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L a u r e n H . B r a n d e n b u r g

The Engaged

Writing I

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www.LaurenHBrandenburg.com

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Welcome! I hope you find this curriculum a way to encourage and engage your hesitant writer. Like anything else, writing takes practice, training, and a large dose of creativity. I consider it one of many art forms and believe it should be taught as so. This curriculum is designed to open the door to the world of the written word, allow easy assessment by the facilitator, but most of all show your writer that writing can be FUN! Comparison is our worst enemy. Remember, your writer is unique. You are working for gradual improvement, not a New York Times bestseller. Encourage your writer, praise their ideas, and think about this . . . someone out there once thought a sponge wearing pants was a good idea. If your writer wants to write about cyborg marshmallows—let them! If the grass grows red and the sky turns green—it’s okay! As long as it is in line with the moral beliefs of your family, let them have at it! C.S. Lewis said, “The Lion all began with a picture of a faun carrying an umbrella and parcels in a snowy wood. This picture had been in my mind since I was about sixteen. Then one day, when I was about forty, I said to myself, ‘Let’s try to make a story about it.’” First, let’s get those words on paper. We will add, draft, edit, and tweak to create a piece of art that will make your writer excited to write again. As this is not a full Language Arts curriculum, please consider adding spelling and grammar supplements to The Engaged Writer. If you need a bit of encouragement, I am only an e-mail away! Thank you for trusting me with your writer!

[email protected]

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T a b l e o f C o n t e n t s

G e t t i n g S t a r t e d 6

T o p i c I n t r o d u c t i o n b y U n i t 9

G r a d e C o l l e c t i o n 1 0

T h e P e r s o n a l N a r r a t i v e 1 1

T h e E s s a y 3 3

C o m p a r i s o n & C o n t r a s t 5 5

T h e s h o r t S t o r y 7 5

T h e F a b l e 9 7

H i s t o r i c a l F i c t i o n 1 2 1

A u t h o r B i o g r a p h y 1 4 5

T h o s e W o r d s 1 4 7

V o c a b u l a r y 1 4 9

P r o m p t s 1 5 1

P r o m p t W o r k s h e e t s 1 5 3

W r i t e ! W o r k s h e e t s 1 7 7

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G e t t i n g S t a r t e d

Setting up Materials The Engaged Writer Workbook or The Engaged Writer Printable Worksheets. *For Printable Worksheets: Three Ring Binder (Writer’s Binder) Pencils Colored Ink Pen (other than black) Timing Device Find Space – If siting at the desk makes your writer weary, let them sit on the couch, listen to music, or even write outside! Form a Guild – If you have more than one writer, even varied ages, form a guild! Tolkien and Lewis were a part of the Inklings. Have your writers create their own group name. Pen Names – Allow your writer to write under a pen name if they choose. What interests your writer? Do they have a hobby? Let them use what brings them joy to create a new name. (Ex: Flip Skater or Boo Kreader) Additional Resources Those Words (Optional) Vocabulary (Optional) Prompts (Suggested) Write! Worksheets Set Your Calendar If you are working on a five day a week calendar, try presenting the lesson on a Monday and allowing your writer Tuesday and Wednesday to complete the assignment. Turn-in day should be Thursday, allowing you a day to grade before returning it to them on Monday. For the four-day calendar, try presenting the lesson on Tuesday. If you are want to keep your writer writing, assign a prompt. Prompts are included in The Engaged Writer, however you may choose your own. To see an example of a co-op syllabus including prompts and vocabulary days, go to www.LaurenHBrandenburg.com. Teach

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You will notice that parts of the lesson are in italics. These are areas that can be read directly or restated to the writer. Grading The Engaged Writer is designed to encourage the hesitant writer and allow the writer to gain points, thus building confidence by simply completing their work. An Editing Checklist is included with each unit as well as a final score sheet. OPTIONAL: Allow the writer a chance for correction points. If they fix the errors in their final draft (after grading), award them half of the points they missed. Example: If the writer earns an 85% on their work, that means they missed 15 points on their final grade. When corrections are made, you can award your writer 7.5 points back on the 85% for a final grade of 92.5%.

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T o p i c I n t r o d u c t i o n s b y U n i t

Writing I Writing II

The Personal Narrative

Biography vs. Autobiography

Brainstorming Organizing Beginnings

Drafting Time Order Words

Onomatopoeia Paragraphing

Editing

Biography vs. Autobiography Brainstorming Organization Flashbacks

Paragraphing Time Order Words/ Transition Words

Drafting Beginnings

Prepositional Phrases Editing

The Essay

Three Paragraph Essay Outlining

Introductions Thesis Sentence

Restating Strong Verbs

Five Paragraph/Persuasive Essay Thesis Sentence

Outlining Topic Sentences

Fragments and Run-ons Hyperbole

Strong Verbs

Comparison/Contrast Comparison/Contrast

Data Collection Creative Beginnings

Conclusions

Comparison/Contrast Data Collection

Creative Beginnings Conclusions

The Short Story Plot

Setting Characters Dialogue

Plot Setting

Characters Point of View

Dialogue

Fables and Folktales

Fables Adjectives Adverbs

Alliteration

Folktales Similes

Metaphors Personification

Adverbs Hyperbole

Sensory Details Setting

Historical Fiction

Research/Note Taking Fact vs. Fiction

Plagiarism Similes

Metaphors Creative Sentences

Research/Note Taking Fact vs. Fiction

Works Cited Plagiarism

Voice Dialogue Diversity

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G r a d e C o l l e c t i o n

Correction

Points


First Draft

50

Final Draft 100

The Essay

Three Paragraph Worksheet

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First Draft

25

Second Draft

50

Final Draft 100

Comparison/Contrast

Comp/Con Data Collection

Worksheet 25

Comp/Con Organization Worksheet

(First Draft) 25

Second Draft

50

Final Draft 100

Object Inspiration Story (OIS)

OIS 50

The Short Story

First Draft

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Second Draft

50

Final Draft 100

The Fable

Plotline and Moral

Worksheet 25

First Draft

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Second Draft

50

Final Draft 100

Historical Fiction

Source and Notes Worksheet

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First Draft

25

Second Draft

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Final Draft 100

Author Biography (25)

Author Bio Worksheet

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Author Biography

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Length: 3 to 4 Weeks

The

Narrative

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T h e P e r s o n a l N a r r a t i v e Lesson 1

During the month it will take to complete this unit, you may choose to study some of

your favorite autobiographies or biographies. Materials: Workbook or Writer’s Binder Pencil Brainstorm Worksheet Order It Worksheet Better Beginnings Worksheet Timing Device

Goal: The writer will have an idea for their personal narrative and begin organizing brainstormed ideas into three categories: Beginning, Middle, and End. The writer will write a creative beginning to their narrative. Teach: Let your writer know the FINAL OUTCOME: You will write a three paragraph personal narrative, telling the story of a moment in your life. A personal narrative is a story about you: Personal – About You Narrative – Story/Telling A personal narrative is like a mini-autobiography—an account of a person’s life written by that person. A biography is an account of a person’s life written by someone else. Give your writer a copy of the BRAINSTORM WORKSHEET. First, you will need an idea. Sometimes coming up with the idea is the hardest part, so we BRAINSTORM! Think of a favorite trip you have taken, a gift you have received, or a special person in your life. Still no ideas, go on a scavenger hunt to your room, search through your backpack, or take a peek at an old photo album. Find an object and try to remember where you got it. Who gave it to you? Why did you keep it? Take five minutes to list everything you can think of that relates to your idea, memory, or object above the boxes on the Brainstorm worksheet—doodle if you need to! Remember to ask yourself who, what, when, where, how, and why!

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Using your timing device, allow your writer 5 minutes to brainstorm. If they are struggling, you may wish to add an additional five minutes. This does not have to be in the form of sentences. Give your writer a copy of the ORDER IT worksheet. Next, take a look at your list. Do your best to organize your thoughts into three categories: Beginning, Middle, and End. Which of the thoughts happened in the beginning of your memory—or first? Which happened next? And finally, what happened—the end? Allow your writer five to ten minutes to organize their brainstorm. Give your student the BETTER BEGINNINGS WORKSHEET. Let’s work on your BEGINNING! You want to be creative and catch your reader’s attention. Ideas for a better beginning (we will talk more about this in later units.)

1. Use Onomatopoeia - the formation of a word from a sound associated with what is named. Ex: Bang, Sizzle, Cuckoo, Pop.

2. Start with a question. Ex: Have you ever been to the beach? 3. Give an interesting fact. Ex: The Tennessee aquarium is the largest

fresh water aquarium in the world. Assignment: Using the words in the “Beginning” box of the “Order It” worksheet, write three different beginnings for your Personal Narrative using each of the Better Beginnings! Circle the one that you think will catch a reader’s attention! NOTE: At the end of each lesson be sure to have your writer add worksheets to their Writer’s binder if they are not using the workbook. This will help your writer stay organized and make it easier to find worksheets in later lessons. .

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Brainstorm

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Order It

Put your BRAINSTORMing words in order! What words happened in the beginning of the story? What words happened in the middle? What words happened in the end?

Beginning

Middle End

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Better Beginnings

Here are a few ways to begin your Personal Narrative!

Onomatopoeia – Begin with a word that is the same as the sound.

Example: Bang! The fireworks exploded in the sky.

Question – Begin your story with a question. Ex: Have you ever been to the beach?

Facts – Give your reader an interesting fact that relates to your

story. Ex: The Tennessee aquarium is the

largest freshwater aquarium in the world.

Using the words in the “Beginning” box of the “Order It” worksheet, write three different beginnings for your Personal Narrative using each of the

Better Beginnings!

1. ____________________________________________________ ______________________________________________________. 2. ____________________________________________________ ______________________________________________________. 3. ____________________________________________________ ______________________________________________________.

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Materials: Workbook or Writer’s Binder Pencil Paragraphs Worksheet Time Order Words Worksheet First Draft Worksheet

Goal: The writer will have a basic understanding of the structure of a paragraph and be able to write the rough draft of a personal narrative. Review: A personal narrative is a story about you: Personal – About you Narrative – Story/Telling Teach: Give your writer a copy of the PARAGRAPHS WORKSHEET. Have your writer fill in the blanks as you read:

The Basics

• A good paragraph should have at least five sentences. • Start each paragraph by indenting the first line.

When to start a new paragraph:

• When you begin a new idea or point. New ideas should always start in new paragraphs.

• Every time you have a new speaker. • If your paragraph is getting too long.

Take time to go over the boldfaced words. Whenever you start a new paragraph, you will need to use a TIME ORDER (also called TRANSISTION) word. Time Order words move us smoothly from one paragraph to the next. Give your writer the TIME ORDER WORDS WORKSHEET. Go over a few.

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Assignment: Using your brainstorming notes, your organized thoughts (first, next, finally), a beginning, and your Time Order Words worksheet, write three paragraphs about a moment in your life on the First Draft worksheet. This will be your first draft. A draft is not perfect and will have mistakes. A potter can’t mold and shape a pot unless he or she has the clay. Your first draft is a lump of clay. We will start to shape it next week. Remember to indent each new paragraph and start with a time order word. Be sure to DOUBLE SPACE or SKIP A LINE. Add on: For fun, introduce your writer to a new vocabulary word each week. Encourage your writer to find a use for the vocabulary word in their writing. When you are assessing the final draft, give your writer one bonus point for each vocabulary word! Vocabulary worksheets are available in the downloadable curriculum and in the workbook. For a list of fun words, go to www.LaurenHBrandenburg.com.

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Paragraphs

The Basics

* A good paragraph should have at least ________

sentences.

• Start each paragraph by indenting the _____________ line.

When to Start a New Paragraph:

* Start a new paragraph when you begin a new ________ or point. New ideas should always start in

new paragraphs.

* Start a new paragraph every time you have a new _____________.

* If your paragraph is getting too _________, start a

new paragraph.

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Time Order Words

before earlier formerly in the past not long ago once preceding previously prior to up until that time yesterday

first at first embark at the beginning from this point at the onset in the first place before starting with commence to begin next after not long after after a few days presently after a while right after after that second, third as soon as shortly consequently since following soon henceforth soon after in time then in turn tomorrow later when momentarily

sometimes at times from time to time gradually occasionally periodically rarely seldom some of the time

last after a long time finally thereafter afterward hereafter to conclude at last in conclusion to finish at the end in the end ultimately eventually last of all until final later on

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First Draft Use this space to write the first draft of your Personal Narrative! Don’t forget to use a “Better Beginning”, paragraphs, and Time Order Words. Remember: Just get the clay

on the paper! Note: You may type your first draft.

__________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

You can use your own paper if you need more space!

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Materials: Workbook or Writer’s Binder Pencil Completed First Draft Proofreading Marks Sheet Editing Checklist

Goal: The writer will have a basic understanding of proofreading marks and will self-edit the first draft of their personal narrative. Review: A personal narrative is a story about you: Personal – About you Narrative – Story/Telling Paragraphs:

The Basics • A good paragraph should have at least 5 sentences. • Start each paragraph by indenting the first line.

When to start a new paragraph:

• Start a new paragraph when you begin a new idea or point. New ideas should always start in new paragraphs.

• Start a new paragraph every time you have a new speaker. • If your paragraph is getting too long, start a new paragraph.

Time Order Words: words that move us smoothly from one paragraph to the next.

Better Beginnings Onomatopoeia – “sound words” Ask a question Give an interesting fact Teach: EDITING is a very important part of the writing process. Editing is going back to your draft, finding your mistakes, and making changes to make your writing even better.

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Give your writer the PROOFREADING MARKS sheet. These are the marks that you as the educator should use in identifying errors in your writer’s work. Go over each one with your writer. Proofreading Marks are a great way to identify the errors that need to be fixed. Let’s go through your First Draft together. I will help you find your errors and you can make the mark. Take time to edit with your writer. Give your writer a copy of the EDITING CHECKLIST. Go over what is required of their paper for the Personal Narrative. Using the Editing Checklist, make sure you have completed all the requirements for the personal narrative. If you said ‘no’ to any of the questions on the checklist, fix your mistakes when you write your final draft. Assignment: Rewrite or type the FINAL DRAFT of your personal narrative. Give it a title and be sure to double space or skip a line. Hint: Read it out loud before your turn it in! It will help you see if all your sentences make sense. Scoring: Use the attached SCORING GUIDE to assess your writer’s work. Use a 0 to 10 scale for each item. It they did it, they get a 10. If they did not, it’s a 0. If they did not fully complete the requirement, you will need to assess how much of it they completed and score accordingly. Ex: If they only used one Time Order word instead of one for each paragraph, you may take off two points for each one they did not do—your writer would receive a 6 out of 10.

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Proofreading Marks

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Editing Checklist


Author: __________________________________________

Title of Work: _____________________________________

Didyouwriteaboutamomentinyourlife? __________Doyouhavea“GoodBeginning”? __________Didyouindenteachnewparagraph? __________Doyouhaveatleast3paragraphs? __________Doyouhave3to5sentencesineachparagraph? __________Didyouusetimeorderandtransitionwords? __________Didyouusecorrectcapitalization? __________Didyouendeachsentencewiththecorrectpunctuation? __________Didyoudoublespaceorskipaline? __________ Doyouhaveanymisspelledwords? __________Didyousay“NO”toanyoftheabove?Ifso,nowisthetimetogobackandfixyour

mistakes!

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Scoring Guide


Author: __________________________________________ Title of Work: _____________________________________

10 Points Each

Doesthenarrativetellaboutamomentintheauthor’slife? __________

Doesthenarrativehavea“GoodBeginning”? __________

Iseachparagraphofthenarrativeindented? __________

Doesthenarrativehaveatleast3paragraphs? __________

Doeseachparagraphhave3to5sentences? __________

Didtheauthorusetimeorderandtransitionwords? __________

Didtheauthorusecorrectcapitalization? __________

Didtheauthorendeachsentencewiththecorrectpunctuation? __________

Doallofthesentencesinthenarrativemakesense? __________

Doesthenarrativehavemisspelledwords? __________

Total _________/100

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OPTIONAL

Use this week to review, go over Scoring Guide, and assign corrections—see Getting Started for more information on corrections.

Items for Review:

Biography vs. Autobiography Brainstorming

Organizing Beginnings



Editing

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The

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T h e E s s a y Lesson 1

The three-paragraph essay is the younger sibling to the traditional five-paragraph essay. For some young writers, writing three paragraphs may seem a bit overwhelming, so at

the Writing I level, let them know that three sentences in each paragraph is enough.

Materials: Workbook or Writer’s Binder Pencil Brainstorm Worksheet Wonderland Worksheet Goal: The writer will begin to collect and organize their thoughts for their three-paragraph essay and write their thesis sentence. Teach: Let your writer know the FINAL OUTCOME: You will write a three-paragraph essay explaining your ideal Wonderland. What does it look like? Who’s there? What will you eat? Etc. The three-paragraph essay is made up of three main parts: The Introduction – The beginning that contains the thesis sentence. Thesis – A sentence that explains what the rest of the essay is about. The Information – The middle and explanation of your thesis. The Conclusion – The end that contains your restated thesis. Give your writer the WONDERLAND worksheet. Encourage your writer by letting them know that you will be outlining or making a plan for their essay together! To nudge your writers into creative thinking, you may want to give them the definition of “wonderland”: a place full of wonderful things. Give our writer time to brainstorm. Allow your writer to record their thoughts on the Brainstorm worksheet as you pose the following questions: If you could design your very own Wonderland, what would it look like? How would it smell? What would you

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eat? Who would be there? Is there a river made of apple cider? Would you live in a tree house or inside a rock? On the Brainstorm worksheet, list the three favorite parts of your Wonderland. Now let’s write the thesis. Remember that a thesis sentence is your one sentence that tells your reader what your essay will be about. It usually comes at the end of the first paragraph. It is your “road map” and sets the order for the rest of your paper. Example Wonderland thesis sentences: My wonderland would be in space, have spaceships instead of cars, and restaurants that only serve chocolate. Edible grass, tree house homes, and having butterflies as pets would be the best part of my wonderland! In my wonderland I would never have to do math, the stars would be out all day, and there would be three suns. Note: All three of their ideas are incorporated into the thesis. Let’s work on your beginning or INTRODUCTION. You want to be creative and catch your reader’s attention just like we did in the Personal Narrative! Review: Ideas for a better beginning (we will talk more about this in later units.)

1. Use onomatopoeia. 2. Start with a question. 3. Give an interesting fact.

Begin filling in the rest of the Wonderland worksheet. Your introduction should be two sentences. Your first sentence should include one of the “better beginnings.” Then, copy your thesis sentence onto the outline. Now let’s work on the information. First copy your three points onto parts A, B, and C under Roman numeral II. Have your writer continue to fill out this section by listing details that describe their point.

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Example: Point 1 – Edible grass Details – Pink, tastes like bubble gum, you can swallow it. Point 2 – Tree house homes Details – Everyone lives in a tree house, they are shaped like bird nests, surrounded by a protective dome that opens in the morning and closes at night. Assignment: Complete the first two sections of your Wonderland outline. We will work on the conclusion (Roman numeral III) in the next lesson.

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BRAINSTORM

Pick three!

1. 2. 3.

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Wonderland

Thesis: A sentence that tells the point you are trying to make.

Use your PICK THREE to write a thesis sentence.

____________________________________________________________________________________________________________________________________________

Outline I. Introduction A. Creative Beginning/Two Sentences _________________________________________________________________ _________________________________________________________________ B. Thesis – Copy your thesis sentence here! _________________________________________________________________ _________________________________________________________________ II. Information

A. Point 1 - _________________________________. Details: ___________________________________________________________ ___________________________________________________________ B. Point 2 - _________________________________. Details: ___________________________________________________________ ___________________________________________________________ C. Point 3 - _________________________________. Details: ___________________________________________________________ ___________________________________________________________ III. Conclusion A. Write your thesis a different way! Restate. ________________________________________________________________ ________________________________________________________________ B. Creative Ending/Two Sentences ___________________________________________________________ ___________________________________________________________

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Materials: Workbook or Writer’s Binder Pencil Wonderland Worksheet Goal: The writer will organize the conclusion to their Wonderland essay. Teach: Review: The Three Paragraph Essay The Introduction – The beginning that contains the thesis sentence. Thesis – A sentence that explains what the rest of the essay is about. The Information – The middle and explanation of your thesis. The Conclusion – The end that contains your restated thesis.

If you are in a co-op setting, allow students time to share their three points with the group.

Now let’s work on the CONCLUSION. The conclusion is the end of your essay, your final word, and your last chance to wow your reader. It is the opposite of the introduction. First, let’s rewrite your thesis. Basically, you will change it up and switch your words around so that it contains the same information, but you are saying it a different way. Note: For new writers you may want to simply have them flip the wording of their thesis. We will work on more creative ways to restate a thesis in Writing II. Examples: Thesis: In my wonderland I would never have to do math, the stars would be out all day, and there would be three suns.

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Restated: There would be three suns in my wonderland, the stars would be out all day, and I would never have to do math in my wonderland. Thesis: Edible grass, tree house homes, and having butterflies as pets would be the best part of my wonderland! Restated: The best parts of my wonderland would be all of the edible grass, living in a tree house, and having a pet butterfly. Next, write two creative sentences about your wonderland. Ideas include telling the reader the name of your wonderland, why you would live there, or how you would get there. You might even want to invite your reader to be a part of your wonderland! Show excitement for this fun, mysterious place in your last two sentences. Allow your writer time to complete the conclusion section of the outline. Now that we have our outline complete, we can begin writing the essay! Your first paragraph will come from the section labeled “introduction”. Your second paragraph will be from the section labeled “information”, and you third paragraph will come from the “conclusion” section. In the second paragraph, make sure that your three points are in the same order as they are mentioned in your thesis sentence. Be sure to write in sentences and remember that each paragraph should be at least three sentences. Remind students to INDENT each paragraph. Encourage your writer to do their best. This is a first DRAFT. A draft is a (very) rough version of their final paper. Over the next few weeks they will be cleaning it up and making it better. It is okay to have mistakes. Encourage them to do their best. You are looking for the basic structure of the essay – introduction with a good beginning and three point thesis, three sentences in the second paragraph explaining each point, and a conclusion with a restated thesis and two creative ending sentences. Assignment: Write or type the first draft of your personal narrative. Be sure to skip a line if you hand-write the essay or double space if you plan to type it. Use TIME ORDER WORDS where necessary. Suggestion: If your writer has not named their world, they can choose to do so and use it as their title.

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First Draft

Use this space to write the first draft of your essay! Don’t forget to use a “Better Beginning”, paragraphs, and Time Order Words. Remember: Just get the clay on the

paper! Note: You may type your first draft.

__________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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Materials: Workbook or Writer’s Binder Pencil Completed first draft Colored pen or ink pen Strong Verbs Worksheet First Draft of Wonderland Essay Goal: Writers will identify the verbs in their essay and choose Strong Verbs to make their writing more exciting and to clearly convey meaning. Review: The Three Paragraph Essay The Introduction – The beginning that contains the thesis sentence. Thesis – A sentence that explains what the rest of the essay is about. The Information – The middle and explanation of your thesis. The Conclusion – The end that contains your restated thesis. Restated Thesis Drafting Teach: A VERB is a word that shows action. (Example: climb, hear, eat, chew, walk, dance, kick, etc.) Take a minute using a colored pen or pencil to circle all of the verbs in your essay. Give you writer a copy of STRONG VERBS. Take a minute to go over a few. Discuss the difference between words like demand and asked or eat and devour. Have your writer choose stronger verbs to replace the verbs they have circled. Which one sounds the most interesting? Will they drink from the apple cider river, or will they slurp? The writer may find that they need to reword their sentence to make the stronger

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verb make sense. This is a good activity to encourage your writer to be more creative in their sentence design. Assignment: Write or type the second draft of your personal narrative. Be sure to change your verbs to Strong Verbs. Don’t forget to skip a line if you hand-write the essay or double space if you plan to type it.

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Strong Verbs

devour

digest

dine

drain

gorge

guzzle

indulge

inhale

slurp

nibble

boast

announce

comment

declare

utter

gasp

huff

sigh

snap

guffaw

snicker

bellow

holler

howl

lament

shriek

wail

blabber

bluster

gush

scoff

snuffle

squeal

inquire

implore

plead

require

instruct

demand

encourage

impress

manipulate

persuade

insult

leach

neglect

outrage

overrule

pacify

confuse

confound

dazzle

deceive

conceal

crave

desire

wish

imagine

exhaust

excite

ignite

petrify

startle

deter

forbid

halt

chase

follow

obey

pursue

arrive

exit

journey

traverse

venture

ascend

mount

scale

burrow

sink

assault

disarm

cleave

dismantle

corrupt

ruin

craft

create

design

manufacture

gel

liquefy

brew

extract

alter

evolve

modify

morph

enjoy

relish

gloat

wallow

adore

amuse

cherish

treasure

despise

loathe

dwell

occupy

admire

gaze

peek

peer

bargain

deal

plot

conspire

cascade

flow

ooze

spatter

spew

sprinkle

float

glide

cast

catapult

hurl

lob

nudge

prod

jab

poke

smudge

stroke

loaf

lounge

amble

creep

dawdle

lope

stagger

bolt

scurry

flounce

stroll

stride

meander

plod

saunter

stalk

wander

Strong Verbs

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Materials: Workbook or Writer’s Binder Pencil Colored pen or ink pen Second Draft of Wonderland Essay Proofreading Marks Worksheet The Essay Editing Checklist Goal: Using an editing checklist, the writer will self-edit their Wonderland essay. Review: The Three Paragraph Essay The Introduction – The beginning that contains the thesis sentence. Thesis – A sentence that explains what the rest of the essay is about. The Information – The middle and explanation of your thesis. The Conclusion – The end that contains your restated thesis. Restated Thesis Drafting Strong Verbs Teach: Using the Proofreading Marks worksheet, look for any errors that need to be corrected. Be sure to mark them with the correct proofreading mark.

If you are in a co-op setting, this is a great time to have the writers exchange papers. Once your writer has proofread their second draft for errors, give them a copy of the EDITING CHECKLIST for the essay. Using the Editing Checklist, make sure you have completed all the requirements for the Wonderland essay. If you said ‘no’ to any of the questions on the checklist, fix your mistakes when you write your final draft.

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Assignment: Write or type the final draft of your personal narrative. Don’t forget to skip a line if you hand-write the essay or double space if you plan to type it.

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Editing Checklist

The Essay

Author: __________________________________________

Title of Work: _____________________________________

Doyouhavea“CreativeBeginning”? __________Doesyouressayhaveathesis? __________Doesyourthesishavethreepoints? __________Didyouindenteachnewparagraph? __________ Doyouhaveatleast3paragraphs? __________ Doyouhave3to5sentencesineachparagraph? __________ Doesyoursecondparagraphline-upwiththepointsinyourthesis? __________Doyouclearlygivedetailstosupportyourpointsinparagraphtwo? __________Didyourestateyourthesisintheconclusion? __________ Doyouhavea“CreativeEnding”? __________ Didyouuse“StrongVerbs”? __________Didyouusecorrectcapitalizationandendingpunctuation? __________Didyoudoublespaceorskipaline? __________ Doyouhaveanymisspelledwords? __________

Didyousay“NO”toanyoftheabove?Ifso,nowisthetimetogobackandfixyourmistakes!

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Scoring Guide

Essay

Author: __________________________________________

Title of Work: _____________________________________

10 Points Each

Doestheessayhavea“CreativeBeginning”? __________

Doestheessayhaveathree-pointthesis? __________

Iseachparagraphoftheessayindented? __________

Doestheessayhaveatleast3paragraphswith3to5sentences? __________

Didtheauthorclearlygivedetailstosupportthepointsinparagraph two,anddoesthesecondparagraphline-upwiththepointsinthe thesis? __________Didtheauthorrestatetheirthesisintheconclusion? __________

Didtheauthorendeachsentencewiththecorrectpunctuationanduse correctcapitalization? __________Didtheauthorchoose“StrongVerbs”? __________Doestheessayhavea“CreativeEnding”andrestatedthesis? __________

Doesthenarrativehavemisspelledwords? __________

Total _________/100

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OPTIONAL


Items for Review:





Editing Thesis Sentence Restated Thesis

Strong Verbs

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Comparison

Contrast


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C o m p a r i s o n a n d C o n t r a s t Lesson 1

The Comparison and Contrast Essay builds off of the three-paragraph format your

writer learned in the last unit. Materials: Workbook or Writer’s Binder Pencil Comparison and Contrast Terms Worksheet The Brandenburg Toy Company Worksheet Two similar toys with obvious differences (Two different video games, stuffed animals, balls, bicycles, etc.)

Goal: The writer will write a three-paragraph Comparison and Contrast Essay using two similar toys with obvious differences. Teach: Let your writer know the FINAL OUTCOME: You will write a three paragraph Comparison and Contrast Essay for the Brandenburg Toy Company. Give your writer a copy of the Comparison and Contrast Terms sheet. Read through the sheet having your writer fill in the blanks: To CONTRAST something is to look for differences among two or more elements. To COMPARE is to do the opposite—to look for similarities. DATA – the FACTS, statistics, and information collected together for comparing and contrasting. Discuss with your writer times when they might need to compare of contrast. (Ex: Brand name vs. generic, when deciding to buy a pet—which is best? Or deciding between which toy to buy.) Have your writer select two toys, books, video games, etc. Note: when selecting two toys they should be of similar type (two different balls, two different board games, two different dolls). Give your writer a copy of The Brandenburg Toy Company worksheet. There are many ways to collect DATA. You can use a variety of diagrams or charts. For this essay we are going to use a chart. Read:

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The Brandenburg Toy Company needs your help! Every year the BTC tests hundreds of toys to see which toys children will want the most. Our previous testers have taken positions at the North Pole, leaving us with a need for toy testers! Pick two toys, complete the data chart, and await further instruction. Explain to your reader that they will be testing their two toys in three categories: Appearance, Features, and Playability. Appearance: What does the toy look like? Colors? Size? Texture? Etc. Features: Does it make a noise? Come with accessories? Have great graphics? Playability: Does it work? Is it easy to play with? Does it break easily? Is it fun? In the first box under column A, write the name of the first toy. In the first box under column B, write the name of the second toy. Do your best to determine the price of each item. Now it is time to play! Allow your writer time to play and complete The Brandenburg Toy Company worksheet. Remind your writer they are collecting the DATA that will be used to write their Comparison and Contrast essay. Assignment: Complete The Brandenburg Toy Company worksheet. Make sure you have collected data for EACH toy in the areas of Appearance, Features, and Playability. Use the NOTES section of the chart to write down anything else that might be important in determining which toy a child might want the most. (Ex: Age appropriateness)

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Comparison and Contrast

To _________ something is to look for differences among two or more elements,

but ___________ is to do the opposite, to look for similarities.

__________ – the ___________, statistics, and information collected together for

comparing and contrasting.

When might you need to compare and contrast?

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The Brandenburg Toy Company

TheBrandenburgToyCompanyneedsyourhelp!EveryyeartheBTCtestshundredsoftoystoseewhichtoyschildrenwillwantthemost.OurprevioustestershavetakenpositionsattheNorthPole,leavinguswithaneedfortoytesters!Picktwotoysofthesametypebutwithobviousdifferences(brand,size,shape,etc.),completethedatachart,

andawaitfurtherinstruction.

A B Toy Price

Appearance

Features

Playability

Notes

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Materials: Workbook or Writer’s Binder Pencil The Brandenburg Toy Company Worksheet Comparison and Contrast Worksheet

Review: Contrast – to look for differences among two or more elements Compare – to look for similarities Data – the facts, statistics, and information collected together for comparing and contrasting. The Introduction – The beginning that contains the thesis sentence. Thesis – A sentence that explains what the rest of the essay is about. The Information – The middle and explanation of your thesis. The Conclusion – The end that contains your restated thesis. Teach: The comparison contrast essay is much like the essay in that it has an introduction with a thesis, a body (the information), and a conclusion. For this assignment you need to tell the Brandenburg Toy Company which toy they should choose to make and sell this year. First, let’s write the THESIS. Give your writer a copy of the COMPARISON and CONTRAST Worksheet. In the first blank (Toy A), write the name of the first toy you will compare. Next, it is time to make your point. Ex: The American Girl Doll is a better doll for little girls than . . . Minecraft is a better electronic game for gamers than . . . The basketball is a better choice for playing foursquare than . . .

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Fill in the name of your second toy in the blank for Toy B. Now, we need to provide the points or reasons for why you think one toy is better than another. Just like we did in your Wonderland Essay, you will be listing your three points in the thesis and explaining them in your second paragraph. You collected data in three categories: appearance, features, and playability. Your three points should relate to these three categories. Ex: The American Girl Doll is a better doll for little girls than the Barbie because it looks more like a little girl (appearance), comes with more accessories (features), and is easier to dress (playability). Minecraft is a better electronic game for gamers than Terraria because it has better graphics (appearance), has better features, and lasts longer (playability). The basketball is a better ball for playing foursquare than the kickball because it has a brighter color (appearance), is textured for a better grip (feature), and has a higher bounce (playability). Now it’s time to write your creative beginning! Review:

1. Use onomatopoeia. 2. Start with a question. 3. Give an interesting fact.

Allow your writer time to write at least two sentences in the section under Paragraph One – Introduction labeled Creative Beginning. Allow your writer to truly be creative. They can choose to write it from the point of view of an elf from the South Pole, a new toy tester for the company, or even a professional video game player (if that’s what they chose as their toy)! When you are finished with your Creative Beginning, copy your thesis from the top of the page into the section under Paragraph-One – Introduction labeled Thesis. You have just completed the outline for your first paragraph! In paragraph two you will explain your three reasons. Provide DATA based on your Brandenburg Toy Company worksheet to support your reasons. You are trying to convince the toy company and not just give them your opinion.

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Ex: Point 1 – The American Girl doll does not wear make-up, whereas the Barbie has dark eye shadow, red lipstick, and bright pink blush. Point 2 – The Barbie only comes with an outfit and tiny hairbrush. The American Girl doll comes with a cute bow, charm bracelet, a chapter book, and a pet. Point 3 – The clothes on the Barbie are so tight that it makes the doll hard to dress, and the clothes for the American Girl doll have Velcro down the back, which makes it easier to get them off and on. Point 1 – The graphics on Minecraft are very detailed. You can even see the bubbles under water. On Terraria you are not able to see the rest of the world. Point 2 – On Minecraft you can row a boat and use TNT. You cannot do this on Terraria. Point 3 – Once you defeat everyone on Terraria, you have to start over. With Minecraft the game will keep going. Point 1 – The basketball is a brighter orange than the brown kickball which kids will like. Point 2 – The kickball has a smooth surface, which makes it harder to grip. The basketball has a bumpy texture, which helps the player to hold onto it. Point 3 – The basketball bounces much higher than the kickball. You have just finished outlining your second paragraph! Now it’s time to write your CREATIVE CONCLUSION! In your Creative Conclusion you will first RESTATE or write your THESIS in a different way. For review, share the examples below. Ex: Because it looks more like a little girl, comes with more accessories, and is easier to dress, The American Girl Doll is a better doll for little girls than the Barbie. Minecraft has better graphics, better features, and lasts longer, making it a better electronic game for gamers than Terraria.

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A higher bounce, texture for better grip, and a brighter color makes the basketball a better ball to play foursquare than the kickball. RESTATE your THESIS in the area marked “Write Your Thesis Differently”. Then write at least two sentences for a big finish! You may want to remind your audience (The Brandenburg Toy Company) who you are and why you are qualified to test the toys. Then finish with a fun statement or a “Thank you”! Assignment: Using the outline you made on the Comparison and Contrast worksheet, write or type your essay in paragraph form. Don’t forget to double space if you type, and skip a line if you hand-write (this makes editing easier and much neater!)

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Comparison and Contrast

Thesis – a sentence that tells the point you are trying to make. Your Thesis: _____________________ is __________________________________ than ___________________ (Toy A) (Point you want to make) (Toy B) because ___________________, _______________________, and ________________________. (Point 1) (Point 2) (Point 3) Your Essay: Paragraph One– IntroductionCreative Beginning (2 to 3 sentences) _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Thesis _______________________________________________________________________________ _______________________________________________________________________________ Paragraph Two – Compare and Contrast Point 1 _______________________________________________________________________________ _______________________________________________________________________________ Point 2 _______________________________________________________________________________ _______________________________________________________________________________ Point 3 _______________________________________________________________________________ _______________________________________________________________________________ Paragraph Three – Creative Conclusion Write Your Thesis Differently _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Creative Ending (2 to 4 Sentences) _______________________________________________________________________________ _______________________________________________________________________________

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First Draft Use this space to write the first draft of your comparison/contrast essay! Don’t forget

to use a “Better Beginning”, paragraphs, strong verbs, and Time Order Words. Remember: Just get the clay on the paper!

Note: You may type your first draft. __________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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Materials: Workbook or Writer’s Binder Pencil First Draft of Comparison and Contrast Essay Colored pen or pencil Proofreading Marks Editing Checklist Review: Contrast – to look for differences among two or more elements Compare – to look for similarities among two or more elements Data – the facts, statistics, and information collected together for comparing and contrasting. Introduction – The beginning that contains the thesis sentence. Thesis – A sentence that explains what the rest of the essay is about. Restated Thesis – Writing your thesis in a different way. Teach: Using your Proofreading Marks worksheet, look for any errors that need to be corrected in your Comparison and Contrast essay. Be sure to mark them with the correct proofreading mark.

If you are in a co-op setting, this is a great time to have the writers exchange papers. Once your writer has proofread their first draft for errors, give them a copy of the EDITING CHECKLIST for the Comparison and Contrast essay. Using the Editing Checklist, make sure you have completed all the requirements for the Comparison and Contrast essay. If you said ‘no’ to any of the questions on the checklist, fix your mistakes when you write your final draft. Assignment: Write or type the final draft of your Comparison and Contrast Essay. Don’t forget to skip a line if you hand-write the essay or double space if you plan to type it.

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Editing Check List

Comparison Contrast

Author: __________________________________________

Title of Work: _____________________________________

Doesyouressayhaveathesis? __________

Doesyourthesishavethreepoints? __________

Doyouhavea“CreativeBeginning”? __________

Doyouhaveatleastthreeparagraphs? __________

Didyouindenteachnewparagraph? __________

Doyouhave3to5sentencesineachparagraph? __________

Doesyoursecondparagraphline-upwiththepointsinyourthesis? __________Doyouclearlyuseyourdatatosupportyourpointsinparagraphtwo? __________Doyouhavea“CreativeConclusion”? __________

Didyourestateyourthesisintheconclusion? __________

Didyouusetransitionwords? __________

Didyouusestrongverbs? __________

Doallofyoursentencesmakesense? __________

Didyouusecorrectpunctuationandcapitalization? __________

Doyouhaveanymisspelledwords? __________

Did you say “NO” to any of the above? If so, now is the time to go back and fix your mistakes!

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Scoring Guide

Comparison and Contrast Essay

Author: __________________________________________

Title of Work: _____________________________________

10 Points Each

Doestheessayhavea“CreativeBeginning”? __________

Doestheessayhaveathree-pointthesis? __________

Iseachparagraphoftheessayindented? __________

Doestheessayhaveatleast3paragraphswith3to5sentences? __________

Didtheauthorclearlygivedetailstosupportthepointsinparagraph two,anddoesthesecondparagraphline-upwiththepointsinthe thesis? __________Didtheauthorrestatetheirthesisintheconclusion? __________

Didtheauthorendeachsentencewiththecorrectpunctuationanduse correctcapitalization? __________Didtheauthorchoose“StrongVerbs”? __________Doestheessayhavea“CreativeEnding”andrestatedthesis? __________

Doestheessayhavemisspelledwords? __________

Total _________/100

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T h e C o m p a r i s o n a n d C o n t r a s t E s s a y Lesson 4

OPTIONAL


Items for Review:






Strong Verbs Data Facts

Comparison Contrast

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THe

story

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T h e S h o r t S t o r y Lesson 1

While there is a specific structure to The Short Story, your writer will most likely feel a

sense of freedom as they are finally able to “write what they want”. Materials: Workbook or Writer’s Binder Pencil Brainstorm Worksheet The Short Story Worksheet Plotline Worksheet

Goal: The writer will write a short story of any genre (historical, sci-fi, fantasy, contemporary, etc.) Teach: Let your writer know the FINAL OUTCOME: You will write an original short story that has a plot, characters, and a setting. Unlike your PERSONAL NARRATIVE that was a work of NON-FICTION—something that really happened, a SHORT STORY is a work of FICTION—it is not true. Give your writer a copy of THE SHORT STORY WORKSHEET. Ask your writer to hold off on completing the worksheet until you tell them to go. You may want to give them a BRAINSTORM WORKSHEET so the can jot down thoughts as them come to them. All stories have at least three main parts: a PLOT, CHARACTERS, and a SETTING. The BEGINNING, MIDDLE, and END of a story make up the first part—what we call the PLOT. Together, the three parts of the PLOT tell us what happened, how it happened, why it happened, and how the story ends. The plot also contains the CONFLICT—or struggle that the characters face. The second part of a story is the CHARACTERS. CHARACTERS come in the form of the good, the bad, and the sidekicks. Another important part of a story is the SETTING. The setting can be real or imaginary. It also tells us about the weather, time of day, year, and location—the TIME, PLACE and ENVIRONMENT. Take a look at one of your writer’s favorite books or movies. Discuss the plot, characters, and setting. Be sure to discuss the details of the plot, the physical

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appearances of the characters as well as their actions, and details of the setting such as time of day, weather, and location. Example: The Hobbit Plot – Bilbo Baggins is asked to join a group of dwarves on a great adventure to raid a treasure protected by a dragon. Characters – Bilbo Baggins, Gandalf, Thorin, Gollum, etc. Setting – Hobbiton, The Lonely Mountain, etc. Discuss with your writer the kind of story or GENRE of story they would like to write: Western, Sci-Fi, Mystery, Fantasy, Adventure, etc. If they are still having trouble coming up with an idea, try one of the two brainstorming methods below: OBJECT INSPIRATION: Have your writer grab ANY item in the house—even a pencil will work! Ask them to whom the pencil belongs. Does it belong to an artist? Can you use it to time travel? No answer is a wrong answer. Then ask them where this person got the pencil. Did they find it in a cave? What was it doing it the cave? Who put it there? Etc. They may choose to use this object as part of their story. The PIXAR METHOD: There are several ways that PIXAR Studios use to brainstorm ideas for their stories. Have your writer fill in the blanks. Note: Examples from the film Wall-E are in parenthesis.

Once upon at time there was __________________. (A small robot)

Every day, _____________________.

(He collected and compacted trash)

One day, _____________________. (Another robot arrived)

Because of that, _______________________.

(He was taken to outer space)

Because of that __________________________. (He learned about humans.)

Until finally _________________.

(He helped return the humans to Earth)

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Using the ideas you BRAINSTORMED, add them to the SHORT STORY worksheet. Take a few minutes to answer the questions in the section labeled PLOT. Then, write about your characters. What are their names? Are they good, bad, or maybe a sidekick? What is the setting of your story? When you are finished, use THE PLOTLINE worksheet to write out the details of what will happen in the beginning, middle, and end of your story. Use the dashes on the line to list what happens first, next, and so on. The dashes are just a guide, so feel free to add more or use less. Note: Some writers choose to plot the ending of their stories first . . . or with a specific scene. It is totally acceptable for your writer to jump around as long as their ideas eventually fall in order on their plot line. Assignment: Using your SHORT STORY worksheet and your PLOT LINE worksheet, put your ideas in paragraph form. This will be your FIRST DRAFT. You will need to have at least three paragraphs for this assignment. Remember to double space or skip a line. Note: Your writer may attempt to use dialogue. This is great! If they are uncertain on the punctuation rules of dialogue, that is okay! You may choose to emphasize that they will need to start a new paragraph with each new speaker. We will work on the details of dialogue punctuation in later lessons.

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BRAINSTORM

83

First Draft Use this space to write the first draft of your short story! Remember: Just get the clay

on the paper! Note: You may type your first draft.

__________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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Materials: Workbook or Writer’s Binder Pencil First Draft of the Short Story Character Creator Worksheet Dialogue 101 Worksheet

Review: Three Parts of a Story Plot – The beginning, middle, and end; the what, how and why of the story. Conflict – the struggle that the characters face. Characters – the who of the story. Setting – Real or imaginary, it is the where and when of the story. The three elements of setting are Time, Place and Environment. Genre – the category or kind of story (western, adventure, sci-fi, etc.) Teach: Characters are an important part of your story. They make your story more believable. Give your writer a copy of the CHARACTER CREATOR worksheet.

Read through each of the character traits with your writer, encouraging them to think deeper about what their character is like. Example: Physical Description – Does the character have a birthmark that is important to the story? Emotions – Is the character shy? Is there something that makes the character fearful? Why? Story – Does the character have a past that the reader should know about? Was the character adopted? Was the character born to royalty? Allow your writer a few minutes to complete the Character Creator worksheet.

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Next, we will add the character details from your worksheet into your story! There are several ways to incorporate these details. Try to mix them up! Description – directly tell the reader. The ten your old girl brushed her long blond hair. The coached was amazed at the boy’s soccer skills. Action in the Story As the girl ran through the woods, her long blond hair blew in the breeze behind her. The coach watched as his star soccer player scored the winning goal. Dialogue – incorporate details in what the characters are saying. (If your writer is not comfortable with writing dialogue, they may want to avoid this method.) “I’m almost ready!” she said as she brushed her long blond hair. “Did you see him kick the ball? He is an amazing soccer player!” the coach exclaimed. DIALOGUE is a conversation between two or more people. It has two parts: 1) What the character is saying and 2) The tag. Example: “Lunch will be ready in five minutes,” my mom explained. [ What the character is saying ] [ Tag ] Dad said, “I think we should spend the day at the lake.” [ Tag ] [ What the character is saying ] Punctuating dialogue is very important. Give your reader the Dialogue 101 Worksheet. Read through the worksheet, having your writer fill in the blanks.

Use quotes ONLY around the words that are SPOKEN. “I need help with dialogue,” the student stated.

A quote starts with an upper case letter. The TAG begins with a lowercase.

“Please help me with dialogue!” she exclaimed.

Use a COMMA between the quotation mark and the speaker tag (unless there is an exclamation point or question mark).

“I need help with dialogue,” the student stated. “Will you help me with dialogue?” the student asked.

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If a question mark or exclamation point is part of the quote, they go INSIDE the quotation marks.

“I need your help with dialogue!” she shouted.

When a NEW person begins to speak, you indent and start a new paragraph. “Thank you for your help with dialogue,” the student said. Then she returned to her desk. “You are welcome,” the teacher replied. Assignment: Rewrite or type the first draft of your short story. Be sure to add the character details from your Character Creator worksheet and dialogue to make your story more believable. Don’t forget to double space or skip a line.

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The Character Creator

Setting

(Wheredoesyourcharacterlive?Isthisplacenewtothem?

Howdidtheygetthere?)

Physical

Description

(Height,hair/eyecolor,build,clothing,accessories,etc.)

Behavior

(Habits,talents,skills,reactiontoothers)

Emotions

(Cares,fears,worries,dreams,)

Story

(Whoarethey?Whatmadethemthisway?)

Name:

(Nickname,codename,familyname,etc.)

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Dialogue 101

UsequotesONLYaroundthewordsthatare______________.

“Ineedhelpwithdialogue,”thestudentstated.

Aquotestartswithanuppercaseletter.The_______beginswithalowercase.

“Pleasehelpmewithdialogue!”sheexclaimed.

Usea___________betweenthequotationmarkandthespeakertag(unlessthereisanexclamationpointorquestionmark).

“Ineedhelpwithdialogue,”thestudentstated.

“Willyouhelpmewithdialogue?”thestudentasked.Ifaquestionmarkorexclamationpointispartofthequote,theygo

____________thequotationmarks.

“Ineedyourhelpwithdialogue!”sheshouted.Whena_______personbeginstospeak,youindentandstartanew

paragraph.

“Thankyouforyourhelpwithdialogue,”thestudentsaid.Thenshereturnedtoherdesk.

“Youarewelcome,”theteacherreplied.

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Materials: Workbook or Writer’s Binder Pencil Second Draft of the Short Story Editing Checklist for The Short Story

Review: Three Parts of a Story Plot – The beginning, middle, and end; the what, how and why of the story. Conflict – the struggle that the characters face. Characters – the who of the story. Setting – Real or imaginary, it is the where and when of the story. The three elements of setting are time, place, and environment. Genre – the category or kind of story (western, adventure, sci-fi, etc.) Character Traits – Appearance, Hobbies, Story, etc. Dialogue - a conversation between two or more people. Two parts: What the character is saying and the TAG. Teach: Using your Proofreading Marks worksheet, look for any errors that need to be corrected in your Short Story. Be sure to mark them with the correct proofreading mark.

If you are in a co-op setting, this is a great time to have the writers exchange papers. Once your writer has proofread their first draft for errors, give them a copy of the EDITING CHECKLIST for the Short Story. Using the Editing Checklist, make sure you have completed all the requirements for the Short Story essay. If you said ‘no’ to any of the questions on the checklist, fix your mistakes when you write your final draft. Assignment: Write or type the final draft of your Short Story. Don’t forget to skip a line if you hand write the story or double space if you plan to type it. NOTE: Encourage your writer to read their story out loud to see if it makes sense.

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Editing Check List

The Short Story

Author: __________________________________________

Title of Work: _____________________________________ Doesyourstoryhaveatitle? __________




Didyouusedialogue? __________

Didyoustartanewparagraphwitheachnewspeakerandusecorrect

punctuation? __________

Didyouusetimeorder/transitionwords? __________

Doyouhavea“GoodBeginning”? __________

Didyouuseatleastoneelementofsetting?(Time,Place,Environment) __________

DoesyourPLOThaveabeginning,middle,andend? __________

DidyouchooseSTRONGVERBSinsteadofweakones? __________

Doyouhavecharacters? __________

Didyoudescribeyourcharacters? __________

Didyouusecorrectcapitalizationandpunctuation? __________



DidyoureadyourstoryALOUD? __________


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Scoring Guide The Short Story

Author: __________________________________________

Title of Work: _____________________________________

5PointsEach

Isthefinaldrafttypedorneatlyhandwritten? __________Doesthestoryhaveatitle? __________Doesthestoryhavea“GoodBeginning”? __________Didtheauthortellastory? __________Doesthestoryhaveatleastthreeparagraphs? __________Iseachparagraphofthestoryindented? __________Doesthestoryhave3to5sentencesineachparagraph? __________Didtheauthorusedialogue? __________Didtheauthorindentwitheachnewspeaker? __________Didtheauthorusecorrectdialoguepunctuation? __________Didtheauthorusetimeorder/transitionwords? __________Didyoutheauthoruseatleastoneelementofsetting? (Time,Place,Environment) __________DoesthestoryhaveaPLOTwithabeginning,middleandend? __________DoesthestoryhaveaCONFLICT? __________DidtheauthorchooseSTRONGVERBS? __________Doesthestoryhavecharacters? __________Didtheauthordescribehis/hercharactersusingcharactertraits? __________Didtheauthorusecorrectcapitalizationandpunctuation? __________Doalloftheauthor’ssentencesmakesense? __________Doesthestoryhaveanymisspelledwords? __________Total _________/100

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OPTIONAL


Items for Review:







Comparison Contrast

Plot Elements of Setting

Characters Conflict Genre

Dialogue

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The

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T h e F a b l e Lesson 1

The Fable follows the structure of a short story with a few fun additions: animal

characters and a moral! Materials: Workbook or Writer’s Binder Pencil Fable Worksheet Plotline Worksheet

Goal: The writer will write a fable that has a moral and animals as characters. Teach: Let your writer know the FINAL OUTCOME: You will write a short story, three paragraphs or more, in the form of a fable. A FABLE is a short story with animals (or sometimes flowers, trees, etc.) as the main characters that teach a lesson. This lesson is called the MORAL. A MORAL is the lesson learned from the story. NOTE: Many people use the term fable and folktale interchangeably. Both the folktale and the fable are typically stories from different cultures and different countries around the world that have been told from one generation to the next. Many times, especially before different cultures had a written language, these legends were passed along by oral tradition—telling the stories aloud. Often, folktales teach a lesson or give moral instruction about how people should behave. For example, a folk tale might teach a lesson about honesty, integrity, kindness, or perseverance. While a FABLE is a folktale, it differs in that fables are stories that weren’t necessarily passed along by oral tradition. Fables also feature animals who talk like people as the main characters in the story. Share and discuss fables your writer may have read as a child. Ask your writer to identify the animal characters and the moral of the story. Examples: “The Hare and the Tortoise” – Aesop “The Lion and the Mouse” – Aesop

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“How Mr. Rabbit Was Too Sharp For Mr. Fox” – Joel Chandler Harris (Uncle Remus) “The Tale of Peter Rabbit” – Beatrix Potter “The Tale of Two Bad Mice” – Beatrix Potter Using a fable as an example, review the elements of a short story: Plot – The beginning, middle, and end; the what, how and why of the story. Conflict – the struggle the characters face. Characters – the who of the story. Setting – Real or imaginary—it is the where and when of the story. The three elements of setting are Time, Place and Environment. Now it is time to BRAINSTORM! Give your writer a copy of the FABLE WORKSHEET Since fables were often told to teach children a lesson, decide on your moral first! Examples: If at first you don’t succeed, try, try again. Be happy with what you have. Honesty is the best policy. Those who try to please everyone end up pleasing no one. No one believes a liar, even when he tells the truth. Actions speak louder than words. Write your MORAL on the Fable Worksheet. Take a few minutes to BRAINSTORM ideas for the PLOT, CHARACTERS, and SETTING of your fable. Don’t forget to include in your plot how your characters will learn their lesson. And remember, use animals for your characters! Be creative in the animals you choose. Do you need a wise owl or mischievous mouse? Maybe you want a sluggish sloth or a hyper cat! Give your writer a copy of the PLOTLINE WORKSHEET. Assignment: Using the Fable Worksheet, complete the Plotline Worksheet for your fable! Be creative and don’t forget that your characters will need to learn their lesson at the end!

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BRAINSTORM

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The Fable

Moral: _____________________________________________________________________

Plot

What happened? H

ow did it happen? W

hy did it happen? H

ow does it end? W

hat is the conflict or struggle?

Characters (R

emem

ber to use animals!)

The good the bad, and the

sidekicks!

Setting

Reality or R

ealm? Tim

e? Place? Environm

ent? ‘

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Materials: Workbook or Writer’s Binder Pencil Fable Worksheet - Completed Plotline Worksheet – Completed Setting Worksheet Review: Fable vs. Folktale Moral - the lesson to be learned from the story. Plot – The beginning, middle, and end; the what, how and why of the story. Conflict – the struggle that the characters face. Characters – the who of the story. Setting – Real or imaginary—it is the where and when of the story. The three elements of setting are Time, Place and Environment. Teach: Do you remember the three elements of setting we talked about when you wrote your short story? (Place, Time, and Environment) Setting is an important part of your story. What if Narnia (The Lion, the Witch and the Wardrobe) was on a cloud? Or what if Neverland (Peter Pan) was underwater? How would this change what takes place in the story? Think of your favorite book or movie. How would the plot be different if the setting changed? Would this change how the characters dressed or how they lived? Give your writer a copy of the SETTING WORKSHEET. Take out your Fable Worksheet. Since your characters are animals, your setting is very important. You wouldn’t have polar bears living in the Bahamas would you? Or chickens in Antarctica? Think about your characters and the setting you created. Do they work with each other? If not, you may want to make a few changes. On the Setting Worksheet, add details to your setting. Remember, the three details of setting are PLACE, TIME, and ENVIRONMENT. Place – Where does the story take place? (City, state, country, castle, outer space, cottage, store, school, mountain, or boat)

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Time – When does the story take place? (Morning, evening, night, past, future, or medieval times) Environment – How would you describe the place? (Weather, plants, animals, or sounds) Fill in each of the boxes on your worksheet with the details of your setting. Be creative! Use the large box to sketch any other ideas that pop into your head: a map of your world, a building, etc.

NOTE: In a co-op setting, take time to share in class.

There are many ways to introduce your reader to your setting. You can start by telling the them. Example: It was a dark and stormy night on the island of Madagascar. (Environment) (Time) (Place) Or, show them through the actions of the characters! Example: Carol opened her umbrella and looked up at the clouded Madagascar moon. (Environment) (Place) (Time) Assignment: Using the Fable Worksheet, Plotline Worksheet, and Setting Worksheet, write or type the first draft of your fable! Don’t forget what you learned about characters when you wrote your short story! Remember to skip a line if you hand write and double space if you type your fable.

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Setting

Time Environment

Place

Place – Where does the story take place? (City, state, country, castle, outer space, cottage, store, school, mountain, or boat) Time – When does the story take place? (Morning, evening, night, past, future, or medieval times) Environment – How would you describe the place? (Weather, plants, animals, or sounds)

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First Draft

Use this space to write the first draft of your fable! Don’t forget to include a setting, characters, and dialogue! Remember: Just get the clay on the paper!

Note: You may type your first draft. __________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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Materials: Workbook or Writer’s Binder Pencil First Draft of Fable Adjectives, Adverbs, and Alliteration Worksheet Review: Fable vs. Folktale Moral - the lesson to be learned from the story. Plot – The beginning, middle, and end; the what, how and why of the story. Conflict – the struggle that the characters face. Characters – the who of the story. Setting – Real or imaginary—it is the where and when of the story. Place – Where does the story take place? (City, state, country, castle, outer space, cottage, store, school, mountain, or boat) Time – When does the story take place? (Morning, evening, night, past, future, or medieval times) Environment – How would you describe the place? (Weather, plants, animals, or sounds) NOTE: If you are in a co-op setting, take a few minutes to share a few of the stories. Be

sure to point out the characters, setting, and moral of each one.

Teach: Have your writer read their story aloud to you. If they stumble over a part or notice an error, have your writer make a note on the side of their paper. They can fix mistakes when they write the next draft. Now it is time to bring your writing to life! One way to do this is by using adjectives, adverbs, and alliteration. Give your writer a copy of the ADJECTIVES, ADVERBS, and ALLITERATION WORKSHEET. Go over the following definitions and have your writer fill in the missing words:

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Adjectives – A word that describes a noun. Example: The fluffy dog frolicked in the snow. (“Fluffy” is the adjective) *Have your writer locate a place in their fable where they can use an adjective and rewrite that sentence with the adjective on the line labeled “Your Sentence”. Adverbs – A word that describes an adjective, verb, or another adverb. (Will sometimes end in “ly”.) Example: The fluffy dog playfully frolicked in the snow. (“Playfully” is the adverb.) *Have your writer locate a sentence in their fable where they can use an adverb. Ask your writer to rewrite that sentence with the adverb on the line labeled “Your Sentence”. Alliteration - the repetition of the same sound or letter at the beginning of each or most of the words in a sentence. The easiest way to use alliteration would be to repeat the starting letter of the words. Example: The fluffy dog frolicked playfully in the soft, slippery snow. (“Soft, slippery snow” is the alliteration.) *Have your writer locate a sentence in their fable where they can use alliteration. Ask your writer to rewrite that sentence using alliteration on the line labeled “Your Sentence”.

NOTE: In a co-op setting, take time to share sentences.

Read through your fable once more. This time look carefully at each sentence. Can you bring your writing to life by adding more description? Where can you use adjectives, adverbs, and alliteration? On your first draft, add in adjectives, adverbs, and alliteration to bring your writing to life! Try to have at least one of the three in EACH paragraph. Assignment: Rewrite or type your first draft, adding in description, adjectives, adverbs, and alliteration. Remember to skip a line if you hand write and double space if you type your fable.

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Adjectives, Adverbs, & Alliteration

Adjectives – A word that describes a ________. Your Sentence: __________________________________________________________________ __________________________________________________________________

Adverbs – A word that describes an adjective, ______, or another adverb. (Will sometimes end in ______.) Your Sentence: __________________________________________________________________

Alliteration - the repetition of the same _______ or _______ at the beginning of each or most of the words in a sentence. The easiest way to use alliteration is to repeat the starting letter of the words. Your Sentence: __________________________________________________________________ __________________________________________________________________

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Materials: Workbook or Writer’s Binder Pencil Second Draft of Fable Editing Checklist - The Fable

Review: Fable vs. Folktale Moral - the lesson to be learned from the story. Plot – The beginning, middle, and end; the what, how and why of the story. Conflict – the struggle that the characters face. Characters – the who of the story. Setting – Real or imaginary—it is the where and when of the story. Place – Where does the story take place? (City, state, country, castle, outer space, cottage, store, school, mountain, or boat) Time – When does the story take place? (Morning, evening, night, past, future, or medieval times) Environment – How would you describe the place? (Weather, plants, animals, or sounds) Adjectives – A word that describes a noun. Adverbs – A word that describes an adjective, verb, or another adverb. (Will sometimes end in “ly”.) Alliteration - the repetition of the same sound or letter at the beginning of each or most of the words in a sentence. The easiest way to use alliteration would be to repeat the starting letter of the words. Teach: Using the Proofreading Marks worksheet, look for any errors that need to be corrected in your Fable. Be sure to mark them with the correct proofreading mark.

NOTE: If you are in a co-op setting, this is a great time to have the writers exchange papers.

Once your writer has proofread their first draft for errors, give them a copy of the EDITING CHECKLIST for The Fable.

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Using the Editing Checklist, make sure you have completed all the requirements for The Fable. If you said ‘no’ to any of the questions on the checklist, fix your mistakes when you write your final draft. Assignment: Write or type the final draft of your Fable. Don’t forget to skip a line if you hand write the fable or double space if you plan to type it. NOTE: Encourage your writer to read their fable out loud to see if it makes sense.

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Editing Checklist

The Fable

Author: __________________________________________

Title of Work: _____________________________________ Didyougiveyourfableatitle? __________Didyouindenteachnewparagraph? __________Doyouhaveatleastthreeparagraphs? __________Doyouhave3to5sentencesineachparagraph? __________Didyouusedialoguecorrectly? __________Didyoustartanewparagraphwitheachnewspeaker? __________Didyouusetimeorder/transitionwords? __________Doyouhavea“GoodBeginning”? __________Doesyourfablehaveamoral? __________Didyouuseatleastoneelementofsetting? (Time,Place,Environment) __________Doesyourstorytakeplaceinanothercountryorspecific area? __________Didyouuseadjectives,alliteration,oradverbsineach paragraph? __________Didyouuseanimalsascharacters? __________Didyouusecorrectcapitalization? __________Doyouhaveclearorganization–abeginning,middle, andend? __________Didyouendeachsentencewiththecorrectpunctuation? __________Didyouusestrongverbs? __________Doallofyoursentencesmakesense? __________Doyouhaveanymisspelledwords? __________Didyousay“NO”toanyoftheabove?Ifso,nowisthetimetogobackandfixyour

mistakes!

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Scoring Guide The Fable

Author: __________________________________________

Title of Work: _____________________________________

5PointsEach

Isthefinaldrafttypedorneatlyhandwritten? __________Doesthefablehaveatitle? __________Doesthefablehavea“GoodBeginning”? __________Didtheauthortellafable? __________Doesthefablehaveatleastthreeparagraphs? __________Iseachparagraphofthefableindented? __________Doesthefablehave3to5sentencesineachparagraph? __________Didtheauthorusedialogue? __________Didtheauthorindentwitheachnewspeaker? __________Didtheauthorusecorrectdialoguepunctuation? __________Didtheauthorusetimeorder/transitionwords? __________Doesthefabletakeplaceinanothercountryorspecificarea? __________Doesthefablehaveaplotwithabeginning,middleandend? __________Doesthefablehaveamoral? __________Didtheauthorchoosestrongverbs? __________Doesthefablehaveanimalsascharacters? __________Didtheauthoruseadjectives,alliteration,oradverbs? __________Didtheauthorusecorrectcapitalizationandpunctuation? __________Doalloftheauthor’ssentencesmakesense? __________Doesthefablehaveanymisspelledwords? __________Total _________/100

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OPTIONAL


Items for Review:







Comparison Contrast



Dialogue Fable vs. Folktale

Moral Plot

Conflict Adjectives Adverbs

Alliteration

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Historical

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T h e H i s t o r i c a l F i c t i o n Lesson 1

The Historical Fiction tells a story set in the past, usually during a significant time

period.

NOTE: This lesson works well with whatever your writer is currently studying in history. Feel free to place time period parameters around the assignment to supplement

your history lessons. Materials: Workbook or Writer’s Binder Pencil Brainstorm Worksheet Research Worksheet Historical Fiction Worksheet Goal: The writer will write a short story in the form of a historical fiction. The writer will use research to incorporate a specific place and time as the setting of their story. Teach: Let your writer know the FINAL OUTCOME: You will write a short story in the form of a historical fiction and use research to incorporate a specific place and time as the setting of their story. HISTORICAL FICTION tells a story set in the past, usually, but not always, during an important time period. Historical fiction includes FACTS, or information that can be proven as true. For example: The Civil War, the lunar landing, the Titanic, old west, etc. In historical fiction, the time period is an important part of the setting and often of the story itself. Your historical fiction may include fictional characters, well-known historical figures, or a mixture of the two. Discuss books they have read (or movies they have seen) that have historical settings. Ex: The beginning of The Lion, the Witch, and the Wardrobe clearly takes place during World War II; Little House on the Prairie – early settlement; and Treasure Island – mid 18th century England. Give your writer a copy of the RESEARCH WORKSHEET.

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Have your writer fill in the blanks on the Research worksheet as you read:

Research is studying, investigating, and gathering information about a particular subject.

A source is the place, person, or thing from which you gather your information.

A reliable source is a trustworthy source that you can prove to be truthful.

(Magazine articles, newspapers, encyclopedias, non-fiction books, websites)

Good research and facts will enhance the believability of your story!

Plagiarism is taking someone else’s work or ideas and claiming them as your own.

Don’t copy word for word. Brief notes are fine!

Only write down what you need.

Give your writer a copy of the HISTORICAL FICTION WORKSHEET. When you research your setting, you may also want to research what your characters would wear, words they might say, and how they would live. You may choose to research an event in our history as an important part of your plot. Assignment: Using at least one trustworthy source, RESEARCH the setting of your story. Use the HISTORICAL FICTION WORKSHEET as a place to collect your facts! List the information for your source at the bottom of the Research worksheet.

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BRAINSTORM

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RESEARCH!

_____________ is studying, investigating, and gathering information about a particular subject.

A _______________________ is the place, person, or thing

from which you gather your information.

A ____________________ source is a trustworthy source that you can prove to be truthful.

(Magazine articles, newspapers, encyclopedias, books, websites)

Good research and ________ will enhance the believability

of your story!

____________________ is taking someone else’s work or ideas and claiming them as your own.

Don’t __________ word for word. Brief __________ are fine!

Only write down what you ________.

Using at least one trustworthy source, RESEARCH the setting of your story. Use the HISTORICAL FICTION WORKSHEET as a place to collect your facts! List the information for your source below: Source Title: _________________________________ Date of Publication: ___________________________ Author: ______________________________________ Page #’s: _____________________________________ Web Address: ________________________________

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The Fable

Moral: _____________________________________________________________________

Plot

What happened? H

ow did it happen? W

hy did it happen? H

ow does it end? W

hat is the conflict or struggle?

Characters (R

emem

ber to use animals!)

The good the bad, and the

sidekicks!

Setting

Reality or R

ealm? Tim

e? Place? Environm

ent? ‘

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Materials: Workbook or Writer’s Binder Pencil Research Worksheet Historical Fiction Worksheet Plot Line Worksheet NOTE: In a co-op setting take time to allow each writer to share the setting/time period

of their story and what facts they found in their research. Review: Historical Fiction Research - studying, investigating, and gathering information about a particular subject. Source - the place, person, or thing from which you gather your information. Reliable source - a trustworthy source that you can prove to be truthful. Plagiarism - taking someone else’s work or ideas and claiming them as your own. Plot – The beginning, middle, and end: Introduction, Rising Action, Climax, Falling Action, and Resolution; the what, how and why of the story. Conflict – the struggle the characters face. Characters – the who of the story. Setting – Real or imaginary—it is the where and when of the story. Place – Where does the story take place? (City, state, country, castle, outer space, cottage, store, school, mountain, or boat) Time – When does the story take place? (Morning, evening, night, past, future, or medieval times) Environment – How would you describe the place? (Weather, plants, animals, or sounds) Fact vs. Fiction Teach: Give your student a copy of the PLOTLINE WORKSHEET. By now, your writer should be able to tell you: The three parts of a story: Plot, Characters, and Setting The three parts of a plot: Beginning, Middle and End.

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Even though your writer has written two short stories at this point, you will want to make sure they have a clear plot with a conflict and resolution. The plot is the most important part of your story. Look at the box labeled “Plot” on your Historical Fiction Worksheet. What is your conflict or struggle? What problem will your character have to solve or what obstacle will they have to overcome. If your writer doesn’t know, take some time to help them develop a good conflict. Write your conflict on The Plot Line Worksheet between the words “Beginning” and “Middle”. Do you know how your character is going to solve this problem? Is there an epic battle? Did they find the missing treasure? Write this at the top highest point of your plotline. Now we need to make sure your reader knows the setting of your story. Write your setting on the first line under the word “Beginning”. Before you fill in the rest of your story, let’s decide where you want to include your research. Under your plot line, using your research listed in the “Setting” section of the Historical Fiction worksheet, write-in where you think you might include it in your story. Then go back and fill in your plot line with the details of your plot! Assignment: Using the Historical Fiction Worksheet and Plot Line Worksheet, write or type the first draft of your historical fiction! Be sure to include your research in a creative way! DO NOT copy your research directly into your paper—that would be PLAGERISM. Don’t forget what you learned about characters and dialogue when you wrote your short story and fable! Remember to skip a line if you hand write and double space if you type your historical fiction.

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First Draft Use this space to write the first draft of your research paper! Don’t forget to include a

setting, characters, and dialogue! Remember: Just get the clay on the paper! Note: You may type your first draft.

__________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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Materials: Workbook or Writer’s Binder Pencil Research Worksheet Rough Draft of Historical Fiction Similes and Metaphors Worksheet Review: Historical Fiction Research - studying, investigating, and gathering information about a particular subject. Source - the place, person, or thing from which you gather your information. Reliable source - a trustworthy source that you can prove to be truthful. Plagiarism - taking someone else’s work or ideas and claiming them as your own. Plot – The beginning, middle, and end: Introduction, Rising Action, Climax, Falling Action, and Resolution; the what, how and why of the story. Conflict – the struggle that the characters face. Characters – the who of the story. Setting – Real or imaginary—it is the where and when of the story. Place – Where does the story take place? (City, state, country, castle, outer space, cottage, store, school, mountain, or boat) Time – When does the story take place? (Morning, evening, night, past, future, or medieval times) Environment – How would you describe the place? (Weather, plants, animals, or sounds) Fact vs. Fiction Onomatopoeia - the formation of a word from a sound associated with what is named. Strong Verbs Adjectives – A word that describes a noun. Adverbs – A word that describes an adjective, verb, or another adverb. (Will sometimes end in “ly”.) Alliteration - the repetition of the same sound or letter at the beginning of each or most of the words in a sentence. The

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easiest way to use alliteration would be to repeat the starting letter of the words. Teach: Spend time reviewing: Onomatopoeia, Strong Verbs, Adjectives, Alliteration, and Adverbs. We have already learned how to use onomatopoeia, strong verbs, adjectives, alliteration, and adverbs to make your writing come to life. Let’s learn about two more ways! Give your writer a copy of the SIMILES and METAPHORS worksheet. Have your writer fill in the blanks as you read: Similes – a phrase that makes a comparison of one thing with another thing of a different kind by using “like” or “as”. Example: The tree swayed like a graceful ballerina dancing in the breeze. Similes are a great way to describe something—a sound, a feeling, a smell, etc. Instead of saying the, “The sock stinks.” You might say, “My brother’s sock smells like garbage. Using an idea from your fable, write a sentence that uses a simile on the lines below. Metaphors – a phrase that makes a direct comparison of one thing with another thing of a different kind without using “like” or “as”. Ex: The tree is a graceful ballerina dancing in the breeze. Remember that metaphors are different from similes in that they DO NOT use “like” or “as”. Here’s another example of how to use a metaphor: Instead of saying, “The socks stink.” You might say, “The socks are a rotting pile of garbage.” Using an idea from your fable, write a sentence that uses a metaphor on the line below. Assignment: Rewrite or type your fable. Add at least one SIMILIE and at least one METAPHOR to your fable. Remember to skip a line if you hand write and double space if you type your historical fiction.

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Similes and Metaphors

Similes – a phrase that makes a _________________ of one thing with another thing of a different kind by using “like” or “as”. Ex: The tree swayed like a graceful ballerina dancing in the breeze. ________________________________________________________________________________________________________________________________________________________________________________________________ Metaphors – a phrase that makes a direct comparison of one thing with another thing of a different kind ________________ using “like” or “as”. Ex: The tree is a graceful ballerina dancing in the breeze. ________________________________________________________________________________________________________________________________________________________________________________________________

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Materials: Workbook or Writer’s Binder Pencil Research Worksheet Second Draft of Historical Fiction Editing Checklist for Historical Fiction Review: Historical Fiction Research - studying, investigating, and gathering information about a particular subject. Source - the place, person, or thing from which you gather your information. Reliable source - a trustworthy source that you can prove to be truthful. Plagiarism - taking someone else’s work or ideas and claiming them as your own. Plot – The beginning, middle, and end: Introduction, Rising Action, Climax, Falling Action, and Resolution; the what, how and why of the story. Conflict – the struggle that the characters face. Characters – the who of the story. Setting – Real or imaginary—it is the where and when of the story. Place – Where does the story take place? (City, state, country, castle, outer space, cottage, store, school, mountain, or boat) Time – When does the story take place? (Morning, evening, night, past, future, or medieval times) Environment – How would you describe the place? (Weather, plants, animals, or sounds) Fact vs. Fiction Onomatopoeia - the formation of a word from a sound associated with what is named. Strong Verbs Adjectives – A word that describes a noun. Adverbs – A word that describes an adjective, verb, or another adverb. (Will sometimes end in “ly”.) Alliteration - the repetition of the same sound or letter at the beginning of each or most of the words in a sentence. The

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easiest way to use alliteration would be to repeat the starting letter of the words. Teach: Using your Proofreading Marks worksheet, look for any errors that need to be corrected in your historical fiction. Be sure to mark them with the correct proofreading mark.

NOTE: If you are in a co-op setting, this is a great time to have the writers exchange papers.

Once your writer has proofread their second draft for errors, give them a copy of the EDITING CHECKLIST for the Historical Fiction. Using the Editing Checklist, make sure you have completed all the requirements for the Historical Fiction. If you said ‘no’ to any of the questions on the checklist, fix your mistakes when you write your final draft. Assignment: Write or type the final draft of your Historical Fiction. Don’t forget to skip a line if you hand write the story or double space if you plan to type it. NOTE: Encourage your writer to read their story out loud to see if it makes sense.

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Editing Checklist The Historical Fiction

Author: __________________________________________

Title of Work: _____________________________________ Doesyourstoryhaveatitle? __________




Didyouusedialogue? __________

Didyouuseresearchtomakeyourstorybelievable? __________

Didyouwriteyourresearchinyourownwords? __________

Doyouhaveyoursourcesheet? __________

Didyoustartanewparagraphwitheachnewspeakerandusecorrect

punctuation? __________

Didyouusetimeorder/transitionwords? __________

Doyouhavea“GoodBeginning”? __________

Didyouuseatleastoneelementofsetting?(Time,Place,Environment) __________

DoesyourPLOThaveabeginning,middle,andend? __________

DidyouchooseSTRONGVERBSinsteadofweakones? __________

Didyouusealliteration,adjectives,andadverbs? __________

Didyouuseatleastonesimileandonemetaphor? __________

Doyouhavecharacters? __________

Didyoudescribeyourcharacters? __________

Didyouusecorrectcapitalizationandpunctuation? __________



DidyoureadyourstoryALOUD? __________


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Scoring Guide The Historical Fiction

Author: __________________________________________

Title of Work: _____________________________________

5 Points Each

Is the final draft typed or neatly handwritten with a title? __________ Does the story have a “Good Beginning”? __________ Did the author tell a story? __________ Does the story have at least three paragraphs? __________ Is each paragraph of the story indented? __________ Did the author incorporate research in his or her own words? __________ Did the author attach a source sheet? __________ Does the story have 3 to 5 sentences in each paragraph? __________ Did the author use dialogue? __________ Did the author indent with each new speaker? __________ Did the author use correct dialogue punctuation? __________ Did the author use at least one element of setting? (Time, Place, Environment) __________ Does the story have a PLOT with a beginning, middle and end? __________ Does the story have a CONFLICT? __________ Did the author choose strong verbs, alliteration, adverbs and adjectives? __________ Did the author use at least one metaphor and one simile? __________ Did the author describe his/her characters using character traits? __________ Did the author use correct capitalization and punctuation? __________ Do all of the author’s sentences make sense? __________ Does the story have any misspelled words? __________

Total _________/100

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T h e H i s t o r i c a l F i c t i o n

Lesson 5

OPTIONAL


Items for Review:





Editing Thesis Sentence Restated Thesis Strong Verbs

Data Facts

Comparison Contrast



Dialogue Fable vs. Folktale

Moral Plot

Conflict Adjectives Adverbs

Alliteration Historical Fiction Fact vs. Fiction

Similes Metaphors Research

Source/Reliable Source Plagiarism

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Author Biography Follow the steps below to create your personalized author biography. Remember to write in the THIRD PERSON. Do not use I, we, or me. When referring to yourself, use he, she, and they. Pretend that someone else is writing about you. The final biography should be no more than one paragraph.

1. Name (Pen name or full name. You may choose to let your readers know your real name. That is up to you.)

2. What did you write? (_______________ is the author of ___________________ and ________________).

3. Writing experience 4. Personal information (Hobbies, interests, writers that inspire you,

etc.) 5. Location (Past, if important to your writing, and then present. You

may choose to list who lives with you. Ex: __________ grew up in ____________, but currently lives in _____________ with _____________.)

6. Contact information.

_____________________________________________________________________________________________

_______________________________________________________________________________________________________________

____________________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

_________________________________________________________________________________________

__________________________________________________________________________________

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Those Words

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

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Vocabulary

1. ________________-_________________________________________________________________________________________________________2. ________________-_________________________________________________________________________________________________________3. ________________-_________________________________________________________________________________________________________4. ________________-_________________________________________________________________________________________________________5. ________________-_________________________________________________________________________________________________________6. ________________-_________________________________________________________________________________________________________7. ________________-_________________________________________________________________________________________________________8. ________________-_________________________________________________________________________________________________________9. ________________-_________________________________________________________________________________________________________10. ________________-________________________________________________________________________________________________________

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11. ________________-________________________________________________________________________________________________________12. ________________-________________________________________________________________________________________________________13. ________________-________________________________________________________________________________________________________14. ________________-________________________________________________________________________________________________________15. ________________-________________________________________________________________________________________________________16. ________________-________________________________________________________________________________________________________17. ________________-________________________________________________________________________________________________________18. ________________-________________________________________________________________________________________________________19. ________________-________________________________________________________________________________________________________20. ________________-________________________________________________________________________________________________________* ________________-________________________________________________________________________________________________________* ________________-________________________________________________________________________________________________________

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Prompts

These are just suggestions. Feel free to use your own!

1 . If you could have any fictional character as your best friend, who would it be and why? What would you do together.

2 . Imagine that you are at a flea market. Something catches your eye. What is it? What does it do? Do you buy it? Why?

3 . If you could travel to any fictional place where would it be? Describe it! What would you do there?

4 . You wake up one morning with a super power. What is it? How did you get it? What will you do with this power?

5 . There is a gift sitting on the kitchen table. It is wrapped and has your name on it. It’s not your birthday or Christmas. Why is it there? How is it wrapped? What’s inside?

6 . You walk into a restaurant and the waiter hands you a menu. You can’t believe what it says! What is the name of the restaurant? What do they serve? Why does the menu surprise you?

7 . There is an ornament hanging on a tree. You’ve never seen it before, and it is different than the others. Then you gasp! Write a 3 to 5 paragraph story about the ornament. Be sure to describe the ornament. Why does it make you gasp?

8 . There is a flash of light. You open the front door. Every thing is different. What was the light? What’s different? What do you do next?

9 . You have the ability to turn into one animal. What animal would you choose? Why?

1 0 . Start your prompt with: I saw the ship in the distance. 1 1 . One seat at the table sits empty. You are excited for your guest to arrive! Your

guest can be anyone in history. Who is your guest? Why did you invite them? What will you talk about?

1 2 . Start your prompt with: My wish came true!

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Prompt #1 __________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Prompt #2 __________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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Prompt #3 __________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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Prompt #4 __________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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Prompt #5 __________________________________________________________________________________

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Prompt #6 __________________________________________________________________________________

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Prompt #7 __________________________________________________________________________________

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Prompt #8 __________________________________________________________________________________

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Prompt #9 __________________________________________________________________________________

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Prompt #10 __________________________________________________________________________________

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Prompt #11 __________________________________________________________________________________

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Prompt #12 __________________________________________________________________________________

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Write! __________________________________________________________________________________

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Write! __________________________________________________________________________________

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Write! __________________________________________________________________________________

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A final word: I hope you enjoyed your experience with The Engaged Writer. As this is the curriculum I use with the young writer’s in my own homeschool co-op, it is always a work in progress. If you found any errors, have suggestions, or stumbled upon ways to engage your own writer, I would love to hear about them! Does your writer want to share their work online? I’m happy to proudly display it on my website for other writers to see! Please feel free to contact me at [email protected]. Thank you again for trusting me with your writer!

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