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7  Write Lessons

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on November 5, 2006 at 5:55:11 pm
 

Lessons for Writing Grade 7

 



11/03 Penmanship; Models; Conferences

  • Cursive Writing: Copy poem in cursive
  • Time to work on Paragraph 1 of LC essay; teacher confers with students
  • Mini-lesson: Model for paragraph 2
    • 2—event/activity that helped you choose your goal—imagery /slogan/ explanation
    • Transition
    • Topic Sentence
      • Concrete Detail
        • Commentary
        • Commentary
      • Concrete Detail
        • Commentary
        • Commentary
    • Clincher


11/02 LC Goal paragraph

  • Spelling Tests
  • Vocabulary
    • concrete : something physical; real
    • abstract : an idea; a thought
    • commentary : an explanation of a situation or event
  • Review of cursive penmanship (due Friday)
  • What goal did you set for yourself after leadership camp?
    • What is your goal?
    • What steps will you take to achieve it?
  • Paragraph Outline:
    • Transition (from introduction):
    • Topic Sentence:
      • Concrete detail (step one to meet goal):
        • Commentary on detail:
        • Commentary on detail:
      • Conrete detail (step two to meet goal):
        • Commentary on detail:
        • Commentary on detail:
  • Model outline and first draft paragraph

 

| 1- Ideas for goal (what you hope to achieve) and action steps to meet goal:

 

Transition How will I use my leadership camp training?

Topic Sentence I will choose to live a drug-free life.

 

 

Concrete Detail First, I will learn several hobbies.

 

Commentary Hobbies will keep my busy. I won’t have time for drugs.

 

Commentary Some hobbies I can choose include beading, sports, and reading. I can learn to bead gifts for friends or to start a craft business. Sports like basketball and volleyball keep me active and healthy. Reading provides an escape of the imagination.

 

Concrete Detail Second, I will choose friends who will honor my decision.

 

Commentary A good friend appreciates me for who I am and does not push me into popping pills.

 

Commentary I will accept my friends for who they are, but I will make my own decisions that affect my health and safety.

 

Clincher Hobbies and good friends create a fence against drug use.

 

 

 

Write Paragraph:

How will I use my leadership camp training? I will choose to live a drug-free life.

One step to staying drug-free includes learning several hobbies. Hobbies will keep my busy. I won’t have time for drugs. Some hobbies I can choose include beading, sports, and reading. I can learn to bead gifts for friends or to start a craft business. Sports like basketball and volleyball keep me active and healthy. Reading provides an escape of the imagination. Another step towards a drug-free live is to choose friends who will honor my decision. A good friend appreciates me for who I am and does not push me into popping pills. Instead, they will join me in my hobbies. I will probably enjoy many different friends if I expand my life to include many hobbies. In addition, I will accept my friends for who they are, but I will always make my own decisions that affect my health and safety. If tempted, I will remind myself, “Lead yourself and younger kids into the future: Be a role model.” I can also say to my tempters, “I choose to control myself, not let drugs control me.” Then I will walk away. Hobbies and good friends will control my life, not drugs.|

 

  • Time to prewrite and draft goal paragraph
  • Resource: LCcamp directions

 


11/01 No School

  • Teacher inservice

10/31 Compound Sentences


10/30 Field Trip

  • Salmon Field Trip for science class
  • 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 your Partner Spelling Tests
    • Work on your Leadership Camp prewriting outline; Use prewriting outline for further prewriting or as plan for draft; add more details in your draft.

 

  • __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 — looking for variety of sentence structure and length; second reading — checking for clarity and specific word choice; third reading — checking for layers of elaboration and persuasive language).

 

 

        • 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 : start sentences in different ways; use complete sentences, some short and some long.

 

 

3. Reread to make sure the sentences flow from one idea to the next with transitions .

 

4. Reread to add vivid verbs and specific nifty nouns. Delete (cut) unnecessary information. Make your word choice specific and concise.

 

5. Reread to add alliteration and voice -- show you really care about the topic by the specific details you add. Have you included a quote? an anecdote or example? a question?

 

6. Reread for organization : add your introduction (grabber beginning, background knowledge, thesis statement) and conclusion (summary statement, tie to introduction, leave reader with a thought).

 

7. Peer Edit : Edit yourself for punctuation, capitalization, spelling, paragraphing, etc. Ask a peer to check also.

 

8. Write your final draft .

 

  • __Class work and HW__ : draft/revise: be specific; take your work home to finish. Final draft is due tomorrow for contest.

 

  • __Contest permission slips__


10/25 Citizenship Projects

  • Time for prewriting for Leadership Camp Essay
  • Watch, discuss, review -- Video: Citizenship
  • Review audience and purpose
  • Prewriting for essay; Use prewriting as a plan for draft

 

Models for students

 

1.1 gather and organize for essay (prewrite)

audience/purpose 2.1.1/2.2.1

 

Use prewriting for drafts 1.2.1


10/24 Citizenship Projects

  • Spelling words
  • Prewriting to prompts:
    • “Citizenship in America”
    • “I’m Proud to be an American”
    • The EsSay process
  • Prewrite to Writing prompts (see 10/23)
  • Sample prewrites and model essay--How does prewriting connect to drafting?
  • Citizenship Video and discussion


10/23 LC and Citizenship Projects

  • Vocabulary review-- add pictures
  • Follow outline to prewrite for LC assignment. OutLineLC
  • Alternative Assignment for those not attending LC
  • Citizenship Pretest
  • 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”

 

 

 

 

 

  • Resources:
Web Site TopicURL: 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 Boothhttp://pbskids.org/democracy/vote/index.html

 


10/20 Calico/Invisible paragraphs due

  • Vocabulary Review
  • Assignment Analysis --Did the essay follow the requirements?
    • Model for student assignment next week
    • Outline and time for writing next week
  • Prepositional Phrases review
    • Time to finish and turn in "invisible" paragraph
  • Invisible paragraph due today with 6 prepositional phrases underlined; 6 prepositons circled:
    • Example:
    • I will stand behind the couch in the livingroom after dinner .
  • Calico Cat revision paragraph due today.
  • Progress Reports

 

Writing EALR 4.1 Component 4.1 Analyzes and evaluates others’ and own writing.
EALR 3.2.3 Uses a variety of sentences.


10/19 Prepositional Phrases

  • Spelling Tests
  • Vocabulary:
WordDescription
citizena person legally a member of a state, country, city, etc.
citizenshipbehaving like a citizen; the quality of a citizen
democracygovernment by the people who may elect representatives
republicgovernment 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

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

  • Spelling words checked
  • Define and practice compound/complex sentences
  • Review paragraph writing from calico cat prompt; share excellent examples; continue as homework due Friday

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.
  • Discuss the revisions of the essay "A Gift from My Uncle"

10/13 Continue Model Analysis

  • Analyze Essay with rubric and a different checklist to further clarify each trait of good writing
  • Read final draft; underline changes
  • Discuss changes in groups--did the author add, rewrite, or cut for each change?

10/12 Analyze Essay

  • Spelling Tests
  • Analyze Essay independently; discuss with team using evidence from the essay to explain your score; mark essay with your evidence of the six traits of good writing (ideas, organization, voice, word choice, sentence fluency, conventions)

 

10/11 Analysis & Revision

 

  • Read to connect reading to writing: “How My Uncle Helped Me”
  • Underline the best parts --those with excellent word choice (nifty nouns and vivid verbs) and details (ideas).
  • Choose two sentences in the essay from the essay "A Job I Like."
  • Revise the each sentence for excellent word choice.
  • Be prepared to share--can you revise as well as the author?
Reading EALR/GLE 2.4.7 Make judgments about how effectively an author has supported his/her belief and/or assumptions, citing text-based evidence.

 

Writing EALR 4.1 Component 4.1: Analyzes and evaluates others’ and own writing.


10/10 Revision

  • Reread the essay "How my Uncle Helped Me"
  • Choose two sentences in the essay from the essay "A Job I Like."
  • Revise the each sentence for excellent word choice.
  • Be prepared to share
  • Choose five spelling words for me to check.

10/06 Analyze Writing

  • Read to connect reading to writing: “How My Uncle Helped Me”
    • Analyze effectiveness of writing with "A Job I Like" using Six Traits of Writing

 

 

Reading EALR/GLE 2.4.7 Make judgments about how effectively an author has supported his/her belief and/or assumptions, citing text-based evidence.

 

Writing EALR 4.1 Component 4.1: Analyzes and evaluates others’ and own writing.


10/05 Prep for LC Project

  • Spelling Test
  • Review writing process.
  • Review Six Traits
    • Handbook 19/20

 

 

Writing GLE: 2.2.1 Demonstrates understanding of different purposes for writing. Writes to analyze informational and literary texts. Writes to learn (e.g., KWL Plus; summary; double-entry notes).

 

 

 

    • Notes: In your notes, include: the trait, its explanation, a symbol that represents it
      • Class Work: The remaining four traits completed
    • Jigsaw: Share your group's knowledge with another group.
    • Pantomime: Create a pantomime on a selected writing trait. (Two minutes)

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
  • Practice Spelling Homework Procedures
  • 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 Procedures and Conference Work

  • 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 School and Class Rules
  • Sign Contracts
  • Practice procedures
  • Conference Preparation and practice--Skills /Conference sheet

9/29 Comma Usage (Substitute)

9/28 Prep for LC Project

  • Review writing process.
  • Intro/review Six Traits
    • Handbook 19/20
    • Notes: In your notes, include: the trait, its explanation, a symbol that represents it
      • Class Work: 2 traits completed

9/27 Prewriting Strategy Review

  • In notes on LC, add 4th column: goal--what do you hope to achieve?
  • Review our prewriting strategies used in our LC discussions:
    • Gathering Ideas: Text pages:
      • 54: Gathering Information with freewriting, lists, analyzing (parts, senses, comparisons) 5Ws (who, what, when, where, why)
      • 56 : Graphic Organizers--columns and charts
      • 60: organization patterns--choose and explain to class your LC pattern

9/26 LC Prewriting

  • I learned statements, continued
    • Share, listen, take notes as prewriting to gather information
      • Four columns:
        • Presenter/activity
        • Slogan
        • I learned that...
        • How I will use this (goal) (tomorrow)
  • __Homework__:
    • Note: This was due 9/21
    • Write 3 descriptive paragraphs using sensory imagery and similes to describe three different events at LC

9/25 Teacher Inservice (No School)

9/22 Native American Day

9/21 LC Prewriting

  • I learned statements
    • Share, listen, take notes as prewriting to gather information
    • Share descriptions of LC

9/20 Descriptions

  • Think of one incident at LC
    • Zoom in, like a camera
    • Describe the incident in detail
      • Include senses: sights, sounds, textures, smells, feelings
      • Include similes (comparisons)
      • Use strong verbs and nifty nouns
        • Example: The dark blue water welcomed us with its calm, glassy surface, reflecting the clouds like a mirror. However, Jan dipped her toes into water on silky shore, shivered, and exclaimed, "I'm not e diving into that iceberg!"

 

        • Student samples:
          • Speakers spoke wisely and proudly while kids sat staring at their food, mouth watering.
          • I crept through the cabin frequently, wondering of there were something dangerous outside.
          • I dove like a dolphin learning to swim.
          • Our beds were hard as rocks.
  • __Homework__ due tomorrow:
    • Write 3 descriptive paragraphs using sensory imagery and similes to describe three different events at LC.

9/19 Prewriting Prep for LC Writing

  • Three columns:
    • Presenter/activity
    • Slogan
    • I learned (9/21)
  • Share, listen, take notes as prewriting to gather information for project writing
  • Project Goal: Leadership Camp Goal letters with poem explaining LC.

9/18 WASL pretest (Substitute)


9/15 Reflect on Team Projects & Leadership

  • What did you learn from the Tower and Stretch projects?
  • What events/activities/presenters occured at Leadership Camp?
  • What were your thoughts, feelings, concerns, surprises, etc.?
  • Why did the presenters share what they did? What were you to learn?
  • Be thinking: What do you hope to achieve with your training?
  • Turn in notes.


9/14 Thinking/Problem-solving

  • Name Game
  • Stretch Project


9/13 WASL and Thinking

  • WASL test
  • Thinking Problem: Tower

 

 

9/12 WASL Pretest

 

  • WASL Pretest Writing (Girls)

 

 

9/11 Prompt and Content Writing

 

  • I found a magic ring that...
  • Read and write in content area

 


9/8 Writing Riddle; Cooperative Thinking

 

  • Riddle: Who am I?
  • Use strategies for project: Create a long"stretch" with minimal resources


9/7 Pretest, Thinking Skills, Teamwork

 

  • Work again on writing test
  • Learn brainstorming and thinking strategies (fluency, flexibility, originality, elaboration)
  • Use strategies for project: Build a tower with minimal resources


9/6 WASL Writing Pretest


9/5: Writing Survey/Leadership

 

*Complete a survey on what you know about writing

*Predict and discuss about Leadership Camp

*What will happen?

*What do you plan to achieve?

*Introductions to Beth and Nancy



9/1: Scavenger Hunt

 

*Discover your English textbook by completing Scavenger Hunt # 1


8/31: Share and assess poems

 

  1. Student Poems: "I am": Review and assess partner poems using "Record Sheets for Writing Samples" and criteria established yesterday.
  2. Share with partners and whole class.


8/30: Generate idea; Follow a pattern

 

  1. Poem "I am": Read poem; find patterns and line break suggestions
  2. Poem characteristices: facts, fun, dreams, a worry, a sadness,
  3. Poem pattern: I + verb; Repeating line: I am a _________ boy/girl who loves ______________.
  4. Assignment: Create a poem following the pattern and including the poem characteristics. Bring Neat Sheet to class tomorrow.


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.

 

 

 

 

 

 

 

 

 

If paper is due, use this line:

Final Paper Due: Submit here

 

Lesson ReportersMembers
Lesson Reporters Week 1Name, Name, Name
Lesson Reporters Week 2Name, Name, Name

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