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Seventh Grade Writing Curriculum Map
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  • 1. 7th Grade Writing Curriculum Map Isaac School District No. 5 PREAMBLE These POs will be integrated throughout the year: AZ Essential LearningStandard Knowledge Skills PREWRITING Generate ideas through a variety of activities (e.g., prior knowledge, discussion with others,S1C1PO1 printed material or other sources). Prewriting strategies Purpose Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade, to explain) ofS1C1PO2 an intended writing piece. Audience Determine the intended audience of a writing piece.S1C1PO3 Central idea Establish a central idea appropriate to the type of writing.S1C1PO4 Organizational strategiesS1C1PO5 Use organizational strategies (e.g., outlines, charts, tables, graphs, Venn Diagrams, webs, story map, plot pyramid) to plan writing.S1C1PO6 Maintain a record (e.g., lists, journals, folders, notebooks) of writing ideas. Writing record DRAFTINGS1C2PO1 Use a prewriting plan to develop a draft with main idea(s) and supporting details. Prewriting plan Organization Organize writing into a logical sequence that is clear to the audience.S1C2PO2 REVISING Evaluate the draft for use of ideas and content, organization, voice, word choice, and sentenceS1C3PO1 Six traits fluency.S1C3PO2 Details Add details to the draft to more effectively accomplish the purpose.S1C3PO3 Irrelevant and/or redundant information Delete irrelevant and/or redundant information from the draft to more effectively accomplish the purpose. PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO -1- Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-14-2010
  • 2. 7th Grade Writing Curriculum Map Isaac School District No. 5 PREAMBLE AZStandard Knowledge Skills REVISINGS1C3PO4 Word order Rearrange words, sentences, and paragraphs to clarify the meaning or to enhance the writing style.S1C3PO5 Transition words Add transitional words, phrases and/or sentences to clarify meaning or enhance the writing style.S1C3PO6 Sentence structures Use a variety of sentence structures (i.e., simple, compound, complex) to improve sentence fluency in the draft.S1C3PO7 Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to refine the draft. Refinement tools and strategies Resources and reference materials Use resources and reference materials to select more precise vocabulary.S1C3PO8 EDITINGS1C4PO1 Punctuation, spelling, grammar errors Identify punctuation, spelling, and grammar and usage errors in the draft.S1C4PO2 Convention resources Use resources (e.g., dictionary, word lists, spelling/grammar checkers) to correct conventions.S1C4PO3 Proofreading marks Apply proofreading marks to indicate errors in conventions.S1C4PO4 Editing tools and strategies Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to edit the draft.S2C6PO6 Apostrophes Use apostrophes to punctuate: a. contractions b. singular possessives e. plural possessives PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO -2- Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-14-2010
  • 3. 7th Grade Writing Curriculum Map Isaac School District No. 5 PREAMBLE AZ Knowledge SKILLSStandardS2C6PO7 High frequency words Spell high frequency words correctly.S2C6PO8 Common spelling patterns Use common spelling patterns/generalizations to spell words correctly.S2C6PO9 Homonyms Use homonyms correctly in context.S2C6PO10 Resources Use resources to spell correctly.S2C6PO13 Subject/Verb Agreement Use subject/verb agreement in simple, compound, and complex sentences. PUBLISHINGS1C5PO1 Audience and purpose Prepare writing in a format (e.g., oral presentation, manuscript, multimedia) appropriate to audience and purpose.S1C5PO2 Margins and spacing Use margins and spacing to enhance the final product.S1C5PO3 Graphics Use graphics (e.g., drawings, charts, graphs), when applicable, to enhance the final product.S1C5PO4 Legible handwriting Write legibly.PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO -3- Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-14-2010
  • 4. 7th Grade Writing Curriculum Map Isaac School District No. 5Quarter: 1Unit Name and Description: Writing and Personal NarrativesCluster: 1Big Ideas/Enduring Understandings Essential Question(s) How does a good writer build excitement when telling a personal story?Narrative writing includes plot, developed characters, setting, dialogueand figurative language or descriptive words. What are the essential components of a narrative?A personal narrative must include a strong beginning and an ending that How do the essential components make the narrative interesting?provides a sense of closure or resolution. How can literal and figurative language help develop a narrative?Literal and figurative language can helps the reader create images in theirminds of the narrative story. AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment Narrative writing Write a narrative that includes: S3C1PO1 Narrative Writing a. an engaging plot based on imagined or real ideas, observations, or memories of an event or Six Traits experience Plot b. effectively developed characters c. a clearly described setting Characters d. dialogue, as appropriate Setting e. figurative language, or descriptive words and phrases to enhance style and tone Dialogue Ideas and details Use clear, focused ideas and details to support the topic. ReflectS2C1PO1 EngagingS2C2PO2 Beginning Develop a strong beginning or introduction that draws in the Observations reader. Resolution PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO -4- Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-14-2010
  • 5. 7th Grade Writing Curriculum Map Isaac School District No. 5S2C2PO6 Ending, resolution or closure Create an ending that provides a sense of resolution or Originality closure. SincerityS2C3PO2 Voice Convey a sense of identity through originality, sincerity, Liveliness liveliness, or humor appropriate to the topic and type of writing. Humor Intended MessageS2C4PO2 Word choice Use words that consistently support style and type of writing. Convey SupportS2C5PO3 Sentence fluency Vary sentence beginnings, lengths, and patterns to enhance the flow of the writing. Focused IdeasS2C5PO4 Dialogue Use effective and natural dialogue when appropriate. PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO -5- Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-14-2010
  • 6. 7th Grade Writing Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: ExpressiveCluster: 2Big Ideas/Enduring Understandings Essential Question(s) How does a good writer build excitement when telling a personal story?Narrative writing includes plot, developed characters, setting, dialogueand figurative language or descriptive words. What are the essential components of a narrative?A personal narrative must include a strong beginning and an ending that How might narrative components make a story interesting?provides a sense of closure or resolution. How can literal and figurative language help develop a narrative?Narratives can have literal and figurative language in them that helps readerscreate images in their mind.AZ Essential Learning Key Vocabulary SummativeStandard Skills Assessment Knowledge*S3C1PO1 Narrative Write a narrative that includes: Plot Character a. an engaging plot based on imagined or real ideas, Sketch Setting observations, or memories of an event or Character Personal experience Narrative b. effectively developed characters Major Character c. a clearly described setting Narrative Story Minor Character d. dialogue, as appropriate Poem Characterization e. figurative language, or descriptive words and phrases to enhance style and tone DialogueS2C1PO2 Ideas Provide content and selected details that are well-suited to Figurative audience and purpose. LanguageS2C4PO3 Word choice Use vocabulary that is original, varied, and natural.S2C5PO2 Sentence fluency Create sentences that flow together and sound natural when read aloud.*S2C5PO3 Sentence fluency Vary sentence beginnings, lengths, and patterns to enhance the flow of the writing.PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO -6- Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-14-2010
  • 7. 7th Grade Writing Curriculum Map Isaac School District No. 5S3C1PO2 Expressive writing Write in a variety of expressive forms (e.g., poetry, skit) that, Descriptive Words according to mode, employ: Style a. figurative language Tone b. rhythm Literal language c. dialogue Narrative d. characterization e. plot Rhythm f. appropriate format OriginalityS2C4PO4 Literal and figurative language Use literal and figurative language where appropriate to Sincerity purpose. Liveliness*S2C3PO2 Voice Convey a sense of identity through originality, sincerity, Humor liveliness, or humor appropriate to the topic and type of writing. StructureS2C3PO1 Voice Show awareness of the audience through word choice, style, Memories and an appropriate connection with, or distance from, the audience.S2C6PO3 Quotation Marks Use quotation marks to punctuate: a. dialogue b. titles of short works (e.g., chapter, story, article, song, poem) c. exact words from sourcesS2C6PO11 Paragraph breaks Use paragraph breaks to indicate an organizational structure.S2C6PO12 Parts of Speech Use the following parts of speech correctly in simple sentences: a. nouns b. action/linking verbs c. personal pronouns d. adjectives e. adverbs f. conjunctions g. prepositions h. interjections PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO -7- Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-14-2010
  • 8. 7th Grade Writing Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: Expository WritingCluster: 3Big Ideas/Enduring Understandings Essential Question(s) What is the purpose of expository writing?Expository text has a main purpose. How can expository writing be helpful in the real world?When you write a non-fiction piece, you must base your writing on evidenceor information taken from reliable sources. What might be a reason for writing an expository paper?Recording details before writing an expository text will help develop all the How is expository text different from other types of writing?parts that are needed. AZ Essential Learning Summative Key Vocabulary Standard Knowledge Skills Assessment S3C2PO3 Process Essay Write a process essay that includes: Introduction a. a thesis statement Body b. supporting details c. introductory, body, and concluding paragraphs Conclusion Supporting Details Thesis Statement Process EssayPREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO -8- Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-14-2010
  • 9. 7th Grade Writing Curriculum Map Isaac School District No. 5S3C2PO1 Information related to topic Record information (e.g., observations, notes, lists, charts, Observations map labels and legends) related to the topic. ListsS3C2PO2 Summary Charts Write a summary based on the information gathered that include(s): Legends a. a topic sentence Topic sentence b. supporting details Relevant c. relevant information informationS2C1PO3 Ideas Develop a sufficient explanation or exploration of the topic. Exploration Explanation Simple sentencesS2C2PO3 Organization Place details appropriately to support the main idea. Compound sentencesS2C2PO5 Organization Construct paragraphs by arranging sentences with an Complex sentences organizing principle (e.g., to develop a topic, to indicate a chronology).*S2C4PO2 Word Choice Use words that consistently support style and type of writing.S2C5PO1 Simple, Compound, Complex Write simple, compound, and complex sentences. SentencesS2C3PO3 Voice Use language appropriate for the topic and purpose.*S2C6PO11 Paragraph Breaks Use paragraph breaks to indicate an organizational structure.S1C1PO7 Time management Use time management strategies, when appropriate, to produce a writing product within a set time period. PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO -9- Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-14-2010
  • 10. 7th Grade Writing Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Functional WritingCluster: 4Big Ideas/Enduring Understandings Essential Question(s) How is a business letter different from a friendly letter?Functional writing provides specific directions or information related to real-world tasks. Why is functional writing important?Interpret, write and identify examples of functional writing to include: letters, Why is using all the components of a letter important?recipes, directions, manuals, procedures, posters, graphs, etc.When writing a letter it is important to choose the appropriate voice. AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C3PO3 Friendly letter Write a friendly letter that includes a: Heading Friendly letter a. heading Salutation Business letter b. salutation c. body Body d. closing Closing e. signature Signature EnvelopeS3C3PO5 Envelope Address an envelope for correspondence that includes: Correspondence a. an appropriate return address Recipient b. an appropriate recipient addressPREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO - 10 - Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-14-2010
  • 11. 7th Grade Writing Curriculum Map Isaac School District No. 5S3C3PO4 Business letter Write a formal letter that follows a conventional business Formal letter letter format. Business letterS3C3PO1 Functional texts Write a variety of functional texts (e.g., directions, recipes, Format procedures, rubrics, labels, posters, graphs/tables). Functional textS2C6PO5 Colons Recipes Use colons to punctuate business letter salutations. Procedure RubricsS2C6PO2 Commas Use commas to correctly punctuate: Colon a. items in a series Comma b. greetings and closings of letters Greetings c. introductory words and clauses Closings d. direct address Introductory words e. interrupters Clauses f. compound sentences Interrupters g. appositives Appositives*S2C5PO2 Sentence Fluency Create sentences that flow together and sound natural when Compound read aloud. sentences SeriesS2C3PO4 Voice Choose appropriate voice (e.g., formal, informal, academic Formal Voice discourse) for the audience and purpose. Informal voice*S2C1PO1 Ideas Use clear, focused ideas and details to support the topic. Academic discourseS2C2PO1 Organization Use a structure that fits the type of writing (e.g., letter format, narrative, play, essay).*S2C4PO3 Word choice Use vocabulary that is original, varied, and natural. PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO - 11 - Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-14-2010
  • 12. 7th Grade Writing Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Persuasive WritingCluster: 5Big Ideas/Enduring Understandings Essential Question(s)In persuasive writing an author presents an issue and expresses an opinion in What is the purpose of persuasive writing?order to convince an audience to agree with the opinion or to take a particularaction. How might persuasive writing persuade a reader?Persuasive writing is often used in advertisements to get the reader to buy a What are some examples of powerful language that you have seen inproduct. advertisements?Persuasive writing uses appropriate and powerful language to convey amessage to a specific audience. AZ Essential Learning Summative Key Vocabulary Standard Knowledge Skills Assessment S3C4PO1 Persuasive Essay Write persuasive text (e.g., essay, paragraph, written Persuasive text Persuasive Ad communications) that: Essay Persuasive a. establishes and develops a controlling idea Paragraph Letter b. supports arguments with detailed evidence c. includes persuasive techniques Communications Persuasive d. excludes irrelevant information Speech Controlling idea e. attributes sources of information when Persuasive Arguments appropriate Detailed evidencePREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO - 12 - Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-14-2010
  • 13. 7th Grade Writing Curriculum Map Isaac School District No. 5S2C1PO4 Ideas Include ideas and details that show original perspective. Persuasive Essay techniquesS2C2PO4 Transitions Include effective transitions among all elements (sentences, Irrelevant paragraphs, ideas). informationS2C4PO1 Word choice Use accurate, specific, powerful words that effectively convey Attribute the intended message. Formal voice*S2C3PO4 Voice Choose appropriate voice (e.g., formal, informal, academic Informal voice discourse) for the audience and purpose. Academic discourse*S2C3PO1 Voice Show awareness of the audience through word choice, style, Awareness of and an appropriate connection with, or distance from, the audience audience. Language Topic*S2C3PO3 Voice Use language appropriate for the topic and purpose. Dialogue Simple sentences Compound*S2C5PO4 Dialogue Use effective and natural dialogue when appropriate. sentences Complex sentences*S2C5PO1 Simple, Compound, and Complex Write simple, compound, and complex sentences. Nouns Sentences Action/linking*S2C6PO12 Parts of Speech Use the following parts of speech correctly in simple verbs sentences: Personal pronouns a. nouns Adjectives b. action/linking verbs Adverbs c. personal pronouns Conjunctions d. adjectives Prepositions e. adverbs Interjections f. conjunctions g. prepositions h. interjections*S1C1PO7 Time management Use time management strategies, when appropriate, to produce a writing product within a set time period. PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO - 13 - Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-14-2010
  • 14. 7th Grade Writing Curriculum Map Isaac School District No. 5Quarter: 4 The POs in the following cluster(s) are 7th Grade Performance ObjectivesUnit Name and Description: Literary ResponseCluster: 6Big Ideas/Enduring Understandings Essential Question(s) How do you reflect about what you read?A literary response is the writer’s reaction to a literary selection. What might a reader gain or learn from writing a literary response?A literary response includes examples from the text, personal experiences,and references to other works. Do you think writing about what you read helps you understand things?Using clear, focused ideas and details to support the topic helps the writerunderstand the piece of literature. AZ Essential Learning Summative Key Vocabulary Standard Knowledge Skills AssessmentS3C5PO1 Literature response Write a response to literature that: Literary response Literary a. presents several clear ideas Response Inferences b. supports inferences and conclusions with examples from the text, personal experience, Conclusions references to other works, or reference to non- References print media Non-print media c. relates own ideas to supporting details in a clear Supporting details and logical manner Logical mannerPREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO - 14 - Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-14-2010
  • 15. 7th Grade Writing Curriculum Map Isaac School District No. 5*S2C1PO1 Ideas Use clear, focused ideas and details to support the topic. Language Ideas*S2C2PO3 Organization Place details appropriately to support the main idea. Details Main Idea*S2C3PO3 Voice Use language appropriate for the topic and purpose. Topic Quotation marks*S2C4PO3 Word choice Use vocabulary that is original, varied, and natural. ItalicsS2C6PO4 Italics Use italics (in typed copy) and underlining (in handwriting) to Organizational indicate titles of longer works (e.g., books, plays, magazines, structure movies, TV series). Simple sentences*S2C6PO3 Quotation marks Use quotation marks to punctuate: Compound a. dialogue Sentences b. titles of short works (e.g., chapter, story, article, song, Complex Sentences poem) c. exact words from sources*S2C6PO11 Paragraph breaks Use paragraph breaks to indicate an organizational structure.*S2C5PO3 Sentence fluency Vary sentence beginnings, lengths, and patterns to enhance the flow of the writing.*S2C5PO1 Simple, compound, and complex Write simple, compound, and complex sentences. sentences PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO - 15 - Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-14-2010
  • 16. 7th Grade Writing Curriculum Map Isaac School District No. 5Quarter: 4 The POs in the following cluster(s) are 7th Grade Performance ObjectivesUnit Name and Description: ResearchCluster: 7Big Ideas/Enduring Understandings Essential Question(s) What kinds of research do you enjoy doing or writing about?Research writing is a process in which the writer identifies a topic or questionto be answered. How is paraphrasing different from copying exactly what the author has written?It is important to conduct thorough research on your topic by looking forinformation from many different sources. What are the best sources to use for research and why are they the best resources?Paraphrasing conveys ideas and details from the source. AZ Essential Learning Summative Key Vocabulary Standard Knowledge Skills Assessment S3C6PO2 Research report . Write an informational report that includes: Research Paper Research Paper a. a focused topic Facts Ideas include: b. appropriate facts and relevant details Details research a c. a logical sequence college you d. a concluding statement Concluding want to attend, e. a list of sources used Statements research aS3C6PO1 Research summary Write a summary of information from sources (e.g. Sources career, research encyclopedias, websites, experts) that includes: Encyclopedia a country, etc. a. paraphrasing to convey ideas and details from the Paraphrasing source b. main idea(s) and relevant detailsPREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble. * = POs previously introduced Bold = Priority PO - 16 - Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 10-14-2010