Previ
ew
T
e
xt
The Comprehensive
Expository and Opinion
Writing Guide
for Grades 4 & 5
by Barbara Mariconda with Cynthia Williamson
based on the original work of Barbara Mariconda and Dea Paoletta Auray
Introduction
Section 1:
Objective
TheCopy.
upper elementary years are exciting. By this time, most students have acquired basic academic skills
Body
as well as a body of general knowledge that expands their world and broadens their point of view. The focus
begins
to shift from learning to read to one of reading to learn. As students develop into strong strategic
Procedure
readers, gleaning information and insight from a variety of texts, writing becomes a tool for further exploration,
1) Body Copy
helping them clarify, differentiate, sort and express information and opinions about what they’ve learned. In
other words, writing becomes, more and more, a vehicle for clear thinking. This solidifies the reading-writing
connection. In addition, learning to become strong expository and opinion writers requires students to read
more closely, which improves reading comprehension.
In the activities that follow, your students will learn to:
•
Recognize and distinguish between genres, including the sub genres of expository writing. They will
be able to spot the subtle differences between expository and opinion writing.
•
Organize information in a logical manner so that their writing is easily understood and well paced.
•
Develop broad yet distinct main ideas and main reasons.
•
Generate a variety of rich supporting details.
•
Conduct effective research and enhance their writing with quotes, statistics, amazing facts,
descriptive segments and anecdotes.
•
Write compelling introductions with powerful leads and clear topic sentences.
•
Creatively restate their main ideas and main reasons in conclusions that sum up the whole piece
and end with decisive, memorable statements.
•
Respond to a variety of writing assessments with confidence.
The activities provided here were developed for grades 4-5, as students acquire the writing skills they need
to produce essays with multiple body paragraphs as well as effective introductions and conclusions.
Also included are a variety of more challenging activities that will guide more advanced students through
the process of further developing and refining their writing skills. In each section you’ll find a variety of
activities to meet the needs of the range of students in your class. Some lessons are largely teacher directed,
others require greater independence on the part of the students. This allows you to differentiate to best meet
the needs of all students.
In addition to the multitude of writing tasks incorporated throughout this text, you will also find many
foundational exercises necessary to inform writing tasks. These critical thinking exercises (such as sorting
details into main idea categories, recognizing fact from opinion, analysis of text, etc.) precede the actual writing
lessons. Without this prior knowledge and experience students cannot be expected to effectively complete
writing tasks.
Lastly, given the demands of the latest standards and testing trends, it is critical for students to generate
their writing in both the traditional pen to paper mode and directly at the keyboard. It is important to note
that the latest research suggests that each modality stimulates the brain differently. Pen to paper is a slower,
more multi-sensory process, which reinforces sound symbol connections in a wider variety of ways. At the same
time, in order to be an effective communicator in the 21st century students must also possess agile keyboard
skills. Therefore, we suggest that students are given the opportunity to respond to the written tasks in this text
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1
Section 1:
Introduction
Objective
in either modality, at the teacher’s discretion.
The following icon
will appear on lesson plan pages
in which
keyboarding may be an option. Considering your students’ access to and experience with computer
Body
Copy.
technology vs. paper and pen, you can designate which assignments seem better suited to a traditional or
technological approach.
Procedure
Throughout,
1) Body
Copy you will find suggestions for “making these lessons your own,” tailoring them to the content
you are teaching as well as the specific needs and interests of your students.
What You’ll Find in this Guide
This book was designed to provide everything you’ll need to teach expository and opinion writing
in grades 4 and 5. It includes not only opportunities for writing informational and opinion texts, but more
importantly, we’ve deconstructed effective writing into all of the foundational concepts and discrete skills
students need in order to be successful.
Writing is a complex task. Simply discussing the attributes of powerful texts as a prerequisite to writing
is not enough. Students must learn, through explicit, objective-driven instruction, the salient features of
the genre, author’s purpose, and have a strong grasp of basic concepts that inform these understandings.
For example, before asking students to organize their writing by arranging like details into paragraphs, they
must know how to sort and categorize, to use inductive and deductive reasoning. Before we suggest the use
of more powerful vocabulary in their writing we need to have students use it comfortably in spoken language.
They need scaffolding to grasp and apply these concepts to the writing task. Skipping any of the foundational
skills only results in frustration. Many writing resources make a lot of assumptions around these foundational
concepts and students suffer the consequences.
This guide includes clear, objective-driven lessons that cover the all-important foundational concepts,
and then build writing lessons on this firm base of understanding. Then, we begin teaching all of the
specific skills that are the hallmarks of effective expository and opinion writing.
This approach is extremely powerful for teachers and youngsters alike. Teachers begin to look at
writing in more objective terms, in relation to specific skills taught. Students gain by having what can be an
overwhelming process broken into manageable parts.
For ease of use, the book is divided into skill sections. Within each section you’ll find a wide range of
lessons – some very directed, others requiring more independence on the part of the student. These can be
used at your discretion based on the needs of your students.
The Skill Sections are as follows:
Section 1: Recognizing Genre/Organization
Section 2: Broad Yet Distinct Main Ideas
Section 3: Elaboration - Detail Generating Questions
Section 4: Research
Section 5: Introductions and Conclusions
Section 6: Authentic Writing Tasks
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Strategic Reading – Informed Writing
Objective
Students learn strategies for close reading that provide valuable information
about organization that will later inform their writing.
Strategies include:
• skimming and scanning for an overview of the entire text
• recognizing the importance of headings, keywords, diagrams, illustrations
• writing a summary based on information provided (text conventions)
Important Vocabulary
title, topic, headings, bold-face print, italicized print, key words, diagram,
photograph, illustration, caption
LESSON AT A GLANCE:
Whole Class Activity
• Introduce students to text
conventions.
• Modeling skimming,
scanning.
• Point out how cues
improve reading.
• Summarize piece.
Procedure
1. Explain to the class that they will be reading a selection titled Bears and that they’ll be learning some
strategies for how read more effectively in order to glean the most information from the piece.
2. Photocopy pp.39-40 and distribute copies to the class and project it on the white board. To build context
and background begin by showing the students numerous online images of a variety of bears (or, for the
following lessons, The Giant’s Causeway, Scarecrows, Ice) and discuss what, if any, prior knowledge they
might have. Then, ask them to listen carefully as you read the piece aloud to them. (This is particularly
important for students who may have difficulty reading the piece independently.) This will give them a
sense of what the text is all about.
3. Explain that, before they read an expository piece, it’s important to look for certain cues that can provide
valuable information to aid the reader’s understanding. Direct their attention to the piece and ask them
to annotate it together, labeling the important parts. Use the guided questions below to inform your
discussion.
4. First, circle the title. Ask them what the title reveals. (the topic) Remind them that the topic tells the reader
what the entire piece will be about. Model this for students and have them do the same.
5. Next, for reference purposes, number each paragraph.
6. Point out and underline the headings. Explain that the headings allow you to quickly skim and scan the
piece and get a sense of the main ideas of the piece.
7. Ask them to help you fill in the summarizing framework, based solely on the title and headings.
Chart:
TOPIC: Bears
Main Idea #1: Kinds of Bears and Where they Live
Main Idea #2: Common Traits
Main Idea #3: Bear Behavior
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37
Strategic Reading – Informed Writing
Discuss the way that identifying the topic and headings can set a purpose for learning. As readers they
already have a good idea what they’ll be reading about, which aids in comprehension. Discuss how a
summary such as this might be an excellent way for an author to begin. (Helps with organization and focus.)
8. Next, in each paragraph, have them locate all bold-faced or italicized words. Explain that these are key
vocabulary words that might be new to the reader. These keywords are usually either preceded or followed
by a definition to aid in understanding. Point out that these specially marked words indicate some of the
important details in the piece.
(Option: For homework, have students create a key word vocabulary chart, listing each key - words followed
by a definition they craft from the information provided in the text.)
9. Point out the photograph and its caption. Ask students why both are important.
10. Next, on the white board or chart paper, translate the information on the summarizing framework into an
extended summary using the following sentence starters:
This expository text provides information about
bears live , learn about their common traits
bears . We’ll discover where different types of
, and become familiar with bear behavior .
Or…
This expository text provides information about The Giant’s Causeway . We’ll discover the
unusual land forms , learn about the geology of the region , and become familiar with the
legend of Finn MacCool .
This expository text discusses scarecrows, past and present . The author explores the need for
scarecrows , investigates scarecrows around the world , and reveals all the ways to have fun with
scarecrows .
This informative piece is all about ice cubes before the age of freezers . The author delves into
use of ice in the olden days and uncovers how harvesting ice became a business .
the
11. Finally, have them read the text independently. Discuss how examining the following text conventions:
title, headings, bold or italicized key words, photographs and captions guide their reading – think about
how much they’ve learned before they’ve even started reading! Also point out the way that the author
organized the information made it more accessible to the reader.
NOTE: Approach the articles on pp. 41-47 in the same fashion. You may also use any high quality magazine
article or textbook chapter in the same way.
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Student Page
Name:
Bears
It’s hard to believe
that these large, often
ferocious relatives of the
dog, raccoon, and panda
are the inspiration for
millions of cuddly soft
stuffed toys! There are
many kinds of bears,
living in numerous
places the world over.
Their behavior and
shared traits fascinate
their human neighbors
all around the globe.
Kinds of Bears and
Where They Live
Many kinds of bears
can be found in a wide
variety of places, mostly
in wild mountain,
forest, and arctic areas.
In fact, bears inhabit
every continent except
Africa, Antarctica, and
Australia. The largest
bear, the Kodiak,
which weighs almost
a ton is found in the
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wilderness and wide
open grasslands of
Alaska. The Kodiak is
related to the Grizzly.
Grizzly bears, with
their dark fur edged
in white, live in many
areas of the United
States and Canada.
Brown Bears, which
are smaller than the
Kodiak and Grizzly,
and the North
American Black Bear
(which isn’t always
black, but brown,
white, gold, even
bluish tinted)
also live in the
United States
and Canada.
The coast of the
Arctic Ocean
is home to the
distinctive white
Polar Bear,
thriving in the
snow and ice.
Asia is where
the slow-moving
Sloth Bear is
found, with its short
black fur and bib of
light colored fur.
Common Traits
What do all bears have
in common? Scientists
group them into a
family of creatures
called Ursidae. All
bears are classified as
caniforms meaning
“dog-like” creatures.
They have long snouts
and non-retractile
claws, just as dogs do.
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39
Student Page
Of course, bears are
larger than dogs. These
large furry mammals
have thick, weighty
bodies and can stand
on their hind legs. You
can recognize bears by
their rather squared off
snouts, short rounded
ears, and short stubby
tails. Their feet are
similar to human feet,
complete with a heel
and a sole. In fact,
bears’ hind feet also
have five toes. Their
long curved sharp
claws are used to tear
food and to move
nimbly - they can even
climb trees. Bears are
carnivores meaning
that they eat mostly
meat. This is why they
have numerous large
teeth that can grind,
crush, and tear meat.
However, bears also eat
vegetation.
Bear Behavior
Bear’s behavior
has always interested
people. Some bears
hibernate, retreating
to their dens, doing
without food, and
entering a deep sleep
state in which their
metabolism (body
function) slows down
dramatically. These
large animals, which
may appear rather
clumsy and slow, are
actually very fast
runners. A mother
bear may charge at
any threat to her cubs,
human or animal. In
order to fuel their hefty
bodies bears must eat
a lot. They’ve
been known to
raid campsites and
cottages, foraging
or digging through
supplies and trash
in order to find
something edible.
Bears also love
Polar bear at home in the snow and ice
40
honey and have no
problem batting down
a bee’s nest, swiping
at it with their claws,
and scooping out gobs
of thick, sweet, honey.
Their thick fur makes
it difficult for bees to
sting them, although
bears gladly endure
stings in order to eat
the bee larvae in the
honey. These amazing
creatures communicate
through a complicated
marking system in
which they claw, gnaw,
or chew at tree trunks
as a means of warning
other bears to stay clear
of their territory.
In your world travels,
if you ever find yourself
in a National Park, or
hiking in a nature preserve, keep your eyes
open for a member of the
Ursidae family. If you
spot any type of bear,
stay calm and move
quietly away. These
beautiful, yet sometimes
menacing creatures, and
the habitats they live in
certainly deserve our
respect.
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Section 3: Elaboration - Detail Generating
Section
Questions
1:
Objective
These skills
to
e relevant
Body
arCopy.
itory
both expos
n
Procedure
and opinio
1) Body Copy
writing!
Teacher Background:
Introduction to Elaboration
So often, when students begin expository/informational writing, they will
simply string together a list of facts, without elaborating or expounding
on them. When we, as teachers, respond by asking, “Could you add some
more details?” students generally locate nouns and insert adjectives.
These adjectives are often color words, size words, or other overly general adjectives. They have, in
fact, followed our directions, however, this simplistic approach to elaboration does little for the overall strength of
the piece. The problem is not in students’ responses – the problem is that our directive to them is ineffective.
Here’s a sample of this:
Original Student Version in which the author simply states facts:
African elephants, both male and female, have tusks. Tusks are like big teeth. They use them to fight
and to dig. They’re made of ivory.
Typical Student Revision based on an ineffective cue: “Could you add some more details?”
African elephants, both male and female, have big ivory tusks. They’re like long teeth. They use their
sharp tusks to fight enemies and dig for things. They’re made of white ivory.
Clearly you can see how the student added more details (big, long, white) but notice how these “details” add
little to the content or style of the writing. In the next example, the author “shows” rather than “tells,” using
details in a powerful, effective way. Notice not only the greater level of description, but, the enhanced level
of information in this version:
African elephants, both male and female, have long, curved, pointed tusks that protrude from the sides
of their mouths. Tusks are actually long, extended teeth that are made of a bone-like material called
ivory. Tusks serve an important purpose for elephants. These strong, sharp incisors are used to dig for
water and for food, and to fight off predators, or even other elephants.
The first educational objective in regard to creating effective “supporting details” is for students to develop
an awareness of the power of “showing” rather than “telling” - to learn to recognize simply stated versus vividly
elaborated details. Instruction begins with opportunities for students to compare simply stated facts to vivid,
fully elaborated details.
Another important aspect of “elaboration” in expository/informative writing is an awareness of the value
of research. The student writing a report on the African elephant will learn to recognize the ways simple
research can dramatically inform and enhance their writing.
One extremely effective technique is the application of a variety of detail-generating questions.
Students take a basic fact and apply detail-generating questions to it in order to expand their thinking. This
technique accomplishes three things: it helps students recognize not only the power of vivid, specific details,
but also guides them to see how relevant details lend themselves to delivering even more critical information.
The questions also drive research. By asking specific productive questions we can elicit much more powerful
responses from students. The quality of the questions we ask will determine the quality of the responses
students give. Eventually, students internalize the questions, and begin to apply them independently.
So what are these “detail-generating questions?” They are listed on the Student Reference Sheet on the
following page.
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257
Detail-Generating Questions
WHAT DOES IT “LOOK” LIKE?
Sound like? Feel like?
Taste like? Smell like? Seem like?
You may need to research this!
WHY IS THAT IMPORTANT?
Why is that important to your main idea?
You may need to research this!
IS EACH DETAIL IN A SEPARATE
SENTENCE?
Separate the Grocery List!
DID YOU GIVE A SPECIFIC
EXAMPLE?
Avoid general language such as
“stuff,” “things, “nice,” etc.
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Writing Sentences Using Detail-Generating Sentences
What Does it Look Like? Why is it Important?
Objective
Students write sentences using two basic detail-generating questions: What
does it “look” like? Why is it important?
Procedure
1. Review the way that detail-generating questions can help writers go beyond
“Just the Facts” sentences, and allow them to “show” rather than “tell.”
LESSON AT A GLANCE:
Whole Class and
Individual Activity
• MODEL use of detail
generating sentences.
• Write sentences using
What does it look like?
Why is it important?
2. Display several online photos of tigers. Chart the following “Just the Facts” sentence as a starting point:
Tigers have stripes.
Point out the underlined detail in the sentence (stripes). Look around the room to see if anyone is wearing
a striped shirt. Or, find a photo of a zebra, striped curtains, a striped dress, etc. Ask how a tiger’s stripes are
different and unique. (What does it “look” like?)
Revise the sentence using some of the details students’ contributed:
Tigers have unique sets of gold, orange, black and white stripes.
Now, ask Why is it important? See if students can contribute ideas about why stripes are important to
tigers. Another way to phrase that might be, “What function do the tigers’ stripes serve?” Students might
decide that the stripes serve as camouflage and that this helps them sneak up on prey. Write:
Tigers have unique sets of gold, orange, black and white stripes that help camouflage them in their
natural habitat. This helps them move through their surroundings undetected, making them stealthy
predators.
3. Point out how this revision corresponds to the detail-generating questions by underlining the What does
it “look” like? words (gold, orange, black and white stripes) ) in one color and underlining the Why is it
important? part (camouflage in natural habitat, move through surroundings undetected, stealthy predators,
etc.) in another color.
4. Copy and distribute one of the student activity sheets Writing Sentences with: What does it look like? Why
is it important?, pp. 270-275. Read through the example, underlining the What does it “look” like? words
(convenient packet of popcorn) and circling the Why is it important phrase (is an easy way to make a
delicious, convenient and healthy snack).
5. Allow students to work independently, applying the detail generating questions to revise the sentence.
Circulate, answering questions and making suggestions as students proceed. Read strong examples aloud.
Optional Extension: If students are having difficulty coming up with the Why is it important part of their
revision, use this as a jumping off point for research. A good research question can be framed using the
Why is it important? language.
Ex. Why are apples and peaches good for you?
(See section 4 for more tips on research.)
6. Repeat this activity with the other student activity sheets as needed, or assign as homework.
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Student Page
Name:
WRITING SENTENCES WITH:
WHAT DOES IT “LOOK” LIKE? WHY IS IT IMPORTANT? (5)
Read the detail sentence below. Revise the sentence using the detail-generating questions:
What does it look like? Why is it important?
Ex. Raccoons have little front paws.
Revision: Raccoons have small front paws with long fingers. These
nimble-fingered creatures use their paws to capture, peel, and crack
open a wide variety of foods.
Detail sentence:
Going to the dentist is important.
Your revision:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Detail sentence:
Playing a musical instrument is a good thing to do.
Your revision:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
274
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Student Page
Name:
USING DETAIL-GENERATING QUESTIONS (6)
Read the paragraph below on the topic of preparing for a hurricane. The author has simply listed a number
of facts. None of the facts have been elaborated on in an effective way. On another paper, revise this paragraph
by applying the detail-generating questions (in bold print) as indicated. You may use the sentence starters on the
bottom of the page to correct the redundant sentence variety.
The key to surviving a hurricane is preparation. You should have batteries,
candles, matches, and flashlights on hand. You should have a transistor radio.
You should have plenty of water and food. You should board up or tape your
windows. You should move the stuff in your backyard inside.
USE THE DETAIL-GENERATING QUESTIONS:
The key to surviving a hurricane is preparation. You should have batteries,
candles, matches, and flashlights on hand. (Is each detail in a separate
sentence? Separate these details. Then, about each detail, ask yourself:
“What does it look like, why is that important?”) You should have a
transistor radio. (Why is this important?) You should have plenty of water
and food. (Can you give a specific example? Why is this important?) You
should board up or tape your windows. (Why is this important?) You should
move the stuff (What kind of stuff? Be specific. Tell what this stuff looks
like and why it is important.) in your backyard inside.
Sentence Starters
Be sure to________.
Another must-have item is ________.
Well prepared people will ________ .
Additionally, you’ll need ________.
306
It is critical to have ________ .
Don’t forget ________.
Of course, you’ll need ________.
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Sample Modeled Revision
Using Detail-Generating Questions
The key to surviving a hurricane is preparation. During a storm it is
common to lose power. In order to see in the dark, well-prepared people
have powerful flashlights with fresh batteries close at hand. Candles and
matches, placed in safe, fireproof places are also helpful. Batteries also
can be used during a power outage to power a high quality transistor radio
to keep abreast of news and weather information. Be sure to stock up on
plenty of bottled water at the first prediction of a storm. When hurricanes
cause flooding, water supplies can become tainted and bottled water may
be the only source for drinking, washing, and cooking. It is also advisable
to have plenty of canned and dry goods on hand. Refrigerated food will
spoil when the power is out, and it may be impossible to get to the store.
Additionally, you’ll need to cover glass windows with plywood, or, if that’s
impossible, at least tape them with heavy-duty duct tape. This helps
prevent breakage and injuries occurring from shattering glass because of
high winds, or a tree or wind-blown object crashing through your window.
Don’t forget to move patio furniture, lawn chairs, and garden decorations
indoors to prevent them from turning into flying projectiles, or from simply
having them damaged out in the storm.
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307
Researching a Topic of Interest
Objective
Students learn to use search engines to research topics of interest to help
LESSON AT A GLANCE:
them add descriptive details to their writing.
Whole Class Activity
• Students determine an
appropriate key word
• They list a number of
research questions
• They use a search
engine to locate relevant
information
• Write a simple paragraph
incorporating results
Procedure
1. Review with students what they’ve learned thus far about conducting
research online. Be sure to use the vocabulary of online research – key
words, search terms, search engines, etc. Refer back to Research! Using
Search Engines, p. 322, and remind them of some of the ways they can
narrow their search.
2. Distribute Researching a Topic of Interest 1 - The Right Pet for You, p. 328,
and talk it through together. They must name the pet they wish to have
and then come up with research questions about the care and supplies necessary. Circulate as they work on
this, offering guidance as necessary. Have experienced students skip to Researching a Topic of Interest 2 Bats - the Only Flying Mammal, p. 329, and proceed similarly.
NOTE: You can easily replicate this lesson using thematic material relevant to your curriculum. The
most powerful instruction will take place when the research is heavily integrated across the curriculum.
We strongly encourage you to apply the format provided to whatever theme, topic, or subject you’re
working on in class.
3. Have students use a search engine to locate the answers to their questions. Be sure to have them notice
which search term or keyword/phrase yielded the best results and have them cite (list) that source.
A helpful website to check out for Researching a Topic of Interest 2, p. 330, is sponsored by The National
Wildlife Federation: http://www.nwf.org/wildlife/wildlife-library/mammals/flying-squirrels.aspx
4. Finally, in the form of a short paragraph, have them answer their research questions.
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327
Student Page
Name:
RESEARCHING A TOPIC OF INTEREST (1)
The Right Pet for You
Think of a pet you’d like to have. Before getting a pet you must consider the care this
pet requires and the supplies you’ll need to care for your pet. Smart pet owners research
the care and supplies they need before they commit to purchasing a particular pet.
Write the name of your potential type of pet: ________________________________
Conduct online research to find out how to care for this pet and what supplies you’ll need.
List several research questions.
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
4. ______________________________________________________________
What search terms yielded the best results?
_________________________________________________________________
Cite your best source here: ____________________________________________
What did you learn? Do you think this pet is a realistic choice for you?
Why or why not? ___________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
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Student Page
Name:
GLEANING INFORMATION FROM DIAGRAMS, CHARTS,
GRAPHS, MAPS (1)
While researching, authors often come across valuable information communicated through diagrams,
charts, graphs, timelines, and maps. Information presented graphically can be incorporated into an essay,
report, or research paper. Examine and discuss each example, below, and write two detail sentences about
information provided in each.
Heldon Farms Best Selling Ice
Cream Cone
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
Bridgefield
Smithtown
__________________________________________________
__________________________________________________
Heldon
__________________________________________________
Milford
__________________________________________________
Heldon
Farms
Shop
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__________________________________________________
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333
Student Page
Name:
GLEANING INFORMATION FROM DIAGRAMS, CHARTS,
GRAPHS, MAPS (1)
MOST POPULAR ICE CREAM FLAVORS AT HELDON FARMS ICE CREAM SHOP
32%
25%
20%
12%
8%
3%
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
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Student Page
Name:
TAKE SOME NOTES!
Read or listen to each information sentence below and take notes. Write just enough to trigger a memory of what
you learned so that you can recall it later. Focus on keywords. Use the dash ( – ) as a quick way to define or explain
something. Use a slash ( / ) as a way to say “and, or”.
1. Oceanographers also study marine plants.
Notes:_________________________________________________________
2. The formal scientific study of oceans began in 1872 with the Challenger
Expedition.
Notes: ________________________________________________________
3. The earth’s oceans are all interconnected with landforms emerging like islands.
Notes: ________________________________________________________
4. Marine biologists study plant and animal life in our oceans.
Notes: ________________________________________________________
5. Modern technology offers today’s oceanographers more opportunities to
learn about oceans than in the past.
Notes:_________________________________________________________
6. Some oceanographers use scuba diving equipment and deep sea diving gear
to explore the depths.
Notes: ________________________________________________________
7. Others travel in underwater crafts called submersibles.
Notes: ________________________________________________________
8. A famous submersible called “Alvin” was used to locate and explore the Titanic.
Notes: ________________________________________________________
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THE GOLDEN BRICKS
Five Powerful Building Blocks That Give Your Pillar Strength
QUOTE:
The words of an authority or an expert on the subject you’re writing about. Be sure
to tell the reader who the expert is and what his/her qualifications are.
EX. Ms. Kathy Jones, executive producer, says, “This movie will be a hit!”
NOT just: Ms. Kathy Jones says....
STATISTIC:
Information presented as a number, ratio, or percentage.
EX. On average 100,000 people use this product daily.
or
It has been proven that 9 out of 10 people own......
or
Studies show that 85% of people visit.......
AMAZING FACT:
An unusual, amazing, little-known fact that will surprise your readers.
EX. It is hard to believe, but when a sea star loses an arm, they grow another in its place.
ANECDOTE:
A SHORT explicit story used to illustrate a main idea.
EX. That reminds me of the time when I wore my clogs and slipped on the icy path. This is
just another example of why it is important to dress appropriately for the weather.
DESCRIPTIVE SEGMENT:
A vivid 2 or 3 sentence description that uses the five senses to illustrate an
example of some kind.
EX. Cars and buses rush past in a blur. Taxi horns blare. The air is filled with the smells
of exhaust. Pedestrians crowd the sidewalks. Skyscrapers tower overhead. The city is a
bustling place.
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Name:
IDENTIFY/ANALYZE THOSE DETAILS! (1)
Read the paragraph below. Identify the MAIN IDEA of the paragraph and write a “blurb” in the margin. Notice
the underlined detail. Tell which kind of detail it is:
• Quote • Statistic • Descriptive Segment • Anecdote • Amazing Fact
Many people keep exotic birds as pets. Parrots, cockatoos, and mynah birds are
just some of the birds people enjoy. They are beautiful creatures to behold with
their bright feathers and fancy plumage. These birds make excellent companionsnot only do they sing and whistle, but many of them can talk. It’s no surprise that
over a million Americans are proud owners of exotic birds!
The boldfaced, underlined detail is an example of a/an ___________________________.
BRAINSTORM: Underline each “WORD REFERENT” the author uses in place of “exotic
birds”.
Read this paragraph. Identify the MAIN IDEA of the paragraph and write a “blurb” in the margin. Underline the
quote when you find it.
One popular winter sport is hockey. Hockey is a fast-paced spectator sport. Playing
the game requires the energy of a speed skater, the precision and aim of a golfer, the
balance of a figure skater and the power of a football player! Alberta, Canada hockey
enthusiast Matt Wilson says, “There’s nothing more exhilarating than watching the
pros take aim, whack that puck, and score a goal!” It’s no surprise that year after year
fans flock to buy season tickets to see their favorite teams hit the ice.
BRAINSTORM: Can you come up with some “WORD REFERENTS” the author could use
in place of the word “hockey”?
BONUS: See if you can write a similar paragraph about another sport that interests
you! Include a quote as a powerful means of elaboration.
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WHAT YOUR INTRODUCTION PARAGRAPH NEEDS
1. A Lead: Catch the reader’s attention with:
• an amazing or unusual fact • a question
• a descriptive segment
• a statistic
• a quote
• an anecdote
2. A Topic Sentence: Briefly, clearly, tell the reader what the piece
will be about.
Read each introduction paragraph that follows. Pay attention to the different kinds of leads. The lead
appears in italics. The topic sentence is underlined. Notice that the topic sentence in each example is the same!
He soars through the air like an eagle, swing to swing, performing acrobatics, landing
gently on a tightrope strung across the big-top, drawing “oohs” and “ahs” from the
crowd below. Without a doubt, circus performers need great eye-hand coordination,
bodies that are fit and trim, and nerves of steel.
(Type of lead: descriptive segment)
The Flying Wallendas performed amazing death-defying dare-devil stunts – without
the benefit of a safety net! Without a doubt, circus performers need great eye-hand
coordination, bodies that are fit and trim, and nerves of steel.
(Type of lead: amazing fact)
Well trained athletes must know how to fall. In fact, during a high-wire circus
performance the famous Wallendas fell to the ground without injury! A newspaper
reporter said, “The Wallendas fell so gracefully that it seemed they were flying!” Thus,
they were referred to as “The Flying Wallendas.” Without a doubt, circus performers
need great eye-hand coordination, bodies that are fit and trim, and nerves of steel.
(Type of lead: quote)
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Spectators love to watch the kind of daring athletic feats popularized by performers
in the famous Canadian circus company, Cirque du Soleil. In fact, almost ninety
million people in more than 200 cities around the world have watched them perform
challenging aerial acrobatics. Without a doubt, circus performers need great eye-hand
coordination, bodies that are fit and trim, and nerves of steel.
(Type of lead: statistic)
Do you think that the best athletes are those playing ball in national leagues and
earning millions every game? Before you answer, ask yourself this - have you ever seen
acrobatic artists in world class circus shows? Without a doubt, circus performers need
great eye-hand coordination, bodies that are fit and trim, and nerves of steel.
(Type of lead: question)
When I went to the circus I was expecting to see clowns, dancing horses, and a lion
tamer sticking his head in the mouth of the king of beasts! I settled in with my popcorn
and sat back to relax. I never dreamed I’d be on the edge of my seat, watching a human
pyramid of tumblers balancing on a chair atop the high wire! It was hard to imagine how
much practice was involved in perfecting that! Without a doubt, circus performers need
great eye-hand coordination, bodies that are fit and trim, and nerves of steel.
(Type of lead: anecdote)
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Name:
LEADS AND TOPIC SENTENCES (2)
Read each introduction paragraph. Fill in the author’s prewriting plan in order to highlight each main idea.
Underline the lead in red and the topic sentence in blue. Then, on the line below each summary, tell which kind of
lead the author used:
Descriptive Segment • Amazing Fact • Question
• Quote • Statistic • Anecdote
In a recent poll, eight out of every ten kids questioned said that they preferred
pizza to all other foods, and I agree with them! Pizza is a convenient, delicious,
and nutritious family food choice.
TOPIC: ___________________________________________________________
Main Idea #1 _____________________________________________________
Main Idea #2 _____________________________________________________
Main Idea #3 _____________________________________________________
Type of lead: _____________________________________________________
Do you enjoy an occasional swim? Would you like to join the arts and crafts club,
or learn yoga, karate, or judo? Does a trip to the weight room sound appealing?
The YMCA offers sports, crafts, and clubs for people of all ages.
TOPIC: ___________________________________________________________
Main Idea #1 _____________________________________________________
Main Idea #2 _____________________________________________________
Main Idea #3 _____________________________________________________
Type of lead: _____________________________________________________
Read each introduction again and check (3) the one that belongs in an opinion piece. Circle the
one that introduces an expository piece.
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Conclusions
Teacher Background:
Conclusions
The concluding paragraph should “sum up” the main ideas of an expository piece and the main reasons
of an opinion piece. However, this should not be a totally redundant restating of the main ideas. Here is an
example of a common student response:
So now you know what frogs look like, where they live, and how they grow and change. I hope
you enjoyed reading my report.
It is clear that the piece focused on the topic of frogs, and that the main ideas dealt with their physical
characteristics, habitat, and life cycles. However, this kind of redundant restating is boring. There are a number
of different techniques that can be used to creatively restate the main ideas that we’ll explore in this
section:
• RESTATE EACH MAIN IDEA/REASON AS A QUESTION
• WORD REFERENTS
• DEFINITIVE WORDS/PHRASES
• INFORMATIVE VERBS
• HYPOTHETICAL ANECDOTES
• RESTATEMENT OF GENERAL TOPIC SENTENCE
Some of these techniques (questions, word referents, definitive words/phrases, restatement of general
topic statement) are easy and effective for less experienced writers and function as a bridge to the more
sophisticated skills (hypothetical anecdote, informative verbs) which are better applied by more experienced
students. We will explore each of these techniques, and encourage students to apply them as they are ready.
An example of each follows:
RESTATE EACH MAIN IDEA AS A QUESTION (expository example)
Can you understand why the pond is the perfect frog habitat? Might you take a nature walk to
try and spot frog eggs, tadpoles, or adult frogs? When you hear a croak and a splash will you
try to spot one of these long-legged green amphibians? There’s a lot to learn about frogs.
Let’s analyze the way that each main idea was referenced in the above example.
• appearance: long-legged green
• habitat: marsh or pond
• life cycle: tadpoles - frogs
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Conclusions
WORD REFERENTS (opinion example) - rephrase key words and phrases for sentence and word variety.
Would you like to take a nature walk by the marsh or pond? Do you enjoy searching for clusters of
eggs and wiggling tadpoles? Will you be excited to recognize one of these bumpy green-skinned
amphibians when you spot one? Frogs are amazing creatures!
Notice the use of “marsh or pond” in place of “where they live”, “clusters of eggs and tadpoles” in place
of “how they grow and change” and “bumpy green-skinned amphibians” in place of “frogs”. (Also, notice the
last sentence - an example of opinion statement or topic sentence.)
DEFINITIVE WORDS/PHRASES (list below) - lend an air of authority and finality to the piece.
• certainly • surely • without a doubt • clearly • decidedly • truly • for sure
• absolutely • definitely • of course • indeed • undoubtedly • positively
Would you enjoy a nature walk by the marsh or pond? Are you entertained by the flopping about
of tadpoles and the leaping of long-legged green frogs? If so, you should certainly get to know the
common, yet fascinating frog!
RESTATEMENT OF GENERAL TOPIC SENTENCE
Many students have a tendency to end their pieces with a phrase such as: “I hope you liked reading my
report”, or “now you know all about frogs”. These ineffective, awkward final sentences are fairly typical,
because students sense the need for some closure but are uncertain about how to achieve it. The use of the
general topic sentence as the final sentence in the piece is an excellent alternative. Restate the TOPIC along
with a general adjective:
Would you enjoy a nature walk by the marsh or pond? Are you entertained by the flopping about
of tadpoles and the leaping of long-legged green frogs? If so, you should certainly get to know the
amazing, fascinating frog!
HYPOTHETICAL ANECDOTE - a situation presented that would, hypothetically, put the reader in contact
with your topic.
If you ever stroll along the banks of a pond, or take a kayak or canoe out on a small lake, be on
the lookout for these interesting creatures. From egg to tadpole, from tadpole to frog, these longlegged, green hopping amphibians will definitely catch your eye. Without a doubt, these comical
croakers are fascinating.
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Conclusions
INFORMATIVE VERBS - replace passive or helping verbs with informative verbs in order to easily restate each
main idea. Here is a list of informative verbs for reference purposes:
• recognize • understand • learn about • discover • uncover • reveal • study
• examine • observe • analyze • investigate • find out • focus on • research
• know • delve • consider • determine • remember • explore
• become familiar with • be on the lookout • become aware of
If you ever stroll along the banks of a pond, or take a kayak or canoe out on a small lake, be on the
lookout for these interesting creatures. You can explore their habitat and observe them from egg
to tadpole, tadpole to frog with their distinctive appearance. These long-legged, green hopping
amphibians will certainly catch your eye. Without a doubt, these comical croakers are fascinating.
All of these techniques will be presented to students, from the most basic skills to the most sophisticated, in
the activities that follow. The first lesson introduces the simpler techniques.
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LiterarySection
Analysis
1: Task
Title
Narrator’s Point of View
Teacher Background:
Teacher Background:
Title
Literary Analysis Task - Narrator’s Point of View
Body Copy.
When students read narrative stories they’re sometimes asked to consider the point of view of the main
character (also referred to as the narrator) and the way the narrator’s world view and personal experience
affect the way story events are portrayed. This critical thinking skill requires students to “get inside the head”
of the main character/narrator and try to understand how his/her ideas, beliefs, impressions, opinions have
been formed based on their family, school, community situations and life experiences. It requires students
to think empathetically, to ask themselves questions such as, “If I experienced what the main character
experienced, how would I respond? How would I see the world?”
Here is an example of this type of literary analysis task:
The stories titled Are we Having Fun Yet? and New to 5B both include events in which
the narrators found themselves in settings where they didn’t want to be. Write an essay
describing how each main character’s point of view influenced how these settings are
described. Be sure to use details from both stories.
Keep in mind, that while the genre of the texts being analyzed for this purpose (comparing narrators’
points of view) are narrative stories, the related writing task is expository in structure. The author needs
to present her/his analysis in a logical sequential way, presenting their topic, an introduction that identifies the
task, a number of body paragraphs, each with a main idea and supporting details, and a concluding paragraph
that creatively restates the main ideas. The supporting details need to include specific examples from the text
as evidence.
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Narrator’s Point of View
LESSON AT A GLANCE:
Objective
Students compare two narrators’ (or main characters’) points of view
regarding their perception and description of setting, and discuss the reasons
that inform these characters’ viewpoints in an analytical essay.
Procedure
Whole Class and
Independent Activity
• Define and discuss narrator’s point of view (POV).
• Read two narrative stories
and discuss POV in regard to
story setting.
• Using guiding questions,
write an analytical essay explaining each narrator’s POV.
1. Ask the class if they’ve ever heard the term “point of view” and discuss their
understanding. “Point of view” in a story can be defined as the lens through
which the main character or narrator sees the world. The narrator’s life
experiences, feelings, and opinions affect and influence their point of view.
Ask them the following - if they were reading a story about a boy who had
gotten lost in the woods as a young child, and years later was asked to go camping with his scout troop in the
state forest, how might he feel? What might his point of view be and why? How would he describe the woods?
2. Tell the class that they’ll be reading two stories, Are We Having Fun Yet? and New to 5B. Explain that the
narrator (main character) in each story finds him or herself in a setting they’d rather not be in. Ask them to
consider the point of view of each narrator and how their point of view is communicated through the way
they perceive the setting. Have them think about how their attitudes, opinions, and feelings influence their
impressions of place. (If necessary, review the meaning of “setting” in story.)
3. Distribute copies of both stories and share the boxed writing task, below. You may choose to have students
read each story silently first, then read both selections aloud to them. Discuss point of view and setting in
each. (Refer to Annotated Version, pp. 524-525, to guide your discussion.) Use the chart, p. 521, to help
students organize their ideas and their supporting evidence. MODEL an example or two of locating and
noting evidence from the text. Point out that the chart is designed like the pillar framework, with main
ideas followed by supporting details.
The stories titled Are we Having Fun Yet? and New to 5B both include events in which the narrators found
themselves in settings where they didn’t want to be. Write an essay describing how each main character’s
point of view influenced how these settings are described. Be sure to use details from both stories.
4. When their charts are completed, explain that they’ll be writing an analytical essay explaining their
reasoning, referring to their charts to guide their writing. Distribute and discuss Sentence Starters, p. 530.
These will help students frame their evidence fluently. MODEL how to pair up their evidence with the
sentence starters. It is also helpful to model the use of the colon and quotation marks as tools for citing
evidence. (See the annotated sample essay, pp. 533-534, to guide your discussion.)
OPTION: This is a challenging, high-level thinking task. It might be helpful to project, annotate and
analyze the sample text with the class to better prepare them for these kinds of assignments prior to
asking them to write for this purpose. In this way they can clearly understand the salient features of
a strong response. After the analysis and discussion you can choose 2 alternate narrative selections
from your class library and have students analyze and write about them in the same way. Use your
professional discretion to decide how to best utilize this material for the unique needs of your class,
moving from awareness-building to actual writing when the time is right.)
5. Set them to the writing task (GUIDED PRACTICE) and circulate, reading any powerful sentences or passages
aloud. Offer guidance where necessary. Refer to the Sample Essay, pp. 533-534, to guide your work.
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Crafting Powerful Conclusion Paragraphs
Name:
JEREMY’S SITUATION:
Where is he and why? How did he feel about his situation?
EVIDENCE OF HIS FEELINGS:
DESCRIPTION OF SETTING
THAT ILLUSTRATES POV:
MARISSA’S SITUATION:
Where is she and why? How did she feel about her situation?
EVIDENCE OF HER FEELINGS: DESCRIPTION OF SETTING
THAT ILLUSTRATES POV:
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Annotated Page
e
nc
e
d
e
evi his tanc
f
o luc
re
ARE WE HAVING FUN YET?
ood
m
s
ect
l
f
re
Jeremy trailed after his mother, dragging his feet through the cavernous hall of the
museum. This particular gallery was a somber space, the walls lined with portraits in
dark hues, mostly of serious looking men from centuries past. Some seemed to glare
from beneath bushy brows as though their ruffled colors and velvet shirt coats were
too tight, others sat haughtily atop war horses, waiting for a battle to begin. The worst
were the ones who appeared even more bored than Jeremy felt, their heavy-lidded eyes
staring out over the heads of the crowds, looking at who knows what.
It was hot and crowded in the room, with adults stopping right in front of him to
study some portrait or other. He walked right up the back of one man who abruptly
halted in front of painting of a bloody battlefield. “Sorry,” Jeremy murmured, when the
fellow looked over his glasses at him. “Sorry.”
“Pay attention to where you’re going,” the man scolded.
Jeremy’s mom turned, smiled at the man and shook her head. “My apologies,” she
said quietly. “You know how boys can be…”
nce
a
t
c
relu
s
i
h
Jeremy leaned in toward her as the man turned his attention back to the war scene.
“How long is this going to take?” he asked. He realized he was whining. His mother
sighed. “Look, can you just make the best of it? I told you you’d have to come to work
with me. Plenty of kids would give their right arm for a chance to visit a museum like this.”
“Like who?” Jeremy whispered. Good thing his mother had already turned, making
her way to her office. One of the guards nodded toward him. Motioned for Jeremy to
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for
on
come closer. “Hey, kid,” he said softly. “Stuck here waiting for your mom?” reearesm
y’s ment
J
ppoint
disa
Jeremy nodded. “I’m off from school this week and my uncle was supposed to come
stay at the house with me. We were going to watch a movie, shoot some hoops, play
video games, get a pizza…”
“Sounds like your uncle couldn’t make it.”
Jeremy shook his head. “Nope. So I had to come here with my mom. She restores
old paintings.”
l
“Dr. Elias – I know her. Nice lady.” He nodded, then ran a hand across his chin. “You ivota t
p oin
p
know, I have a boy about your age, and he’s come here with me a few times. I sent
him to see the exhibit of Arms and Armor. Knights in chain mail on metal-clad horses,
spears, shields, all of that. And the Egyptian Collection. You might see a mummy there!
More exciting than pizza,” he said with a grin, and pointed his thumb toward a large
map on the wall. “You’ll find them. Just let your mother know where you’re headed.”
setting and his improved mood
That sounded better, Jeremy thought. Exciting almost. “Thanks!” he said, his voice
echoing in the dark gallery. It suddenly seemed more mysterious. The kind of place
where you might have an adventure. He waved to the guard and headed to his mom’s
office. Knights and mummies made the day ahead seem like something to get excited
about after all.
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of
ce ’s
n
de sa e
evi aris tanc
M luc
re
NEW TO 5B
“It will be just fine Marissa, you’ll see,” Mom said as she dropped me off at the door
of my new school. I shook my head, ashamed at the tears welling up behind my eyes.
I blinked them away and dragged myself out of the car, forced a smile and waved.
Mom gave me a thumbs-up and drove off.
n
tio
ir p es
c h
My heart raced as I stared at the building, scores of kids congregating outside. des atc
m er od
h o
m
The school was huge and sprawling, all modern concrete and glass. One wing curved
sharply around a long walkway past what I’d been told was a pool, framed by a
row of frosted windows. The few trees that lined the walk were small and spindly,
having just been planted after the school had been completed last spring. “All the
latest technology,” my dad had said. “New science labs, media center, and cafeteria
– everything brand spankin’ new!” I know he was trying to get me excited, but the
more he told me, the more anxious I became. Why did we have to move anyway? My
contrast of old school
old school was worn out and old, three stories of crumbling bricks, the tall narrow
stairwells painted dark green, cracked linoleum peeling up on the floors. Old gnarly
oak trees shaded the front entrance and littered the walk with leaves and acorns. We
had only one computer in each classroom, and we sure didn’t have a pool. But it felt
like home to me. As comfortable as a worn-out pair of favorite sneakers. I knew all
the nooks and crannies there, the teachers had been there for years and they knew us
all by name. And then there were all the familiar faces of my friends inside that cozy
old building. By contrast this new school seemed sharp and cold, all the strange modern
angles, and bare grounds surrounding it. No history here, no desks carved with someone’s
initials that I recognized. No memories of the playground, no way to head into the old
wing to visit my first grade teacher. I shook my head to try and erase the memories.
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They were only making this harder.
Lines were forming around the bus circle, under signs for each classroom. I had
memorized mine - 5B. Five for my grade and B for my teacher, Mrs. Booth. I took my
place and waited, staring at my shoes. A small woman with a brown ponytail and red-
al
ot t
v
pi oin
p
rimmed glasses approached. She had a clipboard in her hand. “You must be Marissa!” she
exclaimed. I looked up. Her eyes were brown specked with gold and she smiled gently.
“I’m Mrs. Booth. I’ve been waiting for you! I can’t wait to introduce you to the others.”
She nodded toward the line of yellow buses pulling in. I had never ridden the bus. My old
school was close enough to walk to. I bit my lower lip. So much to get used to!
In moments the buses lined the bus circle in a cloud of exhaust. The doors burst
open and what seemed like thousands of kids poured out. In minutes they noisily found
their teachers. One by one students assembled under the 5B sign. We all eyed one
another shyly. Most seemed to know one another, but Mrs. Booth introduced us all.
She seemed to know everyone’s name. There was one girl named Virginia who seemed
as lost as I was. “Virginia is new here too, Marissa,” Mrs. Booth said, winking at me. In
moments our class followed Mrs. Booth inside. Virginia and I fell into step together.
“Let’s try to sit near each other,” Virginia said. I already liked her. She had twinkling
eyes and a crooked smile that suggested mischief. Inside the corridors gleamed. The
hallways were drenched in sunlight. The tension I’d felt began to melt away. Maybe
this new school wouldn’t be as bad as I thought.
nd hoedr
a
g
n
i
t
set roved mo
imp
“Yes,” I said, smiling back at Virginia as we approached room 5B. It was marked with
a brightly colored welcome sign. “We’ll definitely sit together.”
Virginia grinned and grabbed hold of the strap on my backpack and we headed
inside together.
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