Week Number 11: 11.13-11.17.17

Writing topic: Writing topic: Tell me about you and your family?
(If you want, you could write a thank you letter to your family for what they do for you. Tell them how special they are. Another option would involve writing about the superpower & weakness you would have if you were a action/adventure superhero.)
Just as Superman has a weakness, you would probably also have a weakness as he does with Kryptonite. Write all you can.
Research writing topic: volcanoes, earthquakes, tornadoes, hurricanes, floods, or landslides using myON. Use myON. Read all of the project books. Write a report in your own words. Provide details.
Compare Michigan and Florida.

Week Number 10: 11.6-11.10.17

Writing topic: how do flowers grow?
First, . Then, . Finally, … .
(Word bank: stem, seed, flower, leaves, soil, water, roots.)

Research writing topic: research landslides using myON. Write a report in your own words.
MSWord4.
I can evaluate a variety of information from different sources.
I can demonstrate evaluation of purpose by assessing my writing using the informational 6+1 rubric.
I can demonstrate application of building writing stamina by writing during class and keeping track of the number of minutes I was writing at the top of the doc.
6+1 Rubric This lesson uses Culham’s strategies for writing to Prompts in the Trait-Based Technology
Content Objective – I can write a narrative about a topic I’ve researched. The writing can be imaginative, based on mentor texts shared over the course of the school year. (Prompts provide students with needed baseline information, information that allows them to apply all writing traits with both creativity and confidence.) Across a range of standards, I will use R.A.F.T.S. for role, audience, format, topic, & a strong verb that shares the purpose of the writing.
Smith2.46eq

Week Number 9: 10/30-11/3/17

Write about your ten favorite types of candy or food.
Describe a Jack-O-Lantern or write a story about one.

If you would like to write about a Jack-O-Lantern: Pumpkin set of slides. Click on “make a copy” to get started.
bnearthquake7:19
n.geo.earthquake2.27

Week Number 8: 10/23-10/27/17


Write your opinion about Halloween. Are you for it or against it? Why.

Writing Challenge – In your own words, write about properties of matter after you research them.
You are a reporter. Write a report about bears that sums up important information for younger students, information they need to know.
This lesson uses Culham’s strategies for writing to Prompts in the Trait-Based Technology
Content Objective – I can write a narrative about a topic I’ve researched. I will use R.A.F.T.S. for role, audience, format, topic, & a strong verb that shares the purpose of the writing, writing that’s in my own words. (Include info about your sources.)
Language Objective – I will use a word-processing program to write an expository research paper, one involving a topic I have researched, defining words new to me as I do so. Here’s one example: I am a report (your role) responsible for gathering background information for an article for younger readers (audience) of a magazine called Animals. Create expository research notes (the format) that persuade (your strong verb) children as to why the animals are important in the world and what their contribution is to sustaining the environment.
Overall Language Objectives
I can listen for information in mentor texts/picture books to make inferences and discuss inferences by stating my opinion of specific parts of the book before the inference that address the inference. I can make connections. I can discuss literary elements because I am an author who understands different types of writing.

Week Number 7: Oct. 17-21, 2016

    1. Sign into myON.   Copy and paste   @dearbornschools.org
    2. Create an account for typing.com.  Do the first three lessons.

Fun, Writing Task
Google Slides Project on Michigan

Writing Challenge – In your own words, write about brown bears after you research them.
You are a reporter. Write a report about bears that sums up important information for younger students, information they need to know.
This lesson uses Culham’s strategies for writing to Prompts in the Trait-Based Technology
Content Objective – I can write a narrative about a topic I’ve researched. I will use R.A.F.T.S. for role, audience, format, topic, & a strong verb that shares the purpose of the writing, writing that’s in my own words. (Include info about your sources.)
Language Objective – I will use a word-processing program to write an expository research paper, one involving a topic I have researched, defining words new to me as I do so. Here’s one example: I am a report (your role) responsible for gathering background information for an article for younger readers (audience) of a magazine called Animals. Create expository research notes (the format) that persuade (your strong verb) children as to why the animals are important in the world and what their contribution is to sustaining the environment.
Overall Language Objectives
I can listen for information in mentor texts/picture books to make inferences and discuss inferences by stating my opinion of specific parts of the book before the inference that address the inference. I can make connections. I can discuss literary elements because I am an author who understands different types of writing.

typing-com

 

 

 

 

 

 

 

Week Number 6: Oct. 10-15, 2016

Sign into typing.com. Save your work to show your progress!
Read at least one full book using myON.
Writing Challenge – In your own words, write about brown bears after you research them.
You are a reporter. Write a report about bears that sums up important information for younger students, information they need to know.
This lesson uses Culham’s strategies for writing to Prompts in the Trait-Based Technology
Content Objective – I can write a narrative about a topic I’ve researched. I will use R.A.F.T.S. for role, audience, format, topic, & a strong verb that shares the purpose of the writing, writing that’s in my own words. (Include info about your sources.)
Language Objective – I will use a word-processing program to write an expository research paper, one involving a topic I have researched, defining words new to me as I do so. Here’s one example: I am a report (your role) responsible for gathering background information for an article for younger readers (audience) of a magazine called Animals. Create expository research notes (the format) that persuade (your strong verb) children as to why the animals are important in the world and what their contribution is to sustaining the environment.
Overall Language Objectives
I can listen for information in mentor texts/picture books to make inferences and discuss inferences by stating my opinion of specific parts of the book before the inference that address the inference. I can make connections. I can discuss literary elements because I am an author who understands different types of writing.

Students will apply knowledge of of sentence structure and punctuation by editing their description of the forces acting on the marble in the marble machine.
Go to Google classroom and edit last week’s work. Make sure you have at least three examples that name some part of the marble machine and the forces acting on it. Make sure you have capital letters and periods on all sentences. When you finish, work on the Monster High Halloween Challenge.
googleclassroom_logo
bn watercycle(2.)

Week Number 5: Oct. 3-7, 2016

Writing Challenge – In your own words, write about sloth bears after you research them.
You are a reporter. Write a report about sloth bears, or grizzly bears, that sums up important information for younger students, information they need to know.
This lesson uses Culham’s strategies for writing to Prompts in the Trait-Based Technology
Content Objective – I can write a narrative about a topic I’ve researched. I will use R.A.F.T.S. for role, audience, format, topic, & a strong verb that shares the purpose of the writing, writing that’s in my own words. (Include info about your sources.)

Language Objective – I will use a word-processing program to write an expository research paper, one involving a topic I have researched, defining words new to me as I do so. Here’s one example: I am a report (your role) responsible for gathering background information for an article for younger readers (audience) of a magazine called Animals. Create expository research notes (the format) that persuade (your strong verb) children as to why the animals are important in the world and what their contribution is to sustaining the environment.
Overall Language Objectives
I can listen for information in mentor texts/picture books to make inferences and discuss inferences by stating my opinion of specific parts of the book before the inference that address the inference. I can make connections. I can discuss literary elements because I am an author who understands different types of writing.

1. Sign into typing.com. Save your work to show your progress!
2. Read at least one full book using myON.
3. Use Kart Kingdom only to write about how you used forces to change the motion of your kart. Show Mr. Neff. Write at least two full sentences to explain how you changed the motion. When done, raise your hand.
kartkingdom-opengraph

Week Number 4: Sept. 25-29, 2017

Mouse Practice

Writing Challenge – In your own words, write about brown bears after you research them.
You are a reporter. Write a report about bears that sums up important information for younger students, information they need to know.
This lesson uses Culham’s strategies for writing to Prompts in the Trait-Based Technology
Content Objective – I can write a narrative about a topic I’ve researched. I will use R.A.F.T.S. for role, audience, format, topic, & a strong verb that shares the purpose of the writing, writing that’s in my own words. (Include info about your sources.)

Language Objective – I will use a word-processing program to write an expository research paper, one involving a topic I have researched, defining words new to me as I do so. Here’s one example: I am a report (your role) responsible for gathering background information for an article for younger readers (audience) of a magazine called Animals. Create expository research notes (the format) that persuade (your strong verb) children as to why the animals are important in the world and what their contribution is to sustaining the environment.
Overall Language Objectives
I can listen for information in mentor texts/picture books to make inferences and discuss inferences by stating my opinion of specific parts of the book before the inference that address the inference. I can make connections. I can discuss literary elements because I am an author who understands different types of writing.

MobyMax Sign In
Students will write a long paragraph about math that’s fun to them–or why math is important.
I can use MobyMax to practice reading and math.
Moby-Max-300x225

Week Number 3: Sept. 18-22, 2017

Writing Challenge – In your own words, write about black bears after you research them.
You are a reporter. Write a report about black bears that sums up important information for younger students, information they need to know.
This lesson uses Culham’s strategies for writing to Prompts in the Trait-Based Technology
Content Objective – I can write a narrative about a topic I’ve researched. I will use R.A.F.T.S. for role, audience, format, topic, & a strong verb that shares the purpose of the writing, writing that’s in my own words. (Include info about your sources.)

Language Objective – I will use a word-processing program to write an expository research paper, one involving a topic I have researched, defining words new to me as I do so. Here’s one example: I am a report (your role) responsible for gathering background information for an article for younger readers (audience) of a magazine called Animals. Create expository research notes (the format) that persuade (your strong verb) children as to why the animals are important in the world and what their contribution is to sustaining the environment.
Overall Language Objectives
I can listen for information in mentor texts/picture books to make inferences and discuss inferences by stating my opinion of specific parts of the book before the inference that address the inference. I can make connections. I can discuss literary elements because I am an author who understands different types of writing.

Objecitive: Students will demonstrate understanding of the components of digital citizenship and take a quiz on it.

computer mouse
https://www.digitalpassport.org/educator-registration/studentLogin

Week Number 2: Sept. 11-15, 2017

Students will describe how to be kind, safe and responsible by giving examples of each using Google Classroom. They will use the given code, to sign up for the class first.
welcome-to-google-classroom

Writing Challenge – In your own words, write about panda bears after you research them.
You are a reporter. Write a report about panda bears that sums up important information for younger students, information they need to know.
This lesson uses Culham’s strategies for writing to Prompts in the Trait-Based Technology
Content Objective – I can write a narrative about a topic I’ve researched. I will use R.A.F.T.S. for role, audience, format, topic, & a strong verb that shares the purpose of the writing, writing that’s in my own words. (Include info about your sources.)

Language Objective – I will use a word-processing program to write an expository research paper, one involving a topic I have researched, defining words new to me as I do so. Here’s one example: I am a report (your role) responsible for gathering background information for an article for younger readers (audience) of a magazine called Animals. Create expository research notes (the format) that persuade (your strong verb) children as to why the animals are important in the world and what their contribution is to sustaining the environment.
Overall Language Objectives
I can listen for information in mentor texts/picture books to make inferences and discuss inferences by stating my opinion of specific parts of the book before the inference that address the inference. I can make connections. I can discuss literary elements because I am an author who understands different types of writing.

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