Week Number 12: 11.20-11.22.17

Informational writing topic: write about the best things about you or write about the best things about your family.
Research assignment: find out all you can about sound from the myON project. Write about what you find out about weather and climate. Read all of the myON project books. Write about the examples of climate. Write a report in your own words. Provide as many details as possible.

Click here to compare the climates of Detroit, Michigan and Miami, Florida.

See below for charts that compare the two climates.

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: weather and climate. Read all of the myON project books. Write about the examples of climate. Write a report in your own words. Provide as many details as possible.
Compare cities


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Detroit vs. Miami – A Climate Comparison

2. Write about your opinion on Halloween. Write as many reasons as you can.

3. Writing Topic: Write about the best thing your family ever did–or share information about your family.

Research Topic: use myON to gather info on forces and interactions.  Write a report in your own words.

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.

Language Objective – I will use a word-processing program to write an expository research paper on Volcanoes, one involving a topic I have researched, defining words new to me as I do so. Argue whether eruptions can be predicted or not. Here’s an example for a different topic: I am a journalist (your role) responsible for gathering background information for an article for the readers (audience) of a magazine called Animals and their Health: Saving the animals. Create expository research notes (the format) that detail (your strong verb) 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.

Weatherbase

Bestplaces

Outflux Weather

Fodor weather

City Weather Data

Week Number 7: 10/16-20, 2017

  1. Create an account for typing.com if you have not done so.  Do the next five lessons

typing-com

 

 

 

 

 

2. Write.

Writing Topic: Write about the best thing your family ever did–or share information about your family.

Research Topic: use myON to gather info on forces and interactions.  Write a report in your own words.

I can evaluate a variety of information about an animal 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.

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 journalist (your role) responsible for gathering background information for an article for the readers (audience) of a magazine called Animals and their Health: Saving the animals. Create expository research notes (the format) that detail (your strong verb) 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.

slideshare

Week Number 6: 10/9-10/13/17

Writing Topic: write about a trip your family took–or a celebration.  Narrate it or share information about it.

Research Topic: use myON to gather info on forces and interactions.  Write a report in your own words.

I can evaluate a variety of information about an animal 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 brown bears. After I research this topic, I’ll write about this in my own words. 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 verbthat shares the purpose of the writing.

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 journalist (your role) responsible for gathering background information for an article for the readers (audience) of a magazine called Animals and their Health: Saving the animals. Create expository research notes (the format) that detail (your strong verb) 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.

parts of a volcano

Mt. St. H. / Plate Teutonics (B.N.)

Week Number 5: 10/2-10/6/17

Writing topic:

Research topic:

I can evaluate a variety of information about an animal 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 brown bears. After I research this topic, I’ll write about this in my own words. 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 verbthat shares the purpose of the writing.

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 journalist (your role) responsible for gathering background information for an article for the readers (audience) of a magazine called Animals and their Health: Saving the animals. Create expository research notes (the format) that detail (your strong verb) 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 4- 9/25-29, 2017

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

I can evaluate a variety of information about an animal 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 brown bears. After I research this topic, I’ll write about this in my own words. 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.

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 journalist (your role) responsible for gathering background information for an article for the readers (audience) of a magazine called Animals and their Health: Saving the animals. Create expository research notes (the format) that detail (your strong verb) 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 3- 9/18-22, 2017

Objective: Students will demonstrate understanding of the components of digital citizenship by completin the Digital Passport activities with at least 80% accuracy.
Students will get their passwords from Mr. Neff, then click the link below to begin.

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

I can evaluate a variety of information about an animal 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 black bears. After I research this topic, I’ll write about this in my own words. 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.

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 journalist (your role) responsible for gathering background information for an article for the readers (audience) of a magazine called Animals and their Health: Saving the animals. Create expository research notes (the format) that detail (your strong verb) 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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