Contents
Teaching Guidelines.............................................................................................4
Definition of Terms...............................................................................................................8
Introduction to the Chreia/Maxim Stage.......................................9
Lessons
Lesson 1................................................................................................................................................ 12
“To be prepared for war …”
Lesson 2................................................................................................................................................ 20
“I tremble for my country …”
Lesson 3................................................................................................................................................ 28
“There are no necessary evils …”
Lesson 4................................................................................................................................................ 36
“The very essence of a free …”
Lesson 5................................................................................................................................................ 44
“Whatever makes men good …”
Lesson 6................................................................................................................................................ 52
“Liberty exists in proportion …”
Lesson 7................................................................................................................................................ 60
“Be always sure you are right …”
Lesson 8................................................................................................................................................ 68
“Do your duty in all things …”
Lesson 9................................................................................................................................................ 76
“We shall sooner have the fowl …”
Lesson 10............................................................................................................................................ 84
“No race can prosper …”
Lesson 11............................................................................................................................................ 92
“Each man is like …”
Lesson 12........................................................................................................................................ 100
“It is not for kings …”
Lesson 13........................................................................................................................................ 108
“If we claim to be without sin …”
Lesson 14........................................................................................................................................ 116
“A wise son heeds …”
Lesson 15........................................................................................................................................ 124
“A painless life …”
Lesson 16........................................................................................................................................ 132
“Pride goes before destruction …”
Lesson 17........................................................................................................................................ 140
“He who covers over an offense …”
Lesson 18........................................................................................................................................ 148
“The name of the Lord …”
Appendix
Advanced Rubric............................................................................................................... 158
Figures of Description With Examples...................................... 160
Figures of Speech With Examples....................................................... 165
Contents
3
“To be prepared for war …”
Lesson 1
1.The Saying
1. Read the Saying several times.
2. Highlight and explain key words.
3. Brainstorm: What are synonyms
for these words?
The Chreia: “To be prepared for war …”
“To be prepared for war is one of the most effectual means of preserving peace.”
—George Washington, speech to both houses of Congress, January 8, 1790
Discovery
List several facts about the author.
Founding Father of the United States
____________________________________________________________________________________
Hero of Revolutionary War
____________________________________________________________________________________
Laid down his commission at the end of the War
____________________________________________________________________________________
First President of the United States
____________________________________________________________________________________
____________________________________________________________________________________
4. Ask: What does the saying mean?
5. Have students give the saying in
their own words.
+TEACHER TIPS
»» Look for misconceptions of the
saying, and help students to
understand the meaning.
»» Have every student read the
saying, with different emphases for
each reading.
»» Have students recite the saying
from memory.
2.Discovery
1. Encomium
Introduction
Write a sentence that introduces the author. Include a figure of description.
It is right to admire one of the United States’ wisest presidents (ethopoeia), George Washington.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Praises
Write three praises for the author.
He fought heroically in the Revolutionary War.
____________________________________________________________________________________
He placed the needs of the country before his personal desires.
____________________________________________________________________________________
He accepted the burden of being the first President of the United States.
____________________________________________________________________________________
1. Brainstorm: How is the author
praiseworthy and virtuous?
____________________________________________________________________________________
2. Have students write four or five of
the best answers, in the workbook.
Thesis
3.The Eight Paragraphs
Encomium
____________________________________________________________________________________
Write a thesis statement, which states what you will speak about.
This wise saying is about preparedness.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
The Encomium praises the author of
the saying.
1. Ask: What is the purpose of the
Encomium paragraph?
12
2. Write a sentence stating that it
is right to admire or heed the
author. (Introduction)
5. Have students combine the above elements
(Introduction, Praises, and Thesis) into a paragraph.
(Rough Draft)
3. Use facts from the “Discovery”
lesson in expressing the author’s
praiseworthy and virtuous
characteristics. (Praises)
6. Proofread once paragraphs are written.
4. Have students write a sentence
introducing the subject matter
with a simple word or short
phrase, but don’t explain the
saying yet. (Thesis)
ÆÆ This wise saying is about preparedness.
12
Lesson 1
7. Rubric Reminder: Handwriting is a component of the
Final Draft rubric. Always insist students’ handwriting
be legible, consistent, and neat.
+TEACHER TIPS
»» Modeling sentences can be very helpful to students, but
make sure they write in their own words.
»» Try doing the Encomium paragraph as a class. This can
help build individual students’ enthusiasm so they can
tackle the rest of the essay with confidence.
Lesson 1 • “To be prepared for war …”
“To be prepared for war …”
Rough Draft
Lesson 1
Combine the three elements above into a paragraph.
It is right to admire one of the United States’ wisest presidents, George Washington. He fought
____________________________________________________________________________________
heroically
in the Revolutionary War. He placed the needs of the country before his personal desires, and
____________________________________________________________________________________
he
accepted the burden of being the first President of the United States. Although we could say much
____________________________________________________________________________________
about
this great man, I will speak only about his wise saying on preparedness.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
2. Paraphrase
Word Variations
List several synonyms for these words from the saying: prepared, war, effectual, means, preserving, and peace.
prepared:
ready, up to speed, armed, braced, equipped, fortified, outfitted, primed, trained
____________________________________________________________________________________
war:
battle, combat, conflict, enmity, fighting, hostility, strife, contention, bloodshed, warfare
____________________________________________________________________________________
effectual:
adequate, capable, effective, efficacious, efficient, potent, powerful, sound
____________________________________________________________________________________
means:
method, way, avenue, channel, course, expedient, fashion, instrument, path, route, tactic
____________________________________________________________________________________
preserving:
conserving, guarding, keeping, perpetuating, protecting, retaining, safeguarding, saving
____________________________________________________________________________________
peace:
accord, amity, concord, order, unity, harmony, serenity, congeniality, tranquility
____________________________________________________________________________________
Sentence Variations
Write four variations of the saying. Choose the best one to be your paraphrase and add this phrase: “The saying teaches that …”
1.
To be ready for battle is one of the most effective expedients for guarding order.
_______________________________________________________________________________________
_______________________________________________________________________________________
2.
To be armed for conflict is one of the most potent paths of protecting concord.
_______________________________________________________________________________________
_______________________________________________________________________________________
3.
To be braced for bloodshed is one of the most sound tactics of conserving tranquility.
_______________________________________________________________________________________
_______________________________________________________________________________________
4.
One of the most powerful ways of saving serenity is to be primed for hostility.
_______________________________________________________________________________________
_______________________________________________________________________________________
“To be prepared for war …”
Lesson 1 • “To be prepared for war …”
13
Paraphrase
The Paraphrase makes the meaning of the
saying more clear through variation.
1. Ask: What is the purpose of the
Paraphrase paragraph?
2. Have students write each word
listed in the directions on a separate
line, and write several synonyms
for each. Instruct students to
mentally test each synonym by
substituting them in the original
sentence. (Word Variation)
3. Take a few minutes to write four
variations. Choose the best one
for the Paraphrase, and begin
the sentence with a phrase like,
“This saying teaches that …”
(Sentence Variation)
4. Rubric Reminder: Mechanics
are a component of the Final
Draft rubric. Whatever you’ve
taught in the areas of grammar,
punctuation, and spelling, require
that students use those skills in
their writing.
+TEACHER TIPS
»» Remember that the Paraphrase is
about clarification, not alteration. It
is a Variation with a purpose.
»» Composition is where all these
communication skills come together.
Take advantage of that, and give
your students purposeful practice.
13
“To be prepared for war …”
Lesson 1
3. Cause
Nine Narrative Components
Identify the who, what, when, where, how, and why of a narrative that applies the meaning of the saying to life.
Cause
a country can lapse into military weakness and be vulnerable
1. Recognition: ____________________________________________________________________________
The Cause expresses the meaning of the
saying in the form of a general story.
hard work/saving, war, death, and subjection to foreign nations
3. Suffering: _______________________________________________________________________________
1. Ask: What is the purpose of the
Cause paragraph?
2. Identify the truth of the saying in
shortened form. (Recognition)
3. Tell how the subject will be
rewarded if the wisdom is
heeded. (Reversal)
wise statesmen and citizens
4. Agents: ________________________________________________________________________________
preparing for war; e.g., building a strong military, fortifying defenses
5. Action: _________________________________________________________________________________
before war
6. Time: __________________________________________________________________________________
a country
7. Place: __________________________________________________________________________________
wisely, prudently, diligently
8. Manner: ________________________________________________________________________________
because a nation wants to preserve its peace
9. Cause: _________________________________________________________________________________
Rough Draft
Compose a paragraph using the nine narrative components. Include a figure of description. Identify Recognition (R),
Suffering (S), and Reversal (V).
4. Explain what must be avoided
or what is the hard work that
must be done in heeding the
wisdom. (Suffering)
Wise statesmen know future conflicts (s) with angry, aggressive nations are likely if a country lapses
____________________________________________________________________________________
into military weakness (R). Consequently, the wise president will appeal to the other statesmen and
____________________________________________________________________________________
5. Identify the remaining
Components (Agents, Action,
Time, Place, Manner, Cause).
____________________________________________________________________________________
6. Have the students put the Nine
Narrative Components together,
narrating orally.
7. Compose a rough draft
paragraph.
8. Rubric Reminder: Content is a
component of the Final Draft
rubric. Make sure they know
which of the Nine Components
you are requiring.
+TEACHER TIPS
»» Remember that the Cause always
communicates and clarifies the
meaning of the saying.
»» Feel free to model a paragraph if
students are having trouble.
14
country preserves its peace
2. Reversal: _______________________________________________________________________________
citizens
to fund the military, and so preserve peace (V).
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
14
Lesson 1
Lesson 1 • “To be prepared for war …”
“To be prepared for war …”
Lesson 1
4. Converse
Nine Narrative Components
Identify the who, what, when, where, how, and why of a narrative with the same character in the Cause paragraph but who
does the opposite.
a country can lapse into military weakness and be vulnerable
1. Recognition: ____________________________________________________________________________
country loses its peace
2. Reversal: _______________________________________________________________________________
war, death, and subjection to foreign nations
3. Suffering: _______________________________________________________________________________
statesman
4. Agents: ________________________________________________________________________________
arguing against a strong military
5. Action: _________________________________________________________________________________
times of peace
6. Time: __________________________________________________________________________________
anywhere
7. Place: __________________________________________________________________________________
unwisely
8. Manner: ________________________________________________________________________________
because they desired to preserve the nation’s peace
9. Cause: _________________________________________________________________________________
Rough Draft
Compose a paragraph using the Nine Narrative Components. Include a figure of description. Identify Recognition (R),
Suffering (S), and Reversal (V).
But if a statesman, because he thinks diplomacy will prevent war, unwisely argues against a strong
___________________________________________________________________________________
military
in order to avoid hard decisions out of cowardice, he will be utterly deprived of the peace he
___________________________________________________________________________________
seeks
(V). His actions will actually create an environment where war will become inevitable (R & s).
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
“To be prepared for war …”
Lesson 1 • “To be prepared for war …”
15
Converse
The reversal in the Converse is opposite of
the reversal in the Cause, because we see
what would happen if the agent took the
opposite action, in an opposite manner.
The Converse uses the same Narrative
Components as the Cause, except in the
Converse the action, manner, and reversal
are opposite.
1. Ask: What is the purpose of the
Converse paragraph?
2. Identify the truth of the saying in
shortened form. (Recognition)
3. Tell how the subject will be
punished if the wisdom is not
heeded. (Reversal)
4. Explain what is the negative
result of not heeding the
wisdom. (Suffering)
5. Identify the remaining
Components (Agents, Opposite
Action, Time, Place, Opposite
Manner, Cause).
6. Have the students put the Nine
Narrative Components together,
and narrate orally.
7. Compose a rough draft paragraph.
+TEACHER TIPS
»» Let students narrate their
paragraphs orally to each other.
This can apply to narration at any
point during the lesson.
15
“To be prepared for war …”
Lesson 1
5. Analogy
Diagram
Write the saying’s action on the left side and its effect below. Then write a dissimilar action that has the same effect.
Analogy
The Analogy paragraph identifies a
similarity between the saying and
something else.
The Analogy paragraph describes an
action that is parallel to the action of the
saying. It identifies an effect that comes
from both the saying’s action and the
parallel action.
1. Ask: What is the purpose of the
Analogy paragraph?
2. What is the saying’s action?
3. What is that action’s effect?
4. What is a parallel (dissimilar)
action that shares the same effect?
5. Using the Nine Narrative
Components, compose a rough
draft describing this parallel
(dissimilar) action.
6. Rubric Reminder: Style is a
component of the Final Draft
rubric. Give small, periodic
lessons in style.
+TEACHER TIPS
»» The Analogy’s narrative need not
be as long as in the Cause and
Converse.
»» Decide what elements of style you
want your students to practice.
Some questions you might ask:
“Does the student’s essay have
an appropriate attitude, given the
subject matter?” or, “Are words
being used accurately?”
»» See the Advanced Rubric in the
Appendix for other ways to guide
your students in the art of elevated
style.
16
Chreia’s Action
Preparing for war
________________________________________
Dissimilar Action
Developing soccer skills
________________________________________
________________________________________ ________________________________________
Same Effect
A good outcome: blessings of peace from preserving peace or praise for winning soccer game
__________________________________________________________________________________
__________________________________________________________________________________
Nine Narrative Components
Identify the who, what, when, where, how, and why of a narrative that demonstrates the analogy from the diagram.
practicing for a game is like a nation that prepares for war
1. Recognition: ____________________________________________________________________________
winning a game
2. Reversal: _______________________________________________________________________________
suffer laboriously on the practice fields
3. Suffering: _______________________________________________________________________________
soccer players and coaches
4. Agents: ________________________________________________________________________________
developing ball skills
5. Action: _________________________________________________________________________________
before games
6. Time: __________________________________________________________________________________
on the practice fields
7. Place: __________________________________________________________________________________
laboriously
8. Manner: ________________________________________________________________________________
to win the game
9. Cause: _________________________________________________________________________________
Rough Draft
Compose a paragraph using the Nine Narrative Components. Include a figure of description. Identify Recognition (R),
Suffering (S), and Reversal (V).
For just as those who develop their soccer skills laboriously on the practice fields (s) and receive
____________________________________________________________________________________
the
praise for winning against tough opponents with great joy (V), in the same way those nations which
____________________________________________________________________________________
sacrifi
cially prepare for war enjoy the fruit of preserving peace (R).
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
16
Lesson 1
Lesson 1 • “To be prepared for war …”
“To be prepared for war …”
Lesson 1
6. Example
Nine Narrative Components
Identify the who, what, when, where, how, and why of a narrative that demonstrates the saying with a famous person or event.
a country can lapse into military weakness and be vulnerable
1. Recognition: ____________________________________________________________________________
country preserves its peace
2. Reversal: _______________________________________________________________________________
war, death, and subjection to foreign nations
3. Suffering: _______________________________________________________________________________
Presidents Truman and Eisenhower
4. Agents: ________________________________________________________________________________
building up a powerful nuclear force
5. Action: _________________________________________________________________________________
after World War II
6. Time: __________________________________________________________________________________
the world
7. Place: __________________________________________________________________________________
prudently, sacrificially
8. Manner: ________________________________________________________________________________
because they desired to preserve the nation’s peace
9. Cause: _________________________________________________________________________________
Example
The Example expresses the meaning of
the saying in the form of a specific story
of a famous person or event.
1. Ask: Can you think of a story
from Scripture, history, or
literature that exemplifies the
truth of the saying?
2. Find the Nine Narrative
Components of the famous story.
Rough Draft
Compose a paragraph using the Nine Narrative Components. Include a figure of description. Identify Recognition (R),
Suffering (S), and Reversal (V).
Consider Presidents Truman and Eisenhower, who, after World War II, built up a powerful nuclear
___________________________________________________________________________________
force to act as a deterrent to future aggression (R). Though the cost was staggering (s), the result has
___________________________________________________________________________________
been the longest period of peace between dominant powers in the history of our planet (V). Their
___________________________________________________________________________________
prudent actions have influenced each succeeding president to take Washington’s wise words to heart.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
3. Compose a rough draft paragraph.
+TEACHER TIPS
»» Allow students to use negative
examples, e.g., if the saying
was not heeded and there were
negative results.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
“To be prepared for war …”
Lesson 1 • “To be prepared for war …”
17
17
“To be prepared for war …”
Lesson 1
7. Testimony
Quotation and Source
Choose a quotation that supports the saying and write it below. Tell the source of the quotation. Write a sentence that
explains how the quote is similar to the chreia.
Testimony
The Testimony provides a supporting
quotation from a respected source.
1. Ask: What is the purpose of the
Testimony paragraph?
2. Write a supporting quotation
from a respected source.
3. Ask: How does the quotation
support the saying? and, How is
it similar to the saying?
4. Give four to five minutes to
compose a rough draft before
moving on.
+TEACHER TIPS
»» Ask students to be on the look out
for quotations during the week.
»» Have students come to class with
two quotations they found for
homework.
»» Require students to come up with
example quotations from other
subjects.
Consider the wise words of President Franklin Roosevelt, who said, “Peace, like war, can succeed
___________________________________________________________________________________
only
where there is a will to enforce it, and where there is available power to enforce it.” President
___________________________________________________________________________________
Roosevelt
meant by “available power” what Washington meant by “being prepared for war.”
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
8. Epilogue
Audience and Challenge
Write a phrase that names the audience, and call the audience to a particular response.
Those who consider these points must admire Washington for his outstandingly wise saying on
___________________________________________________________________________________
preparing
for peace.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Variations
Directions
Give two synonyms for the bold words in each sentence. Then vary the sentence in three ways, and include one of these
figures of speech in a sentence:
enallage - to vary by slightly altering a word; e.g., to change a noun into an adjective, or change a verb from active to passive
antonomasia - to vary by changing the name of someone or something; e.g., Jesus/the Messiah; the star/Sun
metonymy - to vary by substituting a word with its source (e.g., rays/sun) or with what holds or contains it (e.g., water/jug)
diminutio - to vary words to change an idea into an understatement; e.g., “It is an amputation!” / “It’s just a flesh wound.”
A. A strong wind rattled the windows. (diminutio)
powerful
blast
shook
panes
__________________
__________________
__________________
__________________
staunch
gust
vibrated
portholes
__________________
__________________
__________________
__________________
Epilogue
The Epilogue calls the audience to
acknowledge the truth of the saying.
1. Ask: What is the purpose of the
Epilogue paragraph?
2. Brainstorm: How may we call
the audience to acknowledge the
truth of the saying?
1.
A powerful blast shook the portholes.
____________________________________________________________________________________
_____________________________________________________________________________________
2.
A staunch gust vibrated (diminutio) the panes.
____________________________________________________________________________________
_____________________________________________________________________________________
3.
The windows were shaken by a robust draft.
____________________________________________________________________________________
_____________________________________________________________________________________
18
Lesson 1
3. Ask: How should we challenge the
audience to respond?
4. Give students a minute or two to
write their own epilogue.
18
Lesson 1 • “To be prepared for war …”
“To be prepared for war …”
B. The summer breeze puffed half-heartedly through the oak. (antonomasia)
Lesson 1
midsummer
breathed
tepidly
tree
__________________
__________________
__________________
__________________
sunny season
flurried
listlessly
sturdy branches
__________________
__________________
__________________
__________________
1.
The midsummer breeze breathed tepidly through the tree (antonomasia).
____________________________________________________________________________________
_____________________________________________________________________________________
The sunny season breeze flurried listlessly through the sturdy branches.
2. _____________________________________________________________________________________
____________________________________________________________________________________
Through the leaves of the oak the summertide breeze blew lazily.
3. _____________________________________________________________________________________
____________________________________________________________________________________
C. The stars sparkled diamond-like in the arctic sky. (metonymy)
novas
glittered
jewel-like
heavens
__________________
__________________
__________________
__________________
constellations
shimmered
like eyes
night canopy
__________________
__________________
__________________
__________________
The novas sparkled like jewels in the arctic sky.
1. _____________________________________________________________________________________
____________________________________________________________________________________
The light (metonymy) glittered like eyes in the arctic heavens.
2. _____________________________________________________________________________________
____________________________________________________________________________________
The constellations shimmered diamond-like in the arctic night canopy.
3. _____________________________________________________________________________________
____________________________________________________________________________________
1. Combine all the rough drafts in
order. Remind students about
each of the areas of the rubric that
they will need to remember as
they compose their essay.
2. Grade the Final Draft with this
sample rubric:
»» Handwriting
_____ / 5
(Legibility, Consistency, Neatness)
»» Mechanics
_____ / 15
(Punctuation, Grammar, Spelling)
»» Content
_____ / 40
(Storyline, Nine Narrative Components)
»» Style
_____ / 20
(Attitude, Word Choice, Usage)
D. Look at the heavens and count the stars—if indeed you can count them. (enallage)
behold
number
in reality
are able
__________________
__________________
__________________
__________________
view
ennumerate
in
truth
have the capacity
__________________ __________________ __________________ __________________
Behold the heavens and count the stars—if in reality you are able to count them.
1. _____________________________________________________________________________________
____________________________________________________________________________________
View the heavens and number the stars—if in truth you can count them.
2. _____________________________________________________________________________________
____________________________________________________________________________________
Look at the heavens and ennumerate the stars—if indeed they can be counted (enallage).
3. _____________________________________________________________________________________
____________________________________________________________________________________
Final Draft
Check each of the eight heads above and correct errors in grammar, spelling, and punctuation. On a separate sheet of paper,
rewrite the eight paragraphs, including one figure of speech, in the form of a final draft. Include the saying above your essay.
“To be prepared for war …”
5.Final Draft
19
4.Variations
As in the Fable and Narrative Stages, students will have the
opportunity to hone their variation and amplification skills apart
from the Chreia or Maxim essay.
»» Amplification
_____ / 20
(e.g., Figures of Description, et al.)
+TEACHER TIPS
»» Try adapting the Advanced Rubric
in the Appendix for what has been
taught in class.
»» Consider requiring your students to
write their final drafts every other
line. It will create more space on
the page not only for you to write
comments but also for the student
to see and catch mistakes before
they turn it in.
»» Paragraph indentation is a
basic formating rule that is often
overlooked by students. Don’t let it
be forgotten!
»» Teachers may want to consider
requiring students to mark
Amplifications in their final drafts.
For example, if you spend one
lesson emphasizing a particular
type of Amplification, it will help
in the grading process to have
had students underline, *star, or
(1) number those parts of their
composition.
1. Explain each of the Figures included in the lesson.
2. Brainstorm two synonyms for each bolded word in the
sample sentences.
3. Write three sentence variations with these synonyms,
and include at least one Figure of Speech.
4. Rubric Reminder: Amplification is a component of the
Final Draft rubric. Make sure students know that this
practice with Amplification will greatly improve their
final drafts.
Lesson 1 • “To be prepared for war …”
19