UNDERSTANDING BY DESIGN
2008-09 7th 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.
DESIRED RESULTS
Understandings
Students will understand that:
•
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.
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•
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.
How does knowledge of roots, prefixes, and
suffixes help a writer expand vocabulary?
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
•
Write responses, using the 1, 2, 3 technique, to
analyze at least 5 poems from the Choices Unit
Poetry Packet.
•
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.
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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.
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UNDERSTANDING BY DESIGN
2008-09 7th 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.
DESIRED RESULTS
Understandings
Students will understand that:
•
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.
7/7/08
Essential Questions
•
Knowledge and Skill
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?
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
•
Formative Assessment:
applying revision procedures, including
rereading
reflecting
rethinking
re-writing.
ASSESSMENT EVIDENCE
Summative Assessment:
•
5 paragraph essay:
•
Peer edit all written products (Rubric).
•
Complete chart for defining meaning of cloudy
words (euphemisms) from The Giver.
•
Tie the theme of balance to The Giver.
•
Cite examples from the novel.
•
Grade DGP weekly activities.
•
•
Assess student use of new vocabulary words in
writing and speaking.
Use all steps of the writing process.
(Rubric).
•
Write responses, using the 1, 2, 3 technique, to
analyze at least 5 poems from the Balance
Poetry Packet.
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.
•
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) contents for Q2.
•
Write summary and opinion paragraphs in weekly reading logs.
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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.”
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UNDERSTANDING BY DESIGN
2008-09 7th 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.
DESIRED RESULTS
Understandings
Students will understand that:
•
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.
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Essential Questions
•
Knowledge and Skill
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?
•
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
What constitutes courage or being courageous?
Formative Assessment:
ASSESSMENT EVIDENCE
Summative Assessment:
•
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
•
Create: a T chart listing conflicts and their types •
in “Rikki Tikki Tavi.”
Write the “I Am poem,” (formula for “I Am”
poem) and a courage paragraph for each novel
read.
•
Daily oral reading from Seedfolks and respond
in LAN, focusing on characterization.
•
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.”
•
Using the literary elements spreadsheet,
compare and contrast Cinderella Stories.
•
In reading log entries, address how different
cultures portray the characters and how they
•
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).
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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.
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UNDERSTANDING BY DESIGN
2008-09 7th 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.
DESIRED RESULTS
Understandings
Students will understand that:
•
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.
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Essential Questions
•
Knowledge and Skill
How does a writer independently determine
what thoughts are important to convey in a
piece of writing?
Students will understand and demonstrate a
knowledge of:
•
Writing journal entries and letters that
summarize and respond to an author’s
perspective.
•
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?
•
The definition of resilience, using their own
language and examples.
• How do persuasive writers convince the reader
to accept their ideas?
•
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.
• How do you make decisions about what people
and ideas you will subscribe to?
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.
•
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.
•
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.
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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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