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Fourth Quarter 5
Page history
last edited
by PBworks 16 years ago
Fourth Quarter 5
First Quarter Lessons
Quarter 2
Quarter 3
Quarter 4
April
4/15-4/28
April 15 - April 28 Writing 5 Lessons
| EALRS: The student will be able to: |
ACTIVITY |
2.3.1 Uses a variety of forms/genres.
· Includes more than one form/genre in a single piece (e.g., a report about salmon that includes a poem, fact box, and story).
· Maintains a log or portfolio to track variety of forms/genres used.
· Produces a variety of new forms/genres.
2.4.1 Produces documents used in a career setting.
· Collaborates with peers on writing projects (e.g., social studies reports, science lab reports).
· Writes in forms associated with specific tasks or careers (e.g., fund-raising receipts, student council applications, data collection forms).
1.1.1 Applies more than one strategy for generating ideas and planning writing.
· Generates ideas prior to organizing them and adjusts prewriting strategies accordingly (e.g., brainstorms a list, selects relevant ideas/details to include in piece of writing, uses a story board).
· Gathers information from a range of sources, formulates questions, and uses an organizer (e.g., electronic graphic organizer, chart) to analyze and/or synthesize to plan writing.
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).
· Uses personal experiences, observations, and research to support opinions and ideas (e.g., data relevant to the topic to support conclusions in math, science, or social studies; appropriate anecdotes to explain or persuade).
· Varies method of developing character (e.g., dialogue) and setting (e.g., through the eyes of a character) in narratives.
3.1.2 Uses an effective organizational structure.
· Writes in a logically organized progression of unified paragraphs.
· Develops an interesting introduction in expository writing (e.g., leads with the five W’s, an interesting fact).
· Develops an effective ending that goes beyond a repetition of the introduction (e.g., summary, prediction).
· Varies leads and endings in narratives.
· Sequences ideas and uses transitional words and phrases to link events, reasons, facts, and opinions within and between paragraphs (e.g., order of importance — least, most).
· Organizes clearly:
- comparisons (e.g., point-by-point)
- explanations (e.g., save most important point for last)
- persuasion (e.g., if-then)
- narratives (e.g., problem-solution-outcome) |
Work for week: Determine elements of review format; design organizer, complete organizer; write review.
4/21 Prompt: Write a kindergarten memory; Run-on sentences;
Lesson: What is a book review?
4/22 and 4/23 Run-on sentences work; Continue lessons on book reviews;
Team decisions and minutes; computer research and work on book reviews; log work and reflections
4/24 Movie Review organizer design
http://msedwards.pbwiki.com/revieworganizer
4/25 Group meetings for planning and decisions; sharing
4/28 Homework: Field observations; Name for magazines; intro to persuasive advertisements
http://msedwards.pbwiki.com/Persuasive-Ads
Movie Review:
pre-write plan: class design of scaffolding that includes an organization based on needed elements with room for elaboration
Preteen magazine with the following components:
autobiography movie review rhyming couplets business letters
interview music review raps persuasive advertisements book review
field observation notes
expository essays
|
4/15-4/28
April 15 - April 28 Writing 5 Lessons
| EALRS: The student will be able to: |
ACTIVITY |
.3.1 Uses a variety of forms/genres.
· Includes more than one form/genre in a single piece (e.g., a report about salmon that includes a poem, fact box, and story).
· Maintains a log or portfolio to track variety of forms/genres used.
· Produces a variety of new forms/genres.
2.4.1 Produces documents used in a career setting.
· Collaborates with peers on writing projects (e.g., social studies reports, science lab reports).
· Writes in forms associated with specific tasks or careers (e.g., fund-raising receipts, student council applications, data collection forms).
1.1.1 Applies more than one strategy for generating ideas and planning writing.
· Generates ideas prior to organizing them and adjusts prewriting strategies accordingly (e.g., brainstorms a list, selects relevant ideas/details to include in piece of writing, uses a story board).
· Gathers information from a range of sources, formulates questions, and uses an organizer (e.g., electronic graphic organizer, chart) to analyze and/or synthesize to plan writing.
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).
· Uses personal experiences, observations, and research to support opinions and ideas (e.g., data relevant to the topic to support conclusions in math, science, or social studies; appropriate anecdotes to explain or persuade).
· Varies method of developing character (e.g., dialogue) and setting (e.g., through the eyes of a character) in narratives.
3.1.2 Uses an effective organizational structure.
· Writes in a logically organized progression of unified paragraphs.
· Develops an interesting introduction in expository writing (e.g., leads with the five W’s, an interesting fact).
· Develops an effective ending that goes beyond a repetition of the introduction (e.g., summary, prediction).
· Varies leads and endings in narratives.
· Sequences ideas and uses transitional words and phrases to link events, reasons, facts, and opinions within and between paragraphs (e.g., order of importance — least, most).
· Organizes clearly:
- comparisons (e.g., point-by-point)
- explanations (e.g., save most important point for last)
- persuasion (e.g., if-then)
- narratives (e.g., problem-solution-outcome)
3.2.2 Uses language appropriate for a specific audience and purpose.
· Uses precise language (e.g., powerful verbs, specific descriptors).
· Uses formal, informal, and specialized language (e.g., photosynthesis, ratio, expedition) appropriate for audience and purpose.
· Uses literary and sound devices (e.g., similes, personification, rhythm).
· Selects words for effect. |
4/14 Finish test: Principal letter on no late homework
4/15 Run-on sentences;
Job Application
4/16 Introduce, discuss, and begin planning project products:
Preteen magazine with the following components:
autobiography movie review rhyming couplets business letters
interview music review raps persuasive advertisements book review
field observation notes
expository essays
4/17 Team officers and decisions; develop plans; find resources
4/18 Team decisions; develop plans; find resources
4/21 Team decisions and minutes; develop plans; find resources; mini-lessons on components
4/22 Minutes/tracking of work in teams; mini-lessons with teams; sharing
4/23 Minutes/tracking of work in teams; mini-lessons with teams; sharing
4/24 Minutes/tracking of work in teams; mini-lessons with teams; sharing
4/25 Minutes/tracking of work in teams; mini-lessons with teams; sharing
4/28 Minutes/tracking of work in teams; mini-lessons with teams; sharing |
4/9-4/14
April 9 - April 14 Writing 5 Lessons
| EALRS: The student will be able to: |
ACTIVITY |
3.2.1 Applies understanding that different audiences and purposes affect writer’s voice.
· Writes with a clearly defined voice appropriate to audience
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.”).
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.
· Rereads work several times and has a different focus for each reading
3.2.2 Uses language appropriate for a specific audience and purpose.
· Uses precise language (e.g., powerful verbs, specific descriptors).
· Uses formal, informal, and specialized language (e.g., photosynthesis, ratio, expedition) appropriate for audience and purpose.
· Uses literary and sound devices (e.g., similes, personification, rhythm).
· Selects words for effect.
3.2.1 Applies understanding that different audiences and purposes affect writer’s voice.
· Writes with a clearly defined voice appropriate to audience |
Conference Preparation
Revision Practice
4/7 Inservice
4/8 Conference prep: organize and review strategies
4/9 Review Six Traits; WASL practice test
4/10 Work on test --- elaboration/revision
4/11 Conferences
4/14 Finish test
4/15 Run-on sentences
Job Application |
Fourth Quarter 5
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