7th Grade Writing

Third Six Weeks

Week 1
November 13-17, 2017
"There are no shortcuts. Rome was not built overnight. Brick upon brick is the structure built."

Monday, November 13

* Journal Entry: Great Lives, Great Deeds: Ben Carson

GRAMMAR: Students come up with the identification of sentence mistakes through sentence problems. They fix the sentence mistakes, label the mistakes, and define the mistakes.

COMPOSITION: 

* Students with teacher brainstorm the topic of this prompt: Write an essay explaining the importance of honesty in friendship.
* Students are guided to make an outline.
* EMERGENCY EVACUATION TRAINING 

Tuesday, November 14
* Journal Entry:Great Lives, Great Deeds: Ben Carson

GRAMMAR

* Sentence combining through sentence problems

COMPOSITION
* Give the different patterns of leads with examples.
* Give sample expository essays  and articles with different leads.
* Students identify and emulate the leads after many discussions.
* Students start writing rough draft of essay and to finish the introduction.

Wednesday, November 15
* Journal Entry: Great Lives, Great Deeds: Ben Carson 
GRAMMAR
* Sentence combining using different types of sentences through sentence mistakes to practice creating variety of sentence structures.

COMPOSITION

* Students write their  body paragraphs with the use of EXPLANATION, EXAMPLE, LINK as well as strategies using HISTORY, ENTERTAINMENT, LITERATURE, and PERSONAL EXPERIENCE (HELP).
* Students write their conclusions using CONCRETE, ABSTRACT (CA) as well as INSIGHT, REPHRASE, ADVICE (IRA)Thursday, November 16
GRAMMAR
* Students practice using variety of sentence structures.

COMPOSITION
* Students turn-in their essay.

Friday, November 17
GRAMMAR
* MOVIE: WONDER
COMPOSITION
* MOVIE: WONDER

7th Grade Writing

Second Six Weeks

Week 5
November 6-10, 2017
"There are no shortcuts. Rome was not built overnight. Brick upon brick is the structure built."

Monday, November 6

* Journal Entry: Great Lives, Great Deeds: Ben Carson

GRAMMAR: Students come up with the identification of sentence mistakes through sentence problems. They fix the sentence mistakes, label the mistakes, and define the mistakes.

COMPOSITION: 

* Show students the expository house with strategies.

Tuesday, November 7
* Journal Entry:Great Lives, Great Deeds: Ben Carson

GRAMMAR
* Sentence combining through sentence problems

COMPOSITION
* Give the different patterns of leads with examples.
* Give sample expository essays  and articles with different leads.
* Students identify and emulate the leads after many discussions.

Wednesday, November 8
* Journal Entry: Great Lives, Great Deeds: Ben Carson 
GRAMMAR
* Sentence combining using different types of sentences through sentence mistakes to practice creating variety of sentence structures.
* Test review

COMPOSITION
* Have students identify controlling idea in past test passages as well as supporting details.

Thursday, November 9
GRAMMAR
* SIX WEEKS TEST

COMPOSITION
* SIX WEEKS TEST

Friday, November 10
GRAMMAR
* Go over test in grammar.
COMPOSITION
* Read and analyze some parts of passages as to controlling idea and supporting details.

7th Grade Writing

Second Six Weeks

Week 4
October 30-November 3, 2017
"There are no shortcuts. Rome was not built overnight. Brick upon brick is the structure built."

Monday, October 30

* Journal entry, Quotable Qoutes, "  If I have the belief that I can do it, I will surely acquire the capacity to do it, even if I do not have it in the beginning." Gandhi

GRAMMAR* Engage students the use of WHO and WHOM; challenge them to write their own complex sentence using these relative pronouns. 

* Introduce the comma rules through the acronym FOILC ( fanboys, opener, interrupter, list, closer). Give examples of each with their technical names.

COMPOSITION

* Introduce students to what a controlling idea or thesis statement is and what it is not.

* Have them practice in creating several samples.
* Gallery walk with student samples and positive feedback.
*FOCUS, ZOOM IN
* Pizza Pie Slice (Narrowing down)
* General to particular stairs

Tuesday, October 31

* Quotable Quotes: ( Gandhi) student response 

GRAMMAR

*Practice each comma rule in sentences
* Share sentences.

COMPOSITION

* Have students choose a prompt of their own making from previous activity.

* Have them freewrite about the topic they chose to bring out ideas on the topic.

* Have them pinpoint an idea they really want to focus on.

* Formulate the controlling idea.
* Introduce the different kinds of leads.

Wednesday, November 1

* Quotable Quotes: ( Gandhi) student response

GRAMMAR

* Have students find comma rules in sentences in their own writing.
* Have them practice more comma rules.

COMPOSITION
* More sample of leads in published articles
* Students imitate those leads.

Thursday, November 2

*Quotable Quotes, Gandhi
GRAMMAR
* Comma rules practice

COMPOSITION
* Body paragraphs elements: topic sentence,details: history, entertainment,literature, personal experience (HELP)
* Samples

Friday, November 3
*Quotable Quotes, Gandhi
GRAMMAR
* Comma rules practiceCOMPOSITION
* Body paragraphs elements: topic sentence,details: history, entertainment,literature, personal experience (HELP)
* Samples

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7th Grade Writing

Second Six Weeks

Week 3
October 23-27, 2017
"There are no shortcuts. Rome was not built overnight. Brick upon brick is the structure built."

Monday, October 23

* Journal entry, Great Lives, Great Deeds (Gandhi): Student response

GRAMMAR* Engage students with sample  sentences for compound and 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.

COMPOSITION

* Introduce students to what a controlling idea or thesis statement is and what it is not.

* Have them practice in creating several samples.
*FOCUS, ZOOM IN
* Pizza Pie Slice (Narrowing down)
* General to particular stairs

Tuesday, October 24

* Great Lives, Great Deeds: ( Gandhi) student response 

GRAMMAR

*Pass out hand-outs outlining the elements of a complex sentence: one or more main clause, one or more subordinating clause joined by subordinating conjunctions (AAAWWUUBIS).

* Explain how the complex sentence is punctuated and how the conjunctions are used.

COMPOSITION

* Have students choose a prompt of their own making from previous activity.

* Have them freewrite about the topic they chose to bring out ideas on the topic.

* Have them pinpoint an idea they really want to focus on.

* Formulate the controlling idea.

Wednesday, October 25

* Great Lives, Great Deeds: ( Gandhi) student response

GRAMMAR

* Practice identifying different types of complex sentences.

* Have students find complex sentences in their own writing.

* Have students write their own complex sentences.

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.

* Introduce carousel writing where each student contributes a paragraph.

* Share with a partner.

Thursday, October 26

* FALL FESTIVAL

Friday, October 27

* NO CLASSES
* Professional Learning Day

                                                                             

                                                                           

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7th Grade Writing

Second Six Weeks

Week 2
October 16-20, 2017
"There are no shortcuts. Rome was not built overnight. Brick upon brick is the structure built."

Monday, October 16

* Journal entry, Great Lives, Great Deeds (Gandhi): Student response

GRAMMAR* Engage students with sample  sentences for compound and 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.

COMPOSITION

* Introduce students to what a controlling idea or thesis statement is and what it is not.

* Have them practice in creating several samples.

Tuesday, October 17
* Great Lives, Great Deeds: ( Gandhi) student response 

GRAMMAR

*Pass out hand-outs outlining the elements of a complex sentence: one or more main clause, one or more subordinating clause joined by subordinating conjunctions (AAAWWUUBIS).

* Explain how the complex sentence is punctuated and how the conjunctions are used.

COMPOSITION

* Have students choose a prompt of their own making from previous activity.

* Have them freewrite about the topic they chose to bring out ideas on the topic.

* Have them pinpoint an idea they really want to focus on.

* Formulate the controlling idea.

Wednesday, October 18

* Great Lives, Great Deeds: ( Gandhi) student response

GRAMMAR

* Practice identifying different types of complex sentences.

* Have students find complex sentences in their own writing.

* Have students write their own complex sentences.

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.

* Introduce carousel writing where each student contributes a paragraph.

* Share with a partner.

Thursday, October 19

* Great Lives, Great Deeds: ( Gandhi) student response

GRAMMAR

*Compare and contrast the three types of sentences: simple, compound, complex.

* Students report on their findings. 

COMPOSITION

*Pass handouts on organizational structure of the expository essay.

* Show a sample expository essay.

* Analyze its elements and organization.

* Debate pros and cons of the issue.

Friday, October 20

* Quiz on complex sentences.

                                                                             

                                                                           

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.