Grade 7
Grade 7 |Eastern Upper Peninsula Writing Curriculum | |
|Grammar and Usage |6 Traits |The Writing Process |Best Practices To Teach Writing |
| Use style conventions |Ideas - heart of the message; |Focus: Informational Writing |Teach the students the language |
|(reference format) and a variety |content; main theme; details | Students should have many|they need to think and speak like |
|of grammatical structures in |that enrich and deepen theme |opportunities to take |writers. |
|writing to include: participle |Voice - the soul; the magic; |informational pieces through |Read, score, and justify your |
|phases, adverbial subordinate |the wit; the feeling and |the Writing Process. |scores on sample pages. |
|clauses, superlative |conviction of the individual |Prewriting |Practice and Revision: |
|adjectives/adverbs, |writer; the sense of | Brainstorm interesting |Working with a partner or small |
|present/past/future and |involvement, punch, flair, |topics |group |
|continuous verb tenses, |style, and courage | Discuss intended topics, |Working on an anonymous sample |
|parentheses, singular and plural |Organization - the internal |audience, and purpose |Revising for one trait at a time |
|possessive forms, and indefinite |structure; the thread of | Use graphic organizers to|Literature Connection: |
|pronouns |central meaning; the logical, |develop ideas |Using printed material of all |
|W.GR.07.01 |intriguing pattern of the | Use pattern guides |kinds to illustrate |
| |ideas; purposeful sequencing |Drafting |strengths/weaknesses in writing |
| |Sentence Fluency - rhythm and | Write a variety of |Authentic Modeling of Teacher/Peer|
| |flow of the language; sound |narrative and informational |Work |
| |word patterns; varied sentence |texts |R.A.F.T.S. (Role, Audience, |
| |length and sentence beginnings | Create text features: |Format, Topic, Strong Verb) and |
| |Word Choice - use of rich, |table of contents, boldface |Other Prompts |
| |colorful, precise language; |words, sidebars, captions, |Activities & Trait-Focused Lessons|
| |strong verbs; vivid images; |indexes, bibliography, etc. |Student Goal-Setting and the |
| |memorable moments | Pattern writing after a |Mentoring Process |
| |Conventions - looks clean, |core genre | |
| |edited and polished; mechanical|Revising | |
| |correctness in spelling, | Revise drafts for | |
| |grammar and usage, and |clarity, narrative elements, | |
| |paragraphing; use of capitals |organizational patterns, | |
| |and punctuation |traits, and textual features | |
| | |Editing | |
| | | Edit own and others’ | |
| | |writing for grammar, usage, | |
| | |mechanics, and spelling using | |
| | |a checklist or rubric | |
| | |Publishing | |
| | | Publish texts using a | |
| | |variety of forms and media | |
| | |W.PR.07.02, W.PR.07.03, | |
| | |W.PR.07.04, W.PR.07.05 | |
|Spelling: | |Research: |Authentic Assessment: |
| Correctly spell the | |Inquiry & Research Question | |
|derivatives of bases and affixes | |Generation | |
|in the context of writing | | Use student generated | |
|W.SP.07.01 | |topics that are based on focus| |
| | |questions | |
| | | Formulate assumptions and| |
| | |generalizations | |
| | |Use of Resources | |
| | | Make selective use of a | |
| | |wide variety of resources | |
| | | Support or refute | |
| | |hypotheses | |
| | | Determine the | |
| | |point-of-view of resources | |
| | |Analyzing & Organizing | |
| | |Information | |
| | | Create hypotheses related| |
| | |to focus questions | |
| | | Use evidence to support | |
| | |the hypotheses | |
| | | Use writing strategies | |
| | |for analyzing and organizing | |
| | |information | |
| | |W.GN.07.03 | |
|Handwriting: | |
| Write legibly in all compositions W.HW.07.01 | |
|Evaluation: | |
| Student Monitoring Sheet and Class Monitoring Sheet | |
| | | | | |
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