Syllabus 2006-2007
- Syllabus 2006-2007
- Fourth Quarter
- Week of April 30
- May 4
- May 3
- May 2
- May 1
- April 30
- Week of April 23
- April 27
- April 26
- April 25
- April 24
- April 23
- No Spelling -- Rest for WASL
- Week of April 16
- April 20
- April 19
- April 18
- April 17
- April 16
- Spelling
- Week of April 9
- April 13
- April 12
- April 11
- April 10
- April 9
- Third Quarter
- March Lessons
- Week of 3/26
- Week of 3/19
- 3/16
- 3/15
- 3/14
- Week of 3/13
- Spelling Words 3/13
- 3/12 LID Day: No students
- 3/9
- 3/8
- 3/7
- 3/6
- 3/5 With spelling words
- February Lessons
- Word Choice: Details/Description/Specifics
- Second Quarter
- January Lessons
- 12/13 Poetry
- 12/8 Substitute; 12/11 No School No Water
- 12/12 Spelling and Phrase poetry writing
- 12/7 Poetry & Affixes
- 12/6 Poetry & Sentences
- 12/5 Poetry
- 12/4 Spelling and Poetry
- 12/1 Spelling and Poetry
- 11/30 Revise & Poetry
- 11/29 Review and Poetry
- 11/28 Review & Poetry
- 11/27 Spelling & Sentence Structure
- 11/22-26 Thanksgiving
- 11/21 Model First Draft: Assess and Revise
- 11/20 Model First Draft
- 11/17 Model First Draft
- 11/16 Gathering Information
- 11/15 Analyze Assignment, Prewrite
- 11/14 Essays; Spelling
- 11/13 Work on essays
- 11/09 Workshop
- 11/08 Veterans Assembly
- 11/07 Workshop: Write on essay
- 11/06 Penmanship & Workshop
- 11/03 Penmanship & Workshop
- 11/02 Workshop
- 11/01 No School
- First Quarter
- 10/31 Compound Sentences
- 10/30 Spelling; Citizenship
- 10/27 Citzenship Projects
- 10/26 Citizenship Projects
- 10/25 Citizenship
- 10/24 Spelling, Citzenship
- 10/23 Prewrite, Vocab, Citizenship
- 10/20 Calico/Invisible paragraphs due
- 10/19 Prepositional Phrases
- 10/18 Prepositional phrases
- 10/17 Compound/complex sentences
- 10/16 Prompt & Essay Work
- 10/13 Vocabulary; Notes
- 10/12 Practice/Review
- 10/11 Vocabulary & Six Traits
- 10/10 Analyze Text
- 10/06 Analyze Text; Read & Write to Learn
- 10/5 Vocabulary & Essay
- 10/04 Parent-Student-Teacher Conferences
- 10/03 WASL Scoring; Conference Prep
- 10/2 Spelling & Conference Tasks
- 9/29 Comma Usage (Substitute)
- 9/28 Spelling and Pep Assembly
- 9/27 Write to Learn about Writing
- 9/26 Spelling, Vocabulary, Write to Learn
- 9/25 Teacher Training; No School
- 9/22 Native American Day
- 9/21 Spelling/Text Study
- 9/20 Spelling and Text Study
- 9/19 Spelling and Revision
- 9/18 Pow Wow (Substitute)
- 9/15 Prewrite, Revise, Vocabulary
- 9/14 Prewriting & Spelling Tests
- 9/13 Prewriting techniques
- 9/12 Spelling/Review
- 9/11 What is Writing and Vocabulary
- 9/8 WASL Writing Pretest and Journal Writing
- 9/7 Fun at the Fair
- 9/6 WASL Writing Pretest
- 9/5: Scavenger Hunt; Vocabulary
- 9/1: Scavenger Hunt
- 8/31: Rules, Behaviors, Group Poem
- 8/30: Poem, Rules, Behavior
- 8/29: Writing & Thinking, Planners, Set Rules
- 8/28 : Barbecue & Welcome
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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
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
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
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
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
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
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.
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.
- exorsise exorsize exersighze
- sertin sertun surtin scurtin
- forsible forsable phorsable phorscabel ghorscible
- ephishant uphishant eghitiant ephiciant
- leef leiphe lleaphe lief leif
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
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
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
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
| 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:
-
- Exit the door to the front of the building.
- Walk to the gate by the playground.
- Turn left.
- Walk to the first portable building.
- Walk up the three steps to enter the first door.
- 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
- 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
- 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
- Review rules and goal: a) To stay on track and b) To pay attention
- Review criteria from yesterday.
- Use criteria to create a group poem: We are the ___ fifth grade who love to _____________.
8/30: Poem, Rules, Behavior
- Poem "I am": Find pattern and ideas.
- Poem pattern: I + verb; Repeating line: I am a _________ boy/girl who loves ______________.
- Poem Ideas: Senses, Facts, Fun, Sadness, Scary
- 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
- The first day of school: take notes, underline in texts--part of reading process for making a mind movie
- Review Barbecue Welcome and Think Different inspiration. "How are you smart?" homework.
- Planners: What's in them?
- 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.