Mrs. Lincoln’s Tentative Writing plan for the year

(Subject to change)

September-Becoming globally literate- Introduction and at times reintroduction to outlining, note taking and essay writing is centered on both physical and cultural geography principles. 

·        Outlining and vocabulary development (Big Kid Words) regarding the National Geographic Society’s Five Themes of Geography

·        Researching a country in either Africa or Asia results in a five paragraph essay that is a culmination of the steps of the writing process and introduction to the research process.  They also are introduced to the requirements of an MLA style bibliography.

·        Reflection five paragraph essays, on what student have learned in the experience, are written.

October - Primary Source Analysis and Writing-Students will be introduced to the different writing styles and vernacular of primary sources reflecting the origins of government.

·        The primary source documents (including but not limited to-Petition of Right, Magna Carta, Declaration of the Rights of Man, Common Sense) will be the basis for small reflective writing exercises as well as a five paragraph essay focusing on thesis development.

·        Document Based Essay Questions (DBQ)- In order to introduce students to the idea of extrapolating ideas from a variety of sources and applying information in a written format the students are asked to create  DBQ Story books.  A little less threatening to the students but yet an important skill.

·        Students create their own Common Sense pamphlet as a guide to being an active and successful 7^th grader.

November- Founding Fathers -Biographical sketches- In order to enhance the experience of our mock constitutional convention students are asked to create a written character sketch that will help them bring their delegate to life in our classroom.

·        Students are to research biographies, written works and speeches delivered by their delegate. This will help them create a written  picture or bio-sketch of their delegate 

·        Students are to create and wear a costume for the duration of the convention.  They are also required to keep a daily reflection journal written in the first person as they make their delegate come to life each day in class.

December- Inquiry- based Learning (IBL) focused on the Bill of Rights (BOR) - Students are offered the opportunity to present an issue they feel best addresses how well the BOR protects the rights of individuals.

·        Research writing skills of note taking and creating an MLA style bibliography were emphasized in this unit

·        Although the end result of this activity varied there was a great emphasis on the writing involved in the research process

January- The Other Amendments Essay-Students are provided with multiple opportunities to create thesis statements and ideas for essays regarding the other seventeen amendments. This activity blends together the student’s ability to ask questions and to answer these questions in essay style. This formal essay is actually the only major assessment for the unit.

·        The students complete a formal outline, a formal five paragraph essay and a correct MLA style bibliography.

·         Students are also given a shorter writing challenge when asked to conduct and record a mock interview with an historical figure.   Students are asked to note the changes in lifestyles and views relating to the US Constitution.

February- The Legislator and how a bill becomes a law-The writing process here is somewhat varied.

·        Students are to research and write a state profile regarding a major piece of legislation in one of the fifty states in the USA

·        From collected data that focuses on the needs and concerns of their newly adopted states, students write a bill they feel their state needs to have passed

·        Students also create a board game that demonstrates their ability to organize thoughts and present a plan.

·        Many letters to local representatives as well as their adopted state reps. are written.  (Class time instruction on formal letter writing is provided)

March – Dear MR. or MDM. Secretary- As members of the President’s Cabinet the students are asked to create many written products.

·        Writing a proposal and a formal letter to the president requesting funding is granted for their department from the national budget.

·        Creating an argument that their department is the most important or needy of such funding is written and delivered.

·        Making a poster that succinctly and creatively illustrates their needs.

April- The Supreme Court and State Government – the major emphasis at this time is one that focuses on the ORAL argument. 

·        Here the students realize that even an oral argument needs to have written documentation and a thorough outlining of the facts in order for it to be solid

·        Students also are asked to write their reflection on how effective their argument was.

·        Most of the writing emphasis at this point is the creation of graphic organizers and formal student created concept maps with links and terms.

May- June – Local government, Juvenile Crime and Comparative Governments-

·        Action plans which follow a local issue from beginning to end are formulated and on occasion carried out.

·        Students are encouraged to write interview questions and create solutions to local problems.

·        Students also examine and evaluate in writing the similarities and differences between our republican form of government and other   governments from around the world.

·        Students create pamphlets and guides, teaching others about their country and why different types of governments succeed or fail around the world.