Building Writers E Sample

E

Name:

Structured Practice to Build Core Writing Skills

W hen I visit D.C., I want to see the Washington Monument first.

We knew we had reached the U.S. when we saw the Statue of Liberty.

A large statue of Abraham Lincoln sits inside the Lincoln Memorial.

BWE-22 ISBN 978-1-952970-93-1 90000>

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8001 MacArthur Blvd Cabin John, MD 20818 LWTears.com | 888.983.8409 Authors: Jan Z. Olsen, OTR and Allison Anderson, M.A. Ed. Curriculum Designers: Christina Bretz, OTR/L, Tania Ferrandino, OTR/L, and Carolyn Satoh, M.S. Ed. In-House Illustrator: Julie Koborg Graphic Designers: Carol Johnston and Julie Koborg Editor: Kathryn Fox Copyright © 2018 Learning Without Tears First Edition ISBN: 978-1-939814-66-1 345678910 Printed in the USA

The contents of this consumable workbook are protected by US copyright law. If a workbook has been purchased for a child, the author and Learning Without Tears give limited permission to copy pages for additional practice or homework for that child. No copied pages from this book can be given to another person without written permission from Learning Without Tears.

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et to Know BULDN WRTERS y Learning Without Tears

Workbook Design This workbook is designed with both teachers and young writers in mind.

The activities in this book provide ageappropriate and engaging writing practice.

Each activity can be easily incorporated into a writing block as independent writing or as whole group practice to meet your students’ varying needs.

In this book, students are provided carefully scaffolded opportunities to grow as independent writers. Each page has easily accessible and child-friendly resources to ensure writers at all stages are supported as they learn the building blocks of successful writing. Activities in this book are intuitive and engaging, with exercises specifically designed to provide students with a framework to develop core writing skills.

This book’s developmentally designed content gradually prepares students for independent writing across the three main writing types: Narrative, Information, and Opinion/ Argument. In each section, students are introduced to the key elements of each writing type in a purposefully organized sequence.

Specifically chosen templates (familiar from previous activities) are at the end of each section for further practice. These templates can be adapted in order to apply the learned writing skills in each section to curriculumspecific content, student-chosen topics, or other individualized subjects.

Additional Resources Teacher tips for using this workbook and additional resources are available online at LWTears.com/BuildingWriters.

For additional writing practice, use our Writing Journals.

rce!

Resou r e h c a Te

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TALE OF CONTENTS Narrative Writing Narrative Writing Introduction............. 4–5 Writing Dialogue................................ 6–9 Showing Sequence.......................... 10–11 Feelings......................................... 12–13 Good, Better & Best!....................... 14–15 Fables........................................... 16–19 Cause & Effect................................ 20–21 What A Character!.............................. 22 A New Adventure................................ 23 What Is It Saying?.......................... 24–25 Something Special.......................... 26–27 An Exciting Adventure!.................... 28–29 Writing Templates........................... 30–35

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TALE OF CONTENTS Information Writing

Opinion/Argument Writing

Information Writing Introduction...... 36–37 Alligators & Crocodiles.................... 38–39 Famous Statues.............................. 40–41 Exports Around the World............... 42–43 Henri Matisse...................................... 44 John James Audubon............................ 45 Famous Athletes............................. 46–47 Brachiosaurus...................................... 48 Dinocephalosaurus............................... 49 Maps............................................. 50–51 Natural Disasters............................ 52–53 Writing Templates........................... 54–59

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Opinion/Argument Writing Introduction................................... 60–61 States............................................ 62–63 Famous Sculptures............................... 64 Create A Sculpture!............................. 65 Ancient Sports................................ 66–67 Climates........................................ 68–69 Would You Rather?.............................. 70 Dirty Jobs............................................ 71 Circus Animals............................... 72–75 Fiction & Nonfiction........................ 76–77 Hot & Cold.................................... 78–79 Writing Templates........................... 80–86

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iv e t a r r Na

We knew we had reached the U.S. when we saw the Statue of Liberty.

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NARRATVE WRTN Narrative writing tells a story that can be real or imagined. A story has characters, a setting, and a plot. Many stories have dialogue, or conversations between characters.

Characters:

Settings:

Brian, Mr. Delgado, Brian’s Mom

Brian’s apartment building

T he Amazing Treehouse Brian sat on the front steps of his apartment building, feeling a little sad. “I wish I had a treehouse,” he said aloud. “But, I guess you can’t have a treehouse if you don’t have a yard.”

“What’s that?” a voice said. Mr. Delgado, who owned the building, was walking up the steps.

“A treehouse? I had one of those when I was a little boy! My father and I built it together,” Mr. Delgado announced. “And you don’t need a yard! What’s wrong with this tree right here?”

Brian looked at the big oak tree next to the front steps. He felt a little silly. “Oh! Well, I thought…”

“You thought I wouldn’t let you have a treehouse?” Mr. Delgado asked. “I think it’s a great idea.

Now, let’s make a plan!”

For the next two months, Brian and Mr. Delgado were very busy. They made a list of the supplies they needed such as wood, nails, and paint. Brian and the other kids in the building saved enough money to help pay for supplies. Mr. Delgado gave them lessons on how to build different parts of the treehouse safely. Brian’s parents helped out on the weekends. Finally, the project was finished!

As Brian looked up at the bright yellow treehouse, he had a huge smile on his face. “I can’t believe we did it!” he shouted. His mom hugged him, and Mr. Delgado gave him a high five. The amazing treehouse was a success.

Narrative Writing Checklist I wrote a strong start to my story.

I introduced my characters and setting.

I developed the story in an organized way.

I described what happened in a logical order.

My characters came to life with their words and actions.

I used words and phrases to connect events.

I wrote a conclusion.

T he end of my story provides a sense of closure.

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WRTN DALOUE Dialogue is conversation in a story, or when the characters speak. Read the example.

Then, look at each comic and write what you think the characters are saying.

Cat: Has the human fed you yet?

Fish: No. W hat about you?

Cat: Not yet, but I think I found my dinner!

Fish: Come on! I thought we were friends!

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WRTN DALOUE Write what you think the characters are saying. Then, draw your own comic and write what the characters are saying.

Boy: Girl: Boy: Girl:

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WRTN DALOUE Read the beginning of the story below. Write the rest of the story using dialogue to make it more interesting. Illustrate your story.

Robbie’s mom had just finished cleaning the kitchen. Robbie knocked over a full glass of milk. It spilled everywhere! His mom was not worried about spilled milk.

Robbie: Oh, no! I am so sorry Mom! Mom: Robbie: Mom:

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WRTN DALOUE Read the beginning of the story below. Write the rest of the story using dialogue to make it more interesting. Illustrate your story.

Chen asked Anna if she wanted to come over after school to see his new puppy.

Anna loves dogs and was so excited to meet the puppy.

C hen: I am so happy you can come over!

Anna: C hen: Anna:

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SHOWN SEQUENCE Sequence is the order of events in a story. Writers show the order of events by using transition words. Write a short story matching the illustrations below. Use transition words to show the order of events.

Transition words: - first

- now

- last

- suddenly

- next

- finally

- before - during

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- then - meanwhile

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- later

- after

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SHOWN SEQUENCE Sequence is the order of events in a story. Writers show the order of events by using transition words. Write a short story matching the illustrations below. Use transition words to show the order of events.

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FEELNS Write about a bad thing that happened and how you felt. Write about a good thing that happened and how you felt.

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- a little sad

- sad

- very sad

- discouraged

- upset

- tearful

- good

- happy

- very happy

- content

- delighted

- exuberant

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FEELNS Write about a time you were afraid and describe what happened. Write about a time you were angry and describe what happened.

- a little afraid

- afraid

- very afraid

- nervous

- scared

- really frightened

- a little angry

- angry

- very angry

- frustrated

- annoyed

- furious

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OOD, ETTER & EST! Writing detailed and descriptive sentences helps your reader know more about your topic.

Look at the example of a sentence going from good, to better, and then to best by adding details and description.

Good: My dog is funny.

Better: My dog is silly because she runs around in circles.

Best: My silly labrador cracks me up when she chases her tail around in circles.

Read the sentence. Add details and description to make it the best it can be.

Good: I went to the park.

Better: Best:

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OOD, ETTER & EST! Read each sentence. Add details and description to make each sentence the best it can be.

Good: T he leaves fell.

Better: Best:

Good: I made a sandwich.

Better: Best:

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FALES A fable is a made up story that usually has fictional characters such as animals. A fable teaches the reader an important lesson, or moral. Read each fable below and write the moral.

The Frog's Disguise Riley the frog was unhappy. He really wanted to be a mouse, not a frog. “Mice are cute and furry. I am green and slimy,” he thought. One day, Riley disguised himself as a mouse. Before he could even leave the pond, a cat scooped him up and ate him!

The Greedy Shark Lex the shark saw a school of fish swimming his way. He ate them until he was full, but they were so easy to catch that he couldn’t stop himself. He ate all the fish and didn’t save any for his family to eat.

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FALES Write about the moral of the fable below. Include details from the story that support the moral.

The Fisherman and the Little Fish After fishing all day long, a fisherman caught one small fish. “Please! Let me go, sir!” said the fish. “I am much too small for you to enjoy eating me now. If you put me back into the river, I will grow. Then, you can make a nice meal out of me.”

“No, no my little fish,” said the fisherman. “I have you now, and I might not catch you again.”

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FALES Write about the moral of the fable. Include details from the story that support the moral.

Illustrate the story.

The Dog and Its Reflection A butcher gave a dog a bone, and the proud dog went home as fast as he could.

He crossed a bridge and looked down at the water. He saw his reflection as if it were a mirror. He thought it was a real dog carrying another bone bigger than his.

Without thinking, the dog dropped his bone to bark at the dog in the water, in hopes of having two bones to take home. When he opened his mouth to bark, his bone dropped into the water. It was gone forever. Sadly, he realized what a silly dog he had been.

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FALES Look at the characters, settings, and morals. Create your own fable with the options below or with other characters, settings, and morals you choose.

Characters

Settings

Morals

- Fish

- jungle

- help others in need

- Lion

- river

- be yourself

- Fox

- forest

- tell the truth

- Mouse

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CAUSE & EFFECT A cause is an event or action that makes something else happen. The result of the cause is called effect. Read each cause and then write an effect.

Lisa’s baby brother began to cry. It was very early in the morning, and no one was awake yet. He cried louder and louder.

Nehan’s mother bought him a bag of his favorite candy: jelly beans! Nehan was so excited, he ate the whole bag all at once.

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CAUSE & EFFECT Look at the illustration. Write about a cause, or what is happening in the picture, and its effects.

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WHAT A CHARACTER! Read about the character Marty Preston from the book Shiloh. Draw and write about a new character. It can be a character from a book, or a character you make up.

Describe the new character, and write the setting for a new adventure that your new character and Marty Preston can have together.

C haracter: Marty P reston - loves animals - lives in the country - annoyed by sisters - obeys parents New C haracter: S etting: 22

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A NEW ADVENTURE Write about an adventure for your new character and Marty.

Beginning:

Middle:

End:

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WHAT S T SA N?

A proverb is a saying that teaches a lesson. Read the proverbs and write a sentence to explain the lesson you think each proverb is trying to teach. See example below.

“ Early to bed and early to rise makes a man healthy, wealthy, and wise.”

If a person gets enough sleep and starts work early, that person will be successful. Good things come to people who are disciplined.

“Actions speak louder than words.”

“ Better safe than sorry.”

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WHAT S T SA N?

Write a short story that teaches one of the proverbs from the previous page.

Illustrate your story.

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SOETHN SPECAL Write about a time you did something special. Use short phrases or words to complete the graphic organizer.

Event: W ho: W hen: W here: Beginning:

Middle:

End:

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SOETHN SPECAL Write about a time you did something special using what you wrote in the graphic organizer on the previous page. Illustrate your story.

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AN EXCTN ADVENTURE! Draw two characters and write their names. They can be characters from a book you have read, or characters you make up. Describe your characters. Write a setting for their exciting adventure.

C haracter:

C haracter:

S etting: 28

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AN EXCTN ADVENTURE! Think of an exciting adventure for your characters. Write what happens in the beginning, middle, and end.

Beginning:

Middle:

End:

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NARRATVE RAPHC ORANZER

Event: W ho: W hen: W here: Beginning:

Middle:

End: 30

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NARRATVE RAPHC ORANZER

Title: Beginning:

Middle:

End:

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NARRATVE RAPHC ORANZER

C haracter: C haracter: S etting: 32

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NARRATVE RAPHC ORANZER

Title: Beginning:

Middle:

End:

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TTLE/TOPC:

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TTLE/TOPC:

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on i t a m I nfor

A large statue of Abraham Lincoln sits inside the Lincoln Memorial.

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NFORATON WRTN Information writing gives readers facts about a topic. It starts with an introduction, gives details about a topic, and ends with a conclusion. It also uses special vocabulary words, if necessary, to explain things to readers.

Topic:

How Birds Make Their Nests

Introduction:

Birds live all over the world, and many of them build nests for their eggs. However, different birds use very different materials for their nests.

Details:

Grass and Twig Nests: Nests made of grass and twigs are very common. Usually, there are other materials like feathers, animal hair, and mud in the nests as well. Robins and bluebirds make their nests from these materials.

Other Nests: Some nests are made out of very unique materials. An Asian bird called the swiftlet makes nests out of its own saliva! The male swiftlets use their saliva to form a cup shape that gets hard when it dries.

Conclusion:

Birds’ nests are very interesting to study!

They can be big or small and made out of many different materials.

Mud Nests: Some birds make nests almost completely out of mud! Since mud is sticky, birds can attach their nests to steep cliffs or the sides of walls.

Swallows are birds that make their nests entirely out of mud.

Information Writing Checklist I introduced my topic.

I presented information in an organized way.

I wrote important facts and details.

I developed my topic in a logical order.

I used linking words to connect my ideas.

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ALLATORS & CROCODLES Alligators and crocodiles are reptiles that are commonly mistaken for each other. Read about their similarities and differences, and complete the graphic organizer to compare and contrast the two animals.

Crocodiles

Alligators

- reptile that lives near fresh water

- reptile that lives near salt water

- dark gray or black scaly skin

- light tan or brown scaly skin

- rounded, u-shaped snout

- narrow, pointed snout

- long tail and clawed feet

- long tail and clawed feet

Only alligators:

Only crocodiles:

Both alligators and crocodiles:

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ALLATORS & CROCODLES Write about the similarities and differences between alligators and crocodiles. Use the information from the previous page. Write an introduction, details, and a conclusion.

Draw each animal.

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FAOUS STATUES Write facts about each famous statue using the information below.

- gift from France - located on Liberty Island - symbol of freedom - made of copper - turned green over time

Statue of Liberty

- honors George Washington - located in Washington, D.C. - built in 1848 - 555 feet tall Washington Monument

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- world’s tallest stone structure

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FAOUS STATUES Write about the famous statue using the information below. Then, draw and write about a different statue you have seen.

- built on a rock by the water - located in Copenhagen, Denmark - symbol of freedom - made of bronze T he Little Mermaid

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- based on the fairy tale

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EXPORTS AROUND THE WORLD Countries around the world export (or send) their goods and products to other countries.

Write about exports that come from these Western countries.

Made in Canada - cars

- wood pulp Made in Mexico - medicine

- fruits and vegetables Made in Brazil - sugar

- poultry

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EXPORTS AROUND THE WORLD Write about exports that come from these Eastern countries.

Made in China - electronics - dishes

Made in India - rice

- spices Made in Japan - cars

- machines

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HENR ATSSE When Henri Matisse was young, he got very sick. Read the information below and write about how the effect of his illness led him to become an artist.

Young Henri Matisse - was training to be a lawyer - got appendicitis, had to stay home - g iven art supplies from mother to pass time - left law school to become a painter

When Henri Matisse was old, he had arthritis. Read the information below and write about the effect of his arthritis.

Old Henri Matisse - was a successful painter - got arthritis, couldn’t paint - used scissors to cut out shapes - made collages

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OHN AES AUDUBON Read the paragraphs about John James Audubon, the bird painter. Take notes with short phrases or words.

This is John James Audubon. In 1820, he

decided to paint every bird in America. He was an ornithologist. "Ornith" is the Latin word for bird. An ornithologist is a person who studies birds. He was also a painter who painted life-size birds. A print was made of each painting and put into a huge book. It took him years to paint every bird.

- bird painter

- ornithologist

-

-

-

This flamingo is from Audubon's book, The Birds

of America. The book is so big, it is known as a double elephant folio. "Folio" is a word for page. Double elephant pages are huge! Imagine if he painted the flamingo with its neck straightened out. Do you think it would fit on the page?

-

-

-

-

-

-

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FAOUS ATHLETES A topic sentence is the first sentence in a paragraph that tells the main idea of the paragraph, or what it is about. Write a topic sentence about each athlete. See example below.

- professional tennis player

- started lessons at age three - trained for two hours a day with her father Serena Williams

- won 23 Grand Slam titles

Many years of hard work have made S erena Williams a world famous athlete.

- professional figure skater - started skating at age eight - won gold medal at 2010 Winter Olympics Evan Lysacek

- inducted into US Figure Skating Hall of Fame

- professional race car driver - started driving go karts at age 10 - her dad raced cars, mom was a mechanic Danica Patrick

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- first woman to win IndyCar race in 2008

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FAOUS ATHLETES Write about one of the famous athletes on the previous page, or choose an athlete you know about. Write a title, topic sentence, facts about the athlete, and a concluding sentence.

Title:

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BRACHOSAURUS Write about the Brachiosaurus.

Greek-Latin:

Brachio = arm

Saurus = lizard

Brachiosaurus - discovered in 1903 - found in Colorado - first fossil was found by Elmer Riggs - front legs are longer than back legs - long neck was like a giraffe's - ate from tall trees

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when it died - ate fish head first

- fossil of a dinocephalosaurus baby

was discovered in China.

- Dinocephalosaurus was pregnant

- fish fossils in the stomach

marine reptile from 245 million years ago

Scientists learned:

Scientists found:

Saurus = lizard

Dino = fearfully great Cephalo = head

Greek-Latin:

February 21, 2017: T he fossil of a pregnant

Write about the Dinocephalosaurus.

DNOCEPHALOSAURUS

APS Use the information below to write about each type of map.

Road Maps - show major highways and roads - show cities and towns - s how airports, hospitals, and parks - may show bodies of water

P hysical Maps - show physical landscapes - s how mountains, forests, rivers, and lakes - s how elevation (how high or low the land is)

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APS Draw a map of a place you know, like your neighborhood or school. Your map can be a road map, a physical map, or any type of map you choose. Write information about your map.

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NATURAL DSASTERS Read the information about some natural disasters below. Write about the natural disasters and include an introduction, facts, and a conclusion.

- deadliest

natural disaster

- happens

when Earth earthquake

shifts and moves

- also called

cyclones or twisters tornado

- formed by rotating,

spinning air during

a storm - mountain

connected to molten rock

below Earth’s surface

- erupts and volcano

explodes with

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NATURAL DSASTERS Hurry! There is a tornado coming and you are a storm chaser! Draw a picture and write a paragraph about how you would photograph and video a tornado as a storm chaser.

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NFORATON RAPHC ORANZER

Title: Introduction: Paragraph One Topic: Supporting Details:

Paragraph Two Topic: Supporting Details:

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TTLE/TOPC:

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NFORATON RAPHC ORANZER

Title: Introduction: Paragraph One Topic: Supporting Details:

Paragraph Two Topic: Supporting Details:

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TTLE/TOPC:

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O pi n

ent m u g r ion /A

When I visit D.C., I want to see the Washington Monument first.

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OPNON/ARUENT WRTN Opinion/argument writing tells readers what the writer thinks or feels about a topic. It starts with an introduction, lists reasons for the writer’s opinion, and finishes with a conclusion. The writer’s reasons are supported with facts and details.

Topic:

Would you rather live in a tiny house or a very large house? Explain your answer.

Introduction (Opinion/Argument):

If I could live in a tiny house or a very large house, I would pick a tiny house.

Reasons:

I think it would be neat to live in a tiny house. First, most tiny houses can be moved. I could take my house with me wherever I go! Another reason I would like to live in a tiny house is that it would be fun to try to fit my belongings in small spaces. For example, I could have a kitchen sink that could be turned into a stove or a shower that could be used as a closet. I also think a tiny house would be better because it is better for the environment. If I had a tiny house, I probably wouldn’t buy as much stuff. In addition, my house wouldn’t use very much energy. I would be helping to make the world a better place!

Conclusion:

Living in a tiny house is an adventure, and I hope I get to live in one someday!

Opinion/Argument Writing Checklist I stated my opinion/argument in a clear introduction.

I wrote supporting reasons for my opinion/argument.

I put my reasons in a logical order.

I supported my reasons with facts and details.

I used linking words to connect facts and reasons.

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STATES Read the paragraphs about the two states. Take notes with short phrases or words.

Washington state borders Canada, Idaho,

Oregon, and the Pacific Ocean. It is the only state named after a president. It has five different active volcanoes! It rains frequently there, but many people still visit to see the Cascade Mountain Range.

Washington is the biggest producer of apples in Washington

the United States.

- borders Canada

- named after president

-

-

-

The state of Tennessee got its name from a

Native American word meaning “meeting place.” It is bordered by eight different states, and is known as the “ Country Music Capital.” Tennessee has many caves and even sinkholes! The Smoky Mountain National Park, in Eastern Tennessee, is the most visited national Tennessee

park in the US.

-

-

-

-

-

-

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STATES Write about a state you would like to visit. Write facts about the state and explain why you would like to visit. If you write about visiting Washington or Tennessee, you can use facts from the previous page. Illustrate yourself on the trip.

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FAOUS SCULPTURES Read the information about the sculptures below. Write about which sculpture you would like to visit and why.

Cloud Gate

- outdoor sculpture - nicknamed “ T he Bean” because of its shape - mirror-like surface reflects the sky, city skyline, and people walking by

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Lincoln Memorial

- h onors Abraham Lincoln, the 16th president of the USA - L incoln known for working to free enslaved people - made mostly of marble

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CREATE A SCULPTURE! Imagine you are creating a sculpture. Write about what materials you would use, where you would put it, and what it would look like. Explain why you chose to create it. Then, illustrate your sculpture.

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ANCENT SPORTS Write information about each ancient sport.

Chariot Racing - teams raced on a track - chariots were light, small wooden carts - very dangerous and sometimes deadly - no longer played today

Javelin T hrowing - javelins are long, light wooden spears - Greeks and Romans used them in battle - whoever throws them the farthest wins - still played today

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ANCENT SPORTS Write about the ancient sport you would rather play: chariot racing or javelin throwing.

Use information from the previous page to complete the graphic organizer.

Opinion / Argument:

Reason one:

Reason two:

Reason three:

Conclusion:

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CLATES Read the facts about the two different climates below. Decide which one you would rather live in.

Polar Climate

Tropical Climate

- cool summers, very cold winters

- sunshine and rain

- l ong hours of sunshine in summer and mostly dark in winter

- r ainforests with lots of plant and animal life

- two seasons: summer and winter

- little change between seasons

Write which climate you would prefer to live in: tropical or polar. State your opinion in an introduction, provide two or more supporting reasons, and write a conclusion. Continue writing on the next page.

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CLATES

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WOULD OU RATHER? Would you rather help build a house or a playground for your community? Write your opinion, three supporting reasons, and a conclusion.

Opinion / Argument:

Reason one:

Reason two:

Reason three:

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DRT OBS Write which dirty job you would rather have. Write an introduction and support your choice with reasons and facts.

Hoof Trimmer

River Cleaner

- c leans cow hooves that collect dirt, stones, and poop

- p icks up and separates trash from rivers, streams, and lakes

- u ses special machine that lays cow on its side and holds its legs still

- c ollects garbage in boats and brings back to shore

- uses knives and tools to clean and trim hooves

- recycles or disposes of trash correctly

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CRCUS ANALS Read the paragraph about circus animals. Write your opinion about circus animals.

Should circuses be allowed to use animals?

Many traveling circuses around the world use wild animals in their acts,

including elephants, tigers, bears, lions, seals, and more. While some countries have bans on using wild animals in circuses, many do not. People against it argue that animals spend too much time in cages, aren’t in the wild where they can roam freely, and are forced to do tricks that are unnatural. Circus officials argue that their animals get excellent care and without the circus, many people would never get to see wild animals.

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CRCUS ANALS Write three supporting reasons and a conclusion for your opinion from the previous page.

Reason one:

Reason two:

Reason three:

Conclusion:

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CRCUS ANALS Write your opinion about circus animals using the graphic organizer from the previous page.

Write an introduction, reasons to support your opinion, and a conclusion. Draw an illustration to support your opinion. Continue writing on the next page.

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CRCUS ANALS

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FCTON & NONFCTON Fiction books tell stories that are not true, and are created by the writer’s imagination.

Nonfiction books tell stories that are true, and often teach the reader about real events and facts. Write the title of a fiction book and a nonfiction book you have read. Write a brief summary about each book.

Fiction Book Title:

Nonfiction Book Title:

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FCTON & NONFCTON Write which genre, fiction or nonfiction, you prefer to read. Use examples from the previous page, or from other books you enjoy, to support your opinion. Illustrate a scene or a character from one of the books.

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HOT & COLD Write about what you like to do on a hot summer day and on a cold winter day.

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HOT & COLD In your opinion, what is the best way to spend either a hot summer day, or a cold winter day?

Illustrate what is the best way to spend a hot summer day or cold winter day, and write your opinion with two or more supporting reasons and a conclusion.

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OPNON/ARUENT RAPHC ORANZER

Opinion / Argument:

Reason one:

Reason two:

Reason three:

Conclusion:

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OPNON/ARUENT RAPHC ORANZER

Opinion / Argument:

Reason one:

Reason two:

Reason three:

Conclusion:

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