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write7 0708

Page history last edited by Ms. Edwards 12 years, 8 months ago

Archives Write 7 2007-08

 



10/30-11/5 Persuasion

11/1 No School

 

Inservice

Records

 

 

10/31 Compound Sentences

 

Power Write

 

Review and Practice

 

 

Grammar

 

 

SHARE other:

 

Compound Sentences

 

 

http://coyotetalks.pbwiki.com/compound

 

 

 

 

10/30 Compound Sentences

 

Power Write

 

Compound Sentences

 

 

http://coyotetalks.pbwiki.com/compound


10/23- 10/29 Persuasive Writing Unit

 

 

10/29  Purposes

Power Write

 

Spelling Words (persuasive)

 

Compound Sentences  http://coyotetalks.pbwiki.com/compound

 

 

 

10/26  Audience

Power Write

 

Spelling Test

 

Unit: Persuasive Writing

Persuasive writing cycle

Audience Awareness

 

10/25  Writing Cycle; Audience

 

Power Write

 

 

Game 4

 

 

10/24  Purposes

Power Write

 

Review and Practice

 

 

Grammar

 

Athletic Code Review (handbook)

 

10/23  Practice

 

Power Write

 

Review and Practice

 

Unit: Persuasive Writing

Purposes of persuasive writing

Parts of Persuasive Writing

Persuasive Game 3


 

EALRS: October November

1.1.1 Analyzes and selects effective strategies for generating ideas and planning writing. Generates ideas prior to organizing them and adjusts prewriting strategies accordingly (e.g., brainstorms list, then creates graphic organizer – electronically or handwritten).Gathers and paraphrases information from a variety of resources (e.g., interviews, multimedia, periodicals) and chooses an organizer to analyze, synthesize, and/or evaluate information to plan writing.

 

3.2.1 Applies understanding that different audiences and purposes affect writer’s voice.

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

OSPI Persuasive Writing Unit

EALR 2: The student writes in a variety of forms for different audiences and purposes.

1. Narrows topic

2. Organizes

3. Elaborates

4. Intro/Concl

5. Edit

 

 

BEARS: Bandwagon; Emotion, Experts; Anecdote, Rhetorical Questions, Rule of Three, Repetition; Statistics, Strong Verbs

 

 

2.2.1 Demonstrates understanding of different purposes for writing.

·       Writes to to persuade

 

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

 

3.1.2 Analyzes and selects an effective organizational structure.

 

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

 

OSPI Persuasive Writing Unit


 

 

10/16- 10/22 Persuasive Writing Unit

 

 

10/22  Purposes

Power Write

 

Spelling Words (persuasive)

 

Unit: Persuasive Writing

 

Persuasive Game 2

 

10/19  Purposes

Power Write

Spelling Test

Grammar Practice

 

10/18  Practice Persuasion

Power Write

 

Unit: Persuasive Writing

 

What persuades you?

 

Slides 38-40 of unit

 

Persuasive Game 1

 

 

 

10/17  Inservice

 

10/16  Purposes

 

 

Power Write

 

 

Review and Practice

 

Unit: Persuasive Writing

Purposes of persuasive writing

Support a cause

Urge people to action

Make a change

Prove something wrong

Stir up sympathy

Create interest

Get people to agree with you

 

Review; Grammar Practice

 


10/9 - 10/15 Persuasive Writing Unit

 

 

10/15  Purposes

Power Write

 

Spelling Words

 

Power Write

 

Unit: Persuasive Writing

Purposes of persuasive writing

Support a cause

Urge people to action

Make a change

Prove something wrong

Stir up sympathy

Create interest

Get people to agree with you

 

Wrap up purposes.

 

 

10/12  Purposes

 

Power Write

Spelling Test

Unit: Persuasive Writing

Purposes of persuasive writing

Support a cause

Urge people to action

Make a change

 

 

10/11  Apply persuasive components

 

Power Write

 

Unit: Persuasive Writing

 

 

Review counter-argument

 

Find in principal letter.

 

10/10  Round Table: Expos/Persu differences

 

Power Write

Unit: Persuasive Writing

 

Round Table: Expos/Persu differences

 

Principal paragraph #5--counter argument example

 

 

10/9  Explanatory vs Persuasive samples (page 23)

 

Power Write

 

Spelling Words

 

Unit: Persuasive Writing

 

Sorting Activity and Discussion

 

Explanatory vs Persuasive samples (page 23)


10/2 - 10/8 Persuasive Writing Unit

 

 

 


 

9/26-10/01

 


9/18-9/25

 


9/17

Prompt Poster: “They can because they think they can” (seagulls flying)-Share

 

Review student homework questions again for Planner 9-14

 

Edit: Ask students to edit their work from yesterday for spelling, capitalization, punctuation, grammar, margins, paragraphing asking for definitions.

 

Tip: underline or circle words you think you have misspelled as you draft. Correct after your ideas are written.

 

Review responses from Wed.

 

Teacher Card I-1 Authority List and student handout

 


9/14

Prompt: Write: How did you study for your spelling test?

 

Model and practice flashcards and picture words

 

Review your spelling words.

 

Spelling test.

 

Review and discuss student homework questions.

 

 

 

 


9/13

 

 

Practice Thoughtful Thursday Spelling procedures.

 

Prompt

If you woke up tomorrow and by magic were already grown-up and had kids of your own, how would you treat them differently from the way your parents treat you?

 

 

Prompt:  Read over one of your previous prompts.  How can you add details or change the wording to make it more clear and more interesting? Write your suggestions on the draft you chose.

 

Refer to list of responses from yesterday.  Review Writing Process/Six Traits.

Discuss prompt responses -- how did students revise?

Make a chart of excellent revisions.

 

Review page 7 in planner for spelling test.  (Study Skills)

 

 

Homework: Read pages 9-14 n your planner again. Write three more questions that can be answered in pages 9-14.  Spelling--Thoughtful Thursday and study words for test.

 

 

 


9/12

 

Power Writing (3 @ 1 minute; 1 @ 6 minute)

 

Topics: Write Source 2000, page 50-51. 

 

Receive textbooks--stay at school  :).

 

 

 

Practice Wordy Wednesday Spelling procedures.

 

Prompt: Respond to:

What do you think good writers do when they write?

 

List, and discuss responses.

Compare to previous prompt writing. (List should include writing process and six trait synonyms.)

 

 

Review homework questions; discuss G-PAR (see teacher planner page 4) Students write GPAR in their planner. Practice writing goals; set goals.

 

 

 Homework: Read pages 9-14 n your planner. Write three questions that can be answered in pages 9-14.  Wordy Wednesday Spelling.

 

 


9/11

Prompt Poster: “Before the performance comes the practice.”

 

Practice Terrible Tuesday Spelling procedures.

 

Review last week's work

 

The prompt:

We will not have pandemonium because we will  ________________________________________________________________.

 

What is the prompt asking?

 

We will -------------

 

Sixth grade:

We will not have pandemonium in our class because we will be quiet, stay in our own bubble, ready to work, and will be kind (not say anything rude to people).

 

 

 

Fifth grade:

We will not have pandemonium in our class because we will be kind.

 

 

 

We will not have pandemonium in our class because we will be listen.

 

 

 

 

We will not have pandemonium in our class because we will sit still and listen.

 

 

 

We will not have pandemonium in our class because we will be prepared for class, organized, and talk in low voices when enter the room.  We will also be kind to others.

 

 

 Another sample from sixth grade:

We will not have pandemonium in our class because we will use our manners, stay on task, and listen.

 

RULE OF THREE:

When answering questions, try to provide three examples or details: our manners, stay on task, listen.

 

 We will not have pandemonium in our class because we will use our manners, stay on task, and listen.

 

Try writing three ideas we WILL do: 1)                                                     2)                                                     3)

 

Now write it in a sentence:

 

 

Please rewrite your answers to include three examples or details.

 

 

Review procedures and planners.

 

 

 

 

 

Homework:

Read pages 1-8 in your planner. Write three questions that can be answered in pages 1-8.

 

 


 

Weekly Focus  9/11-17

EALR 1: The student understands and uses a writing process.

 

Component 1.2: Produces draft(s). W

Component 1.3: Revises to improve text. W

 

Component 1.4: Edits text. W

 

1.1.1 Analyzes and selects effective strategies for generating ideas and planning writing.--Generates ideas prior to organizing them and adjusts prewriting strategies accordingly (e.g., free write, outline, list, T-chart for comparing)

 

1.1.1--Maintains a log or journal (electronic or handwritten) to collect and explore ideas; records observations, dialogues, and/or descriptions for later use as a basis for informational, persuasive, or literary writing.

 


9/10

Poster Discussion:

“Some days it doesn’t pay to get out of bed.”

 

 

Discuss how to share feelings; how to put problems aside and focus at school.

 

 

Review all procedures. Use planner correctly for homework:

 

 

Intro: Spelling Procedures--Monday--write spelling words three times each.

 

 

 

Homework: Study Area: Draw a picture of your personal study area.  A good study area needs quiet, supplies (paper, pens, pencils, dictionary, calculator), your assignment, a place to write (desk/table), and good lighting.

 

Evaluate WASL prompt together.  Persuade your teacher to add or drop one physical education (PE) activity.  Revise your WASL draft.

 

 

 

 


9/7

 Poster Prompt:

Cat in a fishbowl; fish outside looking in

 

 

 

Review all procedures.

 

T-Chart: Writing to a topic or prompt

 

 

 

WASL pretest

(spelling tip)

 


 

9/6

Write to poster prompt:

“I hear yes’s better than no’s.”

 

 

Lead to review of procedures and planners.

 

 Active Listening

 

T-Chart -- Writing Independently (teacher/student/help) and practice-

 

-The Important Book and practice --

Describe yourself following the Important Book pattern.  Share. If not completed, homework.

 

 


9/5

Intro Activity:

 

Write to poster prompt: It’s Utter Panda-monium Around Here!  How do we prevent pandemonium?

 

Procedures (T-Chart)

Enter room

Supplies

Help

Planner

Make-up Work

Homework

 

T-Chart: Group Work

MI Scavenger Hunt:

 

5Ps

Homework: Letter Home

 


 

9/4 : Barbecue & Welcome

  • Think Different, Change the World, Inpire: Each of us can make a difference in the world, even if it's helping close to home, such as helping Grandmother with her yard.
  • How are you smart? Take the survey on multiple intelligences and see where your talents shine. Bring the paper back tomorrow to share.  This will be homework tomorrow if you aren't here today :)

 

Open Letter

 

Welcome to Nespelem Middle School

 

 

Who am I?

 

 

Sheri Edwards

202 Stevens Avenue

Coulee Dam, WA 99116

 

Gramma, Teacher, Wife, Mom, Sister, Aunt, Cousin

 

634 4541 x34

633 2414

 

 

 

ms_edwards@mac.com  email

http://www.sunrae.org/index.htm    A Welcome and Cyber Information

http://www.sunrae.org/lesson/about.htm   About Me

http://www.sunrae.org/lesson/la.htm    Entry Website

 

Ask your child about the success in Grade 8 WASL Reading and Grade 7 WASL Writing (if you weren’t able to attend Open House.)

 

With you as a partner, we can continue this progress -- but I do need your support by encouraging your child’s success and completion of work.  The first rule to know is the 5Ps: Arrive in every class with your--Pens, Pencils, Planner, Paper, Projects (assignments).

 

I have worked at Nespelem School since 1985. I remained here because I care about teaching your children and know how smart they really are.  You entrust them to me, and I am honored by that.  You have provided them with special knowledge and gifts. I am here for your child, to promote the school’s mission: to enable your child to be a thinking, caring, productive person using high standards in a positive learning environment. I only want to add to the gifts in which you have guided them.

 

How can I do that?  With your help!  Here’s the first homework assignment:

 

 HOMEWORK 1:

First of all, understanding something special about your child would help me with lessons and assignments. Please help me learn something about the way s/he works -- his/her intellectual preferences, sometimes referred to as MI (multiple intelligences--verbal/linguistic, logical/mathematical, artistic/spatial, body/kinesthetic, musical, shy/intrapersonal, outgoing/interpersonal). We are all smart in several ways.  Just complete this MI form by putting a mark beside the line that is true about your child.  You can even complete it for your family by putting different marks on the lines for each person. Families have enjoyed this in the past, and have found changes from year to year.

 

 

If I should know anything special, like hobbies, activities, etc -- please list those hobbies on the MI form.  Ask your child to return the paper tomorrow or Thursday.

 

 

Sincerely,

 

 

 

Ms. Edwards


 

 

 

 

 

 

 

 

If paper is due, use this line:

Final Paper Due: Submit here

 

Lesson Reporters Members
Lesson Reporters Week 1 Name, Name, Name
Lesson Reporters Week 2 Name, Name, Name

CalicoCat

 

 

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