Archives
2007-2008
10/30-11/7 Poetry and Writing: Details/Images Compound Sentences
11/5 Compound Sentences
Power Write
Spelling
Compound Sentence Paragraphs
11/2 Compound Sentences
Power Write
Spelling Test
Compound Sentences and Paragraphs
Compound Sentences
http://coyotetalks.pbwiki.com/compound
If time: drama
11/1 No School
Teacher inservice and records
10/31 Halloween
In homeroom
10/30 Compound Sentences
Field Trip
10/23 - 10/29 Stories, Poetry -- Prewriting
10/29 Compound Sentences
Power Write (3x)
Edit one.
Spelling Words
Compound Sentences
http://coyotetalks.pbwiki.com/compound
If time: drama
10/26 Wondering About Words
Power Write (3x) Edit one.
Spelling Test
Part 1:
Poetry: Poetry Places reading around the room.
Connect
Find images
Detect purpose.
Detect audience.
Analyze dedications.
Appropriate comments
Groups:
Wiki computer
poetry reading/golden lines
writing stories/poems
10/25 Review and Practice
Power Write (3x) Edit one.
Review and Practice
Groups:
Wiki computer
poetry reading/golden lines
writing stories/poems
10/24 Poetry Places:
Power Write (3x) Edit one.
Part 1:
Poetry: Poetry Places reading around the room.
Connect
Find images
Detect purpose.
Detect audience.
Analyze dedications.
Appropriate comments
If Time:
Poetry Reading Analysis -- look for images in the poems you read.
Groups:
Wiki computer
poetry reading/golden lines
writing stories/poems
10/23 Poetry Places: Images
Power Write (3x) Edit one.
Part 1: PoetryPlaces
Poetry: Poetry Places reading around the room.
Connect
Find images
Detect purpose.
Detect audience.
Analyze dedications.
Appropriate comments
Part One
Partner read the poems at least twice, looking for a part of the poem with which to connect. In your notebooks, write
1. The title of the poem
2. What phrase(s) grabbed you? What did you like?
3. What images did you see?
4. What would you improve?
Rotate around the room to read most poems.
Share poetry connections.
If Time:
Poetry Reading Analysis -- look for images in the poems you read.
Groups:
Wiki computer
poetry reading/golden lines
writing stories/poems
EALRS October- November
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.
Poetry Unit http://5write.pbwiki.com/Poetry4U
1.1 Prewriting strategies -- strategies
1.2 Drafts
1.3 Revises (Figurative Language: http://8write.pbwiki.com/FigLanguage
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 details for elaboration; second reading — deleting sentences or phrases to achieve paragraph unity; third reading — reorganizing ideas for meaning).
· Records feedback using writing group procedure (e.g., partner underlines telling sentences, such as “I had fun,” and writer changes to show detail, “I squealed as the roller coaster sped around a corner.”).
· Makes decisions about writing based on feedback (e.g., revision before final draft).
· Uses multiple resources to identify needed changes (e.g., writing guide, peer, adult, computer, thesaurus).
3.2.2 Uses language appropriate for a specific audience and purpose.
· Uses precise language (e.g., powerful verbs, specific descriptors).
· Uses literary and sound devices (e.g., similes, personification, rhythm).
· Selects words for effect.
10/16 - 10/22 Stories, Poetry -- Prewriting
10/22 Apply Author Tips
Power Write (3x)
Edit one.
Spelling Words
Max-Mo Lesson:
Golden Lines from poetry books of our author tips
Groups:
Wiki computer
poetry reading/golden lines
writing stories/poems
10/19 Group Work
Power Write (3x) Edit one.
Spelling Test
Groups:
Wiki computer
poetry reading/golden lines
writing stories/poems
10/18 Groups
Power Write (3x)
Edit one.
Groups:
Wiki computer
poetry reading/golden lines
writing stories/poems
10/17 Inservice
10/16 Groups: Wiki, Writing, Poetry
Power Write (3x) Edit one.
More team writing analysis.
What’s good? What suggestions?
Plot Profile Review
Poetry Reading Analysis -- look for images in the poems you read. Complete Golden Lines sheet. What makes them “golden?”
Writing:
Poems
Stories
Computer
10/9 - 10/15 Stories, Poetry -- Prewriting
10/15 Groups: Wiki, Writing, Poetry
Power Write (3x)
Edit one.
Spelling Words
Plot Profile Plan
Story sharing: plan and story-- how did the plan help?
Groups: Computers, Writing stories/poems; Poetry
Read and discuss team poems using our “list of author tips”
10/12 Story Writing Organizer
Power Write (3x) Edit one.
Spelling Test
Story writing and sharing:
How to prewrite; use plan for:
rabbit, dragonfly, babbling brook, wind, dandelion, magic rock, three wishes, troll
Plot Profile Plan
Story sharing: plan and story-- how did the plan help?
10/11 Apply Patterns in teams
Power Write (3x)
Edit one.
Poetry Writing and Reading in teams
10/10 Choral Reading and Patterns
Power Write
New Poem: I'm Thankful
Partner Read; Choral Read
Write own poem
thankful poem link
Click on Team Pages for student work.
10/9 Pattern Poetry
Power Write
Spelling Words
Students list their own prop ideas for stories on note cards.
School Day Blues Partner Poems
10/2 - 10/8 Stories, Poetry -- Prewriting
10/4 - 10/8 Instead of workbook: We'll write a story, share, and revise using our own list of good writing tips (Young Author Lessons and Let's Write a Story).
9/26-10/01
9/18-9/25
9/17
Prompt Poster: “They can because they think they can” (seagulls flying)-Share
Review student homework questions again for Planner 9-14
Edit: Ask students to edit their work from yesterday for spelling, capitalization, punctuation, grammar, margins, paragraphing asking for definitions.
Tip: underline or circle words you think you have misspelled as you draft. Correct after your ideas are written.
Review responses from Wed.
Teacher Card I-1 Authority List and student handout
9/14
Prompt: Write: How did you student for your spelling test;
Model and practice flashcards and picture words
Review your spelling words.
Spelling test.
Power Writing -- Flight 3
Review student homework questions.
Discuss:
What do you think good writers do when they write?
List, and discuss responses.
Compare to previous prompt writing. (List should include writing process and six trait synonyms.)
Read over one of your previous prompts. How can you add details or change the wording to make it more clear and more interesting? Write your suggestions on the draft you chose.
Discuss prompt responses -- how did students revise?
Make a chart of excellent revisions.
9/13
Practice Thoughtful Thursday Spelling procedures.
Review page 7 in planner for spelling test. (Study Skills)
Homework: Read again pages 9-14 n your planner. Write three more questions that can be answered in pages 9-14. Thoughtful Thursday Spelling and Spelling Test Preparation
Power Writing -- Flights 1 & 2
9/12
Practice Wordy Wednesday Spelling procedures.
Receive textbooks.
Discuss G-PAR (see teacher planner page 4) Students write GPAR in their planner. Practice writing goals; set goals.
I plan to do my spelling homework everyday right after school.
I plan to read my social studies at 7:00 pm every night.
Homework: Read pages 9-14 n your planner. Write three questions that can be answered in pages 9-14. Wordy Wednesday Spelling
9/11
Practice Terrible Tuesday Spelling procedures.
Prompt Poster: “Before the performance comes the practice.”
Review procedures.
Finish WASL pretest.
Homework:
Terrible Tuesday Spelling
Read pages 1-8 (colored pages) in your planner. Write three questions that can be answered in pages 1-8. Write the pages numbers the answers can be found.
Example: Instead of watching TV all the time, what should you do? (page 3)
Weekly Focus 9/11-17
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
Component 1.4: Edits text. W
1.1.1 Analyzes and selects effective strategies for generating ideas and planning writing.--Generates ideas prior to organizing them and adjusts prewriting strategies accordingly (e.g., free write, outline, list, T-chart for comparing)
1.1.1--Maintains a log or journal (electronic or handwritten) to collect and explore ideas; records observations, dialogues, and/or descriptions for later use as a basis for informational, persuasive, or literary writing.
9/10
Planner: Write homework for spelling and homework; paper clip pages to planner.
Intro: Spelling Procedures
Homework: Study Area
Discuss how to share feelings; how to put problems aside and focus at school.
Review last week's work
The prompt:
We will not have pandemonium because we will ________________________________________________________________.
What is the prompt asking?
We will -------------
Sixth grade:
We will not have pandemonium in our class because we will be quiet, stay in our own bubble, ready to work, and will be kind (not say anything rude to people).
Fifth grade:
We will not have pandemonium in our class because we will be kind.
We will not have pandemonium in our class because we will be listen.
We will not have pandemonium in our class because we will sit still and listen.
We will not have pandemonium in our class because we will be prepared for class, organized, and talk in low voices when enter the room. We will also be kind to others.
Another sample from sixth grade:
We will not have pandemonium in our class because we will use our manners, stay on task, and listen.
RULE OF THREE:
When answering questions, try to provide three examples or details: our manners, stay on task, listen.
We will not have pandemonium in our class because we will use our manners, stay on task, and listen.
Try writing three ideas we WILL do: 1) 2) 3)
Now write it in a sentence:
Please rewrite your answers to include three examples or details.
9/7
How the Camel Got its Hump Just So Story
Poster Prompt:
Cat in a fishbowl; fish outside looking in
Review all procedures.
WASL pretest
(spelling tip)
9/6
Write to poster prompt:
“I hear yes’s better than no’s.”
Independent Writing T-Chart, modeling, and practice.
Prompts: My favorite pet, animal, place, etc.
Review procedures.
Supplies.
9/5
Intro Activity:
Write to poster prompt: It’s Utter Panda-monium Around Here! How do we prevent pandemonium?
Procedures (T-Chart)
Enter room
Active Listening
5Ps
Homework: Letter Home
9/4 : Barbecue & Welcome
- Think Different, Change the World, Inpire: Each of us can make a difference in the world, even if it's helping close to home, such as helping Grandmother with her yard.
- How are you smart? Take the survey on multiple intelligences and see where your talents shine. Bring the paper back tomorrow to share. This will be homework tomorrow if you aren't here today :)
Open Letter
Welcome to Nespelem Middle School
Who am I?
Sheri Edwards
202 Stevens Avenue
Coulee Dam, WA 99116
Gramma, Teacher, Wife, Mom, Sister, Aunt, Cousin
634 4541 x34
633 2414
ms_edwards@mac.com email
http://www.sunrae.org/index.htm A Welcome and Cyber Information
http://www.sunrae.org/lesson/about.htm About Me
http://www.sunrae.org/lesson/la.htm Entry Website
Ask your child about the success in Grade 8 WASL Reading and Grade 7 WASL Writing (if you weren’t able to attend Open House.)
With you as a partner, we can continue this progress -- but I do need your support by encouraging your child’s success and completion of work. The first rule to know is the 5Ps: Arrive in every class with your--Pens, Pencils, Planner, Paper, Projects (assignments).
I have worked at Nespelem School since 1985. I remained here because I care about teaching your children and know how smart they really are. You entrust them to me, and I am honored by that. You have provided them with special knowledge and gifts. I am here for your child, to promote the school’s mission: to enable your child to be a thinking, caring, productive person using high standards in a positive learning environment. I only want to add to the gifts in which you have guided them.
How can I do that? With your help!
Thanks so much for being a partner in your child’s education. Please stay in contact with me. Together, we will guide your child to develop his/her talents.
Sincerely,
Ms. Edwards
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