Structure and Style - Rainbow Resource Center, Inc....Giant Saguaro!e giant saguaro (suh-WARR-oh)...

Structureand Style®

FOR STUDENTSYEAR 1 LEVEL A

Andrew Pudewa

Student Book

© 2019 Institute for Excellence in Writing, L.L.C.

Y E A R

1L E V E L

A

– – – – –

These are Sample Pages for preview only. Copyrighted Material.

Sample

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Copyright PolicyStructure and Style for Students: Year 1 Level A Student BookFirst Edition, November 2019Copyright © 2019 Institute for Excellence in Writing

ISBN 978-1-62341-509-9

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Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . .5Scope and Sequence . . . . . . . . . . . . . . . . . . .6

UNIT 1: NOTE MAKING AND OUTLINESWeek 1 Weekly Overview . . . . . . . . . . . . . .9

“!e Dog and the Shadow” . . . . . . . . . .11“Giant Saguaro” . . . . . . . . . . . . . . . . . .13Unit 1 Model Chart . . . . . . . . . . . . . . .15

UNIT 2: WRITING FROM NOTESWeek 2 Weekly Overview . . . . . . . . . . . . .17

“Scorpions” . . . . . . . . . . . . . . . . . . . . . .19Units 1 & 2 Model Chart . . . . . . . . . . .21

Week 3 Weekly Overview . . . . . . . . . . . . .23“!e Bald Man and the Fly” . . . . . . . . .25Stylistic Techniques . . . . . . . . . . . . . . . .27Unit 2 Composition Checklist . . . . . . .29

Week 4 Weekly Overview . . . . . . . . . . . . .31Letter to the Editor . . . . . . . . . . . . . . . .33“!e Fox and the Stork” . . . . . . . . . . . .35Unit 2 Composition Checklist . . . . . . .37

Week 5 Weekly Overview . . . . . . . . . . . . .39“Camels” . . . . . . . . . . . . . . . . . . . . . . . .41Practice with Who/Which Clauses . . . . .43Unit 2 Composition Checklist . . . . . . .45

UNIT 3: RETELLING NARRATIVE STORIESWeek 6 Weekly Overview . . . . . . . . . . . . .47

“King Midas” . . . . . . . . . . . . . . . . . . . .49Unit 3 Composition Checklist . . . . . . .51

Week 7 Weekly Overview . . . . . . . . . . . . .53“Why Opossum Has a Bare Tail” . . . . .55Banned Words List – Verbs . . . . . . . . . .57Unit 3 Composition Checklist . . . . . . .59

Week 8 Weekly Overview . . . . . . . . . . . . .61Unit 3 Model Chart . . . . . . . . . . . . . . .63“!e Little Red Hen” . . . . . . . . . . . . . .65Level A -ly Adverb Word List . . . . . . . .67Unit 3 Composition Checklist . . . . . . .69

UNIT 4: SUMMARIZING A REFERENCEWeek 9 Weekly Overview . . . . . . . . . . . . . 71

“!e Sahara” . . . . . . . . . . . . . . . . . . . . . 73“!e Gobi Desert” . . . . . . . . . . . . . . . . 75Unit 4 Model Chart . . . . . . . . . . . . . . . 77Unit 4 Composition Checklist . . . . . . . 79

Week 10 Weekly Overview . . . . . . . . . . . . 81“!e Sahara Sand Viper” . . . . . . . . . . . . 83“!e Mojave Rattlesnake” . . . . . . . . . . . 85“!e Gray's Monitor” . . . . . . . . . . . . . . 87Unit 4 Composition Checklist . . . . . . . 89

Week 11 Weekly Overview . . . . . . . . . . . . 91“Antarctica” . . . . . . . . . . . . . . . . . . . . . . 93Unit 4 Composition Checklist . . . . . . . 95

Week 12 Weekly Overview . . . . . . . . . . . . 97“Marco Polo” . . . . . . . . . . . . . . . . . . . . . 99Unit 4 Composition Checklist . . . . . . .103

UNIT 5: WRITING FROM PICTURESWeek 13 Weekly Overview . . . . . . . . . . .105

Camel in Tent pictures . . . . . . . . . . . . .107Banned Words List – Adjectives . . . . . .109Unit 5 Composition Checklist . . . . . . .111

Week 14 Weekly Overview . . . . . . . . . . . .113Unit 5 Model Chart . . . . . . . . . . . . . . .115Overdressed Children pictures . . . . . . .117Blank Unit 5 KWO . . . . . . . . . . . . . . . .119-ly Adverb Word List . . . . . . . . . . . . . . .121Unit 5 Composition Checklist . . . . . . .123

Week 15 Weekly Overview . . . . . . . . . . . .125Book and Dinosaurs pictures . . . . . . . .127Unit 5 Composition Checklist . . . . . . .129

Week 16 Weekly Overview . . . . . . . . . . . .131Picnic pictures . . . . . . . . . . . . . . . . . . . .133Tortoise pictures . . . . . . . . . . . . . . . . . .135Unit 5 Composition Checklist . . . . . . .137


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UNIT 6: SUMMARIZING MULTIPLE REFERENCES

Week 17 Weekly Overview . . . . . . . . . . . .139Unit 6 Model Chart . . . . . . . . . . . . . . .141“Sleepy Tortoises” . . . . . . . . . . . . . . . . .143“!e Desert Tortoise” . . . . . . . . . . . . . .145-ly Adverb Word List . . . . . . . . . . . . . . .147Unit 6 Composition Checklist . . . . . . .149

Week 18 Weekly Overview . . . . . . . . . . . .151“Nomadic Peoples of the Sahara Desert” 153“African Nomads” . . . . . . . . . . . . . . . . .155“!e Bedouin and the Tuareg” . . . . . . .157Unit 6 Composition Checklist . . . . . . .159

Week 19 Weekly Overview . . . . . . . . . . . .161“Animal Racing in Asia and America” . .163“Racing Ostriches, Horses, and Camels” 165“Desert Racing for Fun and Glory” . . . .167Unit 6 Composition Checklist . . . . . . .169

UNIT 7: INVENTIVE WRITINGWeek 20 Weekly Overview . . . . . . . . . . . .171

#2 Prepositional Opener . . . . . . . . . . . .173Unit 7 Composition Checklist . . . . . . .175Organize Your Binder, Homework . . . .176

Week 21 Weekly Overview . . . . . . . . . . . .177Unit 7 Composition Checklist . . . . . . .178

Week 22 Weekly Overview . . . . . . . . . . . .181Sample: Unit 7 Composition Checklist .183Sample: “Fish for Dinner” . . . . . . . . . . .185Unit 7 Composition Checklist . . . . . . .187

Week 23 Weekly Overview . . . . . . . . . . . .189Unit 7 Model Chart . . . . . . . . . . . . . . .191Letter to Students . . . . . . . . . . . . . . . . .193KWO Conclusion . . . . . . . . . . . . . . . . .195KWO Introduction . . . . . . . . . . . . . . . .196Unit 7 Composition Checklist . . . . . . .197

Week 24 Weekly Overview . . . . . . . . . . . .199Word Games . . . . . . . . . . . . . . . . . . . . .201


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IntroductionWelcome to Structure and Style® for Students, taught by Andrew Pudewa. His humor and step-by-step clarity have yielded amazing results with thousands of formerly reluctant writers. We hope you will have an enjoyable year as you learn to write with Structure and Style!

Assembling Your Binder Your Structure and Style for Students curriculum features a paper organization system that you will use to manage your coursework and compositions in every stage of the writing process. To prepare for your "rst class, take the "rst eight pages from this packet and place them at the front of your binder—before the Source Texts tab. Each week, you will add the weekly Overview pages to this front section; therefore, place Week 1 Overview, page 9, on top of the pages that you just moved. When you begin Week 2, place Week 2 Overview on top of Week 1 Overview.!e remaining sheets from this student packet should be placed in the back of the binder, behind the Documentation tab. You will be instructed each week by either your teacher or Mr. Pudewa where to put these additional pages.

SuppliesEvery Structure and Style for Students box comes with a Teacher’s Manual, this student packet, videos containing twenty-four teaching episodes with Andrew Pudewa, and a Student Binder with eight tabs:

Fix It! GrammarTo provide an e#ective and delightful method of applying grammar rules to writing, consider using Fix It! Grammar in addition to this course.

VocabularyVocabulary words are included in the lessons. Directions encourage review on a weekly basis.

Beyond this, you only need a pen and several sheets of notebook paper for each week’s assignments.

Structure and Style for Students: Year 1 Level A 5

Introduction

DocumentationPunctuation and UsageBanned WordsStylistic

TechniquesFinished

CompositionsWork in ProcessModel Charts

and OutlinesSource Texts


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Scope and Sequence

Week Subject and Structure Style Literature Suggestions

Unit 11

The Dog and the ShadowGiant Saguaro

introduction to structure The Three Little Javelinasby Susan Lowell

Unit 22 Scorpions

3 The Bald Man and the Flythe title rule -ly adverb

Little House on the Prairieby Laura Ingalls Wilder

4 The Fox and the Stork

5 Camels who/which clause

Unit 36 King Midas

7 Why Opossum Has a Bare Tailstrong verb

banned words: say/said, see/saw How Jackrabbit Got His

Very Long Earsby Heather Irbinskas

8 The Little Red Henbanned words: think/thought

go/went

Unit 49

Desertstopic-clincher sentences because clause Storm on the Desert

by Carolyn Lesser

I’m in Charge of Celebrationsby Byrd Baylor10 Desert Reptiles

11 Antarctica

Mr. Popper’s Penguinsby Florence and Richard Atwater

12 Marco Polo

6 Institute for Excellence in Writing


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Week Subject and Structure Style Literature Suggestions

Unit 513 Camel in Tent

quality adjectivesbanned words:

good, bad

Alexander and the Terrible, Horrible, No Good, Very Bad Day

by Judith Viorst

14 Overdressed Children

Peter Panby J.M. Barrie

15 Book and Dinosaurs www.asia clause

16 Picnic or Tortoise banned words: eat/ate

Unit 617

Tortoisessource and fused outlines

18 People of the Desert

19 Animal Racing

King of the Windby Marguerite Henry

Unit 720 A Subject of Your Choice

#2 prepositional opener

banned words: fun

21 A Place of Your Choice

22 A Person of Your Choice

23 Writing a Letterintroduction and conclusion

24

Timed Essay


Scope and Sequence


Sample


Week 1: The Dog and the Shadow, Giant Saguaro

UNIT 1: NOTE MAKING AND OUTLINES OVERVIEW

Week 1: The Dog and the Shadow Giant Saguaro

Structure and Style for Students Video 1 Part 1: 00:00–29:17 Part 2: 29:18–end

Goals • to learn the Unit 1 Note Making and Outlines structural model • to write a key word outline (KWO)• to retell the content of a source text using just your outline• to correctly use new vocabulary: re"ection, cacti

Suggested Daily Breakdown

DAY

1

• Watch Part 1 of Video 1.• Read and discuss “The Dog and the Shadow.”• Write a key word outline (KWO) with the class.• Test your KWO for “The Dog and the Shadow” by retelling it to a partner. Remember to speak in

complete sentences.Optional: Complete Day 1 in Fix It! Grammar Week 1.

DAY

2

• Watch Part 2 of Video 1 starting at 29:18.• Read and discuss “Giant Saguaro.”• Write a key word outline (KWO) with the class, completing the second half of the outline

independently.• Test your KWO for “Giant Saguaro” by retelling it to a partner. Remember to speak in complete

sentences.Optional: Complete Day 2 in Fix It! Grammar Week 1.

DAY

3 • Retell “The Dog and the Shadow” from your KWO to a relative or friend for additional practice. Remember to speak in complete sentences.

Optional: Complete Day 3 in Fix It! Grammar Week 1.

DAY

S 4

AND

5 • Retell “Giant Saguaro” from your KWO to a relative or friend for additional practice. Remember to speak in complete sentences.

Optional: Complete Day 4 in Fix It! Grammar Week 1.


Sample

Source Text

!e Dog and the ShadowAttributed to Aesop

A lucky dog had found a big fresh bone and was carrying it home

to enjoy. On his way he had to cross a low bridge over a calm

stream. As he crossed, he looked down and saw his own re$ection

in the water beneath. !inking it was another dog with another

bone, he wanted to have that also. So he growled and snapped at

the other dog in the water, but as he opened his mouth, the bone

fell out. It dropped into the stream and was gone forever.




Sample

Source Text

Giant Saguaro

!e giant saguaro (suh-WARR-oh) cactus can grow over sixty feet

tall. It is found in the Sonoran Desert in Mexico and Arizona.

Its branches are called arms and are covered with spines. When it

rains in winter, the saguaro blooms. Birds build nests in saguaros.

Bats eat saguaro $ower nectar and fruit. You can see an army of

saguaro cacti in Saguaro National Park. Saguaros grow very slowly,

taking 150–200 years to reach full height. !is giant cactus is a

symbol of the American West.

Giant saguaro cacti on the Pima Indian Reservation, Arizona, ca.1900Photograph by Charles C. Pierce, distributed under a CC-BY 3.0 license.




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yello

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3 words max!

Note Making and Outlines

UNIT1

Read.Think.Look up.Speak.

I. ____________ 1. ___________ 2. ___________ 3. ___________ 4. ___________ 5. ___________

NameDate


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UNIT 3: RETELLING NARRATIVE STORIES OVERVIEW

Week 8: The Little Red Hen

Structure and Style for Students Video 8 Part 1: 00:00–50:03 Part 2: 50:04–end

Goals • to practice the Unit 3 structural model• to write a 3-paragraph KWO using the Unit 3 Story Sequence Chart • to retell the story using just your outline • to write a 3-paragraph story about “The Little Red Hen”• to ban weak verbs: think/thought, go/went• to correctly use new vocabulary: tidbit, sickle, briskly, thresh, inquiry, sty, distribute, morsel, snippy, waft, slumber

Suggested Daily Breakdown

DAY

1

• Watch Part 1 of Video 8.• Review the elements of the Story Sequence Chart. • Read and discuss “The Little Red Hen.” • Write a KWO for “The Little Red Hen” with the class.Optional: Complete Day 1 in Fix It! Grammar Week 8.

DAY

2

• Watch Part 2 of Video 8 starting at 50:04.• Add -ly adverbs for your story to your Level A -ly Adverb Word List.• Practice !nding substitutes for the banned verbs think/thought and go/went.• Write the !rst paragraph of your story or variation about “The Little Red Hen.”• If you choose to write a variation, write a KWO for your story.Optional: Complete Day 2 in Fix It! Grammar Week 8.

DAY

3 • Write the second paragraph of your story or variation about “The Little Red Hen.”Optional: Complete Day 3 in Fix It! Grammar Week 8.

DAY

S 4

AND

5

• Write the third paragraph of your story or variation about “The Little Red Hen.”• Create a title following the title rule.• Add one of each dress-up in each paragraph.• Follow the directions on the checklist and check o" each item as you complete it.• Turn in your rough draft to your editor with the completed checklist attached.• Write your !nal draft making any changes that your editor suggested.• Staple the checklist, !nal draft, rough draft, and KWO together. Hand them in.Optional: Complete Day 4 in Fix It! Grammar Week 8.




Sample

yello

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Retelling Narrative StoriesStory Sequence Chart

UNIT3

Who is in the story? What are they like?When does it happen?Where do they live or go?

I. CHARACTERS / SETTING

What do they need or want?What do they think?What do they say and do?

II. CONFLICT / PROBLEM

How is the need resolved?What happens after?What is the message/lesson?Title repeats one to three key words from final sentence.

III. CLIMAX / RESOLUTION


Sample

Source Text

!e Little Red Hen

Abridged from an 1818 telling by Florence White Williams

A little red hen lived in a barnyard. She spent almost all of her time walking

about the barnyard in her picketty-pecketty fashion, scratching everywhere for

worms. As often as she found a worm, she would call, “Chuck-chuck-chuck!”

to her chickies. When they were gathered about her, she would distribute

choice morsels of her tidbit. A little busy body was she!

A cat usually napped lazily in the barn door, not even bothering herself to

scare the rat, who ran here and there as he pleased. And as for the pig, who lived

in the sty, he did not care what happened so long as he could eat and sleep.

One day the little red hen found a seed. Carrying it about, she made

many inquiries as to what it might be. She found it was a wheat seed and that

if planted, it would grow up, and when ripe, it could be made into $our and

then into bread. She called loudly, “Who will plant the seed?”

But the pig said, “Not I,” and the cat said, “Not I,” and the rat said, “Not I.”

“Well, then,” said the little red hen, “I will.” And she did.

!en she went on with her daily duties through the long summer days.

One day, the little red hen chanced to notice how large the wheat was and that

the grain was ripe, so she ran about calling briskly, “Who will cut the wheat?”

!e pig said, “Not I.” !e cat said, “Not I,” and the rat also said, “Not I.”

“Well, then,” said the little red hen, “I will.” And she did.

She got the sickle out of the barn and proceeded to cut o# all of the

wheat. She called out, “Who will thresh the wheat?”




Sample

But the pig with a grunt said, “Not I,” and the cat with a meow said, “Not

I,” and the rat with a squeak said, “Not I.”

So the little red hen, rather discouraged, said, “Well, I will do it, then.” And

she did.

“Who will carry the wheat to the mill to be ground?”

Turning their backs with snippy glee, the pig and the cat and the rat said,

“Not I.”

So the good little red hen could do nothing but say, “I will then.” And she did.

Mrs. Hen retired to her slumbers earlier than usual. She would have liked

to sleep late in the morning, but as she opened one eye, she thought that today

the $our must be made into bread. So after her chores, she hunted up the pig,

the cat, and the rat. Still con"dent that they would surely help her, she sang out,

“Who will make the bread?”

!e pig said, “Not I,” and the cat said, “Not I,” and the rat said, “Not I.”

So the little red hen said once more, “I will then.” And she did. She set the

dough, kneaded the bread, divided it into loaves, and put them in the oven to bake.

While the cat sat lazily by, the vain rat powdered his nose and admired

himself in a mirror, and in the distance could be heard the snores of the dozing

pig. At last, a delicious odor was wafted upon the autumn breeze.

!e red hen called, “Who will eat the bread?” All the animals in the

barnyard were watching hungrily and smacking their lips in anticipation, and

the pig said, “I will.” !e cat said, “I will.” !e rat said, “I will.”

But the little red hen said, “No, you won’t. I will.” And she and her chicks

ate the bread.

66 Institute for Excellence in Writing

UNIT 3: RETELLING NARRATIVE STORIES


Sample

Level A -ly Adverb Word List

angrilyannoyinglyboredlybusilycommonlycompletelyconstantlycontinuouslycriticallydeceptivelydiscouraginglydisappointinglyexcitedly"nallygreedilyhappilyhistoricallyhopefullyhorriblyjoyfullykindlymeanlymiraculouslymostlymournfullyoddlyproudlyrapidlyrepeatedly

sadlyseriouslyshamefullysleepilyslylysneakilystrangelysuddenlytragicallyuncomfortablyunexpectedlyunhappilyusuallyviciouslyvigorouslyviolently

pink



Sample



Unit 3 Composition ChecklistWeek 8: The Little Red Hen

Name:

Source Text:

STRUCTURE

! name and date in upper left-hand corner _____! composition double-spaced _____! title centered and repeats 1–3 key words from !nal sentence _____! story follows Story Sequence Chart _____! each paragraph contains at least four sentences _____! checklist on top, !nal draft, rough draft, key word outline _____

STYLE

¶1 ¶2 ¶3 Dress-Ups (underline one of each)

! ! ! -ly adverb _____! ! ! who/which clause _____! ! ! strong verb _____

CHECK FOR BANNED WORDS: say/said, see/saw, think/thought, go/went _____MECHANICS

! capitalization _____! end marks and punctuation _____! complete sentences (Does it make sense?) _____! correct spelling _____

Retelling Narrative

Stories


Sample

Structure and Style - Rainbow Resource Center, Inc....Giant Saguaro!e giant saguaro (suh-WARR-oh)...

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