classroom supplement level a: structure and style pacing...

35 ©2014 Institute for Excellence in Writing. All rights reserved. Duplication prohibited except for use by one teacher in one classroom.

*Note: Lessons marked with an asterisk have a model for imitation. See page 10 for more details.

A

Classroom Supplement Level A: Structure and Style Pacing Chart Weeks 1–15

Recommended Pacing of Structural Units Possible Pacing of Stylistic Techniques concept introduced upon mastery

WEEK STRUCTURAL MODEL SOURCE TEXT MECHANICS STYLISTIC TECHNIQUES GRAMMAR AS NEEDED

1* Unit 1: Note Making and Outlines; Oral Practice

Sea Snakes, Boy and the Nuts, Cocks and the Eagle complete sentences nouns, verbs

2* Unit 2: Summarizing from Notes

Sea Snakes, Boy and the Nuts, Cocks and the Eagle punctuation, capitalization introduce strong verbs

introduce banned words subject/verb agreement noun review, pronoun

3 Unit 2: Summarizing from Notes Penguins, Whales punctuation, capitalization DU: strong verbs subject/verb agreement

noun review, pronoun

4 Unit 2: Summarizing from Notes

The Fox and the Grapes, The Dove and the Ant DU: -ly adverb adverbs

5* Unit 3: Summarizing Narrative Stories The Boy Who Cried Wolf quotations “___” adverb review, antonyms

6* Unit 3: Summarizing Narrative Stories The Two Frogs and the Well homophones:

there/they’re/their adjectives, comma

7 Unit 3: Summarizing Narrative Stories The Ant and the Grasshopper DU: quality adjective adjective and adverb review

8 Unit 3: Summarizing Narrative Stories Rip Van Winkle homophones: to/two/too

there/they’re/their dependent and independent clauses

9* Unit 4: Summarizing a Reference Johann Sebastian Bach topic/clincher rule clauses and conjunctions

10 Unit 4: Summarizing a Reference Theodore Geisel citation DU: when, while, where, as,

since, if, although

11 Unit 4: Summarizing a Reference Hummingbirds/Skunks it’s/its, and other

contractions DU: who/which appositives

12 Unit 4: Summarizing a Reference Clownfish, Honeybees DU: because clause

13* Unit 5: Writing from Pictures Lady in Bathtub prepositions

14 Unit 5: Writing from Pictures Chick and Hose SO: (1) subject SO: (2) prepositional opener review prepositions

15 Unit 5: Writing from Pictures Betty Mixing Sample

These are Sample Pages for preview only! Copyrighted Materials!

36 ©2012 Institute for Excellence in Writing. All rights reserved. Duplication prohibited except for use by one teacher in one classroom.

*Note: Lessons marked with an asterisk have a model for imitation. See page 10 for more details.

A

Classroom Supplement Level A: Structure and Style Pacing Chart Weeks 16–28

Recommended Pacing of Structural Units Possible Pacing of Stylistic Techniques concept introduced upon mastery

WEEK STRUCTURAL MODEL SOURCE TEXT MECHANICS STYLISTIC TECHNIQUES GRAMMAR AS NEEDED

16 Unit 5: Writing from Pictures Boy and Dog, Flying Carpet SO: (3) -ly adverb review adverbs

17* Unit 6: Library research reports

Whooping Cranes (to write one paragraph) bibliography listing sentence variation

18* Unit 6: Library research reports

Whooping Cranes (to write two more paragraphs) bibliography page SO: (6) V.S.S.

(Very Short Sentence) participial phrases

19 Unit 6: Library research reports

Ants (three sources) (to write one paragraph)

20 Unit 6: Library research reports

Ants (to write two more paragraphs) SO: (5) clausal opener

21* Unit 7: Creative Writing Prompt: What do you know?

22* Unit 7: Creative Writing Creative Letter Writing (three body paragraphs) SO: (4) -ing opener

23* Unit 7: Creative Writing Letter Introduction and Conclusion Decorations

24 Unit 7: Creative Writing Prompt: Best pet?

25* Unit 8: Basic Essay Body paragraphs from Weeks 17 and 18; Add intro/conclusion

26 Unit 8: Basic Essay Body paragraphs from Weeks 19 and 20 Add intro/conclusion

27* Unit 9: Formal Critique The Little Mermaid

28 Unit 9: Formal Critique The Little Red Hen

This lesson shows you what you can expect in the 21st week of the year. Students will apply the wri:ng process they have learned from previous units to capture their own ideas and organize them.

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© 2014 Institute for Excellence in Writing. All rights reserved. 155

MFI Lesson Plans

A Teaching Writing: Structure and Style

Unit 7: Creative Writing Assignment Length: 1 to 2 Paragraphs

Week 21

Date O

bjec

tives

Students will be able to Ask themselves questions to generate details for a

given topic. Create an outline with a topic and supportive details. Create rough draft from generated outline. Write a 1- (gr. 3) to 2-paragraph (gr. 4, 5)

composition with dress-ups and openers. Revise and edit rough draft. Write final draft.

Materials Needed: Student Reference Handbook SH 21.1: Composition Checklist

Stru

ctur

al M

odel

s

(See Unit 7 Teaching Procedure on pages 153–154 for overview. Modifying for gr. 3? Especially read page 153.) Day 1: Learning to do a brain inventory. Discover how to get information out of a brain.

Briefly discuss that each student possesses a wealth of knowledge. Teacher lists ten things he/she knows something about, and then invites students to write down at least ten things that

they might know about. Invite students to share from their lists. This list should be kept in the Student Reference Handbook for future reference. Either place it behind the Structural

Models tab or begin a new tab: Writing Ideas. Teacher chooses one subject he/she knows the most about. Students choose one subject they know the most about.

Optional: Students find a partner or group who has chosen a similar subject. Teacher asks, “What are some things about, aspects of, or topics related to my subject?” Teacher models how to create

two topics to go with the subject chosen. Student teams ask the same questions of their brains and choose two topics. Younger students will choose one topic.

Teacher models how to create a key word outline by asking her brain questions. Teams imitate teacher and create a key word outline by asking themselves questions.

If there is time, teacher tests his/her outline by retelling, translating outline into complete sentences. Teams imitate teacher and retell their outlines in groups or with a partner.

Day 2: Test by retelling. Distribute checklist. Brainstorm style. If you did not have time on Day 1, retell outline. Teacher models and students imitate. Distribute/discuss composition checklist (Student Handout 21.1). Revisit the topic/clincher rule. Teacher models how to brainstorm style from the checklist for his/her paragraphs. Teacher guides groups as students

brainstorm style as a team. Day 3: Rough draft

Students write rough draft of first paragraph—partners, groups, or independently. Strong students may work on rough draft of second paragraph independently.

Day 4: Revise and edit. Students revise and edit with peer editors helping as needed (checking for dress-ups, openers, and topic/clincher). Write final draft.

Day 5: Final draft and submit. Students proofread final draft by reading aloud to a partner to listen for mistakes, making corrections as needed. Students turn in complete assignment in this order: checklist, final draft, rough draft, and key word outline.

Styl

e New: Think three topics.

Review as needed: clauses and phrases

Gra

mm

ar Student should be able to:

Excellent Satisfactory Needs Mini Lesson

Alternative Pacing: Week 21, students will complete this assignment with one topic. Week 22, students will repeat this assignment with a different topic.

Reminders (Student results, problems, notes, etc.):

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Additional Teacher’s Notes

If younger students need more time to finish this week’s lesson, please feel free to increase the number of days as necessary to complete the assignment. You may always slow down the lesson plans to meet the developmental needs of your students. Unit 7 is a very important unit to grasp. It is better to slow down for understanding than to rush for completion in five days. Complete the four lessons for Unit 7 by increasing the number of days/weeks your students require.

Below are the whiteboard notes from Andrew Pudewa’s demonstration lesson on the Models for Imitation Level A.

Stuff in Mr. Pudewa’s Brain Stuff in Student’s Brain

Japan Aikido school: violin airport state: wife car hobby: children house Macintosh toastmaster writing church

Brain Questions

why what I. Children, fascinating where 1. humor, jokes, tricks when 2. play, music, wrestling, games how 3. home, run, jump, “Daddy” who 4. love, share, experience best? 5. miss, away, phone, $ worst? Clincher problems? solutions?

Support Forum IEW provides online forums for teacher support. Join! They provide rapid answers to your teaching questions as well as a place to connect with other IEW writing teachers. Go to IEWSchools.com/forum

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Unit 7: Models for Imitation Teacher’s Notes Week 21 Use the Models for Imitation Disc 6 to view this lesson. From the main menu screen, you can click “play,” or click “Scenes,” which will take you to a menu where you can choose the scene you desire.

Week 21: Day 1 Scenes: Unit 7: Creative Writing (30 minutes)

Notes on Unit 7: Creative Writing This particular exercise requires that it be an individual activity. Notice how Andrew introduces the concept of writing from the brain by modeling how he pulls information from his brain.

Andrew begins to help his students take a “brain inventory.” Have your students keep their list of “Stuff in My Brain” behind the Structural Models tab for future writing assignments. Give your students five to ten minutes to create their lists. Notice how Andrew spends the time thinking of things that students might know. He also notices what some students have written to inspire those who are struggling to think of what they might know about.

Remember that these exercises were taken out of context and rearranged from the original sequence, so he refers to a past event or lesson that you have not seen. However, when Andrew asks the students to brainstorm for questions, he is asking them to pull from their previous exercises. You should do the same thing because this will connect the known with the unknown.

Once the inventory is complete, students may begin on an outline. Strong students can work independently. Weaker students may work together on a group topic. The list of “brain questions” is used to create an outline for a single body paragraph. Invite stronger students to create an outline for two paragraphs. This exercise is excellent for writing reflective paragraphs on field trips and units of study.

Since the modeled exercise is about what is in Andrew’s brain, you cannot imitate it exactly. You can repeat the ideas that apply to you, such as knowing your spouse, and replace the rest with similar ideas, such as a place you have lived.

One student pointed out that Andrew had written four key words on one detail. The occasional fourth key word is actually permissible from Unit 4 on, yet he chooses not to address her concern publicly. He could have reminded her that this was acceptable, or he could have changed his choices to just three words. He did neither. What the students choose to mention is a window into their thinking. He could see that they were not thinking about what he wanted them focused on. He stayed focused and slowly but surely brought them along.

Stuff in Mr. Pudewa’s Brain Stuff in Student’s Brain

Japan Aikido school: violin airport state: wife car hobby: children house Macintosh toastmaster writing church

Brain Questions

why what I. Children, fascinating where 1. humor, jokes, tricks when 2. play, music, wrestling, games how 3. home, run, jump, “Daddy” who 4. love, share, experience best? 5. miss, away, phone, $ worst? Clincher problems? solutions?

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Week 21: Day 2 Scenes: Composition Checklist (3 minutes) Materials: Student Handout 21.1: Composition Checklist

Notes on Composition Checklist Andrew reviews the checklist briefly for each writing assignment to ensure the students know what to do. The checklist included in Student Handout 21.1 (next page) matches the one in the Classroom Supplement. Remember, the checklist should be adjusted to meet the needs of your students. Adjust the checklist as needed. Grade 3 students will cross off the #3, 5, and 6 sentence openers.

If your students are ready for more, refer to the Syllabus in Style on the Models for Imitation Level A discs 9 and 10.

Week 21: Days 3–5 Scene: Reading Student Work: Brain Inventory (10 minutes) Continue to follow the Week 21 lesson plan for these days.

Notes on Reading Student Work: Brain Inventory Again, the reading of student work does not take long and provides a powerful way to encourage students in their writing. The benefit of practicing these body paragraphs on “stuff in your brain” is that the students are writing about things they are interested in, which makes for better writing.

The student handout for Week 21 follows.

Unit 7 continues in Week 22 of the Models for Imitation.

(Those teaching grade 3 will repeat this prompt another week before moving onto Creative Letter Writing.)

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Student Handout 21.1 Composition Checklist

Name: __________________________________ Date: _________________________ Prompt: Write one or two paragraphs on something you know about. ❒ Composition is double-spaced. ❒ Dress-ups are marked with an underline (one of each). ❒ Sentence openers are numbered in the margin. ❒ Title is centered, and name is on paper. ❒ Checklist on top, final draft, rough draft, key word outline.

Dress-Ups (underlined) I (II)

strong verb

-ly adverb (middle)

quality adjective

who/which clause

www.asia.b (when, while, where, as, since, if, although, because)

Sentence Openers (numbered in margin) I (II)

� subject

� prepositional

� -ly adverb

� clausal ,

� V.S.S. (Very Short Sentence, 2–5 words)

Mechanics and Grammar (correct usage) I (II)

topic/clincher

qq Checked for BANNED WORDS:

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May 10, 2002

Dear Melody,

Can you guess what we did last weekend? [2] On Friday, we drove up to the ACTS

campout which was held at Dry Bones Campground as it usually is. Because we arrived

the first night, we got to play flashlight tag two nights instead of one. [4] Going down the

waterslide, we cooled off. [6] It felt great! [3] Understandably, the zipline always had

a long line of kids.

[2] Up the hill from the merry-go-round was the zipline. [4] Following the rules, we

did not hang from the bars, stand on the canvas seat, or have more than one person on it at

a time. Bringing the seat back up was very hard because the hill which is slightly steep

took a long time to climb. [6] It was terrible. [3] Unfortunately, I did not go on the zipline

very often since I did not want to climb the hill.

[3] Thankfully, the wonderfully wet waterslide was working this year! [6] It was so

fun! [4] Sliding down the slippery plastic, Patrick flew down it like a fish because he had a

mat. When people reached the turn, they shot up and then landed on the slide again. [2] From

a nearby hill some older kids who shot water balloons at the kids on the slide almost hit Teddy.

[2] At night, most of the boys played flashlight tag, which is majorly fun because it was

in the dark! [3] Fortunately, I had a large,luminous light which made it easier to find people.

[4] Hiding behind tents and trailers, we tried to shoot the opposing team. [6] They cheated!

Flashlight tag is an exciting game.

[4] Being there all weekend, we had plenty of time to happily play flashlight tag

ride the zipline, and slip down the waterslide. [3] Obviously, my most favorite activity was

the waterslide because it kept me cool when I got hot. There were some people missing.

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[6] You were one of them! [2] Despite that, it was a great weekend. I even brought my

all-terrain skate board which has the big wheels. Please write back!

Lovingly,

Jonathan

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Mr. Pudewa,

I am happy I can learn writing; it is a very good skill to have. [2] In Washington there

are many things worth seeing. My dad and me went to get a new breed of goats up there

called kinders. [3] Typically they live a loud, lazy life they live like a demanding child.

They are superior to any other goat because they do not consume as much food as other

goats do, and they give excellent milk, which is rich in cream. While on our way we took

a ferryboat across a lake to the other side, softly the boat rocked in the water. I even got

to see an army base, Fort Luis to be exact. [4] Observing while driving we toured through

the base. We also went to an abandoned mining cave, which had a stream coming out of

it. [6] Washington is very pretty.

While on our trip to Washington we stopped at an extinct volcano and looked at the

massive mountain it was like a giant. We also walked off a hiking path and climbed to

look an old abandoned cave. We had to get off the path to get there, and cross a freezing

cold-water river. [4] Huffing and puffing we plowed through snow. [3] Finally after all

that work there laid the cave in a crevasse of snow, it was definitely worth all that work.

[2] Around the cave was lots of snow. [6] It looked dark and mysterious. Too bad we

hadn’t brought a flashlight to explore a little ways back. A small stream slithered out of

it, which went down the hill somewhere. There were also old boards that were in the

water. Then we were on our way down. We had to cross the river with rocks because

there was no bridge, when we went to cross the river I accidentally put my foot in the

freezing water, boy was it was absolutely cold! Then we crossed the bridge and got in

the car. That trip to the cave in the mountain was very exciting.

We also road a ferryboat on our trip to Washington we were kind of bored. We drove

on board the boat got out of our car and walked on the deck. [2] Across the lake we rode,

on the boat we watched a man throw up some food for the seagulls, and we walked

around. Walking, watching waiting the water passed by. [4] Talking while looking my

dad told me that the boat does not have to turn around to move the other way Guess why?

Because there are two propellers, which are on the front and back, there are also steering

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wheels facing apposite directions. [6] We drank punch while waiting. [3] Finally we

were on the other side. The ferryboat really was not the most exciting thing we did on

our trip.

[3] Mainly the reason we went up to Washington was to get a type of goat called

kinders. We drove to a lady’s house and bought some goats there, loaded up and drove

away. [6] The car originally smelled fine. [2] However Inside the car it gradually started

to stink because of the goat droppings and other unpleasant issues. We also had to milk

them, which took a little while to do. Can you milk goats? One of the goats escaped and

believe me escaping by the highway the goat generally gets killed. [4] Talking while

driving made the trip go faster. The goats called kinders were the most challenging of

all the things we did.

[2] Because of all the goats, seeing the volcano, and riding on the ferryboat my trip to

Washington was made nice. My favorite thing that we did was see the cave, it was like

a treasure in a crevasse. It was greatly enjoyable because we got to hike off the path and

on to the snow and cross a river, which was very cold. I like to walk off the path as well

as walk on the path. The ferryboat was also nice. [3] Typically the goats were my

second favorite thing we did. I would sometimes just climb to the back and just lay down

on them. [4] Laying down while relaxing on the goat I had an o.k. time on the trip. [6]

Washington was great!

Your student, Trevor

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classroom supplement level a: structure and style pacing...

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