WR07 Curriculum Map
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August
Content and Essential Skills
- Standard 2: (RED)
Students write and speak for a variety of purposes and audiences.
Seventh grade students will:
- write in a variety of genres such as personal narratives, informational brochures, essays, stories, and letters for specific purposes such as to entertain, to persuade, and to inform;
- develop ideas and content with significant details, examples, and/or reasons;
- organize ideas so that there is an inviting introduction, logical arrangement of ideas, and a satisfying conclusion;
- plan, draft, revise, and edit for a legible final copy;
- write with a voice appropriate to purpose and audience;
Skills
INTEREST SURVEY (An introductory assignment to learn more about each student's interests and skill levels)
Who Am I? A narrative, free verse poem to tell about the person.
Personal Narrative (with descriptive language)
Planning and organizational skills
Grammar skills; correct punctuation, capital letters, subject/verb agreement.
Spelling: Using the Spelling Power Book G, the students are given three different lists to address individual needs and level.
- Week 1: No list
- Week 2: p. 8 Lesson 1
DOL (Daily Oral Language) Week 1
Expository Writing Activities: p. 39-41; Listening for Main Idea and Using What You Know
Seventh grade students will:
- write in a variety of genres such as personal narratives, informational brochures, essays, stories, and letters for specific purposes such as to entertain, to persuade, and to inform;
- develop ideas and content with significant details, examples, and/or reasons;
- organize ideas so that there is an inviting introduction, logical arrangement of ideas, and a satisfying conclusion;
- plan, draft, revise, and edit for a legible final copy;
- write with a voice appropriate to purpose and audience;
Assessment
Oral presentation about their Who Am I? poem.
Spelling tests
DOL Quizzes
Bumper stickers (p. 45-46 of Expository Writing)
Daily writing activities from Expository Writing
Resources
The Who Am I poem activity is used to get the kids writing using descriptive words in the personal narrative genre.
In anticipation for the writing project the students will be doing in conjunction with the novel Esperanza Rising, we focused on expository writing using the book Expository Writing. We also incorporated newspapers with these lessons.
Expository Writing (book) focused on:
p. 39-41 Main idea
p. 41-43 Developing a main idea
p. 43 Developing a purpose
p. 44-45 Developing a topic sentence
p. 59-60 Workbook pages to help them organize each of these concepts.
p. 45-46 Hooking the audience
p. 47-50 Model of how to organize a report
Optional
PROJECTION MAP: We are hoping to incorporate a team building field trip into the beginning of the year.
September
Content and Essential Skills
- Standard 2: (RED 2h) (BLUE 2c and 2f)
Students write and speak for a variety of purposes and audiences.
• organize ideas so that there is an inviting introduction, logical arrangement of ideas, and a satisfying conclusion;
• use transitions to link ideas;
• plan, draft, revise, and edit for a legible final copy;
• use a variety of sentence structures with varied length;
• write with a voice appropriate to purpose and audience;
• choose a range of words that are precise and vivid.
- Standard 3: (RED 3f and 3b)
Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling.
Skills
The students will use the given rubric and select one of 4 research projects. The students will use encyclopedias, and the internet to find information on his/her topic. The skills used in this project include:
1. Selecting the purpose and audience
2. Gathering information and organizing it
3. Using vivid and precise word choice
4. Developing good sentences
5. Using transitions
6. Plan, draft, revise and edit their report and peer edit as well.
GRAMMAR: DOL Week 1 through Week 4
The students will sharpen their skills of daily grammar use by completing the Daily Oral Language sentences each day.
Assessment
DAILY ASSESSMENT
1. Daily Journals
2. Daily Assignments
3. DOL (Daily Oral Language)
4. Observation and oral discussion and questioning
ESPERANZA RISING REPORT AND PROJECT
1. Esperanza Rising Writing Project Rubric
2. Oral presentation of project
3. Peer Assessment Page
Resources
Esperanza Rising novel and accompanying idea book
Project rubric
BMS library and public library
NOTES: During this month, the students selected a project, conducted research and then began writing their rough draft. Each day we would discuss a different element for the student to focus on ex. good hook for the paper. Then the student also selected a project to go along with his/her report. The culminating event was a typed report, and a completed project which they had to present orally to the class.
Optional
PROJECTION MAP: This is a great novel and a great way to get the kids involved and engaged in the writing process. Focus on writing a report. This will tie in with Giley McConnell's Africa Report.
October
Content and Essential Skills
- GRAMMAR: CHAPTER 1: THE SENTENCE AND ITS PARTS
What are complete and simple subjects?
What are complete and simple predicates?
What are the four types of sentences?
What are fragments and run-ons?
- SIX TRAITS
What is good WORD CHOICE?
How do you develop IDEA AND CONTENT
- Standard 3: (RED 3b and 3f)
Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling.
Skills
1. Identify simple and complete subjects.
2. Identify simple and complete verbs.
3. Recognize the four types of sentences.
4. Recognize subjects in an unusual order.
5. Identify complements of subjects and objects of verbs.
5. Identify run-ons and fragments.
SPELLING
1. Pretest and post-test will be given by using three differentiated lists.
Daily Oral Language
Correct sentences using correct grammar, punctuation and capitalization.
Seventh grade students will:
- identify parts of speech such as nouns, pronouns, verbs, and adjectives;
Assessment
GRAMMAR: CHAPTER 1
1. Diagnostic Test p. 5
2. Chapter One Test
3. Daily Journals
4. Daily Assignments
5. Spice it up! Activities
6. DOL (Daily Oral Language)
NWEA TESTING: 10/15/04
Resources
GRAMMAR: CHAPTER 1: Language Network Textbook p. 1-33
Spelling and DOL books
Descriptive Writing: Exploring Sensory Imagery Part One p. 7-20
Halloween Stations: Using Halloween pages we created language and reading activities and had the students rotate to each station and complete the activities.
Optional
PROJECTION MAP: We spend a lot of this month on grammar. I would like to see us incorporate more actual writing during this month next year. We did start incorporating 6 Traits and doing mini lessons which was very beneficial to the kids.
November
Content and Essential Skills
- WRITING: 6 Trait Writing: Using Descriptive Writing Genre
- GRAMMAR: Chapter 2: NOUNS
- SPELLING: Power Book G
DOL: Weekly lessons
- WRITING:
1. How can students expand and improve sentences?
2. What types of words would one use to expand and improve sentences?
3. How can our senses help improve our writing?
- Standard 2: (Red 2a; Green 2b; Blue 2f)
Students write and speak for a variety of purposes and audiences.
- GRAMMAR: Chapter 2: Nouns
- Standard 3:
Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling.
Seventh grade students will:
- identify parts of speech such as nouns, pronouns, verbs, and adjectives;
Skills
WRITING: 6 Trait Writing
Objectives: To increase student vocabulary and to have students use precise words in speaking and writing when describing people, places or things.
Students will be identifying unclear and uninteresting sentences and adding descriptive words to make them more detailed and rich.
Seventh grade students will:
- develop ideas and content with significant details, examples, and/or reasons;
- use a variety of sentence structures with varied length;
- choose a range of words that are precise and vivid.
GRAMMAR: Chapter 2: Nouns
- Standard 3:
Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling.
Seventh grade students will:
- identify parts of speech such as nouns, pronouns, verbs, and adjectives
Assessment
Daily writing activities
Chapter 2: Daily Lessons
Chapter 2 Test
Spice it Up! Activities
Visual Grammar Tiles
Journals
Spelling lists
Resources
Descriptive Writing (Scholastic teaching materials)
Language Network textbook
Spice it Up! Activities
Visual Grammar Tiles
Spelling Power Book G
Optional
PROJECTION MAP: We did a good job of balancing the grammar and writing aspects this month.
December
Content and Essential Skills
- WRITING: Narrative Writing: One page Christmas/Holiday story.
- CURRICULUM CROSSOVER: Reading the novel Christmas Carol and connecting with writing by completing short writing activities.
1. What are key elements to a good piece of narrative writing?
2. When you are peer editing what things do you look for?
3. What makes good writing? Describe a good introducation and conclusion to a story you've read.
- Standard 3:
Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling.
- Standard 4:
Students apply thinking skills to their reading, writing, speaking, listening, and viewing.
NOTE: Students will be using the novel we are working on, A Christmas Carol, to pick out good paragraphs and then revise paragraphs.
Skills
WRITING: Students will create a narrative piece with a beginning, middle and end and peer edit their stories.
Seventh grade students will:
- write in complete sentences;
- use capitals correctly, such as in titles, direct quotations, and proper nouns;
- punctuate correctly, including apostrophes; commas in dialogue, compound sentences, complex sentences, and direct address; and semi-colons;
- use paragraphs correctly so that each paragraph is differentiated by indenting or blocking and includes one major but focused idea;
- use conventional spelling in published work;
- make predictions, draw conclusions, and analyze what they read, hear, and view.
SKILL OBJECTIVES:
The students will be able to recognize and understand the elements of a good paragraph.
The students will be able to write descriptive and narrative paragraphs.
Assessment
Christmas Stories: The students will write a story using strong descriptive and narrative paragraphs.
The students will complete a rough draft, have their paper peer assessed (using the peer assessment sheet) and then complete a final draft to share with the class.
Resources
The Writer's Express p. 3, 18, 87, 88 (Mini lessons on different writing techniques and situational writing assignments)
Optional
PROJECTION MAP: The students have been exposed to narrative writing. Next year I would like to find a different genre of writing that we could incorporate with this novel study.
January
Content and Essential Skills
NOTE: This month we began using the CSAP Coach books; incorporating a lesson each Friday.
- WRITING: This month we incorporated 2 Journal entries a week so that the students were writing every day in class.
- Standard 2: (Blue 2CO)
Students write and speak for a variety of purposes and audiences.
- GRAMMAR: Chapter 3: Pronouns
What is a pronoun? How are they used in daily writing?
- Standard 3:
Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling.
Skills
WRITING: Journal entries (topics taken from the Language Arts Journal Topic book)
GRAMMAR: Students will be able to identify pronouns and use them correctly in case and order.
Rotary 4-Way Test: The students will write 2 questions for the Rotarian 4-Way Test. The questions will deal with social and peer issues.
Assessment
Chapter 3 Test
Spelling Tests
Daily Oral Language and Quizzes
Resources
Spelling list: Power Book G
Journal topic: Reading textbook; Journal idea book (pencil)
Language Network: Language arts textbook
CSAP Reading Coach book
Optional
PROJECTION MAP: I liked the use of the journals to incorporate daily writing so that we could focus on grammar, yet still have the kids writing every day.
February
Content and Essential Skills
NOTE: This month we began using the CSAP Coach books; incorporating a lesson each Friday.
- WRITING: In Reading we read the story A Mason-Dixon Memory, and began the novel Roll of Thunder Hear My Cry. To accompany these stories we had the students write a personal essay. They chose a topic from p. 214 in their reading textbook.
1. How does the story relate to my life? Have I ever been discriminated against or discriminated against someone?
- WRITING: Persuasive Writing Part One and Two: Exploring the Elements of Persuasion p. 7-30
Students watched a tape of the superbowl commercials and then worked in groups to create, write and perform their own commercial using the rubric developed (adapted from p. 30)
- Standard 2: (Red 2a.; Green 2e;)
Students write and speak for a variety of purposes and audiences.
- GRAMMAR: Chapter 4: Verbs
What is a verb? How are they used in daily writing?
- Standard 3: (Blue 3a; Red 3c; Red 3f)
Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling.
Skills
WRITING: Personal Essay
The students will choose a topic from p. 214 and create a personal essay using facts and opinions and details. Each student will write a rough draft and a final draft and share it with a peer and/or the entire class.
WRITING: Persuasive Writing: Commercial
Students will create a product, write a persuasive ad for their product and then present their commercial to the class. Commercials were taped and then viewed by the classes.
GRAMMAR: Chapter 4: Verbs p. 122
Seventh grade students will:
- identify parts of speech such as nouns, pronouns, verbs, and adjectives;
The students will:
1. identify action, helping and linking verbs and use them correctly in their writing.
2. recognize verb tenses and use them correctly (ex. past, present, future, past participle, present participle, past perfect and present perfect tenses)
Assessment
Chapter 4 Test
Personal essay (grading based on 100 pt. rubric)
Persuasive Commercial (grading based on 50 pt. rubric)
Peer assessment
Spelling tests
Daily Oral Language and Quizzes
Resources
Spelling list: Power Book G
Language Network: Language arts textbook
Elements of Literature: Reading textbook
CSAP Reading Coach book
Persuasive Writing (Scholastic book)
Optional
PROJECTION MAP: I loved the two different genres that we focused on this month. The students produced awesome persuasive pieces and we taped their commercials and then showed them in class. Great activity!!!
March
Content and Essential Skills
NOTE: We continued to address CSAP books to prepare the students for the testing. This month was a short instructional month due to CSAP testing and Spring Break.
- GRAMMAR: Chapter 4 : Verbs The students will finish this chapter.
- Standard 3:
Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling.
Seventh grade students will:
- identify parts of speech such as nouns, pronouns, verbs, and adjectives;
- write in complete sentences;
Skills
GRAMMAR: Chapter 4: Verbs
Students will:
1. Understand and correctly use action, linking and helping verbs.
2. To identify and correctly use action verbs and direct and indirect objects.
3. To identify linking verbs and subject complements.
4. To identify and use the four principal parts of verbs.
5. To identify and use irregular verb forms.
6. To identify and use the simple present, past and future tense forms.
7. To identify and use the present perfect, past perfect and future perfect tenses.
8. To use verb tenses to express sequence of events or states of being.
Assessment
Daily Work from the Grammar and Mechanics workbook
Chapter 4 Test
CSAP Coach book
Resources
Language Network textbook
CSAP Coach book
Grammar, Usage and Mechanics Book
Spelling Level G Book
Optional
PROJECTION MAP: Next year I would like to spice this month up with some engaging writing activity; possibly an interview.
April
Content and Essential Skills
NOTES: BMS Writing Contest
April is National Poetry Month (Poetry Ringo)
This month we teamed with Giley McConnell to help with the Africa Reports. We taught the note cards/bibliography section of the report and took the kids to the public library to help with research.
- What is an adjective? An adverb? How do we use them correctly?
- Poetry Forms: What is the difference between a Haiku, Couplet, Cinquain, 5 W, and Free verse poem?
- Standard 2a. (RED)
- Standard 2e. (Green)
- Standard 3c. (RED)
Skills
Students will write a narrative story developing characters and plot.
Chapter 5: Adjectives and Adverb p. 124-150
Standard 3:
Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling.
Seventh grade students will:
- identify parts of speech such as nouns, pronouns, verbs, and adjectives;
- use standard English usage in writing, including subject/verb agreement, pronoun referents, modifiers, homonyms, and homophones;
- write in complete sentences;
- use capitals correctly, such as in titles, direct quotations, and proper nouns;
- punctuate correctly, including apostrophes; commas in dialogue, compound sentences, complex sentences, and direct address; and semi-colons;
- use paragraphs correctly so that each paragraph is differentiated by indenting or blocking and includes one major but focused idea;
- use conventional spelling in published work;
- use writing resources such as dictionaries to monitor spelling accuracy.
Standard 2:
Students write and speak for a variety of purposes and audiences.
Seventh grade students will:
- write in a variety of genres such as personal narratives, informational brochures, essays, stories, and letters for specific purposes such as to entertain, to persuade, and to inform;
- develop ideas and content with significant details, examples, and/or reasons;
- organize ideas so that there is an inviting introduction, logical arrangement of ideas, and a satisfying conclusion;
- use transitions to link ideas;
- plan, draft, revise, and edit for a legible final copy;
- use a variety of sentence structures with varied length;
- write with a voice appropriate to purpose and audience;
- choose a range of words that are precise and vivid.
Assessment
Chpt. 5 Lessons p. 116, 119, 122
Chpt. 5 Test
Spelling Post test of 7th Grade No Excuse words
DOL review and test
Resources
Language Network textbook
Daily Oral Language Resource book
No excuse spelling list
Teaching and Learning Company Poetry Book (excerpts)
Writing Poetry with Children (reproducible from book)
Narrative Writing Book (Scholastic)
Optional
PROJECTION MAP: The cross curricular work on the Africa report will need to be better planned next year. We felt we did more of the work and the kids didn't have enough class time to work. I liked working as a team....just need to iron out some kinks.
May
Content and Essential Skills
Notes: Field Trip May 23st
Last day of School May 25th
Movie "Sahara" at the Sands on May 12th
NWEA testing May 9, 10, 13, 16
What are prepositions, conjunctions and interjection? How are they used correctly?
What are gerunds, participles and infinitives? How are they used correctly?
What elements does a persuasive piece of writing contain?
How does author's point of view effect my writing?
What elements does good descriptive writing contain?
Skills
Chapter 6: Prepositions, Conjunctions and Interjections p. 152-161
- Standard 2:
Students write and speak for a variety of purposes and audiences.
Seventh grade students will:
- write in a variety of genres such as personal narratives, informational brochures, essays, stories, and letters for specific purposes such as to entertain, to persuade, and to inform;
- develop ideas and content with significant details, examples, and/or reasons;
- organize ideas so that there is an inviting introduction, logical arrangement of ideas, and a satisfying conclusion;
- use transitions to link ideas;
- plan, draft, revise, and edit for a legible final copy;
- use a variety of sentence structures with varied length;
- write with a voice appropriate to purpose and audience;
- choose a range of words that are precise and vivid.
- Standard 3:
Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling.
Seventh grade students will:
- identify parts of speech such as nouns, pronouns, verbs, and adjectives;
- use standard English usage in writing, including subject/verb agreement, pronoun referents, modifiers, homonyms, and homophones;
- write in complete sentences;
- use capitals correctly, such as in titles, direct quotations, and proper nouns;
- punctuate correctly, including apostrophes; commas in dialogue, compound sentences, complex sentences, and direct address; and semi-colons;
- use paragraphs correctly so that each paragraph is differentiated by indenting or blocking and includes one major but focused idea;
- use conventional spelling in published work;
- use writing resources such as dictionaries to monitor spelling accuracy.
- Standard 4:
Students apply thinking skills to their reading, writing, speaking, listening, and viewing.
Seventh grade students will:
- recognize an author's or speaker's point of view and purpose;
- use reading, writing, speaking, listening, and viewing to solve problems and answer questions;
- distinguish between fact and opinion;
- make predictions, draw conclusions, and analyze what they read, hear, and view.
Assessment
Chapter 6 Test
Oral Presentations on fairy tale point of views
Resources
Expository Writing (Scholastic)
Language Network Textbook
"True Story of the Three Little Pigs"
Fractured Fairy Tales (Teacher library)
Public Library
Optional
PROJECTION MAP: The movie was AWESOME and it worked in perfectly with the Africa reports. I doubt that next year we will be so lucky. I still think it was a great idea to go to the theater.
With NWEA testing we wrote the Fall scores and then wrote the goal for what the student should achieve when taking the test in the Spring. We wrote this information on index cards and had the kids take them in to the testing with them. It really seemed to motivate and push the kids. Will definitely do this again next year!!!
