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
http://eagleviews.pbwiki.com/Story-Log
http://eagleviews.pbwiki.com/Grade-6-Writers
Possible stories
Mentor Intro and questions
Mentor Blog
Mentor Questions
Presentation
Eagle Views News Blog
http://nespelem.org/whatelse/
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Monday 3/23
Prep for conferences
Look through your writing folder and wiki --
Find:
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.
Show and Explain:
Wiki Work and explain how you do it.
Reporter interviews and stories
Questions
Eagle Reporter Passes
http://whatelse.pbwiki.com/W6-Student-Work-Links
http://whatelse.pbwiki.com/Ideas-Intro
http://eagleviews.pbwiki.com
Tuesday 3/24 Wednesday 3/25 Friday 3/27 Monday 4/6
Sign up for stories. Write/Type Questions (neat); Start appointments
Wiki work on drafts: interviews, EAGLE traits, PDS, Fairy Tale
Share and comment --- feedback teacher and peers on stories
Teams 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
Thursday 3/26 Parent/Teacher/Student Conferences
Friday 3/27
Write:
What is your story?
Who will you interview?
What are your questions?
Write how you will ask them to be interviewed.
Type for mentor.
Starts here.
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.
Showing posts with label self-evaluate. Show all posts
Showing posts with label self-evaluate. Show all posts
January 26th - February 2, 2009
Focus
Eagle Festival Essay/Poetry
https://whatelse.pbwiki.com/Eagle-Contest
Figurative language
https://whatelse.pbwiki.com/Figurative-Language
Genre Project Main Page
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.
Daily Lesson Log:
Monday 1/26
Prewriting: Oral sharing, Power writing, Peer Questions, Revision, Model Oral/Draft/Final story-telling
Genre: research/notes/ drafting on student choice projects
Tuesday 1/27
CSI Review
Ideas: Observation; memory details; fact/fiction -- invent details you have forgotten so you can paint a picture in the reader's mind.
Ideas: Ideas Intro: What would you write if you were a reporter? What would you write if you were a story-teller? Strategy: 5Ws; Observation
Wednesday 1/28
Eagle Contest Tasks
Review Ideas: Discuss observation, prewriting, gather focused ideas and interesting details
Review Prewriting: Gather observations and details -- Zoom out for the big picture and in for the details; take a snapshot in mind and describe what you see, inventing what you can't quite remember.
Choice time:
Genre: Own writing projects
Write Source Grammar
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?
Tuesday 2/3
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.
Review strategies: zoom, snapshot, 5Ws, gists, looks/sounds/acts
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.
November 12 - November 17
Focus:
Power Writing
Writing Notebooks
Blogs
Monday, November 10: Inservice -- no school
Tuesday, November 11: Veteran’s Day
Wednesday, November 12
Entry: Authority List for Writing -- make a list of writing topics
Spelling: find you own list of frequently misspelled words. Choose five
Power Write
N1- Intro Writing Notebooks
Thursday, November 13
N3- Notebooks
Work period
Friday, November 14
Power Write
Blog Intro: What are they --- read blogs, discuss what they are and how they apply.
http://whatelse.pbwiki.com/Blog-Permission
N4 Notebook Launch
Work period
Monday, November 17
Power Write
Read blogs and discuss
N5 Pictures and Sensory images
Work period
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
3.1.1 Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples.
· Narrows topic with controlling idea (e.g., from general topic, such as baseball, to specific topic, such as “The Mariners are my favorite baseball team.”).
· Selects details relevant to the topic to extend ideas and develop elaboration (e.g., specific words and phrases, reasons, anecdotes, facts, descriptions, examples).
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
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.
· Writes to learn (e.g., science notebooks, math logs, reading response journal, reflection and self-assessment).
Power Writing
Writing Notebooks
Blogs
Monday, November 10: Inservice -- no school
Tuesday, November 11: Veteran’s Day
Wednesday, November 12
Entry: Authority List for Writing -- make a list of writing topics
Spelling: find you own list of frequently misspelled words. Choose five
Power Write
N1- Intro Writing Notebooks
Thursday, November 13
N3- Notebooks
Work period
Friday, November 14
Power Write
Blog Intro: What are they --- read blogs, discuss what they are and how they apply.
http://whatelse.pbwiki.com/Blog-Permission
N4 Notebook Launch
Work period
Monday, November 17
Power Write
Read blogs and discuss
N5 Pictures and Sensory images
Work period
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
3.1.1 Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples.
· Narrows topic with controlling idea (e.g., from general topic, such as baseball, to specific topic, such as “The Mariners are my favorite baseball team.”).
· Selects details relevant to the topic to extend ideas and develop elaboration (e.g., specific words and phrases, reasons, anecdotes, facts, descriptions, examples).
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
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.
· Writes to learn (e.g., science notebooks, math logs, reading response journal, reflection and self-assessment).
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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