Student Writing Intensive C Workbook by Bev Rempel

Student Writing Intensive Structure and Style

Workbook

Group C

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 class entered its 23rd year with Ana still remaining 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 Inc., providing live tutorial teaching and resources through franchised instructors across Canada. This Workbook is intended to supplement the Student Writing Intensive Group C 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 - Group C Student Workbook Table of Contents Foreword ........................................................................................................................... 3 DVD Scene Charts ............................................................................................................ 5 A Note to Parents & Teachers ......................................................................................... 8 Music, Jefferson, and the Declaration of Independence* ............................................... 9 Week 1 - Key Word Outlining.......................................................................................10 The Miller, His Sons and Their Donkey* ........................................................................16 Week 2 – Story Sequence Chart ....................................................................................17 Week 3 –Dress-Ups .........................................................................................................23 Week 4 – Story Sequence / Titles ...................................................................................27 Week 5 – Sentence Openers ............................................................................................34 Plants Response to Music* ...............................................................................................39 Week 6 – Limiting Note-taking ......................................................................................40 Week 7 – Taking Notes from a Live Lecture ................................................................47 Week 8 – Dress-Ups and Sentence Openers ..................................................................54 Week 9 – The Topic/Clincher Rule ................................................................................59 Week 10 – Topics / Multiple Sources ............................................................................64 Week 11 - Decorations....................................................................................................73 Week 12 – Basic Essay Model.........................................................................................78 Week 13 – Basic Essay with Decorations ......................................................................86 Week 14 - Writing from the Brain ................................................................................92 Week 15 – The Personal Essay .......................................................................................99 What’s Next ...................................................................................................................107 Mini-Book Series – Chimpanzees* ................................................................................110

* 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 C 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 Group C 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 C and stop at the <<pause for writing – warm up exercise>>. Key Word Outline “Music, Jefferson and The Declaration of Independence” as directed by Andrew Pudewa

Music, Jefferson and The Declaration of Independence Key Words

1._________________________________________________

Limit Note-taking

2._________________________________________________ 3._________________________________________________

4 Words Max

4._________________________________________________ 5._________________________________________________ 6._________________________________________________ 7._________________________________________________

which

8._________________________________________________ 9._________________________________________________ 10.________________________________________________

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

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Day 2

Write up “Music, Jefferson and the Declaration of Independence” as directed by Andrew, adding in the who/which clause.

Music, Jefferson and The Declaration of Independence _______________________ by _______________________ ________________________________________________________________________________________________ X ___________________________________________________________________________ ________________________________________________________________________________________________ X ___________________________________________________________________________ ________________________________________________________________________________________________ X_______________________________________________________________________________________________ ________________________________________________________________________________________________ X ___________________________________________________________________________ ________________________________________________________________________________________________ X ___________________________________________________________________________ ________________________________________________________________________________________________ X ___________________________________________________________________________ which ________________________________________________________________________________________________ X ___________________________________________________________________________ ________________________________________________________________________________________________ X ___________________________________________________________________________

____________________________________________________________________________________ X _________________________________________________________________ ____________________________________________________________________________________ EXCELLENT RESOURCES INC. © THIS WORKBOOK IS INTENDED FOR THE USE OF AN INDIVIDUAL STUDENT AND IS NON-REPRODUCIBLE

Day 3

On the next page practice key-word outlining “Sandford Fleming – The Father of Standard Time ” just like you did the “Music, Jefferson and the Declaration of Independence.” Connect two sets of sentences with a “who/which” clause.

Sandford Fleming – The Father of Standard Time

Sandford Fleming changed the face of the industrial world and became a Nineteenth Century Canadian hero. Fleming was the dynamic chief engineer of the Canadian Pacific Railway. He surveyed the first rail route across Canada, designed our first postage stamp, and successfully championed the Trans-Pacific telegraph cable which was laid from Vancouver to Australia. He also achieved lasting international fame as the "Father of Standard Time." Before Sandford Fleming invented Standard Time, locally-based time made sense to everyone. Noon was the time when the sun stood exactly overhead. Twelve p.m. in Kingston was twelve minutes later than 12 p.m. in Montréal and thirteen minutes before 12 p.m. in Toronto. With the introduction of railways, local times became highly inconvenient and inefficient. Conductors would have to reset their time pieces by the local clocks at every stop along the way. Travelers often carried a number of watches, each labeled with the name of a different city. The result was chaos for railway stationmasters and a transcontinental railway, which could not deal with train schedules based on local time. Sandford Fleming believed the solution to this problem was a universal system of time, that would not only work for Halifax and Victoria, but for Paris and New Delhi as well. He devised a simple, straightforward, and practical idea – a world map divided into 24 Time Zones. All clocks within each zone would indicate the same time, with a one hour difference between adjoining zones. Persistently and persuasively, Fleming promoted his idea until eventually he won official approval at the International Prime Meridian Conference in Washington, D.C., and Standard Time went into worldwide effect on January 1, 1885. Without Standard Time, modern life as we know it today would be impossible.

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Practice key-word outlining “Sandford Fleming – The Father of Standard Time ” just like you did the “Music, Jefferson and the Declaration of Independence.” Connect two sets of sentences with a “who/which” clause.

Day 3

Sandford Fleming – The Father of Standard Time

1. _________________________________________________ Key Words Limit Note-taking

2. _________________________________________________ 3. _________________________________________________ 4. _________________________________________________

4 Words Max

5. _________________________________________________ 6. _________________________________________________ 7. _________________________________________________ 8. _________________________________________________

which

9. _________________________________________________ 10. ________________________________________________ 11. ________________________________________________ 12. ________________________________________________ 13. ________________________________________________ 14. ________________________________________________ 15. ________________________________________________

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

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THE MILLER, HIS SON, AND THEIR DONKEY attributed to Aesop A miller and his son were driving their donkey to a neighboring fair to sell him. They had not gone far when they met with a troop of women collected round a well, talking and laughing. ―Look there,‖ cried one of them, ―did you ever see such fellows, to be trudging along the road on foot when they might rid?‖ The old man, upon hearing this, quickly made his son mount the donkey, and continued to walk along merrily by his side. Presently they came up to a group of old men in earnest debate. ―There,‖ said one of them, ―it proves what I was a-saying. What respect is shown to old age in these days? Do you see that idle lad riding while his old father has to walk? Get down, you young scapegrace, and let the old man rest his weary limbs.‖ Upon this the old man made his son dismount, and got up himself. In this manner they had not proceeded far when they met a company of women and children. ―Why, you lazy old fellow,‖ cried several tongues at once, ―how can you ride upon the beast, while that poor little lad there can hardly keep pace by the side of you?‖ The good-natured Miller immediately took up his son behind him. They had now almost reached the town. ―Pray, honest friend,‖ said a citizen, ―is that donkey your own?‖ ―Yes,‖ replied the old man. ―O, one would not have though so,‖ said the other, ―by the way you load him. Why, you two fellows are better able to carry the poor beast than he you.‖ ―Anything to please you,‖ said the old man; ―we can but try.‖ So, alighting with his son, they tied the legs of the donkey together and with the help of a pole endeavored to carry him on their shoulders over a bridge near the entrance to the town. This entertaining sight brought the people in crowds to laugh at it, till the donkey, not liking the noise nor the strange handling that he was subject to, broke the cords that bound him and, tumbling off the pole, fell into the river and drowned. Upon this, the old man, vexed and ashamed, made the best of his way home again, convinced that by endeavoring to please everybody he had pleased nobody, and lost his donkey in the bargain.

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Day 1

Instructions Watch Day 1 of the Student Writing Intensive Group C from the pause for writing through the introduction of the dress-ups. (The Miller, His Son, and The Donkey).

Story Sequence I.

Who is in the story?

Story Structure I.

When does it happen? Where does he live or go? II.

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

Characters Setting Mood

II.

Conflict Problem

III. Surprise/Resolution III. How was the problem solved? What happens after? What was learned? Final Clincher repeats title

Moral Epilogue Clincher repeats title

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Day 1

Instructions Follow and write the Story Sequence Outline with Andrew in space provided below. (The Miller, His Son, and The

Donkey).

The Miller, His Son, and The Donkey

I. Characters /Setting _________________________________________________________

1. _____________________________________________________________________

2. _____________________________________________________________________

3. _____________________________________________________________________

4. ____________________________________________________________________

__________________________________________________________________________________

II. Plot /Conflict _____________________________________________________________

1. ____________________________________________________________________

2. ____________________________________________________________________

3. ____________________________________________________________________

4. ________________________________________________________________________________

________________________________________________________________

III. Climax /Resolution ________________________________________________________

1. ____________________________________________________________________

2. ____________________________________________________________________

3. ____________________________________________________________________

4. ________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________________

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Day 1

Continue watching DVD #1 from the pause for writing to the end of the disc. Write titles for all the compositions you have written so far, according to the teaching on the DVD.

Music, Jefferson and The Declaration of Independence

Title: _____________________________________________ Final Sentence:_____________________________________________________ __________________________________________________________________ __________________________________________________________________. Sanford Fleming

Title: _____________________________________________ Final Sentence: ____________________________________________________ _________________________________________________________________ _________________________________________________________________ . The Queen Bee

Day 2

Write a Story Summary of the “Halifax Explosion” on the following page

Vince Coleman and the Halifax Explosion World War I was a prosperous time for Halifax where the harbour bustled with fleets of men and materials headed for Europe. On the evening of December 5, 1917 two ships' captains anxiously awaited departure. Captain From, aboard the Belgian relief ship ―Imo‖ anchored in the harbour, was annoyed that a late inspection had forced him to delay departure until morning. Outside the harbour the French steamship Mont Blanc, captained by Aimé Le Medec, sat awaiting morning access to the harbour and official clearance. Four days earlier his freighter had been loaded with tons of picric acid, TNT, gun cotton and benzol. The Mont Blanc was a floating bomb. Just as the Imo raised its anchor at 7:30 a.m. the Mont Blanc began its slow entry into the harbour. Forced to the wrong side of the channel by a steamer and tugboat, the Imo continued its tragic course directly in line with the incoming Mont Blanc. After sighting each other, there was a confusion of signals and whistle blasts and at 8:45 a.m. they collided. Few people knew of the impending disaster. As black smoke and flames rose from the Mont Blanc, crowds gathered on the Pier to watch the excitement, but one sailor who knew about the imminent explosion ran past the railway freight yards, warning the workers to clear out. Fleeing the scene, chief clerk William Lovett shouted "What do you think you're doing?" as his train dispatcher Vince Coleman raced back towards the office. "We've only got a minute or two left! Anyone in the office won't stand a chance, and you're a married man with a family to think of!" But Vince Coleman was only thinking about the passenger trains speeding towards the endangered harbour. He had to stop them. In a moment of selfless action, Coleman telegraphed his urgent warning. At precisely 9:06 on December 6, 1917, the most devastating man-made explosion in human history tore through Halifax, killing 2,000 people, including Vince Coleman. He knew his life was at stake when he ran back to tap out his vital message. In the deadliest catastrophe of Canadian history, one man sacrificed his life to save 700 others.

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Day 2

Write a Story Sequence Summary of the “Halifax Explosion” from page 28.

The Halifax Explosion

I. Characters /Setting _________________________________________________________

1. _____________________________________________________________________

2. _____________________________________________________________________

3. _____________________________________________________________________

4. ____________________________________________________________________

5. ________________________________________________________________________________

II. Plot /Conflict _____________________________________________________________

1. ____________________________________________________________________

2. ____________________________________________________________________

3. ____________________________________________________________________

4. ________________________________________________________________________________

5. ________________________________________________________________

III. Climax /Resolution ________________________________________________________

1. ____________________________________________________________________

2. ____________________________________________________________________

3. ____________________________________________________________________

4. ________________________________________________________________________________

5. _________________________________________________________________________________

________________________________________________________________________________________

Day 4

Complete the checklist below for all three paragraphs of “The Halifax Explosion.”

The Halifax Explosion

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 (underlined)

III

“ly” word who/which strong verb quality adjective adverbial clause www.asia because SENTENCE OPENERS (numbered in left margin)  Subject  Prepositional  “-ly”   clausal opener www.asia  V.S.S.

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Day 1

Watch the SWI DVD #2 from the beginning through the “Indicators for Sentence Openers.” (Stop before „Note-

taking‟ – approximately 45 minutes)

The Avro Arrow The supersonic CF-105 jet fighter was Canada's greatest aeronautical achievement, and the subsequent cancellation of the project in 1959 still remains a mystery of political intrigue and controversy. Known as the ―Avro Arrow‖ it was faster and more advanced than any other comparable aircraft. Designed by A.V. Roe of Canada., the Arrow was developed to carry air-to-air nuclear-tipped missiles to intercept and destroy Soviet bomb attacks over the Canadian North. The price of development escalated dramatically. From the original production estimate of $2 million per aircraft, the costs rose to $12 million. Meanwhile the demand for the interceptors fell as the world entered the age of unmanned long-range missiles.

Prime Minister Diefenbaker felt tremendous pressure from the United States to join their defence plan by purchasing their intercontinental missiles. Faced with spiraling costs, and the failure to sell the Arrow to Europe or the US, Diefenbaker cancelled the project on February 20, 1959. A furious A.V. Roe immediately terminated his 14,000 employees, and the government ordered all plans and prototypes destroyed. Although it made good economic sense to cancel the Arrow, the effects were felt throughout Canada. Most of the scientists and engineers involved in the project moved to the US, and Canadians bemoaned the devastation of the Canadian aircraft industry. The public reaction to the cancellation of the Arrow marked the beginning of the end of Diefenbaker's popularity, leading to his eventual defeat.

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Day 4

Complete the checklist below for both paragraphs of “The Avro Arrow.”

The Avro Arrow

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 (underlined)

III

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Watch DVD #2 from “Taking Notes from a Live Lecture.” Make notes below on Andrew‟s mini-lecture “Music and Rats.”

Day 1

Tell back your notes on Andrew‟s mini-lecture “Music and Rats” to someone Continue Watching DVD#2 to the end of the disc.

Music and Rats

_________________________________________________ 1. ________________________________________________ 2. ________________________________________________ 3. ________________________________________________ 4. ________________________________________________ 5. ________________________________________________ 6. ________________________________________________ (7) _______________________________________________

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Day 2

Write a paragraph from yesterday‟s notes on “Music and Rats.” Include all the Dress-ups and Sentence Openers on the checklist on page 49. Remember to underline dress-ups and indicate sentence openers by number in the margin. Music and Rats

___________________________________________________________________________________ X _________________________________________________________________ ___________________________________________________________________________________ X _________________________________________________________________ ___________________________________________________________________________________ X __________________________________________________________________________________ ___________________________________________________________________________________ X _________________________________________________________________ ___________________________________________________________________________________ X _________________________________________________________________ ___________________________________________________________________________________ X _________________________________________________________________ ___________________________________________________________________________________ X _________________________________________________________________ ___________________________________________________________________________________ X __________________________________________________________________________________ ___________________________________________________________________________________ X __________________________________________________________________________________ ___________________________________________________________________________________ X __________________________________________________________________________________ ___________________________________________________________________________________ X __________________________________________________________________________________ ___________________________________________________________________________________

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The Bluenose Schooner In 1919, Senator William B. Dennis, editor of the Halifax Herald, had just scanned the sports page of a New York paper. An item caught his attention. "The New York Yacht Club has announced postponement of the America's Cup race scheduled for today because of a twenty-three-mile-an-hour gale." The prized trophy race of yachting enthusiasts was delayed because of winds that would barely ruffle the sails of a Nova Scotia saltbank schooner. A Lunenburg skipper would not hesitate to set out in such a light breeze. That tiny article inspired Dennis and other Halifax businessmen to create "The Halifax Herald North Atlantic Fisherman's International Competition" between real working schooners. Over the next decades the ―Fisherman's Trophy‖ races would thrill the world and make one Nova Scotia boat, the Bluenose, an enduring symbol of the Maritime spirit. Lunenburg, Nova Scotia was the home of the greatest deep-sea fishing fleet in the world, proud of its shipbuilding and fishing heritage. Its rival was Gloucester, Massachusetts, which shared the same kind of pride. In fact, many of the Gloucester skippers had been born in Newfoundland or Nova Scotia. For generations, the "Yanks" and the "Novies" had delighted in racing each other to the fishing grounds. After some initial disappointments in the first races, Nova Scotia pride suffered and plans for revenge were soon brewing. Senator Dennis and his wealthy Halifax friends decided to build a craft that would not only beat the Americans, but would be a symbol of Nova Scotian sailing superiority. They would name her Bluenose, after the traditional nickname for Nova Scotians, and they would pay whatever was necessary to make her Canadian sailing royalty. They recruited the best captain they could find - Angus Walters of Lunenburg. Walters was a hard bargainer who demanded the largest share in the Bluenose, giving him the final word in her construction and management. Yacht designer William Roue drew up plans, and the Lunenburg yard of Smith & Rhuland began construction. Launched on March 26, 1921, the beautiful Bluenose had a number of distinctive features, but the true source of her speed was always hotly debated. The rules of the Fisherman's Competition demanded that any entrant work at least one season in the fishery. so before she raced, the Bluenose had to prove herself on the Grand Banks, paying her own way as a fishing schooner, not only a racing yacht. She had a good first season and would more than prove her worth, landing a record 646,000 pounds in one haul. At the end of that first season, in October 1921, the Bluenose sailed into Halifax harbour to test her speed against the finest Canadian schooners. The winner would face the American champion in the second Fisherman's Trophy challenge. The Bluenose's speed matched her beauty, winning the two races handily. The next year, the Bluenose retained the trophy against the Henry Ford. The Depression soon hit North America, and yacht racing subsided while fishermen struggled for survival. There was little spirit left for racing. In 1930, Ben Pine traveled up to Lunenburg with a proposition. The Thomas Lipton Tea Company would put up prize money to see the Bluenose race against the new American favourite ―The Gertrude L. Thebaud.‖ Walters reluctantly showed up in Gloucester for the race. The Bluenose was in poor shape, her sails old and loose. For the first time, she lost a series. Americans crowed, but at least they had not won the cherished trophy. A year later, the two boats met for the rematch, this time with the Fisherman's Trophy on the line. The Bluenose rose to the challenge, winning convincingly in both races. "The wood ain't growin' yet that'll beat Bluenose," Angus Walters loved to say. Returning from England in 1935 the Bluenose encountered the worst storm of her life. She keeled over and stayed down a full five minutes, masts and all. Then, with a shudder, the great boat righted herself again. Walters denied that he had ever doubted her strength. Her legend now included rising from the grave. In 1937, the Bluenose was reproduced on the Canadian dime, where she has been ever since. Her last and greatest moment of sailing glory came in 1938. Bluenose faced the Gertrude L. Thebaud again for the trophy, this time in a best-of-five series. At the end of four tight races, the series stood 2-2. The Bluenose suffered damages, and began to look her age, but as she rounded the last marker of the deciding race, Angus pleaded, "One more time old girl, just one more time," and Bluenose responded, winning the last Fisherman's Trophy race by three minutes. The final years of the Bluenose were sad ones. She spent the war years carrying freight in the Caribbean, and on January 28, 1946, the Bluenose struck a reef off the coast of Haiti. She went down and not one splinter of the wreckage has ever been found. In July 1963, an exact replica, Bluenose II was launched. Angus Walters, then in his eighties, took the wheel of the Bluenose II on EXCELschooner LENT RESOU ES Itime. NC . © 53 her maiden voyage, fully reminiscent of the greatest ofRCall THIS WORKBOOK IS INTENDED FOR THE USE OF AN INDIVIDUAL STUDENT AND IS NON-REPRODUCIBLE

Complete the Checklist below for all three paragraphs of “The Bluenose.”

Day 4

The Bluenose

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 (underlined)

NEW!

III

“ly” word who/which strong dual verb quality dual adjective adverbial clause www.asia.wub NEW: whereas, unless, because

SENTENCE OPENERS (numbered in left margin)

Minimum Rule: Use one of each in every paragraph where possible. Maintain Variety: Use no more than two of the same in a row.

NEW!

     

Subject Prepositional “-ly” “-ing” clausal opener www.asia.wub V.S.S.

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Day 1

Watch DVD # 3 from the scene “Mini-book examples of Topic/Clincher ” through to “The Pause for Highlighting” While following the DVD, highlight the “Topic” and “Clincher” words from the three mini-books “The Chimpanzees” included with your Student Writing Intensive reference binder packet.

TOPIC SENTENCE 1. Must Repeat or reflect two to three ke y w o r d s

2. 3. 4.

details, examples, facts, explanations of topic

5. 6. (7). CLINCHER SENTENCE

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Day 2

Restart DVD #3 at the scene “Checking Highlighting Results” and play through to the “pause for writing.” List the topics of the four mini-books about Chimpanzees with Andrew and the class.

Chimpanzees

The Spoiled Child

I. _______________________

I. ________________________

II. _______________________

III. ______________________

III. _______________________

IV. ______________________

IV. _______________________

V. _______________________

Persisting Disappearances

End of a Distinct Society

I. _______________________

II. _______________________

III. ______________________

IV. ______________________

V. _______________________

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Day 3

Choose one topic from the ones discussed yesterday on the DVD. List the details from each mini-book on that topic. (Mini-Books on the Chimpanzees can be found at

the end of this workbook.)

Create a fused outline, only including the details or facts you want in your paragraph. TOPIC: _____________________________________

Chimpanzees

The Spoiled Child

Persisting Disappearances

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

1. _______________________

1. ______________________

2. ______________________

2. _______________________

2. ______________________

3. ______________________

3. _______________________

3. ______________________

4. ______________________

4. _______________________

4. ______________________

5. ______________________

5. _______________________

5. ______________________

6. ____________________

6. _____________________

6. _____________________ Fused Outline

End of a Distinct Society

7. ____________________

I. ________________________ 8. ____________________

7. _____________________ 7. _____________________ I. ________________________ 8. _____________________

8. _____________________ 1. ______________________

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

Day 4

Write your paragraph from the fused outline you created yesterday. Include all the requirements of the checklist on page 63 Highlight the keys words that are repeated and/or reflected in your topic/clincher sentences. Chimps – Topic I

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Day 4

Check your paragraph for today‟s fused paragraph of your Topic #1 of the Chimps.

Chimps – Topic I

Composition Checklist Composition is double spaced Dress-ups are marked with an underline (one of each per paragraph) NEW!

Topic & Clincher sentences repeat or reflect the same key words and are highlighted Title repeats key words of the final sentence DRESS-UP (underlined)

III

“ly” word who/which strong dual verb quality dual adjective adverbial clause www.asia.wub whereas, unless, because

SENTENCE OPENERS (numbered in left margin)

Minimum Rule: Use one of each in every paragraph where possible. Maintain Variety: Use no more than two of the same in a row.

     

Subject Prepositional “-ly” “-ing” clausal opener www.asia.wub V.S.S.

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Day 1 1

Highlight the key words which are repeated or reflected in the Topic and Clincher Sentences of the following three mini-books on the “Salmon.” (pages 6466) – Mini from Dr. J.B. Webster‟s mini-book series.)

SALMON FROM THE NORTH ATLANTIC Inhabiting the North Atlantic, salmon usually live eight to ten years, normally grow from two to five feet in length and ultimately weigh up to eighty pounds. Other similar and related species include the Pacific salmon which possess several sub-species, the freshwater trout and Arctic char. Successfully nesting and spawning between November and December, the eggs are orange and round. Eggs hatch in three months. Important facts about the Atlantic salmon include first its extensive habitat, second its complex life cycle and third, its migration pattern because it is born in freshwater, lives mostly in saltwater while returning to die in freshwater. While the flesh of the salmon from the North Atlantic is pink in colour, it is considered mild in flavour compared to its Pacific cousins. The habitat of the salmon stretches over the entire North Atlantic Ocean. Extending from Quebec and Atlantic Canada north to Greenland and from Spain to the Artic Ocean in Russia, the habitat includes the

becoming silver in colour. After years at sea, the smolt returns to its freshwater birth river, swims up stream to where it was spawned. There the males and females mix their sperms and eggs. Thereafter they swim back down the river and out to sea again, not returning until the following year. Having done this three of four times, and because they will have completed their life cycle, they die. The migration of the salmon which is an annual event, is quite remarkable because the fish has to adapt to both fresh and salt water. Far off the coast of Greenland the salmon may begin their return journey to the natal rivers. Possibly the journey will stretch over 2,000 kilometres. Using the earth’s magnetic field to navigate, the salmon can readily smell the particular odour of their natal rivers. While waiting for a high tide to carry them upstream, the salmon gather in large schools. They swim streams. They jump rapids. They leap waterfalls. Ultimately the salmon reach the exact pool where they had been born. The female scrapes away the gravel to make a hollow nest. The nesting process continues. Working eagerly,

2 ocean and all the rivers which run into it because that is the immense region required by the salmon since the life cycle stretches over thousands of kilometres. While they are born and mature in the cool clear fresh water of the rivers, the small fish initially form into schools, quickly swim down the river and eventually into the vast expanses of the oceans. Hungrily the migrating fish devour small fish of other species, sand eels and young herring. Around Greenland the feeding grounds are rich with plankton which is microscopic marine life. The salmon may remain up to four years in the far north of their habitat. Ultimately they head home. The life cycle of the salmon lasts for ten years from birth to spawning and death. After the egg hatches in the river, each larva remains attached to the yolk which provides nutrients. Eventually the larva grows and develops into tiny fry. Remaining in the gravel of the nesting area, feeding on worms and insects, the tiny fry grow into small fish called parr. While some parr begin to swim rigorously towards the sea in one year, others take three. Some never go to sea. Markings on the parr change to camouflage it for hunting. Into the sea the parr swims, growing into a smolt which adapts to the salt water,

4 one hollow after another is dug, eggs laid and covered until exhausted. After the third occasion, both parents die. Consequently the migration of one generation ends while that of another is about to begin. Salmon stocks are rapidly declining because humans spread nets at the mouths of rivers where the fish congregate before moving upstream, because they are harvested in the North Atlantic feeding grounds and because natal rivers in the habitat no longer have runs of salmon. Although research into the migration route would seem to provide useful and valuable knowledge, it has been used by humans to exploit and wipe out stocks. Naturally the migration is very much linked to the habitat and life cycle of the North Atlantic salmon. Interfering with the life cycle by river pollution means the end of certain socks which cannot be revived even when the river is cleaned up. Wild salmon have declined. The hope of the future salmon from the North Atlantic appears to lie in fish farming presently popular everywhere in the habitat. Most important is habitat. Keep it healthy and the life cycle and migration will look after themselves for the salmon from the North Atlantic.

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1 SALMON: CHINOOK AND SOCKEYE

The typical migration pattern of salmon involves successfully hatching eggs in remote tributaries possibly 3,200 kilometres from the sea. After one to four years, the small fish swim downstream on their way to the ocean. Escaping larger fish and birds which feast upon them, the small fish can also be killed by pollution. Only a small percentage reach the ocean. While they feed on shrimp, squid and small fish, the salmon remain in the ocean from one to seven years because this is where the food is, because they will mature and because they will grow. The epic journey begins. Ceasing to eat, evading commercial fishermen as well as seals, sea lions and otter, they battle raging rushing currents, leap across swirling, churning rapids and over waterfalls as high as three metres. Some become so weakened by climbing fish ladders they die from exhaustion although the strongest, fittest and most aggressive survive. Nevertheless, those Pacific salmon which survive and complete the migration spawn and die.

3 they prepare to return to spawn another year. Producing thousands of eggs becomes necessary because only a few will live to spawn. Despite slight differences all species spawn in much the same way. Spawning stays the same. Salmon stocks are vanishing. In the early days of the white settlers along the Atlantic, the fish were so plentiful that during migrations they could be packed so tightly, some were pushed out of the water and on to the land. Sizes were startling. While one Atlantic salmon weighed thirty-six kilos and one trout from Lake Athabasca forty-seven such sizes are never heard of today. In the North Pacific no one nation controls or regulates fish stocks or lays down laws while fish move through Japanese waters, then American, then Canadian and finally American again. Grabbing as much as they can, the nations which are in severe warlike competition care little beyond quick cash. For every sixteen fish Americans catch, Japanese take nine and Canadians take three. Numbers are dropping. Sizes are smaller. Species are disappearing. Not

However all migration are not and cannot be considered typical because some fish do not go to sea at all and others do not die after spawning. Remaining in the lakes and rivers, the Kokanee is merely a sockeye which does not swim out to sea. In addition the Atlantic salmon, really an ocean-run trout, returns to the sea after spawning and will continue to do this, for up to four years before it dies. Popularly considered a salmon in the North Pacific, the steelhead in reality is an ocean-run rainbow trout although it changes its bright colours to steel blue and silver. Since the steelhead will spawn and return to the sea numerous times, it closely resembles it Atlantic cousin. Migrations are not alike. Spawning remains similar among all the species. While the female digs the depression in the gravel which forms the nest, she spews out eggs and the male covers them with his sperm, a white milky-looking liquid. Thereupon the female covers them. Quickly he performs. Over and over again this takes place until she has usually laid about 10,000 eggs. Thereafter both die. There are two exceptions. Normally the Atlantic salmon and the steelhead once more head downstream to the sea, where

surprisingly, the stocks are falling because no single government can be held responsible. World wide there seems to be nine salmon species, although there is some doubt as to which are and are not salmon. The Atlantic and the steelhead of the Pacific are often called ocean trout while the ayu of Japan caught by trained cormorants during the upstream migration have been given a separate family name. Consequently there remain six true salmon of which the Chinook and sockeye are probably the most important. Dominating the Yukon, Columbia and Sacramento rivers, the Chinook (also called tyee) are and remain a rich red, of superior quality and therefore most expensive. While the coho have been successfully introduced into the Great Lakes, the sockeye are the kings and queens of the Fraser river because they are most numerous, remaining a brilliant red after cooking. Of all the salmon species, the Chinook and sockeye are dominant in both commercial and sports fishing as well as in public demand.

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1 THE EXPANDING HABITAT

The upstream migration of the salmon can be awe inspiring. Every year there is a migration but about every four it swells in struggling numbers, swells in frenetic and frantic intensity and swells in stinking odour. In their jumping over rapids, hundreds of fish land on the river banks, struggle momentarily and die. As their flesh rots, the smell is more than many people can endure. Salmon stop eating on the upstream migration. Colour and shape change. Beginning to look like monsters with horrible hooked jaws and snouts, most males appear as if they are starving, developing an ugly grotesque appearance with doglike teeth. Unpleasantly many change to numerous shades of red, while the pink salmon develop and grow humps on their backs. When they jump and land on sharp rocks, large chunks of flesh can be torn from their bodies. Despite such wounds the frenetic struggle continues because they are desperate to spawn. Far up stream in small rivulets they crowd each other and wiggle frantically when most of their bodies are out of the water. The upstream migration, which fishermen call the salmon run, is not the most pleasant sight in the world.

Americans. Another major species is sockeye. While it thrives best in cold snow-fed rivers it is a most numerous and most valuable Canadian-Alaskan product because the countries have the greatest amounts of cold and snow. The sockeye lives and migrates in all of the 880 spawning streams of British Columbia, including the Fraser. Dried and fed to dogs in Alaska, the chum stretches and swims into the Arctic and down the MacKenzie river system. Clearly the coho (North Pacific Rim and the Great Lakes) is the least deformed and the chum the most during the upstream migration while the Chinook are the largest and the pink the smallest of all the species. When the male and the female have covered the fertilized eggs, they die although the chum mother may guard them for ten days. The water temperature determines how quickly the eggs will hatch, eighty days in 40oF and nineteen in 60oF. As the larval fish is hatched, it has an egg sac attached which provides food for the first few weeks. Between one and four years the small fish or fry remain in the rivers of lakes where they were born. There after the fry begin their dangerous downstream journey, dangerous because in one stream in one season 500,000 were eaten by other

Stories about the salmon run are common. One spring when it had been unusually dry, many salmon were struggling up one river which actually ceased to flow. Laying in pools, the water holes were about ten metres apart. The river was not a long one, being located on Vancouver Island. Fortunately one Friday afternoon a group of teenagers discovered it and reported that the stream had ceased to flow while the pools of water were teeming with fish. Since it was the weekend, workers could not be contacted, the authorities argued that the gates of the reservoir could not be opened until Monday morning. Then the river would flow. Checking the water pools Saturday evening the teenagers were certain the fish would not survive until Monday. Literally thousands of fish were stressed, gasping for air with their mouths above water, while others in desperation were jumping for air but often landing on dry land. The stench of the dying and rotting bodies was already filling the air. That weekend thousands upon thousands of fish died because logging management was too lethargic to contact workers on Saturday. Such stories are not unique. Of the ten major species of salmon, seven are caught along the Pacific coast from California to Alaska. Dominating the Columbia, Sacramento and Yukon rivers, the Chinook, which is the largest and most expensive of the salmon, tends to be caught mainly by

larger fish. At the mouth of the rivers the small fish may hang around and eat for a number of months before they form into schools and move out to sea. Remaining in the sea for four years on average, they return to their natal stream, survive the run, and fertilize another generation of eggs. The habitat of the salmon family which includes trout and char extends over the Northern Temperate and Arctic regions. While it lives in more of the world than any other fish, it swims in the waters of Europe, most of Asia except the tropics and everywhere in Russia. In North America the salmon family extends over the whole of Canada and west coast of the United States but not in the central or along the east coast. Clearly no salmon live in either African or South American waters because the climate is too warm. Flourishing in restricted areas, Chinook have been successfully transplanted and grown in New Zealand, the coho on the Great Lakes, the sockeye in Lake Huron but not Ontario while no salmon species has established itself in Hudson Bay despite several scientific efforts. Consequently the habitat of the salmon family has been expanding as a result of mankindâ&#x20AC;&#x2122;s activity.

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Day 1

Identify the topics of each paragraph of the minibooks on pages 61-63 from the repeated or reflected words highlighted in the Topic and Clincher Sentences of the three mini-books on the “Salmon.”

(pages 64-66) – Mini from Dr. J.B. Webster‟s minibook series, Salmon from North Atlantic

Chinook & Sockeye

Expanding Habitat

I. _______________________ I. ________________________ I. ________________________ II. _______________________ II. ________________________ II. ________________________ III. ______________________ III. _______________________ III. _______________________ IV. ______________________ IV. _______________________ IV. _______________________ V. _______________________ V. ________________________ V. ________________________

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

Day 2

Choose a topic from “Salmon” like you did with the Chimps last week and make your own notes from each source in the spaces below. Fuse the interesting or important ideas into your fused outline below. TOPIC: _____________________________________

Salmon from North Atlantic

Chinook & Sockeye

Expanding Habitat

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

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

Day 4

Continue Watching DVD #3 to the end of the disc. Complete the checklist below for your two paragraphs written this week on the “Terns.”

Salmon I & II

Composition Checklist Composition is double spaced Dress-ups are marked with an underline (one of each per paragraph)

Topic & Clincher sentences repeat or reflect the same key words and are highlighted Title repeats key words of the final sentence DRESS-UP (underlined)

III

“ly” word who/which strong dual verb quality dual adjective adverbial clause www.asia.wub whereas, unless, because

SENTENCE OPENERS (numbered in left margin)

Minimum Rule: Use one of each in every paragraph where possible. Maintain Variety: Use no more than two of the same in a row.

     

Subject Prepositional “-ly” “-ing” clausal opener www.asia.wub V.S.S.

Complete the checklist below for your three paragraphs written this week.

Day 4

COMPOSITION CHECKLIST Composition is double spaced Dress-ups are marked with an underline (one of each per paragraph)

Topic & Clincher sentences repeat or reflect the same key words and are highlighted Title repeats key words of the final sentence DRESS-UP (underlined)

III

“ly” word who/which strong dual verb quality dual adjective adverbial clause www.asia.wub whereas, unless, because

SENTENCE OPENERS (numbered in left margin)

Minimum Rule: Use one of each in every paragraph where possible. Maintain Variety: Use no more than two of the same in a row.

NEW!

 Subject  Prepositional  “-ly”  “-ing”  clausal opener www.asia.wub  V.S.S. DECORATIONS 1. Question 2. Quotation/Conversation 3. 3 SSS (short staccato sentences) 4. Dramatic Opening/Close 5. Simile/Metaphor 6. Alliteration

Day 1

Watch DVD #4 from “The Basic Essay Model” to the “pause for writing.” Follow along with the outline for “Spoons” on the next page.

BASIC ESSAY MODEL TITLE I. GRAB ATTENTION / INTRODUCE SUBJECT 1. Background info 2. State three topics 3. (topics are points that support your thesis) 4. 5. Thesis statement (main point of the essay) II. TOPIC SENTENCE A 1. 2. 3. 4. 5. CLINCHER A

WHO? WHAT? WHEN? WHERE? WHY?

III. TOPIC SENTENCE B 1. 2. 3. 4. 5. CLINCHER B IV. TOPIC SENTENCE C 1. 2. 3. 4. 5. CLINCHER C

HOW? BEST/WORST THING ABOUT PROBLEMS CONCRETE & SPECIFIC EXAMPLES

V. CONCLUSION Restate the topics – how have they supported the thesis? Significance of the thesisWhy does it matter? What are the implications? FINAL CLINCHER (reflect opening &/or title)

I MY 78

Day 1

While watching DVD #4 from “The Basic Essay Model” to the “pause for writing,” copy the class outline of “Spoons” onto this page

Basic Essay Outline

Spoons

I. Introduction/Attention Grabber___________________________ 1. _________________________________________________ 2. _________________________________________________ 3. _________________________________________________ II. Topic A ______________________________________________ 1. _________________________________________________ 2. _________________________________________________ 3. _________________________________________________ 4. _________________________________________________ Clincher ___________________________________________ III. Topic B _____________________________________________ 1. ________________________________________________ 2. ________________________________________________ 3. _________________________________________________ 4. ________________________________________________ Clincher ___________________________________________ IV. Topic C _____________________________________________ 1. ________________________________________________ 2. ________________________________________________ 3. _________________________________________________ 4. ________________________________________________ Clincher ___________________________________________ V. Conclusion ___________________________________________ 1. _________________________________________________ 2. ________________________________________________ 3. ________________________________________________ 4. _________________________________________________ EXCELLENT RESOURCES INC. © THIS WORKBOOK IS INTENDED FOR THE USE OF AN INDIVIDUAL STUDENT AND IS NON-REPRODUCIBLE

Day 4 Spoons

Basic Three Topic Essay Checklist Composition is double spaced Dress-ups are marked with an underline (one of each per paragraph)

DRESS-UP (underlined)

III

“ly” word who/which strong dual verb quality dual adjective adverbial clause www.asia.wub

SENTENCE OPENERS (numbered in left margin) Minimum Rule: Use one of each in every paragraph. Maintain Variety: Use no more than two of the same in a row.  Subject  Prepositional  “-ly”  “-ing”  clausal opener www.asia.wub  V.S.S.

DECORATIONS

(one per paragraph)

1. Question 2. Quotation/Conversation 3. 3 SSS (short staccato sentences) 4. Dramatic Opening/Close 5. Simile/Metaphor 6. Alliteration

FIVE PARAGRAPH ESSAY Introduction - Attention Getter Introduction – Background Given Introduction – Three Topics Given Body Paragraphs (3) – Clear Topic Sentence Body Paragraphs (3) – Details Support Topic Body Paragraphs (3) – Clincher repeats/reflects topic Conclusion – Three Topics Restated Conclusion – Most significant/interesting – Why? Conclusion – Title repeats/reflects final clincher

Day 1

Brainstorm a new subject like “spoons” or choose a subject from the list below. Brainstorm again about the possible topics, and choose three that could be the body paragraphs for a five paragraph essay. Outline the three body paragraphs of a five paragraph essay using those three topics. Subject Possibilities

forks occupations mountain adventures space travels dreams cars my room

baby sitters my dog/cat my babysitting jobs sports our house inventions three wishes

fun in the car visitors to our home games family members the year _______ in the news being lost Facts which support each topic

Subject: __________________________

Topic A ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________

Topic B ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________

Topic C _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ 92

Day 1

In this final week you will write a personal essay from a written prompt much like many college applications may require. Chose one of the prompts from the box below for the subject of your essay. Using the Basic Essay model for a five paragraph essay, you will pick three topics, outline those topics, and then write them up, adding an introduction and conclusion.

Prompts: 1. If you were the Prime Minister of Canada, what would you change and why? 2. What are you first clear memories from childhood? 3. Write about something you want, or are saving your money for, and explain why you want it and what you plan to do with it. 4. If you would talk to someone from history, who would it be; and what would you ask them? Why? 5. When you are eighty years old and looking back over your life, what do you want to remember about yourself and why? 6. What do you expect to be doing either ten or twenty years from now? Include what you hope to be like. 7. If there was one thing about the world you could change, what would it be? Why would you change it, and what do you think the effect would be? 8. Tell about someone in your life, either in your past or now, who has influenced you in a positive way. Write about what they did or said to you, and how it affected you. 9. Write about a challenge or obstacle in your life that you have overcome. Describe the change that this made in you, and how it affected you.

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Day 1

Write out your chosen subject and brainstorm three topics that support your subject. Under each topic, list the facts that are interesting or important to include with each topic.

Facts which support each topic Subject___________________________________________________________ _________________________________________________________________ _________________________________________________________________

Topic A: ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________

Topic B: ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________

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Topic C: _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________

100

Day 4

Personal Essay

Basic Three Topic Essay Checklist Composition is double spaced Dress-ups are marked with an underline (one of each per paragraph)

DRESS-UP (underlined)

III

“ly” word who/which strong dual verb quality dual adjective adverbial clause www.asia.wub

DECORATIONS

(one per paragraph)

1. Question 2. Quotation/Conversation 3. 3 SSS (short staccato sentences) 4. Dramatic Opening/Close 5. Simile/Metaphor 6. Alliteration

106

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.

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 order the Student Intensive Continuation Course Level C (see next page for details.) This course picks up where the Student Writing Intensive leaves off and offers 10 more lessons on 9 DVDs. Contact Excellent Resources for more information or visit www.excellentresources.net. .

Teacher’s Seminar Excellent Resources Inc. 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.

107

SWI Continuation Course Group C (Grades 8-10+) Prerequisite: SWI Group C or SWICC B (or equivalent experience) Class One:

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

Class Two:

Word Roots, Advanced Style Essay (Unit VIII) Bibliography

Class Three: Word Roots, Symbols in Note-taking, Interview Techniques Class Four:

Word Roots, Triple Extensions, Expanded Essay (Unit VIII)

Class Five:

Analyzing & Imitating Author’s Styles

Class Six:

Persuasive Essay (Unit VIII), Quotations & Citations

Class Seven: Super Essay Model, Letters to Editor Class Eight:

Super Essay, Quotation lead-ins, Clincher Starters

Class Nine:

Personal Essays for College Applications, Review

Class Ten:

Common Goofs and Final Exam

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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