SSS 1C 3lesson T

YEAR LEVEL
1 C
–––––
Teacher’s
Book
Structure
and Style®
FOR STUDENTS
YEAR 1 LEVEL C
LESSONS 1–3
Andrew Pudewa
© 2019 Institute for Excellence in Writing, L.L.C.

Also by Andrew Pudewa
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Copyright Policy
Structure and Style for Students: Year 1 Level C Teacher’s Manual Sampler
First Edition, November 2019
Copyright © 2019 Institute for Excellence in Writing
Our duplicating/copying policy for Structure and Style for Students: Year 1 Level C Teacher’s Manual Sampler:
All rights reserved.
No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means,
electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the
publisher, except as provided by U.S.A. copyright law and the specific policy below:
Home use: Because this Teacher’s Manual may not be reproduced, each family must own its own copy.
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Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . 5
Adapting the Schedule. . . . . . . . . . . . . . . . . . 8
UNIT 1: NOTE MAKING AND OUTLINES
Week 1 Weekly Overview. . . . . . . . . . . . . . 9
Board Notes . . . . . . . . . . . . . . . . . . . . . 10
“Recovered Pirate Secrets”. . . . . . . . . . . 11
“Pirate or Hero?”. . . . . . . . . . . . . . . . . . 13
Unit 1 Model Chart . . . . . . . . . . . . . . . 15
Organize Your Binder, Homework. . . . 16
UNIT 2: WRITING FROM NOTES

Week 2 Weekly Overview. . . . . . . . . . . . . 17
Board Notes . . . . . . . . . . . . . . . . . . . . . 18
Units 1 and 2 Model Chart. . . . . . . . . . 19
“A Beloved Daughter”. . . . . . . . . . . . . . 21
Stylistic Techniques. . . . . . . . . . . . . . . . 23
Unit 2 Composition Checklist . . . . . . . 25
UNIT 3: RETELLING NARRATIVE STORIES

Week 3 Weekly Overview. . . . . . . . . . . . . 27
Board Notes . . . . . . . . . . . . . . . . . . . . . 28
Letter to the Editor. . . . . . . . . . . . . . . . 29
Unit 3 Model Chart . . . . . . . . . . . . . . . 31
“Caesar and the Pirates” . . . . . . . . . . . . 33
Banned Words List – Verbs. . . . . . . . . . 35
Unit 3 Composition Checklist . . . . . . . 37
Introduction 5
Teacher’s Manual
Gray boxes such as this are in the teacher’s manual and provide extra information for the teacher or teaching parent to
help students in the course.
Depending on the age or aptitude of students, most participants plan to spend thirty to sixty minutes a day, four days a
week, working through the course. Younger or special needs students will need closer to forty-five minutes or longer each
day. Older or more adept students will find thirty minutes or less each day enough time to complete the assignments.
Note that lessons earlier in the year are easier and therefore less time intensive. Trust the system. Don’t skip the first
assignment! The easier lessons are important for all students as they build confidence and lay an important foundation.
Introduction
Introduction
Welcome to Structure and Style® for Students, taught by Andrew Pudewa . His humor and step-by-step
clarity have yielded amazing results with thousands of formerly reluctant writers . We hope you will
have an enjoyable year as you learn to write with Structure and Style!
Assembling Your Binder

Your Structure and Style for Students curriculum features a paper organization system that you will use
to manage your coursework and compositions in every stage of the writing process .
To prepare for your first class, take the first eight pages from this packet and place them at the front
of your binder—before the Source Texts tab . Each week, you will add the weekly Overview pages to
this front section; therefore, place Week 1 Overview, page 9, on top of the pages that you just moved .
When you begin Week 2, place Week 2 Overview on top of Week 1 Overview .
The remaining sheets from this student packet should be placed in the back of the binder, behind the
Documentation tab . You will be instructed each week by either your teacher or Mr . Pudewa where to
put these additional pages .
Supplies
Every Structure and Style for Students box comes with a Teacher’s Manual, this student packet, videos
containing twenty-four teaching episodes with Andrew Pudewa, and a Student Binder with eight tabs:
Punctuation Documentation
Stylistic Banned Words
and Usage
Techniques
Work in Process Finished
Source Texts Model Charts Compositions
and Outlines
Fix It! Grammar

To provide an effective and delightful method of applying grammar rules to writing, consider using
Fix It! Grammar in addition to this course .
Vocabulary
Vocabulary words are included in the lessons . Mr . Pudewa defines words on a weekly basis .
Beyond this, you only need a pen and several sheets of notebook paper for each week’s assignments.
Structure and Style for Students: Year 1 Level C 5

8 Introduction
Pages 6–7 intentionally not included with this packet.
How to adapt the suggested daily breakdown for a homeschool program:

In a homeschool setting, students will watch the video and complete the homework assigned in the Suggested Daily
Breakdown section on each lesson’s Overview page. On Day 5, parents will collect homework, return graded assignments
from the previous week, and reinforce what Mr. Pudewa taught on the video. Parents may also discuss grammar and/or
literature during class time.
How to adapt the suggested daily breakdown for a one-day-a-week program:

In a one-day-a-week class setting, teachers can adapt the suggested daily breakdown one of these two ways:
A. Using the videos as a guide, teachers watch SSS and then use it as a model for teaching the lessons live.
B. Alternatively, parents can purchase the SSS program allowing students to watch the video at home and complete the
assignment as directed for Days 1–4 in the Suggested Daily Breakdown section on each lesson’s Overview page. Class
will meet on Day 5 where the instructor can collect homework, return graded assignments from the previous week, and
reinforce what Mr. Pudewa taught on the video. Teachers may also discuss grammar and/or literature on class day.
How to adapt the suggested daily breakdown for a two- or three-day-a-week program:
In a two- or three-day-a-week class setting, teachers can adapt the suggested daily breakdown in any one of these
three ways:
A. Using the videos as a guide, teachers watch SSS and then use it as a model for teaching the lessons live.
B. Students can watch Part 1 of the video in class and complete the assignment as directed. Any work not completed in
class will be finished at home. The remaining class day(s) can be used to watch Part 2 of the video and complete the
assignment as directed. Class time will also be used to collect homework, return graded assignments from the previous
week, and reinforce what Mr. Pudewa taught on the video.
C. Alternatively, parents could purchase the SSS program, allowing students to watch the video and complete the
assignment at home. Instructors would then use their two or three class days to collect homework, return graded
assignments from the previous week, and reinforce what Mr. Pudewa taught on the video. Teachers may also discuss
grammar and/or literature on class day.
How to adapt the suggested daily breakdown for a four- or five-day-a-week program:
Teachers who teach in full-time schools can adapt the suggested daily breakdown in any one of these three ways:
A. Using the videos as a guide, teachers watch SSS and then use it as a model for teaching the lessons live. The daily
breakdown can remain the same, or teachers can adjust or stretch out the lessons. (See blue page for a suggested
weekly schedule for adapting twenty-four weeks of instruction into thirty weeks.)
B. Teachers show the videos as an instructional tool and facilitate the lessons by passing out the papers and writing on the
whiteboard what Mr. Pudewa writes. The daily breakdown can remain the same.
C. Teachers show the class selected clips from the videos, particularly those which introduce a new IEW Unit (Weeks 1, 2, 4,
7, 10, 13, 17, 20, and 22) and then teach the other weekly lessons themselves. The daily breakdown can remain the same,
or teachers can adjust or stretch out the lessons. (See blue page for a suggested weekly schedule for adapting twenty-
four weeks of instruction into thirty weeks.)
Week 1: Recovered Pirate Secrets, Pirate or Hero? 9
Week 1: Recovered Pirate Secrets

Pirate or Hero?
Teacher Preparation
Watch Teaching Writing: Structure and Style (TWSS) Clip/Disc 1 - Total Time 1:25:53
• About this Course: History and Rationale
• Overview of the Nine Structural Units
• Structural Unit 1: Note Making and Outlines
Literature Suggestion
The Whydah: A Pirate Ship Feared, Wrecked, and Found by Martin Sandler
Week 1: Recovered Pirate Secrets, Pirate or Hero?
UNIT 1: NOTE MAKING AND OUTLINES OVERVIEW
Week 1: Recovered Pirate Secrets

Pirate or Hero?
Structure and Style for Students Video 1 Part 1: 00:00–47:38 Part 2: 47:39–end
Goals
• to learn the Unit 1 Note Making and Outlines structural model
• to write a key word outline (KWO)
• to retell the content of a source text using just your outline
• to correctly use new vocabulary: circumnavigate, nor’easter, preemptive strike, privateer, tumultuous
Suggested Daily Breakdown

• Watch Part 1 of Video 1.
• On a fresh sheet of paper, take twenty minutes to write anything about your home.
• Hand in your paper to your teacher.
DAY 1
• Read and discuss “Recovered Pirate Secrets.”

• Write a key word outline (KWO) for the first paragraph with the class.
• Test your KWO by retelling it to a partner. Remember to speak in complete sentences.
Optional: Complete Day 1 in Fix It! Grammar Week 1.
• Watch Part 2 of Video 1 starting at 47:39.
DAY 2
• Write a KWO for the second and third paragraphs of “Recovered Pirate Secrets” independently.
• Write a KWO for “Pirate or Hero?”
DAY 3
• Test your KWO by retelling it to a partner.

Remember to speak in complete sentences.
• Retell “Recovered Pirate Secrets” from your KWO to a relative or friend for additional practice.
DAYS 4
AND 5
• Retell “Pirate or Hero?” from your KWO to a relative or friend for additional practice.

10 UNIT 1: NOTE MAKING AND OUTLINES
Board Notes
These notes represent what Mr. Pudewa wrote on the whiteboard.
Recovered Pirate Secrets

2–3 key words
Symbols, numbers, and abbreviations are free.
I. Whydah, sunk 1717, eastern Massachusetts
Put commas between words on KWO.
1. found, marine archaeologist, Barry Clifford
2. first, “golden age” ship
3. began, slave, captured, Bahamas
4. Captain “Black Sam” Bellamy
5. C. Prince, 3-day chase, surrendered
6. B claimed, flagship, + sailors, slaves
7. goodwill, B “Sultan” Prince & crew
II. W , plunder, E. coast, career, short-lived
1. 4/26/1717, caught, powerful, nor’easter

2. High winds + , crash, sandbar
3. break, tumultuous
4. wave, cannons, loose
5. guns, slid, ripped, ship
6. split, contents, scattered
7. of 146, 2 survived
III. wreck, buried, Barry Clifford, 1984
1. artifacts, snapshot, pirate 1700s
2. jewelry, clothing, grenades, ammo
3. W 5 T G , silver, jewelry
4. excavations, 30 years, items, Museum

Structure
Unit 1: Note Making and Outlines
Introduction to Structure
• The purpose of the key word outline (KWO) is to help remember the main idea
of the sentence.
• In Unit 1 key words are taken from each sentence. In other units this will change.
• Use a simple, one-level outline format. Students may use 2–3(4) key words per line.
Symbols, numbers, and abbreviations are free. The Roman numeral indicates the paragraph.

Public Speaking
Source Text
When the KWO is complete,
Recovered Pirate Secrets
students should test it by
The Whydah is a pirate ship that sunk in 1717 off the eastern coast of Massachusetts. It was retelling it to another person.
Require them to speak in
found two and a half centuries later by marine archaeologist Barry Clifford. It was the world’s complete sentences. Do not
first recovered “golden age” pirate ship. The vessel began its service as a slave ship but was skip this step in later units.
N To test the KWO, follow this

R
captured by two pirate ships in February 1717 near the Bahamas. The pirate captain was
pattern: Read. Think. Look up.
Samuel “Black Sam” Bellamy, a former British sailor. After a three-day chase, Captain Prince Speak. Read a line of notes.
IO
Think of a sentence. Look up.
PL FO
surrendered the Whydah to the pirates’ superior force. Bellamy claimed the vessel as his Speak loudly and clearly to the
flagship, adding some of Prince’s sailors and freed slaves to his crew. In a gesture of goodwill people, not the paper.
Repeating the source text
toward the captain who surrendered, Bellamy gave the Sultan, a smaller ship, to Prince and his verbatim is not the goal. Students
AT
remaining crew. may and will use their own words,

sentences, and ideas.
Soon, the Whydah was used to plunder other ships along the east coast, but its career was
DU OT
short-lived. On April 26, 1717, the Whydah was caught by a powerful nor’easter. High winds
IC
and waves battered the ship, causing it to crash stern first into a sandbar. The vessel began to Definitions from Source Text
break apart in the tumultuous seas. A large wave pushed the ship over and caused her cannons
nor’easter (n): a strong wind that
to come loose. The heavy guns ripped up parts of the ship as they slid. The Whydah split in half, blows from the northeast
N
her contents scattering across the ocean floor. Of her 146 crewmembers, only two survived. tumultuous (adj): involving a lot of
violence, confusion, or disorder
The wreck remained buried under water and sand until Barry Clifford discovered the site
in 1984 and shed light on some of the pirates’ secrets. Artifacts found onboard have provided
an enhanced snapshot of the life and business of a pirate in the early 1700s. Recovered items
include excessive jewelry and fashionable clothing, handmade grenades, and the ammunition
they used in battle. According to testimony at the time, the Whydah was carrying five tons
of gold, gold dust, silver, jewelry, and other treasures. Dives and excavations have continued
for three decades, and thousands of recovered items are now on display at the Whydah Pirate
Museum in West Yarmouth, Massachusetts.

Source Text
Pirate or Hero?
Francis Drake was born in the early 1540s, the eldest of twelve sons. At a young age he was
apprenticed to a merchant ship and learned navigation quickly. By the 1560s he had earned
command of his own ship and with his cousin John Hawkins worked illegally as a slave
N
trader. Selling captives to settlers, he broke Spanish law and was subsequently caught by
R
Spanish forces. Although he and his cousin both escaped, they lost scores of their men. This
IO
incident instilled in him a deep hatred of the Spanish crown.
PL FO
In 1572 Queen Elizabeth I gave Drake a privateer’s commission—a license to attack
and confiscate any property belonging to King Phillip II of Spain. After successful raids on
AT
several Spanish settlements, he returned to England in 1573, gaining wealth and notoriety.
The queen then sent Drake out to circumnavigate the globe. He rounded the Strait of
DU OT
Magellan and explored the Pacific coast of the American continents. Some believe that
he may have sailed as far north as Oregon or even British Columbia. He then crossed the
IC
Pacific, sailed through the Indian Ocean, rounded the Cape of Good Hope, and returned to
Plymouth, England, in 1580. Not only was he the first captain to sail all the way around the
N
world, the treasure he had plundered made him very wealthy. He was knighted in 1581.
As tensions between England and Spain grew, Elizabeth sent Drake on a series of raids Definitions from Source Text
against Spanish cities and settlements. Philip II built a huge fleet of warships, but Drake
privateer (n): a private individual
made a preemptive strike at Cádiz, destroying over thirty ships. Elizabeth appointed Drake licensed to use an armed ship to
attack enemy ships
vice admiral of the English Navy. When the Spanish Armada attacked England in 1588,
circumnavigate (v): to sail
a combination of factors—ships, tactics, and weather—resulted in a decisive victory for
completely around
England. Drake continued to harass and plunder the Spanish until his death from dysentery
preemptive strike (n): a surprise
and fever off the coast of Panama in 1596. To the English he died a hero, but to the Spanish attack launched against possible
opposition
he was a ruthless pirate.

This model chart is not handed out on the video. Instruct students to place it behind the Model Charts and Outlines tab in
the Student Binder. It will serve as a reminder for the students. Students will place future key word outlines (KWO) behind
respective model charts.
yellow

Paper Management
Every week, students are instructed to put away their papers in their binders. The tabs of the three-ring Student Binder are
listed on page 5.
This skill of “paper management” is important, not only for this class but for life! Be sure your students are deliberate about
organizing their binders as instructed. They will not only be able to refer back to their pages when needed, they will also be
proud of their accomplishments as the weeks and months progress.
For your convenience, the instructions on the video at the end of each class appear here.
Organize Your Binder

• Put “Recovered Pirate Secrets” and “Pirate or Hero?” behind the Source Texts tab.
• Put Unit 1: Note Making and Outlines behind the Model Charts and Outlines tab.
• Put your key word outline (KWO) behind the Work in Process tab.
• When you finish your homework, put it in the front pocket of your binder so you can turn it in.
Homework
1. Finish your KWO on “Recovered Pirate Secrets.”
2. Write your KWO on “Pirate or Hero?”
3. Practice retelling your KWOs to a partner.
Week 2: A Beloved Daughter 17
Week 2: A Beloved Daughter

Teacher Preparation
Watch TWSS Clip/Disc 1, 2, 9 - Total Time 1:36:50
• Public Speaking
• Structural Unit 2: Writing from Notes
• Q&A for Units 1–2
• Stylistic Techniques: How to Teach Stylistic Techniques: Dress-Ups
• Marking and Grading
• Model for Unit 2: Booklice
• Practicum Instructions for Units 1–2
• Q&A for Units 1–2 and Dress-Ups
• Marking and Grading
The Whydah: A Pirate Ship Feared, Wrecked, and Found by Martin Sandler
UNIT 2: WRITING FROM NOTES OVERVIEW

Goals
• to learn the Unit 2 Writing from Notes structural model
• to practice the Units 1 and 2 structural models
• to write a key word outline (KWO)
• to write a summary from your KWO
• to correctly create a title
• to correctly add dress-ups: -ly adverb, who/which clause
• to be introduced to the composition checklist
• to correctly use new vocabulary: alliteration, covertly, editor, tautology

• Read and discuss “A Beloved Daughter.”
DAY 1
• Write a KWO for the first paragraph with the class.

• Write a KWO for the second and third paragraphs independently.
• Learn the -ly adverb dress-up and write a list of -ly adverbs to use for your summary.
• Learn the who/which clause dress-up and practice a few that you can use for your summary.
• Learn how to use the checklist.
DAY 2
• Learn how to correctly format your paper.

• Learn how to correctly create a title.
• Using your KWO, not the source text, write the first paragraph of your summary about “A Beloved Daughter.”
• Follow the directions on the checklist and check off each item as you complete it.
• Using your KWO, not the source text, write the second paragraph of your summary about “A Beloved
Daughter.”
DAY 3
• Using your KWO, not the source text, write the third paragraph of your summary about “A Beloved Daughter.”
• Include and mark (underline) one -ly adverb and one who/which clause in each paragraph. Underline only
who or which, not the entire clause.
DAYS 4 AND 5
• Create a title following the title rule.

• Hire an editor and ask him or her to check your rough draft.
• Write your final draft making any changes that your editor suggested.
• Staple the checklist, final draft, rough draft, and KWO together. Hand them in.

18 UNIT 2: WRITING FROM NOTES
Board Notes
A Beloved Daughter Dress-Ups -ly adverbs
I. MMR, b. 1505, London, 1st o’ 5, children, TM 1. -ly adverb fervently

2. who/which clause passionately
1. TM, Lord High Chancellor, councillor , H VIII strongly
proudly
2. TM, believed, education, everyone!! lovingly
carefully
3. taught, languages, logic, math graciously
4. MMR studies, zeal, father’s, favorite shockingly
strangely
5. 1521, 16 yrs. Married Wm. Roper historically
wisely
6. skilled, writer, translator, survived cleverly
expertly
7. 1st non-royal, , publish E. translation
desperately
covertly
Students will complete KWO for paragraphs II and III independently. possibly
bravely
audaciously
courageously
defiantly
Name
Date Title (leave blank to start)
Skip lines or double space. No erasing allowed. Use a pen!
If you wrote a word you wish you had not written, simply draw a line through it
and write the word you want above it.
OK
If you want to add a word, insert a caret (^) and above the caret put the word.
If you want to move something, circle what you want to move and draw an arrow
to where it should go.
If you line out something and wish you had not, circle and write “OK.”
Messy papers indicate you worked very hard to get words into sentences.
Structure
Unit 2: Writing from Notes
the title rule
• Students set aside the source text and use the KWO to write a summary paragraph.
Stress the importance of writing in their own words.
• To form a catchy title that grabs the reader’s attention, students use the title rule:
title repeats one to three key words from final sentence.
This model chart is

not handed out on the
video. Instruct students
to place it behind the
Model Charts and
Outlines tab.
yellow

Source Text
A Beloved Daughter
Margaret More Roper, born in 1505 in London, England, was the eldest of Sir Thomas More’s
five children. He became the Lord High Chancellor and councillor to Henry VIII. More
believed strongly in education for everyone, even women. Thus, he began teaching Margaret
N
Latin, Greek, logic, philosophy, theology, mathematics, and astronomy. She pursued her studies
R
with zeal and became her father’s favorite. In 1521 at the age of sixteen, Margaret was married
IO
to William Roper, a son of one of Thomas’s teachers. She was a prolific writer and skilled
PL FO
translator though much of her work did not survive. Her vivid and readable translation of
Erasmus’s Precatio Dominica was published in 1524, making her the first non-royal woman to Defined Words
AT
publish a book translated into English. alliteration (n): three or more words
In 1534 after years of refusal to accept the Act of Supremacy and swear allegiance close together that begin with the
same sound
DU OT
to Henry as the head of the English Church, Thomas More was arrested and imprisoned.
covertly (adv): secretly
Margaret had always been very close to her father, and she visited him often in the Tower of
IC
tautology (n): needless repetition of
London, becoming his channel of communication with the outside world. Eventually, her
an idea, statement, or word
privilege was revoked, and Thomas More was sentenced to death. She was allowed one last visit
editor (n): a person who revises
N
to him on May 4, 1535. He was decapitated on July 6. written work and corrects errors
According to Thomas Stapleton, an early biographer of Thomas More: “[The head] by
order of the king, was placed upon a stake on London Bridge, where it remained for nearly a
month, until it had to be taken down to make room for other heads ... [it] would have been
thrown into the river had not Margaret Roper, who had been watching carefully and waiting
for the opportunity, bribed the executioner, whose office it was to remove the heads, and
obtained possession of the sacred relic.” Possibly, she preserved his head with pickling spices
until her own death in 1544 at the age of thirty-nine. Early scholars believed that the head was
interred with her at her request, although more recent scholars believe it was buried with her
when her body was moved to St. Dunstan’s Church in Canterbury.

Style Dress-Ups
Indicator: underline
Introduction to Style Minimum Rule: each one in
-ly adverb, who/which clause every paragraph
• The IEW dress-ups are descriptive words, phrases, or clauses added to a sentence. Week 2
To indicate that a dress-up has been added to a sentence, students underline it.
1. -ly adverb
• The -ly adverb is an adverb that ends with the suffix -ly. Do not allow students to
use -ly impostors (adjectives) such as ugly. 2. who/which clause
• The who/which clause is a dependent clause added to a complete sentence. Use Week 3
who for people and which for things. 3. strong verb
• Who/which clauses are set off with commas if they are nonessential but take no
Week 4
commas if they are essential.
Students who play volleyball may leave class early. 4. because clause
Not all students may leave early. The who clause is essential to the sentence. Week 6
• From now on, students should include and mark an -ly adverb and a who/which 5. quality adjective
clause in each paragraph that they write.
Week 7
6. www.asia clause
Stylistic Techniques Sentence Openers

Indicator: number
I. Dress-Ups Minimum Rule: each one in
1. 4. every paragraph
2. 5. Week 9
3. 6. 2. prepositional
Indicator: Week 10
Minimum Rule:
3. -ly adverb
Week 11
II. Sentence Openers 6. vss (2–5 words)

1. 4. Week 12
2. 5.
5. clausal - www.asia.b
3. 6.
Week 14
Indicator:
1. subject
Minimum Rule:
4. -ing
Decorations
III. Decorations Indicator: “dec” in margin or italicize
1. 4. Minimum Rule: one different
decoration per paragraph
2. 5.
Week 20
3. 6.
Indicator: 1. alliteration
Minimum Rule: 2. 3 short staccato sentences
tan
3. quotation
Week 22
4. question
5. dramatic open-close
6. simile/metaphor
Students should look at the checklist before writing to know what is expected. While writing, they
should check off items on the checklist as they complete them. Before submitting an assignment,
they should review the checklist to ensure their paper is complete.
If students complete the checklist, they can expect to receive an A for accepted. If students fail to
complete the checklist, they are not yet finished and should receive an I for incomplete.
Teachers who
prefer checklists
Unit 2 Composition Checklist Writing
with point values,
from
Week 2: A Beloved Daughter Notes see the blue page
in the front of
this book for the
Name:
Reproducible
Checklist link.
STRUCTURE
N
name and date in upper left-hand corner _____
R
composition double-spaced _____
Note that
students can
_____
IO
title centered and repeats 1–3 key words from final sentence include more
than one -ly
PL FO
checklist on top, final draft, rough draft, key word outline _____
STYLE adverb or who/
which clause
¶1 ¶2 ¶3 Dress-Ups (underline one of each)
in a paragraph.
-ly adverb _____ However, they
AT
who/which clause _____ should only mark
MECHANICS (underline) one in
_____ each paragraph.
DU OT
capitalization
end marks and punctuation _____
_____
IC
complete sentences (Does it make sense?)

correct spelling _____
N

• Put “A Beloved Daughter” behind the Source Texts tab.

• Put Unit 2: Writing from Notes behind the Model Charts and Outlines tab.
• Put your KWO and the Unit 2 Composition Checklist behind the Work in Process tab.
• Put the Stylistic Techniques and your -ly adverb list behind the Stylistic Techniques tab.
Homework
1. Write three paragraphs using your KWO and the Unit 2 Composition Checklist.
2. Include and mark (underline) one -ly adverb and one who/which clause in each paragraph.
3. Have your editor check your rough draft.
4. Make necessary corrections.
5. Follow the directions on the checklist.
Week 3: Caesar and the Pirates 27
Week 3: Caesar and the Pirates

Teacher Preparation
Watch TWSS Clip/Disc 9 & 2 - Total Time 0:19:11
• Structural Unit 3: Retelling Narrative Stories
A Man for All Seasons: A Play in Two Acts by Robert Bolt
UNIT 3: RETELLING NARRATIVE STORIES OVERVIEW

Goals
• to learn the Unit 3 Retelling Narrative Stories structural model
• to write a 3-paragraph KWO using the Unit 3 Story Sequence Chart
• to write a 3-paragraph story
• to correctly add a dress-up: strong verb
• to ban weak verbs: say/said, go/went, see/saw
• to correctly use new vocabulary: archipelago, Asia Minor, legend, talent

• Learn about the Story Sequence Chart and copy the chart with the class.
DAY 1
• Read and discuss “Caesar and the Pirates.”

• Write a KWO with the class.
• Write a list of -ly adverbs to use for your story.
• Practice ideas for who/which clauses that you can use in your story.
• Learn a new dress-up: the strong verb.
DAY 2
• Practice replacing the banned verbs say/said, go/went, and see/saw with stronger verbs.
• Review how to correctly write a title.
• Using your KWO, write the first paragraph of your story about “Caesar and the Pirates.”
• Follow the directions on the checklist and check off each item as you complete it.
• Using your KWO, write the second paragraph of your story about
“Caesar and the Pirates.”
DAY 3
• Write the third paragraph of your story about “Caesar and the Pirates.”
• Add dress-ups, including one strong verb in each paragraph.
• Create a title following the title rule.
DAYS 4
AND 5
• Give the Letter to the Editor to your editor and have him or her check your rough draft.
• Write your final draft making any changes that your editor suggested.
• Staple the checklist, final draft, rough draft, and KWO together. Hand them in.

28 UNIT 3: RETELLING NARRATIVE STORIES
Board Notes
Story Sequence Chart

say/said
Characters/Setting
I. Pirates, islands, Greece inquired
who - like, personality stated
where 1. kidnap, raids, plunder, wealthy shouted
when } image/mood exclaimed
2. Julius C., student, 24 yrs. threatened
boasted
3. Rhodes, oratory, best, teacher laughed
4. captured, pirates, ransom swore
announced
complained
Conflict/Problem
demanded
What want/need? II. P 20 talents, C -important, 50! insulted
think? 1. games, sports screeched
say?
2. forced, poetry, speeches
do? go/went
3. sleep, “Quiet!”, P amused
sail
4. C “crucify, you, all” travel
race
Climax/Resolution depart
journey
How solved? III. ransom, arrived, C -released
return
flee
) )
Message 1. fleet, Milesian, , return
left
Epilog
2. captured, P -counting, treasure arrived
sneak
3. took, Pergamus, crucified search
4. Rhodes, study, 2 yrs.

see/saw
Dress-Ups -ly adverbs gazed
viewed
1. -ly adverb brazenly glanced
brutally surveyed
2. who/which clause violently noticed
3. strong verb I _____. passionately observed
naturally
}
It _____. spotted
image shockingly inspected
unexpectedly examined
feeling surprisingly beheld
audaciously witnessed
Title
willingly
repeats 1–3 cruelly
key words from rudely
sternly
final sentence seriously
gravely
Letter to the Editor
Writer’s Name: ___________________________

Dear Editor,
Congratulations on being selected to edit the rough draft of the writing assignment for
the writer listed above. Every good writer has an encouraging editor. This student is
enrolled in my writing course using the IEW® Structure and Style® writing program.
Because this is a “school paper,” it is easy to be confused on the role of an editor. In

order not to inadvertently discourage students who are just learning how to write well,
this program’s editor job has two main distinctions.
First, the editor’s job is to simply correct grammar and spelling mistakes. This course The Editing Process
requires students to write quickly—hence the possibility of poor handwriting.
Additionally, the course requires students to insert specific stylistic techniques which Students should be expected
may, at times, render a sentence more awkward than is desirable. Upon practice, to read their rough drafts out
students will become more eloquent in their writing. For our purposes, it is better to loud and fix errors before
undercorrect than overcorrect. giving to an editor.
Through the editing
Secondly, an editor should be compensated. You and the student should agree on process students should
compensation for your time. Compensation should ideally take approximately the receive useful feedback
same amount of time as your time editing (usually less than 15 minutes). Some ideas about correct spelling,
are cleaning, pulling weeds, or my personal favorite—a shoulder massage! punctuation, and proper
grammar usage.
If you choose to accept this task, I encourage you to relax, enjoy reading what this
student has written, and simply mark any obvious errors. Then, enjoy your shoulder
massage, weeded garden, or cleaned area of the house.
Thank you for your willingness to help young people become better writers.
Warmly,
Writing Teacher
IEW® and Structure and Style® are registered trademarks of the Institute for Excellence in Writing, L.L.C.

Structure
Unit 3: Retelling Narrative Stories
• Unit 3 teaches students to extract key ideas from a story and then organize that
information into a 3-paragraph summary.
• No longer are key words taken from each sentence; rather, key words are formed by
answering questions related to the Story Sequence Chart.
• Each paragraph has a distinct purpose. The first focuses on characters and setting,
the second on conflict or problem, and the third on climax and resolution.
This model chart is

not handed out on the
video. Instruct students
to place it behind the
Model Charts and
Outlines tab.
yellow

Source Text
Caesar and the Pirates

Adapted from Caesar and the Pirates by Charles Morris
along with The Life of Julius Caesar by Plutarch
N
The Mediterranean had long been ravaged by pirate fleets, which made the inlets of
R
Asia Minor and the isles of the archipelago their places of shelter, from whence they
IO
dashed out on rapid raids and within which they vanished when attacked . So great
PL FO
became their audacity that they carried off important personages from the coast
Definitions from Source Text
of Italy, ravaged all unguarded shores, and are said to have captured hundreds of
AT
Asia Minor (n): a peninsula in
important towns . The merchant fleets of Rome made their journeys under constant
Western Asia between the Black
danger . Sea and the Mediterranean Sea,
DU OT
including most of Turkey

In the year 76 B .C ., Julius Caesar, then a young man of twenty-four, was on
IC
archipelago (n): a group of
his way to the island of Rhodes, where he wished to perfect himself in oratory in islands
the famous school of Apollonius Molo, in which Cicero, a few years before, had talent (n): an ancient unit of
weight of high value used for
N
gained instruction in the art . Cicero had taught Rome the full power of oratory, currency
and Caesar, recognizing the usefulness of the art, naturally sought instruction from
Other Defined Word
Cicero’s teacher .
legend (n): a story from the past
Caesar was traveling as a gentleman of rank, but on his way he was captured that may contain some truth but
is mostly embellished
and taken prisoner by pirates, who, deeming him a person of great distinction,
held him for a ransom of twenty talents of silver . Caesar, however, scoffed at them
for not knowing who he was and demanded that they ask for fifty talents . He then
dispatched his servants to fetch the sum .

UNIT 3: RETELLING NARRATIVE STORIES
For six weeks Caesar remained in their hands, waiting until his ransom should
be paid . He was in no respect downcast by his misfortune but took part freely in the
games and pastimes of the pirates . He treated them with such disdain that whenever
N
R
their noise disturbed his sleep he sent orders for them to keep silence .
IO
He also wrote poems and sundry speeches, which he read aloud to them, and
PL FO
those who did not admire these he would call to their faces illiterate barbarians .
AT
The pirates were delighted at this and attributed his boldness of speech to a certain
simplicity and boyish mirth . In his familiar conversations with the chiefs, he plainly
DU OT
told them that he would one day crucify them all . They laughed heartily at this
IC
pleasantry, assuming it a jest .
N
Caesar was released at last, the ransom being paid . He lost not a moment in
carrying out his threat . Obtaining a fleet of Milesian vessels, he sailed immediately to
the island where he had been held captive and descended upon the pirates so suddenly
that he took them prisoners while they were engaged in dividing their plunder .
Transporting them to Pergamus, he handed them over to the civil authorities,
by whom his promise of crucifying them all was duly carried out . Then he went to
Rhodes and spent two years in the study of elocution . He had proved himself an
awkward kind of prey for pirates .
34 Institute for Excellence in Writing

Style
strong verb
banned words: say/said, go/went, see/saw
• A verb is something somebody is or does. It gives a complete thought. I ___. It ___.
• A strong verb gives a strong image or feeling. Find a weak verb and replace it with a stronger
verb, e.g., came vs stalked or stormed. Encourage students to use a thesaurus.
• When a word is banned, all forms of the word are banned. Banning said means that say and
saying are also banned.
• From now on, students should include and mark a strong verb in each paragraph that they
write. Because words with an -ing suffix often function as adjectives or nouns, in this class a
word with an -ing suffix should not be marked as a strong verb.
Banned Words List – Verbs

blue

Teachers and parents should remember IEW’s EZ+1 Rule. The checklist should include only those elements of style that
have become easy plus one new element. If students are not yet ready for a basic element on the checklist, simply have
them cross it out.
Unit 3 Composition Checklist Retelling

Narrative
Week 3: Caesar and the Pirates Stories
Name:
N
STRUCTURE
R
name and date in upper left-hand corner
composition double-spaced
_____
_____
Teachers who prefer
checklists with point
IO
values, see the blue
title centered and repeats 1–3 key words from final sentence _____ page in the front
PL FO
story follows Story Sequence Chart _____ of this book for
checklist on top, final draft, rough draft, key word outline _____ the Reproducible
STYLE Checklist with
Points link.
AT
¶1 ¶2 ¶3 Dress-Ups (underline one of each)
-ly adverb _____ Students should
who/which clause _____ underline nine words
DU OT
strong verb _____ in the finished paper:

three dress-ups per
CHECK FOR BANNED WORDS (-1 pt for each use): say/said, go/went, see/saw _____
paragraph.
IC
MECHANICS
capitalization _____
end marks and punctuation _____
N
complete sentences (Does it make sense?) _____

correct spelling _____

• Put “Caesar and the Pirates” behind the Source Texts tab.
• Put Unit 3: Retelling Narrative Stories behind the Model Charts and Outlines tab.
• Put your KWO and the Unit 3 Composition Checklist behind the Work in Process tab.
• Put the Banned Words List – Verbs behind the Banned Words tab.
Homework
1. Memorize the Story Sequence Chart.

2. Write three paragraphs using your KWO and the Unit 3 Composition Checklist.
3. Include and mark one strong verb in each paragraph.
4. Do not use the banned verbs say/said, go/went, see/saw in your paper.
5. Give the Letter to the Editor to your editor and have him or her check your rough draft.
6. Make necessary corrections.
7. Follow the directions on the checklist.

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YEAR LEVEL

© 2019 Institute for Excellence in Writing, L.L.C.

Advanced Communication Series Phonetic Zoo Spelling, Levels A, B, C

Printed in the United States of America

UNIT 2: WRITING FROM NOTES

UNIT 3: RETELLING NARRATIVE STORIES

Assembling Your Binder

Fix It! Grammar

Structure and Style for Students: Year 1 Level C 5

Pages 6–7 intentionally not included with this packet.

How to adapt the suggested daily breakdown for a homeschool program:

How to adapt the suggested daily breakdown for a one-day-a-week program:

Week 1: Recovered Pirate Secrets

Week 1: Recovered Pirate Secrets, Pirate or Hero?

UNIT 1: NOTE MAKING AND OUTLINES OVERVIEW

Week 1: Recovered Pirate Secrets

Suggested Daily Breakdown

• Read and discuss “Recovered Pirate Secrets.”

• Test your KWO by retelling it to a partner.

Structure and Style for Students: Year 1 Level C 9

These notes represent what Mr. Pudewa wrote on the whiteboard.

Recovered Pirate Secrets

2. first, “golden age” ship

3. began, slave, captured, Bahamas

4. Captain “Black Sam” Bellamy

5. C. Prince, 3-day chase, surrendered

6. B claimed, flagship, + sailors, slaves

7. goodwill, B “Sultan” Prince & crew

II. W , plunder, E. coast, career, short-lived

1. 4/26/1717, caught, powerful, nor’easter

4. wave, cannons, loose

5. guns, slid, ripped, ship

6. split, contents, scattered

III. wreck, buried, Barry Cliﬀord, 1984

1. artifacts, snapshot, pirate 1700s

2. jewelry, clothing, grenades, ammo

4. excavations, 30 years, items, Museum

Week 1: Recovered Pirate Secrets, Pirate or Hero?

N To test the KWO, follow this

remaining crew. may and will use their own words,

Museum in West Yarmouth, Massachusetts.

Structure and Style for Students: Year 1 Level C 11

Week 1: Recovered Pirate Secrets, Pirate or Hero?

Structure and Style for Students: Year 1 Level C 13

Structure and Style for Students: Year 1 Level C 15

Organize Your Binder

Week 2: A Beloved Daughter

Week 2: A Beloved Daughter

UNIT 2: WRITING FROM NOTES OVERVIEW

Week 2: A Beloved Daughter

Suggested Daily Breakdown

• Write a KWO for the first paragraph with the class.

• Learn how to correctly format your paper.

• Create a title following the title rule.

Structure and Style for Students: Year 1 Level C 17

A Beloved Daughter Dress-Ups -ly adverbs

I. MMR, b. 1505, London, 1st o’ 5, children, TM 1. -ly adverb fervently

This model chart is

Structure and Style for Students: Year 1 Level C 19

complete sentences (Does it make sense?)

strong verb _____ in the finished paper:

complete sentences (Does it make sense?) _____