Focus:
Organization (audience/purpose; connective words), planning (precise, concise), voice and word choice (precise, concise, images)
Lessons:
5/25 tween tribune, spelling city
5/26 Owhi Pics Thank you; Blog Plans -- topics
5/27 Blog Plans -- topics
5/28 Zines
5/31 Memorial Day
6/1 Zines / Blog Plans / Photography
6/2 Zines / Blog Plans / Photography
6/3 Zines / Blogs / Photography
6/4 Zines / Blogs / Photography
6/7 Homeroom
6/8 Pow Wow
6/9 Graduation
6/10 Awards/Picnic
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 (science language).
Showing posts with label word choice. Show all posts
Showing posts with label word choice. Show all posts
03/22/10 - 03/29/10
Week Focus:
Prewriting Ideas -- gathering, writing, organizing, revising for draft
Drafting and Revising-- ARMS: Add, Remove, Move, Substitute
Figurative Language -- revision strategies (ARMS)
http://whatelse.pbworks.com/Revision
connect ideas;
elaborate;
word choice
3/22 Owhi Revise/Evaluate
3/23 Owhi Revise/Evaluate
3/24 Contributions Share and research
3/25 Essay draft
3/25 Essay revision --- connect ideas; elaborate; word choice
3/26 Essay revision --- connect ideas; elaborate; word choice
3/29 Essay Final Draft -- edit and copy
3/30 Share and evaluate; Edit practice
Document daily: CSI
https://spreadsheets.google.com/ccc?key=0ApCrzGH9Dh-odGhmMEZLLXVqOWRFY3BwSzM4SnU3M2c&hl=en
Document Weekly: Writing Log on Writing Process and Traits
https://spreadsheets.google.com/ccc?key=0ApCrzGH9Dh-odERvcnFJaWpCM2VONTkxUVNudGJuTVE&hl=en
Each Essay: Self Evaluate (See also Awards information)
https://docs.google.com/a/my.nsdeagles.org/Doc?docid=0AcLKgmt-9pX_ZGR6d2tiNV8yMGd4cTR3NWdm&hl=en
Current Projects:
Awards Project: comparative and persuasive essays
http://spreadsheets.google.com/pub?key=tU-_d4TheEs8N5k8fMB1OKQ&output=html
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).
Prewriting Ideas -- gathering, writing, organizing, revising for draft
Drafting and Revising-- ARMS: Add, Remove, Move, Substitute
Figurative Language -- revision strategies (ARMS)
http://whatelse.pbworks.com/Revision
connect ideas;
elaborate;
word choice
3/22 Owhi Revise/Evaluate
3/23 Owhi Revise/Evaluate
3/24 Contributions Share and research
3/25 Essay draft
3/25 Essay revision --- connect ideas; elaborate; word choice
3/26 Essay revision --- connect ideas; elaborate; word choice
3/29 Essay Final Draft -- edit and copy
3/30 Share and evaluate; Edit practice
Document daily: CSI
https://spreadsheets.google.com/ccc?key=0ApCrzGH9Dh-odGhmMEZLLXVqOWRFY3BwSzM4SnU3M2c&hl=en
Document Weekly: Writing Log on Writing Process and Traits
https://spreadsheets.google.com/ccc?key=0ApCrzGH9Dh-odERvcnFJaWpCM2VONTkxUVNudGJuTVE&hl=en
Each Essay: Self Evaluate (See also Awards information)
https://docs.google.com/a/my.nsdeagles.org/Doc?docid=0AcLKgmt-9pX_ZGR6d2tiNV8yMGd4cTR3NWdm&hl=en
Current Projects:
Awards Project: comparative and persuasive essays
http://spreadsheets.google.com/pub?key=tU-_d4TheEs8N5k8fMB1OKQ&output=html
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).
03/15/10 - 03/22/10
Week 25 Focus:
TweenTribune News and Blog
Awards Project
Awards Project
Directions
Essay Outline:
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).
January 20 - January 26
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://whatelse.pbwiki.com/Ideas-Intro
Figurative language
https://whatelse.pbwiki.com/Figurative-Language
Inauguration
http://whatelse.pbwiki.com/For-The-People
Monday 1/19 MLK Day
Tuesday 1/20 Inauguration Day
Resolution Report and Follow up
Inauguration Activities
Intro to Eagle contest
Wednesday 1/21
Inauguration Reading, Responding, Vocabulary, Writing
Thursday
WASL Practice: Expository Prompt Review and feedback
Circle best part so far. Revise for strategies learned: Names, Verbs, Action, Details, Clutter, Figurative Language
Turn in
Friday
Inauguration lessons
Voice Thread to President Obama: We can...
Monday, 1/26
Ideas: Trees --- Eagle contest
Genre Work, if time.
Six Trait Activity: Gist Statements --Eagle contest
Genre Practice and share
Tuesday
Six Trait Activity: Gist Statements --Eagle contest
Genre Practice and share
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.
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://whatelse.pbwiki.com/Ideas-Intro
Figurative language
https://whatelse.pbwiki.com/Figurative-Language
Inauguration
http://whatelse.pbwiki.com/For-The-People
Monday 1/19 MLK Day
Tuesday 1/20 Inauguration Day
Resolution Report and Follow up
Inauguration Activities
Intro to Eagle contest
Wednesday 1/21
Inauguration Reading, Responding, Vocabulary, Writing
Thursday
WASL Practice: Expository Prompt Review and feedback
Circle best part so far. Revise for strategies learned: Names, Verbs, Action, Details, Clutter, Figurative Language
Turn in
Friday
Inauguration lessons
Voice Thread to President Obama: We can...
Monday, 1/26
Ideas: Trees --- Eagle contest
Genre Work, if time.
Six Trait Activity: Gist Statements --Eagle contest
Genre Practice and share
Tuesday
Six Trait Activity: Gist Statements --Eagle contest
Genre Practice and share
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.
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.
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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