12/7/09 - 01/04/10

Week Focus:
Goal: Fluency


http://whatelse.pbworks.com/Revision
http://write.nsdeagles.org/home/assignments/workshop-expectations/workshop-lessons/sentence-fluency-lessons

Gerunds

Infinitives

Prepositional Phrases

Complex Sentences

Transitions

Review Paragraph Structure
http://whatelse.pbworks.com/Thankful

Writing Process Evaluation

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Focus:

Sentence Fluency

http://write.nsdeagles.org/lesson-links/sentence-fluency

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

Transitions

12/7

Review paragraph structure and sentence fluency; type both paragraphs

12/8

Share paragraphs/Revise --- Use Rubric

Final revision and Publish

12/9 12/10

Music Practice    Net Grammar

12/11

Spelling     Music Practice

12/14

Spelling    Music Practice

12/15

Music Practice  Spelling

12/16

Gift of Magi Play

12/17  and 18 Early Dismissal

1/04

Power Write

Review Internet Safety   A Grade 3 List

1/5

Review Sentence Fluency

Create a lesson for Grade 7 students to use sentence

fluency.  How would you help them learn?

Future:

Eliminate Dead Verbs

http://docs.google.com/View?id=dg9d35kb_255crvw7dcm

Paragraph Assignments

Eliminate Dead Verbs

Upcoming Lessons: Eliminate Dead Verbs

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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

9/29 Elaboration Energy

9/29 Entry: Spelling: It's Addition!

Divide your spelling paper into parts as we have practiced. In each section write one of these base words:

tan, confer, learn, confuse, understand

With a partner, use the base words and your affix list to create as many words as you can from the base words.

Reflection: Answer these two questions in your notebook for our parent conferences next week:

What do you like about writing class?
What do you wish would be different about writing class?

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Finish: Share roller skating paragraph. Were questions answered? Which one is the most real and most convincing? Why?

Conference Prep: Use checklist to practice. What writing pieces will you show?

Conference checklist:

Student-Parent-Teacher Conference

Procedures
__ Did I share procedures for entering the room?
__ Did I share my notebook, spelling folder, and writing?
__ Did I share how I put my work away?


Spelling
__ Did I share my spelling procedures for Monday?
__ Did I share my spelling procedures for Tuesday?
__ Did I share my spelling procedures for homework?
__ Did I share my spelling procedures for the Thursday test?

Writing
__ Did I share my Writing Treasure Map?
__ Did I share my writing treasure stories?
__ Did I share how we get ideas for writing?

__ Did I share my reflections?

Compliment from guardian to child:

Goal for child from guardian:

Question for teacher from guardian:
Tuesday: Checklist to complete with writing from today.

If time:

Apply Questioning Strategy:
Read your Treasure Map story to a neighbor. Neighbor follows along.
After the first reading, slowly read it again and your neighbor will ask you questions.
Write the questions in the margins if they help you to add details to your story.

5Es
elaboration: What else? What's another idea?
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


Who will share and allow us to practice using the "Question Asking Strategy?"

Share stories. What else did each add? What else could each add? Was the piece elaborated? How do you know?

Finish. Share tomorrow.

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If time:

Elaboration of poem (finish): Add details [elaboration, examples, explanations, evidence, experiences (5Es) and who, what, when, where, why, how (5W +H)] to each line of your poem.

Who will share and allow us to practice using the "Question Asking Strategy?"

Finish. Share tomorrow.

Elaborate! Elaborate!

Dance to the music!
Tuesday 9/23

Entry:
1) Choose your five (5) spelling words for this week from your Personal Spelling List in your Spelling Folder. Write them in the first column on your "Weekly Word Study Sheet." Keep it out for me to check while you complete the next activity.

2) Write about one of the "Xs" in your "Writing Treasure Map" Be Specfic -- Elaborate detail to detail and another detail. Keep focused on that one X -- nothing else. Just keep adding elaboration, examples, explanations, evidence, experiences (5Es) and who, what, when, where, why, how (5W +H).

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Spelling homework due tomorrow (no school Thursday or Friday).

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Model: Asking questions of draft (draft on board). Discuss how helped to add detail/elaboration.

Apply:
Read your story to a neighbor. Neighbor follows along.
After the first reading, slowly read it again and your neighbor will ask you questions.
Write the questions in the margins if they help you to add details to your story.

5Es
elaboration: What else? What's another idea?
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


Who will share and allow us to practice using the "Question Asking Strategy?"

Finish. Share tomorrow.

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