7th Grade Writing
Second Six Weeks
Week 1
October 9-13, 2017
"There are no shortcuts. Rome was not built overnight. Brick upon brick is the structure built."
Monday, October 9
* Journal entry, Great Lives, Great Deeds (Gandhi): Student response
GRAMMAR* Engage students with sample sentences: one simple, one compound, and another, complex.
* Build the foundation with questions like: Can you identify these sentences? What types of sentences are they? Do they differ from each other? In what ways? Are they the same? In what ways?
* Note the answers, and expand from them. Make definitions.
* Have students make their own sentences with complete subjects having prepositional phrases agreeing with the verbs.
COMPOSITION
*Ask students to define what they understand of expository essay: definition, analogy, or drawing.
*Share with group and afterwards with a peer.
* Process and give teacher definition.
Tuesday, October 10
* Great Lives, Great Deeds: ( Gandhi) student response (Postpone. Teacher has jury duty.)
GRAMMAR
*Worksheets of different simple and compound sentences.
Wednesday, October 11
* Great Lives, Great Deeds: ( Gandhi) student response
GRAMMAR
* Show different samples of simple sentences: natural, inverted, with compound subjects or simple predicates, long, short, etc.
* Show the model for compound sentences; teach students the FANBOYS song
* Show the pitfalls of students in identifying the simple from the compound sentences especially in lists and compound predicates.
COMPOSITION* Revisit articles on Honesty (re: Abraham Lincoln and Gandhi)
* Give out an excerpt from Legend on Honesty
* Have students react to each selected paragraph. Make it personal.
Thursday, October 12
* Great Lives, Great Deeds: ( Gandhi) student response
GRAMMAR
* Practice identifying the simple sentences from the compound sentences.
COMPOSITION
* Based on the articles, have students make a foldable with Topic/Theme/ Prompt titles.
Friday, October 13
* Great Lives, Great Deeds: ( Gandhi) student response
GRAMMAR
* Introduce complex sentences and their essential parts.
* Introduce the acronym for the subordinating conjunctions:AAWWUUBIS plus the relative pronouns WHO, WHOM, WHICH, THAT
COMPOSITION
* Show a sample expository essay.
* Pass out the handouts on expository organizational charts and strategies.
* Give out a prompt on honesty.
* Debate on the pros and cons of the issue.
Week 1
October 9-13, 2017
"There are no shortcuts. Rome was not built overnight. Brick upon brick is the structure built."
October 9-13, 2017
"There are no shortcuts. Rome was not built overnight. Brick upon brick is the structure built."
Monday, October 9
* Journal entry, Great Lives, Great Deeds (Gandhi): Student response
GRAMMAR* Engage students with sample sentences: one simple, one compound, and another, complex.
* Build the foundation with questions like: Can you identify these sentences? What types of sentences are they? Do they differ from each other? In what ways? Are they the same? In what ways?
* Note the answers, and expand from them. Make definitions.
* Have students make their own sentences with complete subjects having prepositional phrases agreeing with the verbs.
COMPOSITION
*Ask students to define what they understand of expository essay: definition, analogy, or drawing.
*Share with group and afterwards with a peer.
* Process and give teacher definition.
* Journal entry, Great Lives, Great Deeds (Gandhi): Student response
GRAMMAR* Engage students with sample sentences: one simple, one compound, and another, complex.
* Build the foundation with questions like: Can you identify these sentences? What types of sentences are they? Do they differ from each other? In what ways? Are they the same? In what ways?
* Note the answers, and expand from them. Make definitions.
* Have students make their own sentences with complete subjects having prepositional phrases agreeing with the verbs.
COMPOSITION
*Ask students to define what they understand of expository essay: definition, analogy, or drawing.
*Share with group and afterwards with a peer.
* Process and give teacher definition.
Tuesday, October 10
* Great Lives, Great Deeds: ( Gandhi) student response (Postpone. Teacher has jury duty.)
* Great Lives, Great Deeds: ( Gandhi) student response (Postpone. Teacher has jury duty.)
GRAMMAR
*Worksheets of different simple and compound sentences.
Wednesday, October 11
* Great Lives, Great Deeds: ( Gandhi) student response
GRAMMAR
* Show different samples of simple sentences: natural, inverted, with compound subjects or simple predicates, long, short, etc.
* Show the model for compound sentences; teach students the FANBOYS song* Show the pitfalls of students in identifying the simple from the compound sentences especially in lists and compound predicates.
COMPOSITION* Revisit articles on Honesty (re: Abraham Lincoln and Gandhi)
* Give out an excerpt from Legend on Honesty
* Have students react to each selected paragraph. Make it personal.
Thursday, October 12
* Great Lives, Great Deeds: ( Gandhi) student response
GRAMMAR
* Practice identifying the simple sentences from the compound sentences.
COMPOSITION
* Based on the articles, have students make a foldable with Topic/Theme/ Prompt titles.
Friday, October 13
* Great Lives, Great Deeds: ( Gandhi) student response
GRAMMAR
* Introduce complex sentences and their essential parts.
* Introduce the acronym for the subordinating conjunctions:AAWWUUBIS plus the relative pronouns WHO, WHOM, WHICH, THAT
COMPOSITION
* Show a sample expository essay.
* Pass out the handouts on expository organizational charts and strategies.
* Give out a prompt on honesty.
* Debate on the pros and cons of the issue.
GRAMMAR
* Introduce complex sentences and their essential parts.
* Introduce the acronym for the subordinating conjunctions:AAWWUUBIS plus the relative pronouns WHO, WHOM, WHICH, THAT
COMPOSITION
* Show a sample expository essay.
* Pass out the handouts on expository organizational charts and strategies.
* Give out a prompt on honesty.
* Debate on the pros and cons of the issue.
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