COURSE CURRICULUM MAP
COURSE Freshman Comp.
1 – 3 weeks 4 – 6 weeks 7 – 9 weeks 10 – 12 weeks
Parts of speech Descriptive/narrative Library skills Sentence structure and
Correct usage of phrases writing Research skills and variety
Correct spelling Paragraph construction practice Persuasive writing
Content/
Correct capitalization
Correct punctuation
including unity,
coherence, & transitions
Multi-paragraph
expository writing which
Logical fallacies
Fact and opinion
Concepts including end marks,
commas, semicolon,
Dialogue
Peer review & self-
may include comparison-
contrast, problem-
Accelerated Reader
colon, hyphen, evaluation solution, cause-effect
apostrophe, underlining Accelerated Reader Thesis
Vocabulary including Outline
root words, prefixes, Avoiding plagiarism
suffixes, antonyms, Correct documentation
synonyms, homonyms, Accelerated reader
and analogies
Importance of writing
process and daily writing
Accelerated Reader
(1st Tri.=Intro.; 2nd/3rd
Tri.=Continuation)
Demonstrate knowledge Practice sensory detail Demonstrate knowledge Practice sentence
of eight parts of speech application & use of library for structure and variety
Demonstrate knowledge Practice transition usage research utilizing simple,
of phrases Apply paragraph Identify & practice compound, complex, &
Demonstrate knowledge construction strategies research skills compound-complex
Skills of dictionary and including introduction, Practice thesis and sentence structures
thesaurus usage body, & conclusion outline construction Demonstrate use of
Review writing process Demonstrate unity & Differentiate between persuasive influence in
Practice daily writing coherence within paraphrase & direct writing using
Practice daily reading paragraphs quote fact/opinion support
Practice dialogue usage Document correctly Avoid logical fallacies
including correct Demonstrate ability to Practice daily reading
paragraphing and write without plagiarism
punctuation Practice daily reading
Practice writing process
including pre-writing,
drafting, revising, editing
Practice peer & self-
evaluation
Practice daily reading
Grammar evaluations Descriptive/narrative Expository research Sentence structure
including eight parts of essay including dialogue essay evaluation
speech and phrases Accelerated Reading Log Source and note cards Persuasive letter or essay
Assessment Spelling evaluations Accelerated Reading Log Accelerated Reading Log
Vocabulary evaluations
for Content Daily writing exercises
and Skills Accelerated Reading Log
*Suggested Instructional Strategies Attached **Suggested Student Activities Attached
Suggested Student Activities
Freshman Comp.
1. Keep a reading journal or free writing journal.
2. Keep vocabulary notebook.
3. Each day have sentences on board for students to analyze for grammatical mistakes or
style.
4. Compile a portfolio, a systematic and organized collection of writings that should be
viewed as a growing, evolving description of a student’s reading and writing
experiences. Some possible elements of the portfolio might be:
A. Writing samples – major writing assignments that have been revised and
edited (and, if desired, illustrated).
B. Reading journal – a notebook where the student responds to literature.
C. Record of books read – these could be shown visually through a line or bar
graph.
D. Record of a portfolio conference and/or self-evaluation, peer evaluation, or
parent evaluation.
5. Write an “eyewitness” account of an incident.
6. Interview a person in the community using questions about career, training,
experiences, and personal life. Write a personality profile.
7. Provide students with step-by-step directions (recipe, how-to, etc.) or ask students to
bring these in. write a series of questions about sequential ordering to clarify and
be specific.
8. Develop a flier for a cause or an issue that interests you.
9. Construct a cluster with a “leg” for each of the five senses; utilize this as pre-writing
for descriptive paper.
10. Provide students with character partners for a short story (e.g. pilot/passenger,
priest/confessor, teacher/student, etc.) and have students work with a partner to
write a short story with dialogue. Each pair of students work together to
determine plot line, setting, conflict, etc. Each individual student writes the
dialogue for only one of the characters, blending his/her “conversation” with
the partner’s dialogue.
11. Write a personal narrative about “A Feeling and What Caused It.”
12. Write a persuasive letter to an organization, asking that the CEO make some changes.
13. Include a study of motive appeals (e.g. health, safety, pleasure, material gain) used in
advertising and politics as students prepare to write persuasively.