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year0607

Page history last edited by PBworks 16 years, 9 months ago

Syllabus 2006-2007

  1. Syllabus 2006-2007
  2. Fourth Quarter
    1. Week of April 30
      1. May 4
      2. May 3
      3. May 2
      4. May 1
      5. April 30
    2. Week of April 23
      1. April 27
      2. April 26
      3. April 25
      4. April 24
      5. April 23
      6. No Spelling -- Rest for WASL
    3. Week of April 16 
      1. April 20
      2. April 19
      3. April 18
      4. April 17
      5. April 16
      6. Spelling
    4. Week of April 9
      1. April 13
      2. April 12
      3. April 11
      4. April 10
      5. April 9
  3. Third Quarter
    1. March Lessons
      1. Week of 3/26
      2. Week of 3/19
      3. 3/16
      4. 3/15
      5. 3/14
      6. Week of 3/13
      7. Spelling Words 3/13
      8. 3/12 LID Day: No students
      9. 3/9
      10. 3/8
      11. 3/7
      12. 3/6
      13. 3/5  With spelling words
    2. February Lessons
      1. Word Choice:  Details/Description/Specifics
  4. Second Quarter
    1. January Lessons
    2. 12/13 Poetry
    3. 12/8 Substitute; 12/11 No School No Water
    4. 12/12 Spelling and Phrase poetry writing
    1. 12/7 Poetry & Affixes
    2. 12/6 Poetry & Sentences
    3. 12/5 Poetry
    4. 12/4 Spelling and Poetry
    5. 12/1 Spelling and Poetry
    6. 11/30 Revise & Poetry
    7. 11/29 Review and Poetry
    8. 11/28 Review & Poetry
    9. 11/27 Spelling & Sentence Structure
    10. 11/22-26 Thanksgiving
    11. 11/21 Model First Draft: Assess and Revise
    12. 11/20 Model First Draft
    13. 11/17 Model First Draft
    14. 11/16 Gathering Information
    15. 11/15 Analyze Assignment, Prewrite
    16. 11/14 Essays; Spelling
    17. 11/13 Work on essays
    18. 11/09 Workshop
    19. 11/08 Veterans Assembly
    20. 11/07 Workshop: Write on essay
    21. 11/06 Penmanship & Workshop
    22. 11/03 Penmanship & Workshop
    23. 11/02 Workshop
    24. 11/01 No School
  5. First Quarter
    1. 10/31 Compound Sentences
    2. 10/30 Spelling; Citizenship
    3. 10/27 Citzenship Projects
    4. 10/26 Citizenship Projects
    5. 10/25 Citizenship
    6. 10/24 Spelling, Citzenship
    7. 10/23 Prewrite, Vocab, Citizenship
    8. 10/20 Calico/Invisible paragraphs due
    9. 10/19 Prepositional Phrases
    10. 10/18 Prepositional phrases
    11. 10/17 Compound/complex sentences
    12. 10/16 Prompt & Essay Work
    13. 10/13 Vocabulary; Notes
    14. 10/12 Practice/Review
    15. 10/11 Vocabulary & Six Traits
    16. 10/10 Analyze Text
    17. 10/06 Analyze Text; Read & Write to Learn
    18. 10/5 Vocabulary & Essay
    19. 10/04 Parent-Student-Teacher Conferences
    20. 10/03 WASL Scoring; Conference Prep
    21. 10/2 Spelling & Conference Tasks
    22. 9/29 Comma Usage (Substitute)
    23. 9/28 Spelling and Pep Assembly
    24. 9/27 Write to Learn about Writing
    25. 9/26 Spelling, Vocabulary, Write to Learn
    26. 9/25 Teacher Training; No School
    27. 9/22 Native American Day
    28. 9/21 Spelling/Text Study
    29. 9/20 Spelling and Text Study
    30. 9/19 Spelling and Revision
    31. 9/18 Pow Wow (Substitute)
    32. 9/15 Prewrite, Revise, Vocabulary
    33. 9/14 Prewriting & Spelling Tests
    34. 9/13 Prewriting techniques
    35. 9/12 Spelling/Review
    36. 9/11 What is Writing and Vocabulary
    37. 9/8 WASL Writing Pretest and Journal Writing
    38. 9/7 Fun at the Fair
    39. 9/6 WASL Writing Pretest
    40. 9/5: Scavenger Hunt; Vocabulary
    41. 9/1: Scavenger Hunt
    42. 8/31: Rules, Behaviors, Group Poem
    43. 8/30: Poem, Rules, Behavior
    44. 8/29: Writing & Thinking, Planners, Set Rules
    45. 8/28 : Barbecue & Welcome

 


Fourth Quarter

Week of April 30

May 4

Town Clean Up

 

May 3

Reading and Writing Science

Voice

Brosters: Summarizing; Graphic organizers

 

May 2

54-57: Develop your own voice

Free Write on Science topic (fiction with facts)

Voice: Review page 47

Share Student Model Voice (enthusiasm and examples)

Share or add voice in free-writing

Science Reading and Writing: Science World: Space-Age Cars, p. 12-16

 

 

May 1

Science Reading, Writing, Brosters

Summarizing; graphic organizers

Drama for Voice, page 57

 

April 30

trait: Voice

Reading and Writing Science

Broster Summary Posters

Sharing and Summarizing; Questioning

 


Week of April 23

April 27

Interactive Grammar

trait: Voice

TB:46-49 images; mind movies; description; details

Reading, Sharing, Writing science ideas

 

April 26

Interactive Grammar

trait: Voice

TB: 41-45-- voice and purpose

Reading, Sharing, Writing science ideas

 

April 25

Interactive Grammar

54-57: Develop your own voice

Free Write on Science topic

 

April 24

Interactive Grammar

trait: Voice

TB:50-53 write like an author

Topic Writing: I Wonder (movies, books, people, places, events)

 

April 23

trait: Voice

TB:50-53 write like an author

No Spelling -- Rest for WASL

Topic List  (movies, books, people, places, events)


 

Week of April 16 

April 20

Interactive Grammar

trait: Voice

TB:46-49 images; mind movies; description; details

 

April 19

Interactive Grammar

 

trait: Voice

TB: 41-45-- voice and purpose

 

April 18

Interactive Grammar

trait: Organization 37-40 Conclusions

 

April 17

Trait: Organization 34-36 Be on Topic

 

April 16

Spelling

4/16 words: earthquake    axis     orbit            energy     transfer

engineer    environment environmental  erosion    erode   

 

trait: Organization 33

 

 

Week of April 9

 

April 13

Parent Teacher Student Conference

 

April 12

Traits Review

Writing Process Review

 

April 11

I used to but now I

Traits Review

 

April 10

Writing Strategy Test

 

Traits Review

Writing Process Review

Writing Evaluation/Compare

Parent Letters

 

 

April 9

 Inservice


Third Quarter

 

March Lessons

Week of 3/26

 

3/26

Spelling Words

 

compete    competition     conductor    control conserve    conservation disease

data    density drought

SB: 148 -- pronouns and antecedent match

TB: Organization order 21-32

 

Organize writing folders

 

 

Week of 3/19

3/23

SB: 148 antecedents and pronouns

TB: Organizaton -- order 29-30

 

3/22

SB: 145 Indefininte pronouns

TB: Organizaton -- leads 27-28

 

3/21

SB: 143-4 Possessive pronouns

TB: Organizaton -- leads 24-27

 

3/20

March prompt or free write

TB: Word choice--Fill in the Details

pages 20-23

Paragraph detail practice (page 23)

 

3/19

Freewrite

 

Spelling

battery     bedrock    benefit    beneficial    boiling

calculator    cause        effect        direction    surface

characteristic    attraction    repulsion    classification    competition   

 

SB: pronouns--number; page 140

 


3/16

Spelling Tests

Prompt: One sunny and windy March morning, sparkles glittered on our deck as the sun rose.

Use all past lessons: word choice with sensory words, descriptions, figurative language; sequence story

Irish Music Assembly 2:00 - 2:30

 

3/15

Classified Thank you letters: specific details on target on topic

Computer Instruction: How to use computer (letter: form, punctuation, center, etc.)

 

3/14

Free Write; Find nouns

SB: 139 Pronouns; Read aloud pronoun book

Find pronouns in free-writing

 

Traits: Details on a diet (cut the clutter!) pages 16-17

 

Week of 3/13

Free Write; find and share object nouns

Traits: Finish Test: Write a detailed on topic on target paragraph.  Prewrite and draft.

 

Spelling Words 3/13

teamwork    temperature    thermometer    universe    vibration

weather    conditions    patterns    weight        height

zigzag        acceleration    movement    apparent    astronomy

astronomical

 

3/12 LID Day: No students

 


3/9

Free Write

Spelling Test

137 Nouns as objects

 

Traits: Test: Write a detailed on topic on target paragraph.  Prewrite and draft.

 

 

3/8

Free Write

Underline best part; create an interesting title from best part; find 5 nouns

 

SB: 136 Nouns as subject, predicate, possessive

 

Review paragraphs for on topic on target details

 

3/7

Free Write

Create an interesting title

Find 5 nouns

page135: nouns--subject, predicate, object

 

Traits: Ideas

Traitbook: p. 15 On Target: main idea and detail

If you do not finish your target ideas and paragraph, finish at home.  :)


3/6

 Free Write for fluency

SB: 134 Nouns -- possessive, predicate, object, subject

 

Traits of Writing IDeas

TB: 15  Be on target with a main idea!

Analyze our own paragraphs: Are they on topic with interesting details?

 

 

 


3/5  With spelling words

 

 Free-Write for Idea Fluency

 

Spelling Words (Homework)

magnify        magnification    magnifier    mammoth    precipitation

observation    ocean        pebble        similarity    prediction

properties    require        requirements    motion        position

 

 

Parts of Speech: Nouns, Pronouns

Skillbook: 130 nouns 

Write a paragraph about breakfast; share with a partner; partner underlines nouns.

 

Traits of Writing: Ideas

Trait Book: Unit 1: Lesson 1 and 2

Pages 11, 12:  Focus on details that support the main idea.

 

 


February Lessons

 

Word Choice:  Details/Description/Specifics

 

PoetryHints

Literary Tools/Poetic Tools/Poetry Tricks

1.2.1 Analyzes task and composes multiple drafts when appropriate.

1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.

Selects and uses precise language to persuade or inform.

Selects and uses precise language in poetic and narrative writing.

Selects and uses literary devices (e.g., metaphor, symbols, analogies).

Selects and uses sound devices in prose and poetry (e.g., two-syllable rhyme, repetition, rhythm, rhyme schemes).

 

TEST

Gather your poem drafts and final draft.  Where did you revise your poem to include the Literary Tools?

Complete the table to show your skills:

My original idea My revised words Literary Tool Used
The eagle flew in the sky The eagle circled in the silver sky. vivid verb and alliteration
     

 

Tricks of Poets

__Alliteration--Repeated beginning consonant sounds, such as "feather fingers flapping"

Assonance Repeated vowel sounds, such as flies across the skies

__Repeated words__ Repeat words for effect, like "hops, munches, hops, munches" to show the rabbit doesn't know the danger

__Vivid verbs__ Action words like flies, spread, searching, hops, munches, drops, fold, dives, scoop, flaps, flows

__Nifty nouns__ Specific nouns (persons, places, things, ideas); instead of dog, say German Shepard; instead of fast, say 100 miles an hour; instead animal, say rabbit or snake

__Personification__ Giving life to something not living; such as saying the feathers are fingers

Onomatopoeia    (ah no mah toe pee ah) Words that sound like the sound they make, such as Bam! Pop! Bang! slap gurgle Phzzzzt

__Simile__ Comparing two things that are different and finding a similarity -- write it using like or as , such as comparing how high the eagle flies to how a skyscraper is. The eagle flies as high as a skyscraper .


Second Quarter

 

January Lessons

Poetry Appreciation

Poetry Sharing

Poetry Writing

Discovering the Tools of Poetry

Free Writing for idea formulation


12/13 Poetry

  • Review EALR requirements

Focus: Poetry

 

 

What can you do?

1.1.1 Prewriting:

___ Analyzes and selects effective strategies for generating ideas and planning writing.

___ Generates ideas prior to organizing them and adjusts prewriting strategies accordingly.

___ Gathers information (e.g., takes notes) from a variety of sources

1.2.1 Drafts:

___ Analyzes task and composes multiple drafts when appropriate.

1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas. 3.2.2 ·

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.

Selects and uses precise language in poetic and narrative writing.

See 1.3.1 for narrative survivor writing and:

___ Selects and uses literary devices (e.g., metaphor, symbols, analogies).

___ Plans and Organizes plot (exposition, rising action, climax, denoument)

___ Plans theme in story

___ Onomatopoeia (words that sound the sound; sound what they mean; splat)

___ Heart and Feeling

___ Senses (sights, sounds, smells, tastes, touch)

___ Repeated consonants

___ Repeated vowels

See 1.3.1 and for poetry: (See pages 194-5 Write Source 2000)

Selects and uses sound devices in prose and poetry

___ Repeated words

___ Repeated consonants

___ Repeated vowels

___ Rhyme words

___ Onomatopoeia (words that sound the sound; sound what they mean; splat)

___ Heart and Feeling

___ Senses (sights, sounds, smells, tastes, touch)

___ Line breaks and forms

___ Component 4.1: Analyzes and evaluates others’ and own writing. Uses this checklist.

 

  • Work on Poetry Places and Poetry Holiday Happenings

 

12/8 Substitute; 12/11 No School No Water

  • 12/8 Spelling and Concrete poetry writing

12/12 Spelling and Phrase poetry writing


12/7 Poetry & Affixes

  • Affixes: What's a prefix? What's a suffix?
  • Share a few student poems from last week and discuss.
  • Partner read and share poems.
  • If time, poetry places walk.

12/6 Poetry & Sentences

 

  • Poetry Read and Share
  • Sentence Structure: With a partner, do skillbook, page 77.

 

 


12/5 Poetry

  • Find and read poems in our new poetry books.
  • Share, read, choral read, and comment on poems.

12/4 Spelling and Poetry

  • Spelling Words

 

 

believe believable unbelievable unbelievably

discover discoverable undiscovered rediscovered

courage courageous encouragement courageously

quit stoppable quiet silent

easy easily easier easiest

 

  • Complete Friday's spelling test.

 

  • Open boxes of new poetry books :)
    • Read poems--find new favorites.

 


12/1 Spelling and Poetry

  • Spelling Test

 

  • 5 W's Poem
    • Class poem
    • Sample:

 

 

The gentle snow

Freezes solid as an iceberg

During long,windy night

In the forest, in the town, in my yard, on my windowsill

To look like a winter wonderland ready for my sled.

 

  • Create your own poems. Copy neatly. Add a picture.

11/30 Revise & Poetry

 

  • Spelling

 

 

Word Meanings

Today, learn the meanings of five different words from your spelling list. You will need a dictionary. If you don’t have a dictionary at home, go to study hall in the morning.

Directions:

1. Choose five different words. (The base words are different.)

2. Write one of those words.

3. Look the word up in the dictionary.

4. Read what it means

5. Write what it means in your own words.

6. Draw a picture of what it means.

7. Repeat 2-6 for each of your five words.

Example:

a. First word chosen: “bandaged” (Base word: bandage)

b. Write one of the words: bandaged

c. Read the definition.

d. Write what it means in your own words: A covering for an injury or sore

Are you ready for Friday’s test?

 

  • Poetry : 194-195 in Write Source 2000. Read as a class.
    • Emphasize: sense, heart, form, sounds.
    • Turn to pages 206-207. As a class write an alphabet or list poem about snowflakes using senses, heart, line form, sounds.

**Sample for cold:

 

 

Alphabet Poem:

COLD

Cough

Outside shivering

Leaves crrrruuuunch

Dead under the snow.

List:

COLD

Cold is the tingle in the tips of your fingers.

Cold is the sniffle in your reddened nose.

Cold is the shoulder of your friend turning away.

Cold is the snow, fallen softly, the world froze.

 

  • Students write their own poems.

 

 

 

11/29 Review and Poetry

 

  • Sentence Structure, p. 433. Do number one.

 

 

 

* Spelling

Wordy Wednesday

Practice getting to know your words.

1. Say each of your spelling words in parts. These do NOT need to be correct syllables.

Examples:

Exercise ex er cise

Certain cer tain

Forcible forc I ble

Efficient e ffi cient

2. For each of twelve of your hardest words, do the following:

a. Write the word.

b. Say the word and count the word parts

c. Draw a line for each word part

d. Say the word again, and write each part as you say it.

e. Say the word again, writing it as one word as you say the parts.

f. Example:

a. Exercise

b. “ex” “er” “cise” 3

c. ex/er/cise

d. “exercise” ex er cise

e. “exercise” exercise

 

 

    • Poetry

 

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.

Go to one poem to:

Read a part of the poem again.

Answer:

Why was that poem placed in that spot?

What audience would read it there?

What purpose does the poem share in this spot?

Could it fit in another spot?

What does the dedication do?

Share

 


11/28 Review & Poetry

 

 

Poetry Places Project

Poetry Places: Reading Spaces

Sheri Edwards

Around the room in many places

Look for words in everyday spaces.

Take time now to enjoy the sense

That words create pictures: intense.

What do you see? What do you know?

Why are they there? Are they just for show?

Or do they send a bit of truth

To all of us, old and youth?

Think of a place around the school

Where you can place a poem, a priceless jewel.

A poem in place for others to read and feel

In a special spot; its space revealed.

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.

 

 

 

  • Spelling: Terrible Tuesdays

 

      • Mistaken Spelling Fun

Good spellers can write words different ways to find the right way. This fun practice helps you learn the many different ways “sounds” are spelled in English while helping you learn the correct pattern for each of your words.

 

      • Directions:

Choose five different words (the base words are different) from your spelling list. Write each word correctly twice. Then write each word in as many different ways as it could be spelled phonetically, but isn’t. Box in the correct words. This exercise helps you learn all the possible spellings so you can learn to pick the correct one. Use a dictionary, if necessary.

 

      • Examples:

 

 

Exercise exercise

    • exorsise exorsize exersighze

 

 

Certain certain

    • sertin sertun surtin scurtin

 

 

Forcible forcible

    • forsible forsable phorsable phorscabel ghorscible

 

 

Efficient efficient

    • ephishant uphishant eghitiant ephiciant

 

 

Leaf leaf

    • leef leiphe lleaphe lief leif

 

  • Computer time

11/27 Spelling & Sentence Structure

 

 

Affixes: Prefixes/Suffixes Write Source 468-469

__Spelling__

* soft c and g when followed by e, i, y

* add endings: s ed ly

receive received

species

exercise exercised

emergency emergencies

muscle muscles

special especially

scissors

gymnasium

genuine genuinely

gentle gently

danger dangerously

December

__Sentence Structure __

Write Source 432

The basic parts of a sentence are a subject and a verb.

Can dogs fly?

Who or what? dogs = subject

What do dogs do? fly? = verb (predicate)

Practice sentences on page 432.

Make one long sentence to share tomorrow.

 


11/22-26 Thanksgiving

 


11/21 Model First Draft: Assess and Revise

  • Read how Max revised his first draft on pages 14-15:
    • Added a definition.
    • Add details.
    • Cut clutter: extra/repeated words or off topic words
    • Add details--synonyms for better word choice.
    • Add examples--how the glove helps.
    • Clarify ideas with details--what does "great" and "a good thing" mean?
      • Check precise words (not stuff, things, etc.)

 

  • With a partner, assess your writing using the peerreview1trait.doc. Use these questions to guide you:
    • How many ideas do you have in each paragraph? (Put a dot in the margin.)
      • How many details for each idea?
      • How could you improve? Where in your writing? Add ideas in blank areas.
      • How would you rate your ideas?

 

 

 

  • Now check and revise your partner's writing.

11/20 Model First Draft

  • Continue discussing Max's first draft.
  • Here is a link to a Six Trait Rubric: Rubric
    • Rate Max's ideas.
    • Rate Max's organization.
    • Rate Max's voice.
  • What did you like about Max's draft?
  • How could Max improve?
  • Make a list of what we learned from Max's example.
  • Rate your own first draft. How could you improve?

 


11/17 Model First Draft

  • Interview a partner about your topic.
  • Read and discuss pages 12-13: Max's first draft.
    • What can we learn about writing from Max's example?
  • Homework: Interview two more people about your topic.

11/16 Gathering Information

 

  • Choice Time Friday for students who consistently work towards our school goals:

 

 

Try your hardest and do your best.

Stay focused and think carefully.

Complete and turn in work on time.

Ask questions when needed.

Help others and yourself to learn.

Listen.

Participate appropriately (independently, partners, teams).

Work on task.

Manage yourself.

Keep your work, folders, materials organized.

Prepare for classes with supplies, completed assignments.

Use your planner.

Respect all persons, spaces, feelings, property.

Be courteous to all.

Follow directions and corrections without comment.

Treat others with kindness and respect.

Be courteous to all.

Encourage others.

Include all in groups.

Take care of property.

Organize your own areas and work.

Put litter in its place.

Handle equipment safely and carefully.

Leave others' property alone.

 

  • Find your quote
  • Computer work in groups: each person takes one of the following: keyboard, mouse, reader, note-taking
  • Pep Assembly

11/15 Analyze Assignment, Prewrite

  • Pages 10, 11 Write Source
    • Review six traits of writing for assignment, "Explain something very important to you."
    • Follow Max's ideas and strategies to prewrite.
    • Google a quote on your topic.

 

 

Go to Google. Type: "quote" and your topic.

* Example: quote family

Choose the best search result (often the top one), in this case a site that specializes in quotes.

* Read the quotes. Copy the one(s) you like.

Open an Appleworks document. Paste the quotes.

Go back to the quote site. Copy the URL (address).

* Paste below your quote so you know where the quote came from.

Save your document.


11/14 Essays; Spelling

  • Write or type 15 minutes on essays
  • 20 word spelling tests
  • Organize room
  • Licorice :)

11/13 Work on essays

  • Work 15 minutes on essays:
    • Confer with teacher
    • Type of second draft and print
    • If completed, work on make-up work
  • Reminder: Make-up work due tomorrow at 9:15 am. This is an extension from the 11/2 due date.
  • Awards Assembly at 2:00 pm

11/09 Workshop

  • Be sure you have 20 starred words for spelling tests next week.
  • Work on your missing essays: How to be a citizen in your community; I'm proud to be an American; Explain something important to you.
  • Confer with teacher.
  • Note: Basketball players left at 1:10.

11/08 Veterans Assembly

  • No Class

11/07 Workshop: Write on essay

  • Cursive Penmanship: Cats poem
  • Finish first draft of essay
  • Confer with teacher
  • Type essay
  • Note: Basketball players left at 10:45 a.m.

 

11/06 Penmanship & Workshop

  • Cursive penmanship workshop
  • Write your most important idea and 3 ideas that support it
  • Share your ideas with three other people who help you think of more ideas by asking:
    • Tell me more.
    • Help me understand.
    • What makes you say that?
    • Prove it.
  • Use your new ideas to revise your essay about something that is important to you.

 

11/03 Penmanship & Workshop

  • Penmanship: Cursive Practice
  • Vocabulary Review
  • Workshop time: Revise or Redo: Write an expository essay about something that is important to you. It can be a person, place, thing, or idea.

11/02 Workshop

  • Time to complete and type citizenship papers:
    • I'm Proud to be an American
    • What it means to be a citizen in my community"

11/01 No School

  • Teacher inservice

 

peerreview1trait.doc


 


 

First Quarter

10/31 Compound Sentences

  • Take out your 5 spelling words for me to check.
  • Compound Sentences Lesson

10/30 Spelling; Citizenship

  • Prepare Personal Spelling List with words from vocabulary packet; choose words you can pronounce
  • Work on citizenship essays; "I am proud to be an American" due today for contest
  • Halloween Party tomorrow at 1:50 pm

10/27 Citzenship Projects

  • Write final drafts
  • Confer with teacher as needed

10/26 Citizenship Projects

  • __Entry Tasks__
  • Take partner spelling tests.
  • Work on your draft for the essay, “What does it mean to be a citizen in my community”

 

  • __Class Work__
  • Citizenship work:

 

    • Take turns sharing and offering feedback
      • Offer feedback to a partner by listening to your partner's draft and sharing two items with your partner; Switch roles
      • Partners share two items as feedback:

 

      • 1. One positive part of the writing, such as
        • a. I like this idea (tell the idea)
        • b. I like these powerful and specific words (tell the words)
        • c. I like how you organized it and used these transitions (tell transitions)
        • d. I like these (point to) longer sentences (or shorter, or sentences with different beginnings).
        • e. I like the way you wrote like you cared. For instance, when you wrote ________.

 

      • 2. One suggestion for improvement, such as
        • a. Have you thought about adding this idea (give a specific idea or detail)
        • b. Have you thought about changing these words to _________ to add specific words or alliteration.
        • c. Have you thought about a grabber beginning, such as...
        • d. Have you thought about a conclusion, such as...
        • e. Have you thought about a transition here (explain)
        • f. Have you thought about making a short sentence (or longer, or different start) in these places (explain)
        • g. Have you thought about added these interesting words to show you care (explain)

 

  • __Revisions__ : Step by Step: Read your draft several times to organize, add details, combine sentences. Follow the steps below.

 

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).

 

        • Think: ADD, CUT, REWRITE to make the writing more clear and detailed.

 

1. Reread your prewriting plan and your draft to check that you have stayed on topic for audience and purpose in your draft.

    • Audience: An adult, probably a veteran, who wants to know:
      • Do you know what it means to be a citizen in America?
    • Purpose: to explain what it means to be a citizen in America? How does a citizen act?

 

 

2. Reread for ideas : add details and evidence-- show you really care about the topic by the specific details you add. Have you included a quote? an anecdote or example? another detail?

 

3. Check ideas and word choice : Delete (cut) unnecessary information. Reread to add vivid verbs and specific nifty nouns.

 

4. Reread for organization : Reread to make sure the sentences flow from one idea to the next with transitions .

 

5. Let a peer read your work and underline telling sentences (see example). Rewrite your words with details to show the reader your ideas.

 

Telling Example : A citizen helps other people. If a girl drops her books, I can pick them up . If my brother can't do math , I can help .

Revised Showing Example : A citizen helps other people. For instance, if I see my friend Sally spill her textbooks on the carpeted hallway , I quickly help her pick up and organize her books for her. I can also show my little brother how to add his two digit math problems .

 

6. Advanced Option : Reread to shorten some sentences and combine others for sentence fluency : begin sentences in different ways; write the first four words of each sentence-- do they all start the same? Rearrange the words in your sentences so the sentences start differently.

 

For example: "The voters research about the candidates before voting." can be changed to "Before voting, the voters research about the candidates."

 

7. Reread for organization : add your introduction (grabber beginning-- ask a question; thesis statement) and conclusion (summary statement, leave reader with a thought).

 

 

8. Edit and Peer Edit : Edit your work for captialization, punctuation, grammar, spelling, paragraphing. Ask a peer to edit your work, too.

 

9. Write your final draft .

 

  • __Class work and HW__ : draft/revise: be specific; take your work home to finish.
  • __Contest permission slips__

10/25 Citizenship

  • Prewrite for essay; start draft
  • Share with a partner; partner suggests one thing to improve (add a specific detail; organize sentences better; add action, etc.)
  • Work on draft.
  • Share again with partner.

10/24 Spelling, Citzenship

  • Spelling words/ prewrite
  • Prewrite to Writing prompts (see 10/23)
  • Sample prewrites and model essay--How does prewriting connect to drafting?
  • Continue videos and discussion
  • Time to write

10/23 Prewrite, Vocab, Citizenship

  • Prewrite to
    • Prompts for contests and assignments:
      • “What does it mean to be a citizen in my community”
      • “I’m Proud to be an American”
  • Video: American At Its Best: What does it mean to be a citizen?
  • Discussion

 

 

 

  • Resources:
Web Site Topic URL: Univeral Resource Locator
Ben's (Franklyn) Guide to Citizenship Rights & Responsibilities http://bensguide.gpo.gov/6-8/citizenship/index.html
PBS Kids Citizenship pages http://www.pbs.org/democracy/kids/educators/citizenshipcity.html
PBS Kids Voting Booth http://pbskids.org/democracy/vote/index.html

10/20 Calico/Invisible paragraphs due

  • Vocabulary Guess Game
  • Review prepositional phrases
    • Time to finish "invisible" paragraph with underlined prepositional phrases
    • Turn in calico cat revision paragraph
  • Progress Reports
  • Pretest for Citizenship Unit; prep for Veterans Essays
Web Site Topic URL: Univeral Resource Locator
Ben's (Franklyn) Guide to Citizenship Rights & Responsibilities http://bensguide.gpo.gov/6-8/citizenship/index.html
PBS Kids Citizenship pages http://www.pbs.org/democracy/kids/educators/citizenshipcity.html
PBS Kids Voting Booth http://pbskids.org/democracy/vote/index.html

 

 

Writing EALR 4.1 Component 4.1 Analyzes and evaluates others’ and own writing.
EALR 3.2.3 Uses a variety of sentences.
EALR 1.1.1 Analyzes and selects effective strategies for generating ideas and planning writing. Maintains a log or journal to collect and explore ideas; records observations, dialogues, and/or descriptions for later use as a basis for informational, persuasive, or literary writing.

10/19 Prepositional Phrases

  • Spelling Tests
  • Vocabulary:
Word Description
citizen a person legally a member of a state, country, city, etc.
citizenship behaving like a citizen; the quality of a citizen
democracy government by the people who may elect representatives
republic government by the people who may elect representatives and who elect a president rather than a king

 

  • Time to work on Calico Cat paragraph (or Invisible paragraph)
  • Prepositional phrases review
  • Calico Cat paragraph revision due tomorrow
  • Invisible paragraph due tomorrow with 6 prepositional phrases underlined; 6 prepositons circled:
    • Example:
    • I will stand behind the couch in the livingroom after dinner .

10/18 Prepositional phrases

  • Substitute
  • Prompt: If I were invisible, I ...
  • Expand sentences with prepositional phrases
    • The mean dog barked.
    • The mean dog in my neighbor's yard barked
    • The mean dog in my neighbor's yard barked through the fence.
    • The mean dog in my neighbor's yard barked through the fence at my tabby cat.
  • Rewrite prompt paragraph with six prepositonal phrases.

10/17 Compound/complex sentences

  • Check spelling words
  • Read and explain steps in directions on board
  • Sample compound/complex sentences
  • We will finish work Thursday

10/16 Prompt & Essay Work

  • Prewrite/draft/revise/edit: Explain what would happen if a calico cat dipped its paw into a goldfish bowl on the end table.
  • Analyze assignment (page 10)

10/13 Vocabulary; Notes

  • Create a Vocabulary Match Game for your partner using your vocabulary words
  • Begin Max's writing process (page 9 in Write Source)--discuss Max's writing goals
  • Think about your written assignment 10/5: Write an expository essay that explains something that is very important to you. "Something" is one person, place, thing, or activity. An essay includes at least four paragraphs.
    • Prewrite and draft
    • Homework due 10/6: Finish your essay at home. You may count this as your one hour writing. Note: The essay promt was avaliable for students to take home.
  • We will continue comparing Max's writing process to our own and revise our essays.

10/12 Practice/Review

  • Review Six Traits of Writing (Ideas, Organization, Word Choice, Voice, Sentence Fluency, Conventions)
  • Review Writing Process (Prewrite, draft, revise, edit, publish)

 

10/11 Vocabulary & Six Traits

  • Partners play Vocabulary Guess Game with vocabulary words
  • Practice test: Writing Process (page 8)
  • Share and analyze posters
  • Read and discuss page 8: Review Six Traits of Good Writing
  • Read and discuss page 9: Once Writer's Process Introduction

*


10/10 Analyze Text

  • Pages 6-7: Finish group presentations on writing process
  • Create a mini poster to share/analyze with class
  • Choose 5 spelling words for me to check

10/06 Analyze Text; Read & Write to Learn

  • Assembly 2:00- 2:15 ASB Elections
  • Review homework essay.
    • Mark paragraphs
    • Underline your best words and phrases.

 

EALR 4.1 Analyzes and evaluates others’ and own writing.

 

  • Read your section of pages 6-7 (Writing Process)
  • Take notes to explain/teach the rest of the class your information

 

 

EALR 1: The student understands and uses a writing process: Learning the vocabulary; reading models. 1.6.2 Uses collaborative skills to adapt writing process. Contributes to different parts of writing process. Demonstrates understanding of different purposes for writing. Writes to analyze informational text or data Writes to learn --to explain.

3.1.1 Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples.

 


10/5 Vocabulary & Essay

  • Spelling Tests
  • Vocabulary
    • __trait__ : a part of something; a quality of something
      • Example: A physical trait of Ms. Edwards is that she wears glasses.
      • Example: A personality trait of Ms. Edwards is that she can be dramatic, like when she raced across the room to protect us from the "creature."
    • __process__ : a step by step way to do something
      • Example: the process of of walking to opportunity is:
          1. Exit the door to the front of the building.
          2. Walk to the gate by the playground.
          3. Turn left.
          4. Walk to the first portable building.
          5. Walk up the three steps to enter the first door.
          6. This is the Opportunity Room. You have the opportunity to complete your work and/or cool down if stressed.
  • Expository Essay Writing:
    • Prompt: Write an expository essay that explains something that is very important to you. "Something" is one person, place, thing, or activity. An essay includes at least four paragraphs.
    • Prewrite and draft
  • Homework: Finish your essay at home. You may count this as your one hour writing. Due tomorrow. Note: The essay promt was avaliable for students to take home.

10/04 Parent-Student-Teacher Conferences

  • Arrive with your guardian, explain class procedures, your work, your WASL pretest, your grades.
  • Guardians write two compliments and one goal for you.
  • Teachers answer any questions

10/03 WASL Scoring; Conference Prep

  • Spelling check
  • Prewrite to prompt:
    • Write a letter to your family explaining what is important about writing class. Include at least three important activities.
    • Conference Prep: WASL tests/scores review

10/2 Spelling & Conference Tasks

  • Spelling: find 30 words for your personal spelling list; choose 5 for Tuesday
  • Procedures: Hallway, Enter Class, Class Work (independent, partner, group), Leave Class
  • Review Rules
  • Sign Contracts
  • Practice procedures
  • Conference Preparation and practice

9/29 Comma Usage (Substitute)

9/28 Spelling and Pep Assembly

  • Spelling test & Pep Assembly

9/27 Write to Learn about Writing

  • Cooperative learning:
  • Read text pages 1-4:
    • Why do we write?
    • Why does the text talk about baseball when the topic is “Understanding the Writing Process”?
    • Page 4: How do we become a writer? What do the quotations in the blue, pink, and green colored boxes mean?
    • Skills List Check--What have we done so far?

9/26 Spelling, Vocabulary, Write to Learn

  • Spelling
  • Vocabulary
    • compare/contrast
  • Cooperative learning:
    • Read text pages 1-4:
    • Why do we write?

9/25 Teacher Training; No School

9/22 Native American Day

9/21 Spelling/Text Study

  • Spelling test
  • Finish p. 1-4.
  • Prompt Writing-- "Would you act differently if you had a younger sister or brother who idolized you and tried to copy everything you did? What would you do differently? Explain three ways." and "When you make a mistake, do you make up excuses? If so, do you think people believe you? What is the best thing to do when you make a mistake?"
  • Share prewriting and paragraphs.

9/20 Spelling and Text Study

    • Text pages 1-4
    • Assembly: 2:00

 

9/19 Spelling and Revision

  • Spelling
  • What is writing--Writing Process Unit 1 lessons

 

    • Revise:

 

      • Reread draft to add:
        • a name
        • a place
        • how
        • why
        • an example

 


9/18 Pow Wow (Substitute)


9/15 Prewrite, Revise, Vocabulary

  • Heads down upon entry to room
  • Add details to prewriting or draft from yesterday
    • Add names, who , what, when, where, why, how
  • Vocabulary
    • Action Verb: a word that shows "doing," "action," such as hop, skip, laugh, consider
      • Tricks to learning verbs -- The word is probably a verb if its main form can fit in these sentences:
        • Let us _________. Examples: Let us hop; Let us skip; Let us think.
        • Yesterday, I ________. Examples: Yesterday, I skipped. Yesterday, I thought. Yesterday, I laughed.
    • Captialization: use upper case letters, such as A B C Y

9/14 Prewriting & Spelling Tests

  • Continue Prompt:
    • Would you act differently if you had a younger sister or brother who idolized you and tried to copy everything you did? What would you do differently? Explain three ways.
  • Prewriting techniques: lists, webs, tree
  • How to do spelling at home

9/13 Prewriting techniques

  • Prompt:
    • Would you act differently if you had a younger sister or brother who idolized you and tried to copy everything you did? What would you do differently? Explain three ways.
  • Prewriting techniques: lists, webs, tree

 

9/12 Spelling/Review

 

  • Spelling: Tuesday/Thursday--get words from vocabulary list; five words per week.
  • Continue review.

 

9/11 What is Writing and Vocabulary

 

  • Journal and share: What is writing?
  • Vocabulary:
    • expository: to explain or describe
    • persuasive: to convince with reasons or temptations

9/8 WASL Writing Pretest and Journal Writing

 

  • Finish pretest
  • Write on these topics:
    • My favorite place to visit is…
    • My favorite person is…
    • If I could own any animal, it would be…
    • If I could be President for a month, I would…

 


9/7 Fun at the Fair

9/6 WASL Writing Pretest


9/5: Scavenger Hunt; Vocabulary

 

  • Discover your English textbook by completing Scavenger Hunt # 1 with guides from Friday to help.
  • Vocabulary Word Search; computer protocol

9/1: Scavenger Hunt

 

*Discover your English textbook by completing Scavenger Hunt # 1


8/31: Rules, Behaviors, Group Poem

 

  1. Review rules and goal: a) To stay on track and b) To pay attention
  2. Review criteria from yesterday.
  3. Use criteria to create a group poem: We are the ___ fifth grade who love to _____________.

8/30: Poem, Rules, Behavior

 

  1. Poem "I am": Find pattern and ideas.
  2. Poem pattern: I + verb; Repeating line: I am a _________ boy/girl who loves ______________.
  3. Poem Ideas: Senses, Facts, Fun, Sadness, Scary
  4. Poem Assignment: Write the repeating line using your ideas. Use graphic organizer to develop ideas--
Trunk Topic
Branches Poem Ideas
Leaves Details

This assignment was not finished and will be completed tomorrow in class.

#Contract: Discuss contract showing why we are here at school and how we will behave

#Contract Assignment: Write a letter to the teacher explain how each person will be good tomorrow--how you will behave.


8/29: Writing & Thinking, Planners, Set Rules

 

  1. The first day of school: take notes, underline in texts--part of reading process for making a mind movie
  2. Review Barbecue Welcome and Think Different inspiration. "How are you smart?" homework.
  3. Planners: What's in them?
  4. Why are we here?: How will we act to achieve our goals? Create a class contract for our goals and behavior.


8/28 : Barbecue & Welcome

  • Think Different, Change the World, Inpire: Each of us can make a difference in the world, either close at home, or on a larger scale, such as taking a trip to Washington, DC to lobby for our schools.
  • How are you smart? Take the survey on multiple intelligences and see where your talents shine. Bring the paper back tomorrow to share.

 

 

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