America’s  School  of  Heroes   Middle  School  137  

109-­‐15  98th  Street,  Ozone  Park,  N.Y.  11417   Tel:  1-­‐718-­‐659-­‐0471        Fax:  1-­‐718-­‐659-­‐4594   http://www.heroesofms137.org  

Laura  Mastrogiovanni,  Principal  

Assistant  Principals:   Elizabeth  Orsini-­‐Fox  •  Mark  A.  Main  •  C.  Lorri  Ellis  •  Zoanne  Wilkins  •  Michael  Troy  

 

7th  Grade  Sequence  of  Writing   Assignments  

  For   each   unit,   several   possible   writing   assignments   are   listed.     Each   student   must   complete   a   minimum   of   two   full   writing   pieces   per   unit.     The   first   assignment   listed   is   mandatory   for   all   students   to   complete   and   is   italicized.     You   may   select   the   second  assignment  from  the  choices  given  or  give  your  students  the  opportunity  to   choose  the  second  assignment  for  themselves.    Each  writing  piece  should  be  evident   of  the  student  working  through  the  writing  process.      For  each  writing  piece,  refer  to   the  Common  Core  Learning  Standards  for  grade-­‐specific  information.    

September      (9/6-­‐9/19)   Foundations  and  Assessment     l  Writing  Assessment  (W7.4)–  2  periods   You  will  be  provided  with  an  essay  question  for  your  classes.    This  should  be   given  as  a  two-­‐period  assessment.    The  results  of  this  assessment  will  enable   you  to  gather  data  on  your  students  as  writers  and  plan  grouping.     l  Paragraphs  –  Descriptive,  Narrative,  Persuasive,  Response  –     (W7.1,  W7.2,  W7.3,  W7.5,  W7.9)   Review  the  writing  process  and  the  MS  137  writing  rubric  with  your  students.     Then,  assess  your  students’  ability  to  write  paragraphs  (descriptive,  narrative,   persuasive,  and  response).    

Unit  1    (9/20-­‐10/26)   Fiction  and  Nonfiction     l  Autobiographical  Narrative  (W7.3)   Write  an  essay  describing  a  memorable  event.    This  should  include  strong   descriptions,  dialogue,  and  a  reflection  at  the  end  (such  as  a  lesson  learned)  

  l  Descriptive  Essay  (W7.3)   Write  an  essay  describing  a  person,  place,  or  thing.    The  writing  should  focus  on   including  vivid  sensory  language  and  strong  adjectives.    You  may  use  the   prompt  beginning  on  page  92.     l  News  Report  (W7.2)     You  may  either  follow  the  writing  prompt  on  page  127  or  ask  your  students  to   write  a  brief  news  report  on  something  that  has  happened  in  their  lives,  the   community,  or  the  world.    

Unit  2  (10/29-­‐12/7)   Short  Stories     l  Response  to  Literature  –  Review  or  Letter  to  the  Editor           (W7.9)   You  may  choose  the  writing  prompt  on  302  or  361,  or  create  one  of  your  own.     For  example,  you  may  wish  to  have  your  students  write  an  essay  where  they   explain  what  they  liked  or  disliked  about  a  story  or  novel  and  then  include   quotes/excerpts  that  demonstrate  these  points.         l  Short  Story  (W7.4)   Write  a  short  piece  of  fiction.    The  story  should  include  all  the  elements  of   fiction,  including  setting,  dialogue,  and  characters.    You  may  use  the  prompt   beginning  on  page  384.     l  Informative  Article  (W7.2)   Write  an  article  that  teaches  the  reader  about  a  topic  addressed  in  one  of  the   short  stories  in  this  unit.    There  is  a  sample  writing  prompt  on  page  247.     l  Journal  Entry  (W7.9)   Write  a  journal  entry  where  you  relay  an  experience  from  the  point  of  view  of  a   character  in  a  story  you  have  read.    You  may  use  the  prompt  on  page  279  or   create  one  of  your  own.    

Unit  3    (12/10-­‐1/24)   Types  of  Nonfiction     l  Persuasive  Essay  (W7.1)   CHANCELLOR’S  INSTRUCTIONAL  EXPECTATIONS  ASSIGNMENT   Write  an  essay  where  you  state  a  position  and  cite  several  reasons  why  your   position  should  be  supported.    Refer  to  the  CCSS  for  additional  information.      

  l  How-­‐to  essay  (W7.3)   Write  an  essay  where  you  describe  how  to  accomplish  or  make  something.    This   could  take  the  form  of  a  narrative  procedure.    You  may  also  wish  to  have  your   students  present  their  assignments  by  demonstrating  the  steps  for  the  class.     There  is  a  prompt  on  page  484.     l  Compare-­‐and-­‐Contrast  Essay  (W7.2)   Write  an  essay  that  analyses  the  similarities  and  differences  between  two  or   more  related  subjects.    There  is  a  prompt  on  page  548.     l  Adaptation  (W7.9)   Create  a  retelling  of  an  incident  described  in  one  of  the  essays/articles  in  this   unit.    There  is  a  prompt  on  page  527.    

Unit  4  (1/25-­‐2/15)   Poetry     l  Problem/Solution  Essay  (W7.2)   Write  an  essay  where  you  explain  a  problem  and  then  offer  several  solutions.     You  may  use  the  prompt  on  page  640  or  create  one  of  your  own.    For  example,   you  may  ask  your  students  to  write  an  essay  where  they  discuss  a  problem  in   their  community  and  offer  several  solutions  for  this  problem.     l  Response  to  a  Poem  (W7.9)   Write  an  essay  where  you  analyze  a  poem  that  you  have  read.    You  may  write   an  interpretation  of  the  poem,  compare  it  to  another  poem/song,  or  write  a   poem/story  that  expresses  a  similar  theme.     l  Poetry  (W7.11c)     Write  poetry  in  different  forms  and  include  poetic  elements  and  devices.  

  Test  Preparation   (2/25/-­‐4/18)     l  Short  and  Extended  Responses  (W7.1,  W7.2,  W7.9)     Complete  several  practice  listening  and  paired  passage  sections  (Book  II).                  

 

Unit  6    (4/19-­‐5/17)   Themes  in  Oral  Tradition     l  Research  Report  (W7.6,  W7.7,  W7.8)   Create  a  research  question  about  a  topic  you  are  studying  in  Social  Studies  or   Science  and  conduct  research  to  answer  this  question.    The  finished  product   should  include  direct  quotations  from  a  source  and  a  bibliography.     l  Multimedia  Report  (W7.6,  W7.7,  W7.8)    (Note  –  may  be  combined  with  research  report)   Create  a  presentation  that  incorporates  technology.    Alternatively,  students   may  use  posters,  overhead  transparencies,  or  other  visuals.    There  is  a  prompt   on  page  824.     l  Myth  (W7.4)   Write  a  myth  that  explains  a  natural  phenomenon.    There  is  a  prompt  on  page   933.     l  Business  Letter  (W7.1,  W7.2)   Write  a  formal  letter.    You  may  use  the  prompt  on  page  982  or  create  one  of   your  own.      

Unit  5  (5/20-­‐6/21)   Drama     l  Playwriting  (W7.4)   Write  a  brief  play,  commercial,  etc  on  a  topic  of  your  choice.    This  can  be  done   as  a  group  activity  with  the  students  presenting  their  finished  work.     l  Response  to  Literature  –  Letter  (W7.9)   Write  a  letter  to  a  character  offering  advice  on  how  to  handle  a  conflict  or  in   response  to  something  they  have  done.    There  is  a  prompt  on  page  771.     l  Tribute  (W7.9)   Create  a  tribute  to  a  character  in  a  story,  novel  or  play  you  have  read.    You  may   use  the  prompt  on  page  809  or  create  one  of  your  own.     l  Cause  and  Effect  Essay  (W7.2)   Write  an  essay  where  you  explain  the  consequences  of  an  action,  policy,  or   event.    There  is  a  prompt  on  page  878.      

7th Grade Common Core Learning Standards (Writing) 1. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) a. Produce text (print or nonprint) that explores a variety of cultures and perspectives. 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7 on page 53.) 6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”). b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”). 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. 11. Create a presentation, artwork, or text in response to a literary work with a commentary that identifies connections. a. Make deliberate, personal, cultural, textual, and thematic connections across genres. b. Create poetry, stories, plays, and other literary forms (e.g. videos, art work).