Week Focus:
Why am I here? (contract); procedures;
Prewriting Ideas -- gathering, writing, organizing, revising for draft
Goal: Prewrite in web, list, or free-write, then re-read and number to organize your ideas before drafting.
Goal: Fluency
Goal: paragraph structure
skin i’m in text by bell hooks
Links:
Wiki Etiquette
Start Page: Ms. Edwards
Assignments and Links
http://whatelse.pbworks.com/Team-Roles-Intro
Why are we here Google Doc
http://nespelemeagles.pbworks.com/President-Speaks-to-Kids
Wed 9/9
Writing pretest
Thurs 9/10
C: Write goal and do entry: In five years, I want to be...
S: 5Bs of Internet -- signature required
I: Power Write
Friday 9/11
Entry: 1 Favorite sport or hobby; 1 Thing good at in that sport or hobby; 1 thing to get better at in that sport or hobby
C: Can you find a topic to write about? Where? How do you start writing?
S: Review Goal: Prewrite in web, list, or free-write, then re-read and number to organize your ideas before drafting.
Draw to write: Your favorite place; X five places and label; prewrite, reread, number.
I: Draft
Sub Mon 9/14 Tues 9/15 Wed 9/16
Thurs 9/17 Constitution Day
Why important? What is it? How did we get it?
Fri 9/18
C: Write goal and entry: Alphabet list of things you know about.
S and I:
Reflection:
Review all procedures and last week's CSI √ Completed C's and Mastered S's
Can you write to a topic-- where's your evidence?
Prewrite 1: List, web, freewrite, number?
Prewrite 2: Add details, names (nouns/adjectives), active verbs; number to organize
I: Did you follow “write to a topic” procedure?
Ideas? Strategies? Organized? Strategies? Revise? Strategies? Proofread?
What did you learn?
What do you still need to learn (your goal)?
How do you plan to meet your goal? (your steps)
I: Prewrite/Draft on one of your ABCs
Mon 9/21
C: Prewrite/Draft on one of your ABCs or 50/51
S: Power Write -- what and why;
I: Circle best power write; re-read, number; rewrite with more details
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
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
Assessment
9/8 Goal: Can you write to a topic with clear and organized ideas? What strategies do you use? Where's your evidence of your strategies (process) and your writing (product)?
Products
Have you written:
5 things I like to do
5 things I don't like to do
1 Favorite sport or hobby; 1 Thing good at in that sport or hobby; 1 thing to get better at in that sport or hobby
How can we meet in the middle of our worlds?
Why am I here?
What do I (we) need to do to make it happen in a way that is positive, safe, and fun?
Process
Prewrite 1: List, web, freewrite, -- number ideas in order-- all on topic
Prewrite 2-- revise ideas: Add details, names (nouns/adjectives), active verbs; number to organize -- all on topic
I: Did you follow “write to a topic” procedure?
Ideas? Strategies? Organized? Strategies? Revise? Strategies? Proofread?
What did you learn?
What do you need to learn (goal)
What steps do you need to take to learn this? (plan)
Showing posts with label paragraph. Show all posts
Showing posts with label paragraph. Show all posts
February 18 - March 2
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
Presentation
http://nespelem.org/whatelse/
Wednesday 2/18
C = Genre --
S = Revision Strategies
I = Genre work for blog
Thursday 2/19
At Eagle Festival-- no writing class
Friday 2/20
Assembly
Monday 2/23
Sub:
Grammar: Punctuation of sentences; dialogue
Tuesday 2/24
C = Genre -- Reporting/Newswriting/Blogs
S = News Story-- Reporting/Newswriting/Blogs
http://eagleviews.pbwiki.com/The-News-Project
I = Genre work for blog-- possible stories for groups
Practice interviewing (Where were you born? Where is your favorite place and why? What is the funniest thing that ever happened to you?)
Wednesday 2/25
C = Genre -- Reporting/Newswriting/Blogs
S = Vocabulary-- Reporting/Newswriting/Blogs
I =Practice interviewing
Thursday 2/26
C = Genre -- Reporting/Newswriting/Blogs
S = Newstory -- Reporting/Newswriting/Blogs--pyramid style and paragraphing style
I =Practice interviewing
Friday 2/27
I = Genre work for blog-- Draft interviews
Assembly
Monday 3/2
Review Intervieiwing
Intro: Newstory Fairy Tale; Sign up for stories
What stories do we know about already -- from our own knowledge?
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.
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
Presentation
http://nespelem.org/whatelse/
Wednesday 2/18
C = Genre --
S = Revision Strategies
I = Genre work for blog
Thursday 2/19
At Eagle Festival-- no writing class
Friday 2/20
Assembly
Monday 2/23
Sub:
Grammar: Punctuation of sentences; dialogue
Tuesday 2/24
C = Genre -- Reporting/Newswriting/Blogs
S = News Story-- Reporting/Newswriting/Blogs
http://eagleviews.pbwiki.com/The-News-Project
I = Genre work for blog-- possible stories for groups
Practice interviewing (Where were you born? Where is your favorite place and why? What is the funniest thing that ever happened to you?)
Wednesday 2/25
C = Genre -- Reporting/Newswriting/Blogs
S = Vocabulary-- Reporting/Newswriting/Blogs
I =Practice interviewing
Thursday 2/26
C = Genre -- Reporting/Newswriting/Blogs
S = Newstory -- Reporting/Newswriting/Blogs--pyramid style and paragraphing style
I =Practice interviewing
Friday 2/27
I = Genre work for blog-- Draft interviews
Assembly
Monday 3/2
Review Intervieiwing
Intro: Newstory Fairy Tale; Sign up for stories
What stories do we know about already -- from our own knowledge?
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.
January 5th - January 12th
Focus:
Word Choice Lesson Daily: Eliminate Dead Verbs --http://whatelse.pbwiki.com/Dead-Verbs
Writing Notebooks -- Lessons: Table of Contents/
L 12 Simple to Complex
CSI:
Capture: Set daily goals and reflect
Strength: Practice daily lesson skill
Interact: with words/peers/teacher
http://whatelse.pbwiki.com/CSI-Schedule
Making changes: resolutions
http://whatelse.pbwiki.com/Making-Changes
GENRE: http://whatelse.pbwiki.com/Genre-Expectations
Monday 1/05/09
Power Writing
Sentence Fluency L12 Simple to Complex
Cross-writing from story starter:
Trudging through the thick snow to the top of the hill, ....
Tuesday 1/6/09
Power Writing:
What have you written in class? out of class?
What do you want to write?
What do you think you still need to learn?
Lessons: CSI
Genre Choices and discussion
Genre/Write
Wednesday 1/7/09
Capture
Strengthen: Genre/Resolutions -- Making changes Quotes
Interact -- confer
Reflect
Thursday 1/8
Genre Discussion; Resolution -- video
Group Discuss with plan to turn in
Friday 1/9
Genre Discussion; Resolution -- Making changes Changes We Know
Group Discuss with plan to turn in
Monday 1/12
Making changes Resolutions - Changes We Want
Complex Sentences
Genre Work/Conferences
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.
Word Choice Lesson Daily: Eliminate Dead Verbs --http://whatelse.pbwiki.com/Dead-Verbs
Writing Notebooks -- Lessons: Table of Contents/
L 12 Simple to Complex
CSI:
Capture: Set daily goals and reflect
Strength: Practice daily lesson skill
Interact: with words/peers/teacher
http://whatelse.pbwiki.com/CSI-Schedule
Making changes: resolutions
http://whatelse.pbwiki.com/Making-Changes
GENRE: http://whatelse.pbwiki.com/Genre-Expectations
Monday 1/05/09
Power Writing
Sentence Fluency L12 Simple to Complex
Cross-writing from story starter:
Trudging through the thick snow to the top of the hill, ....
Tuesday 1/6/09
Power Writing:
What have you written in class? out of class?
What do you want to write?
What do you think you still need to learn?
Lessons: CSI
Genre Choices and discussion
Genre/Write
Wednesday 1/7/09
Capture
Strengthen: Genre/Resolutions -- Making changes Quotes
Interact -- confer
Reflect
Thursday 1/8
Genre Discussion; Resolution -- video
Group Discuss with plan to turn in
Friday 1/9
Genre Discussion; Resolution -- Making changes Changes We Know
Group Discuss with plan to turn in
Monday 1/12
Making changes Resolutions - Changes We Want
Complex Sentences
Genre Work/Conferences
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.
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.
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?
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.
++++++++
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?
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