“I use Byrdseed TV to differentiate for my clustered students. I LOVE all the ideas!” ~ a teacher in Washington

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Grade 7

Indiana ELA Standard: 7.W.6.c

Usage – Writing simple, compound, complex, and compound-complex sentences; recognizing and correcting sentence fragments and run-ons; varying sentence patterns for meaning, reader interest, and style. (E)

Writing Compound Sentences
Writing Compound Sentences
Students work with subjects, predicates, and conjunctions to write compound sentences.
Parts of Speech Party – Fruit
Parts of Speech Party – Fruit
How many different ways can we use the word “fruit”? Let’s find out in this Parts of Speech Party!
Fancier Figurative Language: Move the Simile
Fancier Figurative Language: Move the Simile
What if we started a sentence with the simile?
Changing Coordinating Conjunctions
Changing Coordinating Conjunctions
What happens when we switch out a “but” with a “so”? An “and” with a “for”? How can such tiny words make such big differences?
Writing Technique: Triple Anadiplosis!
Writing Technique: Triple Anadiplosis!
Have students mastered the art of anadiplosis: ending one sentence with the beginning of the next? Now it’s time to take it to the next level!
Doubling Up Writing: Anadiplosis
Doubling Up Writing: Anadiplosis
Repeating words can be what you want, if what you want is an interesting effect. (Psst, that’s an example of anadiplosis!)
Fixing Shakespearean Run-Ons
Fixing Shakespearean Run-Ons
Can your students help The Bard? We’ll fix five Shakespearean run-ons in three different ways.
Writing Technique: 3 Dependent Clauses
Writing Technique: 3 Dependent Clauses
A specific technique to help students add some spice to their writing. We’ll be writing sentences with three dependent clauses.
Writing Technique: Contrast With Synonyms
Writing Technique: Contrast With Synonyms
A specific technique to help students add some spice to their writing. We’ll be contrasting two ideas using synonyms.
Ambiguous Sentences
Ambiguous Sentences
Rather than just demand that students “write clearly,” we’ll explore the hazards of poorly written sentences… and maybe create one of our own!
Fancier Figurative Language: Advanced Repetition
Fancier Figurative Language: Advanced Repetition
Is your students’ use of repetition limited to, “The girl was very, very, very fast.”? Let’s borrow some ideas from Shakespeare!
Advanced Alliteration and Consonance
Advanced Alliteration and Consonance
When students learn about alliteration, it’s hard to steer them away from goofy tongue-twisters. Certainly, there must be more powerful and practical ways of using alliteration. In this lesson, I draw on delicious examples from Shakespeare to show how a very advanced writer used alliteration. Then, I break those ideas down so students can try them out.
What’s In My Brain – Independent vs Dependent
What’s In My Brain – Independent vs Dependent
These clauses are sorted into two groups. What’s the rule? No definitions given — just examples.
Simple or Compound Sentences – What’s In My Brain?
Simple or Compound Sentences – What’s In My Brain?
Can your students spot simple sentences vs compound sentences?
Run On or Not? – What’s In My Brain
Run On or Not? – What’s In My Brain
Can your students spot the run-on sentences?
Complex or Compound – What’s In My Brain
Complex or Compound – What’s In My Brain
Can your class spot the complex sentences vs compound sentences?
Pronouns With Too Many Antecedents
Pronouns With Too Many Antecedents
What happens when a pronoun could refer to more than one noun? Big problems!
Ways to Start a Sentence – Part 3
Ways to Start a Sentence – Part 3
Your students’ sentences all start the same way. Here are three techniques that fix that overnight.
Ways to Start a Sentence – Level 2
Ways to Start a Sentence – Level 2
We’ll show students how to add more variety to their writing by starting sentences with a reason, a prepositional phrase, and a simile.
Ways to Start a Sentence – Level 1
Ways to Start a Sentence – Level 1
‘Add more variety!’ teachers say. But how? This lesson gives students actual techniques instead of vague advice.