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BMS Writing Scope and Sequence



BMS Scope and Sequence 
for the 
Instruction and Practice of Writing
Overview:

Writing is a critical piece to all students’ education and one which we take seriously. The idea behind this webpage is that students, parents and teachers all can have access to one place where the expectations for a student’s experiences are outlined in one consistent, easy to use place. We have developed our curriculum and approach to instruction for our students in a manner which honors local control and what is best for our Bow Memorial School students, however at the same time, is consistent with the expectations of the Common Core State Standards. Our hope is that people find the files connected to this site to be both helpful and informative.

We have divided writing instruction into three distinct categories: Narrative, Argumentative, and Informative / Explanatory. We do recognize that that these three genres of writing often overlap and are used in conjunction with one another as students and their writing evolves.   

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The Big Picture 
This table will provide an idea of the assignments (titles only) which address each of the various types of writing at each grade level without detail.

Writing Genre

Fifth Grade

Sixth Grade

Seventh Grade

Eighth Grade

Narrative

Integrated SS/LA

-My “Favorite Place”

-Nottingcook Forest Hike

-Seasonal writing pieces


Literacy

-Reading Workshop - Journal entries

Greek Writing Project





Language Arts:

Personal Narrative/Memoir


Short Story Narrative

Opening/Lead Sentences

Memorable Event

Me Magazine

Memoir

Argumentative/

Persuasive

Integrated SS/LA:


-Teacher selected current event related persuasive piece


Literacy:

-Newbery books- book trailers/posters


Argumentative Essay (student topic choice)


Egypt vs. Nubia Debate Preparation







Social Studies



2nd Semester:

Life in the Middle Ages

Position Paper - controversial contemporary-topic of choice

(Nov-Dec)  


Writing Prompts -  

A School Rule I Would Change  (Sept.)

A Law I Would Change

(Oct.)


Various Short Essay Responses to fiction

and nonfiction (Sept. - June)


Columbus

French and Indian War

Ben Franklin


Louisiana Purchase



Andrew Jackson


Informative / Explanatory

Integrated SS/LA


-Famous People Who Shaped America research project with visual presentation (Google website with artifacts, and essay, including  works cited )


Literacy


-Newbery books


-Non-fiction research/ informative writing - student chosen topic (Google slide presentation)



Constructed responses (theme, Why Egypt was not invaded?)


Region Paragraph


Early Man (Google Site)

Socratic Seminar (Israelites, Phoenicians, Lydians)

Assyrian Postcard

Note-taking

Egypt Research Paper

India/Persia Podcast






E-Mail to Bill Gates (Sept.)


Research Paper

Compare/Contrast

Lab Reports

Short Story Article/Summarization


Short Story - Literary Analysis essay (Oct.)

Nonfiction specific responses


Character Analysis-Main/minor characters


Writer’s Notebook


Poetry Response and Writing


Constitution

War of 1812

Year that Summer Forgot


Vocabulary Acquisition and Use



Literacy:

-Bi-weekly Greek & Latin Root Vocabulary/Spelling Word lessons

Content area vocabulary

Greek and Latin  Roots

Greek and Latin Roots vocabulary

Analogies


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Fifth Grade Writing Assignments

As a disclaimer the table below simply serves as a guide and a reference.  As always teachers and teams reserve the right to make adjustments in their curriculum each year and unit to address the specific needs which arise within classes. We do however, hope that it is a helpful reference and would always encourage you to contact your student’s teacher with any questions you might have.


Assignment / and Subject  

Approximate Timeframe or Unit

Writing Genre

CCSS

ELA

Standards

Assignment Description (including whether it is formative or summative, and what supporting skills are to be taught as a part of the assignment),

Favorite Place


Sept

Narrative

W.5.3, W.5.3b, W.5.3d, W.5.3e W.5.4, W.5.5, W.5.8 W.5.10

L.5.1, L.5.2, L.5.2e, L.5.3

L.5.3a,

Formative-Grade 5 Writing Prompt-Students write about their favorite place to demonstrate overall writing ability

Nottingcook Forest Hike




Hike Related Question/Answer cards

Sept/Oct






Sept/Oct

Narrative

W.5.3, W.5.3a, W.5.3b, W.53d, W.5.3e, W.5.4, W.5.5,

W.5.8, W.5.10, L.5.1, L.5.2, L.5.2e,

L.5.3, L.5.3a, L.5.4c

Summative-Students write about Gr. 5 Nottingcook Hike field trip. Focus: Complete sentences, capital letters at beginning of

sentences and proper nouns, ending punctuation, correct spelling, descriptive detail encouraged.


Mentor Sentences

Sept/Oct/Nov

Sentences

(Grammar)

L.5.1, L.5.1a,

L.5.1b, L.5.2a, L.5.2b

L.5.2c, L.5.2e

L.5.3

Formative/Summative- Students are given a sentence taken from a children’s book read aloud to them. Day 1:What do you notice? Day 2:Identify parts of speech. Day 3: Revise. Day 4: Imitate. (Create original sentence following same pattern/format. Day 5: Edit/Take assessment.


Non fiction Current Event Opinion/ Persuasive Piece

Nov./Dec.

Opinion/

Persuasive

W.5.1,W.5.1a

W.5.1b W.5.1b, W.5.1d



W.5.4, W.5.5,

W.5.6, W.5.8,

W.5.9 W.5.10,



L.5.1, L.5.1a,

L.5.1b,L.5.2

L.5.2a, L.5.2b

L.5.2c, L.5.2d L.5.2e

L.5.3

Summative. Students read teacher selected article (s) to write an essay with a strong opinion statement and cite information from the article to support their opinion. Complete sentences, correct spelling, grammar, and mechanics are expected.


Narrative Story

Dec/Jan

Narrative

W.5.3, W.5.3a, W.5.3b, W.5.3d, W.5.3e, W.5.4, W.5.5,

W.5.8, W.5.10,


L.5.1, L.5.2, L.5.2e,

L.5.3, L.5.3a, L.5.4c

Summative: Students may choose from a given writing prompt or think of their own to narrate a story. (fiction, non-fiction, fantasy, etc.)

Focus: beginning, middle, end, complete sentences, descriptive details with strong adjectives and verbs,dialogue, correct spelling, grammar, and mechanics.


Famous Person Who Shaped America

Feb/Mar/April

Informative

W.5.2,W.5.2a

W.5.2b,

W.5.2c, W.5.2d,

W.5.2e

W.5.4, W.5.5,

W.5.6, W.5.7,W.5.8,

W.5.9 W.5.10,


L.5.1,  L.5.2

L.5.2d L.5.2e

L.5.3


SL.5.4,SL.5.5

SL.5.6

Summative. Students take notes and research a famous person who shaped the beginning of America. Visual presentation: Either create a Google Slide, or a patriotically decorated box, or  a webpage with 5-7 artifacts representing (2) or more contributions to the govt/nation (1) or more facts about something else they were known for/did well and (2) or more family/biographical facts. Brief picture/object citations required and primary/secondary identification. (3) sources required for works cited for written information.Students will present to class. Visual presentations followed by (5) paragraph essay. (Graphic organizer, outline,introductory paragraph with thesis sentence, topic sentences with transition words for body paragraphs, and closing paragraph with closing/clincher sentence.


Non-fiction Current Event Persuasive Piece



May/June

Persuasive

W.5.1,W.5.1a

W.5.1b, W.5.1c W.5.1d

W.5.3c


W.5.4, W.5.5,

W.5.6, W.5.8,

W.5.9 W.5.10,

L.5.1, L.5.1a,

L.5.1b, L.5.2a, L.5.2b

L.5.2c, L.5.2d L.5.2e, L.5.3,

L.5.6

Summative. Students read a teacher selected article (s) to write a persuasive essay, including strong opinion statement, citations from article to support their opinion, personal information or background knowledge/facts, and a strong closing/clincher statement.



Greek & Latin Root Vocabulary & Spelling

All Year

Vocabulary Acquisition and Use

L.5.4

L.5.4b

Students are introduced to Greek and Latin word bases in lessons of words. Many lesson words are science, social studies, or math oriented.


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Sixth Grade Writing Assignments

As a disclaimer the table below simply serves as a guide and a reference.  As always teachers and teams reserve the right to make adjustments in their curriculum each year and unit to address the specific needs which arise within classes. We do however, hope that it is a helpful reference and would always encourage you to contact your student’s teacher with any questions you might have.

Assignment

Approximate Timeframe month /

Writing Genre

CCSS

ELA

Standards

Assignment Description (including whether it is formative or summative, and what supporting skills are to be taught as a part of the assignment),

August



Teach Writing Process, various methods of gathering information, student editing skills,


Select a connection (text to text, text to world, or text to self) and write a well developed paragraph regarding the connection


constructed response

September

Informative









Informative/

Explanatory

W.6.10


L.6.1

Students will write a well-developed paragraph including a topic sentence, at least 3 supporting details, and a conclusion.









5 Paragraph Argumentative

Essay

October

Argumentative



W.6.1

W.1.a-e.



W.6.1b

W.6.1c

W.6.1d

W.6.1e

W.6.2d

W.6.2c

W.6.2e

W.6.2f

W.6.5

W.6.6

L.6.1

L.6.2b

L.6.3b

Students will choose an arguable topic  of interest.  They will then write a tentative claim and begin to research the topic to learn more about it.  Once they have enough information, they will make a claim and begin to gather evidence to support the claim.  Using the evidence, students will write a 5 paragraph essay that includes a counter argument and follows essay format.

Creating cooperatively a Google site about Early Man

November

Informative

L.6.1

L..6.2b

L.6.3b

Students will research information about developments that led to the  success of early humans (brain growth, diet, fire, hunting,  tools, agriculture). They will contribute to the creation of a Google site creatively presenting the information learned (classroom lecture, course description, commercial/advertisement, cartoon, dialogue between characters, song lyrics, etc.)


Prepare for the Socratic Seminar (contributions of Israelites, Phoenicians,

Lydians)


Analysis and response to Assyrian Art


Egypt Project (DES)

December

Informative


W.6.1a

W.6.1b

W6.1.c

W.6.6

W.6.7

W.6.8

SL.6.1a-d


Research information about the contributions made by the ancient Israelites, Phoenicians, and Lydians and the impact of the contributions of the ancient world and the world today. During the research process students note interesting points to contribute to the seminar. Students created DOK 3 or 4 questions to facilitate discussion. Participants prepared to offer solid analysis to move conversation forward,  During the seminar students noted points that have been made, concepts that need to be addressed, etc.


Students viewed examples of Assyrian reliefs and provided a written interpretation based on their observations.

Begin research Egypt






Constructive Response - Why Egypt was not invaded when compared with Mesopotamia



Graphic Novel (Egypt vs. Nubia)

January

Informative








Informative

/Explanatory








Argumentative

Creative


W.6.4-8


W.6.2 a-f


W.6.1d

W.6.1e


L.6.1e

L.6.2a-b

L.6.3a-b


Evaluated and analyzed expository writing samples.

Looked at various prewriting plans for overlap.  Began prewriting plan for research paper with a KWL chart, prepared  graphic organizers and created a statement of purpose as well as a prewriting plan.  Began research in reading class.  Crafted the research paper in ICL which consisted of a thesis statement, essay format, and parenthetical citations.  


Students will write a well-developed paragraph including a topic sentence, at least 3 supporting details, and a conclusion.




Following a study of Nubia, students use Venn diagrams to compare/contrast Nubia and Egypt based on geography, natural resources, belief systems, government and leaders, trade and allies. Preparation for the debate included writing claims, citing evidence, and writing a warrant.

Continued work writing Egypt research project


Prepare news broadcast about

ancient India

February

Informative

SL.6.4-6.6


W.6.3b-e


W.6.4


Began writing the research essay.




Constructive responses combined with creative writing. Students generated news items covering various categories such as local, national, world, weather, health, business, political, etc. Writing focus included the use of transition sentences and voice.


(Podcast cont.)



D.A.R.E. essay (DES)

March

Expository

continuation of above

Continuation of research essay- introduction to parenthetical citations.


Students write an essay outlining their personal experience with the D.A.R.E. program (rubric provided).

Create a myth









Study of ancient China

April

Narrative









Informative/

Explanatory

W.6.3

W.6.3a-e









L.6.4b

L.6.4d

L.6.5a-b

Students will create a narrative (either a quest, pourquoi myth, or adventure) with a Greek god, goddess, hero, or monster. Included in this assignment, students will follow a basic plot for fiction, or a hero’s quest plot, or the plot for a pourquoi myth. Additionally students will create a setting, develop their character’s personality, and include dialogue, creative word choice, and follow basic conventions.


Using the unit of ancient China, students are writing claims and citing evidence, identifying main ideas, inferencing, paraphrasing, practicing writing prewriting plans to an essay, evaluating various sources to support specific claims, identifying transition sentences, identifying figurative language, using context clues for word meaning, improving word choice, determining reliable sources, and watching educational video clips to determine multiple meanings of words.

Health Fair Persuasive Essay (DES)

May

Argumentative


Students research a topic that has been introduced in Health class and write a persuasive essay (pro or con) on the topic. This cross-curricular project incorporates media awareness, writing, health, technology, library arts and fine art.


June





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Seventh Grade Writing Assignments

As a disclaimer the table below simply serves as a guide and a reference.  As always teachers and teams reserve the right to make adjustments in their curriculum each year and unit to address the specific needs which arise within classes. We do however hope that it is a helpful reference and would always encourage you to contact your student’s teacher with any questions you might have.


Assignment

Approximate Timeframe month /

Writing Genre

CCSS

ELA

Standards

Assignment Description (including whether it is formative or summative, and what supporting skills are to be taught as a part of the assignment),

Information

Essay

winter

Expository

W.7.2

LA class: students will research topics for an informational essay (5 paragraph essay format).  Emphasis on research process: selecting topic, thesis statement, evaluation of sources, note-taking, outlining/ prewriting, as well as works cited page & in-text citations


*summative*

Narrative Essay

fall

Narrative

W.7.3

LA class:  Students will construct a narrative piece focusing on organization, exposition, plot, character development, mechanics, dialogue, & sensory detail/descriptive language


*summative*

Argument

Essay

spring

Argument

W.7.1

SS class: Having gained a solid foundation of research-based skills, students will construct a (minimum) 5-paragraph argument essay supported with researched factual information. Topic will be centered around quality of life in the Middle Ages


*summative*

Poetry

spring

Creative


LA class:  centered around genre, figurative language, poetic structure.  Students will write various forms of all poetry discussed in class.


*formative*

Frequent Writing Activities

throughout year

Informational

W.7.10

LA & SS: Activities may include: Reader Responses, Journal Activities, current event analyses/reading nonfiction text


*formative*

Garden Tomb vs. Church of the Holy Sepulchre

winter

Argument


SS Class: Students will determine & write about what they believe to be the place where Jesus was buried based on researched evidence


*formative*

Artist Observations

All year

Information/Argument


SS Class: Students will discuss, critique and analyze a wide variety of artwork through writing observations, questions, interpretations, and assessments with respect to historical context.


*formative*


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Eighth Grade Writing Assignments

As a disclaimer the table below simply serves as a guide and a reference.  As always teachers and teams reserve the right to make adjustments in their curriculum each year and unit to address the specific needs which arise within classes. We do however hope that it is a helpful reference and would always encourage you to contact your student’s teacher with any questions you might have.



Assignment

Approximate Timeframe month /

Writing Genre

CCSS

ELA

Standards

Assignment Description (including whether it is formative or summative, and what supporting skills are to be taught as a part of the assignment),

Position Paper- Current Controversial Issue

Nov. - Dec.

Persuasive/ research

W8.1 a-e

Topic choice from many controversial issues, thesis statement, claim, research w/multiple sources, note-taking, graphic organizer, outlining using Roman Numeral format, parenthetical citations, 4-5 pages, works cited - summative

Me Magazine - It’s All About Me



March - April

Narrative Autobio-

graphical

W8.2

25 topics and milestones about life so far- summative

Opening/Lead Sentences

Sept - June

Each

W8.

Creating a first sentence that captures the reader immediately - formative

Short Story/

Nonfiction Article/Novel





Sept-June

Informative/ Explanatory

W8.2, 8.3, 8.4, 8.5, 8.6, 8.10

Outlining - formative

Summarizing - summative

Compare/Contrast 4-7 paragraph essay- summative


Variety of levels of DOK questions and ideas in response to literature, written in short essay format -formative and summative

Poetry  

April

Creative


Poems in response to various topics - formative

Creative

March-June

Informative/Explanatory


Various response formats - some to literature/media, some to select topics - formative and summative

Veteran’s Day/

nonfiction

A Minute in the Morning-

historical fiction

Nov

Informative/ Explanatory

W8.2, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9

Outlining - formative

Summarization - formative

5 paragraph essay - summative

PTSD: Research and Treatment Writing

Nov

Argument

W8.1, 8.2, 8.4, 8.5, 8.6, 8.7, 8.8

Two-Column Notes - formative

Treatment of PTSD:  What’s the best effective treatment to combat the symptoms of PTSD so Veterans can live a fruitful life?  Argument Paper  (Claim) - Summative

Tangerine

(Fiction)-Novel

Nonfiction Articles on Contemporary

Issues related to Book

Jan-Feb

Informative/ Explanatory

Analysis

W8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 8.10

Notetaking (stickies, two-column notes, questions/answers DOK levels of questioning, vocabulary collection; summarization; reader’s response - Formative


Character analysis (MEAL) paragraphs; 5 paragraph essay - summative


Autobiography/Biography

Historical Figure

Mar-Apr

Informative/

Persuasive

W8.2, 8.4; 8.5, 8.6, 8.10

Notetaking (two column notes, questions/answers, DOK levels of questioning; summarization - formative


Multi-page paper or Illustrated/Narrative Scrapbook-Summative

Soldier’s

Heart

Apr-May

Informative/Explanatory

W8.3, 8.4, 8.10

Diary writing, response journal, notes-Formative

Character Written Conversation - Summative


Civil War Research - Nonfiction Read

Internet

Apr-May

Informative/

Persuasive


W8.1, 8.2, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 8.10

Summarization/Opinion - Formative

Civil War - Brother vs. Brother...The Effects of War on Young

  Soldiers...Was it worth it? (ELO for C/C with the Iraqi

  War) - Research Paper - Summative



Columbus on Trial

September

Persuasive/ Argument

W 8.1, 8.3, 8.4, 8.5, 8.9

Taking a position on whether Columbus’ conviction on war crimes should be appealed or not.  Summative assessment.

French and Indian War

November

Persuasive/ Argumentative

W 8.1,8.2, 8.4, 8.5, 8.9

Using text evidence/primary sources, students must convince Native Americans to return to the French side during the French and Indian War.  Summative assessment.

Ben Franklin Speech

January

Persuasive

W 8.3, 8.4, 8.5, 8.9

Using Ben Franklin’s closing speech to the Constitutional Convention, students will make a connection from the speech to their own lives.  Formative assessment.

Constitution Essay

January

Informative/ Explanatory

W 8.2, 8.4, 8.5, 8.9

Students must explain in the form of a written speech, the major tenets of the Constitution, including the first 3 articles, separation of powers, the amendment process and checks and balances in order to convince a new nation to adopt our form of government. Summative assessment.

Louisiana Purchase

February

Informative/Explanatory

W 8.1, 8.3, 8.4, 8.5, 8.9

Students explain how the Jefferson administration justified the purchase of the Louisiana Territory using the powers of the Constitution.  Formative assessment.

War of 1812

March

Informative/Explanatory

W 8.2, 8.4, 8.5, 8.9

Research topics related to War of 1812. Formative assessment.

The Year That Summer Forgot

March

Informative/ Explanatory

W 8.2, 8.4, 8.5, 8.9

Using text evidence, students describe the climate change that occurred in the northern hemisphere (esp. in NH) between 1814-1816 after the eruption of a volcano in Indonesia. Formative assessment.

Andrew Jackson

April

Persuasive/ Argumentative

W8.1, 8.2, 8.4, 8.5, 8.9

Students write a formal letter to the editor either supporting or rejecting a third presidential term for Andrew Jackson. Summative assessment.