Student Writing Intensive B Workbook - Sample

Student Writing Intensive Structure and Style

Workbook

Group B

by Bev and Bryan Rempel

E xcellent R esources I nc . Š2012 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

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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 one-room 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 class entered its rd 23 year and Ana still remains a dynamic teacher, even as she approaches her midnineties.

For several summers Andrew Pudewa, the director of the Institute for Excellence in Writing, has 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 B 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 B Student Workbook Table of Contents Foreword........................................................................................................... 3 DVD Scene Charts ............................................................................................ 5 A Note to Parents & Teachers ......................................................................... 8 The Sea Wasp ................................................................................................... 9 Week 1 - Key Word Outlining.......................................................................... 9 Week 2 – Introducing Dress-Ups ................................................................... 15 The Farmer and His Sons* .............................................................................. 17 Word Lists – Banned verbs, “ly” word .................................................... 21, 22 Week 3 –Dress-Ups – Continued.................................................................... 23 Week 4 – Key Words/Key Facts...................................................................... 30 Week 5 – The Story Sequence ........................................................................ 36 The Lion and the Shepherd* ........................................................................... 40 Week 6 – Stories Continued ........................................................................... 42 Word Lists – Adjectives ................................................................................. 48 Week 7 – The Story Sequence with Dress-Ups ............................................. 49 Week 8 – Stories and Sentence Openers ...................................................... 55 Week 9 – The Topic/Clincher Rule ................................................................. 61 Week 10 – Topics / Multiple Sources ............................................................ 67 Week 11 - Fused Outlines .............................................................................. 72 Week 12 – Limiting Note-taking...................................................................... 77 Week 13 – The Brain Inventory....................................................................... 83 Week 14 - Writing from the Brain .................................................................. 87 Week 15 – Writing from your Brain Inventory II ............................................ 91 What’s Next ................................................................................................... 101 Mini Book Series; The Humpback Whales* ................................................. 104

* References employed by Andrew Pudewa on the DVD series.

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A Note to Parents and/or Teachers

This workbook has been designed to help you and your student practice the concepts that are taught on the Student Writing Intensive Group B DVD‟s. The suggestions presented here will expand on the opportunities to benefit from the teaching in this DVD series. The workbook should not be used independently of the video series, or it will be of little value to you or your student.

The fifteen weeks of lessons presented in this workbook are designed to keep you moving through the program. However slowing down the process is entirely acceptable, as students are able to progress at their own pace, taking longer as required.

The lessons are designed to provide instruction of the key concepts from the DVD‟s on the first day of each week, with supplemental exercises following during the remainder of the week. You may need to provide some additional instruction on the first day of each week, but the student should be able to work independently, performing the rest of the week‟s assignments.

You may correct each day‟s work using the checklists provided with each assignment.

Be careful only to mark those things on the checklist. You should also be watching for correct capitalization, punctuation and spelling.

There are spaces provided for rough draft work and outlining before the final draft is written. Remember that a messy paper is a sign of a good writer and that rough drafts should have plenty of corrections, revisions and edits, before going to the final copy. If the student is not quite proficient on the computer, perhaps you could help type up the final draft and insert it into the workbook binder.

On the last page of this workbook, you will find suggestions and resources for further writing instruction once you have completed the Level B Student Writing Intensive. Be sure to keep your student progressing and enjoying the writing process.

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Instructions

Day 1

Watch Day 1 of the Student Writing Intensive Group B and stop at the <<pause for writing – warm up exercise>>.

Handouts: from SWI binder “The Sea Wasp” article Key Word Outline “The Sea Wasp” as directed by Andrew Pudewa

The Sea Wasp

1.__________________________________ 2.__________________________________

which

3.__________________________________ 4.__________________________________ 5.__________________________________ 6.__________________________________

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Practice key-word outlining “The Igloo” just like you did the “Sea Wasp.” Connect two sets of sentences with a “who/which” clause

Day 2

The Igloo Finding a warm, comfortable place to sleep is a real challenge when all around you is only ice and snow. The Inuit ancestors learned to survive with what they had. They built shelters made from the wind-packed snow of the tundra.

These shelters were called “Igloos,” the Inuit word for “house.” To cut the wind-packed snow into blocks the Inuit invented a tool called a “snow knife.” It was a large, flat blade made from whale bone or ivory.

With the snow knife, large blocks of snow were carved out of the ground from an area that would become the igloo floor and entranceway. The snow blocks were placed side by side and shaped into a sturdy dome-like structure. The design had to be kept just right so the snow house didn‟t collapse in a disappointing pile. Loose snow was used to fill the cracks and seal out windy drafts. With much practice, the Inuit could quickly build a safe, warm and windproof igloo.

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

The Igloo

I. ______________________________________________________ 1. ________________________________________________ 2. ________________________________________________

which

3. ________________________________________________ 4. ________________________________________________ 5. ________________________________________________ 6. ________________________________________________ 7. ________________________________________________ 8. ________________________________________________ 9. ________________________________________________ 10. _______________________________________________

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Day 2

Practice writing “The Igloo” from your keyword outline just like you did the “Sea Wasp.”

Connect two sets of sentences with a “who/which” clause

The Igloo _______________________ by _______________________ __________________________________________________________________________ X __________________________________________________________ __________________________________________________________________________ X __________________________________________________________ __________________________________________________________________________ X _________________________________________________________________________ __________________________________________________________________________ X __________________________________________________________

which __________________________________________________________________________ X __________________________________________________________ __________________________________________________________________________ X __________________________________________________________ __________________________________________________________________________ X __________________________________________________________ __________________________________________________________________________ X __________________________________________________________ EXCELLENT RESOURCES INC. © 13 __________________________________________________________________________ THIS WORKBOOK IS INTENDED FOR THE USE OF AN INDIVIDUAL STUDENT AND IS NON-REPRODUCIBLE

X __________________________________________________________

Day 1

Introducing the dress-ups

Watch the DVD from the scene “The Farmer and His Sons to the <<pause for Writing – The Farmer and His Sons>> Keyword Outline “The Farmer and His Sons” in the space below. The source is in your SWI packet.

Brainstorm for possible places to insert the dressups: “-ly adverb”, who/which clause, strong verb and because clause.

The Farmer and His Sons

I. ______________________________________________________ Dress-Ups Brainstorming “lys” ________________________

1. ________________________________________________

__________________________________

__________________________________ 2. ________________________________________________ __________________________________

3. ________________________________________________ “__________________________________ Who/which” ________________________

4. ________________________________________________ __________________________________ __________________________________

5. ________________________________________________

__________________________________

__________________________________ 6. ________________________________________________ __________________________________

7. ________________________________________________ Strong Verbs _______________________ __________________________________

8. ________________________________________________ __________________________________ __________________________________ 9. ________________________________________________ Because ____________________________

___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ 17 ___________________________________

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Day 2

Use checklist below to review your paragraph on the “Farmer and His Sons” making sure you have all the requirements for this piece.

The Farmer and His Sons

 Composition is double-spaced Dress-ups marked with an underline Title is underlined and name is on paper

Dress-Ups “-ly” adverb “who/which” clause strong verb because clause Check for Banned Words said, thought, go/went

said

think/thought

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go/went

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Day 3

The Light Bulb

Back in 1873 two friends from Toronto, Henry Woodward, a medical student, and Matthew Evans, a hotel-keeper, invented the first light bulb. It was a sealed glass cylinder containing a carbon filament and nitrogen gas. Woodward and Evans experimented and tested their filament bulb until they were convinced it worked properly. Then they patented it in 1875. Unfortunately the two Canadian inventors couldn‟t raise enough money to develop, produce and sell the light bulbs. Only one year later, they sold the patent to an American who had been working on a similar invention.

His name was Thomas Edison. Some said Edison improved on Woodward and Evans‟ bulb.

Others said it was practically identical to it. Still others said that Woodward‟s bulb was more advanced because it used nitrogen, as our bulbs do today. In any case, whenever you flip that switch and the light bulb turns on, remember you owe it to two Canadians.

Keyword outline “The Light Bulb” below and orally test your outline The Light Bulb

I. ______________________________________________________ 1. ________________________________________________ 2. ________________________________________________ 3. ________________________________________________ 4. ________________________________________________ 5. ________________________________________________ 6. ________________________________________________ 7. ________________________________________________ 8. ________________________________________________ 9. ________________________________________________ 10. _______________________________________________ EXCELLENT RESOURCES INC. © THIS WORKBOOK IS INTENDED FOR THE USE OF AN INDIVIDUAL STUDENT AND IS NON-REPRODUCIBLE

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Write a paragraph on the next page from yesterday’s outline using the following checklist.

Day 4

The Light Bulb

 Composition is double-spaced Dress-ups marked with an underline Title is underlined and name is on paper

Dress-Ups “-ly” adverb “who/which” clause strong verb because clause Check for Banned Words said, thought, go/went

said

think/thought

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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

23

Banned Words List - VERBS Said

See/Saw

Go/Went

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Day 1

Continue watching Disc 1 from the <<pause for writing>> to the end of the end of the Disc.

Read the following paragraph on “The Telephone” and prepare to do a keyword outline on the next page.

The Telephone In 1870, Alexander Graham Bell moved his family to Brantford, Ontario and began experiments to discover how sound traveled. He observed that sound waves caused vibrations, and the sound of his voice could make piano strings move. He discovered that his voice could move thin metal discs. When these discs were connected by wires to an electric current, they acted as transmitters and receivers.

While working is his laboratory in March of 1876, Bell accidentally spilled some acid on himself and cried out to his assistant “Mr. Watson, come here, I want you!” His words were transmitted through a mouthpiece, through some wires to another room, which were connected through a magnetic field, with a coil wrapped around it.

The resulting sounds were recognizable words that brought Watson rushing to Bell‟s aid. Bell patented his invention soon afterwards calling it the “telephone.” It is probably one of the most important inventions ever created by this great Canadian.

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Day 1

Keyword outline “The Telephone”, on the outline below, brainstorming possible dress-ups to include in your paragraph.

The Telephone

I. ________________________________________________ 1. ___________________________________________ Dress-Ups Brainstorming

2. ___________________________________________ “lys” ______________________ _______________________________

3. ___________________________________________

_______________________________ _______________________________ 4. ___________________________________________ “ ______________________________

5. ___________________________________________ Who/which” _____________________ _______________________________ 6. ___________________________________________ _______________________________

7. ___________________________________________ _______________________________ _______________________________

8. ________________________________________________

_______________________________

Strong Verbs ____________________ _______________________________ _______________________________ _______________________________ Because ________________________ _______________________________ _______________________________ _______________________________ _______________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ EXCELLENT RESOURCES INC. © 26 THIS WORKBOOK IS INTENDED FOR THE USE OF AN INDIVIDUAL STUDENT AND IS NON-REPRODUCIBLE

Day 2

The Telephone

 Composition is double-spaced Dress-ups marked with an underline Title is underlined and name is on paper

Dress-Ups “-ly” adverb “who/which” clause strong verb because clause Check for Banned Words said, thought, go/went

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Day 3

Day 4

Watch the Second Disc of the Student Writing Intensive up to the end of the “adverbial clause” (Stop just before the Story Sequence Chart discussion. About 30 minutes)

Keyword outline on the next page the following paragraph “Basketball.”

Write up a new paragraph being sure to include the new dress-ups on the checklist.

Basketball James Naismith grew up with a fascination for sports and how they could be improved. His interest led him to work with the YMCA after graduating from a Presbyterian Seminary in Montreal. He decided that teaching sports to young people would help them to become confident, honest and fair, while having fun at the same time. Winters were a difficult time to capture his students attention, being too late for football and too early for baseball. In December of 1891, he cleared the gym at the YMCA and nailed two peach baskets at each end of the gym. He wanted to make the new sport a no-contact game, so he set the baskets so high the players would have to throw the ball into them to score. The players tired of running up to the balcony to retrieve the balls from the baskets, and James came up with the idea of removing the bottoms from the baskets. With a few more rule modifications the game of basketball became an immediate hit and spread wildly across North America where it remains popular to this very day.

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Day 1

The Story Sequence Chart

Story Sequence

Story Structure

I.

Who is in the story?

When does it happen?

Where does he live or go?

I.

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

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The Lion and the Shepherd A lion, roaming through a forest, got a thorn in his paw. He roared and moaned, but to no avail. After failing to extract the small, deep barb with his clumsy teeth and soft mouth, he finally hobbled to the edge of the forest where a shepherd tended a small flock of sheep.

Pathetically limping to the shepherd, he wagged his tail and bowed his head as if to say, “I will not harm you, I only seek your aid.” The shepherd examined the beast, discovered the thorn, and placing his paw upon his lap, easily pulled it out. Thus relieved of his pain, the Lion returned into the forest. Some time after, the shepherd was falsely accused and imprisoned for a crime he did not commit.

Finally, he was condemned to be “cast to the lions.” But when the Lion was released from his cage, he recognized the shepherd as the man who had healed him and instead of attacking, approached and placed his head upon his lap. The king, as soon as he heard this, ordered the Lion to be set free again in the forest, and the shepherd to be pardoned and sent back to his friends.

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Day 1

Watch the DVD # 2 from “The Story Sequence Chart” to the end of the DVD and follow the writing instructions in the <<pause for writing>>.

Use the chart below to follow the outline from the DVD

The Lion and the Shepherd _______________________ by _______________________

I. ___________________________________________________________________ Dress-Ups Brainstorming “lys” _____________________ 1. ______________________________________________________________ _______________________________ 2. ______________________________________________________________ _______________________________

3. ______________________________________________________________ “Who/which” ___________________

4. ______________________________________________________________ _______________________________ __________________________________________________________________________ _______________________________

II. ___________________________________________________________________ Strong Verbs ___________________ _______________________________ 1. ______________________________________________________________ _______________________________

2. ______________________________________________________________ _______________________________

3. ______________________________________________________________ Because _______________________ 4. ________________________________________________________________________ _______________________________ _______________________________ ________________________________________________________________________ _______________________________ III. __________________________________________________________________ Quality Adjectives _______________

1. ______________________________________________________________ _______________________________

2. ______________________________________________________________ _______________________________

3. ______________________________________________________________ _______________________________ _______________________________ 4. ________________________________________________________________________ _______________________________ ________________________________________________________________________ _______________________________ _________________________________________________________________________________________ _______________________________ _________________________________________________________________________________________ EXCELLENT RESOURCES INC. © 40 _________________________________________________________________________________________ THIS WORKBOOK IS INTENDED FOR THE USE OF AN INDIVIDUAL STUDENT AND IS NON-REPRODUCIBLE

_________________________________________________________________________________________

Day 4

The Lion and the Shepherd

Composition Checklist  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

I

II

III

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

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Day 1

Watch DVD #3 of the SWI series to the end of the scene “More Dress-up Review.” (just before sentence openers.)

Read the story below, “The Grandmother’s Table,” and brainstorm dress-ups that you could use to rewrite the story.

Grandmother’s Table Once there was lonely old grandmother whose husband had died. She went to live with her son, his wife and their little girl. It seemed that every day the old woman‟s sight grew weaker and her hearing gradually faded. At dinner her hands trembled so badly the peas would roll off her spoon or the soup would splash from her cup. Her son and his wife became quite annoyed at the way she sloppily spilled her meal all over the table. One day, after she knocked over a glass of milk, they decided they had had enough.

In the corner next to the broom closet, they set up a small table for her and forced her to eat her meals there. Alone at the table, she sat with tear-filled eyes looking across the room at the others. Sometimes they spoke to her while they ate, but normally it was to scold her for dropping a bowl or spilling her food.

Just before dinner one evening, the little girl was busy playing on the floor with her building blocks, and her father asked her what she was making. “I‟m making a little table for you and mother just like grandma‟s,” she smiled, “so you can eat by yourselves in the corner someday when I get big.”

In shock, the little girl‟s parents sat staring at her for some time. Suddenly both parents were filled with remorse and began weeping. That night they prepared a special place for the grandmother at the big table and enjoyed a wonderful meal together. Every night after that the grandmother ate dinner with the rest of the family, and her son and his wife never scolded her again, even when she spilled a little something every once in a while.

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Day 2

Outline the Story Sequence Chart for “The Grandmother’s Table, brainstorming dress-ups along with the outline.

The Grandmother’s Table _______________________ by _______________________

I. ___________________________________________________________________ Dress-Ups Brainstorming “lys” ______________________ 1. ______________________________________________________________ _______________________________ 2. ______________________________________________________________ _______________________________

3. ______________________________________________________________ “Who/which” ____________________

4. _____________________________________________________________ _______________________________ __________________________________________________________________________ _______________________________

II. __________________________________________________________________ Strong Verbs ____________________ _______________________________ 1. _____________________________________________________________ _______________________________

2. _____________________________________________________________ _______________________________

3. _____________________________________________________________ Because ________________________ 4. ________________________________________________________________________ _______________________________ _______________________________ ________________________________________________________________________ _______________________________ III. _________________________________________________________________ Quality Adjectives _______________

1. _____________________________________________________________ _______________________________

2. _____________________________________________________________ _______________________________

3. _____________________________________________________________ _______________________________ _______________________________ 4. ________________________________________________________________________ _______________________________ ________________________________________________________________________ _______________________________ _______________________________________________________________________________ _______________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ EXCELLENT RESOURCES INC. © 53 THIS WORKBOOK IS INTENDED FOR THE USE OF AN INDIVIDUAL STUDENT _________________________________________________________________________________________ AND IS NON-REPRODUCIBLE

THE FROG-PRINCE One fine evening a young princess went walking by herself in the woods, and came to a cool spring of water, where she sat down to rest a while. Her favourite plaything was a golden ball.

She was always tossing up into the air, and catching it again as it fell. One time she threw it so high that she missed catching it and the ball rolled away, until at last it fell down into a deep spring. She sobbed, and said, 'Alas! if I could only get my ball again, I would give all my fine clothes and jewels, and everything that I have in the world.'

While she was crying, a frog put its head out of the water, and said, 'Princess, why do you weep so bitterly?' 'Alas!' she said, 'what can you do for me, you nasty frog? My golden ball has fallen into the spring.' The frog said, 'I don‟t want your pearls, and jewels, and fine clothes; but if you will love me, and let me live with you and eat from off your golden plate, and sleep upon your bed, I will bring you your ball again.' 'Nonsense,' thought the princess, 'this silly frog is talking!‟ Thinking he could never find the golden ball she said to the frog, 'Well, if you will bring me my ball, I will do all you ask.' Then the frog disappeared, and dived deep under the water. A little while later he came up again, with the ball in his mouth, and tossed it on the edge of the spring.

The young princess was so overjoyed, she never thought of the frog, but ran home with it as fast as she could. The frog called after her, 'Stay, princess, and take me with you as you said,' But she did not stop to hear a word.

The next day, as the princess sat down to dinner, she heard a strange noise--tap, tap--splash, splash; and soon after there was a gentle knock at the door. The princess ran to the door and opened it, and there she saw the frog, whom she had quite forgotten. She was sadly frightened, and slammed the door. Her father the king, seeing her fright, asked her what was the matter.

'There is a nasty frog at the door,' said she, „that lifted my ball for me from the spring this morning: I told him that he could live with me here, thinking that he would never get out of the spring; but there he is at the door, and he wants to come in.'

While she was speaking the frog knocked again at the door. Then the king said to the young princess, 'You have given your word. You must keep it; so go and let him in.' She did so, and the frog hopped into the room, till he came up close to the table where the princess sat. „Lift me up onto the chair,' he said to the princess, 'and let me sit next to you.' As soon as she had done this, the frog said, 'Put your plate nearer to me, so I may eat out of it.' This she did, and when he had eaten as much as he could, he said, 'Now I am tired; carry me upstairs, and put me into your bed.' And the princess, reluctantly took him up in her hand, and put him on the pillow of her own bed, where he slept all night long. At sunrise he jumped up, hopped downstairs, and went out of the house. 'Now, then,' thought the princess, 'at last he is gone, and I shall be troubled with him no more.' But she was mistaken; for when night came again she heard the same tapping at the door; and the frog came again. When the princess opened the door the frog hopped in, and slept on her pillow as before, till the morning broke. The third night he did the same. But when the princess awoke on the following morning she was astonished to see, instead of the frog, a handsome prince, gazing on her with the most beautiful eyes she had ever seen, standing at the head of her bed. He told her that he had been enchanted by an evil fairy, who had changed him into a frog. He had been fated to stay so until some princess should take him out of the spring, let him eat from her plate, and sleep on her bed for three nights. 'You,' said the prince, 'have broken his cruel charm. Now I have nothing to wish for but that you should go with me to my father's kingdom, where I will marry you, and love you as long as you live.'

The young princess quickly said 'Yes' to all this; and just then a beautiful coach drove up with eight plumed horses, and they all set out, full of joy and merriment, for the prince's kingdom, where they lived happily for a great many years.

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Day 1

Practice writing “The Frog-Prince” including all five dress-ups and 4 sentence openers mentioned on DVD #3. You can use the checklist

on page – to make sure you have them all in each paragraph.

The Frog-Prince _______________________ by _______________________

I. __________________________________________________________________________ Dress-Ups Brainstorming “lys” _____________________ 1. _____________________________________________________________________ ________________________________ 2. _____________________________________________________________________ ________________________________

3. _____________________________________________________________________ “Who/which” ____________________

4. ____________________________________________________________________ ________________________________ ___________________________________________________________________________________ ________________________________

II. _________________________________________________________________________ Strong Verbs ____________________ ________________________________ 1. ____________________________________________________________________ ________________________________ 2. ____________________________________________________________________ ________________________________

3. ____________________________________________________________________

Because ________________________ 4. _________________________________________________________________________________ ________________________________ ________________________________________________________________ ________________________________ ________________________________ III. ________________________________________________________________________ Quality Adjectives ________________ 1. ____________________________________________________________________ ________________________________

2. ____________________________________________________________________ ________________________________

3. ____________________________________________________________________

________________________________ 4. _________________________________________________________________________________ ________________________________ _________________________________________________________________________________ ________________________________ _________________________________________________________________________________________ ________________________________

________________________________ _______________________ by _______________________ EXCELLENT RESOURCES INC. © 59

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I. __________________________________________________________________________ AND IS NON-REPRODUCIBLE 1. _____________________________________________________________________

Day 4

The Frog-Prince

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 (underlined)

I

II

III

“ly” word who/which strong verb quality adjective adverbial clause www.asia.because SENTENCE OPENERS (numbered in left margin)  Subject  Prepositional  “-ly”    V.S.S. Banned Words (do not use! - find better ones)

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

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Day 1

Watch DVD # 3 from the scene “Writing Checklist” to “Finding Overlapping Topics.”

While following the DVD, highlight the “Topic” and “Clincher” words from the three mini-books “The Humpback Whales” included with your reference packet.

TOPIC SENTENCE 1.

Must Repeat or reflect two to three ke y w o r d s

2.

3.

details, examples, facts, explanations of topic

4.

5.

CLINCHER SENTENCE

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Day 2

Practice highlighting the “Topic” and “Clincher” words from the three mini-books “The Terns,” “The Battle of Raza” and “The War on Sable Island” on the next three pages. (From Dr. Webster’s Mini-Book Series.)

Terns Terns live all over the world except in deserts. The Artic tern breeds and nest in Northern Canada. In the autumn it begins migration across the Atlantic. Following the coasts of Europe and Africa, it flies 18,000 kilometres south to Antactica. No other bird has such a widespread northsouth range. It is a strong flyer. The artic tern travels. It never rests. Rarely has any other bird mastered living conditions world wide because terns are universal.

A rookery is the name given to the breeding place and nesting area of sea birds. For terns the ideal rookery is a low,

rocky or sandy island. Having little or no vegetation, a nesting area should be isolated. Since they must be safe, rookeries must be located far away from the habitat of humans. Safety is paramount.

Frequently terns and gulls build rookeries on the same small island. Such rookeries become bird cities.

Civil war rages continuously between gulls and terns when they share an island rookery. Usually gulls are the aggressors.

They are notorious nestrobbers. Raiding for eggs and even eating the young, they will rob other gulls but they especially love the eggs of the tern. Consequently a female tern may lay an egg every day for two

1

2

weeks before she keeps one to hatch.

Even after the chick is born, it is in danger from the aggressive gulls. The battle rages contiuously between gulls and terns in bird city.

There are over fifty varieties in the tern family. They are a sub-group of the great gull family. Normally terns are slender, long-winged and smaller than most gulls.

While the Arctic tern migrates the furthest, the Caspian tern is the largest with a wing-span of 140 centimetres.

When nesting, taking off or landing, terns always face the wind. In large groups it is noticable that terns all sit facing the same direction. Despite many varieties, colours and sizes, terns are very similar.

Men remain frightful enemies. Occaisionally men who carry buckets of water collect tern eggs on the island of Raja off Mexico. If an egg floats, it is placed back in the nest. If it sinks, it is packed in crates for sale. This is called candling. In the olden days an egg was held up to a candle in a dark room.

This was why the word “candling” was invented. If there was a shadow, it meant the chick had begun to form and the egg was therefore no good to eat. Such an egg would also float in water. One Mexican claimed that in one year he collected 27,000 tern eggs on Isla Raza for sale in mainland markets. For a tern, one man makes a worse enemy than a thousand gulls because mankind is never satisfied.

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4 65

Day 1

Watch DVD #3 from the scene “Collecting Topics from Multiple Sources” to the conclusion of the DVD. Chose a topic from the “Humpback Whales” as described by Andrew on the DVD and make your own notes from each source in the spaces below.

Fuse the interesting or important ideas into your fused outline below.

Humpback Whales

Acrobatic Olympians

From Cafeteria to Nursery

I. ______________________ I. ______________________ I. ______________________ 1. ____________________

1. ____________________

1. ____________________

2. ____________________

2. ____________________

2. ____________________

3. ____________________

3. ____________________

3. ____________________

4. ____________________

4. ____________________

4. ____________________

5. ____________________

5. ____________________

5. ____________________

6. ____________________

6. _____________________

7. ____________________

I. ______________________ 7. _____________________ 7. _____________________

8. ____________________

1. ____________________ 8. _____________________ 8. _____________________

Fused Outline

6. _____________________

2. ____________________ 3. ____________________ 4. ____________________ 5. ____________________ 6. ____________________ 7. ____________________ 8. ____________________ EXCELLENT RESOURCES INC. © THIS WORKBOOK IS INTENDED FOR THE USE OF AN INDIVIDUAL STUDENT AND IS NON-REPRODUCIBLE

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Day 4

The Humpback Whales Topics 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 Sentence Numbers are marked in left margin Topic & Clincher sentences repeat or reflect the same key words (highlighted) DRESS-UP (underlined)

I

II

III

“ly” word who/which strong verb quality adjective adverbial clause www.asia.because SENTENCE OPENERS (numbered in left margin)  Subject  Prepositional  “-ly”    V.S.S. Banned Words (do not use! - find better ones)

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

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Day 1

This week there will be no DVD. You will practice the skill of “limiting” your note-taking while writing two paragraphs from the article “Zip it Up”.

Today you will create a key word outline on the next page from the article below.

Zip it up!

The common everyday zipper was first patented on August 29, 1893 by Whitcomb Judson in Chicago. In fact the zipper had its debut at the Chicago World‟s Fair the same year. Judson was able to sell only 20 of these “clasp lockers” as they were first named. All of them went to the U.S. Postal service for their mail bags. There was one major problem with this invention – it did not really work very well.

Later, in 1917, a Swedish-born Canadian, Gideon Sundback was hired to improve the device. Sundback increased the number of fastening elements from four per inch to ten or eleven. He designed two facing-rows of teeth that attached together when pulled into a single piece by a slider. The patent for the Sundback‟s 'Separable Fastener' was issued in 1917. Within the first year of operation, Sundback's zipper-making machinery was producing a few hundred feet of fastener per day. By increasing the number of teeth on the fastener and adding a slider, the modern day zipper was „born‟. The U.S. army placed the first order for this new invention which was used for military clothing in WWI. People could not figure out how to use the ingenious closure, so instructions were actually sent along with the curious invention. Not many people wanted this strange closure until B. F. Goodrich decided to use the fastener on their new galoshes, or rubber boots.

He ordered 150,000 of them.

As one of his

employees was sliding the fastener up and down the boot he was intrigued by the sound and exclaimed, “Zip „er up.” From then on the name „zipper‟ stuck. Today, the simple yet ingenious fastener is used everywhere from luggage, to clothing to tents. The zipper has far surpassed the button for its ease and convenience in closing almost anything. Today we take for granted the ability to “zip it up” thanks to the Canadian inventor Gideon Sundback.

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Day 1

Watch Disc 4 from “Taking a Brain Inventory” to <<Pause for Writing>>.

Make your own brain inventory below Circle the three most interesting to a reader.

List things you know the most about

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

Fill in the boxes of your “Brain Inventory” with the 3 Most Interesting Things to you.

Add the 2 topics below each thing.

Brain Inventory

Most Interesting 1

Topic 1

Topic 2

Most Interesting 2

Topic 1

Topic 2

Most Interesting 3

Topic 1

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Topic 2

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Day 2

Outline your “Most Interesting 1” in the chart provided below.

Most Interesting -1 I. ________________________________________ Ask yourself questions to make your outline:

1. ___________________________________

Who?

2. ___________________________________

What?

3. ___________________________________

When?

4. ___________________________________

Where?

Why?

Clincher _________________________________

How?

II.

____________________________________

Best/worst?

Problems/Solutions?

1. ___________________________________ 2. ___________________________________ 3. ___________________________________ 4. ___________________________________ Clincher __________________________________

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Day 2

Complete the Checklist for your composition from yesterday. Make sure all boxes are checked for full marks.

Most Interesting -1 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 Sentence Numbers are marked in left margin Topic & Clincher sentences repeat or reflect the same key words (highlighted) I II III DRESS-UP (underlined) “ly” word who/which strong verb quality adjective adverbial clause www.asia.because SENTENCE OPENERS (numbered in left margin)  Subject  Prepositional  “-ly”  “ing”  Clausal Opener www.asia.because  V.S.S. Banned Words (do not use! - find better ones)

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

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Day 3

Write 2 paragraphs from your outline “Most Interesting 2” using all the dress-ups, sentence openers and the rest of the composition checklist on page 93.

Most Interesting -2 _______________________ by _______________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _________________________________________________________________________________________ EXCELLENT RESOURCES INC. © THIS WORKBOOK IS INTENDED FOR THE USE OF AN INDIVIDUAL STUDENT AND IS NON-REPRODUCIBLE

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Day 4

Complete the Checklist for your composition from yesterday. Make sure all boxes are checked for full marks.

Most Interesting -2 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 Sentence Numbers are marked in left margin Topic & Clincher sentences repeat or reflect the same key words (highlighted) DRESS-UP (underlined)

I

II

III

“ly” word who/which strong verb quality adjective adverbial clause www.asia.because SENTENCE OPENERS (numbered in left margin)  Subject  Prepositional  “-ly”  “ing”  Clausal Opener www.asia.because  V.S.S. Banned Words (do not use! - find better ones)

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

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Day 1

Finish watching DVD 4 to the end Start a new Brain Inventory, using members of your family, rather than topics.

Develop outlines and topics the way you did with “Topics from your Brain”

List the people in your family you know the most about ____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

_______________________

_______________________

_______________________

_______________________ Brain Inventory

Fill in the boxes of your “Brain Inventory” _______________________ _______________________ with 3 People in your family. _______________________ _______________________ Add the 2 topics below each person.

_______________________

_______________________

_______________________

_______________________

Person 1

Topic 1

Topic 2

Person 2

Topic 1

Topic 2

Person 3

Topic 1

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Topic 2

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Day 4

Person 3 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 Sentence Numbers are marked in left margin Topic & Clincher sentences repeat or reflect the same key words (highlighted) DRESS-UP (underlined)

I

II

III

“ly” word who/which strong verb quality adjective adverbial clause www.asia.because SENTENCE OPENERS (numbered in left margin)  Subject  Prepositional  “-ly”  “ing”  Clausal Opener www.asia.because  V.S.S. Banned Words (do not use! - find better ones)

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

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What Next?

You can have your student continue practicing what he/she has learned by giving assignments using what he/she is already studying in history, science, social studies, geography and English literature.

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 our science or history book, reader, Weekly readers or encyclopedia. Just be sure the model is 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 2 nd – 6th grade reading level.

Story Sequence Chart Continue to write stories using ones they have read as models. Fairy tales, Aesop‟s Fable, Bible stories and historical stories all make great models. You can even write up a family story 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.

You may use chapters from a text book and encyclopedia articles. Magazine articles and books from the library also make great resources.

Creative Writing Your child‟s brain is a wealth of information once he/she learns to ask questions! Continue to encourage this process by doing paragraphs on things he knows from hobbies to friends to 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 get 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, not to mention proof-reading their own papers, then you will want to take the next step and get the Student Intensive Continuation Course Level B. This course picks up where the Student Writing Intensive left off and offers 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.net.

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SWI Continuation Course Group B (Grades 6-8) Prerequisite: SWI Group B or SWICC A (or equivalent experience) Class One:

Dress-Up & Opener review, Pictures (Unit V)

Class Two:

Decorations, Editing, Unit V – Second Assignment

Class Three: Editing, Topics for Essay, Multiple Reference (Unit VI) Class Four:

Decorations, Essay (Unit VIII)

Class Five:

Advanced Dress-Ups/Openers, Symbols in Notetaking

Class Six:

Decorations, Creative Writing 5-Paragraph Letter

Class Seven: Analyzing & Imitating Author‟s Styles Class Eight:

Critiques (Unit IX)

Class Nine:

Triple Extensions, Unit IX – Second Assignment

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 series. To order, log on to www.excellentresources.net This Workbook is produced by and sold through distributors 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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