Student Writing Intensive Level A Workbook by Bev Rempel

Student Writing Intensive Structure and Style

Workbook

Group A

by Bev and Bryan Rempel E xcellent R esources I nc . ÂŠ2012 www.excellentresources.net

Sixth Consecutive Year

F IRST P LACE 2007 Readers Awards “Practical Home Schooling Magazine” Writing/Composition Category

Andrew Pudewa Writing Seminars

Institute for Excellence in Writing

This Workbook 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 Visit us on the Internet at www.excellentresources.net

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Foreword The writing system developed by Dr. J.B. Webster spans over half a century of classroom implementation and development. From a oneroom log school in Northern Saskatchewan teaching fifty-five students in grades one through ten, to training Ph.D. candidates at prestigious universities, Dr. Webster brings a rare breadth of wisdom and experience to the discipline of writing. After years of trying to develop a practical system of teaching writing, he was amazed to discover extraordinary results being produced in a grade one classroom by students of his aunt, Ana Ingham. She had created a system called “The Blended Sound-Sight Method of Learning” for which she later received the Governor General‟s Award of Canada, recognizing her contribution to the education of Canadian children. The Blended Sight-Sound Methodology became the foundation for Dr. Webster‟s classic teacher resource “Blended Structure and Style in Composition.” Every summer for over twenty years, Mrs. Ingham and Dr. Webster have been training teachers this amazing system. In 2005, the classes entered the 23rd year with Ana remaining a dynamic teacher, even as she approaches her midnineties. For several summers Andrew Pudewa, the director of the Institute for Excellence in Writing, lectured in Grouard, Alberta with Dr. Webster and the Blended Sound-Sight Staff. Andrew, who is a strong proponent of the classical model and an emphasis on excellence in teaching, is the presenter on the video series

which forms the basis for this workbook Throughout the year he teaches both at his home in Atascadero, California, and around North America, conducting workshops for students, teachers, and parents. He is a home schooling father of seven. Andrew is a graduate of the Talent Education Institute in Matsumoto, Japan, and also holds a Certificate of Child Brain Development from the Institute for the Achievement of Human Potential in Philadelphia, Pennsylvania. Like Andrew, Bev Rempel, leads Excellence in Writing seminars and workshops across Canada. Speaking at large conferences, training teachers at professional development days and tutoring classes in her neighbourhood have qualified Bev as a Master Teacher, instructing the annual “Blended Structure and Style” summer program with Dr. J. B. Webster in Grouard. Excellent Resources is the exclusive Canadian distributor for “Teaching Writing” courses supplied by the Institute for Excellence in Writing, and its Director Andrew Pudewa. WEBSTER’S ACADEMY FOR EXCELLENCE IN WRITING ® is a sister company to Excellent Resources, providing live tutorial teaching and resources through franchised instructors across Canada. This Workbook is intended to supplement the Student Writing Intensive Group A DVD series which provides the actual teaching of the program. These lessons are not intended to stand alone without the DVDs.

Contents of this workbook have been personally reviewed and approved by Dr. J.B. Webster.

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Student Writing Intensive - Level A Student Workbook Table of Contents Foreword ........................................................................................................................... 3 DVD Scene Charts ............................................................................................................ 5 A Note to Parents & Teachers ......................................................................................... 8 Sea Snakes* ....................................................................................................................... 9 Week 1 - Key Word Outlining.......................................................................................10 Week 2 – Introducing Dress-Ups – The “Who/Which” clause ....................................15 Week 3 – Introducing Dress-Ups – The “ly” words .....................................................19 The Boy and the Nuts* .....................................................................................................19 Word Lists – Banned verbs, “ly” words ........................................................................24 Week 4 – Introducing Dress-Ups – The Strong Verb...................................................26 Week 5 – Practice Week – Outlining, All Dress-ups to date........................................32 Word Lists – Adjectives .................................................................................................44 Week 6 – Introducing Dress-Ups – The Because Clause .............................................46 Week 7 – Introducing the “Story Sequence Chart” .....................................................51 The Boy Who Cried “Wolf”* ...........................................................................................52 Week 8 – Continuing Practice with the “Story Sequence Chart” ...............................56 Week 9 - Continuing Practice with the “Story Sequence Chart” ...............................61 Week 10 – Introducing Dress-Ups – “The Adverbial Clause” ....................................65 Week 11 - Practice Week – Story Sequence and Dress-Ups .......................................68 Week 12 – Introduction to Report Writing ...................................................................72 Week 13 – Sentence Openers – The Prepositional Opener ..........................................80 Week 14 - Note-taking from the Brain .........................................................................84 Week 15 – Writing from your Brain Inventory ............................................................95 What’s Next ...................................................................................................................105 Mini-Books – Whooping Cranes*..................................................................................108

* References employed by Andrew Pudewa on the DVD series.

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Daily Lesson Plan

Day 2

Week 1 The Canada Lynx The Canada Lynx looks like a very large house cat. It lives in the thickly forested areas of Canada and Alaska. Its winter coat is spotted and light gray. In summer its coat is much shorter and changes to a reddish brown colour. The lynx has black-tipped tufts of hair on its ears. On each side of its face it has long hairs called “ruff” which appear like a beard. The lynx is rarely seen, hunting mainly at night for snowshoe hare, mice, squirrels and chipmunks. As a scavenger it will eat the leftover meat of dead deer, caribou and moose. The population of lynx is stable in Canada so trapping for their beautiful fur is allowed.

The Canada Lynx I. ______________________________________________________ 1. ________________________________________________ 2. ________________________________________________ 3. ________________________________________________ 4. ________________________________________________ 5. ________________________________________________ 6. ________________________________________________ 7. ________________________________________________ 8. ________________________________________________

* Test your outline by telling the paragraph to someone using just your outline. EXCELLENT RESOURCES INC. © THIS WORKBOOK IS INTENDED FOR THE USE OF AN INDIVIDUAL STUDENT AND IS NON-REPRODUCIBLE

Day 1

Introducing the “who/which” clause

We will not watch the DVD this week Review the “which” clause from last week’s video and brainstorm every way a which clause could be added to the following “Black Bear” paragraph.

Daily Lesson Plan

Week 2

The Black Bear Black bears live in wooded and mountain areas across Canada. They are the smallest of all bears found in North America. Not all black bears are black! Some are dark brown or rusty in colour, often with a brown patch around their noses. While they do not truly hibernate during the winter, they do fatten up just before winter and make dens under fallen trees or in caves. They spend most of their time looking for food. Their diet consists of plant twigs, buds, leaves, nuts, roots, fruit and berries. They also love ants, honey and fish. Unfortunately hunters favour black bears for their bladders, paws and other body parts.

First complete your key word outline. Orally summarize the “Black Bear” paragraph adding in “which” clauses where possible.

The Black Bear

I. ______________________________________________________ 1. ________________________________________________ 2. ________________________________________________ 3. ________________________________________________

which

4. ________________________________________________ 5. ________________________________________________ 6. ________________________________________________ 7. ________________________________________________ 8. ________________________________________________

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Day 2

Now write out “The Black Bear” using complete sentences, insert and underline a “which” clause into your paragraph. Remember to double space, underline your title and include your name on the paper space provided.

Daily Lesson Plan

Week 2

The Black Bear _______________________ by _______________________ ___________________________________________________________________________________ X ________________________________________________________________ ___________________________________________________________________________________ X ________________________________________________________________ ___________________________________________________________________________________ X __________________________________________________________________________________ ___________________________________________________________________________________ X ________________________________________________________________ ___________________________________________________________________________________ X ________________________________________________________________ ___________________________________________________________________________________ X ________________________________________________________________ ___________________________________________________________________________________ X ________________________________________________________________ ___________________________________________________________________________________ X __________________________________________________________________________________ ___________________________________________________________________________________ X __________________________________________________________________________________ ___________________________________________________________________________________ X __________________________________________________________________________________ ___________________________________________________________________________________ EXCELLENT RESOURCES INC. © X __________________________________________________________________________________ 16 THIS WORKBOOK IS INTENDED FOR THE USE OF AN INDIVIDUAL STUDENT

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Introducing the “-ly” words Day 1

Resume watching Disc 1 from the pause for writing to the end of the “who/which” clause. Stop before the “strong verb” is described. (approximately 39 minutes.) Use the “Boy and the Nuts” from the SWI Packet.

Daily Lesson Plan

Week 3

The Boy and the Nuts A young boy saw a pitcher full of walnuts and reached in to get some. He grabbed as many as he could hold, and then tried to pull out his hand. However, his fist was bulging with the nuts and he could not get it out of the pitcher. Unwilling to let go of any of the nuts, he was unable to pull out his hand. He burst into tears. A nearby man say him crying and said, “If you will be satisfied with fewer nuts, you will be able to get your hand free. Sometimes you have to give up a little to get what you wish.”

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Day 2

Daily Lesson Plan

Write up “The Boy and the Nuts” using the following checklist:

Week 3  Composition is double-spaced Dress-ups marked with an underline Title is underlined and name is on paper Dress-Up - “ly” word - “who/which” clause

The Boy and the Nuts

_______________________ by _______________________ ___________________________________________________________________________________ X _________________________________________________________________ ___________________________________________________________________________________ X _________________________________________________________________ ___________________________________________________________________________________ X __________________________________________________________________________________ ___________________________________________________________________________________ X _________________________________________________________________ ___________________________________________________________________________________ X _________________________________________________________________ ___________________________________________________________________________________ X _________________________________________________________________ ___________________________________________________________________________________ X _________________________________________________________________ ___________________________________________________________________________________ X __________________________________________________________________________________ ___________________________________________________________________________________ X __________________________________________________________________________________ ___________________________________________________________________________________ EXCELLENT RESOURCES INC. © 21 THIS WORKBOOK IS INTENDED FOR THE USE OF AN INDIVIDUAL STUDENT X __________________________________________________________________________________ AND IS NON-REPRODUCIBLE ___________________________________________________________________________________

Scene from DVD: Strong Verb Continued

Banned Words List - VERBS Said

See/Saw

Go/Went

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ADVERBS – “ly”s abruptly abnormally absent mindedly actually additionally aimlessly amazingly anxiously apparently apologetically assuredly badly bashfully beautifully bravely brightly briskly broadly calmly carefully cautiously certainly clearly cleverly clumsily closely coaxingly commonly confidently considerably constantly continually conveniently coolly correctly crossly curiously daily dearly deceivingly decidedly delightfully diligently dejectedly

discreetly definitely distinctly dreamily easily effectively enormously especially evenly evidently eventually exactly exceptionally excitedly explicitly extremely fairly ferociously fervently finally foolishly frankly frantically freely frightfully fully furiously gravely generally generously gently gleefully gradually gratefully greatly greedily grudgingly happily hastily helpfully helplessly hesitantly highly

hopefully hopelessly

occasionally obligingly

incredibly immediately impatiently innocently instantly intently intensely interestingly inwardly inconveniently increasingly

partially patiently physically playfully plainly pointedly positively possibly potentially powerfully primarily proudly properly quickly rapidly readily relentlessly reassuringly reproachfully restfully rigidly

joyfully kindly knowingly laboriously languidly lavishly liberally lightly likely longingly loudly madly meaningfully mechanically mightily miserably mistakenly mockingly mostly mournfully naturally nearly neatly nicely notably obviously openly

safely scarcely sedately seemingly separately serenely seriously slyly smoothly solemnly soothingly sharply sheepishly smugly snidely silently simply softly solidly steadily strictly stubbornly

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stupidly successfully suddenly surely surprisingly suspiciously sympathetically threateningly tenderly terribly thankfully thoroughly thoughtfully tightly tragically tremendously triumphantly truly typically ultimately unfortunately undeniably unequivocally unknowingly unmercifully unwillingly utterly vastly viciously violently virtually warmly wholly whole-heartedly wildly willfully wisely wistfully

Day 1

Day 2

Continue watching DVD 1 to the scene on “Dress-Ups – The Strong Verb.” Keyword outline the following paragraph and brainstorm ways to use dress-ups to enhance the paragraph

Daily Lesson Plan

Week 4

The Ant and the Dove An ant went to the bank of a river to quench its thirst. The rush of the stream carried away the ant and almost drowned him. A dove sitting on a tree overhanging the water plucked a leaf and let it fall into the stream close to the ant. The ant climbed onto the leaf and floated in safety back to the bank. Afterwards a bird catcher came and stood under the tree. He laid his lime-twigs in a trap for the dove sitting in the branches above him. The ant, seeing the bird catcher intended to trap the dove, stung him in the foot. In pain the bird catcher threw down the twigs and grabbed his foot. The noises he made startled the dove. The dove escaped thanks to the ant.

The Ant and the Dove Dress-Ups Brainstorming

I.___________________________________ 1. _____________________________

“lys” _________________________ ___________________________________ ___________________________________

2. _____________________________ 3. _____________________________ 4. _____________________________

___________________________________ ___________________________________ “Who/which” _______________________ the ant who __________________________ the stream which ______________________

5. _____________________________ 6. _____________________________ 7. _____________________________

the dove who ________________________ the bird catcher who ___________________ the noises which ______________________ ___________________________________ Strong Verbs ________________________

8. _____________________________ 9. _____________________________

___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________

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___________________________________

Day 3

Watch the “Writing Checklist” Scene on DVD #1 Write a paragraph from yesterday’s outline on the following page using the checklist below. (the one Mr. Pudewa discusses on the DVD)

Strong verbs

Daily Lesson Plan

Week 4

The Ant and the Dove Composition Checklist  Composition is double spaced  Dress-ups are marked with an underline (one of each)  Title is underlined and name is on paper  Title repeats key words of the final sentence

DRESS-UP “ly” word who/which strong verb Banned Words (do not use! - find better ones)

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Watch Disc 2 of the Student Writing Intensive from

Day 1

the beginning through the “because clause” dressup. Stop just before the Story Sequence discussion Key word outline the following paragraph and discuss how the dress-ups might work in this paragraph.

Daily Lesson Plan

Week 6

Sam Steele Few men in Canadian history have been so involved in the major events of 1800‟s as Sam Steele. "The Canadian West" became his RCMP beat. He was the man who arrested Louis Riel. He patrolled the gangs of men building the CPR, and protected the miners during the Klondike Gold Rush. Sam convinced Sitting Bull to go back across the U.S. border, promising him a fair deal. He was at Craigellachie for the driving of the last spike of the transcontinental railway. He even commanded the Canadian troops in the Boer War. Steele had courage and determination, but more than that he was fair – a cop's cop. A big tough farm boy who became a policeman when he was 16, Sam Steele was considered

the

greatest

mountie

them

all.

Sam Steele Dress-Ups Brainstorming

I. ___________________________________ 1. ______________________________

“lys” _________________________ ___________________________________ ___________________________________

2. ______________________________ 3. ______________________________ 4. ______________________________

“Who/which” _______________________ ___________________________________ ___________________________________ Strong Verbs ________________________ ___________________________________

5. ______________________________ 6. ______________________________ 7. ______________________________

___________________________________ ___________________________________ Because ____________________________ ___________________________________ ___________________________________

8. ______________________________ 9. ______________________________

___________________________________ Quality Adjectives ___________________ ___________________________________ ___________________________________ ___________________________________

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___________________________________

Day 2

Write up yesterday’s outline on the following page using the checklist below.

Daily Lesson Plan

Week 6

Quality Adjectives

Sam Steele Composition Checklist

 Composition is double spaced

Because

 Dress-ups are marked with an underline (one of each)  Title is underlined and name is on paper  Title repeats key words of the final sentence DRESS-UP “ly” word who/which strong verb quality adjective because clause Banned Words (do not use! - find better ones)

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Watch Disc 2 of the SWI starting at “Story Sequence Chart” and continuing through to the “Pause for Writing.” (Approximately 58 minutes.)

Day 1

Daily Lesson Plan

Week 7

The Story Sequence Chart

Story Sequence

Story Structure

Who is in the story? When does it happen? Where does he live or go?

Characters Setting Mood

II.

What do they want or need? What do they think? What do they say and do?

II.

Conflict Problem

III. How was the problem solved? What was learned? Final Clincher repeats title

III. Surprise/Resolution Moral Epilogue Clincher repeats title

Finish Disc 2 of the SWI (approximately 13 minutes)

Day 2

Begin to write up the story “The Boy Who Cried Wolf” using the Story Sequence worksheet on the following page.

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The Boy Who Cried Wolf

A long time ago there was a boy who watched his father‟s sheep. Each day he took them to a pasture on the hillside above the village, and there he sat and watched them all day long. In the afternoon, as the sun began to go down, he drove the sheep home again. Often he became quite lonely because he had no one to play with. How he longed for just a little bit of company! One day when he became very lonely indeed, he remembered what his father had told him when he first began to care for the sheep. “You must always beware of the wolf,” his father had said. “And if you should see one, be sure to call for help.” Now the boy had never seen a wolf. But he thought that it would be so pleasant to have some company that he decided to make-believe. “Wolf! Wolf!” he cried at the top of his lungs. “Wolf! Wolf!” Far below, the villagers heard him. They all dropped their work, seized their axes and rushed up to the pasture. But, when the got there, they saw only the sheep and the boy. There was no wolf at all. He was so glad to see that they we not very angry at him for having fooled them. But they told him he must not do it again. For a long time he did not. One day, though, he was feeing lonelier than ever. He knew that he shouldn‟t, but cried out, as loudly as he could, “Wolf! Wolf!” Again the villagers came rushing to help him. But when they got there, the say only the sheep and the boy. They were very upset at having been disturbed at their work again, and told the boy that he absolutely must not do it again. And he did not. One day as he sat quietly watching his sheep, he saw a big gray wolf come slinking out of the forest. “Wolf! Wolf!” he called with all his might. “Wolf! Wolf!” The villagers, far below, heard his cries, but went on with their work. They did not want to be fooled again. “Wolf! Wolf!” cried the boy. “Wolf! Wolf! Wo---“ At this the villagers were startled. Perhaps he did need help. They dropped their work, seized their axes and rushed to the pasture. But they were too late. When they got there the wolf had gone, and all they ever found of the little boy was his little pointed shepherd‟s hat.

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Day 2

The Boy Who Cried Wolf _______________________ by _______________________

I. __________________________________________________________________________ 1. _____________________________________________________________________ Dress-Ups Brainstorming 2. _____________________________________________________________________ “lys” _________________________ 3. _____________________________________________________________________ ___________________________________

4. ____________________________________________________________________

___________________________________ ___________________________________________________________________________________ “Who/which” _______________________

II. _________________________________________________________________________ ___________________________________ 1. ____________________________________________________________________ ___________________________________ Strong Verbs ________________________ 2. ____________________________________________________________________ ___________________________________

3. ____________________________________________________________________ ___________________________________

4. _________________________________________________________________________________ ___________________________________ ________________________________________________________________ Because ____________________________

___________________________________ III. ________________________________________________________________________ ___________________________________ 1. ____________________________________________________________________ ___________________________________

2. ____________________________________________________________________ Quality Adjectives ___________________

3. ____________________________________________________________________ ___________________________________ 4. _________________________________________________________________________________ ___________________________________ ___________________________________ _________________________________________________________________________________ ___________________________________ _________________________________________________________________________________________ ___________________________________ _________________________________________________________________________________________ ___________________________________ _________________________________________________________________________________________ ___________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ EXCELLENT RESOURCES INC. © THIS WORKBOOK IS INTENDED FOR THE USE OF AN INDIVIDUAL STUDENT AND IS NON-REPRODUCIBLE

Day 3&4

Complete the “Boy Who Cried Wolf” by filling out the checklist from your writing on the previous page

Daily Lesson Plan

Week 7

The Boy Who Cried Wolf Composition Checklist  Composition is double spaced  Dress-ups are marked with an underline (one of each per paragraph) Roman Numerals refer to Paragraphs

 Title is underlined and name is on paper  Title repeats key words of the final sentence DRESS-UP

III

“ly” word who/which strong verb quality adjective because clause Banned Words (do not use! - find better ones)

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Day 1

Daily Lesson Plan

Watch Disc #3 of the SWI from the beginning through the introduction of the adverbial clause dress-up. Stop before “Report Writing” is introduced. (Approximately 40 minutes)

Week 10

Practice the new dress-ups while continuing to write stories using the Story Sequence Outline. This time, you will choose a story, preferable a well known story that everyone knows, as your model. You might pick something like a Grimm’s Brothers Fairy tale such as Hansel and Gretel, or Rapunzel or Tom Thumb. Any classic short story will serve as an excellent source to outline and re-write using all the dress-ups indicated so far. Use the checklist below to indicate all the required dress-ups in your story.

Your Story Composition Checklist ________________________ Title

Composition is double spaced Dress-ups are marked with an underline (one of each per paragraph) Title is underlined and name is on paper Title repeats key words of the final sentence DRESS-UP

III

“ly” word who/which strong verb quality adjective because clause adverbial clause (www.asia) when, while, where, as, since, if, although Banned Words (do not use! - find better ones)

said, see or saw, go/went, thought, eat, good

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The Battle of Isla Raza Commonly along the Pacific coast, live two types of terns, royals and elegants. Smaller than the royals, the elegants are more numerous. In colour, they range from completely white to entirely brown. Sticking up in the air like a punk rock hair style, both types have black head feathers. While the Royals may be recognized by the white flecks in the black feathers of the face, they mingle easily with their cousins, the elegants. Royals and elegants are friendly. Terns live beside the ocean. Since their favourite food is fish, the ocean provides them in quantity. The royal and elegant terns nest on the Pacific coast of Mexico. While the Pacific varieties fly 3000 kilometres north as far as Vancouver Island, the Arctic tern migrates south. They seek long days. Breeding in perpetual daylight in the Arctic, they migrate to the continuous light in Antarctica during the Canadian winter. Generally, terns stay close to oceans and large lakes. Millions of gulls first – the terns later – established rookeries on Isla Raza, an island on the Pacific coast of Mexico. The spot is ideal. The island which is rocky and sandy with rich fishing grounds nearby, experiences such violent storms that boats have difficulty landing. The nearest human lives fifty miles away. When coming in, the terns must land on each other‟s backs because they are so tightly packed on the ground. Terns recognize their nests but not their eggs. Switching eggs does not bother them. If the eggs are removed, they merely lay more. Possibly Isla Raza is one of the largest bird cities in the world.

The gulls declared war against the terns. As the first citizens, the gulls terrorize the terns in their rookery at the north end of Isla Raza. When the terns fly off the nests to fish for breakfast, the gulls sweep in and seize their eggs. Uniting against the terns, the gulls on Isla Raza do not raid their own nests as they do elsewhere. Normally the terns must not leave their nests too long because of the killing power of the noon day sun. Both eggs and chicks must be protected from the terrible heat. As a consequence the terns are increasing. Clearly terns are winning the rookery wars. The terns enlarged their rookery. A hundred terns chose a new area. When they flew off the first morning, there was a scattering of eggs on the ground. The gulls swept in. The eggs disappeared. They vanished. Next morning twice as many eggs dotted the ground. By night fall a few remained. Every twenty-four hours there was an expansion during the night, contractions during the day. Each day more eggs remained. Gulls gave up. Terns were winning. Gulls were tiring. Like children who eat too much ice cream, the gulls became sick of eggs. Flying out to sea to dive for fish, the gulls ignored the eggs. Successfully the terns had enlarged their rookery and won the battle of Isla Raza.

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War on Sable Island From the cold of the far north to the prickly heat of the topics, terns have adapted to all kinds of weather. Regularly the common tern of Sable Island near the coast of Nova Scotia fly south to the West Indies and South America. On the numerous atolls of the Pacific, live the pure white fairy tern. While royal and elegant terns migrate from Mexico to Canada, the Arctic tern flies from one pole to the other. Terns adapt to very hot and very cold climates.

Terns range in colour from gleaming white to jet black. They are web footed, swim well and dive expertly to catch fish. Frequently terns are called sea swallows because of the manner in which they dart through the air. The elegant terns of the Pacific which are brown and white, lay eggs decorated in different lively colours and patterns. The common tern of the Atlantic is white with a black cap. Sporting a red beak and forked tail, the common tern has a pale grey mantle which covers the back and wings. Terns vary widely in colour.

On Sable Island near Nova Scotia, there are two rookeries. The smaller and older one belongs to the common tern. Arriving later, sea gulls established another rookery. It is now the largest. Early on, humans settled on Sable Island. When departing, they left a few horses which have continued to thrive and reproduce. The wild ponies are famous. So narrow that the Atlantic sprays right over it,

the island is long and thin. Surrounding waters team with fish which are the main source of food for the seabirds and their hungry offspring. The island should be called sunny Sable City of the seabirds.

On Sable Island the war rages. As newcomers to the island, the sea gulls act as kings and seize terns eggs as if it were a tax on the natives. The terns might look for a new location. But there are few islands which man has not colonized. Presumably the terns believe that war with the gulls was more evenly matched than battling against humans. Eating so many tern eggs, gulls are exterminating the native population. Terns become fewer and fewer. Their rookery gets smaller. They are declining. Undoubtedly gulls are winning the battle of Sable city. “Save the terns!” some people cried. As a result the Canadian government outlined a policy to save the terns. Accordingly officials proposed to kill thousands of gulls by poisoning. “Very inhumane,” cried others. “Consider the poor gulls.” “Shame on you!” Soon the Nova Scotians declared a talking war. Fiercely tern supporters battled the gull supporters on radio talk shows. Conservationists battled conservationists. Suddenly gulls and terns became television stars. Backing down quickly, the government packed away the poison. The terns will not be saved because they are losing the battle on television and the war on Sable Island.

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Day 2

Choose two topics from the articles on “Terns” and outline them on this and the next page, just as you did with topics from the “Whoopers.”

Terns

Topic I

Daily Lesson Plan

Week 12

Isla Raza

Sable Island

I. ________________________ I. ________________________ I.________________________ 1. ______________________

1. ______________________

2. ______________________

3. ______________________

4. ______________________

5. ______________________

6. ____________________

7. ____________________

I. ________________________7. ____________________ 7. ____________________

8. ____________________

1. ______________________8. ____________________ 8. ____________________

Fused Outline

2. ______________________ 3. ______________________ 4. ______________________ 5. ______________________ 6. ______________________ 7. ______________________ 8. ______________________

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Daily Lesson Plan

Day 2

Week 12 Topic II

Terns

Isla Raza

Sable Island

I. ________________________ I. ________________________ I. ________________________ 1._______________________

1. ______________________

2._______________________

2. ______________________

3._______________________

3. ______________________

4._______________________

4. ______________________

5._______________________

5. ______________________

6. _____________________

7. _____________________

I. ________________________ 7. _____________________ 7. _____________________

8. _____________________

1._______________________ 8. _____________________ 8. _____________________

Fused Outline

2._______________________ 3._______________________ 4._______________________ 5._______________________ 6._______________________ 7._______________________ 8._______________________

Day 3

Write the paragraph on the first topic on the next page using the first paragraph column in the checklist below.

Daily Lesson Plan

Week 12

Terns Topic I & II Composition Checklist ________________________ Title

Composition is double spaced Dress-ups are marked with an underline (one of each per paragraph) Title is underlined and name is on paper Title repeats key words of the final sentence DRESS-UP

III

“ly” word who/which strong verb quality adjective because clause adverbial clause (www.asia) when, while, where, as, since, if, although Banned Words (do not use! - find better ones)

said, see or saw, go/went, thought, eat, good

Day 1

Watch Disc 4 from “Taking Notes from Your Brain” to “Pause Writing.” (approximately 33 minutes) Complete your outline on one topic from your list that would be interesting to someone else.

Daily Lesson Plan

Week 14

From Your Brain I. ____________________________________________ 1. _______________________________________ 2. _______________________________________ 3. _______________________________________ 4. _______________________________________ 5. _______________________________________ 6. _______________________________________ 7. _______________________________________ 8. _______________________________________

Ask yourself questions to make your outline: Who? What? When? Where? Why? How? Best/worst?

Daily Lesson Plan

Day 2

Week 14

From Your Brain Composition Checklist ________________________ Title

Composition is double spaced Dress-ups are marked with an underline (one of each per paragraph) Title is underlined and name is on paper Title repeats key words of the final sentence DRESS-UP

III

“ly” word who/which strong verb quality adjective because clause adverbial clause (www.asia) SENTENCE OPENERS

Prepositional Banned Words (do not use! - find better ones)

said, see or saw, go/went, thought, eat, good

Day 3

Develop outlines and write up two more paragraphs from your Brain Inventory. Outline and write one paragraph today.

Daily Lesson Plan

Week 14

From Your Brain 2 I. ___________________________________________ 1. ______________________________________ 2. ______________________________________ 3. ______________________________________ 4. ______________________________________ 5. ______________________________________ 6. ______________________________________ 7. ______________________________________ 8. ______________________________________

Ask yourself questions to make your outline: Who? What? When? Where? Why? How? Best/worst? EXCELLENT RESOURCES INC. ÂŠ THIS WORKBOOK IS INTENDED FOR THE USE OF AN INDIVIDUAL STUDENT AND IS NON-REPRODUCIBLE

Day 4

Develop outlines and write paragraphs on what you know about your family members. Write on one person per day for the week. You may substitute friends and relatives if you would like. Remember to use the checklists when writing up your outlines.

Daily Lesson Plan

Week 15

Family 4 I.____________________________________________ 1. ______________________________________ 2. ______________________________________ 3. ______________________________________ 4. ______________________________________ 5. ______________________________________ 6. ______________________________________ 7. ______________________________________ 8. ______________________________________

Ask yourself questions to make your outline: Who? What? When? Where? Why? How? Best/worst?

EXCELLENT RESOURCES INC. ÂŠ THIS WORKBOOK IS INTENDED FOR THE USE OF AN INDIVIDUAL STUDENT AND IS NON-REPRODUCIBLE

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Daily Lesson Plan

Day 4

Week 15

Family 4 Composition Checklist ________________________ Title

Composition is double spaced Dress-ups are marked with an underline (one of each per paragraph) Title is underlined and name is on paper Title repeats key words of the final sentence DRESS-UP

III

“ly” word who/which strong verb quality adjective because clause adverbial clause (www.asia) SENTENCE OPENERS

Prepositional Banned Words (do not use! - find better ones)

said, see or saw, go/went, thought, eat, good

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What Next? This workbook was designed to give you basic examples to enhance the experience of the SWI Video workshop. You can however, have your student continue to practice what he/she has learned by giving additional assignments using course materials from what he/she is already studying in history, science, social studies, geography and English literature. All these courses should become „writing courses.‟

Key word note-taking and Summarizing from Notes If your student still struggles to make an outline independently, then spend some practice time here. You can take paragraphs out of your science or history books, readers, internet articles or from the encyclopedia. Just be sure the sources you use are at or below your child’s reading level. For your convenience you may want to purchase the Institute for Excellence in Writing‟s packet entitled “Articles and Stories for Summarizing” from Excellent Resources, which is at the 2nd – 4th grade reading level.

Story Sequence Chart You may continue to write stories using ones they have read from other sources. Fairy tales, Aesop‟s Fable, Bible stories and historical stories all make great models. You can even write up a family story or history for the student to re-write themselves.

Reports with Topic/Clincher Paragraph If your student outlines single paragraphs easily, then continue to work on this unit. You can purchase packets of Mini-books (available at two reading levels) from Excellent Resources. In addition you may use chapters or articles from a text book or encyclopedia. Magazines and books from the library also make great resources.

Creative Writing Your child‟s brain contains a wealth of information once he/she learns to ask questions! Continue to encourage this process by doing paragraphs on things he/she is familiar with from hobbies and sports, friends, or even what you just told him to do for a chore. Prompts can also be found online at many educational sites. Just put “writing prompts” in your browser, and you‟ll find many more ideas than you could ever use.

More lessons on DVD If you would like to progress and continue teaching your students more in-depth research reports, writing from pictures, essays, or proof-reading their own papers, then you will want to take the next step with the Student Intensive Continuation Course Level A. This is a much more extensive course which picks up where the Student Writing Intensive leaves off, offering 10 more lessons on 9 DVDs. Contact Excellent Resources for more information.

Teacher’s Seminar The Academy for Excellence in Writing is committed to teacher training. If you would like to attend a parent/teacher training session in your area, or you would want to purchase the entire seminar in DVD format you can order the Teaching Writing: Structure and Style Seminar complete with syllabus from Excellent Resources. More information is available at www.excellentresources.ne t

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Student Writing Intensive Continuation Course Group A (Grades 4-6) Prerequisite: SWI Group A or (or equivalent experience) Class One:

Dress-Up review, Story Sequence (Unit III)

Class Two:

Titles, Editing, Topic-clincher review (Unit IV)

Class Three: Openers, 3-Paragraph Report & Unit IV Notetaking Class Four:

Editing, Openers, Writing from Pictures (Unit IV)

Class Five:

Editing, Openers, Unit V Second Assignment

Class Six:

Homonyms, Decorations, Original Stories (Unit III)

Class Seven: 5-Paragraph Essay (Unit VII/VIII), Choosing Topics Class Eight:

Essay Introductions & Conclusions (Unit VIII)

Class Nine:

Letters (Unit VII), Decorations, Review

Class Ten:

Final Exam (Disc 9)

Note: The written materials for this course are provided on a CDROM and should be printed on paper for each participating student.

Workbooks like this one are available to accompany this continuation course. To order, simply log on to www.excellentresources.net

This Workbook is produced by the and sold through outlets of Excellent Resources. 2440 Huckleberry Road Mill Bay, BC V0R 2P4 Toll-Free 1-877-825-7414 Email – info@excellentresources.net Visit us on the Internet at www.excellentresources.net

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