Student Writing Intensive Level A
eStudent Writing Intensive Level ASamplA Video Seminar for Elementary School StudentsEasy Start Instructions1.Set up the Student Notebook (see the back side of this page fordetailed instructions).2.Read the Teacher’s Instructions.3.Turn to Lesson 1 and start the course.www.excellenceinwriting.comThese are Sample Pages for preview only! Copyrighted Material!SWI Level A
Student Notebook Set-UpEach student will need to have a writing notebook and plain, lined paper. Please observe ourcopyright policies.Using the 3-ring binder with 5-tab inserts provided, prepare the Student Writing Notebook.The tabs are labeled as onsStructural ModelsStyle Charts“Banned” WordsPlace the white “Key Ideas” page right in the front of the binder (before the tabs).The “Models/Sources; Checklists” tab is left empty.Put some lined paper behind the “Outlines/Compositions” tab.Leave the “Structural Models” tab empty.Behind the “Style Charts” tab, place the yellow “Stylistic Techniques” page, the pink“‘-ly’ Adverb List” and “Adverbs for Essays” pages, and the beige “Prepositions andClausal Starters” page.6. Use the “Banned Words” tab for the two sheets entitled “Banned Words List–Verbs”(white) and “Banned Words List–Adjectives” (beige).mpl1.2.3.4.5.eThe next seven pages of this packet should be placed in the notebook as follows so it is all readyfor your student:The rest of the pages in this packet should be stored in a separate folder or notebook. Theteacher’s notes tell the teacher/parent what to do each week. The student handouts in the rest ofthis packet should only be given to the student as they are presented in the course.Now you are all set to start the course!SaBe sure to read through the “Teacher’s Instructions,” and then follow the directions on the“Teacher’s Notes—Lesson 1” page to know what to watch on the DVD and to discover whatyou and your student are expected to do.The Teacher’s Notes pages describe exactly how to pace the course. Generally, you can plan tocomplete one lesson every one to two weeks.If you have any questions, check nceinwriting.comThese are Sample Pages for preview only! Copyrighted Material!SWI Level A
emplStudent Writing Intensive Level ATeacher’s Notes and Student HandoutsSabyAndrew Pudewa& Jill PikeSecond Printing 2010Institute for Excellence in Writing, L.L.C.These are Sample Pages for preview only! Copyrighted Material!
Also by Andrew Pudewa:Also by Jill Pike:Advanced Communication SeriesAdvanced Spelling and VocabularyBible-Based Writing LessonsHigh School Essay IntensiveLinguistic Development through Poetry MemorizationPhonetic Zoo Spelling Program (Levels A, B, and C)The Profound Effects of Music on LifeSpeech Boot CampStudent Writing Intensives (Levels B and C)Student Intensive Continuation Courses (Levels A, B, and C)Teaching Writing: Structure & StyleThe Two Andrews: On Writing and Teaching WritingPrimary Arts of Language: Writing ProgramPrimary Arts of Language: Reading ProgramStudent Writing Intensive Handouts (Levels B and C)Student Intensive Cont. Course Handouts (Levels A, B, and C)mplStudent Writing Intensive Level ATeacher’s Notes and Student HandoutsCopyright 2001 Andrew PudewaCopyright 2010 Jill PikeSecond Printing, October 2011eCopyright PolicyISBN: 978-0-9840990-1-6Our duplicating/copying policy for this Student Book:All rights reserved.No part of this book, e-book, or the accompanying DVDs may be reproduced, stored in aretrieval system, or transmitted in any form or by any means, electronic, mechanical,photocopying, recording, or otherwise, without the prior written permission of the author, exceptas provided by U.S.A. copyright law and the specific policy below:Home use: You may copy this Student Book for use by multiple children within your immediatefamily.SaSmall group or co-op classes: Each teacher and participating student or family is required topurchase a Student Book (hard copy or e-book).Classroom teachers: A Student Book (hard copy or e-book) must be purchased for each teacherand participating student.Library use: Printed materials and DVDs may be checked out of a lending library providedpatrons agree not to make copies.Institute for Excellence in Writing8799 N. 387 RoadLocust Grove, OK xcellenceinwriting.comPrinted in the United States of Americawww.excellenceinwriting.comThese are Sample Pages for preview only! Copyrighted Material!SWI Level A
Student Writing Intensive Level ATable of ContentsTeacher’s Instructions for Using the Student Writing Intensive Level ASampleLesson Plans and HandoutsUnit PresentedPage NumberScope and Sequence . 1DVD Scene Breakdown . 2Suggested SWI A Course Schedule . 3Teacher’s Notes: Lesson 1 . Unit 1 and 2: Note-taking and Summarizing . 7“Sea Snakes” and Composition Checklist . 9“Desert Tarantula” and Composition Checklist . 11“Pillbug” and Composition Checklist . 13Teacher’s Notes: Lesson 2 . 15“Starfish” and Composition Checklist . 17“Oysters” and Composition Checklist. 19“Pearls” and Composition Checklist . 21Teacher’ Notes: Lesson 3 . 23“The Boy and the Nuts” and Composition Checklist . 25“The Cocks and the Eagle” and Composition Checklist . 27Teacher’s Notes: Lesson 4 . 29“The Donkey and His Driver” and Composition Checklist . 31“Peter the Great” and Composition Checklist . 33Teacher’s Notes: Lesson 5 . 35“The Mongols” and Composition Checklist . 37“Genghis Kahn”, “Camp Life”, and “Family Life” and Composition Checklists . 39Teacher’s Notes: Lesson 6 . 41“Our First President” and Composition Checklist . 43“Andrew Jackson” and Composition Checklist . 45Teacher’s Notes Lesson 7 . Unit 3: Story Sequence (Narrative) . 47Story Sequence Model . 49“The Boy Who Cried Wolf” and Composition Checklist . 51Teacher’s Notes Lesson 8 . 53“Princess and the Pea” and Composition Checklist . 55Teacher’s Notes Lesson 9 . 57“The Lion and the Mouse” and Composition Checklist . 59Teacher’s Notes Lesson 10 . 61Composition Checklist . 63Teacher’s Notes Lesson 11 . Unit 4 and 6: Reports from Multiple Sources. 65“Whooper” Mini Books (three of them—no physical page numbers) . 67Composition Checklist . 73Teacher’s Notes Lesson 12 . 75“Ant” Articles (three of them) . 77Composition Checklist . 83Teacher’s Notes Lesson 13 . 85Composition Checklist . 87Teacher’s Notes Lesson 14 . Unit 7: Creative Writing . 89Brain Questions and Composition Checklist . 91Teacher’s Notes Lesson 15 . 93Composition Checklist . 95What Next? . 97www.excellenceinwriting.comThese are Sample Pages for preview only! Copyrighted Material!SWI Level A
Teacher’s Instructions forUsing the Student Writing Intensive Level AOverviewThe Student Writing Intensive (SWI) was produced to give parents and teachers a jump-start for teaching writing totheir students by providing direct instruction for students or model lessons for teachers. Although the SWI DVDswere taped in four consecutive afternoons, your students can enjoy the same teaching but at a more leisurely paceand with added practice to help them develop writing skills that will last.The SWI provides all the handouts and supplementary materials you will need to teach your elementary levelstudents to write paragraphs, stories, reports, and creative writing all with added style. Simply follow theinstructions on each Teacher’s Notes page, and provide your students with the appropriate source texts andchecklists as directed.eGenerally, you will conduct a writing class once a week where you will watch the SWI DVD with your student.Then the rest of the week will be spent practicing what was learned on the DVD.Teaching Writing: Structure and Style (TWSS)mplThe SWI is based on our teacher’s seminar, Teaching Writing: Structure and Style. Although you cansuccessfully use the SWI without the teacher’s course, watching the teacher’s program beforewatching the student lesson will provide you with many of the reasons behind the instruction on theSWI as well as other teaching tips to aid you in your teaching. The SWI Teacher’s Notes will tell youwhen to watch a portion of the TWSS to prepare yourself for the SWI teaching.The TWSS shows you how to teach all nine structural units as well as the full style list. The SWI will cover abouthalf of what is taught in the TWSS. This will give your student a strong foundation for all his writing withoutoverwhelming him or doing too much too fast. The rest of the units and style can be covered later. The last page ofthis packet (What Next?) will explain how.If you do not have the teacher’s course, you can still use the SWI successfully. Watching the Structure and StyleOverview (available from Excellence in Writing) will give you an overview of our writing methods. Reading thearchived newsletter articles on the Excellence in Writing website and exploring our Help & Support section willalso give you more help using our programs. Please see www.excellenceinwriting.com for more information.Lesson PlanningThe Scope and Sequence page gives you an overview of everything taught in the SWI Level A. The RequiredSources are the ones that are used with the DVD teaching. The Optional Sources are the ones used in thereinforcement exercises (the homework) and can be omitted or substituted if you desire.SaThe Lesson (once a week) generally requires an hour of your time. After that, your student may be able to completethe Reinforcement Exercises on his own; however, be available to help him as much as needed. There is a SuggestedCourse Schedule located after the Scope and Sequence page, which you can use to plan your daily lessons. Thisschedule is just a suggestion. You may do writing daily, or combine the days to do writing just a few days a week.Multiple AgesThe SWI Level A is suitable for teaching a range of students. Simply adjust the pace of the course to match yourstudent’s needs and help him as much as possible. If your student is still struggling with the physical act ofhandwriting, you can scribe what he says for him and then let him use what you wrote for copy work.If you are finding that the reinforcement paragraphs in the early lessons are too difficult for your student, you canpurchase easier ones from Excellence in Writing. See www.excellencinwriting.com/ans-e.If you have middle school or early high school students to teach, you will likely be happier with the Student WritingIntensive Level B which can be used with elementary students as well; however you will find that Level A stillworks well for older students. An older student can take the simple source texts provided here and do grade-levelwork with them.Teacher’s NotesEach lessons begins with a page of Teacher’s Notes. This page includes a chart indicating exactly what is to bewatched on the DVD, the viewing time, the handouts for the lesson, and handouts for the practice assignments. Thenotes also contain all the whiteboard notes displayed on the DVD with additional teaching helps on the back.If you still have questions about a lesson, many answers can be found at einwriting.comThese are Sample Pages for preview only! Copyrighted Material!SWI Level A
Viewing InstructionsRemember that the SWI was originally taught in four consecutive classes that were 2.5 hours each. This packettakes that intensive course and divides it into bite-sized chunks. Therefore, the DVD will not always tell you whento stop viewing. The Teacher’s Notes will make it very clear when to start and when to stop, but you will have towatch with your student and stop the DVD, or you will likely watch too far.Setting Up Your Student NotebookThe first page of this packet explained how to organize your Student Materials in the student notebook. Below is asuggestion for how to use them as you teach the course. Some of the documents (bolded below) should have beenplaced in the notebook before you begin. Others will be added as you move through the lessons.The “Key Ideas Page” goes in the front of the notebook in front of the tabs.Students should use this area for current assignments: the source texts with thechecklist printed on the back.Outlines/CompositionsPlace a few sheets of plain, lined paper in this section. Students can keep theiroutlines, first drafts, and final drafts here. You may want to teach them tokeep the current work in the front of this section and place completedcompositions in the back of this section.Structural ModelsThis is a new tab for the course. It gives your student a place to keep theStructural Model posters that will be provided beginning in lesson 7. There isnothing behind this tab to start.mpleModels/SourcesChecklistsStyle ChartsFind the Stylistic Techniques page here along with all the style lists (“-ly”Adverbs, Adverbs for Essays, and Prepositions).Banned WordsThe blank Banned Words sheets are kept behind this tab. They will be filledin during the DVD viewing to become a mini-thesaurus.The rest of the teacher’s notes and handouts should be retained by the teacher (in a folder or binder) and only givento your students as they are needed.Final Recommendations] Watch the disc with your students. Knowing what they have learned and the way they learned it will helpyou help them as they practice. This course is not meant to be completed by students independently. Itshould be used to facilitate the teacher/student relationship as the process of writing is modeled for thestudent.Sa] Spell words as needed. Be your child’s human dictionary. Keep spelling lessons separate from writingpractice.] Provide help as your students ask. If your student is struggling to choose key words or insert a dress-up,brainstorm together. Your modeling will help your student become more independent next time.] Edit instead of correct. When your students hand you their written work, do what an editor does. Gothrough the piece making minimal spelling and grammatical corrections, and then hand it back with asmile, telling them to write it up. Use their mistakes to dictate what you will teach in your nextwriting/grammar lesson.] Adjust the pacing according to the ability of the student. Each lesson will usually take at least 1–2weeks to complete. Provide whatever helps students need to achieve success on each page. The practicepages are optional. If your student has mastered the material, feel free to skip the extra practice and moveon to the next lesson.Thank you for purchasing this program. We truly appreciate the opportunity to be of service. Our hope is that it willgive you and your students a huge boost in enthusiasm for writing and powerful tools to help them be moresuccessful in whatever writing challenges they may face in the coming years. Please let us know if there is any waywe can assist you toward that goal.Andrew Pudewa and Jill Pikewww.excellenceinwriting.comThese are Sample Pages for preview only! Copyrighted Material!SWI Level A
Student Writing Intensive Level AScope and SequenceLesson 1Disc 1DVD Lesson(Necessary)Unit 1: Key WordOutlines andUnit 2: Summarizingfrom NotesLesson 2(No disc)Lesson 4Disc 1Lesson 5(No disc)Lesson 6Disc 2Teacher reinforcesOutlines andSummarizingReview Unit 1,Introduce Dress-ups:-ly, who/whichChoosing a titleStrong VerbBanned Words (said,see/saw, go/went)The Boy and the NutsLesson 11Disc 3Lesson 12Disc 3Lesson 13Disc 4Lesson 14Disc 4Lesson 15Disc 4Optional Sources*(Substitute as desired)Desert TarantulaPillbugStarfishOystersPearlsThe Cocks and theEagleThe Donkey and HisDriverPeter the GreatTeacher reinforcesOutlines andSummarizing and stylelearned thus farReviewMore Banned Words(thought)Quality Adjectives-ly impostersBecause clauseUnit 3 StorySequenceReview TitlesThe MongolsGenghis KahnCamp LifeFamily LifeOur First PresidentAndrew JacksonReview Dress-upsMore Banned words(eat, good)Changing Adverbs toAdjectivesAdverbial ClauseUnit 4/6Report WritingConclusion toUnit 4/6Review Dress-upsNew Banned Words(like, bad, fun)Unit 7 CreativeWritingConclusion toUnit 7The Boy Who CriedWolfTeacher reinforcesStory WritingTeacher reinforcesStory WritingTeacher reinforcesStory WritingSaLesson 7Disc 2Lesson 8Disc 2Lesson 9(no disc)Lesson 10Disc 3Required Sources(Necessary)Sea SnakesmplLesson 3Disc 1Reinforcement The Princess and thePeaThe Lion and theMouse(Your choice of astory)Whooper Mini-Books(3 of them)Teacher reinforcesReport WritingTeacher reinforcesReport WritingAnt Articles(3 of them)(Library books on onesubject)(your student’s brain)Teacher reinforcesCreative Writing1(your student’s brain)These are Sample Pages for preview only! Copyrighted Material!SWI Level A
Student Writing Intensive Level A Scene 1:46:1901:50:2801:56:35Note: The times on the disc often zero out afterwriting pauses. There are no pauses on the discswhen the lesson is over, so do watch the discdirections included in each lesson.Disc w of Dress-upsNew Banned Word: “thought”Strong verb practiceDress-up: Quality Adjective“-ly” adjectives, ImpostersDress-Up: “because”Story Sequence ChartStory Sequence: Characters and SettingStory Sequence: ConflictStory Sequence: Climax“The Boy Who Cried Wolf”Story Sequence:“The Boy Who Cried Wolf”Changing the Story Details“-ly” Words for“The Boy Who Cried Wolf”Choosing Quality Adjectives for StoryWriting ChecklistPause for WritingReview of Writing TitlesReading Student SamplesConclusionSaDisc :0301:39:14Reading More StoriesReview of Dress-upsNew Banned Word: “eat”More Review of Dress-upsChanging Adverbs to AdjectivesDress-up: Adverbial ClauseReport Writing: Topic/ClincherMini-Books for ReferenceHighlighting Topic/Clincher KeywordsAdding a Second Mini-bookAdding a Third Mini-bookCollecting Topics fromMultiple ResourcesChoosing Topics for a ReportGame BreakOutlining a TopicWriting InstructionsPause for WritingReading Student SamplesConclusion and HomeworkEnd of Disc :54:2201:01:0501:06:2100:00:0000:07:1600:14:40Disc roduction“Sea Snakes”Keyword Outline – “Sea Snakes”Sentence 1 KeywordsSentences 2–5 KeywordsSentence 6 KeywordsTesting the OutlineWarm Up,Combining Ideas with “Which”Double space, no erasingWriting “Sea Snakes” compositionPause for WritingReading Student Samples“The Boy and the Nuts”Keyword Outline “The Boy and the Nuts”Testing the Outline “Boy and the Nuts”Changing the DetailsWhat is Style?Dress-ups: “-ly” wordsDress-ups: who/which clauseDress-ups: strong verbStrong verb continuedWriting ChecklistPause for WritingChoosing a TitleReading Student SamplesEnd of Disc 1mplDisc 0:18:2500:24:12www.excellenceinwriting.com2Reading More Student SamplesStylistic Technique ReviewNew Banned Word: “like”More ReviewBanned AdjectivesFinish ReviewPrepositional Sentence OpenerPrepositional Opener PracticeTaking Notes from your Brain3 Things you know most about1 thing most interesting to someone elsePlanning a compositionThinking of details, asking questionsWriting instructionsPause for writingReading Student SamplesConclusionEnd Disc 4These are Sample Pages for preview only! Copyrighted Material!SWI Level A
Suggested SWI A Course ScheduleThese suggestions spread the SWI-A over 30 weeks. If you wish to complete the course in 15 weeks,simply double-up each day!s assignment. These are only suggestions! Be sure to adjust them to meetyour individual student!s needs.2Day12LessonComplete Lesson 1345123445123Complete Lesson 2mpl34512345123Complete Lesson 3Write a paragraph using the “Boy and Nuts” outline created during Lesson 3.Edit the paragraph using the Composition Checklist. Have your teacher orparent check the paragraph.Write up the corrected paragraph neatly.451Sa5Homework(Begin writing the paragraph as part of the lesson).Finish writing the “Sea Snakes” article using the composition checklist. Havea teacher or parent check your paragraph.Write up the corrected paragraph neatly.Create a keyword outline of “Desert Tarantula.” Test the outline.Write a paragraph from your outline.Using the checklist, edit the paragraph written. Have your teacher or parentcheck the paragraph.Write up the corrected paragraph neatly.Create an outline of “Pillbug.” Test the outline.Write a paragraph from your outline. Using the checklist, edit the paragraphwritten. Have your parent or teacher check the paragraph and fix any errors.Write up the corrected paragraph neatly.(The “Starfish” paragraph should be outlined and tested.)Write a paragraph from the “Starfish” outline.Edit the paragraph using the Composition Checklist. Have your teacher orparent check the paragraph.Write up the corrected paragraph neatly.Create a key-word outline of the “Oysters” paragraph. Test the outline.Write a paragraph from the “Oyster” outline. Edit the paragraph using theComposition Checklist. Have your teacher or parent check the paragraph.Write up the corrected paragraph neatly.Create a key-word outline of the “Pearls” paragraph. Test the outline.Write a paragraph from the “Pearls” outline. Edit the paragraph using theComposition Checklist. Have your teacher or parent check the paragraph.Write up the corrected paragraph neatly.eWeek16Create a key-word outline of the “Cocks and the Eagle” paragraph. Test theoutline.Write a paragraph from the “Oyster” outline.Edit the paragraph using the Composition Checklist. Have your teacher orparent check the paragraph.Write up the corrected paragraph neatly.2374512Complete Lesson 4Create a key-word outline using “The Donkey and His Driver” paragraph.Test the outline.Write a paragraph using the Composition Checklist. Have your teacher orparent check the paragraph.Write up the corrected paragraph neatly.345www.excellenceinwriting.com3These are Sample Pages for preview only! Copyrighted Material!SWI Level A
Week8Day1923451Lesson(4 continued)HomeworkCreate a key-word outline using the “Peter the Great” paragraph. Test theoutline.Write a paragraph using the Composition Checklist.Have your teacher or parent check the paragraph.Write up the corrected paragraph neatly.Complete Lesson 5Create a key-word outline using “The Mongols” paragraph. Test the outline.Brainstorm possible dress-ups.Write a paragraph using the Composition Checklist. Have your teacher orparent check the paragraph.Write up the corrected paragraph neatly.Create an outline using the “Camp Life” paragraph. Test the outline.Write a paragraph using the Composition Checklist. Have your teacher orparent check the paragraphWrite up the corrected paragraph neatly.Create a key-word outline using the “Family Life” paragraph. Test theoutline. Brainstorm possible dress-ups.Write a paragraph using the Composition Checklist. Have your teacher orparent check the paragraph.Write up the corrected paragraph neatly.Create a key-word outline based on the “Our First President” paragraph. Testthe outline.Write a paragraph using the Composition Checklist.Have your teacher or parent check the paragraph.Write up the corrected paragraph neatly.2e10345123mpl411511223451Create a key-word outline based on the “Andrew Jackson” paragraph. Testthe outline.Write a paragraph using the Composition Checklist.Have your teacher or parent check the paragraph.Write up the corrected paragraph neatly.Complete Lesson 73451Decide if you want to change the characters and setting. Adjust the outline asnecessary.Begin writing the story. Finish the first paragraph.Write the second paragraph.Write the third paragraph.Read through the story and begin to edit using the Composition Checklist.Remember that everything needs to be in EACH paragraph.Continue editing.Have a teacher or parent check the story.Begin to write up the corrected story neatly.Finish writing the corrected story neatly.(Create a Story Sequence outline of “The Princess and the Pea.”)Decide if you want to change the characters and setting. Adjust the outline asnecessary.Begin writing the story. Finish the first paragraph.Write the second paragraph.Write the third paragraph.Sa13234512Complete Lesson 61415234512Complete Lesson 8345www.excellenceinwriting.com4These are Sample Pages for preview only! Copyrighted Material!SWI Level A
181920Complete Lesson 93451234512Complete Lesson 10HomeworkRead through the story and begin to edit using the Composition Checklist.Remember that everything needs to be in EACH paragraph.Continue editing.Have a teacher or parent check the story.Write up the corrected story neatly.Finish writing the corrected story neatly.(Create a Story Sequence outline of “The Lion and the Mouse.”)Decide if you want to change the characters and setting. Adjust the outlineas necessary.Begin writing the story. Finish the first paragraph.Write the second paragraph.Write the third paragraph.Read through the story and begin to edit using the Composition Checklist.Remember that everything needs to be in EACH paragraph.Continue editing.Have a teache
Speech Boot Camp Student Writing Intensives (Levels B and C) Student Intensive Continuation Courses (Levels A, B, and C) Teaching Writing: Structure & Style The Two Andrews: On Writing and Teaching Writing Also by Jill Pike: Primary Arts of Language: Writing Program Primary Arts
2. Read the Teacher’s Instructions for the Student Writing Intensive Level A. Plan on spending one to two weeks per lesson. 3. Once a week (or once every other week), watch a portion of the Student Writing Intensive DVD with your student, and then spend the rest of the week working on the writing assignment.
Student Writing Intensive A Video Seminar for the Student Level A Suitable for Elementary Students Welcome to the Student Writing Intensive. This packet contains all the lessons and handouts that you will need to teach this course to your students. Simply read
Speech Boot Camp Student Writing Intensives (Levels A and B) Student Intensive Continuation Courses (Levels A, B, and C) Teaching Writing: Structure & Style The Two Andrews: On Writing and Teaching Writing Also by Jill Pike:
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hired or self-employed. (c) Intensive SEMP may be provided as: (1) Intensive - 1, which is Intensive SEMP provided to one individual; or (2) Intensive - 2, which is Intensive SEMP provided to a group of 2-8 individuals. (d) Intensive SEMP can only be provided for a time-limited period
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The 2-writing intensive credit requirement, generally Before speaking specifically about course selection, a few words about the writing credit requirement. Students must complete 2 intensive writing credits prior to graduation. You may earn writing credits by taking courses that offer optional or mandatory writing credits, including .
The themes of pilgrimage and welcome are central to The Canterbury Journey. A lasting part of its legacy will be the new free-to-enter Welcome Centre with dedicated community and exhibition spaces and viewing gallery. The journey to our new centre is underway, to open in 2019. A New Welcome In 2017, the face of the Cathedral has changed .
