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.

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.

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.

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


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

constructed response

5 Paragraph Argumentative

Essay

Creating cooperatively a Google site about Early Man

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

Lydians)

Analysis and response to Assyrian Art

Egypt Project (DES)

Begin research Egypt

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

Graphic Novel (Egypt vs. Nubia)

Continued work writing Egypt research project

Prepare news broadcast about

ancient India

(Podcast cont.)

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

Create a myth

Study of ancient China

Health Fair Persuasive Essay (DES)

Approximate Timeframe month /

August

September

October

November

December

January

February

March

April

May

June

Writing Genre

Informative

Informative/

Explanatory

Argumentative

Informative

Informative

Informative

Informative

/Explanatory

Argumentative

Creative

Informative

Expository

Narrative

Informative/

Explanatory

Argumentative

CCSS

ELA

Standards

W.6.10

L.6.1

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

L.6.1

L..6.2b

L.6.3b

W.6.1a

W.6.1b

W6.1.c

W.6.6

W.6.7

W.6.8

SL.6.1a-d

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

SL.6.4-6.6

W.6.3b-e

W.6.4

continuation of above

W.6.3

W.6.3a-e

L.6.4b

L.6.4d

L.6.5a-b

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

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

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

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.

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.)

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.

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.

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.

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).

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.

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.

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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.

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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.