What do we mean by "Ideas"?

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Part 1

 

Form two teams and follow the directions for your team.

 

Team 1:

 

Link here and describe what you see in the comments of the linked page.

 

 

Team 2:

 

Linke here and describe what you see in the comments of the linked page.

 

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Part 2

 

With your team, read the discriptions of both pages in Part 1.

 

Talk about:

 

What are the differences in the descriptions of the two pictures?

What does a writer need to do with his/her ideas so a reader wants to read them?

What are the differences between writing that uses the trait of "ideas" and writing that does not?

So, using the trait of "Ideas" means what?

 

In the comments on this page: Ideas Means summarize your discussion of what "Ideas" means.

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Part 3

 

Assignment by teams:

Create a page entitled "Class Ideas Codes"  Example: W5 Ideas Shee Ryjo

Answer these questions. Optional: write your paragraph.

Each team member links to the page on his/her home page.

 

 

Given this picture, what would you need to do in your thinking and prewriting to ensure your writing will have interesting ideas?

 

 

Describe what you see:

 

Who

What

When

Where

Why

How

 

 

What story?

What facts?

What science?

What social studies?

What feelings?

 

 

 

 

 

 

 

 

 

 

Creative Commons from Wikimedia Commons

 

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Part 4

 

Assignment--Teams and Individual:

 

 

Teams:

Given the above picture, what did you do in your thinking and in your writing to ensure you have interesting ideas? (Answer on your Ideas Team page created in Part 3.)

 

Individual:

 

Think of a topic, what will you do in your thinking and in your writing to ensure you have interesting ideas?

 

Now, apply your strategy and write a piece about your topic.

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Essential Academic Learning Requirements

 

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

 

Component 1.1: Prewrites to generate ideas and plan writing. 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., brainstorms list, then creates graphic organizer – electronically or handwritten).

·       Maintains a log or journal to collect and explore ideas; records observations, dialogues, and/or descriptions for later use as a basis for informational, persuasive, or literary writing.

·       Uses a variety of prewriting strategies (e.g., story mapping, listing, webbing, jotting, outlining, free writing, brainstorming).

·       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.

·       Explains purpose and selects effective form at prewriting stage.

 

1.2.1 Analyzes task and composes multiple drafts when appropriate.

·       Refers to prewriting plan.

·       Drafts according to audience, purpose, and time.

·       Drafts by hand and/or electronically.

·       Rereads text and decides to continue draft or to start a new draft.

 

 

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

2.1.1 Applies understanding of multiple and varied audiences to write effectively.

·       Identifies an intended audience.

·       Identifies and includes information and uses appropriate language for a specific audience (e.g., defines technical or content-specific terms or jargon).

2.2.1 Demonstrates understanding of different purposes for writing.

·       Writes to pursue a personal interest, to explain, to persuade, to inform, and to entertain for a specified audience

·       Writes to analyze informational and literary texts.

·       Writes to learn (double-entry journal in math, social studies, or science; letter to teacher assessing own work; reflection).

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

·       Presents a central idea, theme, and manageable thesis while maintaining a consistent focus (e.g., narrows the topic, uses an essential question to guide research and maintain focus).

·       Selects specific details relevant to the topic to extend ideas and develop elaboration (e.g., multiple examples, statistics, anecdotes, reasons).

·       Uses personal experiences, observations, and/or research to support opinions and ideas (e.g., relevant data to support conclusions in math, science, social studies; personal knowledge of an illness to persuade the audience that water pollution is dangerous).

·       Varies method of developing character (e.g., how the character acts, talks, thinks, and looks), setting (e.g., through the character’s point of view), and plot in narratives.

 

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Next Steps:

Component 1.3: Revises to improve text. W

 

1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.

·       Uses effective revision tools or strategies (e.g., reading draft out loud, checking sentence beginnings, expanding sentences, using an electronic or other thesaurus).

·       Rereads work several times and has a different focus for each reading (e.g., first reading — changing words to improve clarity; second reading —substituting more effective persuasive language; third reading — adding specific examples to support claim).

·       Seeks and considers feedback from a variety of sources (e.g., adults, peers, community members, response groups).

·       Records feedback using writing group procedure (e.g., partner reads writer’s work aloud, and writer notes possible revision).

·       Evaluates feedback and justifies the choice to use feedback (e.g., “I chose to change the word things because my group said it was confusing.”).

·       Uses multiple resources regularly to identify needed changes (e.g., writing guide, checklist, criteria, adult, peer).

1.4.1 Edits for conventions (see 3.3).

·       Identifies and corrects errors in conventions.

·       Uses appropriate references and resources (e.g., dictionary, writing/style guide, electronic spelling and grammar check, conventions checklist, adult, peer).

1.6.2 Uses collaborative skills in adapting writing process.

·       Delegates parts of writing process to team members (e.g., one member may interview; another may collect information from other resources).

·       Collaborates on drafting, revising, and editing.

1.6.3 Uses knowledge of time constraints to adjust writing process.

 

Component 1.5: Publishes text to share with audience. W

1.5.1 Publishes in formats that are appropriate for specific audiences and purposes.

·       Selects from a variety of publishing options keeping in mind audience and purpose (e.g., school newspaper, bulletin board, contest).

·       Publishes using a range of graphics and illustrative material (e.g., photos, charts, graphs, tables, diagrams, cartoons).

·       Publishes material in appropriate form (e.g., slide show, brochure, postcard) and format (e.g., colors, font, layout, key words and phrases instead of sentences) for visual and dramatic presentations (e.g., readers’ theater script).

·       Uses different available technologies to produce, design, and publish a finished product (e.g., word processor, photo software, presentation software, publishing software).

 

 

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Connected Pages:

Ideas Intro   Ideas Tree 1  Ideas Tree 2 Ideas Means

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