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in Structure and Style
e
U.S. History-Based
Writing Lessons
Volume 1: Explorers to the Gold Rush
Sa
Teacher’s Manual
Lori Verstegen
Illustrated by Anthea Segger
Third Edition, March 2014
Institute for Excellence in Writing, L.L.C.
These are Sample Pages for preview only! Copyrighted Materials!
Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
e
Key Word Outlines (IEW Unit 1)
Lesson 1 Christopher Columbus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Challenge: Europe Meets America
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Writing from Key Word Outlines (IEW Unit 2)
Lesson 2 Christopher Columbus, Continued. . . . . . . . . . . . . . . . . . . . . . 19
Challenge: Europe Meets America, Part 2
Lesson 3 The Lost Colony. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Challenge: John White and Virginia Dare
Lesson 4 Jamestown . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Challenge: Slavery Arrives in America
Lesson 5 The Mayflower Mishap . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Lesson 6 Plymouth Colony and Samoset. . . . . . . . . . . . . . . . . . . . . . . . 47
Lesson 7 European Explorers and Native Americans (Poems). . . . . . . . 55
Lesson 8
Salem Witch Trials. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Narrative Stories (IEW Unit 3)
Lesson 9
The Boston Massacre. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Lesson 10
The Boston Tea Party. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Lesson 11
“The Shot Heard Round the World,” Sections I and II . . . . . . 85
Lesson 12
“The Shot Heard Round the World,” Section III . . . . . . . . . . . 91
Challenge: The Midnight Ride of Paul Revere
Lesson 13 Borrowing a Conflict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Summarizing (IEW Unit 4)
Lesson 14 Colonial Life: Church. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Lesson 15
Colonial Life: Law and Order . . . . . . . . . . . . . . . . . . . . . . . . 109
Lesson 16
Colonial Life: Care of the Sick. . . . . . . . . . . . . . . . . . . . . . . . 115
Challenge: Three-Paragraph Report
Lesson 17 The Declaration of Independence. . . . . . . . . . . . . . . . . . . . . . 121
Lesson 18 The Constitution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Poetry
Lesson 19 America Poem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
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Writing from Pictures (IEW Unit 5)
Lesson 20 The Ride . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Lesson 21 Heading West . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
Multiple Source Research (IEW Unit 6)
Lesson 22
Thomas Jefferson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Lesson 23 Benjamin Franklin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
Lesson 24
Benjamin Franklin, continued . . . . . . . . . . . . . . . . . . . . . . . . 173
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Inventive Writing (IEW Unit 7)
Lesson 25 Johnny Appleseed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
Lesson 26 The Star-Spangled Banner. . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Lesson 27 Freedom of Religion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191
Formal Essays and Reports (IEW Unit 8)
Lesson 28 Basic Essay Model. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
Lesson 29 Anecdotal Openers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
Critiques (IEW Unit 9)
Lesson 30
The Lewis and Clark Expedition . . . . . . . . . . . . . . . . . . . . . . 207
Poetry
Lesson 31 The Gold Rush. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
Sa
Just for Fun
Lesson 32
Vocabulary Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219
Appendices
1. Polished Draft Notebook. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221
2. Student Samples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223
3. Vocabulary (Charts and Quizzes) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239
4. Motivation Students: Tickets and Games . . . . . . . . . . . . . . . . . . . . . . . . . 249
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Introduction 5
Lesson instructions in the Student Book are directed to
the student, but teachers should read over them with
their students and help as necessary, especially with
outlining and brainstorming. It is assumed that teachers
have attended IEW’s Teaching Writing: Structure and Style
seminar, either live or via DVD, and own the seminar
workbook. Before each new unit, teachers should review
the appropriate information in that workbook and/or
DVD.
e
Welcome to U.S. History-Based Writing Lessons in Structure
and Style, Volume 1! We are thrilled to offer this Teacher’s
Manual in an exciting new format. It now includes
reduced copies of the student book pages. Instructions
to teachers, answers to questions, sample key word
outlines, brainstorming ideas, review games, and helps
for motivating students are inserted. This format allows
a teacher to teach directly from the Teacher’s Manual
alone, without the need of her own copy of the Student
Book. Simply read through the Teacher’s Manual and
follow the special inserted instructions and helps.
Introduction
m
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The lessons in this book teach structure and style in writing . Lessons are easily adaptable to a
wide range of grade levels because most contain a basic lesson plus optional challenge activities
for older or experienced students . A teacher may require some or all of these challenges if she
feels her students are ready for them, or she may make the challenges optional . Either way, as the
lessons
move through early American history themes, they incrementally introduce and review
Introduction
most of the models of structure and elements of style found in the Institute for Excellence in
The
lessons
in this book
teach
structureand
andStyle
styleseminar
in writing .
Lessons
easily adaptable to a
Writing’s
Teaching
Writing:
Structure
(available
at are
IEW .com/TWSS-D) .
wide range of grade levels because most contain a basic lesson plus optional challenge activities
for older or experienced students . A teacher may require some or all of these challenges if she
feels her students are ready for them, or she may make the challenges optional . Either way, as the
Student Book Contents
lessons move through early American history themes, they incrementally introduce and review
most of the models of structure and elements of style found in the Institute for Excellence in
 Scope and Sequence Chart (pages 8-9)
Writing’s Teaching Writing: Structure and Style seminar (available at IEW .com/TWSS-D) .
 The Lesson Pages (pages 11-219)
This is the majority of the text . It contains the instructions, source texts, worksheets, and
checklists
students will need for each lesson .
Student
Book Contents
Student Book Contents
Have students look at each section
below in their books.
Sa
Appendix 1: Polished Draft Notebook and Keepsake (page 221)

 Scope and Sequence Chart (pages 8-9)
This appendix explains the polished draft notebook in detail and includes a checklist that
Pages
(pages
may Lesson
be copied
and used
if 11-219)
teachers require polished drafts to be turned in for grading .
 The
This is the majority of the text . It contains the instructions, source texts, worksheets, and
2: Student
223)
 Appendix
checklists students
willSamples
need for (page
each lesson .
At least one student sample for each of the IEW units is included to help clarify
Polished
Notebook and Keepsake (page 221)
instructions1:and
inspireDraft
students .
 Appendix
This appendix explains the polished draft notebook in detail and includes a checklist that
3: Vocabulary
and Cards
(page
239)
 Appendix
may be copied
and used if Chart,
teachersQuizzes,
require polished
drafts
to be
turned in for grading .
The vocabulary words are an important part of these lessons . Students will be instructed
2: Student
Samples
(page
to cut out one
set of cards
for many
of 223)
the lessons . They should be challenged to include
 Appendix
At
least
each of thethey
IEWwrite .
unitsThey
is included
to be
help
clarifyon the
some
of one
thesestudent
wordssample
in eachfor
composition
will also
quizzed
instructions
and inspire
students .
words periodically .
Quizzes
are in Appendix 3 . (The Teacher’s Manual contains the
answer keys as well as game ideas to help students learn and review the words .)
 Appendix 3: Vocabulary Chart, Quizzes, and Cards (page 239)
vocabulary
wordsgreat
are an
important
part of part
theseoflessons .
Studentsnatural
will bewriting
instructed
The goal
is that these
words
will become
each student’s
Teachers
who
that
their
not have
tochallenged
the
before they are taken can ask students
to cut
outprefer
one
setcan
of cards
forstudents
many sophistication
of thedo
lessons .
Theyaccess
shouldwords
be
vocabulary .
You
see
how
much
using
these
can quizzes
add toto include
to tear their
them
their
books
at
thesamples
beginning
of the
year.
They
can
be on
turned
some
offrom
theseby
words
in each
composition
they
They2,
will
also
be the
quizzed
writing
reading
the student
in write .
Appendix
especially
story
on the in inside a 9x12 envelope with the
words
periodically .
Quizzes
are in Appendix
3 . (The Teacher’s
containsout
the and the proper quiz taken out.
pages
237-238 .
student’s
name
on it. On
quiz days,
the envelopes
can thenManual
be handed
answer keys as well as game ideas to help students learn and review the words .)
The Manual
goal is that these great words will become part of each student’s natural writing
Teacher’s
vocabulary . You can see how much sophistication using these words can add to
The Teacher’s Manual includes all of the above (except the vocabulary cards) with added
their writing by reading the student samples in Appendix 2, especially the story on
instructions for teachers, including sample key word outlines and brainstorming ideas, answers
pages 237-238 .
to questions, review games, and ideas for motivating students . Teachers may teach directly from
this manual without the need to own a copy of the Student Book .
Teacher’s Manual
The Teacher’s Manual includes all of the above (except the vocabulary cards) with added
instructions for teachers, including sample key word outlines and brainstorming ideas, answers
U.S.
History-Based Writing
Lessons,
Volume
1: Student
to questions,
review
games,
and
ideasBook
for motivating students . Teachers may teach directly from 5
this manual without the need to own a copy of the Student Book .
Additional Resources
The TM also includes an additional
appendix, Appendix 4: Motivating
Students: Tickets and Games.
For more fun with teaching style,
you might consider downloading
the book Dress-ups, Decorations, and
Delightful Diversions from IEW.com.
Some lessons will refer to this book,
but the activities are optional.
5
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Materials!
U.S. History-Based Writing Lessons, Volume 1: Student Book
6 Introduction
Checklists
Instead, when an element is missing,
write the negative point value on its
line or box. (You will subtract these
points from the total possible.)
If an element is present, put a
check in its box or blank. (Use a
different color of ink from the color
the student used.)
Total the points to be subtracted
and deduct them from the total
points possible (or your custom total).
e
Customizing the Checklist
possible, placing the new total on the
The total point value of each
custom total line. However, I make
assignment is indicated at the bottom most of them (e.g., vocabulary words)
of each checklist. This total reflects
worth extra credit tickets instead (see
only the basic items, those not grayed. Appendix 4). I find this to be more
If students are not yet ready for a
motivating to students than points
basic element on the checklist, simply
toward their grades. (I encourage ALL
have them cross it out. Subtract its
students to try to include vocabulary
point value from the total possible,
words.)
and write the new total on the custom
total line at the bottom.
Grading with the Checklist
Grayed items are added elements
To use the checklists for grading, do
for challenging more advanced
not try to add all the points earned.
students. If you require these
items of your students, you
Introduction
can assign them a point value
and add this to the total
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Each lesson includes a checklist . Checklists detail all the requirements of the assignment for the
student and teacher . Students should check off each element when they are sure it is included
in their papers . Checklists should be turned in with each assignment to be used by the teacher
for grading .
Challenge activities are in gray columns or boxes on the checklists . These requirements are
optional (unless a teacher requires them) . Therefore, if you are doing only the basic lesson
withnochallenges,useonlythewhiteportionsofthechecklist.The“totalpoints”reflectsonly
these elements .
Teachers: Please see the Teacher’s Manual, page 6, for an explanation of how to customize the
checklists for students and how to use them for grading .
Motivating Students
See Appendix 4, pages
259-266.
The Student Resource Notebook (SRN)
The Student Resource Notebook, a required supplement used throughout these lessons, is
availabletoyouasafreedownload.Pleasefollowtheinstructionsonthefirst(blue)pageofthis
lesson book for downloading this very helpful resource . If you prefer not to download so many
pages, you may purchase a hard copy from IEW . (Note: You will not need the checklists from
pages 94+ of the SRN as the Student Book contains all necessary checklists .)
SRN and Grammar Rules
Sa
You may also use this resource to
help teach some of the grammar
rules I find students break most
often in writing. These rules begin
on page 56. Each is numbered so
that once you teach it, you can
simply write the rule number
where a student breaks it. The
student can then refer to the SRN
to make the correction. The lessons
make suggestions for when to
teach some of these rules.
Literature
Reading quality literature will help students appreciate elements of style in writing . In these
lessons, four works are recommended because they will also enhance the students’ understanding
of the events they are writing about in American history . You could add other books as well . The
four recommended are as follows:
§
§
§
§
The Witch of Blackbird Pond by Elizabeth George Speare, to be read with Lessons 3-8 .
Johnny Tremain by Esther Forbes, to be read with Lessons 9-13+ .
The Midnight Ride of Paul Revere by Henry Wadsworth Longfellow, with Lesson 12 .
By the Great Horn Spoon! by Sid Fleishman, to be completed before Lesson 31 .
Polished Draft Notebook
Studentsshouldpolishandillustrateeachoftheirfinaldraftsassoonastheyhavebeenchecked
and returned by a teacher . To do so, they must make the corrections noted . Parents should help
their student understand the reason for each correction . This last draft is referred to as “the
polished draft” and does not have to be labeled . Polished drafts should be kept in a binder in
clear protector sheets with the original, labeled final drafts hidden behind each . At the end of
the year, students will have a collection that they can be proud of with a variety of types of
compositions that move through major themes in early American history .
Please see page 221 for more details about this notebook as a keepsake .
6
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Institute for Excellence in Writing
Introduction 7
Some lessons will suggest that you make simple games
using note cards, so be sure to read the TM before class
and have a supply of note cards. You may also need 2-3
dice for some games.
It is recommended that students have a simple
thesaurus available in the classroom to help them
brainstorm elements of style. The SRN has lists of
substitutes for banned words that will be helpful. In
addition, IEW offers a unique thesaurus entitled A
Word Write Now. A more traditional one I like for young
students is called The Clear and Simple Thesaurus and
Dictionary by Harriet Wittels and Joan Greisman. For
junior high and older, I like The Synonym Finder by J.I.
Rodale. I buy multiple copies of the latter two (used)
very cheaply on the Internet.
e
Other Supplies
Instruct students to obtain a ½-inch three-ring binder
and fill it with 30 clear protector sheets for the polished
notebook.
Introduction
Suggested Weekly Schedule
Day 1:
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In general, lessons are designed to be taught weekly and to be completed as follows . If you have
fewer than 32 weeks, see page 10 .
The Schedule
This schedule is provided to
emphasize to parents and students,
particularly in a weekly class setting,
that students should not complete an
entire lesson in one day. Spreading
the work throughout the week will
produce much better writing with
much less stress. Parents teaching
their own students at home should
follow a similar schedule.
1 . Review concepts from previous lessons using activities in the Teacher’s Manual .
2 . Together, teacher and students read the new concept introduced in the lesson and do
suggested activities . Then, follow Day 1 instructions to read the source text, make a key
word outline, and tell back the meaning of the notes .
3 . Use the brainstorming page to discuss ideas for including elements of style .
4 . Discuss the vocabulary words for the present lesson .
Students who desire more of a challenge can be instructed to independently complete the
Challenge assignment included at the end of many lessons .
Days 2-3:
Labeling Dress-Ups
Sa
1 . Before returning to the new lesson, if work from a previous lesson has been graded and
returned with corrections to be made, polish this work with the help of a parent . Add a
picture . Polished drafts do not need to be labeled . The polished draft will be placed in the
polisheddraftnotebook(seepage6)withtheoriginal,labeledfinaldraftbehindit,inthe
same protector sheet . There is a polished draft checklist on page 222.
2 . Cut out and learn the vocabulary words for the present lesson . Review previous .
3 . Review the key word outline from Day 1 of the new lesson . Be sure you understand it
before you use it to write from . Make changes on it if necessary . Use the outline and the
brainstorming ideas to write or type a composition . Include and label everything on the
checklist . Let a parent proofread .
4 . Students who desire a challenge may also begin the Challenge assignment .
Day 4:
1 . Review all vocabulary words learned thus far .
2. Writeortypeafinaldraftbymakinganycorrectionsyourparentaskedyoutomake.
(Thiswillbefairlyeasyifthefirstdraftwastyped.)Checkoffeachitemonthechecklist
when you have included and labeled it .
3 . Let a parent proofread again . He or she should check that all elements of structure and
style are included and labeled as instructed on the checklist . Paper clip the checklist to
yourfinaldrafttobeturnedin.
U.S. History-Based Writing Lessons, Volume 1: Student Book
The lessons require one of each
dress-up to be underlined in each
paragraph. In addition, you may ask
students to label each dress-up and
decoration in the right margin on the
line in which it is used. Abbreviations
for each are given on the checklists
for this purpose. Labeling will
make grading much simpler for the
teacher, and it will help her see that
students are identifying each element
correctly. This will be especially
helpful once strong verbs and
adjectives have been taught.
Marking Errors
Teachers do not need to mark every
error made, but the most glaring and
most important errors that you want
the kids to understand and correct
should be marked.
7
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8 Introduction
Introduction
Scope and Sequence
Structure and Style
Subject
Vocabulary
Unit 1
1
Key Word Outlines
Christopher Columbus
Challenge:
Europe Meets America
pillar, prosperity,
transfixed,coax
Unit 2
2
Writing from KWOs
-ly words
Christopher Columbus
Challenge:
Europe Meets America
askew, presume,
flank,frivolous
The Lost Colony
Challenge: John White
and Virginia Dare
resolve, endeavor,
appalled, frivolous
3
e
Lesson
Who-which Clause
Titles from Clinchers
Jamestown
Challenge: Slavery Arrives
hostile, subside,
perilous, secluded
5
Five-Senses Words
The Mayflower Mishap
cunning, contemplate,
gravity, persevere
6
Strong verbs
Plymouth Colony and Samoset
7
Action Verbs
Challenge: alliteration
European Explorers and
Native Americans
fathom, imperative,
impotent, placidly
8
Proofreading Marks
Because Clause
Salem Witch Trials
inevitable, squander,
waver, diligent
Unit 3
9
Narrative Stories
The Boston Massacre
animosity, provoke,
indignant, audacious
10
Quality Adjectives
Challenge:
Similes and Metaphors
The Boston Tea Party
11-12
Conversation in Stories
Alliteration
The Shot Heard
Round the World
13
www .asia .b clause
BorrowingaConflict
(Original Story)
Unit 4
14
Summarizing
Topic Sentences and Clinchers
Colonial Life:
Church
Sa
m
pl
4
15
compliant, obstinate,
compel, deliberate
solemn, tyrant,
adept, enthrall
Challenge:
Three-Paragraph Model
Colonial Life:
Care of the Sick
17
Dramatic Openers
and Closers
The Declaration of
Independence
19
8
Colonial Life:
Law and Order
16
18
warily, vehemently,
destined, confront
The Constitution
Poetry
Quality Adjective Practice
America Poem
incessant, zealous,
trepidation, exemplary
Institute for Excellence in Writing
These are Sample Pages for preview only! Copyrighted Materials!
Introduction 9
Introduction
Lesson
Structure and Style
Subject
Unit 5
20
Writing from Pictures
Past Perfect Tense
The Ride
21
Sentence Openers #2 and #3
Challenge:Personification
Multiple Source Research
Fused Outlines
Heading West
23
24
26
27
prominent, privily,
affirm,espouse
Benjamin Franklin
tedious, implement,
scrutinize, potential
Sentence Opener #5
Inventive Writing
Notes from the Brain
Question Starter Words
Benjamin Franklin, continued
Sentence Opener #6
Challenge: Dual -ly, verbs,
adj and 3x
The Star-Spangled Banner
Johnny Appleseed
aspire, elated,
auspicious, adverse
m
pl
Unit 7
25
Thomas Jefferson
e
Unit 6
22
Vocabulary
Freedom of Religion
amiable, antagonistic,
distraught, awestruck
Formal Essay
Basic Introduction and
Conclusion
Anecdotal Openers
Introduction and Conclusion
Johnny Appleseed, continued
Challenge: First Amendment
Rights, continued
trite, formidable,
obscure, laden
Research Biographies
revel, jaunty,
encounter, lure
Unit 9
30
Critique
The Lewis and Clark
Expedition
Extras
31
Poetry
The Gold Rush
32
Vocabulary Story
Story of Choice
Unit 8
28
Sa
29
Review all
U.S. History-Based Writing Lessons, Volume 1: Student Book
These are Sample Pages for preview only! Copyrighted Materials!
9
10 Introduction
Introduction
Adapting the Schedule
The lessons are designed to be taught weekly and to be used by either Level A (3rd–5th grade) or
Level B (6th–8th grade) students .
If you have fewer than 32 weeks, you may combine or omit some lessons without disrupting the
flowofteachingstructureandstyle.Herearesomesuggestionsforeachgroup.
e
Level A Classes
Choosesomeofthefollowingmoredifficultlessonstoomit.
Lesson
7
Title/Subject
European Explorers and
Native Americans
Notes
Assign Lesson 7 vocabulary with
Lesson 6 . Give Quiz 2 with Lesson 8 .
3
13
BorrowingaConflict
Teach the www .asia .b clause at the end
of Lesson 12 .
4
4
6
17
18
23, 24
The Declaration of Independence
The Constitution
Benjamin Franklin
7
8
9
Extra
27
28-29
30
32
Freedom of Religion
Introductions and Conclusions
Lewis and Clark Critique
Vocabulary Story
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Unit
2
Assign Lesson 23 vocabulary words
with Lesson 22 . Teach the #5 sentence
opener with Lesson 25 .
Sa
Level B Classes
The following lessons may be combined or omitted . See notes .
10
Unit
1, 2
Lesson
1, 2
Title/Subject
Christopher Columbus
Challenge: Europe Meets America
Notes
Combine
2
6, 7
Combine
3
4
7
8
Extra
Extra
11, 12
14, 15
27
29
31
32
Plymouth Colony and Samoset
Strong Verb Poems
“Shot Heard Round the World”
Colonial Life
Freedom of Religion
Anecdotal Openers
The Gold Rush
Vocabulary Story
Combine
Combine
Omit
Omit
Omit
Omit
Institute for Excellence in Writing
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Unit 1: Key Word Outlines 11
Teachers, review Unit 1 in the TWSS workbook before
teaching this lesson. If you have the seminar on DVD, watch
the Unit 1 lesson on DVD 1.
Read through the following lesson with students.
Lesson 1: Christopher Columbus
UNIT 1: KEY WORD OUTLINES
Lesson 1: Christopher Columbus
e
In this book you will learn many ways to make your writing more exciting and more enjoyable to
read . You will learn to write with structure and with style .
Structure
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What is structure? Think of a house . What had to happen before the house was built? The
architect had to draw out the plans for the builder to follow . Without those plans, the builder
might put a bathtub in the middle of the living room . We wouldn’t want that, so we plan how
everything will be arranged and in what order each part will be built .
Writing a paper is much the same . If we were just to begin writing without planning, our facts
and details would probably not be arranged in the most logical way . Our composition would not
be structured well and would not communicate our thoughts effectively . So, in this course, you
will “draw plans” for everything before you write . Your “plans” will be outlines, and they will
follow a particular model for each type of composition .
Style
What comes to your mind when you hear the word style? Many people think of clothes . Clothes
come in a variety of styles . You would dress differently to go to a wedding than you would to go
outside to play baseball . That’s because formal events require a formal style of clothing, whereas
casual events do not .
Sa
There are also different styles of language . Below are two sentences that communicate the same
information in different styles . Which do you like better? Why?
He hit the ball!
The determined little leaguer firmly smacked the spinning baseball with all his might!
You probably like the second better because it is more descriptive . However, what if you were
at the baseball game with your friend and the batter was your little brother? Which of the two
sentenceswouldbebetterforyoutoyell?Obviously,thefirstwouldbemoreappropriate.Your
friend would probably think you were crazy if you jumped up and shouted the second one . Why
the difference?
When you are speaking to people, they are there with you, experiencing the same scene and
eventasyouare.Youdonotneedtofillinthedetails.Whenyouwrite,however,youmust
realize that the readers are not with you and cannot see, hear, or feel what is in your mind . You
must help them see, hear, feel, and experience the scene you are writing about . IEW elements of
style will help you do this .
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11
12 Unit 1: Key Word Outlines
Unit 1: Key Word Outlines
Key Word Outlines
Beforeyoubegintowrite,youwillpracticethefirststepoflearningstructure in writing: key
word outlining .
Structure is how you organize the things you write . Key word outlining will help you gather
information and help you organize that information in your compositions .

≠
ppl
⦿ ⦿
b/c
m
pl

e
When you outline, you will want to use or create some symbols or abbreviations to help write
quickly . There are some commonly accepted symbols that you could use on page 93 of the
Student Resource Notebook . Below are a few symbols that we could use today . Some are from
page 93 . What do you think each means?
 = lead to; go/went
 = no or not
≠ = not equal or different
ppl = people
= see or look
Sa
⦿ ⦿
b/c = because
12
Institute for Excellence in Writing
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Unit 1: Key Word Outlines 13
Follow Day 1 instructions together. Then, read over Days 2-4, so students understand how to complete the lesson
during the remainder of the week.
Lesson 1: Christopher Columbus
The Assignment
Day 1
Lesson 1: Christopher Columbus
With your teacher, read the paragraph on page 14 . Then read it again . Choose no more
The1 .Assignment
than three key words from each sentence that will best help you remember the meaning of
Day 1 the sentence . Write the words on the blank outline on page 15 .
m
pl
e
1 . With your teacher, read the paragraph on page 14 . Then read it again . Choose no more
Note:
You may
use symbols,
abbreviations,
pictures
freely .
do notthe
count
as of
than three
key words
from each
sentence thatand
will
best help
youThey
remember
meaning
words .
However,
be
sure
you
will
remember
what
they
mean .
the sentence . Write the words on the blank outline on page 15 .
2 . Cover the source text and tell the meaning of each line of notes .
Teachers,Note:
writeYou
classmay
ideas
the whiteboard.
Students
may copy
these
or use
their
ownas
ideas. See Sample KWO,
useon
symbols,
abbreviations,
and pictures
freely .
They
do not
count
page 3 .
15, for
help.
Note
the
vocabulary
words
for
Lesson
1:
pillar,
prosperity,
transfixed,
coax .
words . However, be sure you will remember what they mean .
Challenge:
Students
desire
practice
mayline
do the
same with the extra paragraph
2 . Cover
the source
textwho
and tell
themore
meaning
of each
of notes .
on page 16, “Europe Meets America .”
3 . Note the vocabulary words for Lesson 1: pillar, prosperity, transfixed, coax .
Day 2 Challenge: Students who desire more practice may do the same with the extra paragraph
on page 16, “Europe Meets America .”
1 . Reread the paragraph on page 14; then, turn the page so you cannot see it . Using only
your key word notes on page 15, try to tell back the information in complete sentences
Day 2 in your own words . You should not memorize the source text word for word . Rather, you
should let
key words
of turn
the key
then,
thesee
ideas
youronly
own
1 . Reread
thethe
paragraph
on remind
page 14;you
then,
the ideas;
page so
youstate
cannot
it . in
Using
words .
your key word notes on page 15, try to tell back the information in complete sentences
in your
words .
should not
memorize
the source
word
word .
Rather,
you
2 . Cut
out own
and learn
theYou
vocabulary
words
for Lesson
1 . Puttext
them
in afor
pencil
pouch
where
should
the key
words
remind
you
of theorkey
ideas; then,
your own
you
canlet
easily
retrieve
them
when
writing
studying
for a state
quiz . the
(Seeideas
pagein239 .)
words .
Days
3-4
2 . Cut out and learn the vocabulary words for Lesson 1 . Put them in a pencil pouch where
Sa
you can to
easily
orword
studying
for aPractice
quiz . (See
pageback
239 .)
1 . Prepare
giveretrieve
an oral them
reportwhen
from writing
your key
outline .
telling
the
information, one line at a time . Look at a line, then look up and talk about it . Then look
Days 3-4
down at the next line and look up and talk about it . Continue through the entire outline
this way .toPractice
the paragraph
is smooth .
1 . Prepare
give anuntil
oral report
from your
key word outline . Practice telling back the
information,
one line at words .
a time . Look at a line, then look up and talk about it . Then look
2 . Review
the vocabulary
down at the next line and look up and talk about it . Continue through the entire outline
Challenge:
Prepare
an oral
report from
extra source text on page 16 .
this way . Practice
until
the paragraph
is the
smooth .
2 . Review the vocabulary words .
Challenge: Prepare an oral report from the extra source text on page 16 .
U.S. History-Based Writing Lessons, Volume 1: Student Book
13
U.S. History-Based Writing Lessons, Volume 1: Student Book
13
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14 Unit 1: Key Word Outlines
Unit 1: Key Word Outlines
Source Text
N
DU OT
PL FO
ICA R
TIO
N
Christopher Columbus
In the 1400s, people of Europe wanted riches from the East Indies . Christopher
e
Columbus believed that if the earth were round he could reach the East by sailing
west . He convinced the king and queen of Spain to give him three ships, and he
m
pl
set sail across the Sea of Darkness (the Atlantic Ocean) . Some people thought that
the ocean was far too wide to cross or that he would be eaten by sea monsters . But,
on October 12, 1492, the sailors spotted land . They went ashore, and soon men
very different from Europeans emerged from the bushes . Columbus called them
Indians because he thought he was in the Indies . However, he had reached land that
Sa
Europeans knew nothing about—the Americas .
14
Grammar note: When pluralizing years, do
not use an apostrophe . (This is a fairly new
rule .)
Capitalize direction words when they are
used to refer to a region, but not when they
are used simply as a direction .
Can you find out where Columbus landed?
San Salvador
Institute for Excellence in Writing
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Unit 1: Key Word Outlines 15
Important note about the sample key word outlines provided through out this teacher’s manual:
This is not an answer key; it is only meant to give you some suggestions of what words the students might choose.
When doing a key word outline with the students, it is important that you write down the words your class gives you.
Accept their answers as “correct,” and do not hint or suggest that other word choices are better. There is actually quite a
bit of flexibility. (See Andrew’s comments about creating a key word outline on Teaching Writing: Structure & Style, disc
one.)
Lesson 1: Christopher Columbus
Sample Key Word Outline:
e
Key Word Outline
1400s, ppl. Eur, riches, E. Indies
I .
CC, blvd, earth, round, sail, E  W
m
pl
1 .
2 .
K, Q, Spain, 3 ships,  “Sea of Darkness”*
3 .
Ppl, thot, ocean, >, cross, monsters
4 .
Oct 12, 1492,
5 .
 ashore,
6 .
called, “Indians,” b/c thought, E. Indies
reached, America
⦿ ⦿ , land
Sa
⦿ ⦿ , ≠, men
7 .
*Sea of Darkness counts as one word because it is the name of one thing.
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Unit 2: Writing from Key Word Outlines 31
Review
If you are returning the paragraph(s) from Lesson 2, go over any errors that should be discussed. If you used
proofreading marks, refer students to page 92 of the SRN for help in understanding these. Have students polish their
final drafts. See pages 221-222 for an explanation of polishing.
Optional: Review some common symbols and abbreviations from page 93 of the SRN, such as the following:
b/c (because)
w/ (with)
≈ (approximately)
 (go; leads to)
B4 (before)
UNIT 2: WRITING FROM KEY WORD OUTLINES
Lesson 4: Jamestown
Take Vocabulary Quiz 1 .
Review
m
pl
See Teacher’s Manual .
e
Lesson 4: Jamestown
The Who-which Clause
In this lesson you will learn to add another dress-up to your paragraphs: a who or which clause .
A who or which clause (w-w clause) is a clause that begins with either the word who or the word
which and tells more information about a person, place, or thing .
A who clause will tell more about a person .
A which clause will tell more about a thing .
Jamestown, which is still prosperous today, was established by the English .
John Smith, who was resolved to help the settlement, enforced his rule .
Sa
Notice that each of the italicized who-which clauses has a comma before and after it . That
is because it is inserted into a sentence that was already complete . You could take it out
of the sentence and still have a complete sentence left . Try it and see .
Ask a student to read each
of the sentences without
the w-w clause.
Warning:
You cannot just insert the word who or the word which into a sentence to make a who-which
clause . If you do, you will create a fragment .
For example, if you begin with Jamestown is in Virginia, and simply add the word which,
notice what you have:
Jamestown, which is in Virginia,
This is a fragment . You must now add more information to make a complete sentence:
Jamestown, which is in Virginia, was the first permanent English settlement in America.
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31
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32 Unit 2: Writing from Key Word Outlines
Unit 2: Writing from Key Word Outlines
Practice
Use the information in the Lessons 1 and 3 source texts (pages 14 and 24) to help you add a who
or which clause to each of the following sentences .
Answers will vary, but here as possibilities.
thought he was in the Indies,
1 . Christopher Columbus, who ______________________________________
e
_________________________________________, called the natives Indians .
m
pl
was settled by the Spanish
2 . St . Augustine, which ___________________________________________,
is the oldest city in the United States .
was scribbled on a tree,
3 . The word Croatoan, which __________________________________________
____________________, was the only clue to the strange disappearance .
Now try to write your own sentence, about anything, that contains a who or a which clause .
Remember to put a comma before and after the entire clause . (Note: If it is at the end of a
sentence, it will not need a comma after it .)
Sa
Answers will vary, but walk around the room as children are writ________________________________________________________________________
ing and be sure they understand who to insert clauses into sen________________________________________________________________________
tences correctly.
________________________________________________________________________
32
Institute for Excellence in Writing
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Unit 2: Writing from Key Word Outlines 33
Lesson 4: Jamestown
The Assignment
Day 1
1 . Read the source text on page 34 . With your teacher, make a key word outline .
2 . Cover the source text and tell the meaning of each line of notes .
e
3 . Before you write a paragraph from your notes, use page 36 to brainstorm ideas for
including a who or which clause and -ly words . Challenge: Discuss how to add some
vocabulary words .
4 . On page 37, discuss ideas for creating a title . Discuss the checklist on page 40 .
5 . Note the vocabulary words for Lesson 4: hostile, subside, perilous, secluded .
m
pl
Challenge: Students who desire a challenge can be instructed to follow the same steps
to add a second paragraph, using page 38 . It can be on the same paper as the Jamestown
paragraph . It will be the second paragraph in a two-paragraph report .
Days 2-4
During the remainder of the week, write your own paragraph using your key word outline
and your brainstorming ideas to guide you . Include and underline the elements of style on the
checklist on page 40 (-ly word and w-w clause) . Check off each item when you are sure you have
completed it .
The checklist no longer lists all of the formatting guidelines (title centered on top line or indent
firstline),butyoushouldcontinuetofollowthem.
Sa
Checklist Note
The white column is for the Jamestown paragraph . Use the gray column as well only if you add
the extra challenge paragraph about slavery in the New World .
The gray Challenge box lists optional elements of style you may try to add .
Follow the suggested schedule on page 7 .
Note: The format of the checklist is new. Go over it carefully to make sure every student
understands how to use it. Remind them to check each requirement when they have
completed it. Also note that while students may use multiple -ly words and who-which
clauses, only one of each needs to be underlined in each paragraph. However, all vocabulary
words used should be underlined for extra credit.
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33
34 Unit 2: Writing from Key Word Outlines
N
DU OT
PL FO
ICA R
TIO
N
Unit 2: Writing from Key Word Outlines
Source Text
Jamestown
In1607agroupofEnglishgentlemensailedtotheNewWorldhopingtofind
e
riches . They landed in Virginia and named their town Jamestown, after King James .
The land was a swampy wilderness . The lazy gentlemen did not want to work .
m
pl
Within a few months, about half of them had died . So Captain John Smith made
awiserule:“Hewhowillnotworkwillnoteat!”Theyneverfoundgold,butthey
didfindtobacco.TheysoldittoEnglandbytheton.Jamestownisnowfamousfor
Sa
beingthefirstpermanentEnglishsettlementinAmerica.
34
Institute for Excellence in Writing
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Unit 2: Writing from Key Word Outlines 35
Lesson 4: Jamestown
Key Word Outline
Sample Key Word Outline:
1607, Eng.  N.W., hoping, $$
1 .
2 .
swampy, wilderness
lazy, gentlemen,  work
Capt. Smith:  work,  eat
 gold, found tobacco
sold, Eng, ton
J----, 1st, perm, Eng, set, N.W.
m
pl
3 .
landed, VA, named, set, Jamestown,
e
I .
4 .
5 .
6 .
Sa
7 .
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35