Do You Waste Your
Time & Your Kids' Time
By Not Integrating Your Writing Lessons
With Another Subject?
Waste Time NO MORE!
Ancient History-Based Writing Lessons
Is Your Solution to Writing!
August 8, 2007
Dear Fellow Writing Teacher, Homeschool Mom or Parent,
The lessons in this book are designed to teach structure and style in
writing. As they move through Ancient World History themes, the
lessons incrementally introduce and review most of the models of
structure and elements of style found in the Institute for Excellence
in Writing's Teaching Writing: Structure & Style.
Instructions are directed to the student, but teachers should read
them with their students and help as necessary, especially with
outlining and brainstorming.
It is assumed that teachers have attended IEW's Basic Seminar, either
live or via DVD, and own the seminar workbook.
With 24 lessons moving through all nine IEW units, this series uses
source texts touching on Ziggurats, Gilgamesh, Pyramids, Mummies, The
Trojan Horse, Olympics, Ancient Rome, Persecution of Christians, and
more.
Quit Making It Hard
by Planning 2 different subjects....
Integrate History & Writing NOW! It's that
EASY!
For students grade 3-6...
Click here
to view a PDF sample of the Student Book. Click here
to view a PDF sample of the Teacher Book. Click here
to view a PDF sample of the Scope and Sequence of the book.
Watch the following video for a general overview of History-Based Writing products.
Table of Contents
Introduction
Lesson In Poetry Lesson 1 - Adjective Poem: "The Ancient World"
Lesson 2 - Strong Verb Poem: "The Great Flood"
Writing From Key Words (IEW Units I & II) Lesson 3 - Ziggurats (The Sumerians) Lesson 4 - The Oldest Story Know (The Sumerians) Lesson 5 - (Three
Parts) "The Epic if Gilgamesh"
Story (The Sumerians)
Summarizing References (IEW Unit IV) Lesson 6 - Pyramids (Ancient Egypt) Lesson 7 - The Sphinx and Mummies (Ancient Egypt) Lesson 8 - Putting It All Together (Wonders of Egypt)
Narrative Stories (IEW Unit III) Lesson 9 - (Three Parts)
"The Exodus" (Israel) Lesson 10 - (Three
Parts) "The Fall of Babylon"
(Babylon and Media-Persia) Lesson 11 - (Three
Parts) "The Trojan Horse"
(Ancient Greece) Lesson 12 - (Three
Parts) "The Curse of Sphinx"
(Ancient Greece) Optional: "Borrowing a Conflict" (Original Story)
Critiques (IEW Unit IX) Lesson 13 - (Two Parts)
"Pandora's Box" (Ancient Greece)
Optional: Critiquing an Ancient Greek Myth of Choice
Research Reports (IEW Unit VI) Lesson 14 - The Olympics (Ancient Greece) Lesson 15 - (Three
Parts) Ancient Rome
Formal Essays/Reports (IEW Unit VIII)
Lesson 16 - Adding an Introduction and Conclusion to Ancient Rome
Report
Lesson 17 - Putting It All Together: Five-Paragraph Report on Ancient
Rome Lesson 18 - Library Research Report on Ancient Rome
Subject of Choice
Writing From Pictures (IEW Unit V) Lesson 19 - Persecution of Christians (Rome)
Creative Writing (IEW Unit VII) Lesson 20 - Greek and Roman Gods (Contrast Essay) Lesson 21 - (Three
Parts) "A Very Different Life"
(Personal Essay) Lesson 22 - Polishing "A Very Different Life"
This is a great way of combining both
your history and writing! When you use IEW, you will
spend time teaching your students HOW TO WRITE, instead of so much
time worrying your kids with what to write about.
SAVE TIME and SPEND MORE TIME with your
FAMILY by using these writing lessons that work!
I lead a co-op and used the
American History Text this year and was very pleased.
For me, the most appealing
aspect of the "topic" based writing programs is that they
generally coincide with something that I'm already teaching.
Therefore, although the writing may be a new aspect of my
History lesson, the material still parallels with a subject
we're covering. And, although the writing assignments don't
always correspond with my lesson plans, they either
reinforce something we've already covered or they introduce
something yet to come.
One of my favorite parts of
the American History program is the way vocabulary is
introduced and integrated into the writing. It is great!
Another favorite, yet very challenging concept was the idea
of eliminating "to be" verbs. Wow! Very difficult, but it
made an incredible difference in the kids' writings.
We struggled in only one
portion of the program --- the Preamble, the Constitution
and the significance of the American Flag -- all close
together. Most fifth graders have heard of the constitution
but don't fully understand it. The preamble in particular is
a very complex concept. And I don't believe that 10- and
11-year-olds have fully developed an ability to emotionally
attach themselves or comprehend--well, much of anything,
much less the American flag.
We had to stop and
specifically cover these topics before the kids were truly
able to write about them. Unfortunately, I knew we missed
the boat when my son said, "I'm just going to write, that
when I see an American flag, I feel proud to be an American
and I think of what my forefathers sacrifice for me."
"Wow! You're pretty amazing.
Is that how you really feel every time you see a flag?"
"No, not really, but that
would be the easiest thing to write. Besides and it would
make a good poem." I guess I need to buy the Character
packet next!
~Kathy~
Co-op Leader
Throughout the
Manual, You Receive
Several BONUS ITEMS:
Stylistic Charts & Helps -
You should refer to these charts when your kids need help
brainstorming or developing an outline. Some of the lists include:
--Quality Adjectives
--Strong Verbs
--"-ly" Words
Stories - The
stories and lessons are right here in the book for you. You
do NOT have to spend time searching for each fairy tale and/or making
it appropriate for the age of your child.
Samples & Examples -
There are samples of other children's work, as well as examples of
the concept Lori is teaching for that lesson.
Vocabulary Cards -
Students will be instructed to cut out one set of cards each lesson.
They will be expected to include some vocabulary words in each
composition they write. The student will also be quizzed (include in
teacher's manual) over the words periodically. The goal is that these
words will become part of each student's natural writing vocabulary.
