Mrs. Fitz- Room 23
7th Grade Writing
Jennifer.fitz@wv.kyschools.us
Course Expectations
I am so excited to be your writing teacher this year! We will work
very hard, but we will also have a lot of fun! We will be writing every
single day, as well as learning a lot about grammar. I know that writing
can be a daunting task, but like anything else in life…the more you do it,
the better you get at it! If you ever need extra help with anything or have a
question, please don’t be afraid to ask. Parents, please email me if you ever
have a question or concern. Let’s have a GREAT school year together!
-Mrs. Fitz
Classroom Rules
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Think before acting.
Negative attitudes are not acceptable.
Be responsible by bringing materials to class and turning in work on time.
Treat others how you want to be treated.
No whining.
Being a student is your job, so take it seriously.
Raise your hand to speak, and don’t talk while others are speaking.
Homework Policy
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Homework is due at the beginning of class.
10 points are deducted for each school day the assignment is late.
Late work will not be accepted after 5 days.
Student receives a SPIN detention and parents are contacted if
missing homework becomes a problem.
Discipline Policy
1st Offense: Warning
2nd Offense: SPIN Detention
3rd Offense: Parent Contacted/ Office Referral
Extreme Clause: Automatic Office Referral
Class Materials
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Binder with 5 tab dividers (we will label together in class)
Pencils, blue/black pen, red pen, highlighter, dry erase marker
College ruled filler paper/lined index cards
Colored pencils/hand held sharpener
Flash drive
White out, block eraser
Assignment book, silent reading book
Paper towels, tissues, and Clorox wipes would be greatly appreciated
by donation only (please & thank you!)
Attendance
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If you miss class, it is YOUR RESPONSIBILITY to make sure you get
your missed assignments, handouts, and notes from class.
Your makeup work will be in the “Absent Work” pocket with your
name on it.
It is your job to get any notes/DGP from another student.
Please come to me if you don’t understand something you missed in
class.
You will have the same number of days you were absent to make up
all missed work.
Homework/Work Ethic (20% of Final Writing Grade)
 You will not have homework every night, but on the nights it is
assigned, I expect you to complete it on time and take it seriously. I
will only assign things I feel are beneficial to you; I never assign
“busy” work to waste your time.
 Sometimes I will give you more than one day to complete a homework
assignment, so pay attention to due dates. They will overlap and this
is to benefit you, as well as to teach you to manage your time wisely.
 Homework grades include participation in class, rough drafts of
written projects, “on demand” writing practice, DGPs (Daily Grammar
Practices), journal entries, grammar exercises, and vocabulary
packets/cards.
Content (80% of Final Writing Grade)
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Content grades will include final drafts of written projects, grammar
tests, writing tests, in class “on demand” writing, DGP (Daily Grammar
Practice) quizzes, vocabulary/spelling quizzes, various end of unit
projects, and speeches.
Extra Credit (Homework/Work Ethic Grade Only)
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Various extra credit options will be offered throughout each quarter
and will be due at the end of each quarter.
They will include writing extra pieces throughout the year,
completing extra grammar exercises, completing extra vocabulary
practice, and presenting a book talk or argumentative/informative
speech to the class.
Teacher Contact
Mrs. Jennifer Fitz
Jennifer.fitz@wv.kyschools.us
(859) 485-4181 ext. 1250
Room #23
Planning Time 8:55-9:45am
The best way to reach me is through email, and I will answer all emails within one
school day. Please don’t ever hesitate to contact me if you have questions or concerns.
Thank you!
Students and Parents: please sign and return no later than Monday, August 11.
I Have Read & Agree To These Expectations
Student:_________________________________________________________________________
Parent/Guardian:______________________________________________________________
7th Grade Writing
Course Outline
1st Quarter
Writing
The Writing Process
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Task, Purpose, & Audience
Types of Writing
Point of View
Using hooks in introductions, cohesive organization in
body paragraphs, strong conclusions
Narrative Writing
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Sensory Details
Use of Dialogue to Develop Characters
Autobiography
Personal Narrative
Short Story
Narrative Journals/Extended Responses (10)
On Demand Narrative
Speaking & Listening
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Book Talk
Language
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Subject/Predicate
Independent/Dependent Clauses
Nouns/Pronouns
Avoiding Overused words
Transition Words
Figurative Language
Synonyms/Antonyms
2nd Quarter
Writing
Informative Writing
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Credible Sources
Avoiding Plagiarism/Paraphrasing
Bibliography
Research Paper
Biography
Cause and Effect
Compare/Contrast
Informative Journals/Extended Responses (10)
On Demand Informative
Speaking & Listening
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Informative Speech
Language
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Verbs/Verb Tenses/Verb Phrases
Active/Passive Voice
Simple, Compound, and Complex Sentences
Subject/Verb Agreement
Context Clues
Greek/Latin Affixes and Roots
3rd Quarter
Writing
Argumentative Writing
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Thesis Development
Argumentative Essay
Argumentative Letter
Argumentative Journals/Extended Responses (10)
On Demand Argumentative
Speaking & Listening
 Argumentative Debates
Language
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Adjectives/Adverbs
Capitalization
Punctuation
Comparative/Superlative Modifiers
Denotation/Connotation
Analogies
4th Quarter
Writing
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Figurative Writing
Poetry
Analytical Writing
Analytical Journals/Extended Responses (5)
On Demand Analytical Essay
Test Prep/Review
Speaking & Listening
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Poetry Recitation and Reading
Test Prep/Review
Language
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Prepositions/Conjunctions/Interjections
Direct Objects
Transitive/Intransitive Verbs
Dangling Modifiers
Appositives/Gerunds
Test Prep/Review
7th Grade Writing
Detailed Course Outline/Core Content
1st Quarter
Writing
The Writing Process
W.7.5. 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.
Task, Purpose, & Audience
Types of Writing
W.7.4. 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.
Point of View
Using hooks in introductions, cohesive organization in body
paragraphs, strong conclusions
Narrative Writing
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Sensory Details
Use of Dialogue to Develop Characters
Autobiography
Personal Narrative
Short Story
W.7.3. Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.
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.
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or
characters.
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time
frame or setting to another.
Use precise words and phrases, relevant descriptive details, and sensory language to capture the action
and convey experiences and events.
Provide a conclusion that follows from and reflects on the narrated experiences or events.
W.6.10.- W.11-12.10 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 discipline-specific tasks, purposes,
and audiences.
Speaking & Listening
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Book Talk
SL.7.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate.
Language
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Subject/Predicate
Independent/Dependent Clauses
Nouns/Pronouns
Avoiding Overused words
Transition Words
Figurative Language
Synonyms/Antonyms
L.7.1. Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
Explain the function of phrases and clauses in general and their function in specific sentences.
Choose among simple, compound, complex, and compound-complex sentences to signal differing
relationships among ideas.
Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling
modifiers.*
L.7.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and
redundancy.*
L.7.5. Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each
of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g.,
refined, respectful, polite, condescending).
L.7.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or
expression.
2nd Quarter
Writing
Informative Writing
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Credible Sources
Avoiding Plagiarism/Paraphrasing
Bibliography
Research Paper
Biography
Cause and Effect
Compare/Contrast
W.7.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.
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,
graphics, and multimedia when useful to aiding comprehension.
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and
examples.
Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from and supports the information or explanation
presented
W.6.10.- W.11-12.10 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 discipline-specific tasks, purposes,
and audiences.
Speaking & Listening
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Informative Speech
SL.7.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with
pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and
clear pronunciation.
SL.7.5. Include multimedia components and visual displays in presentations to clarify claims and findings
and emphasize salient points.
Language
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Verbs/Verb Tenses/Verb Phrases
Active/Passive Voice
Simple, Compound, and Complex Sentences
Subject/Verb Agreement
Context Clues
Greek/Latin Affixes and Roots
L.7.1. Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
Explain the function of phrases and clauses in general and their function in specific sentences.
Choose among simple, compound, complex, and compound-complex sentences to signal differing
relationships among ideas.
Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling
modifiers.*
L.7.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade 7 reading and content, choosing flexibly from a range of strategies.
Use context as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print
and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of
speech.
Verify the preliminary determination of the meaning of a word or phrase
L.7.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or
expression.
3rd Quarter
Writing
Argumentative Writing
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Thesis Development
Argumentative Essay
Argumentative Letter
Argumentative Journals (10)
W.7.1. Write arguments to support claims with clear reasons and relevant evidence.
Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence
logically.
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and
demonstrating an understanding of the topic or text.
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons,
and evidence.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from and supports the argument presented
W.7.6. 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.
W.7.7. Conduct short research projects to answer a question, drawing on several sources and generating
additional related, focused questions for further research and investigation.
W.7.8. 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.
W.7.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.6.10.- W.11-12.10 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 discipline-specific tasks, purposes,
and audiences.
Speaking & Listening
 Argumentative Debates
SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their
own clearly.
Come to discussions prepared, having read or researched material under study; explicitly draw on that
preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under
discussion.
Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define
individual roles as needed.
Pose questions that elicit elaboration and respond to others’ questions and comments with relevant
observations and ideas that bring the discussion back on topic as needed.
Acknowledge new information expressed by others and, when warranted, modify their own views.
SL.7.2. Analyze the main ideas and supporting details presented in diverse media and formats and explain
how the ideas clarify a topic, text, or issue under study.
SL.7.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and
the relevance and sufficiency of the evidence.
Language
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Adjectives/Adverbs
Capitalization
Punctuation
Comparative/Superlative Modifiers
Denotation/Connotation
Analogies
L.7.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore
an old[,] green shirt).
Spell correctly.
L.7.5. Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each
of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g.,
refined, respectful, polite, condescending).
L.7.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or
expression.
4th Quarter
Writing
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Figurative Writing
Poetry
Analytical Writing
Test Prep/Review
W.6.10.- W.11-12.10 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 discipline-specific tasks, purposes,
and audiences.
Speaking & Listening
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Poetry Recitation and Reading
Test Prep/Review
SL.7.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate.
Language
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Prepositions/Conjunctions/Interjections
Figurative Language
Direct Objects
Transitive/Intransitive Verbs
Dangling Modifiers
Appositives/Gerunds
Test Prep/Review
L.7.1. Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
Explain the function of phrases and clauses in general and their function in specific sentences.
Choose among simple, compound, complex, and compound-complex sentences to signal differing
relationships among ideas.
Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling
modifiers.*
L.7.5. Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each
of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g.,
refined, respectful, polite, condescending).
L.7.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or
expression.