IEW U.S. History - Week Eighteen

IEW – Week Eighteen

Turn in your rough drafts.

Please put away the white boards and get out your SRN and U.S. Student book.

We have three lessons to go over today, so I’ll try to make each one brief.

First, this week, we will learn how to write an introductory paragraph and concluding paragraph. Thus far you have written reports no more than three paragraphs long, but a formal essay or report typically follows a model that is five paragraphs.

Turn with me to page 10 in your SRN. Note that there is an entire paragraph of introduction and an entire paragraph of conclusion. Let’s read through the required elements.

Now turn to page 107 in your U.S. History Student book. (Read through explanation of the elements)

Turn over to page 109 in that same book. (Read the sample intro and conclusion)

Now, for younger students, moms, you have a choice to make. They can either follow this model and end up with a four paragraph paper, or they can do what they did last paper. They could add a dramatic opener sentence and a final clincher sentence. It is up to you which they will do. However, if you have them write the full paragraphs, you may want to use the checklist on page 117, instead of the handout.

Questions?

Next, turn to p. A-17. (Read the anecdotal opening.) P. 113 - This opening is a very short paragraph, just a glimpse into a day in the life of your character. You can use this as an opportunity to add in a bit more detail or a fun fact or story. However, don’t use a story that is already in your paper.

Finally, turn to page 115. This lesson just reminds you to do two things: write a bibliography and attach it to the end of your paper, and be ready to read your paper to the class next week.

Assignment

This week you’ll be adding an intro and a conclusion to your rough draft, as well as writing the final copy and adding the Bibliography. Don’t forget to dress up or use your prop.
I look forward to seeing and hearing your presentations next week!

IEW U.S. History - Week Seventeen

IEW – Week 17

Put away white boards. Get out SRN and U.S. Student book.

How is your research coming so far? Last week, you should have read through and taken notes on your sources. Has everyone done this? If not, you seriously need to get that done quickly. You don’t want to have a ton of work to do at the end.

This week I want you to:

Look at the notes for theme #1.

Read through them all.

Stop and think: what bit of info would be interesting to start off with? What should you save for last? What notes are about the same kind of thing? Is there anything that isn’t really related to this theme?

Now, thoughtfully arrange the notes into the best order you can work out. This will be your Fused KWO.

(demonstrate on KWO page)

Next, brainstorm and use the thesaurus to get some good adjectives and –ly words and metaphors and similes. Add these into your KWO.

Write a rough draft of this paragraph. Keep the list of dress-ups handy so you can work them in as you write.

Older students, repeat this process on paragraph two.

The last theme is the most exciting theme, so spend some extra time on it. Make sure you brainstorm some good adjectives and –ly words and metaphors or similes. Write the rough draft.

Questions?

Grammar

Turn to page 77 in your SRN.

(Work through pages 77-79)

Please bring a copy of your rough draft next week. I would like to read over what you’ve done to that point.

IEW U.S. History Scope and Sequence

IEW U.S. History - Week Sixteen

IEW – Week 16

(Have students put away white boards. Hand out F.O.H. packets.)

(Demonstrate what this may look like. Take in books, etc.)

For the next three weeks, we will be working on the Faces of History project. This is a really fun time. You will be writing a 5 or 2 paragraph paper about someone famous from the American Revolution. On the fourth Monday, you will have a chance to present your paper orally. Here’s where the fun comes in. You will be dressing up as your character, or bringing in some prop to represent your character.

First, you will choose your character, and then find several sources to use to find out information about this character. Moms, it is very important that the sources are at or below your student’s reading level, and that they are not long. If you choose long or difficult sources, you will end up doing the work for your child.

After you have read over your sources, you will choose three themes or topics (or two for younger students). There are some ideas for topics in the Faces of History packet that I’ve handed out. Once you’ve decided what your themes will be, write them down on the first page of the packet.

Next, take notes from at least 2 (preferably 3) sources in the form of KWOs for the first theme and write them on the worksheet in the back of your packet. Make sure to write down which sources you are using. Do not fuse the KWOs yet.

Repeat this with the second theme (and third for older students).

Once you’ve taken your notes, read over them. Do they still seem to be good choices? Before you move on with your paper, you may decide to change one or more of your themes.

Once you’ve made your final decision about which themes to use, place them in a logical order. You may need a parent’s help to decide. You’ll want to save the biggest and best theme for last.

Finally, write a sentence that mentions each of the themes. This will be your thesis statement and will come in the first paragraph before the topic sentence.

That’s it for week one. Not too bad, right?

Questions?

Grammar

At home this week, as well, work on pages 58 and 59 about comma rules.

Level B Faces of History

5 paragraph research paper on a famous person

My paper will be on _______________________________________.

Phase 1: Research (Week 16 – Jan 30)

Read anything you can find about this person. Use library books, timeline cards, the Story of the World books, history books, or the internet* (I recommend sites that say “for kids”). *Only one internet source, and no Wikipedia.

Now, think three themes.

You need to organize your information into 3 topics or “themes” about your person.

Here are some suggestions: (others are ok, too)

Their childhood/what life was like when they were young

Their personality/quirky things they did/what made this person unique

Their clothes (if this was a big deal to him or her)

The thing that they are famous for doing

The thing that they invented

Their adult life/unusual things they did or things that happened to them

How they got to be famous

Their second biggest accomplishment

How this person affected the rest of history or science or whatever

The three themes that I think I will write about are:

________________________, __________________________________, and _____________________

Next, take notes (KWOs) on the first theme. This will become body paragraph #1. Take notes from at least 2 sources (three sources is best, but 2 will do.)

Take notes (KWOs) on the 2^nd theme from at least 2 sources (they can be the same sources or different sources, it doesn’t matter.)

Take notes (KWOs) on the 3^rd theme.

Stop and Think. Do you still think these are the best 3 choices? If not, or if one is really short, you can change the theme. Do you need to find more information? You can look again for more info if you need it. Think about the order…what order would be most exciting? Save the biggest and best for the last.

Now, write a sentence that mentions each of the three themes. This is called a thesis statement. Be sure to mention the 3 themes in the order in which they will appear. It might go something like this:

This famous person (insert their name) is a remarkable face of history because they

____________________, _______________________, and ________________________________.

Phase 2: Write the Rough Draft of the Body Paragraphs

(Week 17 – Feb. 6)

Look at the notes for theme #1.

Read through them all.

Stop and think: what bit of info would be interesting to start off with? What should you save for last? What notes are about the same kind of thing? Is there anything that isn’t really related to this theme?

Now, thoughtfully arrange the notes into the best order you can work out. This will be your Fused KWO.

Next, brainstorm and use the thesaurus to get some good adjectives and –ly words and metaphors and similes. Add these into your KWO.

Write a rough draft of this paragraph. Keep the list of dress-ups handy so you can work them in as you write.

Look at the notes for theme #2.

Read through them all.

Stop and think: what bit of info would be interesting to start off with? What should you save for last? What notes are about the same kind of thing? Is there anything that isn’t really related to this theme?

Now, thoughtfully arrange the notes into the best order you can work out. This will be your second Fused KWO.

Next, brainstorm and use the thesaurus to get some good adjectives and –ly words and metaphors and similes. Add these into your KWO.

Write a rough draft of this paragraph. Keep the list of dress-ups handy so you can work them in as you write.

Repeat process for theme #3.

The third theme is the most exciting theme, so spend some extra time on this one. Make sure you brainstorm some good adjectives and –ly words and metaphors or similes. Write the rough draft.

Now, go back through all 3 body paragraphs and make sure all paragraphs have all the dress ups according to the checklist on page 117 of the U.S. History Writing Book.

Read your paper aloud to your mom or dad and see if they understand it all. If anything is confusing, re-work the sentence until it’s just right.

Phase 3: Introduction and Conclusion Paragraphs (Week 18 – Feb 13)

Follow the directions on page 113 in U.S. History Writing Book for writing introduction and conclusion paragraphs.

The introduction paragraph should give us some general background info on the person and time period in which he or she lived.

The last sentence of the introduction will be your thesis statement.

The first sentence of the conclusion paragraph will be your thesis statement again. (You can change some of the words to add a little variety, but be sure to mention the three themes again.)

Then, tell us what is the most significant thing about the person.

What is most noble about this person?

Should young people strive to be like this person? Why or why not?

Are we affected by what this person did or discovered?

Create a title from the last sentence of the conclusion.

Type or write out the paper very neatly. Please turn in two copies, one with dress-ups marked and one unmarked to put in Faces of History Notebook.

(Feb. 20 – no class)

Phase 4: Presentation (Week 19 – Feb. 27)

Now, think of a way you can dress to help us remember something about the character. You’ll do something visual instead of a drawing. Make a shield, a hat, a costume, carry something symbolic of the person, bring in something that he/she invented. Get creative, but it shouldn’t cost a lot of money. Use poster board for hats or shields or swords. Use a bed sheet for a toga.