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.
Showing posts with label six traits. Show all posts
Showing posts with label six traits. Show all posts
February 10 - February 18, 2009
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 a piece of writing in a variety of genre.
Our Lesson Progress for Mon/Tues is listed at:
https://whatelse.pbwiki.com/Eagle-Contest
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
Presentation Possibilities
http://nespelem.org/whatelse/
http://whatelse.pbwiki.com
Monday 2/9 Tuesday 2/10
Finalize story/essay/poems and print
Review figurative language possibilities
Revise, share, finalize, print.
Wednesday 2/11
C = Genre
S = Blog Intro
I = Write on topic
Thursday 2/12
C = Genre
S = Blog Intro -- Prewrite and Draft
I = Write on topic
Friday 2/13
C = Genre
S = Blog Intro -- Prewrite and Draft
I = Write on topic
Monday President’s Day
Tuesday Waiver Day; teacher learning
Wednesday 2/18
C = Genre
S = Revision Strategies
I = Genre work for blog
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.
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 a piece of writing in a variety of genre.
Our Lesson Progress for Mon/Tues is listed at:
https://whatelse.pbwiki.com/Eagle-Contest
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
Presentation Possibilities
http://nespelem.org/whatelse/
http://whatelse.pbwiki.com
Monday 2/9 Tuesday 2/10
Finalize story/essay/poems and print
Review figurative language possibilities
Revise, share, finalize, print.
Wednesday 2/11
C = Genre
S = Blog Intro
I = Write on topic
Thursday 2/12
C = Genre
S = Blog Intro -- Prewrite and Draft
I = Write on topic
Friday 2/13
C = Genre
S = Blog Intro -- Prewrite and Draft
I = Write on topic
Monday President’s Day
Tuesday Waiver Day; teacher learning
Wednesday 2/18
C = Genre
S = Revision Strategies
I = Genre work for blog
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 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.
January 13th - January 20th, 2009
Focus
Word Choice Lesson: Eliminate Dead Verbs --http://whatelse.pbwiki.com/Dead-Verbs
Focus: Writing Notebooks -Lessons: Table of Contents/
L12 Simple to Complex
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 and blogs
http://whatelse.pbwiki.com/Making-Changes
GENRE: http://whatelse.pbwiki.com/Genre-Expectations
http://spreadsheets.google.com/pub?key=phjMpIkPupK9cF5d46dF3Fw
http://spreadsheets.google.com/pub?key=phjMpIkPupK8JBcco0TlrRg
Tuesday 1/13
Resolution : Changes We Make: 1 Day
Wednesday 1/14
WASL Practice: Expository Prompt
Thursday 1/15
Resolution: MLK Day
WASL finish, if needed;
Friday 1/16
Assembly
Monday 1/19 MLK Day
Tuesday 1/20 Inauguration Day
Resolution Report and Follow up
Inauguration Activities
EALR
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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