Monthly  Training  Webinar  Units  1  and  2    Star7ng  Strong  in  September  

Andrew  Pudewa  Director,  Ins7tute  for  Excellence  in  Wri7ng  August  31,  2015  

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monitor and repost to me if deemed necessary. ¨  Links on the slides and in the chatbox are “live.” ¨  If you can’t hear, try exiting and returning. ¨  Don’t worry, we can’t hear or see you. ¨  Yes, this webinar will be recorded and posted

at IEW.com/webinar-archive along with the PDF of the slides.

Have handy your Teaching Writing: Structure and Style Seminar Workbook.

First Edition: pages 5–14 and pages 1–5 in Tips and Tricks Handouts Second Edition: pages 9–30

Find more details about the new edition here: IEW.com/twss-help/twss2-updates

1: Note Making and Outlines

2: Writing from Notes

3: Retelling Narrative Stories

5: Writing from Pictures

4: Summarizing a Reference

8: Formal Essay Models

9: Formal Critiques

7: Inventive Writing

6: Summarizing Multiple

References

An Overview of IEW’s Nine Structural Models

September

October November

Dec/Jan

February

March

April

May

Goals, Recommended Materials, Teaching Tips, and Reminders

Unit 1: Laying a Foundation for Structure

Goals for Unit 1

¨  To develop the ability to choose and record key words

¨  To use a basic outline format ¨  To communicate main ideas

from their own Key Word Outline (KWO)

¨  To choose selections (source texts), independently create a KWO, and retell basic ideas to another person using only the outline

¨  To practice basic public speaking skills

Recommended Materials

¨  Very short one-paragraph articles or stories at or below reading level

¨  Usborne, DK Books ¨  Be on the lookout for

source texts in random places.

¨  Poster or reminder signs

Posters

¨  Make your own! ¨  Or

¤ Mini Posters PDF files are included with your Premium Subscription.

¤  Preprinted Mini Posters are available for purchase here: IEW.com/POST-M

¨  Full-size posters are also available here: IEWSchools.com/POST

Unit 1 Teaching Procedure

1.  Begin with demonstration and group participation.

2.  Allow students to select key words.

3.  Write 1 note of 1–3 words from each sentence.

4.  Students will begin to select better words over time.

5.  Have students pair off and retell each other content from notes.

6.  Goal is not to repeat source verbatim.

7.  Emphasize the importance of speaking in complete sentences.

Group Demonstration - Primary

I. _______________ 1. ______________ 2. ______________ 3. ______________

A note about outline numbering: Relax!

Group Demonstration - Primary

Reading Level: 0.9

I. _______________ 1. ______________ 2. ______________ 3. ______________

hungry, saw, grapes dangled, high, vine jumped x2, reach “grapes, sour, anyway”

Group Demonstration - Primary I. _______________ 1. ______________ 2. ______________ 3. ______________

hungry, saw, grapes dangled, high, vine jumped x2, reach “grapes, sour, anyway”

Teaching Tips and Reminders

q  Don’t assume students remember; it’s okay to review, even with older students.

q  Find source texts “at or below” reading level. q  Use interesting texts! (gross, dangerous, disgusting,

humorous)

The blobfish: Photo Credit flickr user: jamasca66, shared under creative commons license

The  Hagfish  

The  hagfish,  also  called  the  slime  eel,  is  a  truly  hideous  creature.  Its  eighteen-­‐inch-­‐long  body  is  covered  with  special  glands  that  can  emit  a  sticky  slime.  In  fact,  one  hagfish  can  produce  up  to  a  gallon  of  this  mucous-­‐like  substance  at  one  time.  The  hagfish  protects  itself  with  this  slime,  which  can  suffocate  other  fish  by  clogging  their  gills.  When  it  eats,  the  hagfish  feeds  by  attaching  itself  to  a  passing  fish,  like  a  leech.  It  then  bores  its  way  into  its  unsuspecting  host  with  a  specialized  rasping  tongue.  Once  inside,  the  hagfish  will  eat  its  victim's  flesh  from  the  inside  out.  The  hagfish  is  found  worldwide,  but  usually  at  depths  of  around  4000  feet.    

Reading Level: 6.8

Photo Credit: http://www.zoology.ubc.ca/labs/biomaterials/slime.html

The  Blobfish  The  blobfish  is  a  fish  that  inhabits  the  deep  waters  off  the  coasts  of  Australia  and  Tasmania.  Because  of  the  inaccessibility  of  its  habitat,  it  is  rarely  seen  by  humans.    Blobfish  are  found  at  depths  where  the  pressure  is  several  dozens  of  times  higher  than  at  sea  level.  This  would  likely  make  gas  bladders  inefficient.  To  remain  buoyant,  the  flesh  of  the  blobfish  is  a  gelatinous  mass  with  a  density  slightly  less  than  water.  This  allows  the  fish  to  float  above  the  sea  floor  without  expending  energy  on  swimming.  The  relative  lack  of  muscle  is  not  a  disadvantage  as  it  primarily  swallows  edible  matter  that  floats  by  in  front  of  it.    Reading  Level:  9.1  

Teaching Tips and Reminders

q  Don’t assume students remember; it’s okay to review, even with older students.

q  Find source texts “at or below” reading level. q  Use interesting texts! (gross, dangerous, disgusting,

humorous) q  Aesop's fables work particularly well.

The  Crow  and  the  Pitcher  A  crow,  desperate  with  thirst,  came  upon  a  pitcher  half-­‐full  with  water.  However,  when  he  tried  to  drink,  he  found  that  he  could  not  reach  far  enough  into  the  pitcher.  He  tried  and  tried  but  could  not  get  the  water.  Then  he  remembered  his  science  lesson  on  the  law  of  displacement.  So  he  took  a  pebble  and  dropped  it  into  the  pitcher.  The  water  rose  slightly.  Then  he  continued  to  drop  pebbles  into  the  pitcher  until  he  saw  the  water  rise  nearer  the  top.  Finally  he  was  able  to  quench  his  thirst  and  save  his  life.  He  realized  that  careful  study  allowed  him  to  survive.  

Reading Level: 5.2

Teaching Tips and Reminders

  ¨  Don’t assume students remember; it’s okay to

review, even with older students. ¨  Find source texts “at or below” reading level. ¨  Use interesting texts! (gross, dangerous, disgusting,

humorous) ¨  Aesop's fables work particularly well. ¨  Don’t skip the verbal retelling; “test” is of the

outline, not the student. ¨  Read and retell several times if necessary.

Public Speaking ¨  Fall  is  a  great  7me  to  begin!  ¨  Family,  co-­‐op,  friends  –  Make  it  consistent  and  formal  (older  learning  from  younger).  

¨  Short  is  okay!  ¨  Don’t  fear  repe77on;    same  selec7on  more  than  once  is  okay.  

¨  Retelling  from  notes  is  an  incredibly  valuable  tool  for  reten7on  and  comprehension.  ¤  English  Language  Learners  (ELL)  ¤  Struggling  readers  or  writers  

¨  Rules:      ¤  Look  at  the  key  words  and  think  of  the  sentence,    but  then  look  up  from  the  paper  and  say  the  sentence.  

¤  Don’t  speak  while  eyes  are  on  the  paper!  

Goals, Recommended Materials, Teaching Tips, and Reminders

Unit 2: Built on the Unit 1 Foundation

Goals for Unit 2

¨  To retell in writing by using their own KWO

¨  To use provided content while learning the writing and rewriting process

¨  To begin using dress-ups

¨  To become independent in ¤  choosing a source and creating a

KWO (Unit 1) ¤  rewriting from their own notes w/o

copying ¤  “dressing-up” their summaries and

rewriting a final draft

Recommended Materials

¨  same source materials from Unit 1 ¨  use of fiction and nonfiction ¨  poster or reminder signs

Unit 2 Teaching Procedure

1.  Always begin every unit with demonstrations and group participation.

a.  Read the story together. b.  Create KWO together. c.  Remove original text from view and retell verbally. d.  Write the story or article together from the outline. e.  Younger or struggling students may copy from the board.

2.  Repeat steps until it is easy. 3.  When ready, begin to teach dress-ups:

a.  -ly adverb b.  who/which clause

EZ+1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Unit 9

-ly w/w bec. sv qa www.asia

#2 #3 #4 #5 #6 #1 simile quote.

Techniques  should  be  “dripped”  in  as  they    become  ________.      Example:    

Stylistic Techniques Pacing

easy

The Syllabus in Style

¨  Level A ¤  -ly adverb ¤  (who/which clause)

¨  Level B ¤  -ly adverb ¤ who/which clause ¤  (strong verb)

¨  Level C ¤  -ly adverb ¤ who/which clause ¤ strong verb ¤  (because clause) ¤  (quality adj.)

(denotes the next stylistic technique) EZ+1

Unit 2 Teaching Procedure

1.  Always begin every unit with demonstrations and group participation.

2.  Repeat steps until it is easy. 3.  When ready, begin to teach

dress-ups. 4.  Demonstrate how to make

a first draft: double-spaced, indent. (Use pen!)

5.  Rewrite final draft in pencil or on the computer (double-spaced if teaching MLA format).

A few words about pen versus keyboard

Teaching Tips and Reminders

¨  Rewriting: ¤  Establish habits. (Double-space, no erasing, always copy or type final.)

¤  Give minimal correction, maximum encouragement! ¤  Make as few changes as possible to make it legal.

¨  DON’T GET STUCK! ¤  Units 1 and 2 are starting points. No more than:

6 weeks for grades 2–3

4 weeks for grades 4–6 3 weeks for grades 7–8

2 weeks for grades 9 and up

(less if students have experience from previous year)

¨  Move on, even if you’re not 100% confident.

STUDENT SAMPLES

WWW.MAGNUMOPUSMAGAZ INE .COM/SUBSCR IBE/

Level A

Student Sample

The Space Fence KWO

The Space Fence by Annalise, age 9

In 2009, U.S. and Russian satellites collided. With so many collisions, a lot of debris was orbiting the earth. In 1980, five thousand pieces of debris were tracked. In 2010, over fifteen thousand pieces were tracked. To stop collisions, engineers will build a tracking system called the space fence. The space fence can detect, track, and measure debris as small as a softball. New data can redirect satellites to avoid collisions. Construction began on the Marshall Islands in 2014 and will end in 2017. Amazingly, the new space fence can detect up to two hundred thousand pieces of debris.  

Level B

Student Sample

Eggplant KWO

Eggplants Are Awesome  by Katherine, age 13

Many picky eaters loathe the unique taste of the lovely eggplant, but many others find it quite delicious and appealing. The eggplant tastes similar to a turnip, with the qualities of squash. Despite what most may think, it has many vitamins and minerals including vitamins C, E, K, and B. In 2012, China was the main producer of eggplants. One hundred and twenty days of sultry weather is required for the ripening of this magnificent plant. In the right conditions, one could grow eggplants in a greenhouse, and they would be just as happy as if they were on a farm in China. Upper class chefs have made glorious delicacies out of this grandiloquent vegetable that finicky eaters would find abhorrent, distasteful, and particularly noisome. Its leathery skin, which contains “nasunin,” a potent antioxidant that protects cell membranes from damage, has a deep majestic purple hue that is a popular color in women's clothing. If overcooked, the eggplant may take on a bitter flavor. This is more than likely the reason that is not very much of a crowd pleaser. Regardless of its sometimes acrid taste, it is always quite palatable when deep fried in peanut oil and drenched in ranch dressing.

Level C

Student Sample

Music, Jefferson, and the Declaration of Independence by Bethany, age 16

Entrusted with the responsibility of writing the Declaration of Independence, John Adams, Benjamin Franklin, Thomas Jefferson, and Thomas Paine agreed upon the basic points of their first draft of the Declaration, yet they knew that the official draft must be artistic and refined as well as explicit. Due to Adam’s coarseness, Franklin’s ill health, and Paine’s controversial nature, the undertaking was delegated to Jefferson, who, as reported by his landlady, struggled immensely in completing this task. After days of continuous pacing and negligible progress, Jefferson summoned home for his violin. Once the instrument arrived, Jefferson could be heard overhead alternately pacing and performing on his violin. Serenity descended upon the house. Within just a couple of days, this task was concluded, and the significant document was ready to be presented to the committee. Possibly helping to liberate Jefferson’s semantic intelligence, the violin played a noteworthy role in the institution of our nation.  

Helpful Unit 1 and 2 Resources

¨  Magnum Opus Magazine: Work samples delivered each month to your email inbox

¨  Writing Source Packet: Units 1–2 source texts (and more!) with lesson ideas

¨  IEW Families or Teachers Forums: Files and goodies for parents and teachers

¨  IEW Newsletter: Freebies and encouragement lovingly prepared for you each month

¨  800.856.5815 or Info@IEW.com: Our Customer Service team is ready to help!

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