Class outline- Session III Writing Composition 1- Mondays and Wednesdays 10:00-11:30
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Class Day
Day 1
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Language standards
L.2.2aa. Capitalize holidays, product names, and geographic names.
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Day 2
Day 3
Day 4
Day 5
Day 6 Day 7
Day 8
Day 9
Day 10
Day 11
Day 12
Day 13
Day 14
Day 15
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L.3.2ab. Capitalize appropriate words in titles. L.3.1eh. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
L.3.1fi. Ensure subject-verb and pronoun-antecedent agreement. L.2.1de. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). L.3.1dg. Form and use regular and irregular verbs. L.2.2bc. Use commas in greetings and closings of letters.
L.3.2bd. Use commas in addresses L.3.2ce. Use commas and quotation marks in dialogue. L.2.1fm. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). (L.2.1 and 3.1 merge) L.2.2cf. Use an apostrophe to form contractions and frequently occurring possessives.
L.3.2dg. Form and use possessives. L.3.1gj. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
L.3.1ab. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
L.3.1cf. Use abstract nouns (e.g., childhood).
L.2.1cd. Use reflexive pronouns (e.g., myself, ourselves).
L.2.1aa. Use collective nouns (e.g., group). L.3.1bc. Form and use regular and irregular plural nouns. L.3.1hk. Use coordinating and subordinating conjunctions
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RL.2.1Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (RI/RL.2.1)
R:B:9CCR Anchor 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
RI.3.9Compare and contrast the most important points and key details presented in two texts on the same topic. (RI.3.9)
R:B:2CCR Anchor 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RI.3.9Compare and contrast the most important points and key details presented in two texts on the same topic. (RI.3.9 RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (RI.3.2)
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (RI.3.2)
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (RI.3.2) R:B:3CCR Anchor 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. RI.3.3Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (RI.3.3)
RI.3.3Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (RI.3.3)
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Warm up: Correct the sentences-
bull fighting takes place in madrid during the months of june, july, and august. carlos, the matador, slaughtered killer, the bull, after a grueling six hour battle. the running of the bulls is a famous festival that takes place in spain in june of every year. Class reading- science-Coral Reefs Many capitalization worksheets Writing activity: School of fish photo Warm up:
Notes: Irregular verb list Class work: Irregular verbs worksheet Writing activity: Platetectonics While reading studnets will use a venn diagram to record notes that they find in the readings. We will then use the Venn diagrams to answer the questions: 1- What are the similarities between volcanoes and earthquakes? 2. What are the differences? Homework: Irregualr verb story Warm up: Correct these sentences with the proper irregular verb.
We _______________ about the storm on the news. They _______________ that it was my birthday. The waiter _______________ us the menu to look at. I didn’t _______________ very well last night. sleep slept. It was so cold that the pipes _______________. hear-find-bring-leave-freeze Class work- comma rules Studnets will write letters to a stranger. Students can also choose to write to one of the people listed on the world needs more love letters website. They will use commas in the appropriate places within the letter. Commas worksheets- in personal letters In addresses Warm up: Properly address the evelopes activity.
Making an envelope instructions. Choose one address to write on your letter, insert Monday's letter to a stranger. First class activity notes handout: Writing quotations correctly. Comic #1- Baking Comic #2- Dog Walk Comic #3 Umbrella Comic #4 Snorklers Comic #5 Homework First students will use the outlines to create simple stories. They will then re-write the stories using the rules of writing quotations. Second class activity: Compare and contrast about how the ederly are treated around the world Sentence straters for responding to text: Option 1- We continued to discuss and write about how the elderly are treated in different places.
Warm up: Use the paper punctuation marks to place the proper punctuation in the sentences Class activity: What is the main idea- Match the headline to the story.- First students will make up their own headlines to the articles, then they will be given the actual headlines to compare with the headlines that they make up. Multiple Choice worksheets: Find the main idea Grammar apostrophes Warm up: Choose the correct adjective or adverb
Class activity: Main Idea powerpoint After reviewing teh powerpoints students will work in groups to determine the main ideas and a possible title for the articles at the end of the powerpoint. Students will also make graphic organizers- which will organize specific facts and lead to the main idea. Homework: Find the main idea Warm up: Main idea- Work sheet 3- stories cut up -one story per person.- ereading worksheets
Class Activity: Thanksgiving reading- What si the main idea Grammar: Parts of speech_ Homework: None- But you should read Warm up:
Grammar: Reflexive pronouns Class activity: Patterns of organization_ Each group will be given a paragraph are then decide which pattern of organization it employs. Groups will tape the paragraph to the appropriate poster. Writing activity: watch this video to introduce the idea of sequence. Students will make a graphic organizer to outline their writing and then will go to the computer to write their paragraphs. |
April 27, 2016
Problem and solution
Point of view review
Classifying different types of writing orgaization._
Reading/Video Warm up: A solution in search of a problem.
Gang article problem and solution
Problem and solution writing exercises
Author's purpose
Author's purpose
April 20, 2016
Compare and Contrast Essay
In case you don't bring your own article: Use this article.
Conjunctive Adverbs- Notes handout
Con. Adverb wksht.Compare and Contrast
Point of view quiz
Students will use the outlines they created for homework to write a short essay comparing and contrasting frogs and toad.
Writing Framework
Organizing compare and contrast paragraphs
Organizing compare and contrast essays
Organization Chart- Compare and Contrast
Transition words worksheets
Identifying Transitional words
Problem and solution
Point of view review
Classifying different types of writing orgaization._
Reading/Video Warm up: A solution in search of a problem.
Gang article problem and solution
Problem and solution writing exercises
Author's purpose
Author's purpose
April 20, 2016
Compare and Contrast Essay
In case you don't bring your own article: Use this article.
Conjunctive Adverbs- Notes handout
Con. Adverb wksht.Compare and Contrast
Point of view quiz
Students will use the outlines they created for homework to write a short essay comparing and contrasting frogs and toad.
Writing Framework
Organizing compare and contrast paragraphs
Organizing compare and contrast essays
Organization Chart- Compare and Contrast
Transition words worksheets
Identifying Transitional words
End if session presentations: SL:B:4CCR Anchor 4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. (SL.3.4)
Everyday Standards for conversation and discussion: SL:B:1CCR Anchor 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.Engage effectively in a range of collaborative discussions one-on-one, in groups, and teacher led) with diverse partners, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
d. Explain their own ideas and understanding in light of the discussion. (SL.3.1)
Everyday standards for writing and speaking in an academic way
L:B:1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.3.2eh. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
L.2.2di. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil)
L.3.2fj. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
L.3.2gk. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. (L.2.2 and 3.2 merge)
L.3.1il. Produce simple, compound, and complex sentences.
L:B:2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
W:B:4CCR Anchor 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Produce writing in which the development and organization are appropriate to task and purpose. (W.3.4)
W:C:4CCR Anchor 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (W.5.4)
Everyday standards for reading closely and in an academic manner
R:B:1CCR Anchor 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.RI.2.1
RI.2.8Describe how reasons support specific points the author makes in a text. (RI.2.8)
R:B:8CCR Anchor 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.