Discoveries in Writing

Implementing the Structure and Style® Method

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Teacher’s Manual
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First Edition © January 2024

Institute for Excellence in Writing, L.L.C.

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 The purchase of this book allows its owner access to PDF downloads that accompany Discoveries in
Writing. See blue page for details and download instructions. Our duplicating/copying policy for these
resources is specified on the copyright page for each of these downloads.

Copyright Policy
Discoveries in Writing: Implementing the Structure and Style® Method Teacher’s Manual
First Edition, January 2024

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Copyright © 2024 Institute for Excellence in Writing

ISBN 978-1-62341-407-8
Our duplicating/copying policy for Discoveries in Writing Teacher’s Manual:
All rights reserved.

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No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means,
electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the
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Small group or co-op classes: Because this Teacher’s Manual may not be reproduced, each teacher must purchase
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Institute for Excellence in Writing (IEW®)
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IEW® and Structure and Style® are registered trademarks of the Institute for Excellence in Writing, L.L.C.

Contributors Designer
Sabrina Cardinale Melanie Anderson
Denise Kelley
Sharyn Staggers Illustrator
Heidi Thomas Erin Covey
Julie Walker

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Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

UNIT 1: NOTE MAKING AND OUTLINES

Lesson 1 Mount Everest, Matterhorn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

UNIT 2: WRITING FROM NOTES

Lesson 2 Constantine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

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Lesson 3 Alfred the Great . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Lesson 4 Lapis Lazuli . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

UNIT 3: RETELLING NARRATIVE STORIES

Lesson 5 The Lion and the Shepherd, Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

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Lesson 6
Lesson 7
Lesson 8

UNIT 4: SUMMARIZING A REFERENCE

Lesson 9
The Lion and the Shepherd, Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
The Sword in the Stone, Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
The Sword in the Stone, Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Old Faithful . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
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Lesson 10 Bayeux Tapestry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Lesson 11 Mecca . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Lesson 12 Tsunamis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Lesson 13 Jerusalem and the Crusades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

UNIT 5: WRITING FROM PICTURES

Lesson 14 Joust, Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Lesson 15 Joust, Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
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Lesson 16 Volcano, Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125

Lesson 17 Volcano, Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129

UNIT 6: SUMMARIZING MULTIPLE REFERENCES

Lesson 18 The French and Indian War, Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Lesson 19 The French and Indian War, Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Lesson 20 Bunker Hill, Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
Lesson 21 Bunker Hill, Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Lesson 22 Lafayette, Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
Lesson 23 Lafayette, Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185

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UNIT 7: INVENTIVE WRITING
Lesson 24 Hobbies I Enjoy, Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191
Lesson 25 Hobbies I Enjoy, Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
Lesson 26 Hobbies I Enjoy, Part 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
Lesson 27 A Person I Enjoy, Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211
Lesson 28 A Person I Enjoy, Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219
Lesson 29 A Place I Enjoy, Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227
Lesson 30 A Place I Enjoy, Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235

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Appendices
I. Adding Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243
II. Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245
III. Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247
IV. Review Games (Teacher’s Manual only) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263

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 Introduction 5

Welcome to Discoveries in Writing. This Teacher’s Manual shows reduced copies of the Student Book pages along
with instructions to teachers and sample key word outlines. Please be aware that this manual is not an answer key.
The samples provided in this book are simply possibilities of what you and your students could create.
Lesson instructions are directed to the student, but teachers should read them over with their students and help as
necessary, especially with outlining and structure and style practice. It is assumed that teachers have viewed and have
access to IEW’s Teaching Writing: Structure and Style video course and own the Seminar Workbook. Before each new unit,
teachers should review the appropriate information in that workbook and video. You can find references to the Teaching
Writing: Structure and Style course in the teacher’s notes for each new unit.

Introduction

Introduction

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The lessons in this book teach Structure and Style® in writing. As they move
through various themes and subjects, they incrementally introduce and review the
models of structure and elements of style found in the Institute for Excellence in
Writing’s Teaching Writing: Structure and Style®.

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Student Book Contents
• Scope and Sequence Chart (pages 8–9)
• The Lesson Pages
This is the majority of the text. It contains the instructions, source texts,
worksheets, and checklists you will need for each lesson.
• Appendix I: Adding Literature
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This appendix suggests various books and stories to be read or listened to.
• Appendix II: Mechanics
This appendix contains a compilation of the correct mechanics of writing
numbers, punctuating dates, referencing individuals, etc. that are found
in many of the lessons. Well-written compositions are not only written
with structure and style, but they also contain correctly spelled words and
proper punctuation.
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• Appendix III: Vocabulary

This appendix provides a list of the vocabulary words and their definitions
organized by lesson as well as quizzes to take periodically. Twenty-three
lessons include new vocabulary words. Every lesson includes vocabulary
practice. The goal is that these great words will become part of your
natural writing vocabulary.
Vocabulary cards are found on the blue page as a PDF download. Print
them, cut them out, and place them in a plastic bag or pencil pouch for
easy reference. Plan to study the words for the current lesson and continue
to review words from previous lessons.

Discoveries in Writing: Student Book 5

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6 Introduction

Introduction

Checklists
Customizing the Checklist
Each writing lesson includes a checklist that details all the requirements of
The total point value the assignment. Tear the checklist out of the book so that you can use it while
of each assignment is writing. Check off each element when you are sure it is included in your
indicated at the bottom paper. With each writing assignment, turn in the checklist to be used by the
of each checklist. This teacher for grading. Reproducible checklists are available. See the blue page
total reflects only the for download information.
basic items and does not
include the vocabulary

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words. If vocabulary words
are included, add the Teacher’s Manual
appropriate amount of
points and write the The Teacher’s Manual includes all of the Student Book contents with added
new total on the custom instructions for teachers, including sample key word outlines and style
total line. practice ideas. Teachers may teach directly from this manual without the
need of their own copy of the Student Book.

IEW’s EZ+1 Rule when

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Important: Teachers and
parents should remember

introducing IEW stylistic

techniques. The checklist
should include only those
elements of style that have
become easy plus one new
element. If students are not
Teaching Writing: Structure and Style
Along with the accompanying Teacher’s Manual for this Student Book, it
is required that the teacher of this course has access to Teaching Writing:
Structure and Style. This product is available in DVD format or Forever
Streaming. For more information, please visit [Link]/TWSS
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yet ready for a basic element
on the checklist, simply have
them cross it out. Subtract
its point value from the total Adapting the Schedule
possible and write the new
Groups who follow a schedule with fewer than thirty weeks will have to omit
total on the custom total
line at the bottom. If you some lessons. Because there are several lessons for each of the seven IEW
would like to add elements units in this book, this is not a problem. Teach lessons that introduce new
to the checklist, assign each concepts and omit some of those that do not.
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a point value and add these

points to the total possible,
placing the new total on the
custom total line.
Reproducible checklists are
available. See the blue page
for download information.

6 Institute for Excellence in Writing

Grading with the Checklist

To use the checklists for grading, do not add all the points earned. Instead, if an element is present, put a check in the blank across
from it. If an element is missing, write the negative point value on its line. Total the negative points and subtract them from the total
possible (or your custom total).
Note: Students should have checked the boxes in front of each element they completed.
Encourage students to bring a thesaurus to class. Most students enjoy using an electronic thesaurus, but for those who prefer books,
IEW offers a unique one entitled A Word Write Now.

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 Introduction 7

This schedule is provided to emphasize to parents and students, particularly in a class setting, that teachers and students
should not expect to complete an entire lesson in one day. Spreading work throughout the week will produce much
better writing with much less stress. Parents teaching their own children at home should follow a similar schedule.

Introduction

Assignment Schedule
All of the instructions for what to do for each lesson are included in the
Assignment Schedule located on the first page of each lesson. Each lesson is
divided into four days of instruction.

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Some writing assignments are divided into two parts, allowing students two lessons
to complete the entire assignment. Part one focuses on structure and writing a key
word outline. Part two focuses on style and writing the paragraph(s).

Students will benefit from learning new structure and style concepts with a teacher.

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In addition, students should plan to read the source texts and begin key word
outlines with a teacher.
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Discoveries in Writing: Student Book 7

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8 Scope and Sequence

Scope and Sequence

Lesson Subject and Style Vocabulary
Structure (First Introduced) Words

Unit 1 Mount Everest, Matterhorn harsh

1 introduction to structure summit

Unit 2 Constantine announce

2 title rule enormous

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3 Alfred the Great introduction to style fearlessly
-ly adverb wisely

4 Lapis Lazuli who/which clause

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Unit 3
5

6
The Lion and the Shepherd, Part 1

The Lion and the Shepherd, Part 2

The Sword in the Stone, Part 1

cast
hobble

cruelly
deliberately

firmly
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scoff

8 The Sword in the Stone, Part 2 strong verb behold

banned words: claim
say/said, see/saw
Unit 4 Old Faithful banned words:
topic-clincher sentences think/thought
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10 Bayeux Tapestry because clause embroider

epic

11 Mecca banned words: pilgrimage

go/went revered

12 Tsunamis quality adjective miraculously

banned words: surge
big, small
13 Jerusalem and the Crusades banned words: fierce
good, bad meaningful

Unit 5 Joust, Part 1

14

15 Joust, Part 2 brandish

joust

8 Institute for Excellence in Writing

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 Scope and Sequence 9

Lesson Subject and Style Vocabulary

Structure (First Introduced) Words

16 Volcano, Part 1 erupt

spew

17 Volcano, Part 2 [Link] clause imposing

massive

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Unit 6 The French and Indian War, Part 1 ambush
18 confront

19 The French and Indian War, Part 2

20

21

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Bunker Hill, Part 2

Lafayette, Part 1
#2 prepositional opener
ascend
momentous

defend
reconciliation

privileged
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undaunted

23 Lafayette, Part 2 #3 -ly adverb opener provide

resolve

Unit 7 Hobbies I Enjoy, Part 1

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25 Hobbies I Enjoy, Part 2 craft

specialty

26 Hobbies I Enjoy, Part 3 regularly

relax

27 A Person I Enjoy, Part 1 #6 vss opener additionally

particularly

28 A Person I Enjoy, Part 2 characteristic

significant

29 A Place I Enjoy, Part 1

30 A Place I Enjoy, Part 2

Discoveries in Writing: Student Book 9

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 Lesson 1: Mount Everest, Matterhorn 11

Lesson 1: Mount Everest, Matterhorn

Preparation: Teaching Writing: Structure and Style
Watch the sections for Unit 1: Note Making and Outlines.
At [Link]/twss-help reference the TWSS Viewing Guides.

Structure: Unit 1: Note Making and Outlines

Introduction to Structure
Subject: Mount Everest, Matterhorn

Lesson 1: Mount Everest, Matterhorn

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UNIT 1: NOTE MAKING AND OUTLINES Unit 1
Lesson 1: Mount Everest, Matterhorn Students will benefit
from reading the source
Goals text and beginning
• to learn the Unit 1 Note Making and Outlines KWOs with a teacher.
structural model Teachers should

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• to create a key word outline (KWO)
• to retell the content of a source text using just your outline
• to use new vocabulary words: harsh, summit

Assignment Schedule
Day 1
plan to teach
New Structure,
New Style, and
introduce the
vocabulary words.
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1. Read Introduction to Structure and New Structure.
2. Read and discuss the source text “Mount Everest.”
3. Reread the source text one sentence at a time and circle two or three key
words that tell the sentence’s main idea.
4. Write your key word outline (KWO) by copying the key words onto the
outline. Use symbols, numbers, and abbreviations when possible.
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5. Test your KWO. If a note is unclear, check the source text and fix your KWO.
Day 2
1. Look at the vocabulary cards for Lesson 1. Complete Vocabulary Practice.
2. Try to add one vocabulary word to your KWO.
3. Give an oral report using your KWO. Read. Think. Look up. Speak.
Day 3
1. Read and discuss “Matterhorn.”
2. Reread the source text one sentence at a time and circle two or three key
words that tell the sentence’s main idea.
3. Write your KWO.
4. Try to add one vocabulary word to your KWO.
5. Test your KWO. If a note is unclear, check the source text and fix your KWO.

Discoveries in Writing: Student Book 11

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12 UNIT 1: NOTE MAKING AND OUTLINES

UNIT 1: NOTE MAKING AND OUTLINES

Day 4
1. Review the vocabulary words and their meanings.
2. Complete Structure Review.
3. After practicing, use one of your KWOs to give an oral report to a friend or
family member. Read. Think. Look up. Speak. If applicable, be prepared to
give an oral report in class.

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Literature Suggestions
If you wish to incorporate literature into the curriculum, see a suggested list of

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books in Appendix I.

Introduction to Structure
In this book you will write with structure and with style.
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This lesson explains structure.

Structure
What is structure? The dictionary says structure is “the way that parts of something
are arranged or put together.”

What has structure? Think of a car. Before a car is built, someone had to draw
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plans for the designers. The designers had to follow the plans so that each part of
the car is in its proper place. The brake must be next to the accelerator pedal. The
steering wheel must be at a height that the driver can easily reach it and still see out
the front window. Each part had to be placed in its own special spot. Each step had
to be completed in order to give the car its proper structure.

In some ways, writing a paper is similar to building a car. A paper contains facts
and ideas. If you begin writing without a plan, your facts and ideas will probably
end up in the wrong place. Your paragraph will not be structured well, and your
readers might not understand what you are trying to say. So, in this course you will
“draw plans” before you write. Your “plans” will be key word outlines, which we
abbreviate KWO.

12 Institute for Excellence in Writing

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 Lesson 1: Mount Everest, Matterhorn 13

Lesson 1: Mount Everest, Matterhorn

New Structure
Note Making and Outlines
Begin by reading the source text. Choose two or three key words in each sentence
that tell the sentence’s main idea. Circle the words.

To write a key word outline (KWO), place the key words on the outline.
Do not write more than three words on a line. You may also use symbols,
numbers, and abbreviations. They are “free.” Separate key words, symbols,
numbers, and abbreviations with commas.

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Key words are the most important words that tell the main idea.
Symbols can be drawn faster than it takes to write the word.
Numbers include numerals like 1, 2, 3, and 1st, 2nd, 3rd.
Abbreviations are commonly accepted forms of shortened words.

ppl

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Can you guess what each of the following mean?

 mt ++ 123 O2
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After you finish writing your KWO, you must test it.

To test a KWO, begin by putting the source text away. Use only your notes.
If a note is unclear, check the source text and fix your KWO.

Read a line of notes.

Think of a sentence.
Look up so your eyes are not on the paper.
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Speak in complete sentences. With practice you can use your

KWO to give an oral report about a source text.

Discoveries in Writing: Student Book 13

Encourage students to use symbols, numbers, and abbreviations.

A symbol is legal if it can be written in less time than it takes to write the word.

Symbols  = to/across/next ++ = many/more/several

O2 = Oxygen = tooth = approximately

Numbers 123 = numbers

Abbreviations ppl = people mt = mountain

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14 UNIT 1: NOTE MAKING AND OUTLINES

UNIT 1: NOTE MAKING AND OUTLINES

Source Text

Mount Everest

Mount Everest is in the Himalayan mountain range in Asia. It

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Read and Discuss
is over nine thousand feet tall and is the highest point on Earth.

R
As you read the

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source text, define
Cold temperatures, strong winds, and little oxygen make the

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words students may

PL FO
not know.
Show students mountain hard to climb. More than three hundred people have
where Mount
Everest is located

AT
died climbing Mount Everest. People who guide climbers up the
on a map.

pl Himalayas are called Sherpas. In 1953 Edmund Hillary and his

DU OT
Locate Key Words
Model how to find Sherpa guide, Tenzing Norgay, were the first people to reach the
IC
key words. Reread
the first sentence.
Ask your students summit of Mount Everest.
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m
what words are
main idea words.
The words chosen
for this sample are
Himalayan, range,
Asia; however,
students may pick
different words.
Have students
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circle two or three

key words in each
sentence of the
source text.
Sentence by
sentence, repeat
the process by
questioning and
circling as students
give key word
suggestions. Mechanics
Capitalize proper nouns and adjectives.
14 Institute for Excellence in Writing

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 Lesson 1: Mount Everest, Matterhorn 15

The KWOs in the Teacher’s Manual are only samples. Every class and each student will have unique outlines.

Sample Lesson 1: Mount Everest, Matterhorn

Key Word Outline

Did you circle two or three key words in each sentence of the source text?
On the lines below, write two or three key words from each sentence of
“Mount Everest.” Use symbols, numbers, and abbreviations when possible.
Writing the KWO
Write notes for the first sentence on the Roman numeral line.
There is one line for each sentence. Symbols, numbers,
and abbreviations

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are free. Using them
I. ME, Himalayan, range, Asia allows room for other
key words.
Since Mount Everest
1. > 9,000 ft, highest, point, Earth is the title, simply
write ME when

2.

3.

4. pl cold, winds, -- O2 , hard

> 300 ppl, died, climbing

Sherpas, guide, climbers

writing the KWO.
Proper nouns such as
Edmund Hillary and
Tenzing Norgay count
as one key word.
Encourage students
to correctly capitalize
and spell these words
as they write their
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KWOs.

5. 1953, Edmund Hillary + Tenzing Norgay, 1st, summit In a classroom setting,

write class ideas on a
whiteboard. Students
may copy these or use
their own ideas.
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Test your KWO. This is a test of the outline, not your memory.
To test your KWO, look at your notes, not the source text. If a note is
unclear, check the source text and fix your KWO.
Tell Back
Read a line of notes.
Telling back the KWO
Think of a sentence. is an important step
in the prewriting
Look up so your eyes are not on the paper. process.

Speak in complete sentences.

Discoveries in Writing: Student Book 15

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16 UNIT 1: NOTE MAKING AND OUTLINES

UNIT 1: NOTE MAKING AND OUTLINES

Source Text

Matterhorn
Read and Discuss
Show students The Matterhorn is a famous mountain in the Alps on the border
where the

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Matterhorn is
located on a map.
of Switzerland and Italy. Shaped like a jagged tooth, it is almost

R
The source text

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references the fifteen thousand feet tall. Each summer about three thousand

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Iglu-Dorf Zermatt in

PL FO
Switzerland. Pictures
of this hotel can be
people try to climb it. The Swiss side of the mountain is easier to
found online.
climb than the Italian side. The world’s largest igloo resort sits at

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Locate Key Words
the base of the Matterhorn. This snow hotel includes a restaurant
DU OT
Model how to find
key words. Reread
the first sentence. and several small igloo hotel rooms connected with tunnels.
IC
Ask your students,
“If I want to
remember the main
m
idea of this sentence,
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what three words are

key words?” (Circle
those words.)
Sentence by
sentence, repeat
the process by
questioning and
circling as students
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give key word

suggestions.

16 Institute for Excellence in Writing

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 Lesson 1: Mount Everest, Matterhorn 17

Sample Lesson 1: Mount Everest, Matterhorn

Key Word Outline

Did you circle two or three key words in each sentence? On the lines below,
write two or three key words from each sentence of “Matterhorn.” Use symbols,
numbers, and abbreviations when possible. There is one line for each sentence. Reminder
Symbols, numbers,
and abbreviations
I. mt, Alps, Switzerland, Italy are free. Using them
allows room for
other key words.

e
1. shaped, jagged, , 15,000 ft
Train students to
use numerals on the
KWO. Numerals are
2. summer, 3,000 ppl, climb always faster than
spelling the word.

3.

4.

5. pl Swiss, easier, Italian

lg, igloo resort, base

restaurant, rooms, tunnels

m
Tell Back
Telling back the
KWO is an important
step in the
prewriting process.
Sa

Read.
Test your KWO. Remember, this is a test of the outline, not your memory. Think.
To test your KWO, look at your notes, not the source text. If a note is Look up.
unclear, check the source text and fix your KWO. Speak.
Andrew Pudewa
Read a line of notes. teaches, “You may
look at your notes,
Think of a sentence. and you may speak
to your audience,
Look up so your eyes are not on the paper. but you may not do
both at the same
Speak in complete sentences. time.”

Discoveries in Writing: Student Book 17

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18 UNIT 1: NOTE MAKING AND OUTLINES

UNIT 1: NOTE MAKING AND OUTLINES

Vocabulary Vocabulary Practice

Students study Listen to someone read the vocabulary words for Lesson 1 aloud.
vocabulary to
become better Speak them aloud yourself.
thinkers, speakers,
and writers. Read the definitions and sample sentences on the vocabulary cards.
Print the vocabulary Write two sentences using one of this lesson’s vocabulary words in each
cards for Lesson 1. sentence. You may use derivatives of the words. For example, you
Hold up the

e
cards. Read each
may add an -ed, -s, or -ing to a basic vocabulary word.
definition and ask
your students to
guess which word it harsh Mount Everest is difficult to climb
matches by looking
at the pictures.
Allow students
to use derivatives
(forms) of words.
The sample
sentences are,
of course, only
suggestions. If
students ask for
pl because of its harsh weather.

summit Edmund Hillary and Tenzing

m
help, offer an idea.
Listen as they read Norgay were the first people to reach the
their sentences
aloud.
summit of Mount Everest.
Structure Review
Key words are the
most important Think about the words. Can you use them in your KWOs?
Sa

words that tell the

main idea. Structure Review
Two or three words
can be placed on a
Review page 13. Answer these questions orally.
KWO line.
What is a key word?
Symbols, numbers,
and abbreviations How many words can you put on one line of a KWO?
are free.
After you write a When you write a KWO, what are free?
KWO, you have to
test it.
After you write a KWO, what do you have to do?

18 Institute for Excellence in Writing

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 Lesson 2: Constantine 19

Lesson 2: Constantine
Preparation: Teaching Writing: Structure and Style
Watch the sections for Unit 2: Writing from Notes.
At [Link]/twss-help reference the TWSS Viewing Guides.

Structure: Unit 2: Writing from Notes

title rule
Subject: Constantine

Unit 2
Lesson 2: Constantine

In Unit 2 students use

e
UNIT 2: WRITING FROM NOTES the KWO to write a
summary paragraph.
Lesson 2: Constantine As you model writing
Goals from the KWO, stress
the importance
• to learn the Unit 2 Writing from Notes structural model of writing in your

pl
• to write a 1-paragraph summary
• to create a title
• to be introduced to the composition checklist
• to use new vocabulary words: announce, enormous

Assignment Schedule
own words.

Build-a-Man
See Appendix IV for
game directions. For
this lesson, use the
following phrases and
m
Day 1 bonus questions.
1. Play Build-a-Man. Directions for this game and other games can be found in UNPLEASANTLY
the Teacher’s Manual. SEVERE
Bonus: What is the
2. Read and discuss “Constantine.” vocabulary word?
harsh
3. Reread the source text and circle two or three key words in each sentence.
THREE KEY WORDS
4. Write your key word outline (KWO) by copying the key words onto the Bonus: In addition
to two or three key
outline. Use symbols, numbers, and abbreviations when possible.
Sa

words, what may

5. Test your KWO. If a note is unclear, check the source text and fix your KWO. you write on each
line of a KWO?
Day 2 symbols, numbers, and
abbreviations
1. Read New Structure.
2. Review your KWO from Day 1.
Exemplar
3. Begin writing your rough draft. Use your KWO.
The Exemplars
4. Look at the checklist. Check each box as you complete each requirement. file contains a
student’s completed
Day 3 assignment for
Lesson 2. The
1. Look at the vocabulary cards for Lesson 2. Complete Vocabulary Practice. Exemplar is for the
2. Finish writing your rough draft. Use your KWO and the checklist. If you use teacher and not
intended to be
vocabulary words, label them with (voc). Follow the title rule to create a title. used by the student.
3. Turn in your rough draft to your editor with the completed checklist attached. See the blue page
The backs of all checklists are blank so that they can be removed. for download
instructions.
Discoveries in Writing: Student Book 19

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20 UNIT 2: WRITING FROM NOTES

UNIT 2: WRITING FROM NOTES

Day 4
1. Write or type a final draft. Format your paper correctly.
2. Paperclip the checklist, final draft, rough draft, and KWO together.

New Structure
Writing from Notes Writing from Notes

e
In Unit 2 students In Unit 2 you will use your KWO to write a paragraph. You may use your own
write summary words, sentences, and ideas.
paragraphs. Do
not worry if their This is the first sentence of the source text:
paragraphs are
similar to the
source texts. This
will change when
students advance
to other units.

pl In 312 Constantine and Maxentius battled at the Milvian Bridge, which crosses
a river outside of Rome.

Your key word notes may look something like this:

I. 312, C, Maxentius, Milvian Bridge

m
Practice

Use the key word notes to write a sentence.

Here is an example: In 312 Constantine fought Maxentius at Milvian Bridge.

Sa

Editing
Andrew Pudewa Answers will vary.
says, “Hands on
structure, hands The Editor
off content.”
Make the paper You will need to hire an editor to complete your assignments. Your editor will
grammatically legal; help you with spelling, punctuation, and proper grammar usage. Your editor will
however, refrain also look at the checklist and let you know if anything is not complete. When your
from meddling with
editor finishes editing your rough draft, talk about the changes you should make.
content.
Then use your rough draft and your editor’s comments to write a final draft.
20 Institute for Excellence in Writing

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 Lesson 2: Constantine 21

Source text titles are purposely vague. Students will create their own interesting or dramatic titles following the title rule.

Lesson 2: Constantine

Titles
An interesting title grabs a reader’s attention. To create a title, repeat one to three
key words from the final sentence.

This is the last sentence of “Matterhorn”: This snow hotel includes a restaurant and
several small igloo hotel rooms connected with tunnels.

Here are two possible titles:

e
Snow Hotel

The Matterhorn’s Igloo Hotel

“ ”
pl
Title Capitalization
Capitalize the first word and the last word.
Title repeats one to three
key words from final sentence.
m
Capitalize all other words except
articles (a, an, the),
coordinating conjunctions (for, and, nor, but, or, yet, so),
prepositions (such as: in, over, on, without).

Practice
Sa

Since you have not yet written the final sentence of this assignment, create a Titles
title using one to three key words from the final sentence of the source text. To create a title,
key words in the
After Constantine became ruler, he legalized Christianity. last sentence
sometimes need to
be changed. That is
The Ruler Who Legalized Christianity fine. If students ask,
offer suggestions.
From now on, create a title for your compositions by repeating one to three key
words from the final sentence.
Discoveries in Writing: Student Book 21

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22 UNIT 2: WRITING FROM NOTES

UNIT 2: WRITING FROM NOTES

Source Text

Constantine
Read and Discuss In 312 Constantine and Maxentius battled at the Milvian Bridge,
Read the source text

N
with your students which crosses a river outside of Rome. It did not matter that

R
and ask questions

e
to get them
Maxentius had two times as many men as Constantine. Before

IO
thinking about the

PL FO
information. It is
also important to the battle Constantine said that he saw a vision of a large
make sure students
understand words
burning cross in the sky. Encouraged by this vision, he ordered

AT
in the text that may
be unfamiliar to
them.

pl his soldiers to paint the Chi-Rho symbol on their shields.

DU OT
Locate Key Words This symbol represents the first two letters of Christ in
IC
Sentence by
sentence, find and Greek. Constantine’s men defeated
circle key words.
m N

Maxentius’s army. After

Constantine became ruler,

he legalized Christianity.
Sa

Mechanics
The mechanics rules
listed in this book Mechanics
follow guidelines Spell out numbers that can be expressed in one or two words (two, fifty-three, three
provided in Fix It! hundred). Spell out ordinal numbers (first, second).
Grammar, which
aligns with the
Chicago Manual Use numerals for numbers that use three words or more (123, 204). Use numerals
of Style. for numbers mixed with symbols ($500) and for dates (312).
22 Institute for Excellence in Writing

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 Lesson 2: Constantine 23

Sample Lesson 2: Constantine

Key Word Outline

One Roman numeral means that this source text has just one paragraph.
After you have circled two or three key words in each sentence, write your KWO.

Reminder
I. 312, C, Maxentius, Milvian Bridge Symbols, numbers,
and abbreviations
are free.
M, 2x men, C

e
1. Using them allows
room for other key
words.
2. C, , vision, burning , sky
2x = two times

= see/saw
encouraged, soldiers, paint,
3.

4.

5.
pl Chi-Rho = Christ, Greek

C men, defeated, M, army

Writing from Notes
Students should
write from the
KWO. One note
may become two
or more sentences,
m
or two notes
6. C ruler, legalized, Christianity may become one
sentence.
Sa

Test your KWO. If a note is unclear, check the source text and fix your KWO.

Read a line of notes.

Think of a sentence.
Look up so your eyes are not on the paper.
Speak in complete sentences.
Discoveries in Writing: Student Book 23

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24 UNIT 2: WRITING FROM NOTES

UNIT 2: WRITING FROM NOTES

Vocabulary Practice
Listen to someone read the vocabulary words for Lesson 2 aloud.
Speak them aloud yourself.
Read the definitions and sample sentences on the vocabulary cards.
Write the correct words in the blanks. You may use derivatives of the
words. For example, you may add an -ed, -s, or -ing to a basic

e
vocabulary word.
Vocabulary
Encouraging
students to use Constantine announced that he had a vision.
new words expands
their vocabulary.
However, the
vocabulary words
are optional.
Do not require
students to use
vocabulary words
in their writing
assignments. pl Think
The enormous cross was on fire.

about the words. Can you use them in your paragraph?

If you use a vocabulary word in your paragraph, label it by writing

(voc) in the left margin or after the sentence.
m
Paper Format
When you begin your assignment, place your name and the date in the top left
corner of the first page.

Your Name
Sa

January 1, 2025

Title Centered

Indent the first line of each paragraph half an inch.

Place one space between sentences. Double-space all lines.

24 Institute for Excellence in Writing

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 Lesson 2: Constantine 25

Before students begin to write, preview the checklist. This ensures that students understand expectations.


Lesson 2: Constantine
Checklist
Unit 2 Composition Checklist In each lesson
Lesson 2: Constantine students are directed
to give their editors a
rough draft with the
Name:
completed checklist

N
STRUCTURE attached. The back

R
name and date in upper left-hand corner 10 pts sides of all checklists

e
composition double-spaced
are blank so they can
10 pts

IO
be removed from the
title centered and repeats 1–3 key words from final sentence
PL FO
10 pts Student Book.
checklist on top, final draft, rough draft, key word outline 10 pts Reproducible
MECHANICS checklists are included
in the downloads that
capitalization
AT 15 pts

pl
end marks and punctuation
complete sentences
15 pts
15 pts
come with this book.
See the blue page.
The vocabulary words
DU OT

correct spelling 15 pts are optional. Do not

require students
VOCABULARY
IC
to use vocabulary
vocabulary words - label (voc) in left margin or after sentence words in their writing
assignments.
Total: 100 pts
m
N

Custom Total: pts

Sa

Discoveries in Writing: Student Book 25

Instruct students to tear the checklist out of the book so that they can use it while writing.
Train students to check what they do and do what they check.

These are Sample Pages for preview only. Copyrighted Material.

 Lesson 18: The French and Indian War, Part 1 135

Lesson 18: The French and Indian War, Part 1

Preparation: Teaching Writing: Structure and Style
Watch the sections for Unit 6: Summarizing Multiple References.
At [Link]/twss-help reference the TWSS Viewing Guides.

Structure: Unit 6: Summarizing Multiple References

Style: no new style
Subject: the French and Indian War

Lesson 18: The French and Indian War, Part 1

e
Unit 6
UNIT 6: SUMMARIZING MULTIPLE REFERENCES
In this new unit the KWO
Lesson 18: The French and Indian War, Part 1 is written by taking key
words from interesting
Goals and important facts,
• to learn the Unit 6 Summarizing Multiple References structural model similar to Unit 4. In this

pl
• to create source outlines from multiple references
• to create a fused outline
• to use new vocabulary words: ambush, confront

Assignment Schedule
Day 1
unit students receive
multiple sources related
to each topic. For each
topic students take 3–5
notes from each source
to write a source outline.
Using the source outlines,
students combine the
notes to write a fused
m
1. Read New Structure—Summarizing Multiple References. outline. Help students
limit which facts they
2. Your assignment is to prepare to write a paragraph about the French and choose.
Indian War. That is why FIW, battles, intense are on the Roman numeral line
The paragraph is about a
(the topic line) of the source and fused outlines.
specific topic and should
3. Read and discuss “The French and Indian War.” follow the topic-clincher
rule.
4. Reread the source text and put marks by three to five facts that are most
interesting or important. These are facts that support the topic.
Sa

Exemplar
5. Write the facts on the first source outline.
The Exemplars file
Day 2 contains a student’s
1. Read and discuss “The Ohio Valley Battles.” completed assignment
for Lessons 18 and 19.
2. Reread the source text and put marks by three to five facts that are most The Exemplar is for the
interesting or important. These are facts that support the topic. Do not mark teacher and not intended
to be used by the student.
facts that you already included from the first source.
See the blue page for
3. Write the facts on the second source outline. download instructions.
Day 3
1. Look at the vocabulary cards for Lesson 18. Complete Vocabulary Practice.
2. Review your source outlines. Choose five to six facts from the source
outlines and write them on the fused outline.
3. Test your fused outline. If a note is unclear, check the source text and fix
your fused outline.

Discoveries in Writing: Student Book 135

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136 UNIT 6: SUMMARIZING MULTIPLE REFERENCES

UNIT 6: SUMMARIZING MULTIPLE REFERENCES

Day 4
1. Review the vocabulary words and their meanings.
2. After practicing, use your fused outline to give an oral report to a friend or
family member. Read. Think. Look up. Speak. If applicable, be prepared to
give an oral report in class.

e
pl
m
Sa

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 Lesson 18: The French and Indian War, Part 1 137

Read this page to introduce the new structural unit, Unit 6: Summarizing Multiple References. Like Unit 4, students
take notes from the source text to write a report. Because there are two source texts, students will take notes from
both texts and then fuse them into one KWO. Students will write from the fused outline.

Lesson 18: The French and Indian War, Part 1

New Structure
Summarizing Multiple References
In Unit 6 you will again write reports. Remember when you write a report your
facts must be organized into paragraphs. Just like Unit 4 you will find the facts to
support the topic in the source texts. This time you will use more than one source.

e
Each paragraph begins with a topic sentence, contains facts, and ends with a
clincher sentence.

Topic Sentence
1 topic = 1 paragraph

pl
The topic sentence tells what the paragraph is about. When you write the KWO,
ask yourself, “What will the paragraph be about?” The key words on the Roman
numeral line of the source outlines and the fused outline state the topic.

Facts
m
Gather facts by writing source outlines. Create one source outline for each
source text. Once you have chosen your topic, read each of your sources and
look for interesting or important facts that support the topic.

Organize facts by writing a fused outline. Choose five to six facts from the
source outlines and write them on the fused outline.
Sa

Source Outline A Source Outline B

I. Topic: FIW, battles, intense I. Topic: FIW, battles, intense

1. Fused Outline 1.

I. Topic: FIW, battles, intense

2. 2.
1.

3. 3.
2.

(4.) 3. (4.)

(5.) 4. (5.)

5.

(6.)

Clincher

Clincher Sentence

The clincher sentence reminds the reader what the paragraph was about.
The fused outline ends with the word clincher.
Discoveries in Writing: Student Book 137

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138 UNIT 6: SUMMARIZING MULTIPLE REFERENCES

UNIT 6: SUMMARIZING MULTIPLE REFERENCES

Source Text A

The French and Indian War

N
The British and the French fought over land in America during the

R
French and Indian War. The British who lived in America wanted

IO
e
PL FO
more farmland. The French who lived in America wanted to use

AT
the land for trapping and trading. In 1754 the governor of Virginia

pl
DU OT
sent Major Washington and nearly 150 Virginia soldiers to Ohio,
IC
where three rivers joined together and where the city of Pittsburg
N

now stands. Washington and his men surprised a few French

m
soldiers and won the first battle. After learning of this attack,

the French and their Native American allies chased Washington.

He and his soldiers built a small structure called a stockade for
Sa

protection. They called it Fort Necessity. During the next battle

there were too many French, and Major Washington was forced
to surrender. The French allowed

Washington and his remaining

troops to return to Virginia. They
would return to fight again.

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 Lesson 18: The French and Indian War, Part 1 139

Lesson 18: The French and Indian War, Part 1

Source Text B

The Ohio Valley Battles

N
In 1754 the French were building forts along three rivers in the

R
Ohio Valley. They built forts to protect themselves from the

IO
e
PL FO
English. They wanted the land because the rivers helped them

AT
transport furs to Europe. The British wanted the land because the

pl
DU OT
soil was rich for farming. When the Virginia governor demanded
IC
that the French leave the area, they fought. The Virginia soldiers
N

won the first battle but lost the second. Fortunately, they were
m
allowed to return home. The next year, George Washington
and his Virginia troops returned. They fought for British Major

General Braddock. He was killed, and they lost. Washington

Sa

became the leader. He lost two horses that were shot while he
rode them, and his coat was punctured by four musket balls. He

was not hurt! The last time Washington battled the French in the
Ohio Valley was in 1758. He fought with six thousand soldiers.

When the French realized they could not win, they surrendered

by sinking their cannons and burning their fort.

Discoveries in Writing: Student Book 139

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140 UNIT 6: SUMMARIZING MULTIPLE REFERENCES

Students must limit which facts they choose to note. Help them look for the most interesting or most important facts
that best explain how these battles were intense.
Next to the first Roman numeral, notice FIW (subject), battles (topic), intense (one more word about the topic).

UNIT 6: SUMMARIZING MULTIPLE REFERENCES

Sample
Source Outlines
The assigned topic for this paragraph is battles. The titles of the source texts are on
the Source line. The assigned topic is written in key words on the Roman numeral
topic lines. Look at the source texts and note three to five interesting or important
facts about the topic.

e
Topic: battles 1 paragraph = 1 topic

Source A: “The French and Indian War”

plI. Topic:

1.

2.
FIW, battles, intense

B + F, fought, land, Am, OH

1754, GW + 150 soldiers, OH, won, 1st, battle

m
3. F + NA allies, chased GW

(4.) GW + , built, Fort Necessity, protection

(5.) battle, ++ F, GW, surrendered home

Sa

Source B: “The Ohio Valley Battles”

I. Topic: FIW, battles, intense

1. F, furs, B, farming, fought

2. VA, won 1st, lost, 2nd, 3rd, GW leader

3. GW, 2 horses , 4 musket , , X hurt

(4.) 1758, GW + 6000 , against F, last

(5.) F, surrendered, , , burned, fort

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 Lesson 18: The French and Indian War, Part 1 141

The topic on the source and fused outlines is identical. This is because students choose a topic to write about and
then gather facts from both sources about the chosen topic. Only the fused outline has a clincher line because
students use the fused outline to write the paragraph.

Sample Lesson 18: The French and Indian War, Part 1

Fused Outline
Source Outline A Source Outline B

I. Topic: FIW, battles, intense I. Topic: FIW, battles, intense

Fused Outline

1. I. Topic: FIW, battles, intense 1.

1.

e
2. 2.

2.
3. 3.
3.

(4.) (4.)
4.

(5.) 5. (5.)

Fused Outline

I.
Source A
Topic:
pl FIW, battles, intense
(6.)

Clincher

Select five to six facts from the source outlines to transfer to the fused outline.
Help students
choose facts
from both
source outlines
and place them
in an order that
makes sense.
m
Do not require
1. B+ F, fought, land, Am, OH students to
indicate which
source outline
VA, won 1st, lost, 2nd, 3rd, GW leader Source B each note came
2. from. This is
Source A just a visual for
teachers.
3. GW + , built, Fort Necessity, protection
Sa

Source B
4. GW, 2 horses , 4 musket , , X hurt

1758, GW + 6000 , against F, last Source B

5.

F, surrendered, , , burned, fort Source B

(6.)

Clincher

Tell back the facts on the fused outline in complete sentences. Fix any notes you do
not understand. For the clincher, repeat or reflect two or three key words from the
topic line.
Discoveries in Writing: Student Book 141

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142 UNIT 6: SUMMARIZING MULTIPLE REFERENCES

UNIT 6: SUMMARIZING MULTIPLE REFERENCES

Vocabulary Practice
Listen to someone read the vocabulary words for Lesson 18 aloud.
Speak them aloud yourself.
Read the definitions and sample sentences on the vocabulary cards.
Write two sentences using one of this lesson’s vocabulary words in each

e
sentence. You may use derivatives of the words.

ambush

pl Washington and his men ambushed the French soldiers.

m
confront

Washington confronted the French for the last time.

Sa

Think about the words. Can you use them in your report?

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 Lesson 19: The French and Indian War, Part 2 143

Lesson 19: The French and Indian War, Part 2

Structure: Unit 6: Summarizing Multiple References
Style: no new style
Subject: the French and Indian War

Lesson 19: The French and Indian War, Part 2

UNIT 6: SUMMARIZING MULTIPLE REFERENCES

Lesson 19: The French and Indian War, Part 2

e
Goals Unit 6

• to write a 1-paragraph report In this lesson

students use
• to review vocabulary words the fused
outline created
Assignment Schedule in Lesson 18

Day 1

pl
1. Play Find the [Link] Clause Starters.
2. Review New Structure—Summarizing Multiple References from Lesson 18.
3. Review your fused outline from Lesson 18.
to write a
paragraph.
The paragraph
is about the
intense battles
of the French
and Indian War
and should
m
4. Say the topic-clincher rule. follow the topic-
clincher rule.
5. Use the words on the topic line to write your topic sentence.
6. Complete Style Practice.
Day 2
1. Begin writing your rough draft. Use your fused outline.
2. Look at the checklist. Check each box as you complete each requirement.
Sa

Day 3
1. Complete Vocabulary Review.
2. Practice saying the topic-clincher rule.
3. Finish writing your rough draft. Use your fused outline and the checklist.
4. Turn in your rough draft to your editor with the completed checklist attached.
Day 4
1. Study for Vocabulary Quiz 4. It will cover words from Lessons 15–18.
2. Write or type a final draft.
3. Highlight or bold the key words French and Indian War, battles, intense in the
topic and clincher sentences.
4. Paperclip the checklist, final draft, rough draft, and KWO together.
Discoveries in Writing: Student Book 143

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144 UNIT 6: SUMMARIZING MULTIPLE REFERENCES

UNIT 6: SUMMARIZING MULTIPLE REFERENCES

Style Practice
-ly Adverb Dress-Up
You must include an -ly adverb in the report you write.

What -ly adverbs could express how the soldiers fought?

e
relentlessly, viciously, courageously

pl
Strong Verb Dress-Up
Do not use the exact words found in the text. On the line below each sentence,
write strong verbs that are synonyms of the italicized words. Use a thesaurus.
m
1. The British soldiers fought the French.

strong verbs confronted, attacked, ambushed

2. The French built forts.

Sa

strong verbs constructed, fabricated, assembled

Quality Adjective Dress-Up

Next to each noun, write ideas for adjectives that create a strong image and feeling.
Avoid banned adjectives.

1. George Washington heroic, determined, wise

2. fort sturdy, wooden, strategic

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 Lesson 19: The French and Indian War, Part 2 145

Lesson 19: The French and Indian War, Part 2

Who/Which Clause Dress-Up

Add a who/which clause. Punctuate and mark correctly.

The French fought the British , who wanted more farmland.

e
Because Clause Dress-Up
Comma Rules
Add a because clause. Underline the word because.
As students write
clausal dress-ups,

pl
George Washington and his men built a fort

because they needed protection from the French.

[Link] Clause Dress-Up

review comma rules.

Place commas
around a
who/which
clause.

Do not use a
m
Write the seven www words that can begin a [Link] clause. comma before
a because
clause.
when, while, where, as, since, if, although
Do not use a
Add a [Link] clause. Underline the www word. comma before
a [Link]
clause.
George Washington became the leader
Sa

since the British general had died.

Look at your KWO and consider dress-ups to include in your report.

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146 UNIT 6: SUMMARIZING MULTIPLE REFERENCES

UNIT 6: SUMMARIZING MULTIPLE REFERENCES

Vocabulary Review
Listen to someone read the vocabulary words for Lessons 15–18 aloud.
Speak them aloud yourself.
Read the definitions and sample sentences on the vocabulary cards.
Write the words that match the definitions.

e
imposing grand or impressive

pl spew

brandish

confront
to pour out forcibly in a stream

to shake or wave a weapon

to oppose or challenge in a direct and

m
forceful way

erupt to spontaneously release in a violent way

massive large in size or quantity

Sa

ambush to attack by surprise

joust a fight between knights on horseback with

lances

Think about the words and their meanings. Which vocabulary words could
you use in your report?

brandish, confront, ambush

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 Lesson 19: The French and Indian War, Part 2 147

Lesson 19: The French and Indian War, Part 2

Unit 6 Composition Checklist Summarizing

Multiple
Lesson 19: The French and Indian War References
Checklist
Name: Teachers are free to
STRUCTURE adjust a checklist by

N
requiring only the
name and date in upper left-hand corner 2 pts
stylistic techniques

R
composition double-spaced 3 pts that have become

e
title centered and repeats 1–3 key words from final sentence easy, plus one new

IO
5 pts
one. EZ+1
PL FO
topic-clincher sentences repeat or reflect 2–3 key words (highlight or bold) 10 pts
checklist on top, final draft, rough draft, key word outline 4 pts
STYLE
¶1 Dress-Ups (underline one of each) (3 pts each)
AT
pl
-ly adverb
who/which clause
6 pts
6 pts
DU OT

strong verb 6 pts

because clause 6 pts
IC
quality adjective 6 pts
[Link] clause 6 pts
CHECK FOR BANNED WORDS (-1 pt for each use):
m
N

say/said, see/saw, think/thought, go/went, big, small, good, bad pts

MECHANICS
capitalization 10 pts
end marks and punctuation 10 pts
complete sentences 10 pts
correct spelling 10 pts
VOCABULARY
Sa

vocabulary words - label (voc) in left margin or after sentence

Total: 100 pts

Custom Total: pts

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 Appendix I 243

Appendix I

Appendix I: Adding Literature

Great literature will be a valuable addition to these lessons. Many of these titles
have not been reviewed by the Institute for Excellence in Writing. These selections
are provided simply to assist you in your own research for books that may be used
to supplement this writing curriculum.
Teachers should read the books before assigning them to their students.

e
September
“The Wonderful Chuang Brocade” (a Chinese folktale)
Start Treasure Island by Robert Louis Stevenson
October

pl
Finish Treasure Island by Robert Louis Stevenson
Start King Arthur and the Round Table by Alice M. Hadfield
November
Finish King Arthur and the Round Table by Alice M. Hadfield
m
“St. George and the Dragon”
Start Robin Hood by J. Walker McSpadden
December
Finish Robin Hood by J. Walker McSpadden
“The Fire on the Mountain” (an Ethiopian folktale)
January
Sa

Start Johnny Tremain by Esther Forbes

February
Finish Johnny Tremain by Esther Forbes
March
Start Anne of Green Gables by Lucy Maud Montgomery
April
Finish Anne of Green Gables by Lucy Maud Montgomery
May
“Rip Van Winkle” by Washington Irving
“The Legend of Sleepy Hollow” by Washington Irving
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 Appendix III 253

Appendix III

Vocabulary Quiz 2

behold claim deliberately hobble

cast cruelly firmly scoff

e
Fill in the blanks with the appropriate word. Be sure to spell correctly.

1. to laugh at disrespectfully; to mock 1. scoff

____________________

2.

pl
to observe or watch 2. behold
____________________

cruelly
m
3. causing pain and suffering 3. ____________________

4. to walk lamely; to limp 4. hobble

____________________
Sa

5. to state as a fact 5. claim

____________________

6. attached in a way that is not easily moved 6. firmly

____________________

7. to throw in a forceful way 7. cast

____________________

8. on purpose; with clear intent 8. deliberately

____________________

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