This document outlines the 7th grade writing curriculum map for the Isaac School District. It includes standards and performance objectives in five areas: prewriting, drafting, revising, editing, and publishing. The objectives cover skills like generating and organizing ideas, developing drafts, revising for content and style, editing for conventions, and preparing the final writing product. The curriculum map is designed to integrate these objectives throughout the school year to support students' mastery of writing.
Grade 6 ela cst standards draft june 2010teamteach
Plan your year. Know when and where to master each standard. Know what to move ahead of testing. Know what to emphasize in each selection. See where you might need to augment. Use for backwards planning, report cards, collaboration.
Grade 6 ela cst standards draft june 2010teamteach
Plan your year. Know when and where to master each standard. Know what to move ahead of testing. Know what to emphasize in each selection. See where you might need to augment. Use for backwards planning, report cards, collaboration.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
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The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
1. 7th Grade Writing Curriculum Map
Isaac School District No. 5
PREAMBLE
These POs will be integrated throughout the year:
AZ Essential Learning
Standard 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) of
S1C1PO2
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 strategies
S1C1PO5 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
DRAFTING
S1C2PO1 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 sentence
S1C3PO1 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
AZ
Standard Knowledge Skills
REVISING
S1C3PO4 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
EDITING
S1C4PO1 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 SKILLS
Standard
S2C6PO7 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.
PUBLISHING
S1C5PO1 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. 5
Quarter: 1
Unit Name and Description: Writing and Personal Narratives
Cluster: 1
Big 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, dialogue
and 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 their
minds of the narrative story.
AZ Essential Learning Key Summative
Standard 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. Reflect
S2C1PO1
Engaging
S2C2PO2 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. 5
S2C2PO6 Ending, resolution or closure Create an ending that provides a sense of resolution or Originality
closure.
Sincerity
S2C3PO2 Voice Convey a sense of identity through originality, sincerity, Liveliness
liveliness, or humor appropriate to the topic and type of
writing. Humor
Intended Message
S2C4PO2 Word choice Use words that consistently support style and type of writing.
Convey
Support
S2C5PO3 Sentence fluency Vary sentence beginnings, lengths, and patterns to enhance
the flow of the writing. Focused Ideas
S2C5PO4 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. 5
Quarter: 2
Unit Name and Description: Expressive
Cluster: 2
Big 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, dialogue
and 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 readers
create images in their mind.
AZ Essential Learning Key Vocabulary Summative
Standard 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 Dialogue
S2C1PO2 Ideas Provide content and selected details that are well-suited to Figurative
audience and purpose. Language
S2C4PO3 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. 5
S3C1PO2 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 Originality
S2C4PO4 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. Structure
S2C3PO1 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 sources
S2C6PO11 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. 5
Quarter: 2
Unit Name and Description: Expository Writing
Cluster: 3
Big 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 evidence
or 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 Essay
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 -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. 5
S3C2PO1 Information related to topic Record information (e.g., observations, notes, lists, charts, Observations
map labels and legends) related to the topic.
Lists
S3C2PO2 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 information
S2C1PO3 Ideas Develop a sufficient explanation or exploration of the topic. Exploration
Explanation
Simple sentences
S2C2PO3 Organization Place details appropriately to support the main idea. Compound
sentences
S2C2PO5 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.
Sentences
S2C3PO3 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. 5
Quarter: 3
Unit Name and Description: Functional Writing
Cluster: 4
Big 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 Summative
Standard Knowledge Skills Vocabulary Assessment
S3C3PO3 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
Envelope
S3C3PO5 Envelope Address an envelope for correspondence that includes: Correspondence
a. an appropriate return address
Recipient
b. an appropriate recipient address
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 - 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. 5
S3C3PO4 Business letter Write a formal letter that follows a conventional business Formal letter
letter format. Business letter
S3C3PO1 Functional texts Write a variety of functional texts (e.g., directions, recipes, Format
procedures, rubrics, labels, posters, graphs/tables). Functional text
S2C6PO5 Colons Recipes
Use colons to punctuate business letter salutations.
Procedure
Rubrics
S2C6PO2 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
Series
S2C3PO4 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
discourse
S2C2PO1 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. 5
Quarter: 3
Unit Name and Description: Persuasive Writing
Cluster: 5
Big 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 particular
action. 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 in
product. advertisements?
Persuasive writing uses appropriate and powerful language to convey a
message 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 evidence
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 - 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. 5
S2C1PO4 Ideas Include ideas and details that show original perspective. Persuasive Essay
techniques
S2C2PO4 Transitions Include effective transitions among all elements (sentences, Irrelevant
paragraphs, ideas). information
S2C4PO1 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. 5
Quarter: 4 The POs in the following cluster(s) are 7th Grade Performance Objectives
Unit Name and Description: Literary Response
Cluster: 6
Big 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 writer
understand the piece of literature.
AZ Essential Learning Summative
Key Vocabulary
Standard Knowledge Skills Assessment
S3C5PO1 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 manner
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 - 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.
Italics
S2C6PO4 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. 5
Quarter: 4 The POs in the following cluster(s) are 7th Grade Performance Objectives
Unit Name and Description: Research
Cluster: 7
Big 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 question
to 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 for
information 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 a
S3C6PO1 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 details
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 - 16 -
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-14-2010