All Things Canada

Fo Sa r R m e pl vie e w Pa O ge n l s y

All Things Canada

Vid-E Writing Lessons in Structure and Style for Primary Elementary Grades

by Bev & Bryan Rempel

www.excellentresources.net

Fo Sa r R m e pl vie e w Pa O ge n l s y All Things Canada First Edition, September 2011 Copyright 2011 Excellent Resources Inc.. All rights reserved.

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Table of Contents Scope and Sequence ____________________________________________ 4 Introduction __________________________________________________ 5

Fo Sa r R m e pl vie e w Pa O ge n l s y

Unit I - Key Word Outlining / Oral Reports Lesson 1 _______________________________________________ 7

Unit II - Writing from Key Words Lesson 2 _______________________________________________ 15 Lesson 3 _______________________________________________ 29 Lesson 4 _______________________________________________ 37 Lesson 5 _______________________________________________ 43 Unit III – Narrative Stories Lesson 6 _______________________________________________ 49 Lesson 7 _______________________________________________ 57 Lesson 8 _______________________________________________ 63 Lesson 9 _______________________________________________ 71 Poetry Lesson 10 ______________________________________________ 77

Unit IV – Summarizing References Lesson 11 _______________________________________________ 79 Lesson 12 _______________________________________________ 85 Lesson 13 _______________________________________________ 93 Lesson 14 ______________________________________________ 99

Unit V – Writing from Pictures Lesson 15 _______________________________________________ 101 Lesson 16 _______________________________________________ 107 Unit VI – Multiple Source Reports Lesson 17 _______________________________________________ 113 Lesson 18 _______________________________________________ 119 Lesson 19 _______________________________________________ 125 Lesson 20 _______________________________________________ 131

Unit VII Creative Writing from the Brain Lesson 21_______________________________________________ 133 Vocabulary Cards All Things Canada © 2011 EXCELLENT RESOURCES INC www.excellentresources.net

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All Things Canada Writing Lessons - Scope and Sequence Lesson

Skills

Style

Subject

1

Unit I Key Word Outlines Oral Reports

Sentence #1 Subject

Canada, Beavers, Snow Warm

2

Fo Sa r R m e pl vie e w Pa O ge n l s y

eh?, Loonie, The Flag Strong Verbs ‘ly’ Banned Verbs

The Great One

Quality Adjective

Tim Hortons

5

Encounter, solemn

RCMP

6

#3 ‘ly’

Goose that Laid Golden Egg

3 4

7 8

Unit II Writing for Outlines Creating Titles

Unit III Narrative Stories

9

10 11 12 13 14 15 16

19

Banned Verbs

Winnie the Pooh stories

Appalled, elated

Poetry

Unit IV Topic /Clinchers 3 Paragraph Report Introductory Sentence Concluding Sentence

Unit V Writing from Pictures

17 18

Who/Which clause

Five Sense Poem

Canada

Transfixed, persevere

Canadian Inventors Alexander Graham Bell Olivia Poole

#6 vss

James Naismith

Contemplate, inevitable

fishing

because

sledding

Prominent, adept

Unit VI Research Reports

#2 prepositional

Unit VII Creative Writing from the Brain

Elated, coax Banned Verb & Adjective

Warily, diligent

Loons

20 21

Favourite Activity

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INTRODUCTION:

Fo Sa r R m e pl vie e w Pa O ge n l s y

ALL THINGS CANADA has been written with Grades 2/3 students in mind. Most reading sources will be at these grade levels. However, each student is different. Please gauge your speed through the course according to your student.

Lessons should be completed as a student is able. At the beginning, lessons are easier and you may want to complete more than one a week. As the lessons progress through the Units, students will be learning and incorporating more and more skills. You may find in some cases a lesson may take longer than a week. Ideally students should write every day. Using the skills learned in ALL THINGS CANADA, they should transfer these skills to the other content curriculums.

Vid-E-Book

http://tinyurl.com/5urx3cz Master Video Page Link

Each lesson will have a teaching video to instruct you and your student with the content of each lesson. Before beginning each lesson, you should watch this online video. Extra videos may also be included with the lesson for additional material and background support. When extra help sheets are required, these will be supplied along with the teaching video.

The link to the master video page is shown above. Whenever you see the small square screen in a lesson, find the link to the corresponding video for that lesson on the Master Video page.

Helpful Hint:

It will be a helpful option to take this workbook, three- hole punch it and insert it into a threering binder. Working copies of assignments along with the Final copies can be kept together to build a writing portfolio.

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UNIT II Writing from Outlines The Great One Lesson 3 Using KWO (key word outlines) write paragraphs in your own words.

Begin using Dress-ups in writing.

Create more SOPHISTICATED writing.

Fo Sa r R m e pl vie e w Pa O ge n l s y

GOALS:

DRESS-UPS

VERB – an action word

“ly” - adverb

STRONG Verb – gives a clear picture in your mind of the action.

Gives a verb MORE POWER!

Fits this rule:

I

Find a verb, put an „ly‟ word from the list IN FRONT of the verb.

_______________

(I run, I jump, I skate, I eat, I dream)

VIEW LESSON 3 K.W.O.

“The Great One”

TELL BACK:

“The Great One” using your KWO.

WRITE:

the paragraph in your own words.

Use complete sentences.

Remember to capitalize the first word in each sentence. Each sentence must end with punctuation.

EDIT:

Underline a STRONG VERB in your paragraph.

Underline an ‘ly’ word in your paragraph.

Is your ‘ly’ word IN FRONT of a verb?

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VERB – a word that shows action. It is the action performed by the subject of the sentence.

Fits this rule: I__________________________

Fo Sa r R m e pl vie e w Pa O ge n l s y

Circle the verbs in these sentences Now insert an ‘ly’ word in front of the verb. Use your ‘ly’ list.

1. Sarah watched a movie with her friends. …….ly

2. The tired children waited for the bus.

3. The policeman grabbed the thief by the arm.

4. The boys played hockey on the street.

5. Our family journeyed across Canada for our vacation.

6. The children played in the park.

7. Our dog chased the cat down the street.

8. Each day my mother cooks supper.

9. My baby brother crawled through the mud.

10. John laughed when the clown fell off the ladder.

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The Great One! The crowds cheered as the buzzer sounded! The Oilers

Fo Sa r R m e pl vie e w Pa O ge n l s y

had won the Stanley Cup! For the first time, Wayne Gretzy had experienced the thrill of winning the famous cup. When Wayne was just two years old, his dad put him in skates.

Each winter, his dad would flood the backyard so Wayne and his family could skate.

His dad installed lights on the

backyard rink so they could practise at night. By the time Wayne was five, he was a local attraction. All his hard work paid off. He became the Great One to all Canadians.

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Key Word Outline “The Great One”

Fo Sa r R m e pl vie e w Pa O ge n l s y

I. ___________________________________________________

1. _______________________________________________ 2. _______________________________________________ 3. _______________________________________________ 4. _______________________________________________ 5. _______________________________________________ 6. _______________________________________________ 7. _______________________________________________ 8. _______________________________________________

*Test your outline by telling the paragraph to someone using just your outline.

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“The Great One” Use this space to write your paragraph.

Use the following checklist to make sure you have everything in your paragraph.

Checklist for “The Great One”

Fo Sa r R m e pl vie e w Pa O ge n l s y



Double spaced

2

Dress-ups marked with an underline

2

Title is underlined and name is on paper

2

Dress-Ups Strong verb

2

“ly” word

2

No Banned Words (-1 for each banned word used)

10

TOTAL

______________________________________ by ______________________________________

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x____________________________________________________________________________________ _____________________________________________________________________________________ x____________________________________________________________________________________ _____________________________________________________________________________________

Fo Sa r R m e pl vie e w Pa O ge n l s y

x____________________________________________________________________________________ _____________________________________________________________________________________ x____________________________________________________________________________________ _____________________________________________________________________________________ x____________________________________________________________________________________ _____________________________________________________________________________________ x____________________________________________________________________________________ _____________________________________________________________________________________ x____________________________________________________________________________________ _____________________________________________________________________________________ x____________________________________________________________________________________ _____________________________________________________________________________________ x____________________________________________________________________________________ _____________________________________________________________________________________ x____________________________________________________________________________________ _____________________________________________________________________________________ x____________________________________________________________________________________ _____________________________________________________________________________________

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BANNED VERBS Go/Went (Come/Came) observe find spot gaze glare peer check out inspect explore rummage hunt for study inspect

Fo Sa r R m e pl vie e w Pa O ge n l s y

bounce bound burst cartwheel tumble leap crawl trample scamper sweep hustle wander

See/Look

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UNIT III Narrative Stories The Goose that Laid the Golden Egg Learn to write stories using a story sequence outline Begin using #3 Sentence Opener when writing Title – comes from last sentence in the story; create creative titles

Lesson 6

Fo Sa r R m e pl vie e w Pa O ge n l s y

GOALS:

VIEW LESSON 6 SENTENCE OPENER:

#3 –ly Begin a sentence with an –ly word.

When you use a # 3 sentence opener,

identify it by writing the number 3 in the



left hand margin.

3

The goose continued to lay the awful golden eggs. Greedily, the old man grabbed the egg each morning.

STORY SEQUENCE OUTLINE CHART:

Create outline for story following the story sequence chart and questions.

TELL BACK:

“Goose that laid the Golden Egg” using your Story Sequence outline.

WRITE:

Story in your own words in one paragraph.

Use complete sentences.

Remember to capitalize the first word in each sentence.

Each sentence must end with punctuation.

EDIT:

Identify one #3 –ly sentence opener in your paragraph Add vocabulary words. In the left hand margin mark VOC on the line where you used the vocabulary word.

Underline dress-ups.

Title comes from last sentence in story.

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49

Story Sequence Outline: A story must follow a sequence for a reader to follow. If you follow this story sequence chart you will have an outline to write your story. To create this outline, you will answer questions with

Fo Sa r R m e pl vie e w Pa O ge n l s y

Key Words.

Setting

Stories begin by telling the reader the time and place of a story.

Where?

Where does the story take place?

When?

When is the story happening?

Characters

Who are the main people or characters in the story?

Who?

What are they like?

Problem

What problem do the characters have? What do they need? or want?

What?

What actions, thoughts or feelings do the characters do/have as

Do/say/think/feel they try to solve their problem?

Climax

What is the turning point, the most exciting point of the story?

Solution

How is the problem solved?

How?

Moral/Lesson

What lesson did the characters learn?

TITLE

Comes from the last sentence in the story.

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The Goose with the Golden Eggs

Fo Sa r R m e pl vie e w Pa O ge n l s y

One day a countryman going to the nest of his Goose found an egg all yellow and glittering. When he picked it up it was as heavy as lead. He was going to throw it away because he thought a trick had been played on him.

However, he took it home and was delighted to find it was an egg of pure gold.

Every morning the same thing

happened. He became very rich selling his eggs

As he

grew rich, he grew greedy. Thinking he could get all the gold at once the Goose could give, he killed it. When he opened the Goose he found nothing. Sadly, greed often over-reaches itself.

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Story Sequence Chart Outline “Goose that laid the Golden Egg” Setting

Fo Sa r R m e pl vie e w Pa O ge n l s y

Where?

When?

Characters Who?

Problem What?

Do/say/think/feel

Climax

Solution How?

Moral/Lesson

TITLE

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Checklist for “Goose that laid the Golden Egg”

 2

Dress-ups marked with an underline and Sentence Opener is marked in the left hand margin

2

Title is underlined and name is on paper

5

Story follows Story Sequence Chart

5

Fo Sa r R m e pl vie e w Pa O ge n l s y

Double spaced

Dress-Ups

2

Strong verb

2

“ly” word

2

quality adjective

Sentence Openers #1 Subject

2

#3 –ly

2

Vocabulary Words – use 2 in your paragraph

4

No Banned Words (-1 for each banned word used)

28

TOTAL

______________________________________ by ______________________________________

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Poetry Canada, Thanksgiving, or Christmas

To write poems rather than paragraphs using five senses words

Fo Sa r R m e pl vie e w Pa O ge n l s y

GOALS:

Lesson 10

VIEW LESSON 10

BRAINSTORM:

Things you associate with Canada, 5 senses about Canada

WRITE:

Write one of the two poems.

Use quality adjectives, strong verbs, and ‘ly’ words.

ILLUSTRATE:

Add a picture. Share your poem.

Types of Poems:

Acronym: CANADA

Write the word CANADA down the paper in CAPITAL letters. The first word of each line of your poem will begin with the capital letter. Here is an example:

Craggy mountains overlook Abundant fields of flowing grain Northern lights Ablaze in the night sky Descending from a mighty cedar An eagle soars across the land

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Five Senses Poem The five senses poem does not need to rhyme but you may want to try writing it in rhyming pairs called couplets. You may wish to write your poem about Christmas, or Thanksgiving or Canada.

Fo Sa r R m e pl vie e w Pa O ge n l s y

Here is an example:

Brilliant lights sparkle in the night,

Festively decorating every home in sight.

Shouts of good cheer echo down the street, As carollers hand out scrumptious treats.

Brainstorm:

Think of things you associate with Christmas, Thanksgiving or Canada (depending on the topic you choose).

What things do you see? (use quality adjectives or strong verbs to tell what they look like)

What things do you hear? (use quality adjectives or strong verbs to tell what they sound like)

What things do you feel? – emotions or sense of touch

What do you smell? Describe the smell.

What things would you taste? Describe how they taste.

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UNIT IV Summarizing References CANADIAN INVENTORS: Alexander Graham Bell Outline using key words from facts Write 1 paragraph on 1 topic Use TOPIC/CLINCHER rule.

Fo Sa r R m e pl vie e w Pa O ge n l s y

GOALS:

Lesson 11

Must repeat or reflect 2 – 3 Key Words

VOCABULARY:

TOPIC SENTENCE

CLINCHER SENTENCE

Add 2 new words to vocabulary. transfixed, persevere

VIEW LESSON 11

CUT:

Vocabulary cards

OUTLINE :

“Alexander Graham Bell”

TELL BACK:

“The Telephone” using your outline.

WRITE:

Paragraph in your own words. Write your topic sentence first. Use complete sentences.

Write your clincher sentence at the end of your paragraph.

EDIT:

Hi-lite the key words in topic sentence and clincher sentence Add vocabulary words. In the left hand margin mark VOC on the line where you used the vocabulary word.

Underline one of each of the Dress-ups.

Number the Sentence Openers in the left hand margin.

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79

Fo Sa r R m e pl vie e w Pa O ge n l s y

The Telephone Alexander Graham Bell made the telephone in 1876. Bell was

born in Scotland. As a young boy, Bell became interested in sounds and speech. He only went school for 5 years but always liked learning. Slowly his mother became deaf. To talk with her, he created a finger language. His father taught deaf people to speak.

When Bell was 23, he moved with his family to Canada.

Dr. Watson helped Bell build the first telephone.

One day

Watson accidentally plucked a wire. A sound came over the wire.

That sound inspired Bell to change his telephone. The next day Bell used his invention to phone Watson.

His first words on the

telephone have become famous. He said, “Mr. Watson, come here.

I want you!” Did you know he needed Mr. Watson because he had spilled acid on his pants?

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Key Word Outline

Fo Sa r R m e pl vie e w Pa O ge n l s y

“The Telephone”

I. Topic Sentence: Bell, telephone, _________________________

1. _______________________________________________ 2. _______________________________________________

Choose

4-5 facts

3. _______________________________________________

Use max 3

words/fact

4. _______________________________________________ 5. _______________________________________________

Clincher: ______________________________________________

*Test your outline by telling the paragraph to someone using just your outline.

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Brainstorm: Strong verbs

-ly words

Fo Sa r R m e pl vie e w Pa O ge n l s y

made telephone went school said

Quality adjectives: find some nouns in the paragraph you can describe with a quality adjective.

mother: ______________________________________________ sound: _______________________________________________

(any other nouns)

_____________________________________________________ _____________________________________________________ who/which clause: (where would be a place to write a w/w clause)

_____________________________________________________

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Checklist for “The Telephone”



Double spaced

2

Dress-ups marked with an underline

2

Title is underlined and name is on paper

2

Fo Sa r R m e pl vie e w Pa O ge n l s y

STRUCTURE Topic Sentence (hi-lite key words)

5

Clincher Sentence (words repeated from topic sentence are hi-lited)

5

STYLE

Dress-Ups

2

Strong verb

2

“ly” word

quality adjective

2

who/which clause

2

Sentence Openers #1 Subject

2

#3 -ly

2

Vocabulary Words (use at least 2)

4

No Banned Words (-1 for each banned word used)

32

TOTAL

______________________________________ by ______________________________________

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UNIT V

Writing from Pictures

GOALS:

To learn to write from a series of pictures.

VOCABULARY:

contemplate, inevitable

Lesson 15

Fo Sa r R m e pl vie e w Pa O ge n l s y

VIEW LESSON 15

CENTRAL FACT:

What is happening in the picture

OUTLINE : WRITE:

“Fishing” 3 Paragraphs in your own words.

Write a topic sentence first for each paragraph.

Use complete sentences.

Write a clincher sentence at the end of each paragraph.

EDIT:

Hi-lite the key words in topic sentence and clincher sentence.

Add vocabulary words. In the left hand margin mark VOC on the line where you used the vocabulary word.

Underline one of each of the Dress-ups.

Number the Sentence Openers in the left hand margin.

Questions for Writing from Pictures: Characters:

What are they doing? What are they thinking? Why? How are they feeling? Why? Setting:

Where is the event happening?

What would you see? hear? or feel?

What happened before this picture?

What is happening around this picture? (not in the picture) What happens after this picture?

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Key Word Outline I. Central Fact: ______________________________ 1. ______________________________________ ______________________________________

Fo Sa r R m e pl vie e w Pa O ge n l s y

Repeat or 2. reflect 2 – 3 key words3.

______________________________________

4. ______________________________________

Clincher: __________________________________

II. Central Fact: ______________________________ 1. ______________________________________

Repeat or 2. reflect 2 – 3 key words

______________________________________

3. ______________________________________ 4. ______________________________________

Clincher: __________________________________

III. Central Fact: _____________________________ 1. ______________________________________

Repeat or 2. reflect 2 – 3 key words

______________________________________

3. ______________________________________ 4. ______________________________________

Clincher: __________________________________

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Brainstorm: Quality Adjectives:

Describe the people and how they might be feeling.

Describe the things in the picture.

What is happening in the picture? What are the people or things doing?

Fo Sa r R m e pl vie e w Pa O ge n l s y

Strong Verbs: “ly”

What would be an appropriate ‘ly’ word for the verbs you chose?

Quality Adjective

Strong Verb

‘ly”

Picture One:

sitting fishing

Picture Two:

Catching the big one

Picture Three: the boot

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Checklist for “Fishing”



Double spaced, name is on paper

2

Title is underlined and comes from the last sentence

5

I

II III

Fo Sa r R m e pl vie e w Pa O ge n l s y

STRUCTURE

Topic Sentence (hi-lite key words)

15

Clincher Sentence (words repeated from topic sentence are hi-lited)

15

STYLE: Dress-Ups

6

Strong verb

6

“ly” word

quality adjective

6

who/which clause

6

STYLE: Sentence Openers #1 Subject

6

#3 -ly

6

#6 vss (2-5 words)

6

Vocabulary Words (use at least 4)

4

No Banned Words (-1 for each banned word used)

83

TOTAL

______________________________________ by ______________________________________

_____________________________________________________________________________________ x____________________________________________________________________________________

_____________________________________________________________________________________ x____________________________________________________________________________________

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UNIT VI Research Reports GOALS:

To continue learning to use multiple sources of information to write a report

Lesson 19

Fo Sa r R m e pl vie e w Pa O ge n l s y

VIEW LESSON 19

VOCABULARY:

2 new words warily diligent

OUTLINE :

2 sources – Loon

FUSED OUTLINE: WRITE:

Paragraph in your own words.

Write your topic sentence first.

Use complete sentences.

Write your clincher sentence at the end of your paragraph.

EDIT:

Hi-lite the key words in TOPIC sentence and CLINCHER sentence.

Add vocabulary words. In the left hand margin mark VOC on the line where you used the vocabulary word.

Underline the Dress-ups in your paragraph Indicate your Sentence Openers in the left hand margin with the number

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Mates

Fo Sa r R m e pl vie e w Pa O ge n l s y

Some loons mate for life. After courting and mating, the

loons look for a suitable nesting site. The female loon lays two olive brown eggs and protects them carefully.

The

parents share incubation duties. Obviously, they believe in co-operative parenting because they share equally. Not only do loons come together to breed, often their partnerships last for a lifetime. They are faithful mates.

Share Duties

Loons begin mating by nodding to each other. There is no

elaborate courting ceremony. After choosing, the pair swim about together in search of a nesting place. When a suitable spot is found, the eggs are laid. Incubating the eggs is shared by both mates. Like true mates, loons share duties of nesting and parenting.

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Fo r am R e pl vie e w Pa O ge n l s y LOONS – 3rd

Topic - Mates

Mates

Share Duties

I.

I.

1.

1.

2.

2.

3.

3.

4.

4.

5.

5.

FUSED OUTLINE 1st Topic

I.

1.

2.

3.

4.

5.

Clincher: All Things Canada © 2011 EXCELLENT RESOURCES INC www.excellentresources.net

127

Write your paragraph on the Mates of the Loon using your Fused Outline.

Use the checklist on the next page. ___________________________________________________________________

Fo Sa r R m e pl vie e w Pa O ge n l s y

___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

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Checklist for “Loons – Mates”

 2

Double spaced

STRUCTURE 5

Clincher Sentence (words repeated from topic sentence are hi-lited)

5

Fo Sa r R m e pl vie e w Pa O ge n l s y

Topic Sentence (hi-lite key words)

STYLE Dress-Ups (underline in paragraph) Strong verb

2

“ly” word

2

quality adjective

2

who/which clause

2

because clause

2

Sentence Openers #1 Subject

2

#2 Prepositional

2

#3 -ly

2

#6 vss (2-5 words)

2

Vocabulary Words (use at least 2)

4

No Banned Words (-1 for each banned word used)

TOTAL

34

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UNIT VII Creative Writing from the Brain My Favourite Activity Lesson 21 To be able to create an outline and write a paragraph with information from the brain

Fo Sa r R m e pl vie e w Pa O ge n l s y

GOALS:

VIEW LESSON 21

.

BANNED VERBS & ADJECTIVES : like, fun VOCABULARY WORDS:

elated

coax

OUTLINE:

10 favourite activities. Choose three you know the most about.

Choose the one you would like to share with your family.

Use questions to brainstorm ideas for your outline

WRITE:

Your paragraph using the outline and the checklist

Helpful Hint: This basic ‘Writing from the Brain’ exercise will be useful when writing about a special person or a special day.

A Special Person

Who do you admire? Why? What does he/she do?

What character traits do you admire? (kindness, gentle, determination, …)

How does he/she show these traits?

What is the best thing about this person?

A Special Day

What day is special to you?

When is it?

Why is it special?

How do/did you feel on this day?

What is the best thing about this day? Why?

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CONGRATULATIONS! You have finished the ALL THINGS CANADA

Fo Sa r R m e pl vie e w Pa O ge n l s y

What is next?

This writing program is not meant to remain just a writing program. The skills taught, practised and learned throughout this book should be continued in all writing.

To continue practising and learning new skills order: Student Writing Intensive A

Student Intensive Continuation Course A Canadian History Writing Lessons

For more help and resources:

www.excellentresources.net

www.webstersacademy.com

This workbook is written by Bev & Bryan Rempel produced by Excellent Resources Inc.,

and sold through outlets of Excellent Resources.

Toll-Free 1-877-825-7414

info@excellentresources.net

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The “Canada Series” of Writing Lessons

Fo Sa r R m e pl vie e w Pa O ge n l s y

continues with

The History of Canada for grades 3-4-5 and

Canada; Neighbours with a Difference for grades 5-6-7

by Bev & Bryan Rempel

This Lesson Plan Book is produced by and sold through outlets of Excellent Resources Inc. 2440 Huckleberry Road Mill Bay, BC V0R 2P4

Toll-Free 1-877-825-7414

Email – info@excellentresources.net www.excellentresources.net

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