Classical Writing: Aesop B Weekly RoutineAnalysis and Imitation:Day One: Routine 1.Background info on author and Genre. Note title. What do you think it will be about? 2. Teacher read once and then have student read. Emphasize elocution; Call attention to punctuation and their appropriate pauses. 3. Explain unfamiliar words; look up meaning. Give attention to homonyms. 4. Narrate and Discuss: Who are the main characters? What are they like? What is the problem/crisis or what does the main char. want? What is hindering the main char from getting what he wants? How is the problem solved? What is the point of the story? Note good and bad things about model. Day Two: Routine 1. Word Analysis (incorporate Simply Spelling) A. Compare related words: phonetically similar (know, known, knot) and derivatives (known, knowing, known, knew); note homonyms or closely pronounced words that could cause difficulties (our, are, hour; where were) 2. Beginning dictionary skills A. Practice alphabet: forward, backward, middle B. Practice putting words from Simply Spelling in ALPHABETICAL order C. Dictionary: (1) Show child how dictionary is organized. (2) Practice looking up spelling words together. (Note that you look up root word without endings; note archaic spelling in literature; British vs. American spelling) Day Three: Varies with skill level A. Intro to a book. How a book is organized. (See notes) B. Three ways to tell a sentence (24-25) Daily Routine for Skill Level One: Sentences 1. Sentence ID:(1) Identify sentences in model. Find beg. capital and end mark. (2)Classify sentence type and note punctuation. (3) Change sentences from one type to another. Daily Routine for Skill Level Two: Capital Letters and Simple Punctuation (Capitalize first word of sentence. Capitalize Proper Nouns. Capitalize I and O; Simple Punctuation: apostrophes; simple commas [words in a series, obvious intro elements, parenthetical elements].) 1.Locate and . Discuss all capitalized words in model and explain rule 2..Cap and Punct for dates (Write todays date in copybook and on compositions) Daily Routine for Skill Level Three: 1. Sentence ID and classification 2. Locate all capitals and punctuation 3. Work with quotes. Identify any direct quotes in model. Analyze capitalization and punctuation.

Classical Writing: Aesop Writing ProjectsWriting Project One: Rewriting a Short Narrative 1. Read and Discuss (completed during Analysis Day One). 2. Develop an outline. 3. Write draft. 4. Correct draft: ID mechanical error. Point out sentence with problem and have student find own errors) ID errors of language use: Errors of comprehension; grammatical errors; errors of sentence structure. For more independent child, make checklist: spelling, complete sentences, capitalization, punctuation) Child reads essay out loud to himself one sentence at a time in search of the 4 errors above before handing edited draft in. 4. Final draft. Writing Project Two: Rewriting a Short Narrative, with Dialogue (41) *children need lots of practice distinguishing between indirect and direct quotes. 1. Read and Discuss (completed during Analysis Day One). 2. Outline and draft 3. Correct first draft (and rewrite with corrections) 4. Amplify the narrative by adding dialogue. Option 1: amplify existing dialogue by extending it and using better verbs of utterance. Option 2: locate a few places where dialogue could be inserted. Use direct quotations (perhaps change some indirect quotes to direct quotes). Identify characters, read thru and note where direct quotes could be used. Choose a verb from utterance chart. As you revise draft, pay attention to new punctuation skills. 5. Final Draft (page 44 for overview of skills) Writing Project Three: Rewriting a Short Narrative, with Descriptive Detail (Need to know basic parts of speech first) 1. Complete steps 1-4 of WP 2. 5. Amplify the narrative by adding Descriptive Detail