teams for proofreading/revising formed.



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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February 2 to February 9

Focus

Eagle Festival Essay/Poetry
https://whatelse.pbwiki.com/Eagle-Contest

Figurative language
https://whatelse.pbwiki.com/Figurative-Language

Genre Project Main Page

Third Quarter Requirements
http://whatelse.pbwiki.com/Writing-Requirements

Lesson Focus

The student will be able to follow the writing process using the six traits of powerful writing and peer conferences to prewrite, draft, and compose an essay and a poem on a topic related to the Balde Eagle Festival.

Our Lesson Progress is listed at:
https://whatelse.pbwiki.com/Eagle-Contest

Each activity follows an EALR expectation (below).

Each day I will record the step completed as lesson and any other lessons/activities completed as the need arises. Students still want to work on their choice genre writing, blogs,and voicethreads.

Monday 2/2
Practice with same Idea tree pictures:
Teams: 1a, 2a: What would you write if you were a reporter?
Teams 1b, 2b: What would you write if you were a story-teller?

What will be your message? and purpose (reporter - inform; story - entertain)
Did you:
Reporter--
Zoom out for big picture?
Zoom in for details? (snapshot?)
Include 5Ws?
Main idea first?
Supporting details?

Did you:
Story teller:
Set up story -- describe setting?
Describe characters?
Show, not tell action (action verbs)?
Beginning, Middle, Ending?
End with message for reader?

Prewriting for Contest (have already power written)

Drafting review:
http://whatelse.pbwiki.com/W5678-Shee-Camping-Trip What details and action are in YOUR draft?

1. Zoom in/out; details
2. List as many 5Ws as you can: who, what, when, where, why
3. Write a twenty-word gist statement -- what is the main idea/message?
4. Describe what the creature in your story looks and sounds like; acts like

Keep in mind your message and purpose.

Tuesday 2/3
Third Quarter Requirements
http://whatelse.pbwiki.com/Writing-Requirements

Review strategies: zoom, snapshot, 5Ws, gists, looks/sounds/acts
Organization Strategy in prewriting: number, symbols, color to order your ideas

Share

Draft

Wednesday 2/4
Draft, Share, Draft on wiki

Review figurative language
https://whatelse.pbwiki.com/Figurative-Language


Thursday 2/5 Friday 2/6
Poetry for contest: Found/Pattern
http://room30space.blogspot.com/2008/10/poetry-corner.html
https://whatelse.pbwiki.com/Eagle-Contest#ProcessFoundPoem

Discuss poem possibilities
Draft, Share, Draft on wiki

Monday 2/9
Finalize story/essay/poems and print
Review figurative language possibilities
Revise, share, finalize, print.



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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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



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, ....



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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