Write On
About Write On, Mowgli and Publication Page
The Write On! series of books is from Character Ink Press’ Book-Movie-Book line of publications that are starting to come out in spring 2016. The Write On! books are writing/composition books of three to four lengthy lessons each, between 80 and 120 pages per book (depending on the level). These books contain writing projects based on old books/current movies that children and adults love. The program contains all types of writing, especially focusing on research reports, essays, and stories. The projects in the series all use the author’s signature “Directed Writing Approach,” which takes students by the hand every step of the way from prewriting (brainstorming, character and plot development, research, etc.) to skill building (for projects requiring certain skills, such as quotes or imagery or persuasion, etc.) to outlining (based on the type of writing) to writing rough drafts to editing (via the Checklist Challenge) to final copy. No vagueness. No questions as to what to write or how to write. This Level I book is designed for elementary students and contains the following projects (from prewriting through final product with all the instruction and skills needed for each assignment): Beginning Writing Boxes—The Jungle Book story; Paragraph House Outlining and Descriptive Writing— Animals of the Jungle; Sentence-by-Sentence Outline Over Given Material: Meet the Characters From The Jungle Book.
Ray and Donna Reish, Owners and Authors Character Ink Press 11120 Aboite Center Road Fort Wayne, IN 46814 (260) 433-4365 or (260) 450-7063
Email Donna: [email protected] Email Character Ink: [email protected] RKWC blog: Raisingkidswithcharacter.com CI store: Characterinkstore.com Copyright ©2016 Character Ink
RKWC FB: Facebook.com/charactertrainingfromtheheart Plexus store: Shopmyplexus.com/donnareish Plexus blog: Plexustofeelgreat.com Plexus FB: Facebook.com/plexustofeelgreat
First Edition
Character Ink Blog
Character Ink Store
Plexus to Feel Great Blog
All rights reserved. No portion of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form reproducible or by any means—electronic, mechanical, photocopying, recording, or otherwise—without prior written permission of the publisher. Printed in the United States of America.
i
Our Book-Movie-Book Writing Series: Write On!
The Write On! series of books is from Character Ink Press’ Book-Movie-Book line of publications that are coming out in spring 2016. The Write On! books are writing/composition books of three to four lengthy lessons each, between 80 and 120 pages per book (depend-ing on the level), that contain writing projects based on old books/current movies that children and adults love. The program contains all types of writing, especially focusing on research reports, essays, and stories. The projects in the series all use the author’s signature “Directed Writing Approach,” which takes students by the hand every step of the way from prewriting (brainstorming, character and plot development, research, etc.) to skill building (for projects requiring certain skills, such as quotes or imagery or persuasion, etc.) to outlining (based on the type of writing) to writing rough drafts to editing (via the Checklist Challenge) to final copy. No vagueness. No questions as to what to write or how to write. Each series (Peter Pan, Mowgli, and Dumbo) contains five books: Level I: Early Elementary Level II: Upper Elementary Level III: Junior High Level IV: High School Level V: Advanced High School These books in this Write On! series are available as downloadable e-books (at Character Ink Press and Teachers Pay Teachers) and as print books through Character Ink Press and Amazon. Current and upcoming titles (five books in each title) include the following:
Write On, Mowgli (April 2016) Write On, Peter Pan! (June 2016) Write On, Dumbo! (Fall 2016) Write On, Mowgli
Write On, Peter Pan
Homeschoolers and Christian school teachers may also be interested in Character Ink Press’ full-semester composition books, Meaningful Composition. This series contains two books per grade level for second through twelfth grade students. Each book is 200 to 400 pages long (depending on level).(See complete list on the following pages.) Two week samples of these books are available at the Raising Kids With Character blog and the Character Ink Press store. These books are currently only available in spiral-bound print format from Character Ink and other distributors.
ii
About the Book-Movie-Book Series My Book-Movie-Book series is a delightful set of books to teach and practice composition (research, essay, and story writing), coloring, and reading. B-M-B Peter Pan - Write On, Peter Pan!
(see levels below; print and download)
- Color and Read, Peter Pan!
(print and download; available summer 2016)
- Read a Chapter, Peter Pan!
(print and Kindle; available summer 2016)
- Sound It Out, Peter Pan!
(print and Kindle; summer 2016)
Write On, Peter Pan! Level I: Early Elementary Level II: Upper Elementary Level III: Junior High Level IV: High School Level V: Advanced High School -Available summer 2016 -Available in print form and as download
B-M-B Mowgli - Write On, Mowgli!
(see levels below; print and download)
- Color and Read, Mowgli!
(print and download; available April 2016)
- Read a Chapter, Mowgli!
(print and Kindle; available April 2016)
- Sound It Out, Mowgli!
(print and Kindle; April 2016)
Write On, Mowgli! Level I: Early Elementary Level II: Upper Elementary Level III: Junior High Level IV: High School Level V: Advanced High School -Available April 2016 -Available in print form and as download
Scan or tap to view all of the BookMovieBook series!
• Print books are available at the Character Ink Store and Amazon • Downloads are available at the Character Ink Store, Teachers Pay Teachers, and other retailers • Readers and chapter books are available on Kindle as well • Watch for our B-M-B Dumbo series (August 2016) and B-M-B Scrooge series (November 2016).
iii
Meaningful Composition The Meaningful Composition series is a multi-level writing program for students in grades two through twelve who desire to use character-based (and sometimes biblically-based) materials, themes, and subject matter, including, but not limited to, character stories, biographies, science and weather/nature topics, animal information, Bible stories, and much more. (You may see the types of papers and assignments and content by looking at the two-week samples of each book at our blog: characterinkblog.com.)
Additionally, MC uses many of our original methods that we have tested with one hundred to two hundred students every year for the past ten years. These methods work—whether they are Directed Brainstorming and Scene-by-Scene development for Story Writing or Outlining Cards and Bibliography Cards for Research Report writing or the Three P’s of Persuasion for Essay Writing. We take students by the hand and leave nothing to chance! (These methods can also be found in our samples.)
Books in The Meaningful Composition Series MC 2 I: Start Out Right (Summer 2016) MC 2 II: Keep It (Summer 2016) MC 3 I: Sentence and Paragraph Fun (Summer 2016) MC 3 II: Create! (Summer 2016) MC 4 I: Sentences, Paragraphs, and More MC 4 II: Put Those Paragraphs Together! MC 5 I: Writing for Real! MC 5 II: Creative and Clever MC 6 I: Long and Strong MC 6 II: Junior High Essays MC 7 I: Reports and Essays Galore MC 7 II: Completely Creative
MC 8 I: Bridging the Gap MC 8 II: Junior High Research Reports MC 9 I: Writing for High School MC 9 II: High School Creative Writing MC 10 I: Essays Only MC 10 II: Four Research Reports MC 11 I: Timed Essays and Three P’s of Persuasion MC 11 II: Story Writing MC 12 I: One of Everything, Please MC 12 II: The BIG Research Paper MC Bonus Book: Jump Start
Scan or tap to learn more and download free samples!
Bold Fonted Titles Above Are Currently Available as of January 2016. See blog for release dates of future books.
~All First Semester Books (I) for fifth through ninth grades may be used for remediation for older students too. ~(I) Designates First Semester; (II) Designates Second Semester—May Be Used In Order or Out of Order + Note: If your student has not used any CI books, you may desire to use a first sememster MC book first since these books (up to and including 9 I) teach how to do the S-by-S Outline Over Given Material and CI’s Checklist Challenge. *MC 7’s and 8’s may be counted toward high school credits if student is twelve years or older and is writing at a high school level (according to the teacher’s discretion)--as long as the student completes the Extension level assignments.
iv
Write On: Mowgli--Level I (Early Elementary) TABLE OF CONTENTS
Lesson 1: Beginning Writing Boxes--The Jungle Book......................................................page 3
Lesson 2: Paragraph House--Animals of the Jungle .........................................................page 31
Lessons 3 & 4: Meet the Characters.................................................................................page 47 Appendix A: Editing and Revising .....................................................................................page 67
Appendix B: Ray and Donna Reish Products and Services Information—Character Ink Press ................................................................page 70
1
Lesson 1: How to Create and Write Using Writing Boxes Report Over Given Material Using Writing Boxes
Overview of Writing Boxes Lesson
This week will you will be writing a report over given material. That is, you will not find your own material to write from, but you will use material provided for you in this weekly lesson and take an S-by-S (Sentence-by-Sentence) Outline over this passage.
Don’t worry! We will use Character Ink’s new Writing Boxes to learn how to write from a source. It will be fun—and you will be surprised how quickly you learn how to take notes and write. I. TOPIC OF ESSAY Sentence-by-Sentence Outline over given material about The Jungle Book via Beginning Writing Boxes.
III. SENTENCES PER PARAGRAPH All students will write the number of sentences that each paragraph contains in the given passage.
II. NUMBER OF PARAGRAPHS IN THE BODY OF YOUR ESSAY All students will write 2 paragraphs for the body (P’soB * ).
IV. WRITE ON/ADDITIONAL SKILLS You will learn/further develop the following additional skills: A. Introduction to the Sentence-bySentence (S-by-S) Outline B. Creating an S-by-S Outline C. Writing From a Sentence-bySentence Outline
*Note: PoB stands for Paragraph of the Body (referring to a non-opening or non-closing paragraph) P’soB stands for Paragraphs of Body (more than one PoB).
Note: This Overview Box, which is provided at the beginning of each project, is here to give students (and teachers) an at-a-glance look at the entire composition assignment. Each step of each lesson is assigned and detailed throughout the week(s).
3
PoB-B
Paragraph 2
PoB-A
Paragraph 1
Given Passage to Learn to Write From
4
But not everyone liked Mowgli. Some of the wolves did not like it that a human lived in their pack. These mean wolves wanted to kill Mother Wolf and get rid of Mowgli. The wolves needed help to carry out their plan. A tiger name Shere Khan was happy to help them. He wanted to kill the man cub himself. Mowgli and Bagheera found out about the plan. Bagheera, the panther, was not worried. He told Mowgli that the animals in the jungle were afraid of the humans’ fire. If Mowgli went and got fire and brought it back, he could fight the tiger! Days later Mowgli went to the village and got some fire from ouside a hut. When he got back to the jungle, the wolves and Shere Khan were there meeting. As the wolves started to attack Mother Wolf, the man-cub stepped up with his fire. All at once, the tiger jumped out of the trees right at Mowgli. The boy held the torch in Shere Khan’s face, and the tiger ran away.
Lesson A. Study Skills: Outline First Paragraph With Writing Boxes When you write from a given source (either one that you find or one that your Character Ink book provides for you), you want to write the material in your own words. You do not want to use the words that the original author wrote because that is stealing someone else’s words and calling them your words.
So anytime you get information from a source, whether it is a book, online source, magazine, or other, it is important to use the information in such a way that you write in your own words—not in the author’s words.
How can you write from a source but still make it your own?
There are two important tips to remember in using sources in writing:
(1) Always outline before you write! a. The outline will take you one step away from the source when you write your own report or essay. b. Each step that you take away from the source when you write helps you write more originally.
(2) Choose synonyms (words that mean the same) for the words in the original source—rather than using the author’s exact words.
We will work on those two steps extensively in this lesson. We will use a simple, short passage of material about The Jungle Book in which to practice these skills. And you will be creating outlines and writing like a pro by the end of the first week!
Read the entire The Jungle Book passage aloud with your teacher or to yourself to get an idea of what you will be writing about this week.
5
Paragraph 1
PoB-A 6
But not everyone liked Mowgli. Some of the wolves did not like it that a human lived in their pack. These mean wolves wanted to kill Mother Wolf and get rid of Mowgli. The wolves needed help to carry out their plan. A tiger name Shere Khan was happy to help them. He wanted to kill the man cub himself. Mowgli and Bagheera found out about the plan. Bagheera, the panther, was not worried. He told Mowgli that the animals in the jungle were afraid of the humans’ fire. If Mowgli went and got fire and brought it back, he could fight the tiger!
A-1a. In the first sentence of the first A-1b. Choose at least three synonyms or substitute words for paragraph that is provided by the words you just highlighted in thesentence. Write itself below, highlight the following the synonyms on the lines below in the columns. words: but everyone liked Mowgli 1. But 2. everyone 3. liked 4. Mowgli ____________ ____________ ____________ ____________ But not everyone liked Mowgli. ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________
These four words are the most important words in the sentence.
They are also words you will want to change when you write the sentence in your own words. This is A-1c. Once you have at least three synonyms, choose the one you think sounds like the best substitute for each of the because they are so important to the sentence, and original words and highlight each one you choose. the author chose those himself.
A-1d. Write a new sentence from the given one with your new words (highlighted above). Paragraph 1: Sentence One
____________________________________________________________________________
____________________________________________________________________________ ____________________________________________________________________________
7
A-2a. Now repeat that process by high- A-2b. Write those words on the top line in the following columns. lighting the four most important words in the second sentence of A-2c. Choose at least three synonyms or substitute words for the words you’ve listed and underlined. Write the synthe first paragraph from the onyms on the lines below in the columns. passage (provided below).
Some of the wolves did not like it that a human lived in their pack.
____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________
A-2d. Once you have at least three synonyms, choose the one you think sounds like the best substitute for each of your highlighted words.
A-2e. Write a new sentence from the given one with your new words (highlighted above). Paragraph 1: Sentence Two
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
8
A-3a. Now repeat that process by high- A-3b. Write those words on the top line in the following columns. lighting the four most important words in the third sentence of the A-3c. Choose at least three synonyms or substitute words for the words you’ve listed and underlined. Write the synfirst paragraph from the pasonyms on the lines below in the columns. sage (provided below).
These mean wolves wanted to kill Mother Wolf and get rid of Mowgli.
____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________
A-3d. Once you have at least three synonyms, choose the one you think sounds like the best substitute for each of your highlighted words.
A-3e. Write a new sentence from the given one with your new words (highlighted above). Paragraph 1: Sentence Three
____________________________________________________________________________ ____________________________________________________________________________
____________________________________________________________________________
9
Writing Boxes Sample First Paragraph--Extra Word Examples Given
A-1a. Highlight words
But not everyone liked Mowgli .
A-1e. New sentence
However, not every creature loved the young man.
A-2a. Highlight words
Some of the wolves did not like
that a human lived in their pack . A-2e. New sentence
In three years time, the c h i l d mastered all that a young whelp would learn.
A-3a. Highlight words
These mean wolves wanted to kill Mother Wolf and get rid of Mowgli . A-3e. New sentence
These mean wild dogs longed to kill Mother Wolf and expel the human.
A-4a. Highlight words
The wolves needed help to carry out their plan .
A-4e. New sentence
The plotters required assistance to carry out their scheme.
18
A-1b. & 1c. Five synonyms or substitute words for the words in the sentence everyone liked Mowgli but
yet still however though nevertheless
on the other hand
all everybody the whole each animal
every creature
loved appreciated adored admired cherished savored
the boy the child the youth the youngster the kid the young man
A-2b. & 2c. Five synonyms or substitute words for the words in the sentence like human pack wolves
wild dogs coyotes canines curs animals beasts
love adore appreciate delight in admire relish
b oy child teen man-cub kid youth
band whelp party troop herd company
A-3b. & 3c. Five synonyms or substitute words for the words in the sentence wanted get rid of Mowgli wolves
canines coyotes wild dogs animals beasts creatures
desired longed wished aspired yearned hungered
destroy throw out kill murder expel banish
the boy the child the youth the youngster the kid the human
A-4b. & 4c. Five synonyms or substitute words for the words in the sentence needed help plan wolves
villains plotters scoundrels brutes beasts rascals
required wanted desired coveted wished for longed for
assistance aid support guidance succor advice
scheme idea plot project strategy intention
Paragraph Topic Tiger
Sample Descriptive Paragraph House Outline
Closing Sentence (later):
Muscular, graceful, furry, and silent
__________________________________________ See
See
Stripes, blends into the landscape
Muscled body; Moves gracefully Weighs > 600 lbs.
Feel
Hear or Smell
Soft fur sides Warm when breathing
Silent Rustling in the weeds Doesn’t want to be heard
Opening Sentence (later): What largest member cat family?
________________________________________________________________
Sample Box A-2
33
The Write On! series of books is from Character Ink Press’ Book-Movie-Book line of publications that are starting to come out in spring 2016. The Write On! books are writing/composition books of three to four lengthy lessons each, between 80 and 120 pages per book (depending on the level). These books contain writing projects based on old books/current movies that children and adults love. The program contains all types of writing, especially focusing on research reports, essays, and stories. The projects in the series all use the author’s signature “Directed Writing Approach,” which takes students by the hand every step of the way from prewriting (brainstorming, character and plot development, research, etc.) to skill building (for projects requiring certain skills, such as quotes or imagery or persuasion, etc.) to outlining (based on the type of writing) to writing rough drafts to editing (via the Checklist Challenge) to final copy. No vagueness. No questions as to what to write or how to write. This Level I book is designed for elementary students and contains the following projects (from prewriting through final product with all the instruction and skills needed for each assignment): Beginning Writing Boxes—The Jungle Book story; Paragraph House Outlining and Descriptive Writing— Animals of the Jungle; Sentence-by-Sentence Outline Over Given Material: Meet the Characters From The Jungle Book.
Ray and Donna Reish, Owners and Authors Character Ink Press 11120 Aboite Center Road Fort Wayne, IN 46814 (260) 433-4365 or (260) 450-7063
Email Donna: [email protected] Email Character Ink: [email protected] RKWC blog: Raisingkidswithcharacter.com CI store: Characterinkstore.com Copyright ©2016 Character Ink
RKWC FB: Facebook.com/charactertrainingfromtheheart Plexus store: Shopmyplexus.com/donnareish Plexus blog: Plexustofeelgreat.com Plexus FB: Facebook.com/plexustofeelgreat
First Edition
Character Ink Blog
Character Ink Store
Plexus to Feel Great Blog
All rights reserved. No portion of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form reproducible or by any means—electronic, mechanical, photocopying, recording, or otherwise—without prior written permission of the publisher. Printed in the United States of America.
i
Our Book-Movie-Book Writing Series: Write On!
The Write On! series of books is from Character Ink Press’ Book-Movie-Book line of publications that are coming out in spring 2016. The Write On! books are writing/composition books of three to four lengthy lessons each, between 80 and 120 pages per book (depend-ing on the level), that contain writing projects based on old books/current movies that children and adults love. The program contains all types of writing, especially focusing on research reports, essays, and stories. The projects in the series all use the author’s signature “Directed Writing Approach,” which takes students by the hand every step of the way from prewriting (brainstorming, character and plot development, research, etc.) to skill building (for projects requiring certain skills, such as quotes or imagery or persuasion, etc.) to outlining (based on the type of writing) to writing rough drafts to editing (via the Checklist Challenge) to final copy. No vagueness. No questions as to what to write or how to write. Each series (Peter Pan, Mowgli, and Dumbo) contains five books: Level I: Early Elementary Level II: Upper Elementary Level III: Junior High Level IV: High School Level V: Advanced High School These books in this Write On! series are available as downloadable e-books (at Character Ink Press and Teachers Pay Teachers) and as print books through Character Ink Press and Amazon. Current and upcoming titles (five books in each title) include the following:
Write On, Mowgli (April 2016) Write On, Peter Pan! (June 2016) Write On, Dumbo! (Fall 2016) Write On, Mowgli
Write On, Peter Pan
Homeschoolers and Christian school teachers may also be interested in Character Ink Press’ full-semester composition books, Meaningful Composition. This series contains two books per grade level for second through twelfth grade students. Each book is 200 to 400 pages long (depending on level).(See complete list on the following pages.) Two week samples of these books are available at the Raising Kids With Character blog and the Character Ink Press store. These books are currently only available in spiral-bound print format from Character Ink and other distributors.
ii
About the Book-Movie-Book Series My Book-Movie-Book series is a delightful set of books to teach and practice composition (research, essay, and story writing), coloring, and reading. B-M-B Peter Pan - Write On, Peter Pan!
(see levels below; print and download)
- Color and Read, Peter Pan!
(print and download; available summer 2016)
- Read a Chapter, Peter Pan!
(print and Kindle; available summer 2016)
- Sound It Out, Peter Pan!
(print and Kindle; summer 2016)
Write On, Peter Pan! Level I: Early Elementary Level II: Upper Elementary Level III: Junior High Level IV: High School Level V: Advanced High School -Available summer 2016 -Available in print form and as download
B-M-B Mowgli - Write On, Mowgli!
(see levels below; print and download)
- Color and Read, Mowgli!
(print and download; available April 2016)
- Read a Chapter, Mowgli!
(print and Kindle; available April 2016)
- Sound It Out, Mowgli!
(print and Kindle; April 2016)
Write On, Mowgli! Level I: Early Elementary Level II: Upper Elementary Level III: Junior High Level IV: High School Level V: Advanced High School -Available April 2016 -Available in print form and as download
Scan or tap to view all of the BookMovieBook series!
• Print books are available at the Character Ink Store and Amazon • Downloads are available at the Character Ink Store, Teachers Pay Teachers, and other retailers • Readers and chapter books are available on Kindle as well • Watch for our B-M-B Dumbo series (August 2016) and B-M-B Scrooge series (November 2016).
iii
Meaningful Composition The Meaningful Composition series is a multi-level writing program for students in grades two through twelve who desire to use character-based (and sometimes biblically-based) materials, themes, and subject matter, including, but not limited to, character stories, biographies, science and weather/nature topics, animal information, Bible stories, and much more. (You may see the types of papers and assignments and content by looking at the two-week samples of each book at our blog: characterinkblog.com.)
Additionally, MC uses many of our original methods that we have tested with one hundred to two hundred students every year for the past ten years. These methods work—whether they are Directed Brainstorming and Scene-by-Scene development for Story Writing or Outlining Cards and Bibliography Cards for Research Report writing or the Three P’s of Persuasion for Essay Writing. We take students by the hand and leave nothing to chance! (These methods can also be found in our samples.)
Books in The Meaningful Composition Series MC 2 I: Start Out Right (Summer 2016) MC 2 II: Keep It (Summer 2016) MC 3 I: Sentence and Paragraph Fun (Summer 2016) MC 3 II: Create! (Summer 2016) MC 4 I: Sentences, Paragraphs, and More MC 4 II: Put Those Paragraphs Together! MC 5 I: Writing for Real! MC 5 II: Creative and Clever MC 6 I: Long and Strong MC 6 II: Junior High Essays MC 7 I: Reports and Essays Galore MC 7 II: Completely Creative
MC 8 I: Bridging the Gap MC 8 II: Junior High Research Reports MC 9 I: Writing for High School MC 9 II: High School Creative Writing MC 10 I: Essays Only MC 10 II: Four Research Reports MC 11 I: Timed Essays and Three P’s of Persuasion MC 11 II: Story Writing MC 12 I: One of Everything, Please MC 12 II: The BIG Research Paper MC Bonus Book: Jump Start
Scan or tap to learn more and download free samples!
Bold Fonted Titles Above Are Currently Available as of January 2016. See blog for release dates of future books.
~All First Semester Books (I) for fifth through ninth grades may be used for remediation for older students too. ~(I) Designates First Semester; (II) Designates Second Semester—May Be Used In Order or Out of Order + Note: If your student has not used any CI books, you may desire to use a first sememster MC book first since these books (up to and including 9 I) teach how to do the S-by-S Outline Over Given Material and CI’s Checklist Challenge. *MC 7’s and 8’s may be counted toward high school credits if student is twelve years or older and is writing at a high school level (according to the teacher’s discretion)--as long as the student completes the Extension level assignments.
iv
Write On: Mowgli--Level I (Early Elementary) TABLE OF CONTENTS
Lesson 1: Beginning Writing Boxes--The Jungle Book......................................................page 3
Lesson 2: Paragraph House--Animals of the Jungle .........................................................page 31
Lessons 3 & 4: Meet the Characters.................................................................................page 47 Appendix A: Editing and Revising .....................................................................................page 67
Appendix B: Ray and Donna Reish Products and Services Information—Character Ink Press ................................................................page 70
1
Lesson 1: How to Create and Write Using Writing Boxes Report Over Given Material Using Writing Boxes
Overview of Writing Boxes Lesson
This week will you will be writing a report over given material. That is, you will not find your own material to write from, but you will use material provided for you in this weekly lesson and take an S-by-S (Sentence-by-Sentence) Outline over this passage.
Don’t worry! We will use Character Ink’s new Writing Boxes to learn how to write from a source. It will be fun—and you will be surprised how quickly you learn how to take notes and write. I. TOPIC OF ESSAY Sentence-by-Sentence Outline over given material about The Jungle Book via Beginning Writing Boxes.
III. SENTENCES PER PARAGRAPH All students will write the number of sentences that each paragraph contains in the given passage.
II. NUMBER OF PARAGRAPHS IN THE BODY OF YOUR ESSAY All students will write 2 paragraphs for the body (P’soB * ).
IV. WRITE ON/ADDITIONAL SKILLS You will learn/further develop the following additional skills: A. Introduction to the Sentence-bySentence (S-by-S) Outline B. Creating an S-by-S Outline C. Writing From a Sentence-bySentence Outline
*Note: PoB stands for Paragraph of the Body (referring to a non-opening or non-closing paragraph) P’soB stands for Paragraphs of Body (more than one PoB).
Note: This Overview Box, which is provided at the beginning of each project, is here to give students (and teachers) an at-a-glance look at the entire composition assignment. Each step of each lesson is assigned and detailed throughout the week(s).
3
PoB-B
Paragraph 2
PoB-A
Paragraph 1
Given Passage to Learn to Write From
4
But not everyone liked Mowgli. Some of the wolves did not like it that a human lived in their pack. These mean wolves wanted to kill Mother Wolf and get rid of Mowgli. The wolves needed help to carry out their plan. A tiger name Shere Khan was happy to help them. He wanted to kill the man cub himself. Mowgli and Bagheera found out about the plan. Bagheera, the panther, was not worried. He told Mowgli that the animals in the jungle were afraid of the humans’ fire. If Mowgli went and got fire and brought it back, he could fight the tiger! Days later Mowgli went to the village and got some fire from ouside a hut. When he got back to the jungle, the wolves and Shere Khan were there meeting. As the wolves started to attack Mother Wolf, the man-cub stepped up with his fire. All at once, the tiger jumped out of the trees right at Mowgli. The boy held the torch in Shere Khan’s face, and the tiger ran away.
Lesson A. Study Skills: Outline First Paragraph With Writing Boxes When you write from a given source (either one that you find or one that your Character Ink book provides for you), you want to write the material in your own words. You do not want to use the words that the original author wrote because that is stealing someone else’s words and calling them your words.
So anytime you get information from a source, whether it is a book, online source, magazine, or other, it is important to use the information in such a way that you write in your own words—not in the author’s words.
How can you write from a source but still make it your own?
There are two important tips to remember in using sources in writing:
(1) Always outline before you write! a. The outline will take you one step away from the source when you write your own report or essay. b. Each step that you take away from the source when you write helps you write more originally.
(2) Choose synonyms (words that mean the same) for the words in the original source—rather than using the author’s exact words.
We will work on those two steps extensively in this lesson. We will use a simple, short passage of material about The Jungle Book in which to practice these skills. And you will be creating outlines and writing like a pro by the end of the first week!
Read the entire The Jungle Book passage aloud with your teacher or to yourself to get an idea of what you will be writing about this week.
5
Paragraph 1
PoB-A 6
But not everyone liked Mowgli. Some of the wolves did not like it that a human lived in their pack. These mean wolves wanted to kill Mother Wolf and get rid of Mowgli. The wolves needed help to carry out their plan. A tiger name Shere Khan was happy to help them. He wanted to kill the man cub himself. Mowgli and Bagheera found out about the plan. Bagheera, the panther, was not worried. He told Mowgli that the animals in the jungle were afraid of the humans’ fire. If Mowgli went and got fire and brought it back, he could fight the tiger!
A-1a. In the first sentence of the first A-1b. Choose at least three synonyms or substitute words for paragraph that is provided by the words you just highlighted in thesentence. Write itself below, highlight the following the synonyms on the lines below in the columns. words: but everyone liked Mowgli 1. But 2. everyone 3. liked 4. Mowgli ____________ ____________ ____________ ____________ But not everyone liked Mowgli. ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________
These four words are the most important words in the sentence.
They are also words you will want to change when you write the sentence in your own words. This is A-1c. Once you have at least three synonyms, choose the one you think sounds like the best substitute for each of the because they are so important to the sentence, and original words and highlight each one you choose. the author chose those himself.
A-1d. Write a new sentence from the given one with your new words (highlighted above). Paragraph 1: Sentence One
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A-2a. Now repeat that process by high- A-2b. Write those words on the top line in the following columns. lighting the four most important words in the second sentence of A-2c. Choose at least three synonyms or substitute words for the words you’ve listed and underlined. Write the synthe first paragraph from the onyms on the lines below in the columns. passage (provided below).
Some of the wolves did not like it that a human lived in their pack.
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A-2d. Once you have at least three synonyms, choose the one you think sounds like the best substitute for each of your highlighted words.
A-2e. Write a new sentence from the given one with your new words (highlighted above). Paragraph 1: Sentence Two
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A-3a. Now repeat that process by high- A-3b. Write those words on the top line in the following columns. lighting the four most important words in the third sentence of the A-3c. Choose at least three synonyms or substitute words for the words you’ve listed and underlined. Write the synfirst paragraph from the pasonyms on the lines below in the columns. sage (provided below).
These mean wolves wanted to kill Mother Wolf and get rid of Mowgli.
____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________
A-3d. Once you have at least three synonyms, choose the one you think sounds like the best substitute for each of your highlighted words.
A-3e. Write a new sentence from the given one with your new words (highlighted above). Paragraph 1: Sentence Three
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Writing Boxes Sample First Paragraph--Extra Word Examples Given
A-1a. Highlight words
But not everyone liked Mowgli .
A-1e. New sentence
However, not every creature loved the young man.
A-2a. Highlight words
Some of the wolves did not like
that a human lived in their pack . A-2e. New sentence
In three years time, the c h i l d mastered all that a young whelp would learn.
A-3a. Highlight words
These mean wolves wanted to kill Mother Wolf and get rid of Mowgli . A-3e. New sentence
These mean wild dogs longed to kill Mother Wolf and expel the human.
A-4a. Highlight words
The wolves needed help to carry out their plan .
A-4e. New sentence
The plotters required assistance to carry out their scheme.
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A-1b. & 1c. Five synonyms or substitute words for the words in the sentence everyone liked Mowgli but
yet still however though nevertheless
on the other hand
all everybody the whole each animal
every creature
loved appreciated adored admired cherished savored
the boy the child the youth the youngster the kid the young man
A-2b. & 2c. Five synonyms or substitute words for the words in the sentence like human pack wolves
wild dogs coyotes canines curs animals beasts
love adore appreciate delight in admire relish
b oy child teen man-cub kid youth
band whelp party troop herd company
A-3b. & 3c. Five synonyms or substitute words for the words in the sentence wanted get rid of Mowgli wolves
canines coyotes wild dogs animals beasts creatures
desired longed wished aspired yearned hungered
destroy throw out kill murder expel banish
the boy the child the youth the youngster the kid the human
A-4b. & 4c. Five synonyms or substitute words for the words in the sentence needed help plan wolves
villains plotters scoundrels brutes beasts rascals
required wanted desired coveted wished for longed for
assistance aid support guidance succor advice
scheme idea plot project strategy intention
Paragraph Topic Tiger
Sample Descriptive Paragraph House Outline
Closing Sentence (later):
Muscular, graceful, furry, and silent
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See
Stripes, blends into the landscape
Muscled body; Moves gracefully Weighs > 600 lbs.
Feel
Hear or Smell
Soft fur sides Warm when breathing
Silent Rustling in the weeds Doesn’t want to be heard
Opening Sentence (later): What largest member cat family?
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Sample Box A-2
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