Writing: Weekly Agenda Quarter 1

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August 24 – 28, 2020 Quarter 1 Week 1

Monday, August 24 (periods 1, 2, 4) / Tuesday, August 25 (periods 5, 6, 7)

First day of school!

Welcome to Writing! Teacher introductions and brief info about the class and when the class will meet. Teach hand raising feature

Students unmute one at a time (teacher directed) and introduce themselves with name and favorite food/activity.

After all students have participated, explain how to find survey.

7 minute timer: (keep live going during this time). If students finish early, they should use the time to click around in the Team and explore where different materials are located.

Everyone come back together. Teacher shows students how to raise hand. Opportunity for questions about the next meeting. Teacher reminds students of the next meeting.

For the last part of the class, go to Assignments on Teams and find the assignment called “Monday, August 24 Questions for Teacher” and write two questions that you’d like me to answer when we meet again.

Wednesday, August 26

Student Help/ Feedback

Thursday, August 27 (periods 1, 2, 4) / Friday, August 28 (periods 5, 6)

Flood the chat activity:

What did you have for breakfast?

Favorite sport?

If you could only eat one food for the rest of your life, what would it be?

Discussion: When should we email? Why do we email?

Show students how to pin Outlook app to taskbar (search Outlook in bar, right click on icon, and pin)

Teacher shows video: (From Student Orientation)

Timer for two minutes- find your email and open up so you’re ready to write a new message

Teacher shares screen and demonstrates how to write an email:

Subject line should include class period and assignment/topic

Greeting/salutation

Specific question with exactly what you need help with

Be professional. Avoid using all caps, slang, and texting language.

At the end of your email, sign with a closing, your first and last name, and your class period

Proofread and hit “send”

Timer for five minutes – write an email to me, telling me one fact about yourself. Don’t send it yet!

Go over emails as a class. Did you include a subject, greeting, professional language, closing, first and last name, and class period?

Teacher shares screen and shows students how to find email addresses on LSMS website.

Timer for two minutes – copy and paste my email address into the “TO” line and send the email to me

Teacher will answer students’ questions (submitted in Forms on the previous day of class)

August 31 – September 4, 2020 Quarter 1 Week 2

Monday, August 31 and Tuesday, September 1

Writing:

Flood the chat: You're on a commercial sight-seeing flight over the Rockies when your light aircraft develops engine failure and crashes on a hillside. Apart from minor cuts and bruises, you are uninjured but the other passengers and crew are dead. Your best chance of survival is to do what?

Get as far from the crash site as you can - it could explode
Gather your equipment and walk to safety - you're uninjured!
Scavenge survival equipment from the write and remain nearby
Panic!

Explain that we’ll talk about survival for the next few weeks. Today we’re discussing wildfires!

Talk briefly about fires in California.

Show students how to access the article. Give a few minutes for students to read to “How to Stay Safe When a Wildfire Threatens”

Wildfire article: https://www.ready.gov/wildfires

Model questions 1 and 2 of form and give students a few minutes to do their own.

Give a few minutes for students to read “Prepare Now.

Model questions 3, 4, and 5 of form. Give students a few minutes to do their own.

Model question 6 of form. Give students a few minutes to do their own.

After we hang up, spend 20-30 minutes on Disaster Master: https://www.ready.gov/kids/games/data/dm-english/index.html

Thursday, September 3 and Friday, September 4

Writing:

Flood the chat: If you could only save one thing from your house (all pets and people have already gotten out), what would it be?

Show video: https://www.ready.gov/wildfires

Show wildfire example paragraph. Discuss parts of a paragraph.

Read snowstorm article: https://www.ready.gov/winter-weather

Write paragraph in Microsoft Form.

This will go in the gradebook (as a check mark)

September 7 – 11, 2020 Quarter 1 Week 3

Monday, September 7 (no school)

Tuesday, September 8

Kahoot – linked on Teams (self-paced)

Yearbook:

Peer ppt project presentations (students will share screen and talk through their ppt)

Wednesday, September 9

Intervention/enrichment day

Thursday, September 10 and Friday, September 11

Flood the chat: What is your favorite color?

Teacher shares screen and walks students through the capitalization powerpoint.

Teacher directs students to capitalization quiz (linked on Teams).

Quiz grades:

20 to 16: 3

13 to 16: 2

Below 13: 1

capitalization powerpoint

September 14 – 18 Quarter 1 Week 4

Monday, September 14 and Tuesday, September 15

Everything is linked in the Earthquake Paragraph Form

Earthquake Article: https://www.ready.gov/earthquakes

Prompt: Explain how to stay safe after an earthquake.

Paragraph must include: Topic sentence, three points (one sentence each), and wrap-up (conclusion) sentence

Graded on: Capitalization and Paragraph Contents

Wednesday, September 16

Catch up!

Thursday, September 17 and Friday, September 18

Wildfire paragraph example – share screen and briefly discuss RACE… especially topic sentence and reasons/details

PPT – Topic sentence and reasons/details (go through with students)

Students will complete multiple choice form

September 21-25 Quarter 1 Week 5

Monday, September 21

Writing:

In Class (X):

Go over classroom procedures:

Bathroom/nurse/help desk passes
Participation
Composition notebooks (name and period)
Sanitizing/cleaning

Assignment completion
Discipline: 1 warning, 2 move in class, 3 send to refocus, 4 to dean

Show us your OneDrive folder

Model and practice using Word documents:

Open Word

Save in OneDrive

Set up MLA format (font, size, color, etc)

Type MLA heading

Submit Word document to assignment in Teams (add work)

Online (Y):

Capitalization Nearpod

Yearbook:

In Class (X):

First half of the PPT: focus and hold still, lighting and color, rule of thirds, leading lines, fill the frame

Project a few layouts and discuss photography concepts

Online (Y):

Make sure your layout is ready to go! 😊

Tuesday, September 22

Writing:

In Class (Y):

Go over classroom procedures:

Bathroom/nurse/help desk passes
Participation
Composition notebooks (name and period)
Sanitizing/cleaning
Assignment completion

Discipline: 1 warning, 2 move in class, 3 send to refocus, 4 to dean

Show us your OneDrive folder

Model and practice using Word documents:

Open Word

Save in OneDrive

Set up MLA format (font, size, color, etc)

Type MLA heading

Submit Word document to assignment in Teams (add work)

Online (X):

Pre-Assessment (loaded on Teams):

Instructions: Read the provided article (Earthquake Simulation Centers) and write an informational paragraph that could summarize the topic for someone who didn’t have the article.

Requirements: Your paragraph should be at least six sentences and include a topic sentence, information from the article, and a conclusion sentence. You’ll type it on a Word document. When you’re done, attach your document to this assignment in Teams and turn it in. If you need help with these steps, watch the screencast video linked in our “Help and Resources” channel on our Team.

Online (Y):

Capitalization Nearpod

Thursday, September 24

Writing:

In Class (X):

Paragraph Examples and Discussion

- Does this paragraph introduce the topic?

- Does this paragraph cite evidence from the article that is relevant to the topic?

- Does this paragraph provide an explanation of the evidence and “wrap up” the information?

Allow time for students to look at their own paragraphs. How could you improve? What did you do well? Write yourself a note in your notebook. Take time to fix your paragraph and re-submit.

Online (Y):

Pre-Assessment (loaded on Teams):

Instructions: Read the provided article (Earthquake Simulation Centers) and write an informational paragraph that could summarize the topic for someone who didn’t have the article.

Requirements: Your paragraph should be at least six sentences and include a topic sentence, information from the article, and a conclusion sentence. You’ll type it on a Word document. When you’re done, attach your document to this assignment in Teams and turn it in. If you need help with these steps, watch the screencast video linked in our “Help and Resources” channel on our Team.

Friday, September 25

Writing:

In Class (Y):

Paragraph Examples and Discussion

- Does this paragraph introduce the topic?

- Does this paragraph cite evidence from the article that is relevant to the topic?

- Does this paragraph provide an explanation of the evidence and “wrap up” the information?

Allow time for students to look at their own paragraphs. How could you improve? What did you do well? Write yourself a note in your notebook. Take time to fix your paragraph and re-submit.

Online (X):

Capitalization Nearpod

September 28 – October 2 Quarter 1 Week 6

Monday, September 28

X Group in Person:

Newsela.com on screen – show students how to log in by clicking on the Microsoft icon

Search article “Sick Kids Get a Dose of Canine Comfort” and click on article

Show students how to change reading level by clicking the word MAX

Show students the read-aloud feature (can use today if they have headphones; otherwise, save for at-home days)

10-15 min: Choose the reading level that is best for you, and read the article on your own. It’s ok if you don’t finish it! As you read, jot down notes in your notebook. Choose whatever format will work the best for you.

Include: Title, Author’s Name

Here is what a summary paragraph would look like, using the RACE method: (This document is below as well)

Truly, dogs can help children feel comforted when they are sick in the hospital. According to the article “Sick Kids Get a Dose of Canine Comfort,” there are two golden retrievers on staff at the Children’s National Hospital in Washington, D.C. Andrea Sachs explains that the dogs’ main job is to be with the kids and help them feel better. One way the dogs help in the hospital is to motivate kids to get out of bed and achieve their medical goals. In addition, dogs help children feel less scared. Furthermore, the dogs can provide some entertainment and distraction. Without a doubt, these hospital dogs help bring healing to many children.

Y Group Online:

Look at the pictures on the PowerPoint (Slides for Journal Writing). Choose your favorite picture.

Open a new Word document and set it up in MLA format. Watch the video in Help and Resources if you need a reminder.

In your Word document, write 2-3 paragraphs of journal-style writing. Use the photo you chose as inspiration to begin writing. Your paragraphs do not have to be about the picture you chose but about the topic in general.

Tuesday, September 29

X Group Online:

Log on to NewsELA.com and find the article “Artist uses thousands of Lego bricks to make sculptures of animals.” Find the reading level that is best for you, and take notes while you read the article.

After reading the article, write a summary RACE paragraph – think of someone who needed the information but didn’t have the article. Refer to the example from the dog article and the fill-in-the blank template (added as resources on the assignment). You’ll type your paragraph on a Word document and submit it on Teams by clicking the “Add Work” button.

Y Group in Person:

Newsela.com on screen – show students how to log in by clicking on the Microsoft icon

Search article “Sick Kids Get a Dose of Canine Comfort” and click on article

Show students how to change reading level by clicking the word MAX

Show students the read-aloud feature (can use today if they have headphones; otherwise, save for at-home days)

10-15 min: Choose the reading level that is best for you, and read the article on your own. It’s ok if you don’t finish it! As you read, jot down notes in your notebook. Choose whatever format will work the best for you.

Include: Title, Author’s Name

Here is what a summary paragraph would look like, using the RACE method: (This document is below as well.)

Truly, dogs can help children feel comforted when they are sick in the hospital. According to the article “Sick Kids Get a Dose of Canine Comfort,” there are two golden retrievers on staff at the Children’s National Hospital in Washington, D.C. Andrea Sachs explains that the dogs’ main job is to be with the kids and help them feel better. One way the dogs help in the hospital is to motivate kids to get out of bed and achieve their medical goals. In addition, dogs help children feel less scared. Furthermore, the dogs can provide some entertainment and distraction. Without a doubt, these hospital dogs help bring healing to many children.

Wednesday, September 30

Intervention / Enrichment Day

Thursday, October 1

X Group in Person:

Paragraph Examples and Discussion

- Does this paragraph introduce the topic?

- Does this paragraph cite evidence from the article that is relevant to the topic?

- Does this paragraph provide an explanation of the evidence and “wrap up” the information?

Show students how to find articles on NewsELA.com; allow time for students to start finding articles.

Y Group Online:

Log on to NewsELA.com and find the article “Artist uses thousands of Lego bricks to make sculptures of animals.” Find the reading level that is best for you, and take notes while you read the article.

After reading the article, write a summary RACE paragraph – think of someone who needed the information but didn’t have the article. Refer to the example from the dog article and the fill-in-the blank template (added as resources on the assignment). You’ll type your paragraph on a Word document and submit it on Teams by clicking the “Add Work” button.

Friday, October 2

X Group Online:

Log on to NewsELA.com and find an article of your choice. Find the reading level that is best for you, and take notes while you read or listen to the article.

After reading the article, write a summary RACE paragraph – think of someone who needed the information but didn’t have the article. Refer to the example from the dog article and the fill-in-the blank template (added as resources on the assignment). You’ll type your paragraph on a Word document and submit it on Teams by clicking the “Add Work” button.

Y Group in Person:

Paragraph Examples and Discussion

- Does this paragraph introduce the topic?

- Does this paragraph cite evidence from the article that is relevant to the topic?

- Does this paragraph provide an explanation of the evidence and “wrap up” the information?

Show students how to find articles on NewsELA.com; allow time for students to start finding articles.

Quarter 1 Week 7 / October 5-9, 2020

Monday, October 5

Writing X (in person):

Discuss examples of choice paragraphs.

Paragraph Examples and Discussion

- Does this paragraph introduce the topic?

- Does this paragraph cite evidence from the article that is relevant to the topic?

- Does this paragraph provide an explanation of the evidence and “wrap up” the information?

Give students time to write themselves a note on improving their writing for next time 😊
Remind students how to find a new article on NewsELA.com; allow time for students to start finding articles.

Writing Y (online):

Choice Paragraph Assignment 1:

Log on to NewsELA.com (Best to go through Class Link) and find an article of your choice. Find the reading level that is best for you, and take notes while you read or listen to the article.

After reading the article, write a summary RACE paragraph – think of someone who needed the information but didn’t have the article. Refer to the example from the dog article and the fill-in-the blank template (added as resources on the assignment). You’ll type your paragraph on a Word document and submit it on Teams by clicking the “Add Work” button.

Yearbook X (in person):

Uploading the cameras to OneDrive

Yearbook Y (online):

Finish Canva Advertisement

Tuesday, October 6

Writing X (online):

Choice Paragraph Assignment 2:

Log on to NewsELA.com (Best to go through Class Link) and find an article of your choice. Find the reading level that is best for you, and take notes while you read or listen to the article.

After reading the article, write a summary RACE paragraph – think of someone who needed the information but didn’t have the article. Refer to the example from the dog article and the fill-in-the blank template (added as resources on the assignment). You’ll type your paragraph on a Word document and submit it on Teams by clicking the “Add Work” button.

Writing Y (in person):

Discuss examples of choice paragraphs.

Paragraph Examples and Discussion

- Does this paragraph introduce the topic?

- Does this paragraph cite evidence from the article that is relevant to the topic?

- Does this paragraph provide an explanation of the evidence and “wrap up” the information?

Give students time to write themselves a note on improving their writing for next time 😊
Remind students how to find articles on NewsELA.com; allow time for students to start finding articles.

Yearbook X (online):

Catch up on core classes 😊

Yearbook Y (in class):

Uploading cameras to OneDrive

Thursday, October 8

Writing X (in person):

Revise/edit Choice Paragraph 2

Writing Y (online):

Choice Paragraph Assignment 2:

Log on to NewsELA.com and find an article of your choice. Find the reading level that is best for you, and take notes while you read or listen to the article.

After reading the article, write a summary RACE paragraph – think of someone who needed the information but didn’t have the article. Refer to the example from the dog article and the fill-in-the blank template (added as resources on the assignment). You’ll type your paragraph on a Word document and submit it on Teams by clicking the “Add Work” button.

Yearbook X (in person):

15 Terms Every Yearbook Student Should Know (Week 9)

Yearbook Y (online):

Catch up day

Friday, October 9

Writing X (online):

Catch up day

Writing Y (in person):

Revise/edit Choice Paragraph 2

Yearbook X (online):

Read this article on captions: http://www.canyonyearbook.com/uploads/2/2/3/9/22392014/ybk_1_-_caption_handouts.pdf

Yearbook Y (in person):