FocusEagle Festival Essay/Poetry
https://whatelse.pbwiki.com/Eagle-ContestFigurative language
https://whatelse.pbwiki.com/Figurative-Language
Genre Project Main Page
Lesson FocusThe 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-ContestEach 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 1/26Prewriting: Oral sharing, Power writing, Peer Questions, Revision, Model Oral/Draft/Final story-telling
Genre: research/notes/ drafting on student choice projects
Tuesday 1/27CSI 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 1/28Eagle 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 2/2Practice 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?
1. Zoom in/out; details
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
EALR1: 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.
