History of Canada Writing Lessons by Bev Rempel

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

History of Canada

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

by Bev & Bryan Rempel

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

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Table of Contents Scope and Sequence ________________________________________________ 4 Introduction _______________________________________________________ 5 Unit I - Key Word Outlining / Oral Reports Lesson 1 ___________________________________________________ 7 Unit II - Writing from Notes Lesson 2 ___________________________________________________ 11 Lesson 3 ___________________________________________________ 23

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Unit IV – Summarizing References Lesson 4 Lesson 5 Lesson 6 Lesson 7

29 35 41 47

Unit III – Narrative Stories

Lesson 8 ___________________________________________________ Lesson 9 ___________________________________________________ Lesson 10 __________________________________________________ Lesson 11 ___________________________________________________

51 59 67 73

Unit VI – Multiple Source Reports

Lesson 12 ___________________________________________________ 79 Lesson 13 ___________________________________________________ 85 Lesson 14 ___________________________________________________ 93 Unit VIII – Essay Writing

Lesson 15 ___________________________________________________ 99 Unit V – Writing from Pictures

Lesson 16 ___________________________________________________ 109 Lesson 17 ___________________________________________________ 115 Unit VII - Creative Writing from the Brain Lesson 18 ___________________________________________________ 121 Lesson 19 ___________________________________________________ 127 Unit IX – Book Report Lesson 20 ____________________________________________________131 Canadian History Writing Lessons EXCELLENT RESOURCES INC ©2011 www.excellentresources.net 3

CANADIAN HISTORY WRITING LESSONS - SCOPE AND SEQUENCE Lesson

Skills

Style

Subject

Unit I Key Word Outlines Oral Reports

Sentence #1 Subject

Beginnings, Uniting Nations, Young Aboriginals

Unit II Writing for Outlines

Strong Verbs ‘ly’

Potlach, Lief Ericksson,

4 5 6 7 8 9 10 11 12 13 14 15 16 17

Vikings

Limiting Note-Taking Unit IV Topic /Clinchers 3 Paragraph Report Intro/Concluding Sentences

transfixed, persevere

John Cabot

Unit III Narrative Stories Titles

cunning, endeavour

Courier de bois

Quality Adjectives 5 Senses

Madeline deVercheres

who/which

Loyalist Cow

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Unit VI Research Reports

#2 Prepositional

Jacque Cartier

#3 ‘ly’

Samuel de Champlain Oral Report

Your own story

hostile, perilous because clause

Warring Neighbours American Revolution/Loyalists

adverbial clause

War of 1812/Laura Secord

#6 vss

Civil War/Underground Railway

trepidation, adverse

Wagon Train

Unit VIII Essay Intro/Conclusion

Unit V Writing from Pictures

Hal the Viking

Unit VII Creative Writing from Your Brain

Flashback

diligent, formidable

Homesteaders/Pioneers

Unit IX Book Report

Book Report Vocabulary

“Winnie the Pooh”

INTRODUCTION

HISTORY OF CANADA writing lessons have been written with Grades 4/5 students in mind. Most reading sources will be at these grade levels. However, each student is different. Please gauge according to your student.

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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 and students are learning and incorporating more and more skills, you may find a lesson may take longer than a week. Students should write every day. Using the skills learned in HISTORY OF CANADA, students should transfer skills to the other content curriculums.

Vid-E-Book

http://tinyurl.com/6dtgyuw 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 helpful to take this workbook, three- hole punch it and insert it into a 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 Limiting Note-taking Vikings Begin limiting note-taking; summarizing Using KWO (key word outlines) write paragraphs in your own words.

GOALS:

Lesson 3

K.W.O.

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VIEW LESSON 3

Read Vikings, underlining important/interesting facts. Choose only 7 facts. Create KWO

TELL BACK :

“Vikings” using your KWO.

WRITE:

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?

VIKINGS The first Europeans to come to Canada were the Vikings. Originally from Scandinavia, these Norsemen had set sail in their longships to look for new lands. Their word for raiding or pirate, Viking, became the name for these fierce warriors. The Vikings had a dragon head on the bow of the ship to protect against the evil spirits of the sea. Their Dragonships were not only great for raiding they were extremely seaworthy. With these ships they were able to

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travel farther than any had explored before.

The Vikings returned several times to Canada. They called the new land Vinland. At one time more than 250 men and women arrived and spent several years living in sod and stone houses. The winters were much colder with icy winds that blew across the land. The people were hungry and sick. The Native people of the land fought with them to defend their land. During one winter, a baby boy was born. Snorri was the first European child born in Canada. When he was three years old the settlers returned to Greenland.

The Vikings

abandoned Vinland. Only the sagas the skalds, or storytellers, told kept alive the adventures in the new land. Today one can visit a Viking settlement at L’Anse aux Meadows in northern Newfoundland. With the help of The Vinland Sagas, a Norwegian archaeologist searched for the settlement along the coast. One of the local fishermen remembered seeing some odd ‘humps’ in the ground. When they excavated the site, they uncovered many artefacts proving Vikings had many years ago settled there.

Key Word Outline I.

___________________________________________________ 1. _______________________________________________ 2. _______________________________________________

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3. _______________________________________________ 4. _______________________________________________ 5. _______________________________________________ 6. _______________________________________________ *Test your outline by telling the paragraph to someone using just your outline.

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“Vikings” Use this space to write your paragraph. Use the following checklist to make sure you have everything in your paragraph.

Checklist for “Vikings”



Double spaced

Dress-ups marked with an underline

Title is underlined and name is on paper

Dress-Ups

“ly” word

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Strong verb

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

TOTAL

____________________________________________ by

______________________________________

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_____________________________________________________________________________________ x____________________________________________________________________________________ _____________________________________________________________________________________ x____________________________________________________________________________________ _____________________________________________________________________________________ x____________________________________________________________________________________ _____________________________________________________________________________________ x____________________________________________________________________________________ _____________________________________________________________________________________ x____________________________________________________________________________________ _____________________________________________________________________________________ x____________________________________________________________________________________ _____________________________________________________________________________________ x____________________________________________________________________________________ _____________________________________________________________________________________ x____________________________________________________________________________________ ____________________________________________________________________________________ Canadian History Writing Lessons EXCELLENT RESOURCES INC ÂŠ2011 www.excellentresources.net 27

UNIT IV Summarizing References Canadian Explorers: Three Paragraph Report

Lesson 7 Create a three paragraph report on Canadian Explorers To present an oral report Add an Introductory Sentence Add a Concluding Sentence

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GOALS:

VIEW: LESSON 7

EDIT:

Hi-lite the key words in CONCLUDING and INTRODUCTORY sentences. 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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Now is the time to combine all three paragraphs about Canadian explorers into one report. The Three -Paragraph Report To create the three - paragraph report you cannot begin the report with the first paragraph. If you do, the reader will think the whole report is about John Cabot. When the reader gets to the second paragraph about Cartier it will seem confusing. Here is what to do: The Introductory Sentence At the beginning of the first paragraph, you need to let your reader know the theme of the report is Canadian explorers. This will tie all three paragraphs together. Put your introductory sentence before the topic sentence in your first paragraph.

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Here is a sample:

The history of Canada has many explorers. John Cabot set out to explore to find riches. The Final Clincher

To finish the report you will need a final clincher. This final clincher will repeat or reflect key words from the introductory sentence. It should be a sentence about Canadian inventors. Put your final clincher right after the clincher sentence of your final paragraph. Here is a sample:

Champlain is considered the Father of Canada. Truly he is one of the great Canadian explorers. Title: Choose words from your Final Clincher for your title.

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Structure of a Three Paragraph Report TITLE (repeats key words from Final Concluding Sentence)

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INTRODUCTORY SENTENCE I. Topic Sentence of first explorer 1. 2. 3. 5 – 7 facts about the topic 4. 5. 6. Clincher Sentence (repeats key words from Topic Sentence) II. Topic Sentence of second explorer 1. 2. 5 – 7 facts about the topic 3. 4. 5. 6. Clincher Sentence (repeats key words from Topic Sentence) III. Topic Sentence of third explorer 1. 2. 5 – 7 facts about the topic 3. 4. 5. 6. Clincher Sentence (repeats key words from Topic Sentence). CONCLUDING SENTENCE (Concluding sentence repeating key words from Introductory Sentence)

The following checklist is for the Final Report pulling together all three paragraphs about Canadian Explorers with the Introductory and Concluding Sentence. The previous checklists for each individual paragraph should be included behind the final report to indicate the marks for each paragraph. When completed the final report will make an excellent addition to your writing portfolio.

Checklist for Three Topic Report



STRUCTURE

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Introductory Sentence (hi-lite key words)

Final Clincher: Concluding Sentence (words repeated from Introductory sentence are hi-lited)

Title – words from Final Clincher

5 5 5

STYLE

Final copy – no spelling mistakes, best printing TOTAL

5 20

Note: The three-paragraph report could now be compiled and presented as a final report. A title page along with pictures of the inventions drawn by the student or collected by the student will finish off the report.

Oral Report: Consider presenting this report as an oral report. Remember an oral report does not mean you stand up and read your report. Print your key word outlines on three note cards. Place these on a stand in front of you. These notes will guide you as you tell your audience about the three Canadian Explorers.

UNIT III Narrative Stories Courier de bois GOALS:

Learn to write stories using a story sequence outline Write a three paragraph story.

Lesson 8

Each paragraph is only 6 – 9 sentences Title – comes from last sentence in the story; create creative titles

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VIEW LESSON 8

VOCABULARY WORDS:

cunning, endeavour

STORY SEQUENCE OUTLINE CHART:

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

WRITE:

EDIT:

Story in your own words. Use complete sentences. Remember to capitalize the first word in each sentence. Each sentence must end with punctuation. Add vocabulary words. In the left hand margin mark VOC on the line where you used the vocabulary word. Underline dress-ups in your paragraphs. Number your sentence openers in the left hand margin. Create your title from the last sentence in your story.

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 Key Words. 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?

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Setting

Characters Who?

Who are the main people or characters in the story? What are they like?

Problem/Plot

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 Solution How?

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

How is the problem solved?

What lesson did the characters learn?

Moral/Lesson TITLE

Comes from the last sentence in the story.

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Courier de bois Whack, Whack, Whack! Jack’s axe struck the tree again and again. Jack and his father were clearing the land around their sod house. Every day from morning to late at night, they attacked the forest. Slowly, the land was being cleared. Next, the rocks in the ground would have to be picked. Jack laboured tirelessly. His father was proud of his son. But he knew Jack wished for more than this small piece of land. Jack longed for more adventure. Sitting on the banks of the river, Jack heard the shouts and cries of a group of fur traders

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paddling their canoes. As they rounded the bend Jack saw them bending and pulling on their paddles. If only he could join a group like that. What adventure, what excitement, what wealth these courier de bois seemed to enjoy. Each fall he watched them return from their expeditions, their canoes loaded to the top with furs. The furs were traded in at the Hudson’s Bay post and Jack envied the riches each man received. Jack’s thoughts drifted along as the canoes passed him by. He knew what he would do with his riches. His pile of furs would be the most luxurious, the largest and most sought after. The traders would fight to be able to offer him the best price. With the earnings, Jack would be able to outfit his own expedition and lead a group down unknown rivers. Perhaps they would even discover gold! He would be the richest man in town. Jack leaped in the air with excitement!

Forgetting he was on the cliff hanging over the river, Jack leaped. Down he crashed, tumbling over the side, down the banks and into the water. Spluttering and coughing, Jack hoped the courier de bois had not seen him. Wet and ashamed, the disappointed young settler hobbled back to his home. Perhaps next spring, he would be ready to join the adventures with the courier de bois.

Story Sequence Chart Outline “Courier de bois” Setting Where? When?

Who?

Problem What?

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Characters

Do/say/think/feel

Climax Solution How?

Moral/Lesson TITLE

Checklist for “Courier de bois”



Double spaced

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

Title is underlined; comes from last sentence in story

Story follows Story Sequence Chart

Dress-Ups

III

Strong verb

“ly” word #1 Subject

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Sentence Openers

#2 Prepositional

#3 –ly

6 4

Vocabulary Words – use 2 in the story

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

______________________________________ by

______________________________________

UNIT VI Research Reports WARRING NEIGHBOURS: American Revolution/Loyalists To learn to use multiple sources of information to write a report

GOALS:

Lesson 12 VIEW LESSON 12 # 6 V.S.S. – very short sentence 2 – 5 words only One word should be a strong verb

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SENTENCE OPENER:

The Loyalists fled north. The people cheered.



VOCABULARY WORDS:

hostile, perilous

OUTLINE: FUSED OUTLINE: WRITE:

3 sources – America Revolution/Loyalists

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

Paragraph in your own words. Write your topic sentence first. Use complete sentences. Write your clincher sentence at the end of your paragraph.

Loyalists Loyalists were American colonists who remained loyal to the British monarchy during the American Revolution. These Loyalists were sometimes called Tories, or King’s Men. The Patriots, who supported the revolution, opposed these Loyalists. These Patriots were soon at war with the Loyalists. Loyalist Americans fled and were driven into exile. Those who arrived in Quebec were offered free blocks of land. However they were not familiar with the traditions and legal system of the siegneurs

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and habitants. Quebec soon was divided into Lower Canada where the Canadians lived and Upper Canada where the Loyalists lived. Upper Canada was a land of opportunity. Over a time of ten years, the population of Upper Canada more than doubled. One man Justus Sherwood, said the Loyalists who settled there would be “the happiest people in America.”

American Revolution The American Revolution is one of the most important events in Canadian history. One result was the establishment of a line drawn on the map; a border which has had a huge influence upon life in Canada. With the drawing of that border, Canada did lose some land. However, many people came to Canada at the same time. A great body of Americans remained loyal to Britain during the war. The Canadian government offered land and provisions to these loyalists. Most of these newcomers were civilian refugees who had lost their property in the colonies. The Canadian government welcomed them

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because they were willing to live under the British flag and were the very kind of people needed to develop the country.

Fleeing Loyalists

The American Revolution began in 1775.

The Americans that year had captured

Montreal and attacked Quebec City. They had thought the French would rebel against the British but the Canadiens stayed loyal. Thousands of people in the Thirteen Colonies also wanted to remain loyal to Britain. These Loyalists feared for their lives living in the colonies. If caught they may be tarred and feathered, jailed or even hanged. Many took their families and fled to safety in the north. About 10,000 escaped to Shelburne in Nova Scotia. Overnight this became the largest town in British North America. Loyalists settled throughout the present-day Atlantic Provinces, Quebec and Ontario. Their descendants migrated throughout Canada and beyond.

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WARRING NEIGHBOURS: 1st Topic - American Revolution/Loyalists Loyalists

American Revolution

Fleeing Loyalists

I. 1.

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FUSED OUTLINE 1st Topic

2. 3. 4. 5.

Clincher:

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Write your paragraph on the Loyalists using your Fused Outline. Use the checklist on the next page. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

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

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Checklist for “Loyalists”

 2

Double spaced STRUCTURE Topic Sentence (hi-lite key words)

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

STYLE: Dress-Ups (underline in paragraph)

“ly” word

quality adjective

who/which clause

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Strong verb

STYLE: Sentence Openers #1 Subject

#3 -ly

#6 vss

Vocabulary Words (use at least 2)

2 4

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

CONGRATULATIONS! You have finished the CANADIAN HISTORY WRITING LESSONS

What is next? This writing program is not meant to remain just a writing program. The skills taught,

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practised and learned through this book should be continued in all writing.

To continue practising and learning new skills: Student Writing Intensive B

Student Intensive Continuation Course B

Neighbours with a Difference Writing Lessons

For more help and resources:

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This workbook is written by Bev & Bryan Rempel. It is 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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