Developing a School-wide Writing Program

Transcription

1 Developing a School-wide Writing Program Special Area: Presented by: Length of Unit: Connections Carol Andresen and Denise Wells, Franklin School, Corvallis, OR 3 Lessons (12 days) I. ABSTRACT As in all areas of the Core Knowledge Curriculum students writing, grammar, and usage skills should build on mastered knowledge from one year to the next. After attending writing workshops at the Core Knowledge Conference in Orlando, Florida ( Teaching Writing to Children with Andrew Pudewa of the Institute For Excellence in Writing and The Read/Write Connection with Maureen Auman), our middle school language arts and our special education teachers were inspired to use these two writing programs to develop a writing instruction plan that would span all of the grades in our K-8 school. This presentation will introduce participants to key components of our writing plan. II. OVERVIEW A. Concept Objectives 1. Teachers will provide writing skills instruction in a structured, sequenced, school-wide program in order to improve continuity throughout the school and to insure that writing skills mastered in each grade are built upon by the teacher of the next grade. 2. Teachers will present writing skills in context by blending writing and grammar instruction into Core Knowledge units of study. 3. Students will choose key concepts and develop notes for text sections using informal outline format. 4. Students will orally relate main ideas of text section using only key word notes for reference. 5. Students will write a summary of text section in their own words using only key word notes for reference. 6. Students will convey clear, focused main ideas supported by details and examples in ways appropriate to topic, audience, and purpose. (Oregon Department of Education, Oregon Standards Fall 2000; English Writing, Benchmark 3) 7. Students will structure writing in a sequence by developing a beginning, middle, and end and by making transitions among ideas and paragraphs. (Oregon Department of Education, Oregon Standards Fall 2000; English-Writing, Benchmark 3) 8. Students will use varied sentence structures and lengths to enhance flow and rhythm. (Oregon Department of Education, Oregon Standards Fall 2000; English-Writing, Benchmark 3) 9. Students will use correct spelling, grammar, punctuation, capitalization, paragraphing, and citations. (Oregon Department of Education, Oregon Standards Fall 2000; English-Writing, Benchmark 3) 10. Students will write in a variety of modes (e.g., narrative, imaginative, expository, persuasive) and forms (e.g., essays, storie s, letters, research papers, and reports) appropriate to audience and purpose. (Oregon Department of Education, Oregon Standards Fall 2000; English- Writing, Benchmark 3) Schoolwide Writing Program, Connections 2001 Conference 1

2 B. Content from the Core Knowledge Sequence Second Grade Writing Content: 1. Produce a variety of types of writing such as stories, reports, letters, poems, descriptions and make reasonable judgments about what to include in his or her own written works based on the purpose and type of composition. 2. With assistance, produce written work with a beginning, middle, and end, and when appropriate organize material in paragraphs. 3. With assistance, revise and edit to clarify and refine his or her meaning in writing, and attend to spelling, mechanics, and presentation in final drafts of selected works. History and Geography Content: 4. Early Civilizations: China importance of silk Fourth Grade Writing and Research Content: 1. Produce a variety of types of writing including stories, reports, summaries, descriptions, poems, letters with a coherent structure or story line. 2. Know how to gather information from different sources (such as an encyclopedia, magazines, interviews, observations, atlas, on-line), and write short reports presenting the information in his or her own words, with attention to the following Understanding the purpose and audience of the writing Defining the main idea and sticking to it Providing an introduction and conclusion Organizing material in coherent paragraphs Documenting sources in a rudimentary bibliography 3. Organize material in paragraphs and understand How to use a topic sentence How to develop a paragraph with examples and details That each new paragraph is indented History and Geography Content: 4. China: Dynasties and Conquerors Han dynasty: the Silk Road Sixth Grade Writing and Research Content: 1. Writing a research essay, with attention to Asking open-ended questions Gathering relevant data through library and field research Summarizing, paraphrasing, and quoting accurately Defining a thesis Organizing with an outline Integrating quotations from sources Acknowledging sources and avoiding plagiarism Preparing a bibliography History and Geography Content: 2. Judaism and Christianity: Geography of the Middle East-- The Silk Road C. Skills Objectives: 1. Select and record key words from passages in research materials. Schoolwide Writing Program, Connections 2001 Conference 2

3 2. Use informal outline format. 3. Orally communicate main ideas of resource materials utilizing key word outlines for reference. 4. Write a summary from short stories or articles using only key word outline. 5. Write expository paragraphs in order to explain something, present facts, give directions, list information, describe a process or promote an opinion (expository and persuasive modes). 6. Distinguish between telling a story (narrative) and presenting information (expository). 7. Use a variety of techniques to organize ideas for writing pattern paragraph, graphic organizer, informal outlines, combined outlines. 8. Use elaboration and enhancement techniques to improve writing style and to support and expand ideas. 9. Write topic sentence and/or thesis statement to indicate subject and hint at what will be proved or explained. 10. Use transition words to bind together separate ideas. 11. Give examples or explanations to support paragraph details. 12. Use concluding sentence to summarize and/or convince reader. 13. Use multiple sources from classroom, school, public library, on-line material to research topic. 14. Combine key word outlines from different sources into one, united outline for research writing project. 15. Write a multi-paragraph essay. 16. Use Reason or Writing/Opinion-Belief/Hint of Proof Plan technique to share information and/or to persuade. 17. Use assignment requirement checklists to write, edit and revise writing assignments. III. BACKGROUND KNOWLEDGE A. For Teachers 1. Auman, Maureen. Step Up to Writing. Longmont, CO: Sopris West, Hacker, Diane. A Writer s Reference, 4 th Edition. Boston: Bedford Books of St. Martin s Press, Teaching Writing: Structure & Style, Seminar and Practicum Workbook. Moscow, ID: The Institute for Excellence in Writing, B. For Students Second Grade 1. Understand and produce a variety of writings for example, brief stories, descriptions, and journal entries with spelling sufficient to be able to read the words himself or herself. 2. Knowledge of basic grammar and parts of sentences nouns, verbs, subjects and predicates. Fourth Grade 3. Make reasonable judgments about what to include in written works based on the purpose and type of composition. 4. Know how to gather information from basic print sources and write a short report presenting this information. 5. Produce written work with a beginning, middle, and end. Schoolwide Writing Program, Connections 2001 Conference 3

4 6. Organize material in paragraphs and understand topic sentences, examples and details, and indentation of paragraphs. 7. With guidance gather information, organize thoughts, compose a draft, revise work to clarify and refine meaning, and proofread with attention to spelling, mechanics and presentation of a final draft. Sixth Grade 8. Gather information from different sources and write short reports synthesizing information from at least three different sources. 9. Present the information in own words, with attention to: purpose and audience of the writing, main idea, introduction, conclusion, organizing material in coherent paragraphs, illustrating points with relevant examples, and documenting sources. IV. RESOURCES A. Core Knowledge Sequence B. Kemper, Dave; Nathan, Ruth & Sebranek, Patrick. Writers Express. C. Sebranek, Patrick; Meyer, Verne & Kemper, Dave. Write Source D. Copies of Appendices A through C V. LESSONS Second Grade Lesson One: Key Word Note Taking A. Daily Objectives 1. Concept Objectives a. Students will choose key concepts and develop notes for text sections using informal outline format. b. Students will orally relate the main idea of each sentence in the text section using only key word notes for reference. c. Students will write a summary of text section in their own words using only key word notes for reference. d. Students will use varied sentence structures and lengths to enhance flow and rhythm. (Oregon Department of Education, Oregon Standards Fall 2000; English-Writing, Benchmark 3) 2. Lesson Content Writing Content: a. Produce a variety of types of writing such as stories, reports, letters, poems, descriptions and make reasonable judgments about what to include in his or her own written works based on the purpose and type of composition. b. With assistance, produce written work with a beginning, middle, and end, and when appropriate organize material in paragraphs. c. With assistance, revise and edit to clarify and refine his or her meaning in writing, and attend to spelling, mechanics, and presentation in final drafts of selected works. History and Geography Content: d. Early Civilizations: China importance of silk 3. Skills Objectives a. Select and record key words from passages in research materials. b. Use informal outline format. c. Orally communicate main ideas of resource materials utilizing key word outlines for reference. Schoolwide Writing Program, Connections 2001 Conference 4

5 d. Write a summary from short stories or articles using only key word outline. e. Use assignment requirement checklists to write, edit and revise writing assignments. B. Materials 1. Culture Kit: China by Linda Scher & Mary Oates Johnson 2. Student writing paper and pencil 3. White or black board for teacher s note taking model 4. 2 nd Grade Checklist C. Key Vocabulary 1. Key Words significant words that remind students of the most important details in the selected text 2. Strong Verb Using a thesaurus to find a synonym for an over-used verb D. Procedures/Activities DAY ONE 1. Teacher begins writing unit with chalkboard/white board demonstration and group participation. 2. Students are given copies of selected text paragraphs at or below their independent reading level. Keep text selections short (one paragraph of five sentences) especially as this writing technique is introduced. 3. Teacher or volunteer orally reads selected text. 4. Teacher asks for possible titles for summary of selected text. 5. Students record their title and underline it at the top of their paper. 6. Teacher and students will count the number of sentences in selected text and number their note taking paper accordingly. 7. Teacher leads class in brainstorming activity to determine three key words for the sentences of selected text. 8. Using informal outline format students develop notes for each sentence by recording one to three key words of their choice. 9. As students demonstrate a proficiency for picking out words that help them remember main ideas, they may choose their own key words and create outlines independently. 10. Teacher insists upon having no more than three words per sentence of selected text. 11. After notes are completed students turn source text face down. 12. Students pair off and tell each other the text s content from their own notes. Change partners and do the tell back activity again. 13. Repeating the source text verbatim is not the goal. Memorizing is not the goal. Students may and will use their own words, sentences, and ideas. 14. Day One lesson should not last long. Spend only enough time for the students to understand the process. DAY TWO 15. Using outlines developed on Day One teacher asks students for possible sentences for note number 1. (The original copies of source text are not used for this step.) 16. As a model teacher records one of the students sentences on the board. 17. On the first draft of any writing assignment, students should double-space their work. 18. Teacher asks students to write the first sentence for the summary. Students (especially in grades one and two) may copy from the board. Schoolwide Writing Program, Connections 2001 Conference 5

6 19. Using this same procedure teacher models summary sentence for note number When students appear to have mastered this summarizing technique, teachers ask students to continue the process and complete the summary on their own. 21. At first, teacher may need to model writing the entire summary for selected text before students can do this independently. 22. If students need to look at the source text, they may do so only to check facts. A good rule: students may reread the source one time but not write on their own compositions while doing so. 23. Once students have written their summaries, teachers ask students to find and evaluate their verb choices. Have students substitute strong verbs to add variety to their written work. 24. Teachers provide an assignment checklist for summary of selected text. (See appendix.) 25. Using assignment checklist teachers guide students through the editing, elaborating and revising process of their summary paragraph. E. Assessment/Evaluation 1. This note taking and summarizing technique may be repeated until the students are comfortable and familiar with the process. Do not stop the oral retelling too early. Reading comprehension is greatly improved when the students are proficient with the verbal summarizing step. 2. Teacher evaluates students written work using the assignment checklist as a scoring rubric. Fourth Grade Lesson Two: Writing a Patterned Expository Paragraph A. Daily Objectives 1. Concept Objectives a. Students will choose key concepts and develop notes for text sections using informal outline format. b. Students will orally relate main ideas of text section using only key word notes for reference. c. Students will write a summary of text section in their own words using only key word notes for reference. d. Students will convey clear, focused main ideas supported by details and examples in ways appropriate to topic, audience, and purpose. (Oregon Department of Education, Oregon Standards Fall 2000; English Writing, Benchmark 3) e. Students will structure writing in a sequence by developing a beginning, middle, and end and by making transitions among ideas and paragraphs. (Oregon Department of Education, Oregon Standards Fall 2000; English-Writing, Benchmark 3) f. Students will use varied sentence structures and lengths to enhance flow and rhythm. (Oregon Department of Education, Oregon Standards Fall 2000; English-Writing, Benchmark 3) g. Students will use correct spelling, grammar, punctuation, capitalization, paragraphing, and citations. (Oregon Department of Education, Oregon Standards Fall 2000; English-Writing, Benchmark 3) h. Students will write in a variety of modes (e.g., narrative, imaginative, expository, persuasive) and forms (e.g., essays, stories, letters, Schoolwide Writing Program, Connections 2001 Conference 6

7 research papers, and reports) appropriate to audience and purpose. (Oregon Department of Education, Oregon Standards Fall 2000; English-Writing, Benchmark 3) 2. Lesson Content Writing and Research Content: a. Produce a variety of types of writing including stories, reports, summaries, descriptions, poems, letters with a coherent structure or story line. b. Know how to gather information from different sources (such as an encyclopedia, magazines, interviews, observations, atlas, on-line), and write short reports presenting the information in his or her own words, with attention to the following Understanding the purpose and audience of the writing Defining the main idea and sticking to it Providing an introduction and conclusion Organizing material in coherent paragraphs Documenting sources in a rudimentary bibliography c. Organize material in paragraphs and understand How to use a topic sentence How to develop a paragraph with examples and details That each new paragraph is indented History and Geography Content: d. China: Dynasties and Conquerors Han dynasty: the Silk Road 3. Skills Objectives a. Write expository paragraphs in order to explain something, present facts, give directions, list information, describe a process or promote an opinion. (expository and persuasive modes) b. Distinguish between telling a story (narrative) and presenting information (expository). c. Use a variety of techniques to organize ideas for writing pattern paragraph, graphic organizer, informal outlines, combined outlines. d. Use elaboration and enhancement techniques to improve writing style and to support and expand ideas. e. Write topic sentence and/or thesis statement to indicate subject and hint at what will be proved or explained. f. Use transition words to bind together separate ideas. g. Give examples or explanations to support paragraph details. h. Use concluding sentence to summarize and/or convince reader. i. Use assignment checklists to write, edit and revise writing assignment. B. Materials 1. Ancient China by Louis Sabin 2. Ancient China ed. Carol Michaelson 3. China: Then and Now by Susan Finney and Patricia Kindle 4. Student writing notebook and pencil 5. White or black board for teacher s model 6. Colored sentence strips (green, yellow and red) 7. 4 th Grade Assignment Checklist C. Key Vocabulary 1. Key Words significant words that remind students of the most important details in the selected paragraphs from their research sources Schoolwide Writing Program, Connections 2001 Conference 7

8 2. Green /Topic Sentence a sentence that lets reader know what will be explained, proven or what information will be given 3. Yellow/Reason/Detail/Facts sentences that give main ideas and relate key concepts about the general topic 4. Red/Explanations and Examples sentences that expand the yellow fact/detail sentences by giving examples or further evidence 5. Green/Conclusion restatement of the topic and what was proved using synonyms or new words (no new facts here) 6. ly Opener beginning a sentence with an adverb 7. Prepositional Opener beginning a sentence with a prepositional phrase 8. Complex Sentence a type of sentence made up of two ideas that are not equal in importance (The two clauses can be connected with subordinate conjunctions or relative pronouns.) 9. Compound Sentence a type of sentence made up of two simple sentences that are equal in importance and are joined by using a coordinating conjunction preceded a comma 10. Quality Adjective Using a thesaurus to find a synonym for a weak or over-used adjective D. Procedures/Activities DAY ONE 1. See Day One in Lesson One (second grade) and follow key word note taking procedures to have students make key word informal outlines for pertinent paragraphs from their resources. DAY TWO 2. To create a Combined Note Outline, teachers have students choose details from the key word Notes from Sources that fit together and are important and interesting. Select no more than ten details/facts per topic. Have students mark their choices with T for topic sentence ideas; for details, facts and example sentence ideas and C for ideas for the concluding sentence. 3. Teacher asks students to transfer selected key word note to Combined Note Outline. Students should list detail, fact and example notes in logical order and number. DAY THREE 4. Teacher asks students to read over 4 th Grade Checklist and reviews process for completing each item. 5. Students write topic sentence on a green strip of paper. 6. Students write reason/detail/fact sentences on yellow strips of paper. 7. Students write explanatory or example sentences on red strips of paper. 8. Students write concluding sentence on a green strip of paper. 9. Students should be sure that their paragraph sentences are in logical order. They can move them around to improve the paragraph s sense. 10. Students should carefully review requirements on the 4 th Grade Checklist to make sure they have met assignment expectations. 11. Students stack strips in correct order and paper clip together. DAY FOUR 12. Students review paragraph layout by laying strips out in correct order. 13. Students now copy sentences to notebook paper in paragraph form, being sure to indent and double space their writing assignment. 14. After copying their paragraph, students review 4 th Grade Checklist one last time and proofread their final copy. Schoolwide Writing Program, Connections 2001 Conference 8

9 E. Assessment/Evaluation 1. Teacher evaluates students written work using the assignment checklist as a scoring rubric. Sixth Grade Lesson Three: Organizing Information from Multiple Sources for a Research Paper A. Daily Objectives 1. Concept Objectives a. Students will choose key concepts and develop notes for text sections using informal outline format. b. Students will convey clear, focused main ideas supported by details and examples in ways appropriate to topic, audience, and purpose. (Oregon Department of Education, Oregon Standards Fall 2000; English Writing, Benchmark 3) c. Students will structure writing in a sequence by developing a beginning, middle, and end and by making transitions among ideas and paragraphs. (Oregon Department of Education, Oregon Standards Fall 2000; English-Writing, Benchmark 3) d. Students will use varied sentence structures and lengths to enhance flow and rhythm. (Oregon Department of Education, Oregon Standards Fall 2000; English-Writing, Benchmark 3) e. Students will use correct spelling, grammar, punctuation, capitalization, paragraphing, and citations. (Oregon Department of Education, Oregon Standards Fall 2000; English-Writing, Benchmark 3) f. Students will write in a variety of modes (e.g., narrative, imaginative, expository, persuasive) and forms (e.g., essays, stories, letters, research papers, and reports) appropriate to audience and purpose. (Oregon Department of Education, Oregon Standards Fall 2000; English-Writing, Benchmark 3) 2. Lesson Content Writing and Research Content: a. Writing a research essay, with attention to Asking open-ended questions Gathering relevant data through library and field research Summarizing, paraphrasing, and quoting accurately Defining a thesis Organizing with an outline Integrating quotations from sources Acknowledging sources and avoiding plagiarism Preparing a bibliography History and Geography Content: b. Judaism and Christianity: Geography of the Middle east The Silk Road 3. Skills Objective a. Write expository paragraphs in order to explain something, present facts, give directions, list information, describe a process or promote an opinion. (expository and persuasive modes) b. Use multiple sources from classroom, school, public library, on-line material to research topic. c. Combine key word outlines from different sources into one, united outline for research writing project. Schoolwide Writing Program, Connections 2001 Conference 9

10 d. Write a multi-paragraph essay. e. Use Reason or Writing/Opinion-Belief/Hint of Proof Plan technique to share information and/or to persuade. f. Use assignment requirement checklists to write, edit and revise writing assignments. B. Materials 1. Ancient China by Arthur Cotterell 2. Ancient China ed. Carol Michaelson 3. China by Michael Kublin and Hyman Kublin 4. Kids Discover: Ancient China ed. Stella Sands 5. Inspiration software by Inspiration Software, Inc. 6. Computer lab 7. Student writing notebook and pencil 8. White or black board for teacher s model 9. 6 th Grade Assignment Checklist C. Key Vocabulary 1. Key Words significant words that remind students of the most important details in the selected paragraphs from their research sources 2. Graphic Organizer a visual planner to organize key word notes into logical paragraphs 3. Thesis Statement the driving force directing the course of the paper (The thesis lets the reader know what the writer plans to explain or prove.) 4. Projected Plan a sentence giving hints about how the essay will be structured 5. Transition Sentences topic sentences for the paragraphs of the body of the essay 6. Introductory Paragraph paragraph that includes the thesis statement and a sentence or two briefly introducing the paper s projected direction 7. Body Paragraphs Using transition topic sentences to introduce the supporting details that prove or explain your thesis in each body paragraph (These paragraphs discuss each of the sub-topics of the report.) 8. Concluding Paragraph giving the reader a reason to remember the topic by briefly summarizing the key ideas of the paper, providing the reader with things to think about, urging the reader to take some kind of action, or persuading the reader by restating the thesis using different words from introductory paragraph (This is not a place to introduce new information.) 9. Prepositional Opener beginning a sentence with a prepositional phrase 10. Adverb Clause Complex Sentence using a subordinate conjunction to introduce the dependent clause in a complex sentence 11. Noun Clause Complex Sentence using a relative pronoun to introduce the dependent clause in a complex sentence 12. Semi-colon Sentence two closely related independent clauses joined with a semi-colon 13. Stretched Essay Form taking the previously mastered paragraph format and expand its structure for an essay D. Procedures and Activities DAY ONE 1. See Day One in Lesson One (second grade) and follow key word note taking procedures to have students make key word informal outlines for pertinent paragraphs from their resources. DAY TWO Schoolwide Writing Program, Connections 2001 Conference 10

11 2. Students look over their research notes and determine the possible subtopic headings for a report plan. 3. Teacher asks students to develop a hypothetical thesis statement. (This is a work in progress and may change as the report develops but will help the student focus the direction of the report at this beginning stage.) 4. Students design a graphic organizer (might be computer with Inspirationtype software) to fit the proposed report plan. Make sure the students use the major topic and sub-topics they have chosen in step 2 and include sections for introductory and concluding paragraphs. The concluding paragraph portion of organizer will be filled in later. 5. Students transfer key word note choices to their graphic organizer under the appropriate sub-topic headings. DAY THREE and FOUR 6. Teacher asks students to review and revise their thesis statement (green). 7. Students write a transition topic sentence for each sub-topic or body paragraph (yellow). 8. Students use graphic organizer and outline with key word notes to write the introductory and body paragraphs using the transition topic sentences they developed in step 7. Make sure students follow assignment requirements as stated on the assignment checklist. 9. Students are now ready to return to graphic organizer and plan the concluding paragraph. In the concluding paragraph the student will briefly summarize the key ideas of the paper, provide their reader with things to think about, urge the reader to take some kind of action, or persuade their reader by restating their thesis using different words (from introductory paragraph) (green). 10. Using concluding paragraph plans students write a concise, convincing concluding paragraph. DAY FIVE 11. Using assignment checklist, students should edit and revise the rough draft of their report. They need to make sure they have met all assignment requirements. 12. Students copy and proofread the final draft of their report. DAY SIX 13. Teacher asks students to exchange copies of final drafts for peer editing. Once again the assignment checklist should be the basis for evaluation. 14. If necessary, students make last minute corrections before submitting reports. E. Assessment/Evaluation 1. Teacher evaluates students written work using the assignment checklist as a scoring rubric. VI. HANDOUTS/WORKSHEETS Appendices A-C VII. BIBLIOGRAPHY Ancient China. Kids Discover. New York, NY: April ISSN Auman, Maureen. Step Up to Writing. Longmont, CO: Sopris West, Core Knowledge Sequence. Charlottesville, VA: Core Knowledge Foundation, Schoolwide Writing Program, Connections 2001 Conference 11

12 Cotterell, Arthur. Ancient China. New York: Alfred A. Knopf, X. Finney, Susan & Kindle, Patricia. China Then and Now. Carthage, IL: Good Apple, Inc., X. Hacker, Diane. A Writer s Reference, 4 th Edition. Boston: Bedford Books of St. Martin s Press, Kemper, Dave; Nathan, Ruth & Sebranek, Patrick. Writers Express. Wilmington, MA: Great Source Education Group, a Houghton Mifflin Company, Kublin, Michael & Kublin, Hyman. China. Boston, MA: Houghton Mifflin Company, Michaelson, Carol, ed. Ancient China. Time Life Books, Sabin, Louis. Ancient China. Mahwah, New Jersey: Troll Associates, Scher, Linda & Johnson, Mary Oates. Culture Kit: China. New York: Scholastic Professional Books, Sebranek, Patrick; Meyer, Verne & Kemper, Dave. Write Source Wilmington, MA: Great Source Education Group, a Houghton Mifflin Company, Teaching Writing: Structure & Style, Seminar and Practicum Workbook. Moscow, ID: The Institute for Excellence in Writing, Schoolwide Writing Program, Connections 2001 Conference 12

13 Appendix A Developing a School-wide Writing Program 2 ND GRADE CHECKLIST Title Double Spaced Subject (in each sentence) 2 strong verbs Indent Capitals End Punctuation Spelling The Story of Chinese Silk The Chinese prize a very unusual little creature, the silkworm. The Chinese learned how to make silk from the cocoons of the silkworm more than 4,000 years ago. At that time, only rich people were allowed to wear silk, and only the emperor could wear yellow silk! To make silk, the Chinese have followed the same steps for centuries. First they allow silkworm eggs to hatch into caterpillars in a warm room. They feed the caterpillars mulberry leaves until they get very fat and round. The caterpillars are kept in trays that are stacked on top of one another. (from Culture Kit China, by Linda Scher and Mary Oates Johnson, page 41.) Schoolwide Writing Program, Connections 2001 Conference 13

14 Appendix B Developing a School-wide Writing Program From: China: Then and Now by Susan Finney & Patricia Kindle, page 2. HAN (202B.C.-A.D. 220) four hundred years of prosperity and growth. Chinese today still call themselves sons of Han. Territory was expanded to approximately modern-day boundaries; Han culture was the equal of the Roman Empire which also flourished at this time. Contact was established between China and the Mediterranean area. The Silk Road stretched from Xi an in the East to Tyre and Antioch in the West. Roman glass traveled east along the Silk Road to China as precious silks made their way to Rome. Some technological strides included paper, the wheelbarrow, seismograph and sundial. From: Ancient China by Louis Sabin, page 23. Another wonderful Chinese creation is cloth made of silk. The Chinese guarded the secret of silk-making for many centuries. Nobody else knew about the silkworms that eat mulberry leaves and spin cocoons of pure silk. Roman coins of gold and silver found their way to far-off China in payment for imported silk. The valuable fabric was brought thousands of miles by ship or over land along a trade run known as the silk route. Traveling the silk route was slow and sometimes dangerous. But it was the only link between Rome and China, the two great powers of the ancient world. From: Ancient China ed. Carol Michaelson The Han Dynasty, page 18. Liu Bang, a government official, gained power and founded the Han dynasty, which lasted for more than 400 years. Han emperors strengthened the Qin system of government and extended ancient China s boundaries. They developed a civil service, based on the teachings of Confucius, to run the empire and keep records in a central place. Scholars who wanted to become government officials had to study very hard. The government organized the salt and iron mines, and state factories began mass-producing objects from iron and steel farming tools to silk cloth and paper. Han emperors began to control the eastern end of the Silk Road that linked Asia and Europe. Buddhism, one of the most important foreign influences, started to spread throughout ancient China. The Han dynasty finally collapsed after a succession of weak child emperors and droughts and floods. The Finest Silk, page 52. The filament from one silkworm s cocoon is several hundred feet long and it takes many thousands of filaments to produce enough thread for a dress length of fabric. The ancient Chinese wrote and painted on this expensive material and made bed quilts and bags from it. Emperors presented beautifully woven and embroidered pieces to neighboring countries. Women in ancient China developed the silk industry. They began making silk cloth in Stone Age (Neolithic) times, but the rest of the world did not discover their production secrets until many centuries later. Han traders, who carried the precious fabric along the Silk Road to the west, sold a roll of silk for the same price as 795 lb (360 kg) of rice. In Rome, the writer Pliny complained that women s desire to wear silk was ruining the Roman Empire. Notes from Sources Topic: the Han Dynasty, Silk, and the Silk Road China: Then and Now Ancient China The Han Dynasty T 1. Han, 202B.C.-A.D.220 T 1. Chinese, creation, silk 1. Liu Bang, founded a. 400 years, prosperity, growth a. guarded, secret, centuries a. strengthened, govt., extended b. expanded, modern-day, boundaries b. mulberry, spin, cocoons b. civil, Confucius, records c. culture, equal, Roman c. Roman coins, payment c. government, organized, silk d. contact, established, Mediterranean d. fabric, 1,000, ship, silk route d. emperors, control, eastern S.R. e. Silk Road, Xi an, Tyre & Antioch e. traveling, slow, dangerous f. Roman glass, silk, west C f. only link, 2 powers The Finest Silk 1. silkworm cocoon, 100 ft, 1000 s, dress a. ancient, painted, quilts, b. emperors, presented, neighboring b. women, developed, industry c. began, Stone Age, centuries d. roll, price, 795 lb rice e. Pliny, ruining, Roman Empire Schoolwide Writing Program, Connections 2001 Conference 14

15 Appendix B Developing a School-wide Writing Program Combined Notes Outline Topic: Han Dynasty, Silk and the Silk Road T Han, 202B.C.-A.D.220, Chinese, creation, silk C 2 powers, link, Silk Road Green (Topic) Silk fabric from China was made available to other cultures during the Han Dynasty that lasted from 202B.C.to A.D.220. Title is underlined and heading is on paper Paragraph is double spaced Subject in each sentence 4 strong verbs Prepositional opener ly opener 4 th Grade Checklist Use after, although, as, because, before, if, since, when, where, while, until or unless as opener (complex sentence) And, but & or statement (compound sentence) 6 quality adjectives Capitals, punctuation and spelling have been checked Indent Schoolwide Writing Program, Connections 2001 Conference 15

16 Appendix C Developing A School-wide Writing Program 6 th Grade Multi-Paragraph Research Paper Selected Sources and Key Word Notes From China by Michael Kublin and Hyman Kublin, page 10. Xinjiang Sitting in the heart of Central Asia, Xinjiang is a barren and forbidding region. In fact the interior of Xinjiang consists of a desert the Takla Makan. For many centuries merchants made their way along the caravan routes that started in northwest China Proper and then skirted the Takla Makan to north and south. These routes were part of the Silk Road, which connected the Chinese Empire with India, Persia (Iran), and the countries bordering the Mediterranean Sea. From China by Michael Kublin and Hyman Kublin, page 85. Chinese Silk and Porcelain Since the first centuries of the Early Imperial Age, two Chinese commodities were especially prized in the markets of Asia and Europe. Chinese silk never failed to arouse the appreciation and wonder of customers. The silk was elegant, versatile, and durable. Its qualities were never matched before the modern age of synthetic textiles. Even the gods and goddesses, it was widely believed, clothed themselves in garments of Chinese silk. Since transportation costs along the Silk Road of Central Asia were extremely high, lack of bulk and light weight made silk the favorite merchandise of caravan merchants. With the expansion of seaborne commerce in the Late Imperial Age, even larger quantities of silk, both unfinished and processed, were exported. From China by Michael Kublin and Hyman Kublin, page 93. Portuguese Visitors The rulers of Ming China also had to deal with approaches from Western peoples. Merchants and missionaries from the West had visited China in earlier times, especially during the days of the Mongol empire. The most famous of these was Marco Polo. Travelers from Europe made the long journey overland, following the Silk Road and other well-established caravan routes across Central Asia. From China by Michael Kublin and Hyman Kublin, page 57. Rise of the Han Dynasty The Han rulers made their greatest advances in Central Asia. Chinese troops pressed into the mountain and desert regions of Xinjiang, occupying important towns and establishing military bases. By controlling these strategic points, they dominated the caravan routes that connected northwestern China Proper with the trading centers of India, Persia, and the Mediterranean world. These avenues of commerce, one of which was the famed Silk Road, enabled the Chinese to trade with peoples as far distant as the Romans. Even after the later Han dynasty fell from power, the flow of goods between China and the West did not completely come to an end. From China by Michael Kublin and Hyman Kublin, page 59. The Silk Road A westward journey along the Silk Road began at the Han capital of Chang an, now Xi an. The caravan route extended in a northwesterly direction toward Gansu and then headed across Central Asia. Merchants avoided the perilous desert of the Takla Makan by skirting north and south of it to follow strings of oases. At Kashi the Silk Road again split. One branch led westward toward the Mediterranean and one southward to India. The Mediterranean branch ended at Antioch in Syria. Over the Silk Road flowed goods and cultural influences between two great empires Han China and the Roman Empire, then at its height. Merchant caravans on the Silk Road brought precious Chinese silks to the outposts of the Roman Empire s Asian provinces. From these outposts, traders then carried the silks to many other parts of the Roman Empire. The silks were so famous that the Romans called China the silk country, or Serica. On their part, the Chinese gave the name Ta Ch in, meaning Great Ch in, to that part of the Roman Empire they knew about. In return for the silks, the Chinese received woolen and linen cloth, glass, horses, precious stones, and ivory. Along with the goods, however, ideas and influences also traveled back and forth between East Asia and the West. The Chinese introduced people of the West to rhubarb, peaches, apricots, and other fruits. News about gunpowder and papermaking, inventions that began in China, probably traveled along the Silk Road as well. Contacts Schoolwide between Writing Program, China and Connections India to the southwest 2001 Conference led to the introduction of Buddhism, probably by 16 merchants traveling the southwestern branch of the Silk Road. Once the Chinese learned about Buddhism, the religion spread rapidly.

17 Appendix C Developing A School-wide Writing Program 6 th Grade Multi-Paragraph Research Paper Selected Sources and Key Word Notes Notes from China Xinjiang 1. heart, Asia, forbidding 2. interior, desert, Takla Makan 3. caravans, skirted, north & south 4. routes, Silk Road, to Mediterranean Sea Notes from China Chinese Silk and Porcelain 1. Imperial Age, 2 prized, Asia & Europe 2. silk, appreciation, wonder 3. elegant, versatile, durable 4. never, matched, synthetics 5. gods, wore, silk 6. $$$$, no bulk, light, caravan 7. Later, commerce, exported Notes from China Portuguese Visitors 1. rulers, approaches, Western people 2. merchants, missionaries, Mongol 3. famous, Marco Polo 4. Europe, overland, Silk Road Notes from China Rise of the Han Dynasty 1. greatest, advances, Central Asia 2. occupying, desert, mountain 3. dominated caravan routes 4. enabled, distant trade 5. later, fell, no end Notes from China The Silk Road I. westward, began, Chang an (Xi an) II. (continued) 1. extended, northwesterly, Gansu Central Asia 7. ideas, influences, traveled too 2. avoided, Takla Makan, oases 8. introduced, rhubarb, fruit 3. Kashi, road, split 9. gunpowder, inventions, as well 4. west-mediterranean, south-india II. Mediterranean, ended, Antioch III. Contacts, India, Buddhism, Silk Road 1. goods, influences, Han China, Roman Empire 1. religion, spread 2. silks, Roman Outposts 3. traders, carried, other 4. Romans, silk country 5. Chinese, Ta Ch in (Great) 6. return, woolen, horses, ivory Schoolwide Writing Program, Connections 2001 Conference 17

18 Appendix C Developing A School-wide Writing Program 6 th Grade Multi-Paragraph Research Paper Selected Sources and Key Word Notes From Kids Discover: Ancient China ed. Stella Sands, pages 14&15. By Land and Sea One of the ancient world s most famous trade routes, the four-thousand-mile-long Silk Road served as a thoroughfare for merchants traveling between China and other parts of Asia and Europe carrying silk, spices, and other goods The Silk Road was not one but a series of trade routes that connected China with India, the Middle East, Persia, and the Roman Empire. Because of this trade, the Romans know China as Serica, Land of Silk. Chinese merchants made great fortunes selling silks, spices, tea, and Chinese crafts. In exchange, the Chinese received from other traders gold, silver, glass, wool, pearls, and furs. To travel safely on the Silk Road, merchants formed caravans. Traveling together lowered their risk of being attacked by robbers. Few merchants went the entire route themselves. Instead, goods were sold from one trader to another until at last the precious cargo reached its destination. Notes from Kids Discover: Ancient China Silk Road I. famous, 4,000 mile, Asia II. Europe series, India, Middle East, Roman 1. Land of Silk 2. fortunes, silks, spices 3. exchange, gold, glass 4. travel, safely, caravans 5. lowered, risk, robbers From Eye Witness Books: Ancient China by Arthur Cotterell, pages 58&59. The Silk Road Trade flourished under the Mongol, or Yuan, dynasty. The Mongol emperors ruled China from 1279 to 1368 and permitted merchants to trade freely throughout their vast empire. They controlled the entire length of the Silk Road, a series of trade routes that ran from northern China across Asia. International trade thrived because caravans could travel without danger. Chinese merchants amassed large fortunes by exporting luxury goods such as silk, spices, teas, porcelain, and lacquerware. At home in China, the Mongols removed the usual restraints placed upon merchants. Traditionally, merchants were excluded from civil service jobs and were subject to heavy taxes. But for most of their rule, the Mongols ignored the opinions of Chinese officials, and the social position of merchants temporarily improved Camels formed long caravans that traveled along the Silk Road The Longest Journey The Silk Road wound its way across the dry, barren lands that linked the oasis-cities of central Asia. Camels were the only beasts of burden that could survive these harsh conditions. They carried only luxury goods because transport was expensive and difficult During the Yuan dynasty the Khans kept the peace along the Silk Road, which allowed foreigners to make the treacherous journey form Europe to China. Notes from Ancient China by Arthur Cotterell 6. removed, restraints, merchants The Silk Road 7. traditionally, heavy taxes I. trade, flourished, Mongol 8. social position, improved 1. permitted, trade, empire 9. camels, caravans, linked 2. series, across Asia 1. camels, only, survive 3. thrived, without danger 2. transport, expensive, difficult 4. fortunes, luxury, goods 3. Khans, peace, foreigners Schoolwide Writing Program, Connections 2001 Conference 18

19 Appendix C Developing A School-wide Writing Program 6 th Grade Multi-Paragraph Research Paper Selected Sources and Key Word Notes From The Nature Company Discoveries Library: Ancient China ed. Carol Michaelson, page 44. The Trade Routes Trade began when neighboring peoples wanted luxury goods made in China. At first, there was more raiding than trading, but soon the Chinese began to exchange silk for the Ferghana horses of central Asia. Overland, the Silk Road eventually extended from Chan an in China to the Mediterranean lands. This route was only possible because the ancient Chinese had camels for transport. These beasts each carried 440 lb. (200kg) of cargo around the white dragon dunes of the terrible Taklamakan Desert. They could smell underground water, and warned their riders of deadly, suffocating sandstorms by huddling together, snarling and burying their mouths in the sand. From at least as early as Han times, sea routes took Chinese traders to Vietnam and later to Korea and Japan. Inside China, merchants transported goods such as grain and salt along the canals and roads that linked the large cities. The Silk Road, page 45. In 139 BC Emperor Wu sent his minister Zhang Qian to Ferghana in central Asia to buy horses. On the way, he was captured by the Xiongnu. When Zhang Qian returned to China ten years later, he brought valuable information about countries to the west. The first Chinese merchants set out into central Asia in 114 BC. This trade route became known as the Silk Road. Within a few years camel caravans traveled frequently along it. Notes from Ancient China ed. Carol Michaelson I. Trade Routes 1. began, neighbors, luxury 2. raiding, silk horses 3. overland, Chan an, Mediterranean 4. possible, camels, transport 5. carry 440 lb., dunes 6. smell, water, warn II. Silk Road BC, minister, Ferghana 2. captured, by Xiongnu years, later, information 4. first merchants, 114 BC 5. became, Silk Road 6. caravans, traveled, frequently 6 th Grade Checklist Title is underlined and heading is on paper 5 paragraphs double spaced Graphic Organizer Thesis Statement (occasion and position) Projected Plan Sentence for Introductory Paragraph Concise, Convincing, Concluding Paragraph 4 Transition Sentences 2 Preposition Openers Adverb Clause Complex Sentence (since, although, if, while etc. ) Noun Clause Complex Sentence (that, who, which, etc. ) Semi-colon Sentence Check logical sequence of ideas Capitals, punctuation and spelling have been checked Schoolwide Writing Program, Connections 2001 Conference 19 Indent

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21 I. Introduction A. Thesis Statement B. Projected Plan C. Transition Fact Appendix C Developing a School-wide Writing Program The Silk Road History, Geography, Use II. III. IV. History/ How and why it was developed A. B. C. D. E. Geography/Description A. B. C. D. Use/Benefit A. B. C. D. E. V. Conclusion A. B. C. D. Schoolwide Writing Program, Connections 2001 Conference 21