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U.S. History-BasedWriting Lessonsin Structure and Style

Volume 1: Explorers to the Gold Rush

Teacher’s Manual

Lori VerstegenIllustrated by Anthea Segger

Third Edition, March 2014Institute for Excellence in Writing, L.L.C.

These are Sample Pages for preview only! Copyrighted Materials!

Sample

Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Key Word Outlines (IEW Unit 1) Lesson 1 Christopher Columbus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Challenge: Europe Meets America

Writing from Key Word Outlines (IEW Unit 2) Lesson 2 Christopher Columbus, Continued . . . . . . . . . . . . . . . . . . . . . 19 Challenge: Europe Meets America, Part 2 Lesson 3 The Lost Colony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Challenge: John White and Virginia Dare Lesson 4 Jamestown . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Challenge: Slavery Arrives in America Lesson 5 The Mayflower Mishap . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Lesson 6 Plymouth Colony and Samoset . . . . . . . . . . . . . . . . . . . . . . . . 47 Lesson 7 European Explorers and Native Americans (Poems) . . . . . . . 55 Lesson 8 Salem Witch Trials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Narrative Stories (IEW Unit 3) Lesson 9 The Boston Massacre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Lesson 10 The Boston Tea Party . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Lesson 11 “The Shot Heard Round the World,” Sections I and II . . . . . 85 Lesson 12 “The Shot Heard Round the World,” Section III . . . . . . . . . . 91 Challenge: The Midnight Ride of Paul Revere Lesson13 BorrowingaConflict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

Summarizing (IEW Unit 4) Lesson 14 Colonial Life: Church . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Lesson 15 Colonial Life: Law and Order . . . . . . . . . . . . . . . . . . . . . . . 109 Lesson 16 Colonial Life: Care of the Sick . . . . . . . . . . . . . . . . . . . . . . . 115 Challenge: Three-Paragraph Report Lesson 17 The Declaration of Independence . . . . . . . . . . . . . . . . . . . . . 121 Lesson 18 The Constitution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 Poetry Lesson 19 America Poem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137


Sample

Writing from Pictures (IEW Unit 5) Lesson 20 The Ride . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 Lesson 21 Heading West . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147

Multiple Source Research (IEW Unit 6) Lesson 22 Thomas Jefferson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 Lesson 23 Benjamin Franklin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165 Lesson 24 Benjamin Franklin, continued . . . . . . . . . . . . . . . . . . . . . . . 173

Inventive Writing (IEW Unit 7) Lesson 25 Johnny Appleseed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 Lesson 26 The Star-Spangled Banner . . . . . . . . . . . . . . . . . . . . . . . . . . 185 Lesson 27 Freedom of Religion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191 Formal Essays and Reports (IEW Unit 8) Lesson 28 Basic Essay Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195 Lesson 29 Anecdotal Openers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201

Critiques (IEW Unit 9) Lesson 30 The Lewis and Clark Expedition . . . . . . . . . . . . . . . . . . . . . 207

Poetry Lesson 31 The Gold Rush . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215

Just for Fun Lesson 32 Vocabulary Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219 Appendices 1 . Polished Draft Notebook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221 2 . Student Samples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223 3 . Vocabulary (Charts and Quizzes) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239 4 . Motivation Students: Tickets and Games . . . . . . . . . . . . . . . . . . . . . . . . 249


Sample

Introduction 5

Student Book Contents

Have students look at each section below in their books.

Additional Resources

The TM also includes an additional appendix, Appendix 4: Motivating Students: Tickets and Games.

For more fun with teaching style, you might consider downloading the book Dress-ups, Decorations, and Delightful Diversions from IEW.com. Some lessons will refer to this book, but the activities are optional.

Welcome to U.S. History-Based Writing Lessons in Structure and Style, Volume 1! We are thrilled to offer this Teacher’s Manual in an exciting new format. It now includes reduced copies of the student book pages. Instructions to teachers, answers to questions, sample key word outlines, brainstorming ideas, review games, and helps for motivating students are inserted. This format allows a teacher to teach directly from the Teacher’s Manual alone, without the need of her own copy of the Student Book. Simply read through the Teacher’s Manual and follow the special inserted instructions and helps.

Lesson instructions in the Student Book are directed to the student, but teachers should read over them with their students and help as necessary, especially with outlining and brainstorming. It is assumed that teachers have attended IEW’s Teaching Writing: Structure and Style seminar, either live or via DVD, and own the seminar workbook. Before each new unit, teachers should review the appropriate information in that workbook and/or DVD.

Teachers who prefer that their students do not have access to the quizzes before they are taken can ask students to tear them from their books at the beginning of the year. They can be turned in inside a 9x12 envelope with the student’s name on it. On quiz days, the envelopes can then be handed out and the proper quiz taken out.

U.S. History-Based Writing Lessons, Volume 1: Student Book 5

IntroductionThe lessons in this book teach structure and style in writing . Lessons are easily adaptable to a wide range of grade levels because most contain a basic lesson plus optional challenge activities for older or experienced students . A teacher may require some or all of these challenges if she feels her students are ready for them, or she may make the challenges optional . Either way, as the lessons move through early American history themes, they incrementally introduce and review most of the models of structure and elements of style found in the Institute for Excellence in Writing’s Teaching Writing: Structure and Style seminar (available at IEW .com/TWSS-D) .


Scope and Sequence Chart (pages 8-9)

The Lesson Pages (pages 11-219) This is the majority of the text . It contains the instructions, source texts, worksheets, and checklists students will need for each lesson .

Appendix 1: Polished Draft Notebook and Keepsake (page 221) This appendix explains the polished draft notebook in detail and includes a checklist that may be copied and used if teachers require polished drafts to be turned in for grading .

Appendix 2: Student Samples (page 223) At least one student sample for each of the IEW units is included to help clarify instructions and inspire students .

Appendix 3: Vocabulary Chart, Quizzes, and Cards (page 239) The vocabulary words are an important part of these lessons . Students will be instructed to cut out one set of cards for many of the lessons . They should be challenged to include some of these words in each composition they write . They will also be quizzed on the words periodically . Quizzes are in Appendix 3 . (The Teacher’s Manual contains the answer keys as well as game ideas to help students learn and review the words .)

The goal is that these great words will become part of each student’s natural writing vocabulary . You can see how much sophistication using these words can add to their writing by reading the student samples in Appendix 2, especially the story on pages 237-238 .

Teacher’s ManualThe Teacher’s Manual includes all of the above (except the vocabulary cards) with added instructions for teachers, including sample key word outlines and brainstorming ideas, answers to questions, review games, and ideas for motivating students . Teachers may teach directly from this manual without the need to own a copy of the Student Book .


IntroductionThe lessons in this book teach structure and style in writing . Lessons are easily adaptable to a wide range of grade levels because most contain a basic lesson plus optional challenge activities for older or experienced students . A teacher may require some or all of these challenges if she feels her students are ready for them, or she may make the challenges optional . Either way, as the lessons move through early American history themes, they incrementally introduce and review most of the models of structure and elements of style found in the Institute for Excellence in Writing’s Teaching Writing: Structure and Style seminar (available at IEW .com/TWSS-D) .


Scope and Sequence Chart (pages 8-9)

The Lesson Pages (pages 11-219) This is the majority of the text . It contains the instructions, source texts, worksheets, and checklists students will need for each lesson .

Appendix 1: Polished Draft Notebook and Keepsake (page 221) This appendix explains the polished draft notebook in detail and includes a checklist that may be copied and used if teachers require polished drafts to be turned in for grading .

Appendix 2: Student Samples (page 223) At least one student sample for each of the IEW units is included to help clarify instructions and inspire students .

Appendix 3: Vocabulary Chart, Quizzes, and Cards (page 239) The vocabulary words are an important part of these lessons . Students will be instructed to cut out one set of cards for many of the lessons . They should be challenged to include some of these words in each composition they write . They will also be quizzed on the words periodically . Quizzes are in Appendix 3 . (The Teacher’s Manual contains the answer keys as well as game ideas to help students learn and review the words .)

The goal is that these great words will become part of each student’s natural writing vocabulary . You can see how much sophistication using these words can add to their writing by reading the student samples in Appendix 2, especially the story on pages 237-238 .

Teacher’s ManualThe Teacher’s Manual includes all of the above (except the vocabulary cards) with added instructions for teachers, including sample key word outlines and brainstorming ideas, answers to questions, review games, and ideas for motivating students . Teachers may teach directly from this manual without the need to own a copy of the Student Book .


Sample

6 Introduction

Motivating Students

See Appendix 4, pages 259-266.

SRN and Grammar Rules

You may also use this resource to help teach some of the grammar rules I find students break most often in writing. These rules begin on page 56. Each is numbered so that once you teach it, you can simply write the rule number where a student breaks it. The student can then refer to the SRN to make the correction. The lessons make suggestions for when to teach some of these rules.

Customizing the ChecklistThe total point value of each assignment is indicated at the bottom of each checklist. This total reflects only the basic items, those not grayed. If students are not yet ready for a basic element on the checklist, simply have them cross it out. Subtract its point value from the total possible, and write the new total on the custom total line at the bottom.

Grayed items are added elements for challenging more advanced students. If you require these items of your students, you can assign them a point value and add this to the total

possible, placing the new total on the custom total line. However, I make most of them (e.g., vocabulary words) worth extra credit tickets instead (see Appendix 4). I find this to be more motivating to students than points toward their grades. (I encourage ALL students to try to include vocabulary words.)

Grading with the ChecklistTo use the checklists for grading, do not try to add all the points earned.

Instead, when an element is missing, write the negative point value on its line or box. (You will subtract these points from the total possible.)

If an element is present, put a check in its box or blank. (Use a different color of ink from the color the student used.)

Total the points to be subtracted and deduct them from the total points possible (or your custom total).

6 Institute for Excellence in Writing

ChecklistsEach lesson includes a checklist . Checklists detail all the requirements of the assignment for the student and teacher . Students should check off each element when they are sure it is included in their papers . Checklists should be turned in with each assignment to be used by the teacher for grading .

Challenge activities are in gray columns or boxes on the checklists . These requirements are optional (unless a teacher requires them) . Therefore, if you are doing only the basic lesson withnochallenges,useonlythewhiteportionsofthechecklist.The“totalpoints”reflectsonlythese elements .

Teachers: Please see the Teacher’s Manual, page 6, for an explanation of how to customize the checklists for students and how to use them for grading .

The Student Resource Notebook (SRN)The Student Resource Notebook, a required supplement used throughout these lessons, is availabletoyouasafreedownload.Pleasefollowtheinstructionsonthefirst(blue)pageofthislesson book for downloading this very helpful resource . If you prefer not to download so many pages, you may purchase a hard copy from IEW . (Note: You will not need the checklists from pages 94+ of the SRN as the Student Book contains all necessary checklists .)

LiteratureReading quality literature will help students appreciate elements of style in writing . In these lessons, four works are recommended because they will also enhance the students’ understanding of the events they are writing about in American history . You could add other books as well . The four recommended are as follows:

§ The Witch of Blackbird Pond by Elizabeth George Speare, to be read with Lessons 3-8 . § Johnny Tremain by Esther Forbes, to be read with Lessons 9-13+ . § The Midnight Ride of Paul Revere by Henry Wadsworth Longfellow, with Lesson 12 . § By the Great Horn Spoon! by Sid Fleishman, to be completed before Lesson 31 .

Polished Draft NotebookStudentsshouldpolishandillustrateeachoftheirfinaldraftsassoonastheyhavebeencheckedand returned by a teacher . To do so, they must make the corrections noted . Parents should help their student understand the reason for each correction . This last draft is referred to as “the polished draft” and does not have to be labeled . Polished drafts should be kept in a binder in clear protector sheets with the original, labeled final drafts hidden behind each . At the end of the year, students will have a collection that they can be proud of with a variety of types of compositions that move through major themes in early American history .

Please see page 221 for more details about this notebook as a keepsake .

Introduction


Sample

Other SuppliesInstruct students to obtain a ½-inch three-ring binder and fill it with 30 clear protector sheets for the polished notebook.

Some lessons will suggest that you make simple games using note cards, so be sure to read the TM before class and have a supply of note cards. You may also need 2-3 dice for some games.

It is recommended that students have a simple thesaurus available in the classroom to help them brainstorm elements of style. The SRN has lists of substitutes for banned words that will be helpful. In addition, IEW offers a unique thesaurus entitled A Word Write Now. A more traditional one I like for young students is called The Clear and Simple Thesaurus and Dictionary by Harriet Wittels and Joan Greisman. For junior high and older, I like The Synonym Finder by J.I. Rodale. I buy multiple copies of the latter two (used) very cheaply on the Internet.

Introduction 7

The Schedule

This schedule is provided to emphasize to parents and students, particularly in a weekly class setting, that students should not complete an entire lesson in one day. Spreading the work throughout the week will produce much better writing with much less stress. Parents teaching their own students at home should follow a similar schedule.

Labeling Dress-Ups

The lessons require one of each dress-up to be underlined in each paragraph. In addition, you may ask students to label each dress-up and decoration in the right margin on the line in which it is used. Abbreviations for each are given on the checklists for this purpose. Labeling will make grading much simpler for the teacher, and it will help her see that students are identifying each element correctly. This will be especially helpful once strong verbs and adjectives have been taught.

Marking Errors

Teachers do not need to mark every error made, but the most glaring and most important errors that you want the kids to understand and correct should be marked.


Suggested Weekly ScheduleIn general, lessons are designed to be taught weekly and to be completed as follows . If you have fewer than 32 weeks, see page 10 .

Day 1:

1 . Review concepts from previous lessons using activities in the Teacher’s Manual .

2 . Together, teacher and students read the new concept introduced in the lesson and do suggested activities . Then, follow Day 1 instructions to read the source text, make a key word outline, and tell back the meaning of the notes .

3 . Use the brainstorming page to discuss ideas for including elements of style .

4 . Discuss the vocabulary words for the present lesson .

Students who desire more of a challenge can be instructed to independently complete the Challenge assignment included at the end of many lessons .

Days 2-3:

1 . Before returning to the new lesson, if work from a previous lesson has been graded and returned with corrections to be made, polish this work with the help of a parent . Add a picture . Polished drafts do not need to be labeled . The polished draft will be placed in the polisheddraftnotebook(seepage6)withtheoriginal,labeledfinaldraftbehindit,inthesame protector sheet . There is a polished draft checklist on page 222.

2 . Cut out and learn the vocabulary words for the present lesson . Review previous .

3 . Review the key word outline from Day 1 of the new lesson . Be sure you understand it before you use it to write from . Make changes on it if necessary . Use the outline and the brainstorming ideas to write or type a composition . Include and label everything on the checklist . Let a parent proofread .

4 . Students who desire a challenge may also begin the Challenge assignment .

Day 4:

1 . Review all vocabulary words learned thus far .

2. Writeortypeafinaldraftbymakinganycorrectionsyourparentaskedyoutomake.(Thiswillbefairlyeasyifthefirstdraftwastyped.)Checkoffeachitemonthechecklistwhen you have included and labeled it .

3 . Let a parent proofread again . He or she should check that all elements of structure and style are included and labeled as instructed on the checklist . Paper clip the checklist to yourfinaldrafttobeturnedin.

Introduction


Sample

8 Introduction


Lesson Structure and Style Subject VocabularyUnit 1

1Key Word Outlines Christopher Columbus

Challenge: Europe Meets America

pillar, prosperity,transfixed,coax

Unit 22

Writing from KWOs-ly words

Christopher ColumbusChallenge:

Europe Meets America

askew, presume,flank,frivolous

3 The Lost ColonyChallenge: John White

and Virginia Dare

resolve, endeavor,appalled, frivolous

4 Who-which ClauseTitles from Clinchers

JamestownChallenge: Slavery Arrives

hostile, subside,perilous, secluded

5 Five-Senses Words The Mayflower Mishap cunning, contemplate, gravity, persevere

6 Strong verbs Plymouth Colony and Samoset

7 Action VerbsChallenge: alliteration

European Explorers and Native Americans

fathom, imperative,impotent, placidly

8 Proofreading MarksBecause Clause

Salem Witch Trials inevitable, squander,waver, diligent

Unit 3 9

Narrative Stories The Boston Massacre animosity, provoke,indignant, audacious

10 Quality AdjectivesChallenge:

Similes and Metaphors

The Boston Tea Party

11-12 Conversation in StoriesAlliteration

The Shot Heard Round the World

warily, vehemently,destined, confront

13 www .asia .b clause BorrowingaConflict(Original Story)

Unit 414

SummarizingTopic Sentences and Clinchers

Colonial Life: Church

15 Colonial Life: Law and Order

compliant, obstinate, compel, deliberate

16 Challenge: Three-Paragraph Model

Colonial Life: Care of the Sick

solemn, tyrant,adept, enthrall

17 Dramatic Openers and Closers

The Declaration of Independence

18 The Constitution19 Poetry

Quality Adjective PracticeAmerica Poem incessant, zealous,

trepidation, exemplary

Scope and Sequence

Introduction


Sample

Introduction 9


Lesson Structure and Style Subject VocabularyUnit 5

20Writing from Pictures

Past Perfect TenseThe Ride

21 Sentence Openers #2 and #3Challenge:Personification

Heading West

Unit 622

Multiple Source ResearchFused Outlines

Thomas Jefferson prominent, privily,affirm,espouse

23 Benjamin Franklin tedious, implement,scrutinize, potential

24 Sentence Opener #5 Benjamin Franklin, continuedUnit 7

25Inventive Writing

Notes from the BrainQuestion Starter Words

Johnny Appleseed aspire, elated,auspicious, adverse

26 Sentence Opener #6Challenge: Dual -ly, verbs,

adj and 3x

The Star-Spangled Banner

27 Freedom of Religion amiable, antagonistic,distraught, awestruck

Unit 828

Formal EssayBasic Introduction and

Conclusion

Johnny Appleseed, continuedChallenge: First Amendment

Rights, continued

trite, formidable,obscure, laden

29 Anecdotal OpenersIntroduction and Conclusion

Research Biographies revel, jaunty,encounter, lure

Unit 930

Critique The Lewis and Clark Expedition

Extras31

Poetry The Gold Rush

32 Vocabulary Story Story of Choice Review all

Introduction


Sample

10 Introduction


Adapting the Schedule

The lessons are designed to be taught weekly and to be used by either Level A (3rd–5th grade) or Level B (6th–8th grade) students .

If you have fewer than 32 weeks, you may combine or omit some lessons without disrupting the flowofteachingstructureandstyle.Herearesomesuggestionsforeachgroup.

Level A ClassesChoosesomeofthefollowingmoredifficultlessonstoomit.

Unit Lesson Title/Subject Notes2 7 European Explorers and

Native AmericansAssign Lesson 7 vocabulary with

Lesson 6 . Give Quiz 2 with Lesson 8 .

3 13 BorrowingaConflict Teach the www .asia .b clause at the end of Lesson 12 .

4 17 The Declaration of Independence4 18 The Constitution6 23, 24 Benjamin Franklin Assign Lesson 23 vocabulary words

with Lesson 22 . Teach the #5 sentence opener with Lesson 25 .

7 27 Freedom of Religion8 28-29 Introductions and Conclusions9 30 Lewis and Clark Critique

Extra 32 Vocabulary Story

Level B ClassesThe following lessons may be combined or omitted . See notes .

Unit Lesson Title/Subject Notes1, 2 1, 2 Christopher Columbus

Challenge: Europe Meets AmericaCombine

2 6, 7 Plymouth Colony and Samoset Strong Verb Poems

Combine

3 11, 12 “Shot Heard Round the World” Combine4 14, 15 Colonial Life Combine7 27 Freedom of Religion Omit8 29 Anecdotal Openers Omit

Extra 31 The Gold Rush OmitExtra 32 Vocabulary Story Omit

Introduction


Sample

Teachers, review Unit 1 in the TWSS workbook before teaching this lesson. If you have the seminar on DVD, watch the Unit 1 lesson on DVD 1.

Read through the following lesson with students.

Unit 1: Key Word Outlines 11


UNIT 1: KEY WORD OUTLINES

Lesson 1: Christopher ColumbusIn this book you will learn many ways to make your writing more exciting and more enjoyable to read . You will learn to write with structure and with style .

StructureWhat is structure? Think of a house . What had to happen before the house was built? The architect had to draw out the plans for the builder to follow . Without those plans, the builder might put a bathtub in the middle of the living room . We wouldn’t want that, so we plan how everything will be arranged and in what order each part will be built .

Writing a paper is much the same . If we were just to begin writing without planning, our facts and details would probably not be arranged in the most logical way . Our composition would not be structured well and would not communicate our thoughts effectively . So, in this course, you will “draw plans” for everything before you write . Your “plans” will be outlines, and they will follow a particular model for each type of composition .

StyleWhat comes to your mind when you hear the word style? Many people think of clothes . Clothes come in a variety of styles . You would dress differently to go to a wedding than you would to go outside to play baseball . That’s because formal events require a formal style of clothing, whereas casual events do not .

There are also different styles of language . Below are two sentences that communicate the same information in different styles . Which do you like better? Why?

He hit the ball! The determined little leaguer firmly smacked the spinning baseball with all his might!

You probably like the second better because it is more descriptive . However, what if you were at the baseball game with your friend and the batter was your little brother? Which of the two sentenceswouldbebetterforyoutoyell?Obviously,thefirstwouldbemoreappropriate.Yourfriend would probably think you were crazy if you jumped up and shouted the second one . Why the difference?

When you are speaking to people, they are there with you, experiencing the same scene and eventasyouare.Youdonotneedtofillinthedetails.Whenyouwrite,however,youmustrealize that the readers are not with you and cannot see, hear, or feel what is in your mind . You must help them see, hear, feel, and experience the scene you are writing about . IEW elements of style will help you do this .

Lesson 1: Christopher Columbus


Sample

12 Unit 1: Key Word Outlines


Key Word OutlinesBeforeyoubegintowrite,youwillpracticethefirststepoflearningstructure in writing: key word outlining .

Structure is how you organize the things you write . Key word outlining will help you gather information and help you organize that information in your compositions .

When you outline, you will want to use or create some symbols or abbreviations to help write quickly . There are some commonly accepted symbols that you could use on page 93 of the Student Resource Notebook . Below are a few symbols that we could use today . Some are from page 93 . What do you think each means?

≠ ppl ⦿ ⦿ b/c

Unit 1: Key Word Outlines

= lead to; go/went

= no or not

≠ = not equal or different

ppl = people

⦿ ⦿ = see or look

b/c = because


Sample

Teachers, write class ideas on the whiteboard. Students may copy these or use their own ideas. See Sample KWO, page 15, for help.

Follow Day 1 instructions together. Then, read over Days 2-4, so students understand how to complete the lesson during the remainder of the week.



The AssignmentDay 1

1 . With your teacher, read the paragraph on page 14 . Then read it again . Choose no more than three key words from each sentence that will best help you remember the meaning of the sentence . Write the words on the blank outline on page 15 . Note: You may use symbols, abbreviations, and pictures freely . They do not count as words . However, be sure you will remember what they mean .

2 . Cover the source text and tell the meaning of each line of notes .

3 . Note the vocabulary words for Lesson 1: pillar, prosperity, transfixed, coax .

Challenge: Students who desire more practice may do the same with the extra paragraph on page 16, “Europe Meets America .”

Day 2

1 . Reread the paragraph on page 14; then, turn the page so you cannot see it . Using only your key word notes on page 15, try to tell back the information in complete sentences in your own words . You should not memorize the source text word for word . Rather, you should let the key words remind you of the key ideas; then, state the ideas in your own words .

2 . Cut out and learn the vocabulary words for Lesson 1 . Put them in a pencil pouch where you can easily retrieve them when writing or studying for a quiz . (See page 239 .)

Days 3-4

1 . Prepare to give an oral report from your key word outline . Practice telling back the information, one line at a time . Look at a line, then look up and talk about it . Then look down at the next line and look up and talk about it . Continue through the entire outline this way . Practice until the paragraph is smooth .

2 . Review the vocabulary words .

Challenge: Prepare an oral report from the extra source text on page 16 .



The AssignmentDay 1

1 . With your teacher, read the paragraph on page 14 . Then read it again . Choose no more than three key words from each sentence that will best help you remember the meaning of the sentence . Write the words on the blank outline on page 15 . Note: You may use symbols, abbreviations, and pictures freely . They do not count as words . However, be sure you will remember what they mean .


3 . Note the vocabulary words for Lesson 1: pillar, prosperity, transfixed, coax .

Challenge: Students who desire more practice may do the same with the extra paragraph on page 16, “Europe Meets America .”

Day 2

1 . Reread the paragraph on page 14; then, turn the page so you cannot see it . Using only your key word notes on page 15, try to tell back the information in complete sentences in your own words . You should not memorize the source text word for word . Rather, you should let the key words remind you of the key ideas; then, state the ideas in your own words .

2 . Cut out and learn the vocabulary words for Lesson 1 . Put them in a pencil pouch where you can easily retrieve them when writing or studying for a quiz . (See page 239 .)

Days 3-4

1 . Prepare to give an oral report from your key word outline . Practice telling back the information, one line at a time . Look at a line, then look up and talk about it . Then look down at the next line and look up and talk about it . Continue through the entire outline this way . Practice until the paragraph is smooth .

2 . Review the vocabulary words .

Challenge: Prepare an oral report from the extra source text on page 16 .



Sample

14 Unit 1: Key Word Outlines


Source Text

Christopher Columbus

In the 1400s, people of Europe wanted riches from the East Indies . Christopher

Columbus believed that if the earth were round he could reach the East by sailing

west . He convinced the king and queen of Spain to give him three ships, and he

set sail across the Sea of Darkness (the Atlantic Ocean) . Some people thought that

the ocean was far too wide to cross or that he would be eaten by sea monsters . But,

on October 12, 1492, the sailors spotted land . They went ashore, and soon men

very different from Europeans emerged from the bushes . Columbus called them

Indians because he thought he was in the Indies . However, he had reached land that

Europeans knew nothing about—the Americas .

Grammar note: When pluralizing years, do not use an apostrophe . (This is a fairly new rule .)

Capitalize direction words when they are used to refer to a region, but not when they are used simply as a direction .

Can you find out where Columbus landed?

Unit 1: Key Word Outlines

NOT FO

R DUPL

ICAT

ION

San Salvador


Sample



Key Word Outline

I .

1 .

2 .

3 .

4 .

5 .

6 .

7 .


1400s, ppl. Eur, riches, E. Indies

CC, blvd, earth, round, sail, E W

K, Q, Spain, 3 ships, “Sea of Darkness”*

Ppl, thot, ocean, >, cross, monsters

Oct 12, 1492, ⦿ ⦿ , land

ashore, ⦿ ⦿ , ≠, men

called, “Indians,” b/c thought, E. Indies

reached, America

*Sea of Darkness counts as one word because it is the name of one thing.

Sample Key Word Outline:

Important note about the sample key word outlines provided through out this teacher’s manual:

This is not an answer key; it is only meant to give you some suggestions of what words the students might choose. When doing a key word outline with the students, it is important that you write down the words your class gives you.

Accept their answers as “correct,” and do not hint or suggest that other word choices are better. There is actually quite a bit of flexibility. (See Andrew’s comments about creating a key word outline on Teaching Writing: Structure & Style, disc one.)


Sample

ReviewIf you are returning the paragraph(s) from Lesson 2, go over any errors that should be discussed. If you used proofreading marks, refer students to page 92 of the SRN for help in understanding these. Have students polish their final drafts. See pages 221-222 for an explanation of polishing.

Optional: Review some common symbols and abbreviations from page 93 of the SRN, such as the following:

b/c (because) w/ (with) ≈ (approximately) (go; leads to) B4 (before)

Ask a student to read each of the sentences without the w-w clause.


UNIT 2: WRITING FROM KEY WORD OUTLINES

Lesson 4: JamestownTake Vocabulary Quiz 1 .

ReviewSee Teacher’s Manual .

The Who-which ClauseIn this lesson you will learn to add another dress-up to your paragraphs: a who or which clause . A who or which clause (w-w clause) is a clause that begins with either the word who or the word which and tells more information about a person, place, or thing .

A who clause will tell more about a person . A which clause will tell more about a thing .

Jamestown, which is still prosperous today, was established by the English .

John Smith, who was resolved to help the settlement, enforced his rule .

Notice that each of the italicized who-which clauses has a comma before and after it . Thatis because it is inserted into a sentence that was already complete . You could take it outof the sentence and still have a complete sentence left . Try it and see .

Warning:You cannot just insert the word who or the word which into a sentence to make a who-which clause . If you do, you will create a fragment .

For example, if you begin with Jamestown is in Virginia, and simply add the word which,notice what you have:

Jamestown, which is in Virginia,

This is a fragment . You must now add more information to make a complete sentence:

Jamestown, which is in Virginia, was the first permanent English settlement in America.

Lesson 4: Jamestown

Unit 2: Writing from Key Word Outlines 31


Sample

32 Unit 2: Writing from Key Word Outlines


PracticeUse the information in the Lessons 1 and 3 source texts (pages 14 and 24) to help you add a who or which clause to each of the following sentences .

1 . Christopher Columbus, who ______________________________________

_________________________________________, called the natives Indians .

2 . St . Augustine, which ___________________________________________,

is the oldest city in the United States .

3 . The word Croatoan, which __________________________________________

____________________, was the only clue to the strange disappearance .

Now try to write your own sentence, about anything, that contains a who or a which clause . Remember to put a comma before and after the entire clause . (Note: If it is at the end of a sentence, it will not need a comma after it .)

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Unit 2: Writing from Key Word Outlines

Answers will vary, but here as possibilities.

Answers will vary, but walk around the room as children are writ-

ing and be sure they understand who to insert clauses into sen-

tences correctly.

thought he was in the Indies,

was settled by the Spanish

was scribbled on a tree,


Sample


The AssignmentDay 1

1 . Read the source text on page 34 . With your teacher, make a key word outline .


3 . Before you write a paragraph from your notes, use page 36 to brainstorm ideas for including a who or which clause and -ly words . Challenge: Discuss how to add some vocabulary words .

4 . On page 37, discuss ideas for creating a title . Discuss the checklist on page 40 .

5 . Note the vocabulary words for Lesson 4: hostile, subside, perilous, secluded .

Challenge: Students who desire a challenge can be instructed to follow the same steps to add a second paragraph, using page 38 . It can be on the same paper as the Jamestown paragraph . It will be the second paragraph in a two-paragraph report .

Days 2-4During the remainder of the week, write your own paragraph using your key word outline and your brainstorming ideas to guide you . Include and underline the elements of style on the checklist on page 40 (-ly word and w-w clause) . Check off each item when you are sure you have completed it .

The checklist no longer lists all of the formatting guidelines (title centered on top line or indent firstline),butyoushouldcontinuetofollowthem.

Checklist NoteThe white column is for the Jamestown paragraph . Use the gray column as well only if you add the extra challenge paragraph about slavery in the New World .

The gray Challenge box lists optional elements of style you may try to add .

Follow the suggested schedule on page 7 .

Lesson 4: Jamestown


Note: The format of the checklist is new. Go over it carefully to make sure every student understands how to use it. Remind them to check each requirement when they have completed it. Also note that while students may use multiple -ly words and who-which clauses, only one of each needs to be underlined in each paragraph. However, all vocabulary words used should be underlined for extra credit.


Sample

34 Unit 2: Writing from Key Word Outlines


Source Text

Jamestown

In1607agroupofEnglishgentlemensailedtotheNewWorldhopingtofind

riches . They landed in Virginia and named their town Jamestown, after King James .

The land was a swampy wilderness . The lazy gentlemen did not want to work .

Within a few months, about half of them had died . So Captain John Smith made

awiserule:“Hewhowillnotworkwillnoteat!”Theyneverfoundgold,butthey

didfindtobacco.TheysoldittoEnglandbytheton.Jamestownisnowfamousfor

beingthefirstpermanentEnglishsettlementinAmerica.

Unit 2: Writing from Key Word Outlines

NOT FO

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Sample



Key Word Outline

I .

1 .

2 .

3 .

4 .

5 .

6 .

7 .

Lesson 4: Jamestown

1607, Eng. N.W., hoping, $$

landed, VA, named, set, Jamestown,

swampy, wilderness

lazy, gentlemen, work

Capt. Smith: work, eat

gold, found tobacco

sold, Eng, ton

J----, 1st, perm, Eng, set, N.W.

Sample Key Word Outline:


Sample

u.s. history-based writing lessons 6dpsoh - home - rainbow … · lesson 19 america poem . . . . ....

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