th Grade Writing and Grammar: Quarter One theme,

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1 UNDERSTANDING BY DESIGN th Grade Writing and Grammar: Quarter One theme, Standard(s): 7.8 The student will develop narrative, expository, and persuasive writing. a) Apply knowledge of prewriting strategies. b) Elaborate the central idea in an organized manner. d) Use clauses and phrases to vary sentences. e) Revise writing for clarity and effect. 7.9 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. a) Use a variety of graphic organizers, including sentence diagram, to analyze and improve sentence formation and paragraph structure. b) Demonstrate understanding of sentence formation by identifying the eight parts of speech and their functions in sentences. c) Choose pronouns to agree with antecedents. d) Use subject-verb agreement with intervening phrases and clauses. e) Edit for verb consistency. Students will understand that: DESIRED RESULTS Understandings An effective writer understands and employs the stages of the writing process in all written assignments. An effective writer uses knowledge of the parts of speech as building blocks of sentences to strengthen the ability to write clearly and succinctly. An effective writer uses a variety of sentence structures, including phrases and clauses, to achieve sentence variety. An effective writer applies the rules for using punctuation marks properly. An effective writer recognizes and uses correct subject/verb and pronoun/antecedent agreement. Essential Questions How does the ability to recognize and use the correct forms of the parts of speech and their functions in a sentence help an author write more effectively? How can a graphic organizer help a writer structure a paragraph? Knowledge and Skill Students will understand and demonstrate their knowledge of: Examining sentences to identify the parts of speech with the intent of improving sentence structure and variety. Using complete sentences with appropriate punctuation, including punctuating dialogue.

2 How does knowledge of roots, prefixes, and suffixes help a writer expand vocabulary? Using a singular subject with a singular verb and a plural subject with a plural verb. Proofreading and editing drafts with teacher assistance, peer collaboration, and growing independence. Improving written vocabulary by using roots, prefixes, and suffixes. Writing an effective and concise paragraph. Formative Assessments: ASSESSMENT EVIDENCE Summative Assessments: Write a response paragraph in the reading log to each of the following works, relating them to the theme of Choices: Miss Awful The Lie Papa s Parrot The Monsters are Due on Maple Street Stolen Day The Twin Towers Informal assessments by teacher during class discussions Write a paragraph connecting the theme of the two novels (student selected) to the idea of choices. Novel choices include: Holes The View from the Cherry Tree Z for Zachariah M.C. Higgins, The Great Nothing But the Truth Complete the Summer Reading Assessment activity. Grade DGP weekly activities. Roger s Head graphic organizer activity, relating to Miss Awful. Complete the Holes Shovel Test graphic organizer. Complete the summative assessment graphic organizer for 5 of 8 works read this quarter. Write responses, using the 1, 2, 3 technique, to analyze at least 5 poems from the Choices Unit Poetry Packet.

3 LEARNING ACTIVITIES Complete the DGP (Daily Grammar Program) activities for each day of the week. Complete a vocabulary chart/graphic organizer for given vocabulary words for each short story and novel. Complete the elements of literature spreadsheet for each work, using precise language to convey thoughts in a small space. Set up Language Arts Notebook (LAN) and reading Log (RL). Write summary and opinion paragraphs in weekly reading logs. Write and edit text for summer reading presentation. Peer edit all written products (Rubric). Complete the Buffalo information activity, sorting facts into groups to form cohesive paragraphs. Write complete sentence responses to Gift of Love movie questions.

4 UNDERSTANDING BY DESIGN th Grade Writing and Grammar: Quarter Two Theme, Balance Standard(s): 7.8 The student will develop narrative, expository, and persuasive writing. a) Apply knowledge of prewriting strategies. b) Elaborate the central idea in an organized manner. d) Use clauses and phrases to vary sentences. e) Revise writing for clarity and effect. f) Use a word processor to plan, draft, revise, edit, and publish selected writings. 7.9 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. a) Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure. b) Demonstrate understanding of sentence formation by identifying the 8 parts of speech and their functions in sentences. c) Choose pronouns to agree with antecedents. d) Use subject-verb agreement with intervening phrases and clauses. e) Edit for verb tense consistency. Students will understand that: DESIRED RESULTS Understandings An effective writer proofreads and edits drafts with teacher assistance and peer collaboration. An effective write checks spelling independently (using dictionaries and/or electronic tools). An effective writer uses all of the steps in the writing process (planning, drafting, revising, proofreading, editing, and publishing). An effective writer uses knowledge of the parts of speech as building blocks of sentences to strengthen the ability to write clearly and succinctly. An effective writer uses a variety of sentence structures, including phrases and clauses, to achieve sentence variety. An effective writer properly applies the rules for using punctuation marks. An effective writer recognizes and uses correct subject/verb and pronoun/antecedent agreement.

5 Essential Questions How does knowledge of the parts of speech and their functions in sentences help to improve one s writing? How do peer editing and collaboration during the writing process help the writer? Why is it important to become more independent in the writing process? How does the ability to combine sentences using independent and dependent clauses help a writer? Knowledge and Skill Students will understand and demonstrate a knowledge of: using a variety of prewriting strategies, including: brainstorming, webbing, mapping, outlining, clustering, listing, and using graphic organizers using written expression to draft and revise compositions with attention to vivid and precise vocabulary and sentence variety applying revision procedures, including rereading reflecting rethinking re-writing. ASSESSMENT EVIDENCE Formative Assessment: Summative Assessment: 5 paragraph essay: Peer edit all written products (Rubric). Tie the theme of balance to The Giver. Complete chart for defining meaning of cloudy words (euphemisms) from The Giver. Cite examples from the novel. Grade DGP weekly activities. Assess student use of new vocabulary words in writing and speaking. Write responses, using the 1, 2, 3 technique, to analyze at least 5 poems from the Balance Poetry Packet. LEARNING ACTIVITIES Complete the DGP activities for each day of the week. Complete vocabulary chart for given words with each reading selection. Use all steps of the writing process. (Rubric). Assess students application of DGP skills to writing assignments. Weekly teacher evaluation of summary and opinion paragraphs in reading logs. Complete the summative assessment graphic organizer for each of 3 novels and 3 of 5 short stories. Complete the elements of literature spreadsheet for each work, using precise language to convey thoughts in a small space. Set up Language Arts Folder (LAN) contents for Q2. Write summary and opinion paragraphs in weekly reading logs.

6 Begin to incorporate vocabulary from readings into written and oral communication. Application of the steps of the writing process to complete the essay. Complete the graphic organizer for defining Utopia. Write complete sentence responses for the movie, How to Be a Perfect Person in Just Three Day.

7 UNDERSTANDING BY DESIGN th Grade Writing and Grammar: Quarter Three Theme, Courage Standard(s): 7.8 The student will develop narrative, expository, and persuasive writing. a) Apply knowledge of prewriting strategies b) Elaborate the central idea in an organized manner c) Choose vocabulary and information that will create voice and tone. d) Use clauses and phrases to vary sentences. e) Revise writing for clarity and effect. f) Use a word processor to plan, draft, revise, edit, and publish selected writings. 7.9 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. a) Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure. b) Demonstrate understanding of sentence formation by identifying the 8 parts of speech and their functions in sentences. c) Choose pronouns to agree with antecedents. d) Use subject-verb agreement with intervening phrases and clauses. e) Edit for verb tense consistency. Students will understand that: DESIRED RESULTS Understandings Using verbals (gerunds, infinitives, and participles) can add clarity and variety to sentences. Content and vocabulary choices affect the tone and voice of a written piece of work. Writing a poem from the point of view of a character or another person can help the writer better understand that person, by walking in their shoes. Writing effectively requires the ability to understand and master a number of skills at once: o accurate use of capitalization and punctuation rules o knowledge of and ability to use grammar rules o knowledge of and ability to use sentence variety o collecting and organizing information o keeping each paragraph related to the thesis sentence, while conveying author s ideas o selecting and citing textual references which support an idea in the paragraph o recognizing trouble spots in a piece of writing and finding solutions o word processing skills o ability to receive feedback without taking it personally.

8 Essential Questions How does writing from the perspective of another person or character help to understand that character more fully? What research skills does a writer need to select and narrow information gathered from source materials for a report? How does effective writing benefit from an understanding of and an ability to use all of the tools and skills required in the writing process? What constitutes courage or being courageous? Knowledge and Skill Students will understand and demonstrate a knowledge of: Writing a poem following a given format. Selecting and narrowing information gathered from a variety of sources. Using verbals and specific word choices to vary sentence structure. Using the writing process, including peer and self-editing, with growing independence from teacher direction. Checking for consistency in subject-verb and pronoun-antecedent agreement. Using compound sentences Identifying and correcting run-on sentences and fragments Formative Assessment: ASSESSMENT EVIDENCE Summative Assessment: Write one s own definition of courage and describe a situation in which you showed courage. Peer edit all written products (Rubric) Analyze the use of personification in Rikki Tikki Tavi. Create: a T chart listing conflicts and their types in Rikki Tikki Tavi. Daily oral reading from Seedfolks and respond in LAN, focusing on characterization. Using the literary elements spreadsheet, compare and contrast Cinderella Stories. In reading log entries, address how different cultures portray the characters and how they Assess students application of DGP skills to writing assignments. Draw a garden and add characters as they are introduced from Seedfolks. Create a power-point presentation, focusing on elements of literature and culture Write the I Am poem, (formula for I Am poem) and a courage paragraph for each novel read. Write a paragraph speaking to how cultural differences influence one s understanding of courage. What did you learn about courage from the movies and literature read this quarter? Use all steps of the writing process. (Rubric).

9 overcome challenges. Each shows a different view of courage, explain. Write responses, using the 1, 2, 3 technique, to analyze at least 5 poems from the Balance Poetry Packet. Conference one-on-one with teacher. LEARNING ACTIVITIES Complete the DGP activities for each day of the week. Complete vocabulary chart for given words with each reading selection. Complete the elements of literature spreadsheet for each work, using precise language to convey thoughts in a small space. Set up Language Arts Folder (LAN) and reading log (RL) contents for Q3. Write summary and opinion paragraphs in weekly reading logs. Write personal definition of courage paragraph. Begin to incorporate voc from readings into written and oral communication. Write paragraph on cultural differences and courage. Sentence-combining using phrases and compound elements. Complete sentence responses for the movie, African Journey. Write text for power-point assessment.

10 UNDERSTANDING BY DESIGN th Grade Writing and Grammar: Quarter Four Theme, Resilience Standard(s): 7.8 The student will develop narrative, expository, and persuasive writing. a) Apply knowledge of prewriting strategies. b) Elaborate the central idea in an organized manner. c) Choose vocabulary and information that will create voice and tone. d) Use clauses and phrases to vary sentences. e) Revise writing for clarity and effect. f) Use a word processor to plan, draft, revise, edit, and publish selected writings. 7.9 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. a) Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure. b) Demonstrate understanding of sentence formation by identifying the 8 parts of speech and their functions in sentences. c) Choose pronouns to agree with antecedents. d) Use subject-verb agreement with intervening phrases and clauses. e) Edit for verb tense consistency. Students will understand that: DESIRED RESULTS Understandings Writing a persuasive piece effectively requires the ability to understand and master a number of skills at once: o selecting and citing textual references supports an idea established in the work and conveys the author s perspective o collecting and organizing information that makes an argument in favor of the author s view o keeping each paragraph concise and related to the thesis sentence, helps the author convince the reader of the merits of his or her standpoint o recognizing trouble spots in a piece of writing and finding solutions o accurate use of capitalization and punctuation rules o knowledge of and ability to use grammar rules o knowledge of and ability to use sentence variety o word processing skills o ability to receive feedback without taking it personally Strong word choices add clarity, convey the author s message emphatically, and add variety to sentences. Speeches are a means of communicating ideas and persuading the listener to accept them. All of the DGP practice leads to creating an effective writer who is able to use the skills to communicate clearly.

11 Essential Questions How does a writer independently determine what thoughts are important to convey in a piece of writing? How do word choice, spelling, and usage affect the way a writer conveys a message? How does consistent use of tense affect the reader s ability to understand a piece of writing? How do persuasive writers convince the reader to accept their ideas? How do you make decisions about what people and ideas you will subscribe to? Knowledge and Skill Students will understand and demonstrate a knowledge of: Writing journal entries and letters that summarize and respond to an author s perspective. The definition of resilience, using their own language and examples. How to write a letter responding to a guest speaker s presentation. Using the writing process independently and writing a five paragraph persuasive essay. The basic and accepted rules for grammar, punctuation, usage, and sentence variety. Formative Assessments: ASSESSMENT EVIDENCE Summative Assessments: Write one s own definition of resilience and describe a situation in which you showed resilience. Peer edit all written products (Rubric) Use the literary elements spreadsheet to compare and contrast all works experienced this quarter. Assess students application of DGP skills to writing assignments. Write a 5 paragraph essay on resilience. Use all steps of the writing process (Rubric). Complete the Summative ABC activity, referencing any works experienced this year. In the reading log entries, address the emotional messages conveyed by the text through letters and journal entries. Complete the ABC activity for each novel read this quarter. Complete 3 speaker worksheets. Write responses, using the 1, 2, 3 technique, to analyze at least 5 poems from the Balance Poetry Packet.

12 LEARNING ACTIVITIES Complete the DGP activities for each day of the week. Complete vocabulary chart for given words with each reading selection. Complete the elements of literature spreadsheet for each work, using precise language to convey thoughts in a small space. Set up Language Arts Folder (LAN) and reading log (RL) contents for Q4. Write letter/journal responses or summary and opinion paragraphs in weekly reading logs. Write personal definition of resilience. Incorporate voc from readings into written and oral communication. Complete sentence responses for the movie, A Place at the Table. Prepare in writing, a response for class discussion, answering the question, Which speaker from the Teaching Tolerance movie most impressed you? Why? Resilience essay (write about 3 characters you have read about this year who you consider to be examples of resilience. Give specific examples and events to illustrate your choices. Use a variety of sentences starters. Use all steps of the writing/editing process (Rubric). Complete a graphic organizer in response to each of 3 speeches heard. Complete sentence responses for the movie, Walking across Egypt.

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