Syllabus for Year 2006-2007
Spelling Directions
See Mondays below for spelling words.
Fourth Quarter
Week of April 30
May 4
Town Clean Up
May 3
Review Voice, Page 61 (Sensory Imagery)
WASL Elaboration Lessons: Description (Senses)
Practice Writing with Description
April 2
Edit "Funny Guy" paragraph
Review Voice, Page 58-61 Examples; Student Model
Revise "Funny" paragraph:
Practice Writing with Elaboration using anecdotes, examples. quotation
May 1
Interactive Grammar
Word Choice 61-74
Elaboration Lessons--quotations
Punctuation: skillbook dialogue, page 7
April 30
Trait: Word Choice 57-760
Homework: Rest
Three paragraph Revision, page 57
Week of April 23
April 27
Interactive Grammar
Word Choice 57-74
Elaboration Lessons
April 26
Interactive Grammar
Word Choice 57-74
Elaboration Lessons
April 25
Interactive Grammar
Word Choice 57-74
Elaboration Lessons
April 24
Interactive Grammar
Word Choice 57-74
Elaboration Lessons
April 23
Trait: Word Choice 57-74
Homework: Rest
Week of April 16
April 20
Trait: Word Choice 57-74
April 19
Interactive Grammar
Voice: TB: 54-57
April 18
Interactive Grammar
Voice: TB: 49; 50-53
April 17
Interactive Grammar
45; 46-49 TRAIT: Voice in expository writing
April 16
spelling 4/16
accident accidental angle angel bandage
certain certainly decided edge smudge
except gentle innocence innocent original
TB: Voice -- 41-45
Week of April 9
April 13
Parent Teacher Student Conference
April 12
I used to but now I
Traits Review
Writing Process Review
April 11
Writing Strategy Test
April 10
Spring Fling Traits Review
Ideas
Traits Review
Writing Process Review
interactive grammar
Traits Review
Writing Process Review
Writing Evaluation/Compare
Parent Letters
April 9
Teacher Inservice
Third Quarter
March
Week of 3/26
3/26 Spelling Words
altogether together catcher infield outfield
father loser pitcher umpire baseball picture remember another prisoner either
Skillbook: 139-40 Helping Verbs
Traitbook: Organization 37-40 Practice
Organize Writing Folder
Week of 3/19
3/23
Interactive grammar
SB 137-8 verbs
TB: 33-36 Transitions
3/22
Interactive grammar
SB Verbs 135-6
TB Connect ideas with transitions; 33-36
3/21
Interactive grammar
SB: verbs on computer
TB: 31-32 Organization -- order
3/20
Verbs: Computer Lessons
Practice: interactive computer lessons
3/19
Spelling:
bridge bring brought cranky crumble
friend grease grudge sprinkle strength
stomach
SB: indefinite pronouns, page 133-4
TB: What order? Organization, p. 27-28
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
3/15
Classified Thank You
SB: Possessive pronouns 131-2
TB: Organization 25-6
3/14
Week of 3/12
3/13
Spelling Words:
afternoon anybody anyhow anyone blackboard
breakfast extraordinary cardboard classmate cupboard
worthwhile lifetime fireworks earthquake everything
nowhere somewhere somewhat something therefore
SB: Pronouns; Read aloud on Pronouns; 127-8 antecedants
3/12 LID Day: no students
3/9
Free Write
Spelling Tests
Parts of Speech: interactive computers--pronouns/choice
Traitbook: write to share on Monday: Choose a paragraph to revise to be on task with lots of details
3/8
Free Write
Parts of speech: SB: nouns-specific 125-6
TB: Main idea with plenty of details, p. 22-23
3/7
Free Write
Create an interesting title
Find and share 5 nouns.
Skillsbook: p. 123-4 Concrete, abstract/object nouns
3/6
Free Write for Fluency of Ideas
Grammar:
Parts of Speech: Nouns; Skillbook -- 121-122
Six Traits of Writing
Ideas: Focus your writing on ideas on one topic with plenty of examples and details.
Traitbook Unit 1, Lessons 3,4 p. 19-21
From Fuzzy to Focused
That's Sketchy!
Week of 3/5
Fluency Writing
Spelling Words
again assume assuming attach attaches
attachment because ‘cause become expectation
custom dual escape escaping expect
Grammar:
Parts of Speech: Nouns; Skillbook -- 120
Six Traits of Writing
Ideas: Focus your writing on ideas on one topic with plenty of examples and details.
Traitbook Unit 1, Lessons 3,4 p. 16-24
From Fuzzy to Focused
That's Sketchy!
February
Eagle Poetry
Poetic language:
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes. Application
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).
Traits of Writing: Ideas and Word choice
Ideas with specific details
Word Choice: Details/Description/Specifics
PoetryHints : How to Write a Poem
How to add details:
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.
Parts of Speech:
Nouns, Verbs, Pronouns, Adjectives, Adverbs
Skillsbook: nouns, 117-119
Fluency Writing
Write fast and furious. Write on a topic of your choice, getting as many ideas down as possible. Count the number of words written. Try to improve the number of words and the number of ideas.
Expository Paragraphs
Write an expositive paragraph on a topic from your science or social studies text.
Re-read you paragraph and revise it to: add more details, explanation, and examples; add figurative language (see tricks of poets above).
Second Quarter
January Lessons
Wacky Vacation
Narrative/Story Writing
Ideas with specific details
Organization: beginning, middle, end; flow/transitions
Details: description
Paragraph Writing
Introduction or Topic Sentence (Uses key words from the prompt)
First Subtopic (A “Showing” Example) (reason and one of these: explanation, evidence, example, elaboration, experience)
Second Subtopic (A “Showing” Example) (reason and one of these: explanation, evidence, example, elaboration, experience)
Third Sentence (A “Showing” Example) (reason and one of these: explanation, evidence, example, elaboration, experience)
Conclusion (Restates Introduction)
Ideas with specific details
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 .
12/13 Poetry
Focus: Poetry and Survivor Stories
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 ·
Survivor and Poetry
___ Changes or add words: description
___ Changes or add words: vivid verbs
___ Changes or add words: nifty nouns
___ Changes or add words: simile
___ Changes or add words: alliteration
___ Changes or add words: assonance
___ Change/add words: setting --where, when, culture (live/think/believe)
___ Changes or add words: characters (dialogue, actions)
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 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.
- Model of Poetry; Student models
12/8 Substitute and 12/12 Poetry
- 12/8 Spelling and Concrete poetry writing
12/11 No School, no water
12/12 Spelling and Phrase poetry writing
12/7 Poetry and Sentences
- SB: 72 independent and dependent clauses
- Choose poem places.
- Partner read poems.
- Look through poetry books for poems for special spaces.
12/6 Poetry and Sentences
- SB 72: independent and dependent clauses
- Share analyses of class poems.
12/5 Poetry and Sentences
- Sentence structure
- Composing WS 85-92
- Focus WS 434-5
- SB: 71
12/4 Spelling & Poetry
automobile, compare, comparison, comparable, environment, environmental, environmentally, identity, identical, identically, industry, industrial, flame, flammable, inflammable, intelligent, intellect, intelligence, intellectual, intellectually
- Complete spelling test from Friday
- Affixes: What is a prefix? What is a suffix?
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
Thoughtful Thursday
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: “especially”
b. Write one of the words: especially
c. Read the definition.
d. Write what it means in your own words:
Pointing to one certain person or thing over others, like the red roses are especially beautiful
Are you ready for Friday’s test?
- Write for 20 minutes on your Animal Report; revise as Brian did in our Write Source.
- Poetry : 194-195 in Write Source 2000. Read as a class.
o Emphasize: sense, heart, form, sounds.
o 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
Finish Skillbook pages 65: Subject/Predicate
* 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
- Write on draft of animal report.
- Skillbook pages 65: Subject/Predicate
- 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
Poetry Places Project
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.
11/27 Affixes & Sentence Structure
Affixes
Write Source 328-331
Spelling c/g ly ed s
accident accidentally
bandage bandaged bandages
certain certainly
decided
edge edges
except
accept accepted
gentle gently
innocence
original originally
gymnasium gemstone
__Sentence structure__
Composing Write Source 85-92; 434-438
Today's focus: 434-5;
Skillbook: 63-4
All sentences must have a subject and a predicate (verb).
Can dogs fly?
Who or what? dogs = subject
What do dogs do? fly? = verb (predicate)
11/22-26 Thanksgiving
11/21 Model First Draft: Assess and Revise
- Conclusions
- Read Brian's first draft and discuss his main ideas.
- Write a conclusion for Brian:
- Summarize the three main ideas
- Ask a question that leaves the reader with a thought.
- Read how Brian revised his first draft on pages 14-15:
- Cut clutter: extra/repeated words or off topic words
- Add details.
- Add examples.
- Clarify ideas with details.
- Be more specific with details.
- Check precise words (not stuff, things, etc.)
- With a partner, assess your writing using the Peer_Assessment.pdf:
- How many ideas do you have in each paragraph?
- 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?
- How organized are your paragraphs?
- Do you have a topic sentence? concluding sentence? transitions?
- How could you improve? Where in your writing? Add transistions and or reorder in blank areas.
- How would you rate your organization?
- How would you rate your voice?
- Do you have many ideas to show how much you know and care?
- Did you ask questions? Share an example? Share an experience?
- How could you improve? Where in your writing? Add ideas/details/experiences/examples in blank areas.
- How would you rate your voice?
- Now check and revise your partner's writing.
11/20 Model Writing Strategies
- Research your topic until 1:08
- Note: group computer use-- each person chooses one of the following responsibilities: keyboard, mouse, reader, note-taker
- Continue sharing webs and revising focus statements (no longer than 20 words).
- Write first draft,double-spacing. Follow Brian's model: introduction and thesis statement; each paragraph on one idea.
11/16 Model Writing Strategies
- Research your topic until 1:08
- Note: group computer use-- each person chooses one of the following responsibilities: keyboard, mouse, reader, note-taker
- Brian started to plan his writing.
- He wrote a focus statement that summarizes what he will write in his essay.
- Look at your web, list, and prewrite.
- Write a focus statement that summarizes all the ideas you will write in your essay.
- Share webs with class; class helps revise focus statements.
11/16 Model Writing Strategies
- 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.
- Write Source 2000, pages 10-11
- Brian shows us three steps to prewriting:
- Web or List in an organized way
- Free write
- Research with the Internet, interview, books & magazines
- Free write from your web
- Research your topic
- Note: group computer use-- each person chooses one of the following responsibilities: keyboard, mouse, reader, note-taker
11/15 Spelling; Prewrite
- Spelling Tests: 20 Words
- Prewrite in an organized, detailed list or web your ideas about the animal you studied.
11/14 Expert Panels
- Journal: Write a summary of the most important and interesting facts about the animal you studied.
- Panels (see 11/13)
- Audience completes grid of answers today
- Begin Write Source 2000 text, page 9-10: A model of the writing process from which to write our own reports.
- Focus: Gather information; Jot in lists or webs the ideas about which we want to write
11/13 Expert Panels
- Practice content for panel (summary; individual statements; review material for questions)
- Panels: explain animal with your summary and individual statements; use notes to answer questions from audience
- Audience: listen to presentations; ask appropriate questions to learn about the animal; write summary of information presented
- Continue tomorrow
- Reminder: Make-up work due tomorrow at 9:15 am. This is an extension from the 11/2 due date.
11/09 Workshop
- Be sure you have 20 starred words for spelling tests next week.
- Work on your missing essay assignments: Citizenship in America; I'm Proud to be an American
- Confer with teacher.
- Note: Basketball players left at 1:10.
11/08 Veterans Day Poems
- Note: Band students left at 12:55, leaving four students
- Note: Veterans Assembly at 1:30
11/07 Veterans Day Poems
- Cursive Penmanship practice: Cats Poem
- Sample poetry
- Write Veteran poems
- Type on computer
- Note: Basketball players left at 10:45 a.m.
11/06 Penmanship & Notes
- Penmanship: Cursive practice
- Finish discussion/connection notes: What do you know about your topic? How are the ideas related to your world?
- Notecards: 1 summary card; 1 card for each group member's part of panel discussion
11/03 Fishbowl Conference; Workshop
- Penmanship: Cursive practice
- Fishbowl:
- One group models discussion of notes; others observe and take notes.
- Time to complete citizenship essays
11/02 Workshop
- Spelling Tests
- Time to complete two assignments:
- Citizenship in America
- I'm Proud to be American
11/01 No School
First Quarter
10/31 Compound Sentences
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
- Practice Entry Procedures
- Take partner spelling tests.
- Continue note-taking
- Write final drafts
- Confer with teacher as needed
10/26 N - C
- __Entry Tasks__
- Take partner spelling tests.
- Continue note-taking:
- partner read a section
- discuss
- write the main idea and details
- When finished, go back to your notes.
- Reread your notes
- Discuss your own experiences and knowledge
- In the right column--add your own ideas and more details
- Ask questions your information can answer
- __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.
EALR 1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas. Rereads work several times and has a different focus for each reading (e.g., first reading — adding transitions ; second reading — deleting unnecessary details; third reading — identifying areas where evidence is lacking and adding relevant information ). Seeks and considers feedback from adults and peers. Records feedback using writing group procedure (e.g., records the first four words of each sentence to encourage variation of sentence beginnings). Evaluates and uses feedback (e.g., “I’ll use the word transformation to improve my word choice.”). Uses multiple resources regularly to identify needed changes (e.g., writing guide, adult, peer, criteria and/or checklist, 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 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."
3. Reread to make sure the sentences flow from one idea to the next with transitions .
4. Reread for word choice : add vivid verbs and specific nifty nouns. Delete (cut) unnecessary information.
5. Reread to add more ideas : 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?
6. Reread for organization : add your introduction (grabber beginning-- ask a question; thesis statement) and conclusion (summary statement, leave reader with a thought).
7. Edit and Peer Edit : Edit your work for captialization, punctuation, grammar, spelling, paragraphing. Ask a peer to edit your work, too.
8. Write your final draft .
- __Class work and HW__ : draft/revise: be specific; take your work home to finish.
- __Contest permission slips__
10/25 N - C
- Note-taking on article in groups
- partner read a section
- discuss
- write the main idea and details
- When finished, go back to your notes.
- Reread your notes
- Discuss your own experiences and knowledge
- In the right column--add your own ideas and more details
- Ask questions your information can answer
- Prewrite to Writing prompts (see 10/23)
- Sample prewrites and model essay--How does prewriting connect to drafting?
- Drafts and Revisions (see EsSay)
10/24 S - C
- Spelling words
- Prewrite to Writing prompts (see 10/23)
- Sample prewrites and model essay--How does prewriting connect to drafting?
- Citizenship Videos, discussion, prewriting on EsSay
10/23 V - N - C
- V Vocabulary Review: Guessing Game with partner
- N Note-taking on article in groups:
- partner read a section
- discuss
- write the main idea and details
- C Citizenship
- Video: American At Its Best: What does it mean to be a citizen?
- Prompts for contests and assignments:
- “Citizenship in America”
- “I’m Proud to be an American”
10/20 Calico/Invisible paragraphs due
- Vocabulary Review
- Prepositional Phrases review
- Time to write/underline phrases in "invisible" paragraph
- Turn in (due today)
- Turn in calico cat revision paragraph (due today)
- Note-taking: Read a section; discuss with partner; write summary in own words; repeat
- Progress Reports
- Citizenship pretest--prep for Veterans Day essays
- Video Introduction and discussion: What is a citizen?
| Writing EALR 4.1 Component 4.1 |
Analyzes and evaluates others’ and own writing. |
| EALR 3.2.3 |
Uses a variety of sentences. |
| EALR 2.2.1 |
Demonstrates understanding of different purposes for writing. |
Writes to learn (double-entry journal). |
| 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 |
- 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 .
| Writing EALR 4.1 Component 4.1 |
Analyzes and evaluates others’ and own writing. |
| EALR 3.2.3 |
Uses a variety of sentences. |
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
- Define compound/complex sentences
- Practice sentences
- Review calico cat prompt requirements and share samples
- Complete prompt as homework--due Friday
10/16 Prompt & Note-taking Work
- Prewrite/draft/revise/edit: Explain what would happen if a calico cat dipped its paw into a goldfish bowl on the end table.
- Read, discuss, and take notes on the article you are reading with your group.
10/13 Vocabulary; Notes
- Create a Vocabulary Match Game for your partner using your vocabulary words
- Continue note-taking--students model
10/12 Note-taking
- Spelling tests
- Teacher model of note-taking
- Review pre-reading of titles, subtitles, captions
- Teacher models turning titles, subtitles, captions into questions
- Students turn own article titles/subtitles into questions
- Teacher models reading a section, taking notes:
| Page/Subtitle in margin |
Summary notes of main ideas and details in left column |
Notes after discussion in right column |
2.2.1 Demonstrates understanding of different purposes for writing. Writes to explain and inform. Writes to learn (reading response journal (notes), reflection, and self-assessment)--follows pattern.
3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. Narrows topic with controlling idea (thesis)· Selects details relevant to the topic to extend ideas and develop elaboration (e.g., multiple examples, anecdotes, statistics). Uses personal experiences, observations, and research to support opinions and ideas.
10/11 Vocabulary & Prewriting
- Play Vocabulary Guess Game with partner using vocabulary words
- Choose topic (giraffe, pika, mongoose, prairie foc)
- Teacher models prereading preview activity
- Students practice previewing their articles in groups
- Group read-through of article
10/10 Brochure
- Continue Brochure Project (see 10/5)
- Finish first draft
- Complete final draft
- Choose 5 spelling words for me to check.
10/6 Writing Process
- Continue Brochure Project (see 10/5)
EALR 1: The student understands and uses a writing process. Learns vocabulary and steps; applies from model.
EALR 2.2.1 Demonstrates understanding of different purposes for writing. Writes to learn (reading response journal, reflection, and self-assessment)--follows pattern.
EALR 3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. Narrows topic with controlling idea. Selects details relevant to the topic to extend ideas and develop elaboration (e.g., multiple examples, anecdotes). Uses personal experiences, observations, and research to support opinions and ideas (e.g., data relevant to the topic to support conclusions).
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.
- Text pages 5-7 -- Writing Process
- Create a big brochure on writing process (pencil first)
- Review class brochure on prewriting. Work on your group's step of the process:
- Page 1: Title-Prewriting
- Page 2: Slogan based on step in process form text summarizing the idea
- Page 3-5: Include explanation, picture with labels, an example
- Page 6: Authors
- Page 6: Additional information on topic (extra credit)
- Note: All information must be based on the text, pages 5-7. You may use your own examples.
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
10/02 Spelling, Class Procedures, Contracts
- Spelling: find 30 words for your personal spelling list; choose 5 for Tuesday
- Procedures: understand the procedures for entering class, exiting class, hallways, independent, partner and group work.
- Review School and Class Rules
- Sign Contracts
- Practice procedures
- Conference Preparation and practice--Skills /Conference sheet
9/28 Comma Usage (Substitute)
9/27 Text: Writing Process
- Text pages 5-7 -- Writing Process
- Create a big brochure on writing process (pencil first)
- 1. Class Brochure on Prewriting
- Page 1: Title-Prewriting
- Page 2: Slogan based on step in process form text summarizing the idea
- Page 3-5: Include explanation, picture with labels, an example
- Page 6: Authors
- Page 6: Additional information on topic (extra credit)
- Note: All information must be based on the text, pages 5-7. You may use your own examples.
9/26 Text: Writing Habits
- Write Source p. 1-4
- Page 4: Get into the writing habit:
- Read the habits; for each habit, write how you will start that habit.
9/25 Teacher Inservice--No School
9/22 Native American Day
9/21 Prewriting Strategies * Draft
- Spelling test
- Prewriting strategies-- list, web, tree
- Journal prewriting/writing to prompts:
- If you were alone and had only a few minutes to hide from crooks who were about to break into your house, where would you hide? What is the best hiding place in your house? Explain three reasons why it is the best hiding place.
9/20 Continue Revision Practice
- EALR:
- 1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.
- Uses effective revision tools or strategies (e.g., reading draft out loud, checking sentence beginnings, expanding sentences, using an electronic or other thesaurus).
- Rereads work several times and has a different focus for each reading
9/19 Vocabulary & Revision
- Spelling
- Vocabulary
- clarification: making something more clear
- compound sentence: two sentences joined together with a comma and a conjunction (and, or , but)
- Journal prewriting/writing to prompts
- Revision: Reread each time for a different revision:
- a name
- a place
- an example
- how
- why
9/18 Pow Wow
9/15 Prewrite & Spelling Homework
- Prewriting techniques: lists, webs, tree
- Prompt:
- The custodian finds dozens of erasers from pencils, tens of broken pencils, and many spit wads over all of the fifth through eighth grade classrooms. Write a letter to the custodian explaining why he finds these on the floor.
- How to do spelling at home
9/14 Prewriting and Vocabulary
- English Vocabulary:
- Body of Text: the main part of the writing with all the information (not the introduction or conclusion)
- Chronology: sequence; putting things in the order in which they happened; first, second, third
9/13 Prewriting
- Prewrite: webs, lists, tree
- Prewrite and draft:
- If you were ruler of the world & you could have anything you wanted as well as have people do anything you wanted, do you think you would be greedy & mean or would you be good & fair? Explain how you would act with examples.
9/12 Spelling/Review,cont'd.
- Spelling: Tuesday/Thursday--get words from vocabulary list; five words per week.
- Continue review.
9/11 What is Writing
- Journal and share: What is writing?
- Review writing terms, traits, EALRs from last year.
9/8 WASL Writing Pretest and Journal Writing
- Vocabulary:
- expository: to explain or describe something
- persuasive: to convince someone to believe or to do something using reason or temptations
- 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 WASL Writing Pretest
9/6 WASL Writing Pretest
9/5 Savenger Hunt 1
- Discover your English textbook by completing Scavenger Hunt # 1 with help from Friday's students who will be your guides.
9/1: Scavenger Hunt
*Discover your English textbook by completing Scavenger Hunt # 1
8/31: Share and assess poems
- Student Poems: "I am": Review and assess partner poems using "Record Sheets for Writing Samples" with criteria established yesterday.
- Share with partners and whole class.
8/30: Generate idea; Follow a pattern
- Poem "I am": Read poem; find patterns and line break suggestions
- Poem characteristics: facts, fun, senses, love, something scary, a sadness
- Poem Language: alliteration, strong verbs, no rhyme, where (description)
- Poem pattern: I + verb; Repeating line: I am a _________ boy/girl who loves ______________.
- Assignment: Create a poem following the pattern and including the poem characteristics and language uses. Bring Neat Sheet to class tomorrow.
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.
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