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Rockets, Radar, & Robotics Technology-Based Writing Lessons

Student Book

by Danielle Olander with Nathanael Olander

Second Edition, April 2014Institute for Excellence in Writing, L.L.C.

These are Sample Pages for preview only! Copyrighted Material!

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Contents

Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Units 1 and 2: Note Making and Outlines with Summarizing from Notes Lesson 1 Technology Trends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Lesson 2 Raspberry Pi or a Compact Computer . . . . . . . . . . . . . . . . . . . . . . . . . 19 Lesson 3 Virtual Keyboards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Lesson 4 Silent Flight . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Unit 3: Summarizing Narrative Stories Lesson 5 Retelling a Fable: “The Shepherd Boy and the Wolf” . . . . . . . . . . . . . 37 Lesson 6 Retelling a Fable: “The Lion and the Mouse” . . . . . . . . . . . . . . . . . . . 41 Lesson 7 A Story to Answer “Why?” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Unit 4: Summarizing References Lesson 8 iPods® in the Military . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Lesson 9 Radar, Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Lesson 10 Radar, Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Lesson 11 Lasers, Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Lesson 12 Lasers, Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69Unit 5: Writing from Pictures Lesson 13 A Floating Bed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Lesson 14 Climbing the Walls? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Lesson 15 Student-Generated Pictures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81Unit 6: Library Research Reports Lesson 16 Rockets Research Report, Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Lesson 17 Rockets Research Report, Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Lesson 18 Rockets Research Report, Part 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Lesson 19 Research Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97Unit 7: Inventive Writing Lesson 20 The Greatest Inventions of the Past . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Lesson 21 Introductions and Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Lesson 22 Invention Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111Unit 8: Super-Essay Lesson 23 Research Project: Robotics Essay, Part 1 . . . . . . . . . . . . . . . . . . . . . . 115 Lesson 24 Research Project: Robotics Essay, Part 2 . . . . . . . . . . . . . . . . . . . . . . 121 Lesson 25 Research Project: Robotics Essay, Part 3 . . . . . . . . . . . . . . . . . . . . . . 125 Lesson 26 Research Project: Robotics Essay, Part 4 . . . . . . . . . . . . . . . . . . . . . . 129 Lesson 27 Research Project: Robotics Essay, Part 5 . . . . . . . . . . . . . . . . . . . . . . 131 Lesson 28 Presenting Robotics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135

iPod is a registered trademark of Apple, Inc.


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6 Institute for Excellence in Writing

Unit 9: Critique Lesson 29 Short Story Critique: “A Telephonic Conversation” . . . . . . . . . . . . . 137 Lesson 30 Short Story Critique: I, Robot, “Robbie” . . . . . . . . . . . . . . . . . . . . . . 145 Lesson 31 Radio Broadcast Critique . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149Appendix Pages from Teacher’s Manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 Student Samples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162


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7Rockets, Radar, & Robotics Technology-Based Writing Lessons

Introduction

IntroductionI love writing for many reasons, but one of the primary ones is that it helps me understand new concepts. If I can write about it, I can learn it. When my son and I sat down to begin putting these lessons together, I had no idea how much I would learn about technology. I’d never heard of Gekkomats or virtual keyboards. I couldn’t have told you the difference between solid and liquid fuel rockets. I was in the dark about how a touchscreen worked. Now I know, simply because I had to research and write about them.Although science was never my favorite subject, I was always fascinated by the world around me. Technology grabs my attention as I marvel at what scientists and engineers have been able to design by learning about the laws that govern our world and the elements in our world and then combining that knowledge to create things that make our lives easier and more fun. The hardest part in writing these lessons was leaving out so many more fascinating gadgets and stories. I hope these lessons will leave you wanting to research and write more about technology. I’d love to hear your ideas and suggestions. I hope that you will find writing is enjoyable when you are learning new concepts and exploring exciting discoveries. If you have any questions as you work through these lessons, please do not hesitate to contact me at [email protected]

About These LessonsThese lesson plans are intended to provide instruction and practice in the nine units of the Teaching Writing: Structure and Style syllabus, using technology or applied science as a theme. My twelve-year-old son, Nathanael, had the idea one day when we were talking about what he likes to read and research on his own. Like many middle-school boys, he loves technology and learning how things work. He assisted me by choosing and researching the topics and writing many of the sources in the lessons.Because innovations in technology advance at lightning speed, these lessons will always contain information that appears to be “out of date.” While we would love to offer consistently current source texts, the reality is we can’t. Some of the information is historical—the science behind the invention of rockets will never change. We chose robotics for your students to research so they could find the most up-to-date information. Feel free to locate more current sources as you see fit. Many news websites have a “tech” column that allows you to quickly locate new technology trends. Both Popular Science and Popular Mechanics have Top Trends articles to highlight new technology. Most of the lessons are narratives, as I would speak to my classes. They are designed to be completed one per week. Some advanced writers may be able to double up on earlier lessons and spend more time on the super-essay unit. Although this text seems to address the student, do not treat it as a workbook. Your active participation ensures your students’ success. Have fun with the topics; you never know how much you will learn too! All the lessons require teacher participation and preparation through watching Teaching Writing: Structure and Style, IEW’s teacher training course. While I have included as much detail as I can, only through watching the material will you understand and make this method of teaching writing your own. These lessons are ideal for parents or teachers who have taught an IEW course previously and have students with a year of Excellence in Writing under their belts.


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Introduction

Scope and Sequence Lesson Unit Topic Structure and Style

1 Units 1-2

Technology Trends Teach key word outlining (KWO). Review sentence capitalization, punctuation, and structure.

2 Raspberry Pi or a Compact Computer

Reinforce KWO and sentence structure; teach -ly words.

3 Virtual Keyboards Reinforce KWO and paragraphs; teach who-which clause.

4 Silent Flight Reinforce KWO and paragraphing; teach strong verbs and banned words.

5 Unit 3 The Shepherd Boy and the Wolf

Teach Story Sequence Chart; review style.

6 The Lion and the Mouse Review Story Sequence Chart; introduce because clause; teach how to create a title.

7 A Story to Answer “Why?”Imponderable Pourquoi

Review Story Sequence Chart, teach quality adjective.

8 Unit 4 iPods in the Military Introduce summarizing references; paragraph structure; topic/clincher; single paragraph to single paragraph.

9 Radar, Part 1 Multiple paragraphs to single paragraph; teach adverb clause.

10 Radar, Part 2 Multiple paragraphs to multiple paragraphs; teach #1 subject opener and #2 prepositional opener.

11 Lasers, Part 1 Multiple paragraphs to multiple paragraphs; teach #3 -ly opener.

12 Lasers, Part 2 Multiple paragraphs to multiple paragraphs; report structure; topic/clincher; #4 -ing opener.

13 Unit 5 A Floating Bed Teach Writing from Pictures structure.14 Climbing the Walls? Review Writing from Pictures structure;

teach #5 clausal opener15 Student-Generated

PicturesReview Writing from Pictures structure; teach #6 VSS opener.


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Introduction

Lesson Unit Topic Structure and Style16 Unit 6 Rockets Research

Report, Part 1Teach summarizing multiple references skills: fusing multiple sources. Introduce multi-lesson project.

17 Rockets Research Report, Part 2

Review summarizing multiple references skills

18 Rockets Research Report, Part 3

Introduce duals.

19 Research Report Teach transitional sentence openers.20 Unit 7 Greatest Inventions of

the PastTeach notes from the brain. Teach two decorations: quotations and questions.

21 Introductions and Conclusions

Teach introductions and conclusions.

22 Invention Essay Teach remaining decorations.23 Unit 8 Research Project:

Robotics Essay, Part 1Teach super-essay structure; bibliography.

24 Research Project: Robotics Essay, Part 2

Teach triple extensions.


Teach teeter-totters.


Teach introductions and conclusions.


Teach structure: super-intro and super-conclusion. Prepare students for oral presentation. (Begin reading book in preparation for Unit 9.)

28 Presenting Robotics Practice public speaking.29 Unit 9 Short Story Critique:

“A Telephonic Conversation”

Teach formal critique structure; critique vocabulary.

30 Critique: I, Robot, “Robbie”

31 Radio Broadcast Critique


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Lesson 3: Virtual Keyboards

UNITS 1 AND 2

Lesson 3: Virtual KeyboardsGoals

• To practice key word outlining and summarizing notes into paragraphs• To practice forming interesting topic sentences• To introduce who-which clauses

LessonStructure: Topic SentencesA paragraph is a group of sentences arranged around a single topic. The first rule of writing paragraphs is

1 paragraph = 1 topic

You alert the reader to the topic of your paragraph with your topic sentence. But please do not do this:

In this paragraph you will read about virtual keyboards. OR I am going to write a paragraph to tell you about virtual keyboards. ORI am writing this paragraph today because my mom made me, and it’s about virtual keyboards.

All these things may be true, but they do not make anyone want to read your paragraph. As you take notes, think about what would make a great topic sentence—perhaps an interesting fact or startling idea. Perhaps something like…

Do you have big hands and find it hard to use the keyboard on your touchscreen? Virtual keyboards are the solution to your problem.A keyboard that is not there seems like something out of Star Trek. Virtual keyboards are not just the stuff of science fiction.


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Units 1 and 2: Note Making and Outlines with Summarizing from Notes

Practice Your turn: Write new topic sentences for your previous paragraphs.

“Plug-and-Play Satellites” topic sentence:

“Space Fence” topic sentence:

“Raspberry Pi or a Compact Computer” topic sentence:

Style: Who-Which ClauseThe stylistic technique you will learn in this lesson is a little like the hackers you will be writing about in a later lesson: The who-which clause sneaks in when you do not expect it. You may use it without realizing it. Sometimes it can be invisible. And sometimes, it likes to steal the sentence. Let’s take a look at this tricky technique.This technique is always a dress-up, because it is always used in the middle or toward the end of the sentence. Additionally, the who-which is always a clause because it always has a verb. Although we call it a who-which clause on the checklist for simplicity, it can also begin with whom or whose. You can form a who-which clause one of two ways:

1. Take two sentences that have the same subject, and combine them with a who-which clause.Hackers are the cat burglars of the cyberworld. Hackers use advanced computer skills to sneak into another’s computer or server. Hackers, who use advanced computer skills to break into another’s computer or server, are the cat burglars of the cyberworld.

2. Choose a noun, and add additional information to the sentence. This works well when you have information that presents a different side than expected. The noun can be the subject of the sentence or another sentence element.Hackers may perform valuable services for corporations and the government.Hackers, who have a negative reputation, may also perform valuable services for corporations and the U.S. government.


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Lesson 3: Virtual Keyboards

How can a who or which steal the sentence? A who-which clause steals the sentence when you only add in who-which to an established sentence rather than adding an entire clause. You can’t just use what you have in the sentence to make the who-which clause; you have to add more information, or join another sentence to this one.

Hackers have highly developed computer skills. (complete sentence)Hackers who have highly developed computer skills. (oops—sentence stolen by the who)Hackers, who have highly developed computer skills, are being recruited by the government to fight cyberterrorism. (sentence restored with additional information)

Add a who-which clause to the following nouns, and then finish the sentence by adding another clause. Underline the who or which to indicate the dress-up. You will need to underline only one per paragraph. The first one is done for you.

Noun Sentence with who-which clause

iPods iPods, which serve as digital music players, have a data capacity of 2-160 GB.

MP3 players

tablet PCs

laptops

e-book readers


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Units 1 and 2: Note Making and Outlines with Summarizing from Notes

Assignment 1. Read “Virtual Keyboards.”2. Underline or highlight the most important words in each sentence.3. Choose three words (along with any numbers, symbols or abbreviations) from each

sentence. There are no right and wrong words to choose. Just make sure the ones you choose help you remember the main idea of that sentence.

4. Write these words down in a key word outline on page 29.5. Take your key word outline to a parent or friend and ask him or her to help you test your

outline. Using your key word outline, retell the paragraphs. If you get stuck more than twice, take your key word outline back to the source paragraph and choose new words.

6. After you have tested your key word outline, write out your paragraphs. Include both a strong verb and a quality adjective. Remember to underline them.

Source Text

Virtual Keyboards

Virtual keyboards project an image of a keyboard using a specialized laser. The

laser is altered to look like a keyboard. Then it is projected onto the surface

where you want to type. Next, a small infrared laser producer at the bottom of

the unit creates a plane of light just above the surface of the projected keyboard.

When you type, you pass over an infrared beam which detects when and where

you touched. A special processor determines which key was pressed and sends a

signal to the computer.

Once it is powered, the virtual keyboard device can connect to all sorts of

electronics: smartphones, personal digital assistants, laptops, tablets, or even

desktops. It is small and easy to carry, but you can’t pull it out and use it just

anywhere. It has to be on a flat, non-reflective, opaque surface. The biggest

adjustment comes from not hearing keys clicking or feeling keys moving, just

touching a smooth surface. Virtual keyboards help those who need a typical

keyboard but are using a small device, such as a smartphone or notebook

computer.


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Lesson 23: Robotics Essay, Part 1

UNIT 8

Lesson 23: Robotics Essay, Part 1Goals

• To learn the super-essay model• To plan a super-essay• To begin research and note-taking for a super-essay

Lesson

Structure: The Super-Essay

A super-essay (sometimes known as a term paper or research paper) simply combines two or more smaller essays into one paper, with an expanded introduction at the beginning and an expanded conclusion at the end. You may also have smaller introductions between each section of your paper. The final clincher of each section reflects the topic sentence of the introduction of that section. The next introduction paragraph includes a transitional sentence from the previous topic into the next.

The paragraph is still the building block of the essay, even one this length. Each paragraph has a single topic. You will be following this Super-Essay model:

Each of your essays must support your overall thesis statement, while each will also have its own thesis statement.

A good thesis statement keeps your brain on track during your research, providing boundaries. It should not cover too much.

To create your thesis statement, first know your topic: How are robotics proving effective and useful in our lives?

Then decide which slant you will take. Decide from what angle you are going to look at robots. Make a list of what you know about robots, what you have heard about robots, and what you wonder about robots.

Finally, decide on two areas of robotics that you want to research. This will be your slant. From this, you can write your thesis statement.

Super-IntroductionThesis Statement:

Super-Conclusion: Most significant and why:

Essay A:Introduction A

Essay B: Transition from Essay A; Introduction B

Topic A1: Topic B1:

Topic A2: Topic B2:

Topic A3: Topic B3:

Conclusion A Conclusion B

Super-Essay Planning Form


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Unit 8: Super-Essay

Example:

Topic: RoboticsSlant: Health Care RobotsThesis Statement: Robotics is assisting doctors and surgeons, making diagnosing

and treating illnesses safer and less invasive.Your turn:

Topic:

Slant:

Thesis Statement:


Sample



Assignment1. Locate an encyclopedia article or other summary about robotics.2. Read your article, and list 3–5 possible subjects for your super-essay. 3. Use the Super-Essay Planning Form on page 118 to plan your super-essay.

a. From your list of possible subjects, choose two.b. Brainstorm possible topics for each subject (sub-essay) and choose three for

each sub-essay.4. Locate at least two sources for each of your essays.

a. Look for articles in newspapers or magazines, videos or DVDs, and books.b. Ask your teacher if you are allowed to use websites.

5. Use the Bibliography Form on page 119 to organize the information on each source. Include all the sources you have looked at. List them alphabetically by the author’s last name. Follow these examples:Adams, Michael. “Robots and Our World.” Science and Mechanics, November

2010: 110–120. Print.Kaku, Michio. Physics of the Future: How Science Will Shape Human Destiny

and Our Daily Lives by the Year 2100. New York: Doubleday, 2011. Print.Lyons, Daniel. “Who Needs Humans?” The Daily Beast, 18 July 2011. Web.

19 Dec. 2011. (For more information on formatting a bibliography, see the link at IEW.com/rrr-info)

Lesson 23: Checklist Essay: Robotics Essay, Part 1

encyclopedia/summary article located Super-Essay Planning Form completed sources located (2–4 per essay) Bibliography Form completed


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Bibliography Form

Author

Title of article or book

Title of magazine

Place of publication Publisher

Date Page numbers (for magazine)

Author


Title of magazine



Author


Title of magazine



Author


Title of magazine




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UNIT 8


• To continue research and note-taking for the second essay• To write the body paragraphs for the second essay• To revise the first essay• To learn the teeter-totter advanced stylistic technique

Lesson

Structure: RevisingMost of writing is rewriting. Read though your three body paragraphs on the first subject. Ask:

Is each paragraph on a single topic?Are the sentences in a logical order?Are there transitional words to connect thoughts?Are the paragraphs of similar lengths?Do they make sense?

Advanced: Teeter-TottersUse an adverbial or adjectival “teeter-totter” within the sentence. Notice that these advanced techniques combine duals with other dress-ups.

Adverbial Teeter-Totter: dual adverbs before the verb with an adverbial (www.asia.wub) clause

dual “-ly” www.asia.wub

△

(VERB)

Examples: The hacker secretly and cruelly laughed as the network crumbled.

The engineer furiously and intently scribbled his ideas on a napkin while he waited for his food.

The adverbial teeter-totter double counts as your dual -ly adverbs and adverb clause.


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UNIT 8


• To write introduction and conclusion paragraphs for both essays• To complete the rough draft of the super-essay

LessonStructure: Introductions and Conclusions If needed, refer to Lesson 21 (page 107) to answer the following questions:

1. What does an introduction need to do?2. What does an introduction need to have?3. What should a conclusion include?4. What should a conclusion not have?

Assignment1. Write the introductions and conclusions for both essays and add a transition paragraph

between your essays.2. Make sure your essays are edited and ready to put together next week.3. Check for all the stylistic techniques. The final draft checklist is included on the next

page for you to use in editing.


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Unit 8: Super-Essay

Lesson 26: Checklist—Rough Draft: Robotics Essay, Part 4(for the purpose of editing—not due until Lesson 28)

Structure Formatting (last name and page number in upper right header; student name, teacher name, class name, and date in upper left-hand corner; title centered; double spaced) Introduction essays one and two: background info, states three topics (bold) Body paragraphs of both essays follow the topic/clincher rule. Conclusion essays one and two: restates topics, most significant/why, no “I” Final clincher: essay ends with final statement that makes the essay feel finished. Bibliography: at least four sources, properly formatted

Style Each paragraph must contain at least one of each element of style.

Dress-Ups (Underline one of each.) I II III IV V VI VII VIII IX X XI XII

-ly word (duals)

who-which clause

strong verb (duals)

quality adjective (duals)

www.asia.wub

Sentence Openers (Number in brackets before the sentence.) I II III IV V VI VII VIII IX X XI XII

[1] subject

[2] prepositional

[3] -ly opener

[4] -ing opener

[5] clausal (www.asia.wub)

[6] VSS (2-5 words)

Advanced Style decorations: one per essay triple extension: one per essay teeter-totters: one per essay

Other no banned words Check your spelling, grammar, and mechanics!


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