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35 ©2014 Institute for Excellence in Writing. All rights reserved. Duplication prohibited except for use by one teacher in one classroom.

*Note: Lessons marked with an asterisk have a model for imitation. See page 10 for more details.

A

Classroom Supplement Level A: Structure and Style Pacing Chart Weeks 1–15

Recommended Pacing of Structural Units Possible Pacing of Stylistic Techniques concept introduced upon mastery

WEEK STRUCTURAL MODEL SOURCE TEXT MECHANICS STYLISTIC TECHNIQUES GRAMMAR AS NEEDED

1* Unit 1: Note Making and Outlines; Oral Practice

Sea Snakes, Boy and the Nuts, Cocks and the Eagle complete sentences nouns, verbs

2* Unit 2: Summarizing from Notes

Sea Snakes, Boy and the Nuts, Cocks and the Eagle punctuation, capitalization introduce strong verbs

introduce banned words subject/verb agreement noun review, pronoun

3 Unit 2: Summarizing from Notes Penguins, Whales punctuation, capitalization DU: strong verbs subject/verb agreement

noun review, pronoun

4 Unit 2: Summarizing from Notes

The Fox and the Grapes, The Dove and the Ant DU: -ly adverb adverbs

5* Unit 3: Summarizing Narrative Stories The Boy Who Cried Wolf quotations “___” adverb review, antonyms

6* Unit 3: Summarizing Narrative Stories The Two Frogs and the Well homophones:

there/they’re/their adjectives, comma

7 Unit 3: Summarizing Narrative Stories The Ant and the Grasshopper DU: quality adjective adjective and adverb review

8 Unit 3: Summarizing Narrative Stories Rip Van Winkle homophones: to/two/too

there/they’re/their dependent and independent clauses

9* Unit 4: Summarizing a Reference Johann Sebastian Bach topic/clincher rule clauses and conjunctions

10 Unit 4: Summarizing a Reference Theodore Geisel citation DU: when, while, where, as,

since, if, although

11 Unit 4: Summarizing a Reference Hummingbirds/Skunks it’s/its, and other

contractions DU: who/which appositives

12 Unit 4: Summarizing a Reference Clownfish, Honeybees DU: because clause

13* Unit 5: Writing from Pictures Lady in Bathtub prepositions

14 Unit 5: Writing from Pictures Chick and Hose SO: (1) subject SO: (2) prepositional opener review prepositions

15 Unit 5: Writing from Pictures Betty Mixing

This lesson shows you what you can expect in the 6th week of the year. Students will retell the story as is or

write it with a new se9ng and characters while they keep the problem

and solu=on.

Sample

These are Sample Pages for preview only! Copyrighted Materials!

36 ©2012 Institute for Excellence in Writing. All rights reserved. Duplication prohibited except for use by one teacher in one classroom.

*Note: Lessons marked with an asterisk have a model for imitation. See page 10 for more details.

A

Classroom Supplement Level A: Structure and Style Pacing Chart Weeks 16–28

Recommended Pacing of Structural Units Possible Pacing of Stylistic Techniques concept introduced upon mastery

WEEK STRUCTURAL MODEL SOURCE TEXT MECHANICS STYLISTIC TECHNIQUES GRAMMAR AS NEEDED

16 Unit 5: Writing from Pictures Boy and Dog, Flying Carpet SO: (3) -ly adverb review adverbs

17* Unit 6: Library research reports

Whooping Cranes (to write one paragraph) bibliography listing sentence variation

18* Unit 6: Library research reports

Whooping Cranes (to write two more paragraphs) bibliography page SO: (6) V.S.S.

(Very Short Sentence) participial phrases

19 Unit 6: Library research reports

Ants (three sources) (to write one paragraph)

20 Unit 6: Library research reports

Ants (to write two more paragraphs) SO: (5) clausal opener

21* Unit 7: Creative Writing Prompt: What do you know?

22* Unit 7: Creative Writing Creative Letter Writing (three body paragraphs) SO: (4) -ing opener

23* Unit 7: Creative Writing Letter Introduction and Conclusion Decorations

24 Unit 7: Creative Writing Prompt: Best pet?

25* Unit 8: Basic Essay Body paragraphs from Weeks 17 and 18; Add intro/conclusion

26 Unit 8: Basic Essay Body paragraphs from Weeks 19 and 20 Add intro/conclusion

27* Unit 9: Formal Critique The Little Mermaid

28 Unit 9: Formal Critique The Little Red Hen

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© 2014 Institute for Excellence in Writing. All rights reserved. 83

MFI Lesson Plans

A Teaching Writing: Structure and Style

Unit 3: Summarizing Narrative Stories Assignment Length: 3 Paragraphs

Week 6

Date

Obj

ectiv

es Student will be able to

Create Story Sequence Outline. Retell story from Story Sequence Chart. Create rough draft from Story Sequence Chart. Include dress-ups. Revise.

Materials Needed Student Reference Handbook SH 6.1: “The Two Frogs and the Well” source text SH 6.2: Composition Checklist SH 6.3: There, Their, and They’re

Stru

ctur

al M

odel

s

(See Unit 3 Teaching Procedure on pages 69–70 for overview.) Day 1: Read and discuss. Make key word outline. Test by retelling.

Briefly review the Story Sequence Chart. Read text aloud (Student Handout 6.1) and discuss it in terms of the Story Sequence Chart. Note that this story needs an ending. Create key-word outline by asking the right questions from the Story Sequence Chart. Brainstorm possible alternative characters/setting, but keep the same problem. Write the ideas on the board. Test the outline by retelling (as class, in groups, or with partners). Remind students to keep their work-in-progress behind the Current Work tab of their Student Reference Handbook.

Day 2: Distribute checklist. Brainstorm style. Begin rough draft. Distribute the composition checklist (Student Handout 6.2). Review strong verbs and -ly adverbs. Brainstorm word lists for this story and write them on the board. Add to handbook. As a class, create a rough draft from the outline. Students may also work in pairs or groups.

Day 3: Finish rough draft, begin to revise and edit. Use the Grammar Reinforcement Handout (Student Handout 6.3) to review how to correctly use the homophones there, their, and they’re.

Review use of quotation marks when writing down a conversation. Students finish and revise their rough draft according to the checklist requirements.

Day 4: Create title. Write final draft. Review that the title should repeat words from the final clincher (last sentence in the story). Brainstorm titles. Evaluate titles as a class. Students rewrite their revised story.

Day 5: Read aloud. Submit final draft. Students proofread final draft by reading aloud to a partner to listen for mistakes, making corrections as needed. Turn in complete assignment in this order: checklist, final draft, rough draft, and key word outline. Be sure students keep their graded work in their student writing portfolio.

Styl

e

New adjectives commas their/they’re/there (See Student Handout 6.3.)

Review -ly adverbs strong verbs

Gra

mm

ar

Student should be able to Use quotation marks in a paragraph.

Excellent Satisfactory Needs Mini Lesson

Comfortably identify and use o -ly adverbs o strong verbs

Write transitions between paragraphs. Alternative Pacing: Week 9, students will use five days to complete Days 1 and 2. Week 10, students will use five days to complete Days 3–5. Reminders (Student results, problems, notes, etc.):

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Additional Teacher’s Notes Again, review the Story Sequence Chart by writing it on the board as your students remember what is included in each section. Create an outline for the story on the board next to the chart.

This story does not have an ending. Think of possible endings that would work. Students may also change characters/setting if they wish. Below is one class’s outline. They named the frogs Freddy and Dwayne.

The “There, Their, and They’re” worksheet can be used anytime to reinforce the three ways to spell that homophone. Use the worksheet as a group activity and have students suggest which word works in each line.

To find more grammar worksheets for group exercises, join the IEW Teachers forum at IEWSchools.com/forum

Peer Editors Read the instructions to train peer editors to work during the revise and edit phase. See page 22 of the Classroom Supplement.

Support Forum IEW provides online forums for teacher support. Join! They provide rapid answers to your teaching questions as well as a place to connect with other IEW writing teachers. Go to IEWSchools.com/forum

Story Sequence Chart I. Characters/Setting I. 2 frogs, friends, marsh

Who? like 1. Freddy, happy go-lucky, young When image/mood 2. Dwayne, serious, cautious Where 3. drought, summer, dried

4. Search, new home

II. What Problem? II. Well, deep, stone, wall What do they need or want? 1. Perfect! Cool, refreshing What do they think? 2. “Let’s jump” What do they say and do? 3. “hold on,” escape?

4. argue III. Climax, Resolution III. Don’t go (die/survive) or

How is the need resolved? 1. One goes, one stays or What happens after? 2. Both go (both stranded/lived happily) What is learned? 3. Message: depends on your ending (too cautious: miss opportunity)

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Unit 3: Models for Imitation Teacher’s Notes Week 6 Continue to use the Models for Imitation Disc 2 for this lesson. From the main menu screen, you can click “play,” or click “Scenes,” which will take you to a menu where you can choose the scene you desire.

Week 6: Day 1 Scenes: More Unit 3 (13 minutes) “The Two Frogs and the Well” (24 minutes)

Materials: Student Handout 6.1: “The Two Frogs and the Well” Student Handout 6.2: Composition Checklist

Notes on More Unit 3 This scene was recorded at a seminar taught several months after the first one. Notice how Andrew uses Socratic questioning to have the students help him fill in the Story Sequence Chart. The time spent reviewing fully ensures that everyone has a clear picture of the expectations.

Notes on “The Two Frogs and the Well”

Although this is review, Andrew still helps the students create the entire outline. This story requires a little more creativity for the student since the model does not include the climax/resolution. Instead of leaving the students to fend for themselves, Andrew helps them think of several endings and invites them to choose one of those or make up one of their own. Thus every student has the information that he needs to succeed.

The outline created by the class is provided below.

The checklist is reviewed on this scene; however, you will not present the checklist and style until Day 2.

The checklist reviewed on the DVD reflects a pacing of introducing the stylistic techniques that is too fast for a majority of classrooms. The one provided in this packet reflects the more modest pace of the Classroom Supplement.

Story Sequence Chart

I. Characters/Setting I. 2 frogs, friends, marsh Who? like 1. Freddy, happy go-lucky, young When image/mood 2. Dwayne, serious, cautious Where 3. drought, summer, dried

4. Search, new home

II. What Problem? II. Well, deep, stone, wall What do they need or want? 1. Perfect! Cool, refreshing What do they think? 2. “Let’s jump” What do they say and do? 3. “hold on,” escape?

4. argue

III. Climax, Resolution III. Don’t go (die/survive) or How is the need resolved? 1. One goes, one stays or What happens after? 2. Both go (both stranded/lived happily) What is learned? 3. Message: depends on your ending (too cautious: miss opportunity) (pushed in, both stuck: Listen to your elders.)

Final clincher repeats title. Sample



Week 6: Day 2 Scene: No Models for Imitation Viewing

Materials: Work from Day 1 Present the checklist and brainstorm style suitable to this story (strong verbs, -ly adverbs),

Students should begin writing their “Two Frogs” story.

Week 6: Day 3 Scene: Its vs. It’s and Too, To, and Two (12 minutes) There, Their, and They’re (13 minutes)

Materials: Student Handout 6.3: There, Their, and They’re Worksheet

Notes on Its versus It’s and Too, To, and Two The homophones too, to, and two are not scheduled to be addressed until Week 8 and the difference between its and it’s until Week 11 in the Classroom Supplement; however, you can cover these concepts at any time you see the need.

The idea to teach this little grammar lesson came from the mistakes the students made on their compositions. It shows how to focus on a usage concept and integrate grammar into writing. Use this kind of incidental teaching whenever you see a grammar rule that needs reinforcement in your students’ writing. Teach it and place it on the checklist until checking for these homophones is habit. Andrew’s whiteboard notes are reproduced below.

Its versus It’s I read Janelle’s story. We ate many bananas. We slipped on Jody’s banana peel.

Its = belonging to (No apostrophe, just as we don’t use an apostrophe in “his.”)

It’s = it is (Apostrophe included because it is combining two words.)

The skunk raised its tail. It’s the skunk’s tail.

Too, To, or Two Too = too much (too many o’s) To = to the store Two = the number 2

Sentences for Practice:

It’s too bad its paw was hurt. Its smell was too overwhelming to stand. It’s too hot to swim today.

Notes on There, Their, and They’re This handout can be useful to reinforce the teaching of these three this week The answers are on the following page.

After reviewing the homophones above, review the use of quotation marks when writing down a conversation. Follow the directions on the lesson page. Students will finish their rough draft adding dress-ups independently as possible. Continue to provide as much help as they need. When the rough draft is complete, they will begin to revise and edit their work.

Week 6: Day 4 Scene: No Models for Imitation Viewing

Materials: Work from Day 3

Review titles. Students create a title for their story and begin the final draft.

Sample



Week 6: Day 5 Scene: Reading Student Work: “The

Two Frogs and the Well” (12 minutes)

Materials: Work from Days 1–3 Students should finish the final draft. Weak students will copy the story created by the class, while stronger students will likely change it a little or write their own story. Either option is appropriate.

As they finish their final draft, have students read their stories to a partner to listen for mistakes.

Notes on Reading Student Work: “The Two Frogs and the Well” Reading student work aloud provides many teaching opportunities. Notice how Andrew reinforces style by having his students give a thumbs-up where they hear a dress-up read. He also takes a few moments to remind them that a “rewrite” on their paper is not a bad thing; it just means that they did not edit carefully enough.

Answer Sheet for Student Handout

There, Their, and They’re Once upon a time __there_ were two children who felt that _their__ shoes were too tight. One of them exclaimed, “Look, over there !”

She had seen a shoe store and thought __there_ was a good chance they would be able to enlarge _their__ shoes.

“Hi,” greeted the shopkeeper, “How are your shoes?”

“ They’re too tight,” replied the first child.

“Yes, they’re awful,” sobbed the second.

“Well now,” empathized the shopkeeper, “__There_, __there_ , let’s see what we can do. Put them on the shelf over __there,_ and I’ll take a look at them.”

“ They’re my favorite shoes,” sniffled the first child.

“Maybe their laces are too short,” cried the second.

The shopkeeper called _their__ parents. “About your children’s shoes,” he confided, “__They’re_ really too small.” “I’d just go to Kinney Shoes and buy them a new pair over there ,” he advised.

“__They’re_ good kids to try to take care of _their__ shoes, even when there ’s no way to fix them,” he thought as he hung up and smiled.

This ends the Models for Imitation for Unit 3. The student handouts for this lesson begin on page 89. Unit 3 Practice Continue to practice Unit 3 as recommended in Weeks 7–8 of the Classroom Supplement Level A (or Week 11 if you are following the Alternative for Grade 3 pace). The Models for Imitation resume in Week 9. Grade 4–6 Stylistic Techniques Additions

Week 7: Use the Models for Imitation Disc 9 to introduce the quality adjective dress-up. (To access this scene, click on “Dress-Ups: Quality Adjective” (12 minutes) on the Scene Selection

screen.) Week 8: See the “Grammar Reinforcement” section above to introduce common homophones to/two/too. Week 11 See the “Grammar Reinforcement” section above to clarify the use of it’s/its.

Grade 3 Alternative Stylistic Techniques Additions

Week 9–11: See the “Grammar Reinforcement” above to introduce common homophones and contractions such as to/two/too, there/they’re/their, and it’s/its.

Week 11: Use the Models for Imitation Disc 9 to introduce the quality adjective dress-up. (To access this scene, click on “Dress-Ups: Quality Adjective” (12 minutes) on the Scene Selection

screen.)

Sample



Sample



Student Handout 6.1

The Two Frogs and the Well

attributed to Aesop

Two Frogs lived together in a marsh. But one hot summer there was a drought.

Their marsh dried up, so they left it to look for another place to live, for frogs much

prefer damp places if they can get them. By and by they came to a well. One of them

looked down into it and said to the other, “This looks a nice cool place. Let us jump in

and make ourselves comfortable here. We’ll have the place all to ourselves!” But the

other replied, “Not so fast, my friend. Supposing this well dried up like the marsh? How

should we get out then?”

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Student Handout 6.2 Composition Checklist

Name: ____________________________________________

Date: _____________________________________________

Source: The Two Frogs and the Well ❒ Composition is double-spaced. ❒ Dress-ups are marked with an underline (one of each). ❒ Title is centered, and name is on paper. ❒ Checklist on top, final draft, rough draft, key word outline.

Dress-Ups (underlined) I II III strong verb -ly adverb

Mechanics and Grammar (correct usage) I II III proper punctuation of quotations commas

qq Checked for BANNED WORDS:

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Sample



Student Handout 6.3 Grammar Reinforcement Handout

There, Their, and They’re

Once upon a time __________ were two children who felt that __________

shoes were too tight. One of them exclaimed, “Look, over __________!”

She had seen a shoe store and thought __________ was a good chance they

would be able to enlarge __________ shoes.

“Hi,” greeted the shopkeeper, “How are your shoes?”

“ __________ too tight,” replied the first child.

“Yes, __________ awful,” sobbed the second.

“Well now,” empathized the shopkeeper, “__________, __________, let’s see

what we can do. Put them on the shelf over ____________, and I’ll take a look

at them.”

“__________ my favorite shoes,” sniffled the first child.

“Maybe __________ laces are too short,” cried the second.

The shopkeeper called __________ parents. “About your children’s shoes,” he

confided, “__________ really too small.” “I’d just go to Kinney Shoes and buy

them a new pair over __________,” he advised.

“__________ good kids to try to take care of _________ shoes, even when

__________’s no way to fix them,” he thought as he hung up and smiled.

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1

The Amphibian’s Real-Estate Dilemma

By Trevor

In a gigantic soggy marsh lived two frogs. One of them was a “no care in the world”

frog named Freddy; the other an older and wiser frog was named Dwaine. One day as they

were relaxing in shallow muddy pool, they noticed that the marsh was slowly drying up

because of a drought. “Our quagmire is drying up” Dwaine exclaimed somewhat distressed,

“it would be sensible to leave and seek better accommodations” which is what they did. They

wished they could find a swamp as muddy, wet, and enormous as the previous mucky

marshland, which they occupied.

While the frogs were searching, Freddy spied a well. “Hey Dwaine, over here. I

found a well. Just look down there it’s beautiful, and it looks as if it would be refreshing. I

can just feel the wet touch of the water, even though it is not as nice as our Quagmire, it

would be nice to get soaked again.” Dwaine on the other hand, who was carefully

considering the matter, concluded that just as the marsh dried up, the well water might also

evaporate, and they would not be able to escape because the well’s walls would be to high to

scale it. He replied rather seriously “how then should we escape if this well also fails us and

dries up. If it does we will die of thirst. If you jump in don’t count me in” Freddy exclaimed

“you’ll miss out on everything, you thickheaded frog I’m going to have a refreshing swim in

the well that I found.”

Freddy took the plunge, but as he jumped in, Dwaine noticed a ravenous Water

Moccasin in the well, which would enjoy devouring Freddy for lunch. “Freddy watch out

there’s a snake down there! I’ll drop down the water pail,” Dwaine suggested. He sprang into

action. The snake now aware of Freddy’s presence swam eagerly in the direction of the

defenseless frog. “Leap into the bucket.” Dwaine shouted. As soon as Freddy was in, Dwaine

labored to haul the bucket up. When Freddy was far enough away from the snake, Dwaine

scolded him. “You disregarded my counsel, and you might have lost your life which you

were attempting to save by leaping into the well.” Even though the well would have been a

fine substitute for their old marsh home where they had enjoyed living, Freddy and Dwaine

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2

abandoned the well because of the danger of the famished snake; after many days of

diligently searching for a location which they could inhabit, they found another marsh and

took up residence there.

The moral of this story; pay attention to your elders.

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Swamp Sweet Swamp

by

Will

Once there were two frogs that contentedly lived together in a

marvelous swamp. Freddy, the happy-go-lucky amphibian lived as if

nothing mattered in the world. His green friend Dwayne, who was a little

too cautious, felt he had authority over Freddy because he was the older

one. There they are; the innocent frogs, just sitting there, minding their

own business when all of a sudden a horrible hot spell evaporated all of

their water. Poor frogs! But that didn’t dry up their spirits! They hopped

up to go search high and low for a new home.

Freddy and Dwayne who eagerly set out to find a new home,

discovered a well. As Freddy and Dwayne slowly approached the enticing,

refreshing well, Freddy believed that this would be a better home that the

old marsh. But Dwayne who figured this MAY be an ideal living quarters,

had a few questions such as...”if we hop in, how will we get back out?” and

“Is the well full of water?” Dwayne who was deeply pondering, suddenly

snapped to his senses because he saw Freddy about to jump into the well.

“Freddy! Wait up,” he croaked. Dwayne hopped up to the stone wall

around the well and grabbed Freddy in a head lock as they stumbled

backwards to dry land. They wrestled each other on the ground until they

were both fatigued. “We really shouldn't go in,” croaked Dwayne. “Why

not?” shot back Freddy. “How on earth will we get out if the well dries

up?” demanded Dwayne.

Suddenly it began to rain. Slowly the glorious rain poured down on

them which made the pair look as if they had just hopped out of a

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swimming swamp. Then Freddy exclaimed, “Let’s hop back to our

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wonderful marsh because it is sure to be full now!!” Dwayne readily

agreed. So without further ado, they happily hopped back to their perfect

swamp.

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Classroom Supplement Level A: Structure and Style Pacing ...iew.com/sites/default/files/page/fileattachment/CS-A_demo_lesson1... · review prepositions 15 Unit 5: Writing from Pictures