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 IV book is designed for high school level students and contains the following projects (from pre-writing through final product with all the instruction and skills needed for each assignment): Original Expository Essay--Three Ways to Survive in a Jungle and Story Writing: Twice-Told Tale—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] RKWC FB: Facebook.com/charactertrainingfromtheheart Email Character Ink: [email protected] Plexus store: Shopmyplexus.com/donnareish RKWC blog: Raisingkidswithcharacter.com Plexus blog: Plexustofeelgreat.com CI store: Characterinkstore.com Plexus FB: Facebook.com/plexustofeelgreat Copyright ©2016 Character Ink 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.
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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).
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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.
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Write On: Mowgli--Level IV (High School) TABLE OF CONTENTS
Lessons 1 & 2: Original Expository Essay--Three Ways to Survive in a Jungle.......................page 3
Lessons 3 & 4: Twice-Told Tale--The Jungle Book...................................................................page 29 Appendix A: Editing and Revising ............................................................................................page 77
Appendix B: Ray and Donna Reish Products and Services Information—Character Ink Press .......................................................................page 79
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Lessons 1 & 2: Original Expository Essay--Three Ways to Survive in a Jungle 3 P’soB Plus Opening Paragraph and Closing Paragraph
Overview of Original Expository Essay Using 1-3-1 Approach
This week we will learn about non-persuasive essay writing (using the Sentence-by-Sentence Outlining method) with the 1-3-1 Paragraph Essay Approach. Expository essay writing explains to the reader (or “exposes” him to information)—but without all of the statistics and data that more research-based informative writing contains. I. TOPIC OF ESSAY
You will be writing an Expository Essay about three ways to survive in a jungle. You may choose one given below or others. A. Fire B. Salt C. The mind D. Water E. Shelter F. Direction G. Weapons H. Food I. Other
II. NUMBER OF PARAGRAPHS IN THE BODY OF YOUR ESSAY
All students will write 3 Paragraphs for the Body (P’soB).
III. SENTENCES PER PARAGRAPH
A. Basic students will write 6-8 sentences per paragraph. B. Extension students will write 7-10 sentences per paragraph.
*Note: You may always choose to write fewer sentences per paragraph but more total paragraphs in any CI writing assignment, with your teacher’s permission.
IV. OPENING PARAGRAPH
All Students will write an Opening Paragraph.
V. CLOSING PARAGRAPH
All Students will write a Closing Paragraph.
VI. SOURCES
Students will not cite sources, but may use sources to find information about their chosen actions/person if needed or desired.
VII. QUOTATIONS WITHIN YOUR ESSAY
Students are assigned the addition of at least one quote. Any added quotes will not have to be formally cited; you may just include the author of the quote, if desired.
VIII. WRITE ON/ADDITIONAL SKILLS
Students will learn various ways to open and close an essay. A. 1-3-1 Essay Approach (“Five Paragraph” Approach) B. Quotation Punctuation and Capitalization C. Transitions D. Thesis Statement (Without Opening Paragraph) E. Thesis Statement “Reloaded” (Without Closing Paragraph)
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).
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Lesson A. Study Skills/Prewriting: The 1-3-1 Paragraph Approach There are many ways to write Expository Essays. We will learn the 1-3-1 Essay Approach this week—while writing original paragraphs for a “three ways” Essay. Three Topics—One-Topic-Per-Paragraph
1. In this type, an Opening Paragraph (or opening sentence) introduces a major topic of which you will be writing about three “sub-parts” in the body of your paper. In this case, your topic will be three ways to survive in a jungle—and each paragraph will be about a different action. 2. This is the most simplified method because it is truly like writing three one-paragraph essays and then putting those three together into one. 3. In this method, you do not need as much information in your head about one topic—but rather smaller amounts of information about three topics.
A. Read the sample essay provided (Box A).
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Ayden Steffan
Composition Class
Student Sample - Three Ways to Survival in the Jungle
Being lost anywhere is a terrible feeling that no one wants to experience. Yet, unfortunately, some find themselves in such a situation. Thus, knowledge is a great way to start preparing for such a time. There are three things that one needs to be knowledgeable about in order to survive in a jungle: use of salt, benefits and how to’s of fire, and the ability to tap into the power of the mind. One vital key to survival that almost no one thinks about is salt. Now, most people don't think salt can be useful for anything beyond simply flavoring food. Although a good salty salmon can be a great morale booster, there are many other uses. While in the wilderness, one is bound to receive their fair share of scrapes and cuts. Salt (when used properly) is a great cleaner and disinfectant; this can be vital to fighting infections, and, in the long run, preventing disease. Not to mention that your body (completely lost in the jungle or not) requires salt to function properly. Another great use is “pest control.” Salt scattered around one’s bed makes for a decent protection against pests— ants especially! Less insect-induced rashes, proves to be a great morale booster. A rather obvious, but extremely important, piece to the puzzle of survival is fire. Heat is an often plainly overlooked blessing in everyday life, but it is absolutely necessary for survival. Heat provides comfort and rejuvenation. Fire also gives light. Light is invaluable in the wilderness; it provides awareness and warns off predators. Fire is also the stove of the jungle. Several foods would not be edible (or at least much less palatable) without fire. Not only does it help in cooking food, but boiling water with fire is a life saver! Fire also produces smoke. Smoke has been used for centuries as a method for communication. It is especially useful for flagging down a nearby rescue vehicle and can sometimes determine between death and rescue! Finally, one key component that is almost always overlooked is the mind. No matter what one may have in their “emergency pack,” keeping the mind in check is absolutely dire. When the realization first comes; “Well, I am lost!” Remaining calm and collected is one of the main deciders between life and death. Ask any person that has survived such an ordeal and they will tell you that the mind desires to live, and it will do everything in its power to do so. It is a God gifted trait. When faced with trials such as unusual meals, apparent hopelessness, and an unwelcome midnight “camper,” it is the mind that calmly pushes forward. Without the God-gifted mind, there is no reason to live.
Salt, fire, and the mind— so many simple materials that aid greatly with keeping oneself intact! Although ancient, these tools could keep even the most seasoned adventurer from certain death. Box A
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Lesson B. Research and Study Skills: Research for Original Expository Essay/Design “Working” Thesis Statement A Thesis Statement is a statement declaring what your entire paper is going to be about. This is similar to when you learned how to write the opening sentence of a paragraph—a sentence that tells what your entire paragraph is about.
However, in the case of a Thesis Statement, you will not just write what one paragraph is about—but you will write what the entire essay is going to be about.
For instance, if you were writing an opening sentence about one of your paragraphs about needing salt to survive in a jungle, you might say One vital key to survival that almost no one thinks of is salt.
However, you can not use that sentence for the Thesis Statement of your entire essay because it only tells what the one paragraph is about—the paragraph about salt. The Thesis Statement must tell what the entire essay is about. For example, Three important ways to survive in the jungle are using salt, fire, and the mind.
B-1. Now that you have thought about your person and possibly researched him or her, you are probably ready to write a “Working” Thesis Statement about them. Consider these tips when you design your Thesis Statement: 1. Write one sentence that tells the reader what your essay is about. 2. Be sure it includes all aspects of your essay. 3. Tell your reader what you plan to include in your essay (to a small extent, if desired). 4. Do not say, In this essay, you will learn about….or In this essay, I will tell you about…
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Sample “Working” Thesis Statement
Three important ways to survive in the jungle are using salt, fire, and the mind.
My “Working” Thesis Statement for this essay: _______________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Note: If you do not feel prepared to write your “Working” Thesis Statement at this time, you may skip this assignment and come back to it after you complete B-2.
B-2. Optional: If you do not already know the ways to survive that you would like to write about, research online and fill in the Directed Brainstorming Box provided (Optional Box B-2). Directed Brainstorming Box
Three Ways to Survive in a Jungle First Way to Survive
Second Way to Survive
Third Way to Survive
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________ Optional Box B-2
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Lesson C. Write On: Quotations
You are assigned the addition of at least one quotation in this project. You will want to learn even more about quotations in order to do this well.
Punctuating Quotes
1. Always put periods and commas inside a closing quotation mark. a. He said, “Old soldiers never die; they just fade away.” b. “Old soldiers never die; they just fade away,” he said. 2. Put a question mark or exclamation point inside the closing quotation mark only if it is part of a quotation; otherwise, the question mark or exclamation point should be placed outside the closing quotation mark: a. “Is he coming over?” they asked. (Place the question mark inside the closing quotation mark since the question mark is part of the quotation.) b. “Watch out!” he exclaimed. (Place the exclamation point inside the closing quotation mark since the exclamation point is part of the quotation.) c. Did you read the article titled “Baby Games”? (Place the question mark outside the closing quotation mark since the question mark is not part of the quotation. It is not part of the minor work [that is shown with quotation marks] but is the end mark for the entire sentence.) 3. When quotation marks show a partial quotation or a minor work and a comma follows the quoted material, place the comma inside the closing quotation mark: • We should read the article titled “Baby Games,” and we should plan the activities. 4. When using quotation marks to show a partial quotation or a minor work at the very end of a sentence, a period should be placed inside the closing quotation mark- -but not exclamation points or question marks: a. I read the article entitled “Daily Devotional.” b. Did you read the article entitled “Daily Devotional”? (Place the question mark outside the closing quotation mark since the question mark is not part of the quotation- -not part of the minor work [that is shown with quotation marks] but punctuation for the entire sentence.)
Speech Tags
1. A speech tag (words showing who the speaker is) can come before or after the quotation. (Speech tags are not surrounded by quotation marks.) • She said, “He is kind.” • “He is kind,” she said. 2. When a speech tag comes at the beginning of a quotation, a comma should follow the speech tag: • Father said, “Get all of your jobs done.” 3. Use a comma at the end of a declarative quotation instead of a period even if a complete sentence (in quotation marks) comes before the speech tag: “I read it,” he said. a. A sentence may only have one period. b. You must use a comma inside closing quotation marks in a sentence with an ending speech tag--not a period (since your sentence already contains a period at the end of it--after the ending speech tag). 4. When a speech tag comes at the end of a question or exclamatory quotation, a question mark or exclamation point should be placed before the speech tag, inside the closing quotation mark (assuming that the question mark or exclamation point is part of the quote). A sentence with a quote may contain both a question mark or exclamation point (in the quote) and a period at the end of the sentence--just not two end mark periods. a. “Have you read it?” asked Donna. b. “Watch out!” Ray shouted. 8
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 IV book is designed for high school level students and contains the following projects (from pre-writing through final product with all the instruction and skills needed for each assignment): Original Expository Essay--Three Ways to Survive in a Jungle and Story Writing: Twice-Told Tale—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] RKWC FB: Facebook.com/charactertrainingfromtheheart Email Character Ink: [email protected] Plexus store: Shopmyplexus.com/donnareish RKWC blog: Raisingkidswithcharacter.com Plexus blog: Plexustofeelgreat.com CI store: Characterinkstore.com Plexus FB: Facebook.com/plexustofeelgreat Copyright ©2016 Character Ink 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.
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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).
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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.
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Write On: Mowgli--Level IV (High School) TABLE OF CONTENTS
Lessons 1 & 2: Original Expository Essay--Three Ways to Survive in a Jungle.......................page 3
Lessons 3 & 4: Twice-Told Tale--The Jungle Book...................................................................page 29 Appendix A: Editing and Revising ............................................................................................page 77
Appendix B: Ray and Donna Reish Products and Services Information—Character Ink Press .......................................................................page 79
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Lessons 1 & 2: Original Expository Essay--Three Ways to Survive in a Jungle 3 P’soB Plus Opening Paragraph and Closing Paragraph
Overview of Original Expository Essay Using 1-3-1 Approach
This week we will learn about non-persuasive essay writing (using the Sentence-by-Sentence Outlining method) with the 1-3-1 Paragraph Essay Approach. Expository essay writing explains to the reader (or “exposes” him to information)—but without all of the statistics and data that more research-based informative writing contains. I. TOPIC OF ESSAY
You will be writing an Expository Essay about three ways to survive in a jungle. You may choose one given below or others. A. Fire B. Salt C. The mind D. Water E. Shelter F. Direction G. Weapons H. Food I. Other
II. NUMBER OF PARAGRAPHS IN THE BODY OF YOUR ESSAY
All students will write 3 Paragraphs for the Body (P’soB).
III. SENTENCES PER PARAGRAPH
A. Basic students will write 6-8 sentences per paragraph. B. Extension students will write 7-10 sentences per paragraph.
*Note: You may always choose to write fewer sentences per paragraph but more total paragraphs in any CI writing assignment, with your teacher’s permission.
IV. OPENING PARAGRAPH
All Students will write an Opening Paragraph.
V. CLOSING PARAGRAPH
All Students will write a Closing Paragraph.
VI. SOURCES
Students will not cite sources, but may use sources to find information about their chosen actions/person if needed or desired.
VII. QUOTATIONS WITHIN YOUR ESSAY
Students are assigned the addition of at least one quote. Any added quotes will not have to be formally cited; you may just include the author of the quote, if desired.
VIII. WRITE ON/ADDITIONAL SKILLS
Students will learn various ways to open and close an essay. A. 1-3-1 Essay Approach (“Five Paragraph” Approach) B. Quotation Punctuation and Capitalization C. Transitions D. Thesis Statement (Without Opening Paragraph) E. Thesis Statement “Reloaded” (Without Closing Paragraph)
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).
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Lesson A. Study Skills/Prewriting: The 1-3-1 Paragraph Approach There are many ways to write Expository Essays. We will learn the 1-3-1 Essay Approach this week—while writing original paragraphs for a “three ways” Essay. Three Topics—One-Topic-Per-Paragraph
1. In this type, an Opening Paragraph (or opening sentence) introduces a major topic of which you will be writing about three “sub-parts” in the body of your paper. In this case, your topic will be three ways to survive in a jungle—and each paragraph will be about a different action. 2. This is the most simplified method because it is truly like writing three one-paragraph essays and then putting those three together into one. 3. In this method, you do not need as much information in your head about one topic—but rather smaller amounts of information about three topics.
A. Read the sample essay provided (Box A).
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Ayden Steffan
Composition Class
Student Sample - Three Ways to Survival in the Jungle
Being lost anywhere is a terrible feeling that no one wants to experience. Yet, unfortunately, some find themselves in such a situation. Thus, knowledge is a great way to start preparing for such a time. There are three things that one needs to be knowledgeable about in order to survive in a jungle: use of salt, benefits and how to’s of fire, and the ability to tap into the power of the mind. One vital key to survival that almost no one thinks about is salt. Now, most people don't think salt can be useful for anything beyond simply flavoring food. Although a good salty salmon can be a great morale booster, there are many other uses. While in the wilderness, one is bound to receive their fair share of scrapes and cuts. Salt (when used properly) is a great cleaner and disinfectant; this can be vital to fighting infections, and, in the long run, preventing disease. Not to mention that your body (completely lost in the jungle or not) requires salt to function properly. Another great use is “pest control.” Salt scattered around one’s bed makes for a decent protection against pests— ants especially! Less insect-induced rashes, proves to be a great morale booster. A rather obvious, but extremely important, piece to the puzzle of survival is fire. Heat is an often plainly overlooked blessing in everyday life, but it is absolutely necessary for survival. Heat provides comfort and rejuvenation. Fire also gives light. Light is invaluable in the wilderness; it provides awareness and warns off predators. Fire is also the stove of the jungle. Several foods would not be edible (or at least much less palatable) without fire. Not only does it help in cooking food, but boiling water with fire is a life saver! Fire also produces smoke. Smoke has been used for centuries as a method for communication. It is especially useful for flagging down a nearby rescue vehicle and can sometimes determine between death and rescue! Finally, one key component that is almost always overlooked is the mind. No matter what one may have in their “emergency pack,” keeping the mind in check is absolutely dire. When the realization first comes; “Well, I am lost!” Remaining calm and collected is one of the main deciders between life and death. Ask any person that has survived such an ordeal and they will tell you that the mind desires to live, and it will do everything in its power to do so. It is a God gifted trait. When faced with trials such as unusual meals, apparent hopelessness, and an unwelcome midnight “camper,” it is the mind that calmly pushes forward. Without the God-gifted mind, there is no reason to live.
Salt, fire, and the mind— so many simple materials that aid greatly with keeping oneself intact! Although ancient, these tools could keep even the most seasoned adventurer from certain death. Box A
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Lesson B. Research and Study Skills: Research for Original Expository Essay/Design “Working” Thesis Statement A Thesis Statement is a statement declaring what your entire paper is going to be about. This is similar to when you learned how to write the opening sentence of a paragraph—a sentence that tells what your entire paragraph is about.
However, in the case of a Thesis Statement, you will not just write what one paragraph is about—but you will write what the entire essay is going to be about.
For instance, if you were writing an opening sentence about one of your paragraphs about needing salt to survive in a jungle, you might say One vital key to survival that almost no one thinks of is salt.
However, you can not use that sentence for the Thesis Statement of your entire essay because it only tells what the one paragraph is about—the paragraph about salt. The Thesis Statement must tell what the entire essay is about. For example, Three important ways to survive in the jungle are using salt, fire, and the mind.
B-1. Now that you have thought about your person and possibly researched him or her, you are probably ready to write a “Working” Thesis Statement about them. Consider these tips when you design your Thesis Statement: 1. Write one sentence that tells the reader what your essay is about. 2. Be sure it includes all aspects of your essay. 3. Tell your reader what you plan to include in your essay (to a small extent, if desired). 4. Do not say, In this essay, you will learn about….or In this essay, I will tell you about…
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Sample “Working” Thesis Statement
Three important ways to survive in the jungle are using salt, fire, and the mind.
My “Working” Thesis Statement for this essay: _______________________________________
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Note: If you do not feel prepared to write your “Working” Thesis Statement at this time, you may skip this assignment and come back to it after you complete B-2.
B-2. Optional: If you do not already know the ways to survive that you would like to write about, research online and fill in the Directed Brainstorming Box provided (Optional Box B-2). Directed Brainstorming Box
Three Ways to Survive in a Jungle First Way to Survive
Second Way to Survive
Third Way to Survive
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___________________________ Optional Box B-2
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Lesson C. Write On: Quotations
You are assigned the addition of at least one quotation in this project. You will want to learn even more about quotations in order to do this well.
Punctuating Quotes
1. Always put periods and commas inside a closing quotation mark. a. He said, “Old soldiers never die; they just fade away.” b. “Old soldiers never die; they just fade away,” he said. 2. Put a question mark or exclamation point inside the closing quotation mark only if it is part of a quotation; otherwise, the question mark or exclamation point should be placed outside the closing quotation mark: a. “Is he coming over?” they asked. (Place the question mark inside the closing quotation mark since the question mark is part of the quotation.) b. “Watch out!” he exclaimed. (Place the exclamation point inside the closing quotation mark since the exclamation point is part of the quotation.) c. Did you read the article titled “Baby Games”? (Place the question mark outside the closing quotation mark since the question mark is not part of the quotation. It is not part of the minor work [that is shown with quotation marks] but is the end mark for the entire sentence.) 3. When quotation marks show a partial quotation or a minor work and a comma follows the quoted material, place the comma inside the closing quotation mark: • We should read the article titled “Baby Games,” and we should plan the activities. 4. When using quotation marks to show a partial quotation or a minor work at the very end of a sentence, a period should be placed inside the closing quotation mark- -but not exclamation points or question marks: a. I read the article entitled “Daily Devotional.” b. Did you read the article entitled “Daily Devotional”? (Place the question mark outside the closing quotation mark since the question mark is not part of the quotation- -not part of the minor work [that is shown with quotation marks] but punctuation for the entire sentence.)
Speech Tags
1. A speech tag (words showing who the speaker is) can come before or after the quotation. (Speech tags are not surrounded by quotation marks.) • She said, “He is kind.” • “He is kind,” she said. 2. When a speech tag comes at the beginning of a quotation, a comma should follow the speech tag: • Father said, “Get all of your jobs done.” 3. Use a comma at the end of a declarative quotation instead of a period even if a complete sentence (in quotation marks) comes before the speech tag: “I read it,” he said. a. A sentence may only have one period. b. You must use a comma inside closing quotation marks in a sentence with an ending speech tag--not a period (since your sentence already contains a period at the end of it--after the ending speech tag). 4. When a speech tag comes at the end of a question or exclamatory quotation, a question mark or exclamation point should be placed before the speech tag, inside the closing quotation mark (assuming that the question mark or exclamation point is part of the quote). A sentence with a quote may contain both a question mark or exclamation point (in the quote) and a period at the end of the sentence--just not two end mark periods. a. “Have you read it?” asked Donna. b. “Watch out!” Ray shouted. 8
