Sample ideasfromtheirperspecve. - IEW

©2014 Institute for Excellence in Writing. All rights reserved. Duplication prohibited.�

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

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

Recommended Pacing of Structural Units Move through all nine units every year.

Possible Pacing of Stylistic Techniques Concept introduced upon mastery

WEEK STRUCTURAL MODEL SOURCE TEXT STYLISTIC TECHNIQUES MECHANICS/GRAMMAR (as needed)

1* Unit 1: Note Making and Outlines Sea Wasp, The Farmer and His Sons, The Fox and the Goat Intro strong verbs complete sentences

nouns, verbs

2* Unit 2: Summarizing from Notes Sea Wasp, The Farmer and His Sons, Limeys

DU: strong verbs banned words titles

punctuation, capitalization subject/verb agreement synonyms, homophones

3 Unit 2: Summarizing from Notes Booklice, The Crow and the Peacocks DU: -ly adverbs punctuation, capitalization

adverbs’ usage

4* Unit 3: Summarizing Narrative Stories The Lion and the Shepherd DU: quality adjective adjectives, commas, coordinating conjunctions

5* Unit 3: Summarizing Narrative Stories The Two Frogs and the Well DU: www.asia clause

dep/ind clauses, subordinating conjunctions, quotations, homophones: to/two/too; there/they’re/their

6 Unit 3: Summarizing Narrative Stories Daedalus and Icarus DU: who/which clauses, appositives

7 Unit 3: Summarizing Narrative Stories The Cocks and the Eagle DU: because clause antonyms

8* Unit 4: Summarizing a Reference Florence Nightingale topic/clincher rule it’s/its, and other contractions

9* Unit 4: Summarizing a Reference Florence Nightingale (2 more ¶s) SO: (1) subject SO: (2) preposition

citation, parallelism prepositions and prepositional phrases

10 Unit 4: Summarizing a Reference Ludwig van Beethoven SO: (3) -ly opener

11 Unit 4: Summarizing a Reference Levi Strauss SO: (6) V.S.S. sentence variation, parallelism

12* Unit 5: Writing from Pictures Plant in Fridge infinitives

13 Unit 5: Writing from Pictures Bugs at Night SO: (5) clausal opener interjections, exclamation points

14 Unit 5: Writing from Pictures Princess and the Mouse SO: (4) “-ing” opener gerunds, participles, infinitives

15 Unit 5: Writing from Pictures Man and Guitar, Melting Lamp invisible which to be verbs

This lesson shows you what you can expect in the 12th week of the year. Students will use pictures

and ques;ons to generate original ideas from their perspec;ve.

Sample

These are Sample Pages for preview only! Copyrighted Materials!

©2014 Institute for Excellence in Writing. All rights reserved. Duplication prohibited.

36

B Structure and Style Pacing Chart Weeks 16–30

Recommended Pacing of Structural Units Move through all nine units every year.

Possible Pacing of Stylistic Techniques Concept introduced upon mastery

Week Structural Model Source Text Style Techniques Mechanics and Grammar

16* Unit 6: Library Research, multiple references Humpback Whales SO: “-ed” opener Bibliography entry,

Bibliography page

17* Unit 6: Library Research, multiple references Clara Barton

Dec: Question, 3 S.S.S. (3 Short Staccato Sentences)

18* Unit 6: Library Research, multiple references Clara Barton, continued Dec: Conversation/

Quote

19 Unit 6: Library Research, multiple references Otters Dec: Simile/Metaphor simile and metaphor

20* Unit 7: Creative Writing Brain Inventory: What do I know about? Dec: Alliteration alliteration

21* Unit 7: Creative Writing Five-Paragraph Composition Dec: Dramatic Opening/Closing

22* Unit 7: Creative Writing Creative Letter Writing DU: Dual -ly adverbs Review parts of speech

23 Unit 7: Creative Writing Write about … (choice of prompts) DU: Dual verbs

24* Unit 8: Basic Essay Clara Barton paragraphs from weeks 17 and 18 DU: Dual adjectives

25 Unit 8: Basic Essay Florence Nightingale paragraphs from weeks 8 and 9 DU: Triple Extension parallelism

26* Unit 8: Basic Essay Interview Essay DU: Noun Clause

27 Unit 8: Super-Essay Famous Nurses DU: Adjective Teeter-totter Review clauses and phrases

28 Unit 8: Persuasive Essay choice of topics DU: Adverb Teeter-totter

29* Unit 9: Formal Critique The Little Mermaid

30* Imitation of Style Imitation of Literary Style Sample


©2014 Institute for Excellence in Writing. All rights reserved. 125

MFI Lesson Plans

B Teaching Writing: Structure and Style

Unit 5: Writing from Pictures Assignment Length: Three Paragraphs

Week 12

Date O

bjec

tives

Student will be able to Create an outline from a set of pictures. Recall important information using outline. Create rough draft from outline, Unit 5. Identify and include dress-ups and sentence

openers. Revise work.

Materials Needed Student Reference Handbook SH 12.1: Writing from Pictures model SH 12.2: “Plant in Fridge” pictures SH 12.3: Composition Checklist SH 12.4: Guidelines for Typed Assignments SH 12.5: Editing Practice: “Billowing Bubble Bath”

Recommended Materials Portable Walls

Stru

ctur

al M

odel

s

(See Unit 5 Teaching Procedure on pages 123–124 for overview.) Day 1: Discuss the pictures; create a key word outline. Test by retelling.

Introduce “Writing from Pictures” model (Student Handout 12.1). Students should keep this model behind the Structural Models tab in their Student Reference Handbook.

Discuss “Plant in Fridge” pictures (Student Handout 12.2) with class, brainstorming possible explanations. Create outline, following the model for Unit 5. Tell it back (as class, in groups, or with partners), translating outline into complete sentences.

Day 2: Distribute checklist. Review and brainstorm style. Begin rough draft. Using the checklist, review all style learned thus far (Student Handout 12.3). Students begin rough draft. Continue to model for those who need help. You may wish to write the entire story

together as a class. Discuss Typing Guidelines (Student Handout 12.4), if desired. Create rough draft from outline.

Day 3: Finish rough draft; begin revision. Review the model and ensure that students understand the need for topic/clincher. Teach the verb tenses for this model, if desired. Using the checklist, model how to revise the story using the class story.

Day 4: Finish revision and editing. Write final draft. Using the checklist, students make sure stylistic requirements are included in the composition. Students edit their rough draft by reading it carefully and revising sentence order and word choice as needed. Students write or type final draft.

Day 5: Read aloud. Submit final draft. Editing practice using “Billowing Bubble Bath” by Not Me Students proofread final draft by reading aloud to a partner to listen for mistakes, making corrections as needed. If

typewritten, correct neatly in pen. Students turn in complete assignment in this order: checklist, final draft, rough draft, and key word outline. Be sure students keep their graded work in their Student Writing Portfolio. Model revising and editing using Student Handout 12.5.

Styl

e New:

Review as needed: topic/clincher rule Clauses, especially “because” clauses

Gra

mm

ar

Student should be able to Identify and use clauses. Identify and use infinitives.

Excellent Satisfactory Needs Mini Lesson

Reminders (Student results, problems, notes, etc.):

Sample



Additional Teacher’s Notes Week 12

When Andrew Pudewa taught this lesson, he provided the outline at right. Notice he offered the three key words for what is happening in the picture, but left the rest of the outline wide open for students to fill in the blanks. He also continued to support the checklist by offering a suggestion for the -ly adverb in the first paragraph.

Although the outline can be sketchy, be sure your students have an outline in place before they begin to write. It will ensure that they know where their story is going and will keep them from writing themselves into a corner.

If you have not given your students a set of Guidelines for Typed Assignments, they are provided with these notes.

Another Editing Practice sheet is provided to be used as a class editing tool. Use the imbedded errors to teach grammar at point of need.

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

Sample Outline

I. Zelda, leaning, refrigerator 1. had been ______________ 2. because ______________ 3. think _________________ 4. ____ly sees ___________ Clincher

II. Zelda, stood, hand, mouth

1. felt __________________ 2. see __________________ 3. say __________________ 4. run __________________ Clincher

III. gone, refrigerator, open, (thing)

1. (thing doing) ___________ 2. (lady doing) ___________ 3. (what say) _____________ 4. after _________________ Clincher (Key words make title.)

Sam

ple



Unit 5: Models for Imitation Teacher’s Notes Week 12 Use the Models for Imitation Disc 4 for this lesson. From the main menu screen of any DVD, you can click “Scenes,” which will take you to a menu where you can choose the scene you desire.

Week 12: Day 1 Scenes Unit 5: Writing from Pictures (40 minutes)

Materials Student Handout 12.1: “Writing from Pictures” model Student Handout 12.2: “Plant in Fridge” pictures

Notes on Unit 5: Writing from Pictures While Andrew describes this unit “as very different,” the key word outline remains the same. The specific questions are almost a synthesis of previously learned questions; however, the source text is a set of pictures.

He talks about how it is not like a Unit 3. You can explain how Unit 3 is a flow of action while the Unit 5 is taking a moment in time (what is in the picture) and expanding it or looking at it from all angles.

Notice how the students’ knowledge and perspective come into play during this exercise.

Andrew allows the students to deviate as they wish. This gives students who are extremely imaginative the freedom to exercise their creativity, but allows the students who feel overwhelmed by that same freedom the opportunity for more modeling.

The outline ends up somewhat sketchy, especially as Andrew is encouraging his students to come up with their own story. It is important to work out an outline in advance to make sure you know where the story is going before you start to write. Knowing how the story will end before starting to write will keep your students from writing themselves into a corner (like some television writers are known to do!).

“Thinking is pulling information out of the brain by asking yourself questions.” The creativity required in Unit 5 prepares students to ask questions of their brain and experience for creative writing and essays in Units 7 and 8.

Week 12: Day 2 Scenes Writing Checklist (1 minute)

Materials Student Handout 12.3: Composition Checklist Student Handout 12.4: Typing Guidelines

Notes on Writing Checklist This scene includes Andrew’s discussion of the typing guidelines and his grading philosophy. His grade sheet is reproduced for your benefit at right.

Note that the typing guidelines on your student handout have been updated to reflect current MLA formatting practices. You may desire to dedicate a tab in their Student Reference Handbook to Formatting or MLA as a place to keep such specifics on typing guidelines. If you have not had a class on formatting in Word (as described in Week 2: Day 1), consider doing so now.

Review the Composition Checklist with your students to ensure they understand what is required of them. Brainstorm style. Adjust the checklist as needed.

Sample Outline

I. Zelda, leaning, refrigerator 1. had been ______________ 2. because _______________ 3. think _________________ 4. ____ly sees ____________ Clincher

II. Zelda, stood, hand, mouth

1. felt __________________ 2. see __________________ 3. say __________________ 4. run ___________________ Clincher

III. gone, refrigerator, open, (thing)

1. (thing doing) ___________ 2. (lady doing) ____________ 3. (what say) _____________ 4. after __________________ Clincher (Key words make title)

General: turned in on time ___ (3) title centered - top ___ (2) name under Title ___ (2) font/spacing ___ (2)

Indicators: dress-ups underlined ___ (3) sentence openers numbered ___ (3) topic/clincher key words bold ___ (3)

Dress-Ups: -ly adverb ___(1) ___(1) ___(1) “who/which” ___(1) ___(1) ___(1) strong verb ___(1) ___(1) ___(1) quality adjective ___(1) ___(1) ___(1) adverbial clause ___(1) ___(1) ___(1)

Sentence Openers ___(6) ___(6) ___(6) Topic/Clincher ___(2) ___(2) ___(2) Spelling < 3 errors ___(1) ___(1) ___(1) Total Score: ____ out of 60 possible = _____% 90% or higher = Excellent 89% or lower = Resubmit, please.

Sample



Week 12: Days 3–4 No Models for Imitation viewing.

Students should continue to work on their rough drafts and begin revisions on Day 3. Revising and editing conclude on Day 4, and students may work on their final draft.

Week 12: Day 5 Scenes Editing Practice: “Billowing Bubble Bath” (43 minutes) Infinitives (5 minutes)

Materials Student Handout 12.5: “Billowing Bubble Bath” by Not Me

Notes on Editing Practice: Billowing Bubble Bath The concepts for this exercise came from the students’ papers. This is teaching to the “point of need.”

If you created a grammar section in the student handbook, it is a great place for your student to collect notes on any grammar rules that come up in the editing. Building the grammar section as they go and at the point of need, students retain the knowledge more effectively.

Notes on Infinitives Although Andrew tells the students that the split infinitive rule is no more, tell your students that many English teachers still frown on the split infinitive, so be careful!

The handouts for Week 12 begin on the next page. Continue to practice Unit 5 as recommended in Weeks 13–15 of the Classroom Supplement Level B. During these weeks, you may continue to use the Models for Imitation to introduce new style as follows:

Week 13 Use the Models for Imitation Disc 9 to introduce the #5 clausal opener. To see how Andrew reviews style before introducing this opener, find “Expanded Dress-Up Review”

(23 min.) on the Scene Selection screen, and continue watching through both the “Sentence Opener Review” (3 min.) and “Sentence Openers: Clausal” (8 min.) scenes.

Week 14 Use the Models for Imitation Disc 9 to introduce the #4 “-ing” opener. To access this scene, click on “Sentence Openers: ‘-ing’” (5 min.) on the Scene Selection screen.

Week 15 Use the Models for Imitation Disc 10 to introduce the invisible who/which. To access this scene, click on “Invisible who/which” (14 min.) on the Scene Selection screen. You

may also want to watch the “Invisible ‘-ing’ Opener” (13 min.) that follows. This opener may be introduced whenever you feel your students are ready.

The Models for Imitation will resume in Week 16 with Unit 6.

Editing practice explores 1. grammatical issues 2. stylistic techniques 3. structural aspects

Sample



Student Handout 12.1

“Writing from Pictures” Model

Key Point: Topic Sentence = Central Fact of Picture

I. Central Fact =

1. 2. 3. 4. Clincher = central fact

II. Central Fact = 1. 2. 3. 4. Clincher = central fact

III. Central Fact = 1. 2. 3. 4. Clincher = central fact

Ask questions to get details:

where? who? how? when? what? why? before? after? outside?

Sample



Sample



Student Handout 12.3 Composition Checklist

Name: ____________________________________Date: ___________________ Source: “Lady in Fridge” pictures q Name is on paper as directed. q Title is centered. q Composition is double-spaced. q Dress-ups are marked with underline. q Sentence openers numbered in margin. q Topic and clincher sentences repeat or reflect two–three key words (highlighted or bold). q Title repeats key words of final sentence. q Checklist on top, final draft, rough draft, key word outline. Dress-Ups (underlined) I II III strong verb -ly adverb quality adjective adverbial clause (www.asia) who/which clause “because” clause

Sentence Openers (marked in margin) I II III � subject � prepositional � -ly adverb � V.S.S. (Very Short Sentence: 2–5 words)

Mechanics and Grammar (correct usage) I II III topic/clincher

Banned Words:

Sample



Sample




Typing Guidelines for Assignments

General Formatting

Margins should be 1” top and side. Name and page number in upper right-hand header. Preferred font choices: Times Roman, Times New Roman, New York, or equivalent serif font. Font size: 12 point. Spacing should be double-spaced. Name, teacher’s name in upper left-hand corner, double-spaced. Title centered. Paragraphs should indented 0.5” with no extra line space between.

Stylistic Techniques

Dress-ups must be underlined. Sentence numbers do not need to be in margin, but should be in square brackets [#] before each

sentence within the body of the text. Decorations, if assigned, should be in italics. Paragraph topic/clincher key words which reflect or repeat should be in bold.

Sample



Sample



Student Handout 12.5 Editing Practice

The Billowing Bubble Bath

by Not Me

[1] The bathtub began to fill with water, which was an old-style tub with claw feat and a high

drain. [1] Gertrude had turned on the hot water and wanted to take a nice hot bath after a long tedious

day. [4] Leaving to get out of her muddy work clothes was what she did next. [5] Because she had

been gardening all day she was dirty, sweaty, in no condition to go to play bridge at her Ladies Club

meeting later that night because she was so dirty and sweaty. [1] “Its been a long day she thought as

she stuffed her grubbies in the hamper and put on her bath robe. [1] I hope, I pruned the rose busch

well enough. [1] It’s blossoms are such a lovely color.” [6] She said to herself. [2] After sticking

her Weight Watchers frozen gourmet meal in the micro wave, she returned to the bathroom, to find

the tub-half-filled with water.

Sample


of 2

The Hatchling

by

Rachel

[3]Sleepily, Jezraelle turned and beheld the gleaming refrigerator, like a god among

mortals. [6]Her search was ended. [4]Opening the fridge, she leaned in, ogling the rows of

sumptuous junk food. Earlier, she had awakened to the sounds of a lightning storm, only to find

that she had been in the library through dinner and fallen asleep over War and Peace. [5]When

she awoke, she had hungrily searched the pantry of the main building, only to find that all the

snacks were in the refrigerator. [2]But now, as she reached into the fridge, she leaped back with

a yelp of surprise. [1]Something in the refrigerator, which she couldn’t identify had grabbed

her!

[4]Stepping back, hand over mouth in horror, she leaned against the refrigerator door.

[6]What was that thing? Then it dawned on her. [2]Behind the artichoke soufflé, she had seen

a Bavarian Dancing kretch, a black-tentacled, large-jawed fish which is native to the Black Sea.

[3]Slowly she recalled reading about them in the Intergalactic Wildlife Atlas, although what in

the world was one doing in the refrigerator, she thought? [1]Her mind went farther back, and she

suddenly recalled last week how her willful cousin Gazelle had found a large black egg on the

beach and taken it up to the compound. [5]Unless the compound had a serious pest control

problem, Gazelle and Tech Head, her bungling sidekick, had put the egg into the refrigerator to

hatch, which is how kretches incubate.

“GAZELLE!” she screamed. [5]As she ran to unbar the compound gate, leaving the

fridge door open to reveal the writhing kretch, a loud thump came from the living room. Her

scream had awakened the dozing Tech Head, who had fallen asleep on the couch while watching

a Star Wars movie marathon. [3]Apparently he had fallen off the couch in confusion. Gazelle

was running towards the compound.

Sample


of 2

“Wha? Where’s the fire?” Gazelle asked groggily.

“Gazelle, your kretch hatched.” said Jezraelle pointedly.

“Oh, good. I’m coming, little guy!” she said as she raced towards the fridge.

Jezraelle stared in disbelief at her cousin. Gazelle was holding the repulsive thing and

cuddling it. [6]Cuddling it! She watched in amazement as Gazelle, now joined by Tech Head,

was fondling the kretch as if it were a puppy!

“Gazelle, put that thing out,” Jezraelle roared! Sheepishly, Gazelle slowly walked

outside and gently slid the kretch into a large muddy puddle. Now Jezraelle started to tell off her

cousin. “Gazelle, what were you thinking bringing that, that-” she was cut off by Gazelle.

“Go to bed, Jazzy,” said Gazelle wearily. “It won’ happen again.”

“She should be glad it wasn’t in the toilet,” Tech Head muttered quietly. [5]As Jezraelle

stalked out of the compound and into the sleeping quarters, Gazelle saw something on the

ground. [1]She picked it up. It was a small, black, egg. [4]Waiting until Jezraelle had

disappeared from view, Gazelle tiptoed to the refrigerator and slipped the egg into a little niche

between the coleslaw and Capri Suns. According to her calculations, it would be about three

weeks until it hatched.

Sample


Sa lad Gone Wr o ng

By Sam

[ 1 ] Sa rah , wh o f anc i ed h e r se l f a cu l ina r y ge n ius , w as b e ing pu l l ed i n to

th e re f r ig erat or . [ 1 ] “ How d id I g e t i n to t h i s mes s?” she mu sed .

[ 3 ] S u r p r i s in g ly t he on ly t h i ng i n t h e f r i dge tha t co u ld have g r a bbed he r

wa s he r ex per i men t . [ 2 ] S inc e ye s t e r day , wh en s he h ad m ixed b r usse l

sp r ou t s , c as to r o i l , a nd e ng in e co o lan t t o ge th e r a nd b aked the m to see

ho w th ey w ou ld t a s t e , she had been wa i t i ng f o r he r con coc t ion to c oo l .

[ 5 ] Whi l e s he h ad a n t i c ipa t ed a s t r ange r es u l t , she d id no t kno w i t wou ld

be th i s b i za r r e . [ 6 ] I t h ad g u r g l ed l oud l y . [ 6 ] I t ha d g r oane d f i e r ce ly . [ 6 ]

I t had g r a bbed he r . [ 4 ] S t r ugg l ing game ly , Sa r a h t r i ed t o s qu i r m ou t o f he r

a t t ack er s g r as p be f o r e sh e w as pu l l ed a l l t h e wa y i n to t he re f r ig erat or .

[ 4 ] Gas p ing f o r b r e a th , Sa rah l ean ed o n t h e r e f r i g e r a t o r do or . [ 5 ]

Al thou gh s he h ad f r eed he r se l f f r o m th e s l imy g r ip o f t he mons t e r , i t s t i l l

l u r ked i n t h e da r k r eces ses o f t he r e f r i ge r a to r . [ 1 ] Sa r ah , wh o w as n ow

br ea th ing ev en ly , knew she had to r i d t he wor l d o f t h i s ma l i c i ous

sa l ad . [ 3 ] F r a n t i c a l l y she r ac ked he r mind f o r t he bes t we apon to f i gh t t h e

mo ns t e r wi th , wh i l e sh e l e aned on the f r i dge do or .

[ 3 ] Omi nous ly t he r e f r i ge r a to r do or s wung ope n to re vea l t he d i abo l i ca l

co ncoc t ion s l owly t r y in g to ooz e ou t o f t he f r i dge . [ 2 ] I n t o t h e k i t che n

bu r s t Sa r a h , wh o w as w ie ld ing a bu t che r kn i f e . [ 5 ] A s sh e r a n t o war d

th e r e f r i g e r a t o r s he t r i pp ed o n a r ad i o . [ 1 ] T he kn i f e f l ew th r o ugh the a i r

an d l a nded on the o the r s i de o f t h e r o om. [ 6 ] T he r ad io t u r ned on .

[ 3 ] I ns t an t ly a ve r ba l ba r r age o f d r ums , e l ec t r i c g u i t a r , a nd a man who

ta lked l i k e a mach ine gun f i l l ed r oom. [ 4 ] Swa y ing to t he bea t , t h e

ex per i men t ’ s t en t a c l es mov ed f as t e r an d f a s t e r . [ 3 ] Su dden ly S ar ah ’ s

ex per i men t d i sso l ved i n to a po o l o f ac id . [ 2 ] As S ar ah r an t o t he phon e to

ca l l t he p o l i c e , s he w onde r ed i f t he h eavy met a l s he l i s t e ned to w as

Sample


de t r im en ta l , i t ce r t a i n ly d id no t ag r e e wi th t he e xper imen t . [ 1 ] T h e f r i dge

do or w as b lown ope n by the win d , s i nce S ar ah had no t shu t i t p r o per l y , t o

re vea l t he r emai ns o f t h e sa lad go ne w r ong .

Sample


Zelda’s Miracle

By Stephen

[1] Zelda cautiously inspected the jars in the refrigerator. [6]“It’s here.” She was

convinced. [1] Her husband Link, the famous physicist, had thrown a party for his

colleagues from the National Institute of Radioactive Materials. [5] While getting some

food for the guests, he lost a block of uniformicum, which is a very precious and

expensive element. [2]”With that uniformicum we could revolutionize modern geology,

so I must find it!” Zelda exclaimed. [3] Finally she found the block of uniformicum, as

she was about to quit. [4] Wondering if anything had been exposed, Zelda, a botanist,

checked the refrigerator for anything suspicious.

[6] Zelda suddenly bolted up. [5] Where the uniformicum had been, A gargantuan plant

stood which seemed to be growing. [2] With a scream she ran out of the room. [3] Finally

getting her nerve again she went back with great enthusiasm to study the plant. [4]

Realizing she had never seen such a plant, she called her husband while checking out her

copy of New Species of Plants of the 20th

Century. [1] Zelda suddenly remembered that

she put a sample of nymph ivy in the exact same spot where this plant had grown.

[5] As Zelda confronted her dumbfounded husband ,the ivy, which had mutated was

covering the refrigerator. [1] Zelda gasped, “Oh my Goodness!” [6] She was mesmerized.

[4] Recovering her composure carefully, she took what she could out of the refrigerator

because if it stayed there any longer it would have ruined the refrigerator. [1] She called

her workplace and took the mutated plant to do some studies on it. [2] After thorough

botanical study, they found it to be a new species that could grow rapidly in sunlight. [1]

The scientists tried uniformicum on other plants. [6] It worked! [1] Zelda and her fellow

scientists realized that they had discovered a way to reforest the devastated rain forests of

the world. [1] Uniformicum has been shipped to many countries that have problems with

deforestation. [3] Rightfully the ivy which had mutated in her fridge is now called

“Zelda’s miracle.”

Sample


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