180 Days of Writing For Sixth Grade Ebooks

6
Level
Author
Wendy Conklin, M.A.Ed.
Standards
For information on how this resource meets
national and other state standards, see pages
4–6. You may also review this information by
scanning the QR code or visiting our website at
http://www.shelleducation.com and following
the on-screen directions.
Publishing Credits
Corinne Burton, M.A.Ed., President; Emily R. Smith, M.A.Ed., Content Director; Jennifer Wilson, Editor; Grace Alba Le, Multimedia
Designer; Don Tran, Production Artist; Stephanie Bernard, Assistant Editor; Amber Goff, Editorial Assistant
Image Credits
pp. 61, 71, 79, 117–118, 95, 135–138, 151, 193: iStock; All other images Shutterstock
Standards
© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All
rights reserved. (CCSS)
Shell Education
5482 Argosy Avenue
Huntington Beach, CA 92649-1030
www.tcmpub.com/shell-education
ISBN 978-1-4258-1529-5
© 2015 Shell Education Publishing, Inc.
The classroom teacher may reproduce copies of materials in this book for classroom use only. The reproduction of any part
for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded
in any form without written permission from the publisher.
2 #51529—180 Days of Writing © Shell Education

Table of Contents
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
How to Use This Book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Standards Correlations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Daily Practice Pages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
Writing Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206
Writing Analyses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209
The Writing Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212
Editing Marks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213
Writing Tips. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214
Writing Signs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
Peer/Self-Editing Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220
Digital Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221
Introduction
The Need for Practice
To be successful in today’s writing classrooms, students must deeply understand both concepts
and procedures so that they can discuss and demonstrate their understanding. Demonstrating
understanding is a process that must be continually practiced for students to be successful. Practice
is especially important to help students apply their concrete, conceptual understanding of each
particular writing skill.
Understanding Assessment
In addition to providing opportunities for frequent practice, teachers must be able to assess students’
writing skills. This is important so that teachers can adequately address students’ misconceptions,
build on their current understandings, and challenge them appropriately. Assessment is a long-
term process that involves careful analysis of student responses from a discussion, project, practice
sheet, or test. When analyzing the data, it is important for teachers to reflect on how their
teaching practices may have influenced students’ responses and to identify those areas where
additional instruction may be required. In short, the data gathered from assessments should be
used to inform instruction: slow down, speed up, or reteach. This type of assessment is called
formative assessment.
© Shell Education #51529—180 Days of Writing 3
How to Use This Book
With 180 Days of Writing, creative, theme-based units guide students as they practice the five steps
of the writing process: prewriting, drafting, revising, editing, and publishing. During each odd week
(Weeks 1, 3, 5, etc.), students interact with mentor texts. Then, students apply their learning by
writing their own pieces during each following even week (Weeks 2, 4, 6, etc.). Many practice pages
also focus on grammar/language standards to help improve students’ writing.
Easy to Use and Standards Based

These daily activities reinforce grade-level skills across the various genres of writing: argument,
informative/explanatory, and narrative. Each day provides a full practice page, making the activities
easy to prepare and implement as part of a classroom morning routine, at the beginning of each
writing lesson, or as homework.
The chart below indicates the writing and language standards that are addressed throughout
this book. See pages 5–6 for a breakdown of which writing standard is covered in each week.
Note: Students may not have deep understandings of some topics in this book. Remember to assess
students based on their writing skills and not their content knowledge.
College and Career Readiness Standards
Writing 6.1—Write arguments to support claims with clear reasons and

relevant evidence.
Writing 6.2—Write informative/explanatory texts to examine a topic
and convey ideas, concepts, and information through the selection,
organization, and analysis of relevant content.
Writing 6.3—Write narratives to develop real or imagined experiences
or events using effective technique, relevant descriptive details, and well-
structured event sequences.
Language 6.1—Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
Language 6.2—Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
Language 6.3—Use knowledge of language and its conventions when
writing, speaking, reading, or listening.
Language 6.5—Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.

How to Use This Book (cont.)
Below is a list of overarching themes, corresponding weekly themes, and the writing standards that
students will encounter throughout this book. For each overarching theme, students will interact
with mentor texts in the odd week and then apply their learning by writing their own pieces in the
even week. Note: The writing prompt for each week can be found on pages 7–8. You may wish to
display the prompts in the classroom for students to reference throughout the appropriate weeks.
Overarching Weekly Themes Standards

Themes
Writing 6.3—Write narratives to develop real
Week 1: Places I’ve Been or imagined experiences or events using effective
Adventures
Week 2: Places I Want to Go technique, relevant descriptive details, and
well‑structured event sequences.
Writing 6.2—Write informative/explanatory texts
Week 3: Gods and Heroes to examine a topic and convey ideas, concepts, and
Greek Mythology
Week 4: Nature of the World information through the selection, organization,
and analysis of relevant content.
Week 5: Fairy Tales: For Writing 6.1—Write arguments to support claims
Children or Adults? with clear reasons and relevant evidence.
Fairy Tales
Week 6: Fairy Tales: A
Villain’s Perspective
Week 7: Unsolved Mysteries Writing 6.1—Write arguments to support claims
Mysteries
Week 8: Ghosts with clear reasons and relevant evidence.
Week 9: Living as Royalty or imagined experiences or events using effective
Medieval Times
Week 10: Living as Peasants technique, relevant descriptive details, and
Week 11: Renaissance Artists
or imagined experiences or events using effective
Renaissance Week 12: Renaissance
technique, relevant descriptive details, and
Inventions
Week 13: Pirates and Writing 6.3—Write narratives to develop real
Treasures or imagined experiences or events using effective
Explorers
Week 14: Adventures into the technique, relevant descriptive details, and
Unknown well‑structured event sequences.
Week 15: Building Bridges
to examine a topic and convey ideas, concepts, and
Engineering Week 16: Designing
information through the selection, organization,
Parachutes
Week 17: Groundhog Day Writing 6.1—Write arguments to support claims
Calendar Events Week 18: Daylight Saving with clear reasons and relevant evidence.
Time

Overarching Weekly Themes Standards

Themes
Week 19: Superhero Origins to examine a topic and convey ideas, concepts, and
Superheroes
Week 20: Superhero Powers information through the selection, organization,
Week 21: Black Holes to examine a topic and convey ideas, concepts, and
Outer Space
Week 22: Space Travel information through the selection, organization,
Week 23: Live Theater Writing 6.3—Write narratives to develop real
Scripts or imagined experiences or events using effective
Scripts
Week 24: Television Show technique, relevant descriptive details, and
Scripts well‑structured event sequences.
Week 25: Cartoon Strips Writing 6.1—Write arguments to support claims
Newspaper
Week 26: Movie Reviews with clear reasons and relevant evidence.
Week 27: Fantasy Creatures or imagined experiences or events using effective
Fantasy
Week 28: Fantasy Quests technique, relevant descriptive details, and
Week 29: Rights and Equality Writing 6.1—Write arguments to support claims
Fairness
Week 30: Diversity with clear reasons and relevant evidence.
Week 31: Lacrosse to examine a topic and convey ideas, concepts, and
Interesting Sports
Week 32: Rugby information through the selection, organization,
Week 33: Domestic Pets to examine a topic and convey ideas, concepts, and
Pets
Week 34: Exotic Pets information through the selection, organization,
Week 35: Eating Writing 6.1—Write arguments to support claims
Health
Week 36: Exercising with clear reasons and relevant evidence.

Weekly Setup
Write each prompt on the board throughout the appropriate week. Students should reference the
prompts as they work through the activity pages so that they stay focused on the topics and the right
genre of writing: argument, informative/explanatory, and narrative. You may wish to print copies
of this chart from the digital resources (filename: G6_writingprompts.pdf ) and distribute them to
students to keep throughout the school year.
Week Prompt Week Prompt
Imagine that you are taking a trip that goes Imagine you are witnessing a peasant
terribly wrong. Describe the experience, approach a lord during the medieval
1 9
including where you went and what time period. Describe the events of
went wrong. what happens.
Imagine that you have just taken a trip of a Imagine you are a peasant living during the
2 lifetime. Describe the experience, including medieval time period. Describe one day,
10
where you went and what you did. including whom you speak with and the
events that take place.
Greeks used mythology for several reasons.
3 Explain some of the reasons and why the Think about a Renaissance artist. Write
reasons are important. a narrative about the artist and his or her
11
work. Include details about how the artist
Create your own myth about a natural felt at the time.
4 phenomenon. Include details about what
makes the phenomenon happen. Imagine you are living during the
Renaissance. Write about a Renaissance
12
Do you think fairy tales are more for invention, and describe how it can change
5 children or for adults? Include reasons to the way people live or learn.
support your argument.
Imagine you are a pirate on an adventure.
Do you think fairy tales would or would not 13 Write a narrative that describes your
be better if they were told from the villains’ adventure and what you discovered.
6
perspectives? Include reasons to support
your argument. Imagine you are an explorer. Write a
14 narrative that describes your adventure
Who do you think is responsible for the and what you discovered.
7 crime, Chet or Ginger? Include reasons to
support your claim. Explain the differences between beam,
15
suspension, truss, and arch bridges.
Do you think a ghost delivered the cupcake
8 in the story on page 49? Use details to Explain the differences between round,
16
support your argument. ribbon-ring, ram-air, and square parachutes.

Week Prompt Week Prompt
Do you think Groundhog Day should be Do you think equal rights are still
17 celebrated? Provide details to support being talked about today? Write your
29
your argument. argument and include details to support
your argument.
Do you think daylight saving time is
18 necessary? Provide details to support Do you think diversity is important in a
your argument. 30 classroom? Write your argument and
include details to support your argument.
Choose a superhero. Describe the
19 superhero and include facts about how the Explain how the game of lacrosse is
superhero came to be. 31 played. Include details to make it easy
to understand.
Explain how super powers are beneficial to
20
superheroes and everyday citizens. Explain how the game of rugby is
32 played. Include details to make it easy
Describe what black holes are. Include to understand.
21 details about their sizes and where they
are located. There are many reasons people have
33 domestic pets. Write a paragraph
Explain some of the preparations NASA is explaining what owning a pet entails.
22
making for future space travel.
Choose an exotic pet. Then, write a
Write a theater script. Be sure to focus on 34 paragraph explaining the characteristics of
23 that animal.
one event and include multiple characters.
Write a script for a scene in a new television Some people think eating healthy is a must,
24 show. Be sure to focus on one event and while others think it is not something
35
include multiple characters. to worry about. Explain which side you
support and why.
Create a comic strip. Be sure to include
25 at least two characters, a problem, a Some people think exercising is a good
solution, and a moral. thing, while others think it is not a good
36
thing. Explain which side you support
and why.
Think about a movie you have seen. Write
a review for it. Be sure to state your opinion
26
of the movie and provide evidence to
support your opinion.
Write a narrative about at least one fantasy

27 creature. Describe the events that happen
to the fantasy creature(s).
Imagine that you are a wizard about to

embark on a daring adventure. Describe
28
the events of your journey, including what
happens and whom you meet along the way.

Using the Practice Pages

The activity pages provide practice and assessment opportunities for each day of the school year.
Teachers may wish to prepare packets of weekly practice pages for the classroom or for homework.
As outlined on pages 5–6, each two-week unit is aligned to one writing standard. Note: Before
implementing each week’s activity pages, review the corresponding prompt on pages 7–8 with
students and have students brainstorm thoughts about each topic.
On odd weeks, students practice the daily skills Week 1

DAY
using mentor texts. On even weeks, students use 1 Name: _____________________________ Date:___________________
what they have learned in the previous week and

Directions: Think about how a narrative text is different from an informative/explanatory text.
Then, place check marks in the circles that describe a narrative text.
apply it to their own writing.
Prewriting
Places I’ve Been
can give facts can have
about traveling to characters
a new city that go to the
can tell stories mountains
about going on
cruises
Each day focuses on one of the steps in the writing can have
sequences of
events that tell
can have
tables of
contents
process: prewriting, drafting, revising, editing,

about adventures
can include describing
real or imagined deserts
travel to new
and publishing. places
can include
novels about can be
sailing on oceans short stories can have
about going to glossaries
Grandma’s about travels to
house unknown regions
of countries
can include
headings and can have
captions that diagrams to show
explain travels how to get to the
on trains airport
can have
can have settings to show
beginnings, where adventures
There are 18 overarching themes. Each odd week

middles, and ends take place
to adventures
and the following even week focus on unique 14 #51529—180 Days of Writing © Shell Education
themes that fit under one overarching theme. For

a list of the overarching themes and individual
weekly themes, see pages 5–6.
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206
#51529—180
Days of Writi
ng
© Shell
Education
#51529—180 Days of Writing

207
that they know what is expected of them. 208

#51529
© Shell Education
—180 Day
s of Writing © Shell Educa
tion

Using the Resources (cont.) The Writing Process
The Writing Process can be found on page 212 and in Step 1: Prewriting
the digital resources (filename: G6_writing_process.pdf ). Think about the topic. Brainstorm ideas, and plan what
you want to include in your writing.
Step 2: Drafting
Students can reference each step of the writing process Use your brainstormed ideas to write a first draft.
Don’t worry about errors. This will be a rough draft.
Step 3: Revising
as they move through each week. Read your rough draft. Think about the vocabulary you
used and how your writing is organized. Then, make the
appropriate changes to improve your written piece.
Step 4: Editing
Reread your revised draft. Check for errors in spelling,
punctuation, and grammar. Use editing marks to correct
the errors.
Step 5: Publishing
Create a final version of your piece, including the
corrections from the edited version. Be sure to reread
your work for any errors.
Editing Marks Editing Marks can be found

Editing
Marks
Symbol Names
capitalization symbol
Example
david gobbled up the grapes.

on page 213 and in the digital 212 #51529—180 Days of Writing © Shell Education
lowercase symbol
My mother hugged Me when I Came
Home. resources (filename: G6_
editing_marks.pdf ). Students
insert period symbol The clouds danced in the sky
check spelling symbol I laffed at the story.
transpose symbol
insert symbol
How you are?
Would you pass the pizza?

may need to reference this
insert comma symbol
insert quotations symbol

I have two cats, two dogs and a
goldfish.
That's amazing, she shouted.

page as they work on the Peer/Self-Editing Checklist
deletion symbol
Will you call call me on the phone
tonight?
… in the tree. After lunch, I spent the

editing activities (Day 4s). Directions: Place a check mark in front of each item as you check it.
new paragraph symbol

day…
#
# add space symbol I ran tothe tree.
q The writing clearly states an opinion.

(opinion writing only)
q The writing clearly states the topic.

(informative/explanatory writing only)
q The writing has an engaging beginning.
If you wish to have students q The writing includes details to support the
opinion/topic.
q The writing has a strong conclusion.
peer or self-edit their writing, q The writing follows a logical order.
a Peer/Self-Editing Checklist
q Lots of interesting words are used.
q Words are capitalized correctly.
is provided on page 220 q Words are spelled correctly.

q There is correct punctuation.
and in the digital resources 220 #51529—180 Days of Writing © Shell Education
(filename: G6_peer_checklist.pdf ).
Writing Signs for each of the writing genres Writing Tips pages for each of the writing
are on pages 217–219 and in the digital genres can be found on pages 214–216
resources (filename: G6_writing_signs.pdf ). and in the digital resources (filename: G6_
Hang the signs up during the appropriate writing_tips.pdf ). Students can reference the
two‑week units to remind students which appropriate Writing Tips pages as they work
type of writing they are focusing on. through the weeks.
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180 Days
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219 180 Days ion
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Diagnostic Assessment
Teachers can use the practice pages as diagnostic assessments. The data analysis tools included
with the book enable teachers or parents to quickly score students’ work and monitor their progress.
Teachers and parents can quickly see which writing skills students may need to target further to
develop proficiency.
After students complete each two-week unit, score each students’ even week Day 5 published piece
using the appropriate, genre-specific rubric (pages 206–208). Then, complete the Practice Page
Item Analysis (pages 209–211) that matches the writing genre. These charts are also provided in
the digital resources (filenames: G6_argument_analysis.pdf, G6_inform_analysis.pdf, narrative_
analysis.pdf ). Teachers can input data into the electronic files directly on the computer, or they can
print the pages and analyze students’ work using paper and pencil.
To Complete the Practice Page Item Analyses:

• Write or type students’ names in the far-left column. Depending on the number of students,
more than one copy of the form may be needed or you may need to add rows.
• The weeks in which the particular writing genres are the focus are indicated across the tops of
the charts. Note: Students are only assessed on the even weeks, therefore the odd weeks are
not included on the charts.
• For each student, record his or her rubric score in the appropriate column.
• Add the scores for each student after they’ve focused on a

particular writing genre twice. Place that
sum in the far right column. Use these Informa ysis/Ex
naltive gumato
arplan en
ry
iting AWriting Analysis t Writing Analysis
ive Wr
scores as benchmarks to determine how N a r r a t
ents
Total Scores
rd
weeks and reco
(2) how stud
the
Total Scores
e/explanatory genre and (2)
each student is performing. This allows for

totals every two weeks and record
s
tal Score
record the
dents
ion genre and

are not understa Add the totals ever y two
three benchmarks during the year that you

k
totals eve re and (2) how stu
Wee
36
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eks and
Week
34
Week
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Week
28
can use to gather formative diagnostic data.

30
are not understanding the informativ
Week
32
rative gen
Week
Week
24
appropriate columns. Add the
ate columns.
26
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Week
22
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Week
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18
the appropri
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columns.
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20
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(page 206) in
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16
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Average Classroom Score

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© Shell Educa
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progress
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© Shell Education
210 #51529—180 Days of Writing #51529—180

Days of Writi
ng
Education 209
© Shell

Using the Results to Differentiate Instruction

Once results are gathered and analyzed, teachers can use the results to inform the way they
differentiate instruction. The data can help determine which writing types are the most difficult for
students and which students need additional instructional support and continued practice.
Whole-Class Support
The results of the diagnostic analysis may show that the entire class is struggling with a particular
writing genre. If these concepts have been taught in the past, this indicates that further instruction
or reteaching is necessary. If these concepts have not been taught in the past, this data is a great
preassessment and may demonstrate that students do not have a working knowledge of the
concepts. Thus, careful planning for the length of the unit(s) or lesson(s) must be considered, and
additional front-loading may be required.
Small-Group or Individual Support

The results of the diagnostic analysis may show that an individual student or a small group of
students is struggling with a particular writing genre. If these concepts have been taught in the past,
this indicates that further instruction or reteaching is necessary. Consider pulling these students
aside to instruct them further on the concept(s), while others are working independently . Students
may also benefit from extra practice using games or computer-based resources. Teachers can also
use the results to help identify individual students or groups of proficient students who are ready
for enrichment or above-grade-level instruction. These students may benefit from independent
learning contracts or more challenging activities.
Digital Resources
Reference page 221 for information about accessing the digital resources and an overview of
the contents.

Standards Correlations
Shell Education is committed to producing educational materials that are research and standards
based. In this effort, we have correlated all of our products to the academic standards of all
50 states, the District of Columbia, the Department of Defense Dependents Schools, and all
Canadian provinces.
How to Find Standards Correlations

To print a customized correlation report of this product for your state, visit our website at
www.tcmpub.com/shell-education and follow the on-screen directions. If you require
assistance in printing correlation reports, please contact our Customer Service Department at
1-877-777-3450.
Purpose and Intent of Standards

Legislation mandates that all states adopt academic standards that identify the skills students will
learn in kindergarten through grade twelve. Many states also have standards for Pre-K. This same
legislation sets requirements to ensure the standards are detailed and comprehensive.
Standards are designed to focus instruction and guide adoption of curricula. Standards are
statements that describe the criteria necessary for students to meet specific academic goals. They
define the knowledge, skills, and content students should acquire at each level. Standards are also
used to develop standardized tests to evaluate students’ academic progress.
Teachers are required to demonstrate how their lessons meet state standards. State standards are
used in the development of all of our products, so educators can be assured they meet the academic
requirements of each state.
The activities in this book are aligned to today’s national and state-specific college and career
readiness standards. The chart on page 4 lists the writing and language standards used throughout
this book. A more detailed chart on page 5–6 correlates the specific writing standards to each week.

Week 1
DAY
1 Name:______________________________ Date:____________________
Directions: Think about how a narrative text is different from an informative/explanatory text.
Then, place check marks in the circles that describe a narrative text.
Places I’ve Been
Prewriting
can give facts can have

about traveling to characters
a new city that go to the
can tell stories mountains
about going on
cruises
can have
sequences of can have
events that tell tables of
about adventures contents
can include describing
real or imagined deserts
travel to new
places
can include
novels about can be
sailing on oceans short stories can have
about going to glossaries

Grandma’s about travels to

house unknown regions
of countries
can include
headings and can have
captions that diagrams to show
explain travels how to get to the
on trains airport
can have
can have settings to show
beginnings, where adventures
middles, and ends take place
to adventures

Week 1
DAY
Name:______________________________ Date:____________________ 2
Directions: Read the paragraph. Find at least three places where more details are needed to
make the story more exciting. Underline these areas, and make notes in the margins about what
you might add to the story.
Places I’ve Been

Drafting
Nothing exciting ever happens when we travel to Grandma’s house.
We always stop for food and gas at the same places. We never have
to ask how much longer because we know all the markers on the
highway. We see the same sights on our journeys . . . until last year.
That was the year that they closed the highway, and we had to find
another route. The first place we stopped at was the gas station. The
restroom was not even in working order! That was bad news because
all the snacks in our car were ruined when my little brother spilled his
milk. Then, when we tried to find a suitable place to eat dinner, we
ended up eating bland fast food. Then, the worst thing happened, but I
won’t talk about it now. Somehow, we made it to Grandma’s, relieved to
have lived through that adventure and hoping to never repeat it again!
Cursive Practice
Directions: Use cursive to write at least two sentences that tell how you would
feel if you experienced the adventure above.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Week 1
DAY
3 Name:______________________________ Date:____________________
Directions: Read the sentences. Use numbers to reorder the sentences so that the story
makes sense. Then, answer the questions.
Revising
Places I’ve Been
_____ But then, her lungs grew accustomed to the altitude.
_____ Only then did it dawn on her that she might not be able to find her way
back to the village.
_____ When she pulled on the cord, the balloon began to rise far into the sky.
_____ Farther and farther she flew until she couldn’t see her village anymore.
_____ At first, the thin air took her breath away.

1. Why is order important to the story?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What feelings do you think the character might be experiencing throughout the story?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Week 1
DAY
Name:______________________________ Date:____________________ 4
Directions: Use the symbol to replace the underlined pronouns in the sentences below
and make them correct.
1. If a student really wants to have fun, they can go to the back yard for an
Places I’ve Been

Editing
af ternoon adventure.
2. Most students enjoy flying on planes instead of driving to the mountains

because it takes too long for he or she to reach their final destinations.
3. Whenever one spends time in the rainforest, you has to be ready for the rain
showers at any moment.
4. The train zoomed past she and him so fast that their tickets blew from
their hands.
5. When Emily went to the secret garden, they had to be careful of the
poisonous flowers.
Boost Your Learning!

Inappropriate pronoun shifts happen when a sentence shifts
between first person (I, we), to second person (you), or third
person (he, she, they). Be sure to stay with the original pronouns
when writing narratives.
Example: We loved going to the zoo last summer. We learned
that you could hold the snakes in the reptile room!

Week 1
DAY
5 Name:______________________________ Date:____________________
Directions: Read the paragraph. Use what you have learned this week to make the story more
exciting. Revise the story by adding details on the lines provided.
Publishing
Places I’ve Been
Nothing exciting ever happens when we travel to Grandma’s house. We always stop for
food and gas at the same places. We never have to ask how much longer because we know
all the markers on the highway. We see the same sights on our journeys . . . until last year.
That was the year that they closed the highway, and we had to find another route. The first
place we stopped was a gas station with a worn out store that had nothing but __________
________________________________________________________________________
_____________________________________________________________. The restroom
was not even in working order! That was bad news because all the snacks in our car were
ruined when my little brother __________________________________________________
_________________________________________________________________________
_____________________. Then, when we tried to find a suitable place to eat dinner,
_________________________________________________________________________
_________________________________________________________________________.
Then, the worst thing happened. ______________________________________________
________________________________________________________________________
_________________________. Somehow, we made it to Grandma’s, relieved to have lived

through that adventure and hoping to never repeat it again!
This week I learned:

• how to recognize relevant ideas for narrative writing
• how to add details to make stories exciting
• how to think about sequence
• how to recognize and correct inappropriate pronoun shifts

Week 2
DAY
Name:______________________________ Date:____________________ 1
Directions: Read the titles. Write reasons why each one would or would not make a good title
for a narrative.
Titles Reasons
Places I Want to Go
Prewriting
Adventures Are Always
Fun for Everyone
The Day We Ended Up

in Outer Space
The Reasons Our Cruise

Line Is the Best
How to Plan the Most

Efficient Camping Trip for
Your Family
He Never Believed He
Would See the Ocean
The Rescue Boat

Adventure

Week 2
DAY
2 Name:______________________________ Date:____________________
Directions: Imagine that you have just taken a trip of a lifetime. Describe the experience,
including where you went and what you did.
____________________________________________________________________________
Drafting
Places I Want to Go
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________
___________________________________________
Remember!
A strong narrative paragraph:
___________________________________________
• includes an introductory and

___________________________________________ a concluding sentence
___________________________________________ • uses sensory details to

describe the experience
___________________________________________ • makes it sound like a story
Cursive Practice
Directions: Use cursive to write how you would feel while visiting the place you
described above.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Week 2
DAY
Name:______________________________ Date:____________________ 3
Directions: Think about the transition words that can help others understand the sequence of
events in your narrative. Read the ones listed below, and add four more of your own.
Then, write two sentences about an adventure using at least two of the words from the list.
Places I Want to Go
Revising
Transition Words
Then So
At first First
But then Next
Only then Finally
1. _____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. _____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Time to Improve!
Revisit the paragraph you wrote on page 20 about a trip of a lifetime. Add transition words to
your sentences to make the sequence of events clearer for the reader.

Week 2
DAY
4 Name:______________________________ Date:____________________
Directions: Add the appropriate pronouns to the sentences. Be sure to avoid inappropriate
pronoun shifts.
Places I Want to Go
Editing
The most exciting adventure _____ ever had was when _____ visited Machu
Picchu. _____ climbed and climbed until _____ feet ached at night. _____ breaths
shortened as _____ ascended the mountain. _____ thought _____ would never
reach the top. But finally, _____ could see the sun rise above _____ illuminating the
old dwellings of people from long ago. Being so high up gave _____ the idea that
_____ could see the beginning and the end of the earth.

Time to Improve!
Remember!
Revisit the paragraph you wrote on
page 20 about a trip of a lifetime. Inappropriate pronoun shifts happen when a
Edit your text to make sure that sentence shifts between first person (I, we)
you used pronouns appropriately. to second person (you) or third person (he,
If you did not use any pronouns, she, they).
find places to add them to
your paragraph.

Week 2
DAY
Name:______________________________ Date:____________________ 5
Directions: Imagine that you have just taken a trip of a lifetime. Describe the experience,
including where you went and what you did.
Places I Want to Go
Publishing
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________________________________
____________________________________________________
_______________________

Week 3
DAY
1 Name:______________________________ Date:____________________
Directions: Place check marks in the circles that include ideas that could be found in an
informative/explanatory paragraph about Greek gods and heroes.
Prewriting
Gods and Heroes
People love
reading about
the Greek hero, Odysseus and
Odysseus. his men encountered
the Cyclops, the
one-eyed son of
My favorite goddess the god Poseidon.
is Hera because
she is dramatic.
Aphrodite is the
beautiful goddess
of love.
The Greeks
Poseidon is the used myths for
best Greek god. entertainment.

Zeus is the god

of the sky in
Greek mythology.
Greek mythology is
more interesting than
Norse mythology.
A centaur is
a mythological
The Trojan horse
creature that has
myth is a story
the upper body of
about how Greek
a man and lower
soldiers hid inside a
body of a horse.
large wooden horse.

Week 3
DAY
Name:______________________________ Date:____________________ 2
Directions: Read the paragraph. Circle the main topics, and underline the supporting facts
and details.
Greek mythology is a collection of myths, or stories, from ancient times. The
Gods and Heroes

Drafting
Greeks used mythology for several purposes. Mythology explained the religious
beliefs of the ancient Greeks. The Greeks worshiped the gods, including Zeus (god
of the sky), Poseidon (god of the sea), and Hades (god of the underworld). The gods
spoke to the Greeks through oracles, or priests, who told them about the future. The
Greeks also used myths to explain the things they did not understand about their
world. For example, Pandora’s Box explains how evil came into the world. Heroes
emerged from many of these stories. The Greeks used myths for entertainment and
performed plays about these myths in amphitheaters. One example is the journey
of Odysseus from Troy to his home. In this story, he encounters a Cyclops and the
Land of the Dead. But after years of trials, this hero makes it home to his wife and
kingdom. Today, myths still entertain in the form of books, plays, and movies.
Cursive Practice
Directions: Use cursive to write one interesting thing you learned from the paragraph above.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Week 3
DAY
3 Name:______________________________ Date:____________________
Directions: Think about how you can revise these introductory sentences to make them more
appealing to readers. Write your new sentences under the examples.
1. According to Greek myths, Zeus reigns from Mount Olympus.

Revising
Gods and Heroes
________________________________________________________________________
________________________________________________________________________
2. This paragraph will talk about Poseidon, the god of the sea.
________________________________________________________________________
________________________________________________________________________
3. I think Greek myths about the gods and goddesses are fun to read.
________________________________________________________________________
________________________________________________________________________
4. The heroes in Greek mythology make the stories interesting.
________________________________________________________________________
________________________________________________________________________

5. Greek mythology is a collection of myths or stories from ancient times.
________________________________________________________________________
________________________________________________________________________

To grab the attention of the reader, make your introductory sentence strong
and interesting!
Example: Have you ever thought of what it would be like to be a Greek god?

Week 3
DAY
Name:______________________________ Date:____________________ 4
Directions: Use the symbol to add commas to set apart the nonrestrictive information in the
sentences. The first one is done for you.
1. The Greeks worshipped gods, including Zeus god of the sk y.
Gods and Heroes

Editing
2. The stor y of Odysseus a Greek hero who finds his way home is a ver y
old tale.
3. Zeus the god of the sk y and king of Mount Olympus is symbolized by a
thunderbolt and an eagle.
4. Persephone is kidnapped by Hades also known as the god of the under world.
5. You can identif y the statues of Poseidon the god of the
sea because he is of ten shown with a trident.

Commas can be used to add to or set apart information in
a sentence. Sometimes, this information is nonrestrictive.
Nonrestrictive information means that if we removed it from the
sentence, it would not change the meaning of the sentence.

Week 3
DAY
5 Name:______________________________ Date:____________________
Directions: Revisit the paragraph. Think about how you can improve it based on what you have
practiced throughout the week. Write your suggestions in the margins.
Publishing
Gods and Heroes
Greek mythology is a collection of myths, or stories, from ancient
times. The Greeks used mythology for several purposes. Mythology
explained the religious beliefs of the ancient Greeks. The Greeks
worshiped the gods, including Zeus (god of the sky), Poseidon (god of
the sea), and Hades (god of the underworld). The gods spoke to the
Greeks through oracles, or priests, who told them about the future. The
Greeks also used myths to explain the things they did not understand
about their world. For example, Pandora’s Box explains how evil came
into the world. Heroes emerged from many of these stories. The
Greeks used myths for entertainment and performed plays about these
myths in amphitheaters. One example is the journey of Odysseus from
Troy to his home. In this story, he encounters a Cyclops and the Land
of the Dead. But after years of trials, this hero makes it home to his
wife and kingdom. Today, myths still entertain in
the form of books, plays, and movies.


• how to develop a topic with supporting facts
and examples
• how to add commas to nonrestrictive
information in sentences

Week 4
DAY
Name:______________________________ Date:____________________ 1
Directions: The ancient Greeks used myths to explain natural phenomena like seasons,
earthquakes, floods, and thunderstorms. Write notes in the margins about the information you
would include in an informative/explanatory paragraph about mythology and natural phenomena.
Nature of the World

Prewriting
Greek myths are the best stories! They are entertaining, but
these stories also give us important background information
about relationships between the gods and the reasons for natural
phenomena. For example, the myth involving Hades’ abduction of
Persephone, Demeter’s daughter, tells how seasons came to be. My
favorite myth is about lightning. Long ago, Greeks believed that Zeus
used lightning as his weapon. Any place struck by lightning became
a sacred place, and they built temples there. Earthquakes and storms
happened when Poseidon, god of the sea, struck his trident to the
ground in anger. A great flood happened when Zeus became irritated
with humans. He and his brother, Poseidon, sent rain and flooded
the earth. Sprinkled throughout these myths that explain natural
phenomena are stories about how the gods treated one another.
These stories make for great entertainment!

Week 4
DAY
2 Name:______________________________ Date:____________________
Directions: Create your own myth about a natural phenomenon. Include details about
what makes the phenomenon happen. Use your notes on page 29 to help you draft your
informative/explanatory paragraph.
____________________________________________________________________________
Drafting
Nature of the World
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
__________________________________
__________________________________ Remember!
__________________________________ To draft a strong informative/explanatory

paragraph, you should:
__________________________________
• have an introductory and a
concluding sentence

__________________________________
• include details that support
__________________________________ the main idea
Cursive Practice
Directions: Use cursive to explain how your new myth could fit into Greek mythology as we
know it today.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Week 4
DAY
Name:______________________________ Date:____________________ 3
Directions: A strong introduction to a paragraph gets readers interested in learning more about
the topic. Explain why the introductory sentences below are interesting for readers.
1. According to Greek myths, the seasons began because Hades kidnapped Persephone and
Nature of the World

Revising
took her to the Underworld.
________________________________________________________________________
________________________________________________________________________
2. After Persephone’s kidnapping, the seasons were created.
________________________________________________________________________
________________________________________________________________________
3. You hear the rumble and wonder if it might be the gods above making a statement.
________________________________________________________________________
________________________________________________________________________
4. The reason for thunder in Greek myths originates with the Cyclops hammering a
thunderbolt for Zeus.
________________________________________________________________________
________________________________________________________________________
Time to Improve!
Go back to the informative/explanatory draft you wrote on
page 30. Revise your introductory sentence to make sure
that it grabs the attention of the reader.

Week 4
DAY
4 Name:______________________________ Date:____________________
Directions: Use the symbol to add commas to set apart the nonrestrictive information in the
sentences. Then, rewrite the sentences without the information.
1. According to Greek my ths seasons came to be when Persephone was

Nature of the World
Editing
dragged away to the under world by Hades the god of the dead.
________________________________________________________________________
________________________________________________________________________
2. Zeus the god of the sk y orders the Cyclopes to hammer lightning bolts,
which cause ear thquakes to happen.
________________________________________________________________________
________________________________________________________________________
3. Sailors rely on Poseidon the god of the sea for safe travels and
smooth voyages.
________________________________________________________________________

________________________________________________________________________
Time to Improve! Remember!

Go back to the informative/explanatory Nonrestrictive information means that if we
draft you wrote on page 30. Revise removed it from the sentence, it would not
at least two sentences to include change the meaning of the sentence.
nonrestrictive information.
Week 4
DAY
Name:______________________________ Date:____________________ 5
Directions: Create your own myth about a natural phenomenon. Include details about what
makes the phenomenon happen.
Nature of the World

Publishing
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________________________
__________________________________________________________
______________________________________________________
______________________________________________________
_________________________________________________________
_____________________________________________________________
___________________________________________________________________

Week 5
DAY
1 Name:______________________________ Date:____________________
Directions: Below are some facts about original fairy tales. How can you use these facts to
support the idea that fairy tales were originally written for adults? Write your notes next to
each fact.
Fairy Tales: For Children or Adults?
Prewriting
Fairy Tale Facts Why This Is Written for Adults
Snow White orders the evil queen to wear

shoes made from iron. She is ordered to
dance until she drops dead.
In the end, Hansel and Gretel kill the witch.
In Sleeping Beauty, the prince’s mother

is an ogress and enjoys eating children.
She almost eats her two grandchildren but
is thrown in to a serpent’s pit where she
dies instead.

The Frog Prince is transformed from a frog

into a prince when the princess throws him
to the ground.
In the beginning of the story, Pinocchio is

an ungrateful boy. When being carved,
Pinocchio kicks Geppetto and runs away.
Cinderella’s stepsisters cut off parts of their

feet in hopes of fitting into the golden slipper.

Week 5
DAY
Name:______________________________ Date:____________________ 2
Directions: Read the paragraph. Each claim should have evidence supporting it. Circle the
claims and underline the evidence.

Drafting
Fairy tales are stories filled with bias and violence and are better suited for
adults not children. Even though the fairy tales today have been watered down
from their original versions, there are still many disturbing features. For example,
in the original version of Snow White, it is her biological mother who wants to kill
her. Snow White is only seven years old. Does it make it any better that today’s
version changes this to her stepmother? This seems to show a distinct bias against
stepmothers. At the end of the original story, Snow White makes the stepmother
(evil queen) wear shoes made from iron. The stepmother is ordered to dance until
she drops dead. In the version we know today, lightning strikes as she attempts
to push a boulder onto the dwarves. Instead of killing the dwarves, she falls off a
cliff to her death. Why is this a better version for children? Both versions involve a
terrible death, something that is more suitable for adults. Fairy tales, both old and
new, promote bias and violence. For these reasons alone, we should avoid allowing
children to read fairy tales.

A claim is a statement that is argued and supported in an essay.
A claim:
• is one sentence long
• is short and to the point
• omits “I think” or “I feel”
• is defended with evidence

Week 5
DAY
3 Name:______________________________ Date:____________________
Directions: Explain what each sentence means. Think about how the commas help change the
meanings of the sentences.
1. The story of the poisoned apple, which is almost 200 years old, frightens young children.
Revising
________________________________________________________________________
________________________________________________________________________
2. The story of the poisoned apple which is almost 200 years old, frightens young children.
________________________________________________________________________
________________________________________________________________________
3. The Brothers Grimm fairy tales, written in the early 1800s, can be bought at
bookstores today.
________________________________________________________________________
________________________________________________________________________
4. The Brothers Grimm fairy tales written in the early 1800s can be bought
at bookstores today.
___________________________________________________

___________________________________________________
Remember!
Nonrestrictive means that if we removed it from
the sentence, it would not change the meaning
of the sentence. Nonrestrictive information is
set off with commas. Restrictive means that
if we removed it from the sentence, it would
change the meaning of the sentence.

Week 5
DAY
Name:______________________________ Date:____________________ 4
Directions: Circle the pronoun in each sentence. Then, draw an arrow from the pronoun
to its antecedent.
1. The evil queen thinks she is the most beautiful in the world.

Editing
2. The witch puts Hansel and Gretel in a cage to fat ten them up.
3. Cinderella is treated like a slave by her stepsisters and stepmother.
4. The Three Lit tle Pigs are hunted down by the wolf, so they keep on running.

A pronoun takes the place of a noun. Pronouns have
antecedents. A pronoun’s antecedent is the word or words that
the pronoun refers to or replaces.
Example: Rapunzel was placed in a tower so that she would not

be found.

Week 5
DAY
5 Name:______________________________ Date:____________________
Directions: Revisit the paragraph. Then, answer the questions.
Fairy tales are stories filled with bias and violence and are better suited for adults
Publishing
not children. Even though the fairy tales today have been watered down from their
original versions, there are still many disturbing features. For example, in the original
version of Snow White, it is her biological mother who wants to kill her. Snow White is
only seven years old. Does it make it any better that today’s version changes this to her
stepmother? This seems to show a distinct bias against stepmothers. At the end of the
original story, Snow White makes the stepmother (evil queen) wear shoes made from iron.
The stepmother is ordered to dance until she drops dead. In the version we know today,
lightning strikes as she attempts to push a boulder onto the dwarves. Instead of killing
the dwarves, she falls off a cliff to her death. Why is this a better version for children?
Both versions involve a terrible death, something that is more suitable for adults. Fairy tales,
both old and new, promote bias and violence. For these reasons alone, we should avoid
allowing children to read fairy tales.
1. What is the argument the author is making?
____________________________________________________________________

____________________________________________________________________
2. Do you agree or disagree with the author’s argument?
___________________________________________________________________

• how to use facts to support ideas
• how to look for claims in a text and identify reasons
for the claims
• how to use commas to add nonrestrictive information to a sentence
• how to find a pronoun’s antecedent

Week 6
DAY
Name:______________________________ Date:____________________ 1
Directions: Free writing is a type of brainstorming. Free writing helps define perspective.
Use free writing to complete the chart.
What do I know about fairy tales from the villains’ perspectives?
Fairy Tales: A Villain’s Perspective

Prewriting
Is it important to tell multiple perspectives? Why or why not?

Week 6
DAY
2 Name:______________________________ Date:____________________
Directions: Do you think fairy tales would or would not be better if they were told from the
villains’ perspectives? Include reasons to support your argument. Use your notes from page 39
to help you draft your argument paragraph.
____________________________________________________________________________
Drafting
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
______________________________________
______________________________________ Remember!
______________________________________ A strong argument paragraph should:
• begin with an introductory

______________________________________
sentence that states your claim
• include details that support

______________________________________
your claim
______________________________________ • end with a concluding sentence
Cursive Practice
Directions: Use cursive to write how a villain might answer the question above.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Week 6
DAY
Name:______________________________ Date:____________________ 3
Directions: Use the symbol to add commas to set apart nonrestrictive information to the
sentences. Then, explain how adding the commas changes the meanings of the sentences.
1. The stor y of the Frog Prince which originally showed a ver y selfish and

Revising
brat t y princess says that they lived happily ever af ter.
________________________________________________________________________
________________________________________________________________________
2. The tale of the evil queen giving Snow White a poisoned apple which is
almost 200 years old might be dif ferent if told from the queen’s perspective.
________________________________________________________________________
________________________________________________________________________
3. The wolf originally depicted as the villain in the stor y paints a picture that
makes the Three Lit tle Pigs look like the true villains in the stor y.
________________________________________________________________________
________________________________________________________________________
Time to Improve!
Look at the draft you wrote on page 40.
Revise at least two sentences to include

Week 6
DAY
4 Name:______________________________ Date:____________________
Directions: Circle the pronouns. Then, draw arrows from the pronouns to their antecedents.
1. The wolf believes he is the one in the right, not the pigs.
Editing
2. The witch is only tr ying to cut corners when she finds Hansel and Gretel
eating the house.
3. Cinderella’s stepmother is only looking out for her t wo older daughters first.
4. The evil queen tells terrible stories of how her stepchild does not obey
the rules.

Time to Improve!
Revisit the paragraph you wrote on
page 40. Edit your text to make sure Remember!
you used pronouns and antecedents
correctly. If you can’t find any, An antecedent is a word or words that a
consider adding pronouns and pronoun refers to or replaces.
antecedents to vary your writing.

Week 6
DAY
Name:______________________________ Date:____________________ 5
Directions: Do you think fairy tales would or would not be better if they were told from the
villains’ perspectives? Include reasons to support your argument.
________________________________________________________________________

Publishing
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________________________________________________________
______________________________________________________
______________________________________________________
_______________________________________________________
________________________________________________________
______________________________________________________
____________________________________________________
____________________________________________________
________________________________________________________
_______________________________________________________

Week 7
DAY
1 Name:______________________________ Date:____________________
Directions: Read the report about an unsolved crime. Write notes in the chart below about why
each suspect may have committed the crime.
A crime occurred at the home of a famous filmmaker, Wilamena. After

Prewriting
Unsolved Mysteries
filming the final scenes of her latest movie, she invited two cast members
over to her home. One of the guests noticed Wilamena lying unconscious
on the floor around 1 a.m. This guest called the police and then disappeared
from the crime scene. The emergency phone operator said the voice
was deep and low. When the police arrived, they found no shoe prints or
fingerprints at the scene but only chocolate on the ground. To their surprise,
she suddenly woke up! Wilamena doesn’t remember what happened, but
she had a large bump on the very top of her head.
Suspect 1: Chet was the stunt director for Wilamena’s latest film. He
loves race car driving barefoot. Chet’s left hand is deformed and he often
wears a glove to cover it. The police found out that Chet was mad because
Wilamena cut some of his greatest stunts from the movie.
Suspect 2: Ginger is a historian who knows everything about the history
in the movie. Wilamena could not have produced the movie without her.

Most of the time, Ginger snacks on sweets such as chocolate. The police
found out that Wilamena had yelled at Ginger for eating all her chocolate.
Claim Evidence
1. Ginger
committed
the crime.
2. Chet
committed
the crime.

Week 7
DAY
Name:______________________________ Date:____________________ 2
Directions: Read the paragraphs. Circle the claim in each one. Underline the parts of the
paragraphs that support the claims. Then, answer the question.
Unsolved Mysteries
Drafting
Paragraph 1
Suspect 1, Chet, committed the crime. He was clearly the one who called the police
since the operator said the voice was deep and low. Also, the police found out that Chet
was mad at Wilamena because she cut some of his greatest stunts from the movie. He
also wears a glove to cover his hand, which could be why there were no fingerprints at the
scene. There is no doubt that Chet committed the crime.
Paragraph 2
Suspect 2, Ginger, committed the crime. Although Wilamena could not have produced
this latest movie without Ginger, she was upset with Ginger and yelled at her in front of
everyone on set because she ate all of her chocolate. Lastly, chocolate was found on the
floor of the crime scene. Clearly, Ginger committed the crime.
1. Which paragraph makes the stronger claim? Explain why.
��
��
��
��
��
Cursive Practice
Directions: Who do you think committed this crime? Use cursive to write your answer.
__________________________________________________________________________

Week 7
DAY
3 Name:______________________________ Date:____________________
Directions: Circle the possessive pronouns in the sentences. Then, explain how each pronoun
shows ownership.
1. Chet races his cars barefoot.

Revising
Unsolved Mysteries
________________________________________________________________________
________________________________________________________________________
2. Wilamena humiliates Ginger af ter Ginger eats her chocolate.
________________________________________________________________________
________________________________________________________________________
3. Ginger’s specialt y is her knowledge of histor y.
________________________________________________________________________
________________________________________________________________________
4. The police use their evidence to solve the crime.
________________________________________________________________________

________________________________________________________________________

A possessive pronoun is a pronoun that shows ownership
of something.
Example: Wilamena filmed her ideas. This shows that the ideas
belong to Wilamena.

Week 7
DAY
Name:______________________________ Date:____________________ 4
Directions: Use the symbol to replace the underlined nouns with possessive pronouns.
Her
1. Wilamena’s voice was loud when she embarrassed Ginger.
Unsolved Mysteries
Editing
2. Ginger’s specialt y was histor y.
3. On the speedway, Chet ’s racecar is lightning fast.
4. The police wondered how Wilamena’s head got that bump.
5. Ever yone heard the complaints about Wilamena’s chocolate.

Possessive pronouns never use apostrophes.
Correct: its yours hers
Incorrect: it’s your’s her’s

Week 7
DAY
5 Name:______________________________ Date:____________________
Directions: Reread the paragraphs. Write notes in the margins next to each one about what the
author could add in order to make them stronger.
Publishing
Unsolved Mysteries
Paragraph 1
Suspect 1, Chet, committed the crime. He was clearly the one who
called the police since the operator said the voice was deep and low.
Also, the police found out that Chet was mad at Wilamena because
she cut some of his greatest stunts from the movie. He also wears a
glove to cover his hand, which could be why there were no fingerprints
at the scene. There is no doubt that Chet committed the crime.
Paragraph 2
Suspect 2, Ginger, committed the crime. Although Wilamena could
not have produced this latest movie without Ginger, she was upset with
Ginger and yelled at her in front of everyone on set because she ate all
of her chocolate. Lastly, chocolate was found on the floor of the crime
scene. Clearly, Ginger committed the crime.


• how to select relevant information in a text
• how to support claims with evidence
• how to identify possessive pronouns

Week 8
DAY
Name:______________________________ Date:____________________ 1
Directions: Read the scenario about a supposed ghost story. Underline the relevant
information that could lead to solving the mystery. Then, form an argument to support
the idea that a ghost delivered the cupcake and an argument that does not support the idea.
Ghosts
Prewriting
It was the year that my pet dog, Rosebud, died in an accident.
Instead of sleepwalking, which used to be a problem for me, I
began having nightmares. My birthday was coming up, and I
dreaded the celebration because she would not be there. The
night before my birthday, I dreamed that she visited me in my

room. She brought a cupcake frosted with my favorite color,
pink. She told me to not worry about her. She had found peace,
and she wanted me to enjoy my day because her spirit would be
with me celebrating the day. I woke suddenly and found that my
hands and face were spattered with something sweet. Flour paw
prints covered the floor. Then, I saw the cupcake on my table. It
was the exact cupcake in my dream. She must have visited me
after all.
Support Does Not Support

Week 8
DAY
2 Name:______________________________ Date:____________________
Directions: Do you think a ghost delivered the cupcake in the story on page 49? Use details to
support your argument. Use your notes to help you draft your argument paragraph.
____________________________________________________________________________
Drafting
Ghosts
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
__________________________________
__________________________________
Remember!
__________________________________
A strong argument paragraph should:
__________________________________ • begin with an introductory sentence

that states your claim
__________________________________
• include details that support your claim
__________________________________ • end with a concluding sentence
__________________________________
Cursive Practice
Directions: Use cursive to explain why you do or do not believe in ghosts.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Week 8
DAY
Name:______________________________ Date:____________________ 3
Directions: Circle the possessive pronouns in the story. Then, underline the objects that they
show ownership of in the sentences.
Example: The twin sister baked her cupcake.
Ghosts
Revising
It was the year that my pet dog, Rosebud, died in an accident. Instead of
sleepwalking, which used to be a problem for me, I began having nightmares. My
birthday was coming up and I dreaded the celebration because she would not be
there. The night before my birthday, I dreamed that she visited me in my room. She
brought a cupcake frosted with my favorite color, pink. She told me to not worry
about her. She had found peace, and she wanted me to enjoy my day because her
spirit would be with me celebrating the day. I woke suddenly and found that my
hands and face were spattered with something sweet. Flour paw prints covered the
floor. Then, I saw the cupcake on my table. It was the exact cupcake in my dream.
She must have visited me after all.

A possessive pronoun possesses or shows ownership of
something. Her cupcake is pink. Her possesses or owns
the cupcake.

Week 8
DAY
4 Name:______________________________ Date:____________________
Directions: Use the symbol to replace the underlined noun in each sentence with
a possessive pronoun. Then, explain why the pronoun is possessive.
1. Kara’s specialt y was making cupcakes.

Editing
Ghosts
________________________________________________________________________
________________________________________________________________________
2. In her dreams, Rosebud’s memor y seemed so real.
________________________________________________________________________
________________________________________________________________________
3. Kara wondered how Rosebud’s cupcake landed on her table.
________________________________________________________________________
________________________________________________________________________
4. Ever yone wondered about the mess on Kara’s face, hands, and floor.
________________________________________________________________________
________________________________________________________________________
Time to Improve!
Revisit the claims and evidence you
drafted on page 50. Edit your writing
to add in more possessive pronouns.

Week 8
DAY
Name:______________________________ Date:____________________ 5
Directions: Do you think a ghost delivered the cupcake in the story on page 49? Use details to
support your argument.
________________________________________________________________________
Ghosts
Publishing
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________
____________________________________________________________
_______________________________________________________
____________________________________________________
____________________________________________________
_____________________________________________________
______________________________________________________

Week 9
DAY
1 Name:______________________________ Date:____________________
Directions: Below are facts about how royalty lived in medieval times. Use the facts to write two
lines of dialogue (one per person) between two people living in that situation. The first one is
done for you.
Prewriting
Living as Royalty
Royalty Facts My Dialogue

After hunting “Did you see my catch of the day? It’s huge!”
season,
nobles spent “I did see it! I bet you’re ready to eat after such a big catch.”
time feasting
and gambling.
Noble children
were sent to be
apprentices at
the castle.
These children
worked as
pages, squires,
knights, and
maids of honor.
Ladies of the
castle spent

time managing
the workers of
the castle.
Once things
were taken care
of, the ladies
spent their
afternoon doing
needlework.
After dinner, the

people enjoyed
entertainment of
music, jugglers,
dancing,
and plays.

Week 9
DAY
Name:______________________________ Date:____________________ 2
Directions: Read the paragraph. Find places where dialogue could be added. Add notes
in the margins about what the dialogue should be.
Living as Royalty
Drafting
The shaking peasant approached the lord. The lord asked why he
was shaking. The peasant told him that he did not pay his tithe to the
church that year. The lord asked why he didn’t fulfill the obligations
since it only required 10 percent of his crops. The peasant replied,
“I knew my family would not have enough food to eat, so I did not
pay.” He continued to explain that he knew the church’s tithe barn was
overflowing. The lord reminded him that this debt would be written
down in the Domesday Book.
Cursive Practice
Directions: Use cursive to write at least three sentences that tell how it would feel to be the
peasant in the above scenario.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Week 9
DAY
3 Name:______________________________ Date:____________________
Directions: Circle the pronouns in the sentences. Then, write S for subjective or O for objective
before each sentence to show the case of the pronoun.
Case Explanations Example

Revising
Living as Royalty
subjective The subjective case is used She attended to the duties of

when the pronoun is the subject of the castle.
the sentence.
objective The objective case is used when The lord of the castle gave him
the pronoun is the object of a verb orders for the day.
or preposition.
_____1 . Life in the castle was busy for its inhabitants.
_____2. In the mor ning, he heard the repor t about the crops.
_____3. When the work was sloppy, the lady of the castle treated him harshly.
_____ 4. Later in the day, he hunted with the men.
_____ 5. They retired for bed when the lord was tired.


I, you, he, she, it, we, and they are subject pronouns.
Me, you, him, her, it, us, and them are object pronouns because
they receive the action of the verb.

Week 9
DAY
Name:______________________________ Date:____________________ 4
Directions: Use the symbol to replace the underlined parts in each sentence with a
pronoun. Then, write S for subjective or O for objective on the lines.
_____1 . The knight ser ved the lord of the castle by fighting.
Living as Royalty
Editing
_____2. At just seven years old, the page had to wait tables and help the lord
dress for the day.
_____3. The castle ser ved as a school for the the knights.
_____ 4. After ser ving for seven years, squires became knights and lear ned how
to defend the lord.

Be aware of incorrect uses of pronouns!
I
Example: The lord and me took care of granting permission
for marriages.

Week 9
DAY
5 Name:______________________________ Date:____________________
The shaking peasant approached the lord. The lord asked why he was shaking. The
Publishing
Living as Royalty
peasant told him that he did not pay his tithe to the church that year. The lord asked
why he didn’t fulfill the obligations since it only required 10 percent of his crops. The
peasant replied, “I knew my family would not have enough food to eat, so I did not pay.”
He continued to explain that he knew the church’s tithe barn was overflowing. The lord
reminded him that this debt would be written down in the Domesday Book.
1. What makes this a narrative?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Is there anything the author could improve on?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________


• how to add dialogue to narratives
• how to identify subjective and objective pronouns

Week 10
DAY
Name:______________________________ Date:____________________ 1
Directions: Below are some facts about how peasants lived in medieval times. Use these facts
to write dialogue between two peasants living back then.
Peasant Facts My Dialogue
Living as Peasants
Prewriting
Peasants built
homes using
mud, straw, and
manure while
the lords lived
in castles.
The priest
required that the
peasants work
the church land
for free.
Peasant children
did not go to
school; instead
they worked in
the fields.
After paying
taxes to the lords
and church, the
peasants often
did not have
enough to feed
their families.

Week 10
DAY
2 Name:______________________________ Date:____________________
Directions: Imagine you are a peasant living during the medieval time period. Describe one
day, including who you speak with and the events that take place. Use the facts and dialogue
from page 59 to help you draft your narrative paragraph.
____________________________________________________________________________
Living as Peasants
Drafting
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_______________________________________
Remember!
_______________________________________
_______________________________________

• includes an introductory and a

_______________________________________ concluding sentence
• uses sensory details to describe
_______________________________________ the experience
_______________________________________ • makes it sound like a story
Cursive Practice
Directions: Use cursive to write a title for your narrative.
____________________________________________________________________________
____________________________________________________________________________

Week 10
DAY
Name:______________________________ Date:____________________ 3
Directions: Circle the correct pronoun in each sentence. Then, write S if it is subjective or O if it
is objective.
_____1 . They/Them built homes from mud, straw, and manure.
Living as Peasants
Revising
_____2. The priest required they/them to work the church land for free.
_____3. Life as a peasant was hard for they/them.
_____ 4. A peasant’s family sometimes went hungr y when they/them had

to pay tax.
_____ 5. Instead of going to school, he/him worked in the family field.
Write two sentences using objective The subjective case is used when the
and subjective case pronouns. pronoun is the subject of a sentence.
The objective case is used when
the pronoun is the object of a verb
or preposition.

Week 10
DAY
4 Name:______________________________ Date:____________________
Directions: Use the facts to write two sentences that have subjective case pronouns.
Then, write two sentences that have objective case pronouns.
Facts
Living as Peasants
Editing
Peasant families all slept in the same room together.
Peasant children did not attend school.
Children cleared stones off the land and chased birds away from the fields.
Life was hard for peasants.
1. ________________________________________________________________________
________________________________________________________________________
2. ________________________________________________________________________
________________________________________________________________________
3. ________________________________________________________________________
________________________________________________________________________
4. ________________________________________________________________________

________________________________________________________________________
Remember!
To tell the difference between a subjective
or objective pronoun, first decide if it acts
as the subject of the sentence. If so, it is a
subjective pronoun. If it receives the action
of the verb, then it is an objective pronoun.

Week 10
DAY
Name:______________________________ Date:____________________ 5
Directions: Imagine you are a peasant living during the medieval time period. Describe one
day, including whom you speak with and the events that take place.
________________________________________________________________________
Living as Peasants
Publishing
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Week 11
DAY
1 Name:______________________________ Date:____________________
Directions: Place check marks in the circles with information you could use in a narrative
paragraph about Renaissance artists. Give reasons for your answers under the information.
Prewriting
Renaissance Artists
Michelangelo remembered
the misery he felt painting the
Sistine Chapel.
Rumor has it that While painting The Last

Michelangelo and Leonardo Supper, Leonardo da Vinci
da Vinci were competitors and experimented with painting on
did not like one another. dry plaster.

Renaissance Artists
Some people argue about

The Mona Lisa is my most
who was the greatest
favorite painting in the world!
Renaissance artist of all time.

Week 11
DAY
Name:______________________________ Date:____________________ 2
Directions: Read the paragraph. Find places where more detail and description could be
added. Add ideas in the margins about what the descriptions could be.
Renaissance Artists
Drafting
It had been 20 years since Michelangelo had painted the ceiling. He
arrived back at the chapel and took in the beauty of its scenes. He saw
the creation of Adam, the creation of Eve, and the flood of Noah. He
remembered the misery he felt painting during those long four years.
How his body had hurt, and how much he complained!
When he had first received the commission by the Pope to paint

the ceiling, he had been sculpting an art piece. “I’m a sculptor not a
painter!” Michelangelo wanted to finish the tomb. But the Pope is the
Pope, and it was useless to fight the order.
Now, Michelangelo stands and looks at a wall that will be the canvas
for his next painting, The Last Judgment. Now that he is older, he
wonders how long it will take to complete this painting.
Cursive Practice
Directions: Write a sentence in cursive that tells how Michelangelo felt about painting the ceiling
of the Sistine Chapel.
__________________________________________________________________________
__________________________________________________________________________

Week 11
DAY
3 Name:______________________________ Date:____________________
Directions: Rewrite the paragraph using varied sentence length. Use pages 64 and 65 to help
you add details.
Revising
Renaissance Artists
Leonardo da Vinci painted The Last Supper on the walls of a dining hall in a monastery.
Instead of painting on wet plaster, he painted directly on the wall, which caused the painting
to deteriorate quickly. Over the years, people have tried to restore the painting back to its
original condition. The last restoration took place in 1978 and took 20 years to complete.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

__________________________________________________________________________
__________________________________________________________________________

To vary sentence length, make one sentence longer with more
details. Follow that sentence with a shorter sentence that is more
direct and to the point.
Example: Leonardo da Vinci lived during the exciting time of the

Renaissance and worked as an artist, inventor, scientist, author,
architect, and engineer. In truth, he was a Renaissance man.

Week 11
DAY
Name:______________________________ Date:____________________ 4
Directions: Use the symbol to add commas to set off the nonrestrictive information in the
sentences. Then, write your own sentence with nonrestrictive information.
1. Mona L isa Leonardo da Vinci’s most famous painting is housed in the Louvre
Renaissance Artists
Editing
in Paris, France.
2. Michelangelo wrote a poem about his work in the Sistine Chapel something
that was ver y unpleasant for him.
3. Patrons hired ar tists such as Leonardo da Vinci and Michelangelo to paint
and sculpt works of ar t.
4. The sculpture of David is out of propor tion something Michelangelo did on
purpose but still commands awe from viewers.
5. _______________________________________________________________________
_______________________________________________________________________

Week 11
DAY
5 Name:______________________________ Date:____________________
It had been 20 years since Michelangelo had painted the ceiling. He arrived back at the
Publishing
Renaissance Artists
chapel and took in the beauty of its scenes. He saw the creation of Adam, the creation of
Eve, and the flood of Noah. He remembered the misery he felt painting during those long
four years. How his body had hurt, and how much he complained!
When he first received the commission, he had been sculpting a tomb for the pope. “I’m
a sculptor not a painter!” Michelangelo wanted to finish the tomb. But the Pope is the Pope
and it was useless to fight the order.
Michelangelo stood there and looked at the wall that would be the canvas for his next
painting, The Last Judgement. Now that he was older, he wondered how long it would take
to complete this painting.
1. What makes this a strong narrative?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. Give two examples of how the author uses nonrestrictive information.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

• how to add detail and description to narratives
• how to set apart nonrestrictive information using commas
• how to vary sentence length to make narratives more interesting

Week 12
DAY
Name:______________________________ Date:____________________ 1
Directions: Based on the topics in the chart, what are some ideas for narratives? Write your
ideas in the right column.
Topics Ideas for Narratives
Renaissance Inventions
Prewriting
Leonardo da Vinci developed
the idea of the submarine.
Johannes Gutenberg invented

the first printing press.
Galileo Galilei used

the telescope to study
the heavens.
Filippo Brunelleschi invented

the mechanical clock.
Sir John Harrington created

the first flush toilet for
Queen Elizabeth.

Week 12
DAY
2 Name:______________________________ Date:____________________
Directions: Imagine you are living during the Renaissance. Write about a Renaissance
invention, and describe how it can change the way people live or learn. Then, use one of the
topics and your notes from page 69 to help you draft a narrative paragraph.
Drafting
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_______________________________________
Remember!
_______________________________________


_______________________________________
• includes an introductory and a
_______________________________________ concluding sentence
_______________________________________ • uses sensory details to describe

the experience
_______________________________________ • makes it sound like a story
Cursive Practice
Directions: Use cursive to write a sentence about which Renaissance invention you think is the
most important.
____________________________________________________________________________
____________________________________________________________________________

Week 12
DAY
Name:______________________________ Date:____________________ 3
Directions: Rewrite the paragraph using varied sentence lengths.
Before the invention of the printing press, it could take months or
Revising
years for monks to painstakingly copy each book by hand. Because
of this long process, books were expensive to buy for the common
man. Johannes Gutenberg, a German goldsmith, took things that
were already invented, such as ink, paper, moveable type, and a
press and combined them. What he came up with was a printing
press that made books much cheaper and quicker to reproduce.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Another way to vary sentences is to change the way each
sentence begins. For example, make sure each sentence
does not start with The.

Week 12
DAY
4 Name:______________________________ Date:____________________
Directions: Use the symbol to add commas to set off the nonrestrictive information in the
sentences. Then, write your own sentence with nonrestrictive information.
1. The flush toilet invented by Sir John Harrington was created for Queen
Editing
Elizabeth in her castle.
2. Johannes Gutenberg combined ink, paper, moveable t ype, and a press to
create the first printing press something that has changed book making
forever.
3. Galileo Galilei a scientist during the Renaissance used the telescope
to study the heavens and wrote about his findings in his book,
Starry Messenger.
4. The dome of the cathedral a beautiful building in Italy was engineered by the
architect Filippo Brunelleschi.
5. ________________________________________________________________________

________________________________________________________________________

Nonrestrictive information can be
added to sentences using commas,
parentheses, and dashes.

Week 12
DAY
Name:______________________________ Date:____________________ 5
Directions: Imagine you are living during the Renaissance. Write about a Renaissance
invention, and describe how it can change the way people live or learn.
Publishing
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_____________________________________________________
________________________________________________
______________________________________________
______________________________________________
________________________________________________

Week 13
DAY
1 Name:______________________________ Date:____________________
Directions: What questions would you ask the following people about their lives as pirates to
include in a narrative paragraph? Fill in the chart with your questions.
Pirate Facts Questions

Pirates and Treasures
Prewriting
Sir Francis Drake is best known as the

Queen’s privateer because he secretly stole
from Spanish ships.
Blackbeard was only a pirate for two years,

but he was the most popular pirate in
the Caribbean.
The Scottish sea captain, William Kidd, was

put on trial and executed for piracy.

The female pirate, Mary Read, often dressed

as a man and patrolled the waters
of the Caribbean.
Pirate Edward England popularized the Jolly

Roger flag and spared the captains of the
ships he captured.

Week 13
DAY
Name:______________________________ Date:____________________ 2
Directions: Read the narrative paragraph about Mary Reed. Write notes in the margins about
where the author could include more details to make the paragraph more exciting.

Drafting
Mary Read is one of the most famous female pirates of the 1700s.
But, she never really planned on being a pirate. After her husband
died, she joined the army and boarded a ship. When a pirate captured
her ship, he kept her as a crew member. After a while, she found that
she enjoyed the pirate life. From then on, she dressed as a man and
patrolled the waters of the Caribbean.
Remember!
When writing narrative paragraphs, focus on
one event. For example, instead of trying to
tell an entire story in a paragraph, only tell
one brief snapshot about the event.
Cursive Practice
Directions: Use cursive to write a sentence explaining what you would do if you were a pirate.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Week 13
DAY
3 Name:______________________________ Date:____________________
Directions: Read the sentences. Then, revise them to vary the sentence openings.
1. Blackbeard’s actual name was Edward Teach. Blackbeard was only a pirate for three
years but is probably the most famous pirate in history.
Revising
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Sir Francis Drake worked as a pirate against the Spanish ships. Drake was nicknamed the
Queen’s Pirate because he worked for Queen Elizabeth.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. William Kidd had some skirmishes at sea and was named a pirate. Kidd was put on trial
and executed for being a pirate.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________


To make narratives more interesting for
readers, vary the sentence openings.
Examples
• Blackbeard was one of the most popular pirates in history.

• Known for his great treasures, Blackbeard gained popularity as a pirate.

Week 13
DAY
Name:______________________________ Date:____________________ 4
Directions: Use the symbol to replace the underlined words with more descriptive actions.
1. During bat tle, Blackbeard scared his enemies by burning fuses in his beard

Editing
to create a smoke ef fect.
2. Instead of gold, Blackbeard found treasure such as barrels of sugar and cocoa.
3. Legends say that Blackbeard’s body went around the ship three times af ter
he was killed and thrown overboard.
4. Some say that Blackbeard was the most successful pirate, but that is simply
not true.

A thesaurus is a resource that can help add more descriptive
actions to your narrative.

Week 13
DAY
5 Name:______________________________ Date:____________________
Directions: Revisit the narrative paragraph. Add details to the paragraph to make it more
exciting. Then, answer the question.
Publishing
Mary Read is one of the most famous female pirates of the 1700s. But, she never
really planned on being a pirate. ___________________________________________
________________________________________________________________________
_______________________________________________________________. After her
husband died, she joined the army and boarded a ship. _______________________
________________________________________________________________________
________________________________________________________________. When a
pirate captured her ship, he kept her as a crew member. ________________________
_________________________________________________________________________
___________________________________________________________________. After
a while, she found that she enjoyed the pirate life. _____________________________
________________________________________________________________________
___________________________________________________________. From then on,
she dressed as a man and patrolled the waters of the Caribbean.
1.

How did your details add to the story?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

• how to focus on one event in narrative paragraphs
• how to vary sentence openings to make narratives more interesting
• how to add descriptive action words to narratives

Week 14
DAY
Name:______________________________ Date:____________________ 1
Directions: What questions would you ask the following people about their lives as explorers
to include in a narrative paragraph? Then, imagine you are an explorer and write notes about
adventures you want to embark on.
Explorer Facts Questions
Adventures into the Unknown

Prewriting
Christopher Columbus wanted to sail west in
hopes of reaching the Spice Islands. He first
asked the king of Portugal for help, and he
refused, but the queen of Spain sent him on
this journey.
Amerigo Vespucci explored America in the

late 1490s and later, German mapmaker
named the new land, America, after him.
Ferdinand Magellan’s crew was the first to

sail around the world, but Magellan was
killed in a fight when they landed on the
Philippines.
Hérnan Cortés tricked the Aztec ruler

Moctezuma and defeated the Aztec empire,
stealing all their gold and riches.
My Adventure

Week 14
DAY
2 Name:______________________________ Date:____________________
Directions: Imagine you are an explorer. Draft a narrative that describes your adventure and
what you discovered. Use your notes from page 79 to help you draft your paragraph.
____________________________________________________________________________
Drafting
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_________________________________________
_________________________________________ Remember!
_________________________________________ A strong narrative paragraph:

• includes an introductory and

_________________________________________ a concluding sentence
_________________________________________ • uses sensory details to

describe the experience
_________________________________________ • makes it sound like a story
Cursive Practice
Directions: Use cursive to explain why you think going on an adventure is important.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Week 14
DAY
Name:______________________________ Date:____________________ 3
Directions: Read the sentences. Rewrite them using varied openings to make them
more interesting.
1. Christopher Columbus sailed across the ocean hoping to find the Far East. Columbus
reached North America instead.

Revising
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Ferdinand Magellan’s crew was the first to circumnavigate the earth. Magellan actually
died during the journey, but his crew sailed on.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Amerigo Vespucci discovered South America on his journey. Vespucci was given the
honor of having the Americas named after him.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Sometimes when varying the opening of the sentence, the entire
structure of the sentence changes.
Example
Captain Cook cured his crew of scurvy by giving them fresh fruit.
Out of concern for his men, Captain John Cook ordered them to
eat fresh fruit and ended up curing them of scurvy.
Time to Improve!
Revisit the paragraph you wrote on page 80 about an adventure into the unknown. Add varied
sentence openings to make your paragraph more interesting.

Week 14
DAY
4 Name:______________________________ Date:____________________
Directions: The sentences are missing descriptive action words. Add them above the
symbols.
1. Columbus the king of Por tugal to fund an expedition.

Editing
2. The queen explorers, and so she gave Columbus the money and three ships
to explore the unchar ted waters.
3. Columbus where he landed was near India, so he called the natives Indians.
4. In all, Columbus four times to the New World.

To make writing interesting, be
descriptive about actions in a
narrative. Don’t say: Columbus
found the New World and said it

was the Spice Islands. Instead

say: Columbus discovered the
New World and believed it was
the Spice Islands.
Time to Improve!
Revisit the paragraph you wrote on page 80 about an adventure into the unknown.
Edit your text to make sure you include descriptive action words. If you did not use
any descriptive action words, find places to add them.

Week 14
DAY
Name:______________________________ Date:____________________ 5
Directions: Imagine you are an explorer. Write a narrative that describes your adventure and
what you discovered.
________________________________________________________________________

Publishing
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________________
_________________________________________________________
______________________________________________________
_____________________________________________________
_______________________________________________________
_________________________________________________________

Week 15
DAY
1 Name:______________________________ Date:____________________
Directions: Look at the pictures of the bridges. Then, answer the question.
Suspension Bridge
Building Bridges
Prewriting
Arch Bridge

1. How are these bridges similar and different?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Week 15
DAY
Name:______________________________ Date:____________________ 2
Directions: Read the informative/explanatory paragraph. Label each sentence as exclamatory
(E), interrogative (IN), imperative (IM), or declarative (D). The first one is done for you.
Building Bridges
Drafting
E What amazing structures bridges are! _____You may have noticed that bridges
____
often look different from one another. _____Engineers build four main types of bridges: beam
bridges, truss bridges, arch bridges, and suspension bridges. _____They have a few things
to consider when deciding which type to build. _____What kinds of materials are available?
_____How long does the bridge need to be? _____The answers to these questions help
them decide on the shape, size, and type of bridge that they will build. _____The next time
you cross a bridge, pause for a moment and think about what went into building it.

To make your writing more interesting, vary the types of
sentences you use.
• Exclamatory sentences express strong emotion and end

with exclamation points.
• Imperative sentences give commands and can end with
periods or exclamation points.
• Interrogative sentences ask questions and end with
question marks.
• Declarative sentences make statements and end with
periods.
Cursive Practice
Directions: Use cursive to write a sentence explaining why bridges are important.
__________________________________________________________________________
__________________________________________________________________________

Week 15
DAY
3 Name:______________________________ Date:____________________
Directions: Follow the directions to change the declarative sentences.
1. Change this sentence to an imperative sentence:

Engineers have a few things to consider when deciding which type of bridge to build.
Revising
Building Bridges
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Change this sentence to an exclamatory sentence:

Bridges often look different from one another.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Change this sentence to an interrogative sentence:

Engineers decide on the shape, size, and type of bridge that they will build.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Remember!
Don’t go overboard when changing the
sentence structure. Change only a few
sentences to make your writing stronger.

Week 15
DAY
Name:______________________________ Date:____________________ 4
Directions: Some information is necessary to understand sentences. Use the symbol to add
correct punctuation and the symbol to correct the capitalization errors.
1. Most beam bridges are less than 250 feet (76 meters) long a beam bridge
Building Bridges
Editing
looks like a long, straight line the beam is heav y so it has to be a shor ter
bridge other wise, it will collapse
2. The bridge that can span the far thest is the suspension bridge a suspension
bridge is suspended in air by cables
3. The bridge with the most strength is the arch bridge arch bridges can carr y
the most weight because of the design of the arch long ago the Romans
used these t ypes of bridges
4. Perhaps the most complex bridge is the truss bridge a truss bridge
is a bridge suppor ted by frames of beams in a triangular shape
these trusses work together to hold up the bridge

Topic sentences need details. When writing informative/
explanatory paragraphs, be sure to include explanations and
definitions so that readers can understand your topic. For
example, a paragraph on bridges needs to not only list the types
of bridges but also define the distinct characteristics of the
bridges for the reader.

Week 15
DAY
5 Name:______________________________ Date:____________________
Directions: Read the informative/explanatory paragraph. Then, answer the questions.
Bridges often look different from one another. Engineers build four main types of bridges:
Building Bridges
Publishing
beam bridges, truss bridges, arch bridges, and suspension bridges. They have a few things
to consider when deciding which type to build. They think about the materials that are
available. They think about how long the bridge needs to be. Answering these thoughts
helps them decide on the shape, size, and type of bridge that they will build. Bridges are
amazing structures.
1. What makes this a strong informative/explanatory paragraph?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. What advice would you give the author to improve the paragraph?
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________

Week 16
DAY
Name:______________________________ Date:____________________ 1
Directions: Look at the pictures of different types of parachutes and read their descriptions.
Then, answer the questions.
Round Parachute Ribbon-Ring Parachute
Designing Parachutes
Prewriting
Cargo can be heavy, so a round parachute To keep from breaking, ribbon-ring
is used because the shape offers the parachutes have openings that allow air
most drag. to pass through.
Ram-Air Parachute Square Parachute
Ram-air parachutes spread out and Skydivers prefer square parachutes

allow for more control of both the speed because the shape reduces
and direction. swinging movements.
1. Which parachute do you think is most important? Explain why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Week 16
DAY
2 Name:______________________________ Date:____________________
Directions: Explain the differences between round, ribbon-ring, ram-air, and square parachutes.
Use your notes from page 89 to help you draft your informative/explanatory paragraph.
____________________________________________________________________________
Drafting
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
__________________________________
__________________________________ Remember!


__________________________________
concluding sentence
__________________________________
• include details that support the
__________________________________ main idea
Cursive Practice
Directions: Use cursive to write a sentence explaining why parachutes are important.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Week 16
DAY
Name:______________________________ Date:____________________ 3
Directions: Follow the directions to change the declarative sentences.
1. Change this sentence to an imperative sentence and then an exclamatory sentence.

To keep a parachute from breaking while falling at a fast speed, someone might use a
ribbon-ring parachute.
Revising
Imperative sentence ______________________________________________________
________________________________________________________________________
Exclamatory sentence ____________________________________________________
________________________________________________________________________
2. Change this sentence to an exclamatory sentence and then an interrogative sentence.

The force of the air does not break the parachute.
Exclamatory sentence ____________________________________________________
________________________________________________________________________
Interrogative sentence ____________________________________________________
________________________________________________________________________
3. Change this sentence to an interrogative sentence and then an imperative sentence.

There are many different types of parachutes.
Interrogative sentence ____________________________________________________
________________________________________________________________________
Imperative sentence _____________________________________
_________________________________________________________

When changing sentences in a piece of writing, don’t make all the
sentences interrogative. Asking too many questions of the reader
can wear them out!

Week 16
DAY
4 Name:______________________________ Date:____________________
Directions: Some information is necessary to understand the sentences. Use the symbol
to add correct punctuation and use the symbol to correct the capitalization errors.
1. Sk ydivers prefer square parachutes the shape reduces swinging movements

Editing
2. Ram-air parachutes help control speed and direction so, this makes them
ideal for people needing to land in par ticular places and at controlled speeds
the force of the air does not break the ram-air parachute
3. Ribbon-ring parachutes have openings that allow air to pass through this
keeps the parachute from breaking even if it is traveling at a high speed
4. Cargo can be heav y so a round parachute is used because the shape of fers
the most drag this way the cargo does not drop at a high speed and can
land safely


Be sure to give enough information about a topic so readers can make sense
of the paragraph. For example, a paragraph on parachutes needs to not
only list the types of parachutes, but also define the characteristics of them
for the reader.

Week 16
DAY
Name:______________________________ Date:____________________ 5
Directions: Explain the differences between round, ribbon-ring, ram-air, and square parachutes.
________________________________________________________________________
Publishing
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________________________________________________________________
_____________________________________________________________
______________________________________________________________
__________________________________________________________________
__________________________________________________________________
___________________________________________________________________

Week 17
DAY
1 Name:______________________________ Date:____________________
Directions: Place check marks in the circles with ideas that you would include in an argument
paragraph about Groundhog Day.
Prewriting
Groundhog Day
People should not

celebrate Groundhog I think Groundhog
Day because it is not as Day should be celebrated
important of a day compared because it is a fun day
to other holidays. that brings people together.
Should We Celebrate
Groundhog Day?
Groundhog Day should

Groundhog Day should be
be celebrated because
celebrated because
most students like to learn

it is a German tradition
about groundhogs and
that has been around for
the weather during
hundreds of years.
that time of year.
Groundhog Day should

not be celebrated because
it is not an accurate way to
predict the weather.

Week 17
DAY
Name:______________________________ Date:____________________ 2
Directions: Read the argument paragraph. Write notes in the margins about how the author
can make her argument stronger.
Groundhog Day
Drafting
Some people wonder if Groundhog Day is a holiday worth
celebrating. Groundhog Day falls halfway between the winter solstice
and the spring equinox. In the 1700s, German settlers made their way
to Pennsylvania. They brought with them folklore involving hibernating
animals as a way to predict the weather for that year. According to

superstition, the sun caused the groundhog to see his shadow. The
shadow would frighten the groundhog back into hibernation. They
interpreted this to mean the remainder of their winter would be cold
and stormy. On the other hand, if it were cloudy, the groundhog
would not be frightened back into hibernation. This
meant that spring would come early. Many of the
German settlers were farmers. They used this
information for planting crops. By 1887, the local
newspaper promoted the groundhog as the official
weather forecaster. Based on today’s records,
scientists say that the groundhog is only 36 percent
accurate in predicting weather.
Cursive Practice
Directions: Use cursive to write a sentence explaining whether or not we should
celebrate Groundhog Day.
__________________________________________________________________________
__________________________________________________________________________

Week 17
DAY
3 Name:______________________________ Date:____________________
Directions: Read the claims. Think about how you can revise them to make them better.
Then, rewrite the updated versions.
1. I think that Groundhog Day should be celebrated as an official holiday because it is a

Revising
Groundhog Day
tradition from settlers long ago and brings attention to the groundhog.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. I believe that some people say Groundhog Day should be celebrated as an official holiday
and others disagree.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Groundhog Day is not an official holiday because it is not based on truth or science but
rather a tradition from long ago.
________________________________________________________________________
________________________________________________________________________

________________________________________________________________________
Remember!
A claim is a statement that is argued and supported in an essay.
A claim:
• is one sentence long

• is short and to the point
• omits “I think” or “I feel”
• is defended with evidence

Week 17
DAY
Name:______________________________ Date:____________________ 4
Directions: Read the paragraph. There are commas missing. Use the symbol to add them.
According to superstition the sun caused the groundhog to see his shadow and
Groundhog Day
Editing
the shadow would frighten the groundhog back into hibernation. If it were cloudy
then the groundhog would not be frightened back into hibernation. Spring would
come early. Farmers depended on this information to plant crops. However the
groundhog was not always accurate in predicting the weather. This caused many
farmers to lose their crops and many of them went broke.

Commas can be tricky! Always include commas after introductory
phrases and in compound sentences.
Examples
Introductory Phrase: In the 1700s, German settlers made their
way to Pennsylvania.
Compound Sentence: The groundhog began hibernating, and

the people cheered for an early spring.

Week 17
DAY
5 Name:______________________________ Date:____________________
Directions: Revisit the paragraph. Write notes about how to improve it on the lines below.
Publishing
Groundhog Day
Some people wonder if Groundhog Day is a holiday worth celebrating. In the 1700s,
German settlers made their way to Pennsylvania. They brought with them folklore
involving hibernating animals as a way to predict the weather for that year. According to
superstition, the sun caused the groundhog to see his shadow. The shadow would frighten
the groundhog back into hibernation. They interpreted this to mean the remainder of their
winter would be cold and stormy. On the other hand, if it were cloudy, the groundhog
would not be frightened back into hibernation. This meant that spring would come early.
By 1887, the local newspaper promoted the groundhog as the official weather forecaster.
Based on today’s records, scientists say that the groundhog is only 36 percent accurate in
predicting weather.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

• how to write a claim for argument-based paragraphs
• how to identify missing commas

Week 18
DAY
Name:______________________________ Date:____________________ 1
Directions: Read the paragraph. Then, brainstorm at least three ideas to support each side
of the chart below.
Daylight Saving Time

Prewriting
Long ago, farming cultures lived and slept by the rising and setting of the sun. But
during the Industrial Revolution, adjustments were needed for workers to work more hours.
Many countries began instituting daylight saving time as a way to get that extra hour in the
afternoon. More work meant a better economy. Also, people were exposed to more
sunlight, which meant a rise in vitamin D in their systems and time for more
exercise outdoors. However, some say that daylight saving time contributes
to more gasoline usage and pollution because people are out and about
during the extra hour of sunlight. Experts disagree on whether or not we
really need daylight saving time.
We Should Continue to We Should Do Away

Have Daylight Saving Time with Daylight Saving Time

Week 18
DAY
2 Name:______________________________ Date:____________________
Directions: Do you think daylight saving time is necessary? Provide details to support
your argument. Use the information in the chart on page 99 to help you draft your
argument paragraph.
____________________________________________________________________________
Drafting
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
__________________________________
__________________________________ Remember!
__________________________________ A strong argument paragraph includes:

• an introductory sentence stating

__________________________________
your claim
__________________________________ • details that support your claim
• a concluding sentence that restates
__________________________________
your claim
__________________________________
Cursive Practice
Directions: Use cursive to write one sentence that summarizes why you do or not think daylight
saving time is necessary.
____________________________________________________________________________
____________________________________________________________________________

Week 18
DAY
Name:______________________________ Date:____________________ 3
Directions: Explain why the simple sentences can be combined into compound sentences.
1. Some people argue that daylight saving time promotes better health. People get vitamin D

Revising
from the sunshine.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. The Industrial Revolution created a need for more workers. They instituted daylight saving
time to add an extra hour into the day.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Some say that daylight saving time promotes more pollution. More people drive their cars
in the daylight than at nighttime.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Remember!
To change a simple sentence into
a compound sentence, join two
sentences together using a comma
and a conjunction such as and,
because, or so.

Week 18
DAY
4 Name:______________________________ Date:____________________
Directions: Decide if each claim below is well written. Use the symbol to delete the
unnecessary information from the claims that are not well written. If necessary, explain what
is wrong with the claims on the lines.
1. I think that daylight saving time should be mandated for all states and
Editing
territories because it would keep ever yone on the same schedule no mat ter
where they lived.
________________________________________________________________________
________________________________________________________________________
2. Daylight saving time should not be practiced today because it is not as
impor tant to conser ving energy and does not add to people’s work day
as it once did long ago.
________________________________________________________________________
________________________________________________________________________
3. I feel that daylight saving time should not be used because it is not adhered

to in all states, it causes confusion for travelers, and it does not add value to
people’s ex tracurricular activities.
________________________________________________________________________
________________________________________________________________________
4. Daylight saving time should be used because it has the potential to conser ve
energy and it allows for people to ex tend their ex tracurricular activities to
improve their health.
________________________________________________________________________
________________________________________________________________________
Week 18
DAY
Name:______________________________ Date:____________________ 5
Directions: Do you think daylight saving time is necessary? Provide details to support
your argument.
________________________________________________________________________

Publishing
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________
_______________________________________________
___________________________________________
__________________________________________
__________________________________________

Week 19
DAY
1 Name:______________________________ Date:____________________
Directions: Place check marks in the circles with ideas that should be included in an
informative/explanatory paragraph about the origin of a superhero. Give reasons next to each
circle you mark.
Prewriting
Superhero Origins
Metal Man was

created during the
Cold War.
Most kids
Metal Man is a
select Metal
popular movie for
Man as a favorite
people today.
superhero.
Metal Man
Metal Man
Some say
was meant to
Metal Man is the
be a symbol of
strongest of all the
weapons of mass
superheroes.

destruction.
Although
Metal Man has Metal Man’s
no superpowers, armor is designed
he does have for protection.
his armor.

Week 19
DAY
Name:______________________________ Date:____________________ 2
Directions: Read the paragraph. Make notes in the margins about comparisons between
the two superheroes. Draw arrows in the paragraph to show these comparisons.
Superhero Origins
Drafting
Super Woman was created during World War II to fight the evil
powers. Back then, people were afraid of their war enemies, so she
gave people hope that she would defeat them. Later, she also fought
other villains. She was a symbol for the new kind of woman who would
rule the world. On the other hand, Wonderman came about during the
Great Depression. Similarly, his purpose was to give power to people

who felt they were powerless. At first, Wonderman fought common
villains like powerful leaders, slumlords, and crooked politicians.
These villains were the same ones that the common man had to fight
back then.
Cursive Practice
Directions: Use cursive to write about the origin of your favorite superhero.
__________________________________________________________________________
__________________________________________________________________________

Week 19
DAY
3 Name:______________________________ Date:____________________
Directions: Read the sentences. Look for examples where two different words or phrases
mean the same thing. Then, rewrite the sentences using only one of the words or phrases.
1. Since the 1960s, Super Woman became a symbol of feminism and women’s rights as
she fought her villains.
Revising
Superhero Origins
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. At first, Wonderman’s foes and enemies included crooked politicians, unfair city
government leaders, and slumlords that did not treat their tenants fairly.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Insect Man fans felt they could relate to him because he had been bullied and pushed
around by others in his school before gaining the superpowers.
________________________________________________________________________
________________________________________________________________________

________________________________________________________________________
4. World War II was a difficult time for many Americans, so Mr. America gave them hope and
promise that the war would be won through perseverance.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Thoughtful writers avoid using words that mean the same thing. It
is better to be concise than to be repetitive.

Week 19
DAY
Name:______________________________ Date:____________________ 4
Directions: Read the paragraph comparing two different superheroes. Then, use signal words
in the Signal Word Bank to write two sentences about the paragraph.
Signal Word Bank
Superhero Origins
Editing
different difference but also similarly in contrast
same as as well as as opposed to on the other hand not only
Fans love Insect Man because people feel they can relate to him. When bitten by a
radioactive spider during a field trip, Insect Man gained amazing strength and powers.
He used powers to protect those who could not protect themselves. Mr. America
survived polio as a child, which left him very weak. He gained strength by taking a super
soldier serum. Insect Man was created in the early 1960s when people were afraid of
what radioactive materials and nuclear war could do to people. Mr. America was created
in WWII as a symbol of hope, courage, and ultimate patriotism. People were afraid
that the war would continue to drag on, so this superhero provided encouragement
to persevere.
1. _______________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

To compare and contrast means to
explain how two or more things are
alike and how they are different.

Week 19
DAY
5 Name:______________________________ Date:____________________
Directions: Reread the paragraph. Then, explain why this is or is not a strong published piece
on the lines below.
Publishing
Superhero Origins
Super Woman was created during World War II to fight the evil powers. Back then,
people were afraid of their war enemies, so she gave people hope that she would defeat
them. Later, she also fought other villains. She was a symbol for the new kind of woman
who would rule the world. On the other hand, Wonderman came about during the Great
Depression. Similarly, his purpose was to give power to people who felt they were
powerless. At first, Wonderman fought common villains like powerful leaders, slumlords,
and crooked politicians. These villains were the same ones that the common man had
to fight back then.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_____________________________________________________________________
___________________________________________________________________

• how to use signal words when explaining information about two subjects
• how to be concise to avoid repetition

Week 20
DAY
Name:______________________________ Date:____________________ 1
Directions: Read the information about superheroes. Write reasons why each one would or
would not make a good choice for an informative/explanatory paragraph.
Superhero Powers
Prewriting
Super Woman—superhuman strength; flight; super-speed; super-stamina; super-agility;
proficient in hand-to-hand combat; ability to communicate with the animal kingdom; has
a potion that forces people to tell the truth; a pair of indestructible bracelets; a tiara that
serves as a projectile
________________________________________________________________________
________________________________________________________________________
Superman—tremendous strength; indestructible body; sharp senses—can hear faint

sounds, telescopic and microscopic vision, x-ray vision; possesses heat vision that can
heat up objects; moves, thinks, and reacts at superhuman speed; flight; possesses a
force field
________________________________________________________________________
________________________________________________________________________
Insect Man—can cling to surfaces; superhuman strength; agile and acrobatic; web‑slinging
allows him to move quickly; insect sense that gives him an early warning detection
of danger
________________________________________________________________________
________________________________________________________________________
Mr. America—does not have superhuman abilities; serum gives him the maximum human
potential in speed, strength, reflexes, endurance, durability, and agility; bench presses
1,100 pounds (499 kilograms), runs a mile in about a minute; immune to diseases; heals
faster than normal people
________________________________________________________________________
________________________________________________________________________

Week 20
DAY
2 Name:______________________________ Date:____________________
Directions: Explain how superpowers are beneficial to superheroes and everyday citizens.
Use your notes from page 109 to help you draft your informative/explanatory paragraph.
____________________________________________________________________________
Drafting
Superhero Powers
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
__________________________________
__________________________________ Remember!


__________________________________
concluding sentence
__________________________________
__________________________________ main idea
Cursive Practice
Directions: Use cursive to write a superpower that you would like to have if you were
a superhero.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Week 20
DAY
Name:______________________________ Date:____________________ 3
Directions: Read the signal words and phrases. Create four sentences about superhero
powers. Include signal words or phrases in each one.
Superhero Powers
Revising
Signal Words and Phrases
either/or alike similarly

in contrast same as as well as
instead of as opposed to not only/but also
different/difference on the other hand
1. ________________________________________________________________________
________________________________________________________________________
2. ________________________________________________________________________
________________________________________________________________________
3. ________________________________________________________________________
________________________________________________________________________
4. ________________________________________________________________________
________________________________________________________________________
Time to Improve!
Look back at the draft you wrote on
page 110. Look for places where
signal words or phrases can help
make your writing more clear.

Week 20
DAY
4 Name:______________________________ Date:____________________
Directions: Read the sentences below and look for examples where two different words mean
the same thing. Use the symbol to cross out the repeated information. Then, explain why it
was deleted.
1. Super Woman’s potion forces people to be honest and tell the truth.
Superhero Powers
Editing
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Wonderman responds, thinks, and reacts at superhuman speed and also
possesses sharp senses.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Since possessing the skill and abilit y of web slinging, Insect Man can
cling to buildings as he makes his way quickly to save people.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Being too wordy might make readers lose interest. Think about
each word you use in your writing and select the ones that make
the most impact.

Week 20
DAY
Name:______________________________ Date:____________________ 5
Directions: Explain how superpowers are beneficial to superheroes and everyday citizens.
________________________________________________________________________
Superhero Powers
Publishing
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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_____________________________________________________
________________________________________________________

Week 21
DAY
1 Name:______________________________ Date:____________________
Directions: Place check marks in the circles with ideas that should be included in an
informative/explanatory paragraph about black holes.
Prewriting
Black Holes
Some people worry

A black hole can be as
that a black hole will
small as an atom.
eat up Earth.
Gravity pulls light

In the past, many
into the middles
blockbuster movies
of black holes, so
have been made about
scientists cannot see
black holes.
black holes.
Black Holes
Black holes are A tiny black hole

interesting features to has the mass of a

study in a galaxy. mountain.
A very large black

A supermassive black hole can have mass
hole is larger than the that is 20 times larger
mass of 1 million suns. than the mass found
in the sun.

Week 21
DAY
Name:______________________________ Date:____________________ 2
Directions: Read the paragraph. There are many key vocabulary words that help explain black
holes. Underline the key vocabulary words that you see.
Black Holes
Drafting
Black holes are not empty spaces. Within a black hole, gravity is
so strong that everything is pulled inside. For example, a black hole’s
gravity can squeeze a star that is 10 times more massive than the sun
into a space that is the size of a modern day city. A tiny black hole has
the mass of a mountain even though it is as small as an atom. A very
large black hole can have mass that is 20 times larger than the mass
found in the sun. A supermassive black hole is larger than the mass of
1 million suns.

In an informative/explanatory paragraph, it is important to use key
vocabulary words. In the text above, the key vocabulary words
are science related. The words aren’t often used, but they help
explain science topics.
Cursive Practice
Directions: Use cursive to write a sentence explaining what a black hole is.
__________________________________________________________________________
__________________________________________________________________________

Week 21
DAY
3 Name:______________________________ Date:____________________
Directions: Read each topic sentence. Write a concluding sentence to go with each one.
1. Black holes are exciting to study.
________________________________________________________________________
Revising
Black Holes
________________________________________________________________________
2. While black holes may look empty, they actually contain more mass than we can
even imagine.
________________________________________________________________________
________________________________________________________________________
3. Black holes are large and full of mass.
________________________________________________________________________
________________________________________________________________________


Strong paragraphs include concluding sentences
that summarize the main ideas of the paragraphs.
A concluding sentence uses the information from
the topic sentence. It tells the reader that the
paragraph is complete.

Week 21
DAY
Name:______________________________ Date:____________________ 4
Directions: Look for nonrestrictive information in the sentences. Then, use the symbol
to add commas where necessary.
1. A black hole as large as it seems can be as small as an atom.
Black Holes
Editing
2. A tiny black hole has the mass of a mountain a concept that seems amazing
to many people.
3. A ver y large black hole a fact that can be inconceivable for most people can
have mass that is 20 times larger than the mass found in the sun.
4. A supermassive black hole something only usually shown in movies is larger
than the mass of 1 million suns.
5. Gravit y pulls light into the middles of black holes so scientists cannot see
black holes.
Remember!
Nonrestrictive information can be set off with
commas. Removing the information does
not change the meaning of the sentence.

Week 21
DAY
5 Name:______________________________ Date:____________________
Directions: Revisit the paragraph. Make notes in the margins of how you could make this a
better informative/explanatory paragraph. Then, rewrite the new and improved paragraph below.
Publishing
Black Holes
Black holes are not empty spaces. Within a black hole, gravity is
so strong that everything is pulled inside. For example, a black hole’s
gravity can squeeze a star that is 10 times more massive than the sun
into a space that is the size of a modern day city. A tiny black hole has
the mass of a mountain even though it is as small as an atom. A very
large black hole can have mass that is 20 times larger than the mass
found in the sun. A supermassive black hole is larger than the mass of
1 million suns.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

________________________________________________________________________
_______________________________________________________________
__________________________________________________
____________________________________________

• to notice key vocabulary words
• how to write concluding sentences
• how to add commas to nonrestrictive information

Week 22
DAY
Name:______________________________ Date:____________________ 1
Directions: Explain why each statement should or should not be included in an
informative/explanatory paragraph about space travel.
Space Travel
Prewriting
Space Travel Should this be included in an informative/explanatory
Topic paragraph? Why or why not?
NASA is planning
on taking humans
to the moon again
by the year 2020
in preparation for
travel to Mars.
At some point in
the future, humans
dream of traveling
to Mars, but know
they will be unable
to return back
to Earth.
Many people think

space travel is the
most exciting type
of travel.
NASA plans on
using the Orion
capsule for human
travel because it
is safer than the
shuttle used in
past years.
In movies, people
travel from planet
to planet in a
matter of hours.

Week 22
DAY
2 Name:______________________________ Date:____________________
Directions: Explain some of the preparations NASA is making for future space travel.
Use the information from page 119 to help you draft your informative/explanatory paragraph.
____________________________________________________________________________
Drafting
Space Travel
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
__________________________________
__________________________________ Remember!


__________________________________ • have an introductory and a

concluding sentence
__________________________________
__________________________________ main idea
Cursive Practice
Directions: If you could travel anywhere in space, where would you go? Write your answer
in cursive.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Week 22
DAY
Name:______________________________ Date:____________________ 3
Directions: Read each topic sentence. Write a concluding sentence to go with each one.
1. Space travel is exciting to study.
________________________________________________________________________
Space Travel
Revising
________________________________________________________________________
2. While it may seem impossible to live on the moon, scientists are already making plans for
humans to do just that.
________________________________________________________________________
________________________________________________________________________
3. Space travel is something NASA is preparing for in our lifetime.
________________________________________________________________________
________________________________________________________________________
Remember!
Strong paragraphs include a concluding sentence
that summarizes the main idea of the paragraph.
A concluding sentence uses the information from
the topic sentence. A concluding sentence tells the
reader that the paragraph is complete.
Time to Improve!
Look at the draft you wrote on page 120.
Reread your concluding sentence. Try to
revise it to make it stronger.

Week 22
DAY
4 Name:______________________________ Date:____________________
Directions: Read the sentences and look for places where commas are needed to set off
nonrestrictive information. Use the symbol to add commas to the sentences.
1. NASA is planning on taking humans to the moon again by the year 2020 in
Editing
Space Travel
preparation for travel to Mars something only the adventurous would do.
2. Humans the brave ones any way dream of traveling to Mars but know they will
be unable to return back to Ear th.
3. Some people think space travel that is travel outside of our atmosphere is
the most exciting t ype of travel.
4. NASA plans on using the Orion capsule a new t ype of spaceship for human
travel because it is safer than the shut tle used in past years.
5. In the movies, people travel from planet to planet in a mat ter of hours which
is something completely fictional.

Remember!
Nonrestrictive information can be set off with
commas. Removing the information does
not change the meaning of the sentence.

Week 22
DAY
Name:______________________________ Date:____________________ 5
Directions: Explain some of the preparations NASA is making for future space travel.
_______________________________________________________________________
Space Travel
Publishing
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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_______________________________________________________________________
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_______________________________________________________________________

Week 23
DAY
1 Name:______________________________ Date:____________________
Directions: Read the planning notes and the short script for a play. Make notes about how well
the script follows the planning notes in the margins of the script.
Prewriting
Live Theater Scripts
Planning Notes
Decide on at least two characters. (Cinderella and Prince)
Create a conflict. (Cinderella gets food poisoning while snacking

at the ball.)
Plan a place to start or a beginning. (Cinderella becomes

nauseated while having her first dance with Prince.)
Prince: Are you feeling okay? Your hand feels clammy.
Cinderella: Oh, that. No, darling, I’m quite okay. It’s just my nerves.
Prince: Your face is turning a light shade of green.
Cinderella: Do you know where the closest ladies’ room is located? I
think I need to take a short break.

Prince: But we just started dancing. I don’t want to let you out of my
sight. Was that your stomach rumbling?
Cinderella: I’m not used to eating so much food. I think I overdid it at
the buffet.
Prince: Don’t worry; I have a sickness bag that you can use. I use
them when I go on long rides into the woods.
Cinderella: Thank goodness! I’m not sure I would make it to the ladies’
room in time. Give me just a minute, and we can get back
to dancing.

Week 23
DAY
Name:______________________________ Date:____________________ 2
Directions: Use the context clues to explain what the underlined words mean.
Prince Charming: I always have a sickness bag for when my stomach gets upset. I use
them when I go on long rides into the woods.

Drafting
_______________________________________________________________________
_______________________________________________________________________
Cinderella: I frequently travel into the woods to get away from my dysfunctional family. I
often wonder if there are any families who act normal.
_______________________________________________________________________
_______________________________________________________________________
Prince Charming: Perhaps if you loosen the corset around your waist your stomach might
feel better. It is a shame that women have to wear these tight things.
_______________________________________________________________________
_______________________________________________________________________

In a narrative script, it is important to give challenging words
context so the audience knows what the words mean.
Cursive Practice
Directions: Think of a title for the narrative script and write it in cursive.
__________________________________________________________________________
__________________________________________________________________________

Week 23
DAY
3 Name:______________________________ Date:____________________
Directions: Read the sentences and look for examples where two different words mean the
same thing. Explain why some of the words should be taken out.
1. Cinderella: The very mention of the buffet makes me feel queasy and nauseated.
Revising
________________________________________________________________________
________________________________________________________________________
2. Prince Charming: Don’t worry; I’ll call a lady’s maid or servant to help you.
________________________________________________________________________
________________________________________________________________________
3. Cinderella: Please hurry and act quickly. I don’t think I can last much longer.
________________________________________________________________________
________________________________________________________________________
4. Prince Charming: They are on their way and should be here momentarily or shortly.
________________________________________________________________________
_______________________________________________


It is best to avoid using words that
mean the same thing. Strong writers
are concise and use only one word
rather than being repetitive.

Week 23
DAY
Name:______________________________ Date:____________________ 4
Directions: Read the sentences. Correct the capitalization errors using the symbol to show
a word should be capitalized or the symbol to show a word should be lowercase.
1. The Classic stor y of cinderella is one that most people know.

Editing
2. One undeveloped character that we know ver y lit tle about is
prince Charming.
3. The Wicked Stepmother is a common character found in scripts.
4. Even with cinderella being the main character, the Audience really knows
lit tle about her.
5. Fair y godmother saves the day by giving Cinderella a dress and a way
to the ball.
Remember!
Proper nouns should always be
capitalized, while general nouns
should always be lowercase.

Week 23
DAY
5 Name:______________________________ Date:____________________
Directions: Revisit the script. Then, answer the questions.
Prince: Are you feeling okay? Your hand feels clammy.

Publishing
Cinderella: Oh, that. No, darling, I’m quite okay. It’s just my nerves.
Prince: Your face is turning a light shade of green.
Cinderella: Do you know where the closest ladies’ room is located? I think I need to take
a short break.
Prince: But we just started dancing our very first dance. I don’t want to let you out of
my sight. Was that your stomach rumbling?
Cinderella: I’m not used to eating so much food. I think I overdid it at the buffet.
Prince: Don’t worry; I have a sickness bag that you can use. I use them when I go on
long rides into the woods.
Cinderella: Thank goodness! I’m not sure I would make it to the ladies’ room in time. Give
me just a minute, and we can get back to dancing.
1. What makes this narrative script fun to read?
______________________________________________________________________
______________________________________________________________________

2. How could the author improve it?
______________________________________________________________________
______________________________________________________________________

• how to use and understand context clues
• how to avoid using words that mean the same thing
• how to edit for capitalization

Week 24
DAY
Name:______________________________ Date:____________________ 1
Directions: Complete the chart with ideas to include in a television script. Think about how
each section benefits a scripted narrative.
Decide on at least two characters. Describe what each character is like.
Television Show Scripts

Prewriting
Create a conflict.
Plan a place to start or a beginning.
Show what happens in words and actions.

Week 24
DAY
2 Name:______________________________ Date:____________________
Directions: Draft a script for a scene in a new television show. Be sure to focus on one
event and include multiple characters. Use your ideas from page 129 to help you draft your
narrative script.
____________________________________________________________________________
Drafting
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
__________________________________
__________________________________ Remember!

__________________________________ A strong narrative script:
__________________________________ • includes characters

• has a conflict
__________________________________
• has a conclusion
__________________________________
Cursive Practice
Directions: Use cursive to write a title for your television show.
____________________________________________________________________________

Week 24
DAY
Name:______________________________ Date:____________________ 3
Directions: Read the sentences. Look for examples where two different words mean the same
thing. Explain why some information should be deleted.
1. Detective: The very mention of this criminal getting away makes me feel angry and mad.

Revising
________________________________________________________________________
________________________________________________________________________
2. Mother: Don’t worry; I’ll make sure the worker or laborer is around to feed the cat.
________________________________________________________________________
________________________________________________________________________
3. Brother: I’m feeling weak and frail. Please hurry up and call the doctor.
________________________________________________________________________
________________________________________________________________________
4. Lawyer: Everyone says that my job or profession is a noble one.
________________________________________________________________________
________________________________________________________________________
Time to Improve!
Go back to your television script on
page 130. Replace at least four
words in the script with stronger or
more interesting ones.

Week 24
DAY
4 Name:______________________________ Date:____________________
Directions: Read the sentences. Use the or symbols to correct the capitalization errors.
1. Many shows on Television are Comedies, which are designed to make

Editing
people laugh.
2. Television Scripts are similar to theater scripts in that they both tell the
characters what to say.
3. It is impor tant that Scripts tell the stor yline in words and actions.
4. writers of Scripts should strive to use the strongest words that
describe something.
5. Car toons are Television Shows that can be designed for both children and
adults depending on the content.


Week 24
DAY
Name:______________________________ Date:____________________ 5
Directions: Write a script for a scene in a new television show. Be sure to focus on one event
and include multiple characters.
________________________________________________________________________

Publishing
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________________________________________________________________________
________________________________________________________________________
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Week 25
DAY
1 Name:______________________________ Date:____________________
Directions: Read the planning notes for a comic strip. Then, answer the question.
Prewriting
Comic Strips
Planning Notes
Decide on at least two characters. (a worker and his boss)
Create a conflict. (The worker wants a promotion, but his boss does not think he is ready.)
Plan a place to start or a beginning. (The boss tells his worker what he thinks.)
What this is intended to show. (If you work hard, you will succeed.)
In this frame, the boss will tell the worker In this frame, the worker will try to prove
that he is not ready to be promoted like the himself by turning in what he thinks is a
worker wants. well‑written report. The boss will reject it.
The image should show the boss yelling The image should show that the boss is
at the worker. The worker should look sad unhappy. The boss should be giving the
and defeated. poorly-written report back to the worker.
In this frame, the worker will prove he In this frame, the worker will get his
deserves the promotion. promotion.

The image should represent the worker The image should show the boss shaking
doing something worthy of getting the the worker’s hand.
promotion, such as presenting growth for
the company.
1. How do planning notes help when creating a comic strip?
________________________________________________________________________
________________________________________________________________________

Week 25
DAY
Name:______________________________ Date:____________________ 2
Directions: Read the comic strip about a worker who thinks he deserves a promotion.
Then, answer the question.
Comic Strips
Drafting
I know that you want the
promotion, but you’re not
good enough to get it. This report is terrible!
I am going to work very Rewrite it!
hard and prove to you that Grrrr . . . I worked so
I deserve a promotion! hard on that paper.
Congratulations! Looks
After I rewrote that report,
I’m happy and like you’re good enough I knew that if I
I made lots of money
impressed. for the promotion after all. worked hard enough,
for this company!
I would get it!
1. How does the comic strip portray the argument getting solved?
________________________________________________________________________
________________________________________________________________________
Cursive Practice
Directions: Create names for the characters in the comic strip. Use cursive to write them.
_____________________________________ _____________________________________

Week 25
DAY
3 Name:______________________________ Date:____________________
Directions: Read the sentences. Underline examples of figurative language. Label each one
using the information in the chart.
Figurative Terms Definitions

Revising
Comic Strips
hyperbole exaggerating the truth

metaphor compares two unlike things
simile compares two unlike things using the words like or as
onomatopoeia naming an action according to what it sounds like
alliteration using several words that all have the same sound
1. Writing reports is rain on a cloudy day.
______________________
2. Radical reports read ridiculously, so read them carefully.
______________________
3. I once saw a desk that was as big as a house!
______________________
4. Thump! The boss threw a stack of reports on the

worker’s desk.

______________________
5. Being a boss is like being a king.
______________________

Strong writers help readers better understand their writing by
using figurative language. Figurative language helps form
images in readers’ minds.

Week 25
DAY
Name:______________________________ Date:____________________ 4
Directions: Read the sentences. Some of the commas are used incorrectly. Use the
symbol to delete commas to make the sentences correct.
1. Comic strips, and movie reviews are of ten opinion pieces found
Comic Strips
Editing
in newspapers.
2. Comic strips can contain both animals, and people.
3. Writers of ten find it easier to express opinions, and thoughts using comic
strips because they poke fun at ideas and things.
4. Since most comic strips are made up of dialogue, it is not necessar y to use
quotation marks, and commas.
5. Animals such as cats, and dogs, of ten take on human characteristics in
comic strips.

Commas are not necessary when you only list two things. When
listing three or more things, use series commas to separate the
words.
Example: You might find people places and things in comics.

Week 25
DAY
5 Name:______________________________ Date:____________________
Directions: Revisit the comic strip. Then, answer the questions.
I know that you want the

promotion, but you’re not
Publishing
Comic Strips
good enough to get it. This report is terrible!

I am going to work very Rewrite it!
hard and prove to you that Grrrr . . . I worked so
I deserve a promotion! hard on that paper.
After I rewrote that report, Congratulations! Looks

I’m happy and I made lots of money like you’re good enough I knew that if I
impressed. for this company! for the promotion after all. worked hard enough,
I would get it!

1. What argument does the author portray in the comic strip?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Does the author make his argument clear, or could the author state it more
clearly? Explain.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Week 26
DAY
Name:______________________________ Date:____________________ 1
Directions: Read the statements about movie reviews. Write T if the statement is true and
F is the statement is false. Then, give reasons for your answers on the lines.
Movie Reviews
Prewriting
_____ 1. Movie reviews should be unbiased.
__________________________________________________________________
__________________________________________________________________
_____2. Movie reviews give information about something.
__________________________________________________________________
__________________________________________________________________
_____3. Movie reviews express opinions.
__________________________________________________________________
__________________________________________________________________
_____ 4. Movie reviews are pieces of fiction writing.
__________________________________________________________________
__________________________________________________________________
_____ 5. Movie reviews should be read within the context of the writer.
__________________________________________________________________
__________________________________________________________________

Week 26
DAY
2 Name:______________________________ Date:____________________
Directions: Think about a movie you have seen. Draft a review for it. Be sure to state your
opinion of the movie and provide evidence to support your opinion. Use the information from
page 139 to help you draft your argument paragraph.
____________________________________________________________________________
Drafting
Movie Reviews
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_________________________________
Remember!
_________________________________
A strong argument paragraph should:
_________________________________

• begin with an introductory sentence

_________________________________ that states your claim
_________________________________ • include details that support your claim

• end with a concluding sentence
_________________________________
Cursive Practice
Directions: Use cursive to write a sentence explaining what a movie reviewer could say to
persuade you to see a movie.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Week 26
DAY
Name:______________________________ Date:____________________ 3
Directions: Read the sentences. Underline examples of figurative language. Label each one
using the information at the bottom of the page.
1. Movies are time outs in a busy world. They make us stop and smell the roses every once
Movie Reviews
Revising
in a while.
______________________
2. Movies mostly make me mad, but only because I know they are not true stories.
______________________
3. I once saw a movie that was as long as a year!
______________________
4. Crash! The pot landed on the floor, and the actor

jumped to his feet.
______________________
5. Seeing movies is like living dreams through

other people.
______________________
Remember!
Time to Improve! A hyperbole is exaggerating the truth.
Go back to the draft you wrote A metaphor compares two unlike things.
on page 140. Add in at least two
different kinds of figurative language. A simile compares two unlike things using
the words like or as.
An onomatopoeia names an action

according to what it sounds like.
Alliteration uses several words that all start

with the same sound.

Week 26
DAY
4 Name:______________________________ Date:____________________
Directions: The sentences below contain incorrect punctuation. Correct the punctuation errors
using the symbol.
1. Movie reviews have both summaries, and opinions of the movie being reviewed.
Editing
Movie Reviews
2. People of ten consult movie reviews, either online, or in print, when deciding
to see a movie.
3. Responsible movie reviewers always give reasons for their opinions, and
ideas they express in these reviews.
4. A helpful tip for writers is to use figurative language to make the movie
reviews more interesting to readers, and audiences.
5. Movie reviews are somewhat similar to comic strips in that they both express
opinions, and are found in newspapers.

Remember!
Commas are used when listing more
than two items or when setting
off nonrestrictive information in
a sentence.
Time to Improve!
Revisit the movie review you wrote on page 140.
Edit your text to make sure you used commas
appropriately. If you find any comma errors, use
the correct editing mark to delete them from
your paragraph.

Week 26
DAY
Name:______________________________ Date:____________________ 5
Directions: Think about a movie you have seen. Write a review for it. Be sure to state your
opinion of the movie and provide evidence to support your opinion.
Movie Reviews
Publishing
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Week 27
DAY
1 Name:______________________________ Date:____________________
Directions: Think about how narrative texts are different from informative/explanatory texts.
Then, place check marks in the circles with ideas that describe only narrative texts.
Fantasy Creatures
Prewriting
can give facts can tell made‑up can have creatures that
about real stories about go on quests
creatures creatures
can include novels can include

about creatures real or imagined can have tables of
creatures contents describing
creatures
can include headings

and captions that
Narrative can have a
explain creatures Texts glossary about
creatures

can include picture

books about can be short stories
creatures about creatures can have diagrams
to show the anatomy
of creatures
can have beginnings,

middles, and ends to stories
that include creatures can have settings
where creatures
interact with one
another

Week 27
DAY
Name:______________________________ Date:____________________ 2
Directions: Read the paragraph. Find at least three places where more details are needed to
make the story more exciting. Underline these areas and make notes in the margins of what you
might add to the story.
Fantasy Creatures
Drafting
The wizard hung his head in
defeat. He had lost his magic. What
would he do? Most importantly,
how would he retrieve the magic
lamp and return it to the city to
make it whole again? The wizard
knew he had to tell his followers the
truth, but could they be trusted with
this important and embarrassing
information? All he did know was
that the dragon could never find out!
Cursive Practice
Directions: Use cursive to write at least two sentences that tell how you would feel if you
experienced losing your magic lamp like the wizard does.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Week 27
DAY
3 Name:______________________________ Date:____________________
Directions: What details could you add to the text below to make the wizard an ideal character
for a novel? Write your revisions to this text on the lines below.
Revising
Fantasy Creatures
The wizard hung his head in defeat. He had lost his magic. What would he do? Most
importantly, how would he retrieve the magic lamp and return it to the city to make it whole
again? The wizard knew he had to tell his followers the truth, but could they be trusted with
this important and embarrassing information? All he did know was that the dragon could
never find out!
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Great fantasy characters do things we would never do in real life.
They are complex with motives, dreams, fears, and loves. These
characters may include both flawed heroes and villains.

Week 27
DAY
Name:______________________________ Date:____________________ 4
Directions: Read the sentences. The underlined pronouns are incorrect. Use the symbol
to delete them. Then, write the correct word above it.
1. If the dragon really wants to stop the wizard and his elves, they can burn the
Fantasy Creatures
Editing
forest down with one breath of fire.
2. Most people believe that dragons are fierce, but what would happen in a
stor y if he or she were afraid of fire?
3. When one goes on a serious quest, you has to be ready for hardship and
encounters with terrible creatures.
4. The elves ran out of bows and had to rever t to karate to protect
his or her wizard.
5. When the wizard finally found the magic lamp, they had to be careful not to
wake the sleeping bats guarding it.

Avoid inappropriate pronoun shifts. Inappropriate pronoun shifts
happen when a sentence shifts between first person (I, we) to
second person (you), or third person (he, she, they).

Week 27
DAY
5 Name:______________________________ Date:____________________
Directions: Read the paragraph. Based on what you learned this week, add details on the lines
provided to make the story more exciting.
Publishing
Fantasy Creatures
The wizard hung his head in defeat. He had lost his magic. _____________________
_______________________________________________________________________
__________________________________________________. What would he do? Most
importantly, how would he retrieve the magic lamp and return it to the city to make it whole
again? _________________________________________________________________
_______________________________________________________________________.
The wizard knew he had to tell his followers the truth, but could they be trusted with this
important and embarrassing information? ______________________________________
________________________________________________________________________
_________________________________. All he did know was that the dragon could never
find out!


• how to distinguish narrative writing from
informative/explanatory writing
• how to add details to make characters more exciting
• how to recognize and correct inappropriate pronoun shifts

Week 28
DAY
Name:______________________________ Date:____________________ 1
Directions: Read the titles. Write reasons why each one would or would not make a good title
for a narrative fantasy.
Titles Reasons Why This Makes or
Fantasy Quests
Prewriting
Does Not Make a Good Title
The Purposeless Magic
The Source of the Mask
How to Write Best Selling

Fantasy Novels
Getting Your Fantasy Novel

Published
The Family Thorn
Gift in the Castle
Ember in the Glass

Week 28
DAY
2 Name:______________________________ Date:____________________
Directions: Imagine that you are a wizard about to embark on a daring adventure. Describe the
events of your journey, including what happens and whom you meet along the way. Use your
notes from page 149 to help you draft your narrative paragraph.
____________________________________________________________________________
Drafting
Fantasy Quests
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
__________________________________

__________________________________ Remember!
__________________________________ A strong narrative paragraph tells a story
with a beginning, a middle, and an end.
__________________________________
Cursive Practice
Directions: Use cursive to write at least two sentences summarizing your fantasy story.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Week 28
DAY
Name:______________________________ Date:____________________ 3
Directions: Revise the ideas presented in the sentences by adding more details about the
quest. Write your revisions on the lines below.
1. Elvin knew he would have to climb the tall mountain to reach his one true love.
Fantasy Quests
Revising
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. The dwarves feared the dragon, and that was the one they would need to defeat to claim
their gold.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. The boy knew the spider was waiting in the forest that surrounded the castle.
________________________________________________________________________
________________________________________________________________________
____________________________________________

Let your characters tell you what should happen in a story.
They have motivations and fears, so let that drive your story.
Also, explain why the quest is so difficult to achieve.

Week 28
DAY
4 Name:______________________________ Date:____________________
Directions: Read the paragraph. It is missing pronouns. Use the symbol to add
the pronouns.
Editing
Fantasy Quests
The dragon was exhausted as looked back at the burning forest. He had no breath
left and therefore no fire or smoke when suddenly saw the wizard and his entourage
hiding behind the last tree standing. How did escape my fury? he questioned.
Then, ran for the mountain expecting to be burned in the process, but the dragon
had nothing left to threaten them with except large body.

Revisit the fantasy story you wrote on page 150. Inappropriate pronoun shifts happen
Edit your text to make sure you used pronouns when a sentence shifts between first
appropriately. If there are any inappropriate person (I, we) to second person (you)
pronoun shifts, use editing marks to replace or third person (he, she, they). Be sure
them with the correct pronouns. not to include inappropriate pronoun
shifts in your writing!

Week 28
DAY
Name:______________________________ Date:____________________ 5
Directions: Imagine that you are a wizard about to embark on a daring adventure. Describe the
events of your journey, including what happens and whom you meet along the way.
________________________________________________________________________
Fantasy Quests
Publishing
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________________________________________
________________________________________________________________
____________________________________________________________________
____________________________________________________________________
__________________________________________________________________
____________________________________________________________

Week 29
DAY
1 Name:______________________________ Date:____________________
Directions: Place check marks in the circles with ideas that you would include in an argument
paragraph about rights and equality.
Prewriting
Rights and Equality
Studying equal
Gaining the right
rights is something
to vote was a step
that should be left up
forward in equal rights
to lawmakers not the
for women.
general public.
Because of
Today, many
the Civil Rights
believe that people
Movement, schools
should get equal
became desegregated Rights and Equality pay for equal work,
and African Americans
regardless if they are
learned alongside
male or female.
white children.

Equal rights should

The fight for
be studied because
equal rights is
people like learning
something that is still
about what happened
ongoing today.
long ago.

Week 29
DAY
Name:______________________________ Date:____________________ 2
Directions: Read the paragraph. What evidence does the author use to make an argument that
people should have equal rights? Underline that information, and make notes in the margins
about the underlined parts.
Rights and Equality

Drafting
Some people think that equal rights were settled long ago. However,
people around the world are still fighting for equal rights. For example,
in some parts of the world girls are not allowed to attend school
because they are female. This generally happens because of a few
different reasons. First, when families have to pay for education, they
send their sons. The daughters stay home to help their mothers run
the family. Second, not educating girls is sometimes tied to their
religious beliefs. In societies like these, girls are fighting for the right
to an equal education. Studies show that without an education, they
are living with an increased risk of dying young or living in poverty.
Girls that do attend school and learn to write, read, and count may
eventually have children of their own. They will educate their families,
too. In doing so, they will raise the economy of the entire country.
Cursive Practice
Directions: Use cursive to write a sentence explaining why equal rights are important.
__________________________________________________________________________
__________________________________________________________________________

Week 29
DAY
3 Name:______________________________ Date:____________________
Directions: Decide whether or not each claim is well written. Then, edit the claims for accuracy
where needed.
1. I think that equal rights should be studied because it is an interesting topic.

Revising
Rights and Equality
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Some people say that equal rights is an important topic, while others disagree.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. I think that daughters stay home to help their mothers because of unequal rights.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Remember!
A claim is a statement that is argued and
supported. Begin with explaining the subject.
Then, add what you think about it. Finally, give
a few reasons for your viewpoint.
Example: An equal education for girls will

benefit society because the mortality rate is
decreased, entire families are educated, and
the economy is boosted.

Week 29
DAY
Name:______________________________ Date:____________________ 4
Directions: Underline the run-on sentences in the paragraph. Use the symbol to add
commas and conjunctions to make the compound sentence correct.
Rights and Equality

Editing
Conjunction Bank
for nor but and or yet so
Some people think that equal rights were settled long ago people around the world
are still fighting for equal rights. For example, in some parts of the world girls are not
allowed to attend school because they are female. This generally happens because
of a few different reasons. First, when families have to pay for education, they send
their sons the daughters stay home to help their mothers run the family. Second, not
educating girls is sometimes tied to their religious beliefs. In societies like these, girls
are fighting for the right to an equal education. Studies show that without an education,
they are living with an increased risk of dying young or living in poverty. Girls that do
attend school and learn to write, read, and count may eventually have children of their
own they will educate their families, too. In doing so, they will raise the economy of the
entire country.

To change a simple sentence into a compound sentence, join two
sentences together using a comma and a conjunction. This helps
to vary the length and structure of sentences within a paragraph.
It also makes the paragraph more interesting for readers.

Week 29
DAY
5 Name:______________________________ Date:____________________
Directions: Revisit the paragraph. On the lines below, write suggestions to the author for how
she could improve it.
Publishing
Rights and Equality
Some people think that equal rights were settled long ago. However,
people around the world are still fighting for equal rights. For example,
in some parts of the world girls are not allowed to attend school
because they are female. This generally happens because of a few
different reasons. First, when families have to pay for an education,
they send their sons. The daughters stay home to help their mothers
run the family. Second, not educating girls is sometimes tied to their
religious beliefs. In societies like these, girls are fighting for the right to
an equal education. Studies show that without an education, they are
living with an increased risk of dying young or living in poverty. Girls
that do attend school to learn to write, read, and count may eventually
have children of their own. They will educate their families, too. In
doing so, they will raise the economy of the entire country.
__________________________________________________________________________

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
________________________________________
________________________________________
• how to vary sentences by
________________________________________
changing simple sentences into
compound sentences
________________________________________
• how to write a claim for an
________________________________________ argument paragraph

Week 30
DAY
Name:______________________________ Date:____________________ 1
Directions: How does diversity benefit the classroom? Use the outline to write notes and
ideas to support your argument.
Diversity
Prewriting
Begin with the subject: ___________________________________________________
_______________________________________________________________________
Add what you think about it: _______________________________________________
_______________________________________________________________________
Give reasons for your viewpoint: ___________________________________________
_______________________________________________________________________
_______________________________________________________________________
Write your claim here: ____________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Week 30
DAY
2 Name:______________________________ Date:____________________
Directions: Do you think diversity is important in a classroom? Draft your argument, and
include details to support your argument. Use your notes from page 159 to help you draft
your paragraph.
____________________________________________________________________________
Diversity
Drafting
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
__________________________________
__________________________________ Remember!
__________________________________ A strong argument paragraph includes:

__________________________________ your claim
__________________________________ • details that support your claim

__________________________________ your claim
Cursive Practice
Directions: Use cursive to write an introductory sentence to a paragraph about the argument
you outlined.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Week 30
DAY
Name:______________________________ Date:____________________ 3
Directions: Revise each claim to make it stronger.
1. I think that diversity is a good thing because it offers people different points of views.
________________________________________________________________________
Diversity
Revising
________________________________________________________________________
________________________________________________________________________
2. It is beneficial to have a diverse society.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. I feel that diversity helps to educate and broaden people’s minds.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Having a well-written claim is important to making your case.
Remember to be concise and clear in what you want to say.
Avoid using phrases such as I think and I feel.

Week 30
DAY
4 Name:______________________________ Date:____________________
Directions: Use the symbol to add the missing conjunctions in the compound sentences.
1. People form opinions based on their backgrounds and experiences, what
happened to them at some point in their lives af fects how they view
Diversity
Editing
the world.
2. Other workers who are doing the same job are being paid more money
because of their skin colors, this experience will most likely af fect how this
person feels about the topic of equal pay.
3. This experience will most likely af fect how this person feels about the topic
of equal pay, other people, who have never had this experience, can learn
from this person’s experience.
Time to Improve!
Look back at your draft on page 160.
Look for compound sentences, and
make sure they use commas and
conjunctions correctly.

Be careful not to use too many compound sentences. Sometimes
using a simple sentence can make a strong statement and vary
the sentence structure making the paragraph more interesting
for readers.

Week 30
DAY
Name:______________________________ Date:____________________ 5
Directions: Do you think diversity is important in a classroom? Write your argument, and
include details to support your argument.
Diversity
Publishing
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________________________________________
____________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________

Week 31
DAY
1 Name:______________________________ Date:____________________
Directions: Place check marks in the circles with ideas that might be found in an
informative/explanatory paragraph about the sport of lacrosse.
Prewriting
Lacrosse
Lacrosse is my
favorite field sport
The object of the game is on two feet.
to advance the ball into the
goal guarded by the goalie.
American Indians, the first

to play lacrosse, played to
settle disputes, for spiritual
reasons, to heal illnesses,
and as a preparation for war.
Informative/Explanatory
Writing
To play the game, players

use lacrosse sticks and
other protective gear such as
There are different goggles and helmets.
rules for men’s and
women’s lacrosse, with
men’s lacrosse being
more physical.
About 300 years

ago the Iroquois first Many people
introduced lacrosse think lacrosse is
to Europeans. a fun sport
to play.

Week 31
DAY
Name:______________________________ Date:____________________ 2
Directions: Read the paragraph. Circle the main topics, and underline the supporting facts
and examples.
Lacrosse
Drafting
Have you ever thought of playing a game that combines the rules
from several different sports? Lacrosse, one of the fastest growing
sports today, is a sport that combines many rules from basketball,
hockey, and soccer. American Indians, the first to play lacrosse, played
to settle disputes, for spiritual reasons, to heal illnesses, and as a
preparation for war. About 300 years ago, the Iroquois first introduced
lacrosse to Europeans. It is played on a field with sticks that have
baskets for holding the ball and other protective gear such as pads,
helmets, and goggles. Players take their positions on the field and the
ball is tossed up. The object of the game is to advance the ball into the
goal, which is guarded by the goalie. The ball advances down the field
when players throw and catch it using their sticks. There are different
rules for men’s and women’s lacrosse, with men’s lacrosse being
more physical.
Cursive Practice
Directions: Use cursive to write the main idea of the paragraph.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Week 31
DAY
3 Name:______________________________ Date:____________________
Directions: Revise each introductory sentence to make it more appealing to readers. .
1. Lacrosse is a sport played by boys and girls today.
________________________________________________________________________
Revising
Lacrosse
________________________________________________________________________
2. This paragraph will talk about lacrosse, a sport that combines rules from basketball,
soccer, and hockey.
________________________________________________________________________
________________________________________________________________________
3. Lacrosse is a sport that is fun to play.
________________________________________________________________________
________________________________________________________________________
4. The rules of lacrosse make the game interesting.
________________________________________________________________________
________________________________________________________________________
5. Lacrosse is a sport that was first played by American Indians.
________________________________________________________________________
________________________________________________________________________

A strong introduction to a paragraph gets a reader interested in
learning more about the topic. You want to grab the attention of
the reader, so make the introductory sentence interesting!

Week 31
DAY
Name:______________________________ Date:____________________ 4
Directions: Use the symbol to add commas to set apart the nonrestrictive information in
each sentence.
1. The game of lacrosse the fastest growing spor t in the United States is played
Lacrosse
Editing
with sticks and a ball.
2. Players advance the ball which is small and hard down the field by throwing
it and running with it.
3. American Indians the first to play lacrosse played to set tle disputes, for
spiritual reasons, to heal illnesses, and as a preparation for war.
4. There are dif ferent rules for men’s and women’s lacrosse with men’s
lacrosse using more contact.
5. The object of the game is to advance the ball into
the goal which is guarded by the goalie.
Remember!
Commas can be added to set apart
nonrestrictive information in a
sentence.

Week 31
DAY
5 Name:______________________________ Date:____________________
Have you ever thought of playing a game that combines the rules from several different
Publishing
Lacrosse
sports? Lacrosse, one of the fastest growing sports today, is a sport that combines many
rules from basketball, hockey, and soccer. American Indians, the first to play lacrosse,
played to settle disputes, for spiritual reasons, to heal illnesses, and as a preparation for
war. About 300 years ago, the Iroquois first introduced lacrosse to Europeans. It is played
on a field with sticks that have baskets for holding the ball and other protective gear such
as pads, helmets, and goggles. Players take their positions on the field and the ball is
tossed up. The object of the game is to advance the ball into the goal, which is guarded by
the goalie. The ball advances down the field when players throw and catch it using their
sticks. There are different rules for men’s and women’s lacrosse, with men’s lacrosse being
more physical.
1. Name two strengths of the paragraph.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. What advice would you give the author to improve the paragraph?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

• how to write appealing introductory sentences
• how to develop a topic with supporting facts and examples
• how to use parentheses to set apart nonrestrictive information

Week 32
DAY
Name:______________________________ Date:____________________ 1
Directions: Read the rugby rules. Then, write what is unusual or interesting about this sport
next to each rule.
Rugby Rules What I Notice
Rugby
Prewriting
The game of rugby is called a match.
The team with the most points after

80 minutes wins.
The ball can advance down the field by

running it or kicking it but not throwing
it forward.
Players tackle the opposing players to the

ground to gain control of the ball.
To score, the ball needs to land in the goal

on the opposite end of the field.
A try is when a player crosses the goal line

and places the ball on the ground with a
hand on it. A goal happens when the player
kicks the ball in between the goal posts and
above the crossbar.

Week 32
DAY
2 Name:______________________________ Date:____________________
Directions: Explain how the game of rugby is played. Include details to make it easy to
understand. Use the rugby rules from page 169 to help you draft your informative/explanatory
paragraph.
____________________________________________________________________________
Drafting
Rugby
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
______________________________________
Remember!
______________________________________
A strong informative/explanatory
______________________________________ paragraph includes:
______________________________________ • an introductory and a

concluding sentence
______________________________________ • details that support the main idea
______________________________________ • complete sentences
Cursive Practice
Directions: Use cursive to write two new rules you might add to the game of rugby.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Week 32
DAY
Name:______________________________ Date:____________________ 3
Directions: Explain why the sentences are or are not strong introductions.
1. Have you ever thought about playing rugby?
________________________________________________________________________
Rugby
Revising
________________________________________________________________________
2. This paragraph will talk about rugby, a sport that is similar to football and soccer.
________________________________________________________________________
________________________________________________________________________
3. Rugby is an interesting and fun sport to play.
________________________________________________________________________
________________________________________________________________________
4. If you have ever wanted to play an aggressive sport, rugby might be the sport for you!
________________________________________________________________________
________________________________________________________________________
Time to Improve!
Go back to the informative/explanatory
piece you wrote about rugby. Revise your
introductory sentence to make sure that it
grabs the attention of the reader.

Week 32
DAY
4 Name:______________________________ Date:____________________
Directions: Use the symbol to add commas to set apart the nonrestrictive information in
each sentence.
1. The game of rugby one of the most aggressive spor ts today is played on a
Rugby
Editing
field that is 328 feet (100 meters) long.
2. Players advance the ball down the field by kicking it and running with it but
not throwing it for ward.
3. A try one way to score a point is when a player takes the ball to the goal and
places it on the ground with a hand on top of the ball.
4. A goal another way to score a point is when the player kicks the ball inside
the goal and above the crossbar.
5. The object of the game which is a dif ficult one to do is to score more points
than your opponent within an 80 -minute time frame.
Time to Improve!
Remember!
Go back to the piece you wrote on page
170 about rugby. Edit your text to set off Nonrestrictive information is information
nonrestrictive information with commas. If that would not change the meaning of the
you did not use nonrestrictive information, sentence if it were deleted.
find places to add some to your paragraph.

Week 32
DAY
Name:______________________________ Date:____________________ 5
Directions: Explain how the game of rugby is played. Include details to make it easy
to understand.
Rugby
Publishing
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_________________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_______________________________________________________
___________________________________________________
___________________________________________________
________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_______________________________________________________________

Week 33
DAY
1 Name:______________________________ Date:____________________
Directions: Place check marks in the circles with ideas that could be used in an informative/
explanatory paragraph about pets.
Prewriting
Domestic Pets
Some families are unable

Charlotte’s Web is a to have certain pets because
story about a girl who of allergies.
treated a pig on the farm
as her pet.
Every family
should have a pet.
Pets such as cats
need attention, love,
food, and shelter.
For some, fish make

the ultimate pet because
they are less demanding.
To raise a dog, a family

must be willing to feed and
take care of the dog’s needs.

Pets
Once upon a time

there was a pet named
Curious George. Some people adopt
pets from shelters
Potbelly pigs are the or rescue groups while
most ideal pets because others get their pets
they do not shed or bark. from breeders.

Week 33
DAY
Name:______________________________ Date:____________________ 2
Directions: Identify whether the sentences in the paragraph are declarative (D), exclamatory
(E), imperative (IM), or interrogative (IN).
Domestic Pets
Drafting
_____Have you ever thought of the benefits of owning a pet? _____Studies show
that pets can improve the health and well-being of people. _____For example,
research shows that children who live in homes with cats and dogs have fewer
chances of developing allergies. _____They also have higher immune systems as
they grow older. _____Pets have shown to reduce blood pressure in older adults.
_____Pets can even reduce anxiety! _____So, before you take medicine for a health
problem, think about getting a pet first.
Remember!
Declarative sentences state facts or
arguments and end with periods.
Exclamatory sentences express strong

emotions and end with exclamation points.
Imperative sentences give commands and

can end with periods or exclamation points.
Interrogative sentences ask questions and

end with question marks.
Cursive Practice
Directions: Use cursive to write a sentence explaining why owning pets is beneficial for people.
__________________________________________________________________________
__________________________________________________________________________

Week 33
DAY
3 Name:______________________________ Date:____________________
Directions: Each sentence below has nonrestrictive information that should be set off with
commas. Add in the commas to each sentence to set off this information.
1. About 62 percent of families t wo out of ever y three in the United States

Revising
Domestic Pets
own pets.
2. Some people such as older generations who live alone own pets because
they want companionship.
3. While some people get their pets from breeders and stores, others go to
shelters places where people can adopt pets to find the newest members
of their households.
4. Owning pets something that t wo out of three families do has been proven
to of fer health benefits like lowered blood pressure.
Remember!
Commas can be used
to add nonrestrictive
information to a sentence.


Week 33
DAY
Name:______________________________ Date:____________________ 4
Directions: The sentences contain incorrect punctuation. Correct the punctuation errors using
the symbol to show that they do not belong in the sentence.
1. Many people enjoy pets, because pets do not judge them based on
Domestic Pets
Editing
appearance, or social status.
2. Pets do not care whether people are beautiful, or ugly; they simply are loyal
to their owners.
3. Since fish can have a calming ef fect on people, many doctors have large fish
and small fish in their waiting rooms.
4. Because pets depend on their owners for food, and shelter, many parents
use pets as a way of teaching their children responsibilit y.
5. Animals, such as dogs, and horses, can help their owners get more exercise,
because most dogs require walks ever y day.
Remember!
Commas are not necessary when
only listing two things. When listing
three or more things, use commas to
separate the words or phrases.

Week 33
DAY
5 Name:______________________________ Date:____________________
Directions: Revisit the paragraph. On the lines, write suggestions for the author about how she
can imporve it.
Publishing
Domestic Pets
Have you ever thought of the benefits of owning a pet? Studies
show that pets can improve the health and well-being of people. For
example, research shows that children who live in homes with cats
and dogs have fewer chances of developing allergies. They also
have higher immune systems as they grow older. Pets have shown to
reduce blood pressure in older adults. Pets can even reduce anxiety!
So, before you take medicine for a health problem, think about getting a
pet first.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

• to vary sentences by including interrogative,
imperative, and exclamatory sentences
• to use commas to add nonrestrictive
information to sentences

Week 34
DAY
Name:______________________________ Date:____________________ 1
Directions: Read the facts about exotic pets. Then, explain why each one may or may not be
the ideal pet for you.
Exotic Pets Ideal or Not Ideal Pet?
Exotic Pets
Prewriting
Flying Squirrel
nocturnal animal
bonds easily with owner
loves sleeping in pouches
uses a gliding membrane to fly in a
downward direction
needs room to run and jump
diet of nuts, seeds, mealworms, moths
Bearded Dragon
easy to tame
very social and likes to hang out on
owner’s shoulders
grows to about two feet (61 centimeters)
has strict feeding habits
needs an environment with the right
humidity, warmth, coolness, and UV light
can live 10–20 years
needs a 55 gallon (208 liter) tank
Tarantula
needs little space
can live 30 years
too much handling can cause it stress
venomous bite but is comparable to a
wasp sting
can release tiny hairs that can irritate
human skin
not social with other animals

Week 34
DAY
2 Name:______________________________ Date:____________________
Directions: Choose an exotic pet. Then, draft a paragraph explaining the characteristics of that
animal. Use your notes from page 179 to help you draft your informative/explanatory paragraph.
____________________________________________________________________________
Drafting
Exotic Pets
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_______________________________________
_______________________________________ Remember!
_______________________________________ A strong informative/explanatory
paragraph includes:

_______________________________________
• an introductory and a concluding
_______________________________________ sentence
• details that support the main idea
_______________________________________
• complete sentences
_______________________________________
Cursive Practice
Directions: Use cursive to write why an exotic animal makes a good pet.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Week 34
DAY
Name:______________________________ Date:____________________ 3
Directions: Read the sentences. Label each sentence as R for restrictive or N for nonrestrictive.
Then, create two of your own sentences. Have one sentence include restrictive information and
the other sentence include nonrestrictive information.
__ �� 1. Even though tarantulas have venomous bites, something comparable to a wasp sting,
Exotic Pets
Revising
many people still choose to own them as pets.
_____2. The bearded dragon, which is very social and likes to hang out on its owners’
shoulders, can live anywhere from 10 to 20 years.
_____3. The flying squirrel, originally a nocturnal animal, can adapt to being awake during the
day to socialize with its owners.
4. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Time to Improve!
Go back to the paragraph you wrote about
owning an exotic pet on page 180. Revise at
least two sentences to include commas and

Week 34
DAY
4 Name:______________________________ Date:____________________
Directions: The sentences contain incorrect punctuation. Use the symbol to correct the
punctuation errors.
1. A flying squirrel uses a gliding membrane to fly in a downward direction, and

Editing
Exotic Pets
needs room to run and jump.
2. Bearded dragons need environments with just the right temperatures, and
UV lights.
3. For someone wanting a pet to live a long time, tarantulas can be the ideal
pet because they can live up to 20 years?
4. Owners of tarantulas should avoid touching them too of ten, because too
much handling can cause the tarantula to be stressed:
5. Exotic pets are not for ever yone; but they can make great pets for some
people who are willing to make accommodations.

Time to Improve!
Look back at the draft you wrote on page 180.
Edit your text to make sure you used punctuation
marks appropriately. Use editing marks to make
any necessary corrections.

Week 34
DAY
Name:______________________________ Date:____________________ 5
Directions: Choose an exotic pet. Then, write a paragraph explaining the characteristics of
that animal.
________________________________________________________________________
Exotic Pets
Publishing
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________________________________________________________________
________________________________________________________________
_________________________________________________________________
______________________________________________________________
__________________________________________
_____________________________________

Week 35
DAY
1 Name:______________________________ Date:____________________
Directions: Explain whether or not each idea is appropriate for an argument paragraph.
Prewriting
Eating
1. I think we should eat healthy because it makes people

feel better.
_____________________________________________
_____________________________________________
2. We should eat healthy because good nutrients affect our

brains, movement, and bodies.
_____________________________________________
_____________________________________________
Should We Care About

What We Eat?
3. I feel that eating healthy is good for us, so most people

should eat healthy.
_____________________________________________
_____________________________________________
4. We should eat healthy because research has proven the

benefits of eating nutritious meals.
_____________________________________________
_____________________________________________

Week 35
DAY
Name:______________________________ Date:____________________ 2
Directions: Read the paragraph. What evidence does the author use to make a claim that
eating healthy is important for our bodies? Underline that information, and make notes in the
margins about the underlined parts.
Eating
Drafting
Some people might doubt the importance of eating healthy. But the
latest research seems to prove that good nutrients affect our brains,
movement, and bodies. For example, too much sugar interferes with
our ability to concentrate. We get distracted easily and tire out more if
we consume too much sugar. But sugar definitely makes things taste
yummy. If we eat more fruits and vegetables, our blood pressure may
be lower. Every now and then, it might be okay to enjoy a cupcake.
But it’s best to stick to a nutritious diet if we want our brains and bodies
to stay healthy.
Cursive Practice
Directions: Use cursive to write one more reason why eating healthy is good for our bodies.
__________________________________________________________________________
__________________________________________________________________________

Week 35
DAY
3 Name:______________________________ Date:____________________
Directions: Decide whether or not the claims are well written. Then, revise the sentences to
make them better.
1. I think that eating healthy should be important to us because it helps our brains,
movement, and bodies.
Revising
Eating
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Some people say that eating healthy should be a priority in our homes, and others
disagree, saying that the public is making too big a fuss about it.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Eating healthy is important because it improves our brain function, movement ability, and
the overall health of our bodies.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. I feel that eating healthy is a good thing to do because it makes us feel better.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Remember!
A claim is a statement that is argued and supported
in writing. Begin with the subject. Then, add what
you think about it. Finally, give a few reasons for
your viewpoint.

Week 35
DAY
Name:______________________________ Date:____________________ 4
Directions: Revise the two underlined sentences into compound sentences. Use the symbol
to insert a comma before each conjunction. Then, rewrite the sentences on the lines below.
Eating
Editing
Some people might doubt the importance of eating healthy. But the latest
research seems to prove that good nutrients affect our brains, movement, and
bodies. For example, too much sugar interferes with our ability to concentrate. We
get distracted easily and tire out more if we consume too much sugar. But sugar
definitely makes things taste yummy. Studies show that if we eat more fruits and
vegetables, our blood pressure may be lower. Every now and then, it might be okay
to enjoy a cupcake. But it’s best to stick to a nutritious diet if we want our brains
and bodies to stay healthy.
1. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Remember!
To change a simple sentence into a compound sentence, join two
sentences together using a comma and a conjunction. This helps
to vary the length and structure of sentences within a paragraph.
It also makes the paragraph more interesting for readers.

Week 35
DAY
5 Name:______________________________ Date:____________________
Some people might doubt the importance of eating healthy diets. But the latest
Publishing
Eating
research seems to prove that good nutrients affect our brains, movement, and
bodies. For example, too much sugar interferes with our ability to concentrate. We
get distracted easily and tire out more if we consume too much sugar. But sugar
definitely makes things taste yummy. If we eat more fruits and vegetables, our blood
pressure may be lower. Every now and then, it might be okay to enjoy a cupcake.
But it’s best to stick to a nutritious diet if we want our brains and body to stay healthy.
1. What argument is the author trying to make? How do you know?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. List two examples of ways the author supports his argument.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

• how to vary sentences by
changing simple sentences
into compound sentences
• how to write a claim for an
argument-based paragraph

Week 36
DAY
Name:______________________________ Date:____________________ 1
Directions: Review the information in the paragraph about how exercise benefits students.
Then, write a claim that explains your opinion using the following outline.
Exercising
Prewriting
Doctors and researchers recommend that students strive to get exercise every day.
Studies show that students who exercise regularly have stronger muscles and bones.
Students who exercise regularly tend to sleep better at night, too. They also can handle
emotional challenges better than their peers who do not exercise. In fact, a recent study
showed that students who exercise do better on creativity tests than those who do not
regularly exercise. Some form of exercise each day will help students to perform their very
best both in and outside of school.
Begin with the subject: _____________________________________________________
_________________________________________________________________________
Add what you think about it: _________________________________________________
_________________________________________________________________________
Give reasons for your viewpoint: _____________________________________________
_________________________________________________________________________
_________________________________________________________________________
Write your claim here: ______________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Week 36
DAY
2 Name:______________________________ Date:____________________
Directions: Some people think exercising is a good thing, while others think it is not a good
thing. Explain which side you support and why. Use the information from page 189 to help
you draft your argument paragraph.
____________________________________________________________________________
Drafting
Exercising
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_________________________________
Remember!
_________________________________
A strong argument paragraph includes:
_________________________________
_________________________________ your claim
_________________________________ • details that support your claim

_________________________________ your claim
Cursive Practice
Directions: Use cursive to write a sentence about your favorite way to exercise.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Week 36
DAY
Name:______________________________ Date:____________________ 3
Directions: Change the simple sentences into compound sentences. Make sure to add
commas and conjunctions.
1. Studies show that students who exercise are better problem solvers. If you want to think
Exercising
Revising
more creatively, you need to exercise.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Exercising helps students develop stronger bones. Students should strive to get more
exercise every day.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Doctors worry about students’ health. More and more students spend time inside playing
video games instead of playing sports outdoors.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Time to Improve!
Go back to the paragraph you wrote on page 190 about
how exercise can benefit students. Revise your paragraph
to include both simple and compound sentences.

Week 36
DAY
4 Name:______________________________ Date:____________________
Directions: Correct the punctuation errors using the symbol. Then, decide if each claim
below is a well-written claim or not.
1. I think that exercise helps students, because studies show it promotes bet ter
Exercising
Editing
sleeping at night, and thinking during the day.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Exercise is impor tant because it builds students’ problem-solving skills, and

creative thinking skills.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. I feel that exercise is impor tant because it promotes bet ter bone, and muscle
grow th in students.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. Students should strive to get more exercise, because studies show there are
great benefits, to their bodies, minds, and habits.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Week 36
DAY
Name:______________________________ Date:____________________ 5
Directions: Some people think exercising is a good thing, while others think it is not a good
thing. Explain which side you support and why.
Exercising
Publishing
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________
____________________________________________
____________________________________________
_______________________________________________

Answer Key
The activity pages that do not have specific answers Week 2: Places I Want to Go
to them are not included in this answer key. Students’
answers will vary on these activity pages, so check that
Day 1 (page 19)
students are staying on task. Title Reason
Week 1: Places I’ve Been Adventures are This is not a good title for
Always Fun for a narrative because it is an
Day 1 (page 14) Everyone argument-based title and would
Checked circles: be better suited for argument
can tell stories about going on cruises writing.
can have characters that go to the mountains
The Day We This is a good title for a
can include real or imagined travel to new places Ended Up In narrative because it prepares
can have sequences of events that tell about adventures Outer Space the reader to hear the story of
can include novels about sailing on oceans what happens.
can be short stories about going to Grandma’s house The Reasons Our This is not a good title for
can have beginnings, middles, and ends to adventures Cruise Line is the a narrative because it is an
can have settings to show where adventures take place Best argument-based title and would
be better suited for argument
Day 2 (page 15)
writing.
Student answers will vary, but may include:
The first place we stopped for gas was the gas station. How to Plan the This is not a good title for a
That was bad news because all the snacks in our car were Most Efficient narrative because it is a how-to
ruined when my little brother spilled his milk. Camping Trip for title and would be better suited
Your Family for informative/explanatory
Then, the worst thing happened, but I won’t talk about it
writing.
now.
Day 3 (page 16) He Never Believed This is a good title for a
He Would See the narrative because it prepares
The sentences should be in the following order: 1) When
Ocean the reader to hear the story of
she pulled on the cord, the balloon began to rise far into
what happens.
the sky. 2) At first, the thin air took her breath away.
3) But then, her lungs grew accustomed to the altitude. The Story of This is a good title for a
4) Farther and farther she flew until she couldn’t see her the Rescue Boat narrative because it prepares
village anymore. 5) Only then did it dawn on her that she Adventure the reader to hear the story of
might not be able to find her way back to the village. what happens.
Day 4 (page 17) Day 4 (page 22)
1. If a student really wants to have fun, he or she can
go to the backyard for an afternoon adventure. I/we, I/we, I/we, my/our, my/our, I/we, I/we, I/we,
2. Most students enjoy flying on planes instead of me/us, me, I/we
driving to the mountains because it takes too long Day 5 (page 23)
for them to reach their final destinations.
See Narrative Writing Rubric on page 208.
3. Whenever one spends time in the rainforest,
one has to be ready for the rain showers at any
moment.
4. The train zoomed past them so fast that their
tickets blew from their hands.
5. When Emily went to the secret garden, she had to
be careful of the poisonous flowers.

Answer Key (cont.)
Week 3: Gods and Heroes Week 4: Nature of the World
Checked circles: 1. According to Greek myths, seasons came to
Odysseus and his men encountered the Cyclops, the be when Persephone was dragged away to the
underworld by Hades, the god of the dead.
one‑eyed son of the god Poseidon
2. Zeus, the god of the sky, orders the Cyclopes to
The Greeks used myths for entertainment. hammer lightning bolts, which cause earthquakes
Zeus is the god of the sky in Greek mythology. to happen.
The Trojan horse myth is a story about how the Greek 3. Sailors rely on Poseidon, the god of the sea, for safe
army hid inside a large wooden horse. travels and smooth voyages.
Main topic: Mythology explained the religious beliefs of See Informative/Explanatory Writing Rubric on
the ancient Greeks. page 207.
Supporting examples: The Greeks worshiped the
gods, including Zeus (the god of the sky), Poseidon (the Week 5: Fairy Tales: For Children or Adults?
god of the sea), and Hades (the god of the underworld). Day 1 (page 34)
The gods spoke to the Greeks through oracles, or priests,
Answers will vary, but each should include an idea that
who told them about the future.
the content is violent and is not appropriate for children.
Main topic: The Greeks also used myths to explain the
things they did not understand about their world. Day 2 (page 35)
Supporting examples: For example, Pandora’s box Claim: Fairy tales are filled with bias.
explains how evil came into the world. Heroes emerged Evidence: In the original story, it is the mother
from many of these stories. who wants to kill Snow White. It is changed to her
Main topic: The Greeks used myths for entertainment stepmother, which shows bias against stepmothers.
and performed plays about these myths in Claim: Fairy tales are filled with violence.
amphitheaters. Evidence: Snow White’s biological mother wants to kill
Supporting examples: One example is the journey her. The stepmother is made to wear shoes made from
of Odysseus from Troy to his home. In this story, he iron and dance until she dies. The stepmother falls from
encounters a Cyclops and the Land of the Dead. But a cliff and dies.
after years of trials, this hero makes it home to his wife
Day 3 (page 36)
and kingdom.
1. The sentence means that the story is 200 years old,
Day 4 (page 27) and it still frightens children. (nonrestrictive)
1. The Greeks worshipped gods, including Zeus, god 2. The sentence means that the apple is 200 years
of the sky. old, and that the old apple frightens children.
2. The story of Odysseus, a Greek hero who finds his (restrictive)
way home, is a very old tale. 3. The sentence means that the stories are old but can
3. Zeus, the god of the sky and king of Mount be bought in bookstores today. (nonrestrictive)
Olympus, is symbolized by a thunderbolt and an 4. The sentence says that the actual old stories from
eagle. the early 1800s can be bought today in bookstores.
4. Persephone was kidnapped by Hades, also known (restrictive)
as the god of the underworld. Day 4 (page 37)
5. You can identify the statues of Poseidon, the god of
pronoun: she; antecedent: evil queen
the sea, because he is often shown with a trident.
pronoun: them; antecedent: Hansel and Gretel
pronoun: her; antecedent: Cinderella
pronoun: they; antecedent: the Three Little Pigs
Day 5 (page 38)
1. The author feels that all fairy tales are better suited
for adults.

Answer Key (cont.)
Week 6: Fairy Tales: A Villain’s Perspective Week 8: Ghost Story or Not?
1. The story of the Frog Prince, which originally Answers can vary but may include: Instead of
showed a very selfish and bratty princess, said
sleepwalking, which used to be a problem for me, I
that they lived happily ever after. (The sentence
seemed to say that the frog prince showed a selfish began having nightmares. I woke suddenly and found
and bratty princess.) that my hands and face were spattered with something
2. The tale of the evil queen giving Snow White sweet. Flour paw prints covered the floor. Then, I saw
a poisoned apple, which is almost 200 years the cupcake on my table. It was the exact cupcake in my
old, might be different if told from the queen’s dream.
perspective. (The sentence seemed to say that the Day 3 (page 51)
poisoned apple was 200 years old.)
my possesses pet dog
3. The Wolf, originally depicted as the villain in the
story, paints a picture that makes the Three Little my possesses birthday
Pigs look like the true villains in the story. (The my possesses birthday
sentence seemed to say that the villain in the story my possesses room
paints a picture.)
my possesses favorite
Day 4 (page 42) my possesses day
1. pronoun: he; antecedent: wolf her possesses spirit
2. pronoun: she; antecedent: witch my possesses hands and face
3. pronoun: her; antecedent: stepmother my possesses table
4. pronoun: her; antecedent: evil queen my possesses dream
See Argument Writing Rubric on page 206. 1. Replace Kara’s with her.
2. Replace Rosebud’s with her.
Week 7: Unsolved Mysteries 3. Replace Rosebud’s with her.
Day 1 (page 44) 4. Replace Kara’s with her.
Answers will vary, but each should include reasons for Day 5 (page 53)
why students think that Chet and Ginger committed See Argument Writing Rubric on page 206.
the crime.
Day 3 (page 46) Week 9: Living as Royalty
1. his (This pronoun shows possession of the car.) Day 3 (page 56)
2. her (This pronoun shows possession of chocolate.) 1. (its) objective
3. her (This pronoun shows possession of knowledge 2. (he) subjective
of history.)
3. (him) objective
4. their (This pronoun shows possession of evidence.)
4. (he) subjective
Day 4 (page 47) 5. They (subjective)
1. Wilamena’s is replaced with Her.
Day 4 (page 57)
2. Ginger’s is replaced with Her
1. He served the lord of the castle by fighting. (He is
3. Chet’s is replaced with his. in the subjective case because it is the subject.)
4. Wilamena’s is replaced with her. 2. At just seven years old, he had to wait tables
5. Wilamena’s is replaced with her. and help the lord dress for the day. (He is in the
subjective case because it is the subject.)
3. The castle served as a school for them. (Them is in
the objective case because it is the object.)
4. After serving for seven years, they became knights
and learned how to defend the lord. (They is in the
subjective case because it is the subject.)

Answer Key (cont.)
Week 10: Living as Peasants Week 12: Renaissance Inventions
1. S; They Student answers can vary but may include: Before the
2. O; them invention of the printing press, it could take months
3. O; them or years for monks to painstakingly copy each book by
4. O; they hand. It was a long process. Books were expensive to
5. S; he buy for the everyday man until Johannes Gutenberg
came along. He invented the printing press. He took
Day 5 (page 63) things that were already invented, such as ink, paper,
See Narrative Writing Rubric on page 208. moveable type, and a press and combined them.
Suddenly, books were cheaper and quicker to reproduce.
Week 11: Renaissance Artists
Day 4 (page 72)
Day 1 (page 64) 1. The flush toilet, invented by Sir John Harrington,
Checked circles: was created for Queen Elizabeth in her castle.
Michaelangelo remembered the misery he felt painting 2. Johannes Gutenberg combined ink, paper,
the Sistine Chapel. moveable type, and a press to create the first
While painting The Last Supper, Leonardo da Vinci printing press, something that has changed book
making forever.
experimented with painting on dry plaster.
3. Galileo Galilei, a scientist during the Renaissance,
Rumor has it that Michaelangelo and Leonardo da Vinci used the telescope to study the heavens and wrote
were competitors and did not like one another. about his findings in his book, Starry Messenger.
Day 3 (page 66) 4. The dome of the cathedral, a beautiful building
Student answers can vary but may include: in Italy, was engineered by the architect Filippo
Brunelleschi.
Leonardo da Vinci painted The Last Supper on the
walls of a dining hall in a monastery. He did not paint on Day 5 (page 73)
wet plaster. Instead, he painted directly on the wall, and See Narrative Writing Rubric on page 208.
the painting deteriorated quickly. The painting needed
restoration. For years, people have tried to restore Week 13: Pirates and Treasures
the painting until the last restoration in 1978. It took
20 years to complete. Day 3 (page 76)
Student answers can vary but may include:
Day 4 (page 67) 1. Perhaps the most famous three-year pirate in
1. Mona Lisa, Leonardo da Vinci’s most famous history was Blackbeard, but many knew him by his
painting, is housed in the Louvre in Paris, France. real name, Edward Teach.
2. Michelangelo wrote a poem about his work in 2. Because he worked for Queen Elizabeth, Sir
the Sistine Chapel, something that was very Francis Drake was nicknamed the Queen’s Pirate.
unpleasant for him. 3. Unfortunately, William Kidd’s skirmishes at sea
3. Patrons hired artists, such as Leonardo da Vinci branded him a pirate, and he was put on trial and
and Michelangelo, to paint and sculpt works of art. executed.
4. The sculpture of David is out of proportion,
something Michelangelo did on purpose, but still Day 4 (page 77)
commands awe from viewers. Student answers can vary but may include:
1. During battle, Blackbeard frightened/confused his
enemies by burning fuses in his beard to create a
smoke effect.
2. Instead of gold, Blackbeard acquired/confiscated
treasure such as barrels of sugar and cocoa.
3. Legends say that Blackbeard’s body swam/circled/
revolved around the ship three times after he was
killed and thrown overboard.
4. Some declare/exclaim that Blackbeard was the
most successful pirate, but that is simply not true.

Answer Key (cont.)
Week 14: Adventures into the Unknown Day 4 (page 87)
1. Most beam bridges are less than 250 feet (76
Day 3 (page 81)
meters) long. A beam bridge looks like a long,
Student answers can vary but may include: straight line. The beam is heavy, so it has to be
1. In hopes of reaching the Far East, Christopher a shorter bridge. Otherwise, it will collapse.
Columbus sailed across the ocean but reached 2. The bridge that can span the farthest is the
North America instead. suspension bridge. A suspension bridge is
2. Ferdinand Magellan’s crew was the first to suspended in air by cables.
circumnavigate the earth. Sadly, Magellan died 3. The bridge with the most strength is the arch
during the journey, but his crew sailed on. bridge. Arch bridges can carry the most weight
3. The adventurer, Amerigo Vespucci, discovered because of the design of the arch. Long ago, the
South America on his journey. In honor of his Romans used these types of bridges.
expedition, the Americas were named after him. 4. Perhaps the most complex bridge is the truss
Day 4 (page 82) bridge. A truss bridge is a bridge supported by
frames of beams in a triangular shape. These
Student answers can vary but may include: trusses work together to hold up the bridge.
1. Columbus begged/lobbied/petitioned the king of
Portugal to fund an expedition. Week 16: Designing Parachutes
2. The queen admired/respected/appreciated
explorers, and so she gave Columbus the money Day 3 (page 91)
and three ships to explore the uncharted waters. Student answers can vary but may include:
3. Columbus assumed/believed/understood where 1. Imperative sentence: Use a ribbon-ring parachute
he landed was near India, so he called the natives when falling at a fast speed.
Indians. Exclamatory sentence: Ribbon-ring parachutes
4. In all, Columbus journeyed/navigated/traversed don’t break, even when falling at a fast speed!
four times to the New World. 2. Exclamatory sentence: Amazingly, the force of the
Day 5 (page 83) air does not break the parachute!
Interrogative sentence: How does the force of the
air not break the parachute?
3. Interrogative sentence: How many different types
Week 15: Building Bridges
of parachutes are there?
Day 2 (page 85) Imperative sentence. Think about all the many
E: What amazing structures bridges are!; D: You may different types of parachutes!
have noticed that bridges often look different from one Day 4 (page 92)
another.; D: Engineers build four main types of bridges:
Student answers can vary but may include.
beam bridges, truss bridges, arch bridges, and suspension
1. Skydivers prefer square parachutes. The shape
bridges.; D: They have a few things to consider when
reduces swinging movements.
deciding which type to build.; IN: What kinds of
2. Ram-air parachutes help control speed and
materials are available? IN: How long does the bridge
direction. So, this makes them ideal for people
need to be?; D: The answers to these questions help them needing to land in particular places and at
decide on the shape, size, and type of bridge that they will controlled speeds. The force of the air does not
build.; IM: The next time you cross a bridge, pause for a break the ram-air parachute.
moment and think about what went into building it. 3. Ribbon-ring parachutes have openings that allow
Day 3 (page 86) air to pass through. This keeps the parachute
from breaking, even if it is traveling at a high
Student answers can vary but may include: speed.
1. Consider a few things before deciding on the type 4. Cargo can be heavy, so a round parachute is used
of bridge you will build. because the shape offers the most drag. This way,
2. I can't believe how different bridges can look from the cargo does not drop at a high speed and can
each other! land safely.
3. Have you ever thought how engineers decide on
the shape, size, and type of bridge that they will Day 5 (page 93)
build? See Informative/Explanatory Writing Rubric on
page 207.

Answer Key (cont.)
Week 17: Groundhog Day Day 4 (page 102)
1. I think that Daylight saving time should be
Day 1 (page 94)
mandated for all states and territories because it
Check circles: would keep everyone on the same schedule no
Groundhog Day should be celebrated because most matter where they lived.
students like to learn about groundhogs and the 2. This claim is accurate.
weather during that time of year. 3. I feel that Daylight saving time should not be used
because it is not adhered to in all states, it causes
Groundhog Day should not be celebrated because it confusion for travelers, and it does not add value to
is not an accurate way to predict the weather. people’s extracurricular activities.
Groundhog Day should be celebrated because it 4. This claim is accurate.
is a German tradition that has been around for Day 5 (page 103)
hundreds of years.
See Argument Writing Rubric on page 206.
Day 3 (page 96)
Example answers include: Week 19: Superhero Origins
1. Claims should not include statements like “I think.” Day 1 (page 104)
2. This statement does not make an official claim but
just gives information. Checked circles:
3. This is a well-written claim because it states the Metal Man was created during the Cold War.
subject, gives the opinion about the topic, and then Metal Man was meant to be a symbol of weapons of
provides reasons for the claim. mass destruction.
Day 4 (page 97) Metal Man’s armor is designed for protection.
According to superstition, the sun caused the groundhog
to see his shadow, and the shadow would frighten the Although Metal Man has no superpowers, he does have
groundhog back into hibernation. If it were cloudy, his armor.
then the groundhog would not be frightened back Day 3 (page 106)
into hibernation. Spring would come early. Farmers 1. Feminism and women’s rights mean the same
depended on this information to plant crops. However, thing. Students will select one of these to use.
the groundhog was not always accurate in predicting the 2. Foes and enemies mean the same thing. Students
weather. This caused many farmers to lose their crops, will select one of these to use.
and many of them went broke. 3. Bullied and pushed around mean the same thing.
Students will select one of these to use.
Week 18: Daylight Saving Time 4. Hope and promise mean the same thing. Students
Day 3 (page 101) will select one of these to use.
1. Since receiving vitamin D supports the idea about
daylight saving time promoting better health, the Week 20: Superhero Powers
two sentences can be combined. Day 4 (page 112)
2. Since daylight saving time allowed for another 1. Honest and tell the truth mean the same thing.
hour of work, directly supporting the need for 2. Responds and reacts mean the same thing.
more workers, the sentences can be combined.
3. Skill and ability mean the same thing.
3. The second sentence provides evidence to support
the first sentence, so the sentences should be Day 5 (page 113)
combined. See Informative/Explanatory Writing Rubric on
page 207.

Answer Key (cont.)
Week 21: Black Holes Day 4 (page 122)
1. NASA is planning on taking humans to the moon
Day 1 (page 114)
again by the year 2020 in preparation for travel to
A black hole can be as small as an atom. Mars, something only the adventurous would do.
A tiny black hole has the mass of a mountain. 2. Humans, the brave ones anyway, dream of
A very large black hole can have mass that is 20 times traveling to Mars but know they will be unable to
larger than the mass found in the sun. return back to Earth.
A supermassive black hole is larger than the mass of 3. Some people think space travel, that is travel
1 million suns. outside of our atmosphere, is the most exciting
type of travel.
Gravity pulls light into the middles of black holes, so
4. NASA plans on using the Orion capsule, a new
scientists cannot see black holes. type of spaceship, for human travel because it is
Day 2 (page 115) safer than the shuttle used in past years.
Black holes are not empty spaces. Within a black hole, 5. In the movies, people travel from planet to
gravity is so strong that everything is pulled inside. For planet in a matter of hours, which is something
completely fictional.
example, a black hole’s gravity can squeeze a star that is
10 times more massive than the sun into a space that is Day 5 (page 123)
the size of a modern day city. A tiny black hole has the See Informative/Explanatory Writing Rubric on
mass of a mountain even though it is as small as an atom. page 207.
A very large black hole can have mass that is 20 times
larger than the mass found in the sun. A supermassive Week 23: Live Theater Scripts
black hole is larger than the mass of 1 million suns.
Day 3 (page 126)
Day 4 (page 117) Students may cross out queasy or nauseated.
1. A black hole, as large as it seems, can be as small as
Students may cross out lady’s maid or servant.
an atom.
2. A tiny black hole has the mass of a mountain, a Students may cross out hurry or act quickly.
concept that seems amazing to many people. Students may cross out momentarily or shortly.
3. A very large black hole, a fact that can be Day 4 (page 127)
inconceivable for most people, can have mass that
1. The classic story of Cinderella is one that most
is 20 times larger than the mass found in the sun.
people know.
4. A supermassive black hole, something only usually
2. One undeveloped character that we know very
shown in movies, is larger than the mass of 1
little about is Prince Charming.
million suns.
3. The wicked stepmother is a common character
5. Gravity pulls light into the middles of black holes,
found in scripts.
so scientists cannot see black holes.
4. Even with Cinderella being the main character,
the audience really knows little about her.
Week 22: Space Travel
5. Fairy Godmother saves the day by giving
Day 1 (page 119) Cinderella a dress and a way to the ball.
Example answers include:
Yes, because it is talking about future space.
No, because it states an opinion.
No, because it states an opinion.
Yes, because it provides facts about space travel.
No because it's talking about fictional movies.

Answer Key (cont.)
Week 24: Television Show Scripts Week 26: Movie Reviews
1. Since angry is a synonym of mad, it does not make Students’ reasons may vary.
sense to have both words in the sentence. 1. F
2. Since worker is a synonym of laborer, it does not 2. T
make sense to have both words in the sentence. 3. T
3. Since weak is a synonym of frail, it does not make 4. F
sense to have both words in the sentence.
5. T
4. Since job is a synonym of profession, it does not
make sense to have both words in the sentence. Day 3 (page 141)
Day 4 (page 132) 1. metaphor: Movies are time outs in a busy world.
1. Many shows on television are comedies, which 2. alliteration: Movies mostly make me mad, but only
are designed to make people laugh. because I know they are not true stories.
2. Television scripts are similar to theater scripts in 3. hyperbole and simile: I once saw a movie that was
that they both tell the characters what to say. as long as a year!
3. It is important that scripts tell the storyline in 4. onomatopoeia: Crash! The pot landed on the floor
words and actions. and the actor jumped to his feet.
4. Writers of scripts should strive to use the 5. simile: Seeing movies is like living dreams through
strongest words that describe something. other people.
5. Cartoons are television shows that can be Day 4 (page 142)
designed for both children and adults depending
on the content. 1. Movie reviews have both summaries and opinions
of the movie being reviewed.
Day 5 (page 133) 2. People often consult movie reviews, either online
See Narrative Writing Rubric on page 208. or in print, when deciding to see a movie.
3. Responsible movie reviewers always give reasons
Week 25: Comic Strips for their opinions and ideas they express in these
reviews.
Day 3 (page 136) 4. A helpful tip for writers is to use figurative
1. metaphor: Writing reports is rain on a cloudy day. language to make the movie reviews more
2. alliteration: Radical reports read ridiculously, so interesting to readers and audiences.
read them carefully. 5. Movie reviews are somewhat similar to comic
3. hyperbole and simile: I once saw a desk that was as strips in that they both express opinions
big as a house! and are found in newspapers.
4. onomatopoeia: Thump! The boss threw a stack of
reports on the worker’s desk. Day 5 (page 143)
5. simile: Being a boss is like being a king. See Argument Writing Rubric on page 206.
Day 4 (page 137)

1. Comic strips and movie reviews are often opinion
pieces found in newspapers.
2. Comic strips can contain both animals and people.
3. Writers often find it easier to express opinions and
thoughts using comic strips because they poke fun
at ideas and things.
4. Since most comic strips are made up of dialogue,
it is not necessary to use quotation marks and
commas.
5. Animals such as cats and dogs, often take on
human characteristics in comic strips.

Answer Key (cont.)
Week 27: Fantasy Creatures Day 4 (page 152)
Day 1 (page 144) The dragon was exhausted as he looked back at the
burning forest. He had no breath left and therefore no
can tell made-up stories about creatures, can have
fire or smoke when he suddenly saw the wizard and his
creatures that go on quests, can include real or imagined
entourage hiding behind the last tree standing. How did
creatures, can include novels about creatures, can be
they escape my fury? he questioned. Then, they ran for
short stories about creatures, can include picture books
the mountain expecting to be burned in the process, but
about creatures, can have beginnings, middles, and ends
the dragon had nothing left to threaten them with except
to stories that include creatures, can have settings where
his large body.
creatures interact with one another
Day 5 (page 153)
Day 4 (page 147)
1. If the dragon really wanted to stop the wizard and
his elves, he/she can burn the forest down with one
breath of fire. Week 29: Rights and Equality
2. Most people believe that dragons are fierce, but Day 1 (page 154)
what would happen in a story if they were afraid Gaining the right to vote was a step forward in equal
of fire?
rights for women.
3. When one goes on a serious quest, he/she has to
be ready for hardship and encounters with terrible Today, many believe that people should get equal pay for
creatures. equal work, regardless if they are male or female.
4. The elves ran out of bows and had to revert to The fight for equal rights is something that is still ongoing
karate to protect their wizard. today.
5. When the wizard finally found the magic lamp, Because of the Civil Rights movement, schools became
he had to be careful not to wake the sleeping bats desegregated and African Americans learned alongside
guarding it. white children.
Week 28: Fantasy Quests Day 3 (page 156)

1. Claims should not include statements like “I think.”
Day 1 (page 149) 2. It just gives information not make an official claim.
The Purposeless Magic: Good title for a fantasy because 3. Claims should not include statements like “I think.”
it lends itself to a story, not informational text.
The Source of the Mask: Good title for a fantasy because Day 4 (page 157)
it lends itself to a story, not informational text. Some people think that equal rights were settled long
ago, but people around the world are still fighting for
How to Write Best Selling Fantasy Novels: Not a good
equal rights. First, when families have to pay for an
title for a fantasy because it lends itself to a how-to
education, they send their sons, and the daughters stay
informational text.
home to help their mothers run the family. Girls that
Getting Your Fantasy Novel Published: Not a good do attend school to learn to write, read, and count may
title for a fantasy because it lends itself to a how-to eventually have children of their own, and they will
informational text. educate this family, too.
The Family Thorn: Good title for a fantasy because it
lends itself to a story, not informational text.
Gift in the Castle: Good title for a fantasy because it lends
itself to a story, not informational text.
Ember in the Glass: Good title for a fantasy because it
lends itself to a story, not informational text.

Answer Key (cont.)
Week 30: Diversity Day 4 (page 167)
1. The game of lacrosse, the fastest growing sport in
Day 3 (page 161)
the United States, is played with sticks and a ball.
1. The claim uses the terms “I think,” and a strong
2. Players advance the ball, which is small and hard,
claim omits those words.
down the field by throwing it and running with it.
2. This claim is not supported by evidence.
3. American Indians, the first to play lacrosse, played
3. The claim uses the terms “I feel,” and a strong claim to settle disputes, for spiritual reasons, to heal
omits those words. illnesses, and as a preparation for war.
Day 4 (page 162) 4. There are different rules for men and women’s
1. People form opinions based on their backgrounds lacrosse, with men’s lacrosse using more contact.
and experiences, because what happened to them 5. The object of the game is to advance the ball into
at some point in their lives affects how they view the goal, which is guarded by the goalie.
the world.
2. Other workers who are doing the same job are Week 32: Rugby
being paid more money because of their skin
colors, so this experience will most likely affect Day 4 (page 172)
how this person feels about the topic of equal pay. 1. The game of rugby, one of the most aggressive
3. This experience will most likely affect how this sports today, is played on a field that is 100 meters
person feels about the topic of equal pay, and other long.
people, who have never had this experience, can 2. Players advance the ball down the field by both
learn from this person’s experience. kicking it and running with it, but not throwing it
forward.
Day 5 (page 163)
3. A try, one way to score a point, is when a player
See Argument Writing Rubric on page 206. takes the ball to the goal and places it on the
ground with a hand on top of the ball.
Week 31: Lacrosse 4. A goal, another way to score a point, is when the
Day 1 (page 164) player kicks the ball inside the goal and above the
crossbar.
American Indians, the first to play lacrosse, played to
settle disputes, for spiritual reasons, to heal illnesses, and 5. The object of the game, which is a difficult one to
do, is to score more points than your opponent
as a preparation for war.; To play the game, players use
within an 80-minute time frame.
lacrosse sticks and other protective gear, such as goggles
and helmets.; About 300 years ago, the Iroquois first Day 5 (page 173)
introduced lacrosse to Europeans.; There are different See Informative/Explanatory Writing Rubric on
rules for men’s and women’s lacrosse, with men’s lacrosse page 207.
being more physical.; The object of the game is to
advance the ball into the goal guarded by the goalie.

Answer Key (cont.)
Week 33: Domestic Pets Week 34: Exotic Pets
Some families are unable to have certain pets because of 1. Even though tarantulas have venomous bites,
allergies.; To raise a dog, a family must be willing to feed something comparable to a wasp sting, many
and take care of the dog’s needs.; Pets, such as cats, need people still choose to own them as pets.
attention, love, food, and shelter.; For some, fish make (nonrestrictive)
the ultimate pet because they are less demanding.; Some 2. The bearded dragon, which is very social and
people adopt pets from shelters or rescue groups, while likes to hang out on its owner’s shoulders, can live
anywhere from 10 to 20 years. (nonrestrictive)
others get their pets from breeders.
3. The flying squirrel, originally a nocturnal animal,
Day 2 (page 175) can adapt to being awake during the day to
(IN)Have you ever thought of the benefits of owning a socialize with its owners. (restrictive)
pet? (D) Studies show that pets can improve the health Day 4 (page 182)
and well being of people. (D)For example, research 1. A flying squirrel uses a gliding membrane to fly in
shows that children who live in homes with cats and dogs a downward direction and needs room to run and
have fewer chances of developing allergies. (D)They also jump.
have higher immune systems as they grow older. 2. Bearded dragons need environments with just the
(D)Pets have shown to reduce blood pressure in older right temperatures and UV lights.
adults. (E)Pets can even reduce anxiety! (IM)So, before 3. For someone wanting a pet to live a long time,
you take medicine for a health problem, think about tarantulas can be the ideal pet because they can
getting a pet first. live up to 20 years.
Day 3 (page 176) 4. Owners of tarantulas should avoid touching it too
often, because too much handling can cause the
1. About 62 percent of families, two out of every
tarantula to be stressed.
three, in the United States own pets.
5. Exotic pets are not for everyone, but they can
2. Some people, such as older generations
make great pets for some people who are willing to
who live alone, own pets because they want
make accommodations.
companionship.
3. While some people get their pets from breeders Day 5 (page 183)
and stores, others go to shelters, places where See Informative/Explanatory Writing Rubric on
people can adopt pets, to find the newest members page 207.
of their households.
4. Owning pets, something that two out of three
families do, has been proven to offer health
benefits like lowered blood pressure.
Day 4 (page 177)
1. Many people enjoy pets, because pets do not judge
them based on appearance or social status.
2. Pets do not care whether people are beautiful or
ugly; they simply are loyal to their owners.
3. Since fish can have a calming effect on people,
many doctors have large fish and small fish in their
waiting rooms. (no corrections)
4. Because pets do depend on their owners for food
and shelter, many parents use pets as a way of
teaching their children responsibility.
5. Animals, such as dogs and horses, can help their
owners get more exercise, because most dogs
require walks every day.

Answer Key (cont.)
Week 35: Eating Day 4 (page 192)
1. I think that exercise helps students, because studies
Day 1 (page 184)
show it promotes better sleeping at night and
1. This sentence doesn’t make a good case for an thinking during the day.
argument paragraph because it uses the words
“I think.” 2. Exercise is important because it builds students’
problem-solving skills and creative thinking skills.
2. This sentence makes a good case for an argument
paragraph because it uses facts as the basis. 3. I feel that exercise is important because it
promotes better bone and muscle growth in
3. This sentence doesn’t make a good case for an students.
argument paragraph because it uses the words
“I feel.” 4. Students should strive to get more exercise,
because studies show there are great benefits to
4. This sentence makes a good case for an argument their bodies, minds, and habits.
paragraph because it uses facts as the basis.
Day 5 (page 193)
Day 3 (page 186)
See Argument Writing Rubric on page 206.
1. Not a strong claim because it uses the words
“I think.”
2. Not a strong claim because it only states vague
ideas.
3. This is a strong claim.
4. Not a strong claim because it uses the words
“I feel.”
Day 4 (page 187)
Some people might doubt the importance of eating
healthy, but the latest research seems to prove that good
nutrients affect our brains, movement, and bodies.
Every now and then, it might be okay to enjoy a cupcake,
but it’s best to stick to a nutritious diet if we want our
brains and bodies to stay healthy.
Week 36: Exercising

Day 3 (page 191)
1. Studies show that students who exercise are better
problem solvers, so if you want to think more
creatively, you need to exercise.
2. Exercising helps students develop stronger bones,
so students should strive to get more exercise
every day.
3. Doctors worry about student’s health, because
more and more students spend time inside playing
video games instead of playing sports outdoors.

argument writing Rubric
Directions: Evaluate students’ work in each category by circling one number in each row. Students
have opportunities to score up to five points in each row and up to 15 points total.
Exceptional Writing Quality Writing Developing Writing

Clearly states an argument that States an argument that is States an unclear argument that
is relevant to the topic. relevant to the topic. is not fully relevant to the topic.
Demonstrates clear Demonstrates some Demonstrates little

understanding of the intended understanding of the intended understanding of the intended
audience and purpose of audience and purpose of audience or purpose of the piece.
the piece. the piece.
Does not include an
Organizes ideas in a purposeful Organizes ideas and includes introduction, a body, or a
way and includes an an introduction, a body, and a conclusion.
introduction, a detailed body, conclusion.
and a conclusion.
Points 5 4 3 2 1 0
Uses descriptive and precise Uses a broad vocabulary. Uses a limited or an unvaried
language with clarity and vocabulary.
Written Expression
intention. Maintains a consistent voice

and supports a tone and feeling Provides an inconsistent or a
Maintains a consistent voice and through language. weak voice and tone.
uses an appropriate tone that
supports meaning. Varies sentence length and Provides little to no variation in
word choices. sentence type and length.
Uses multiple sentence types
and transitions smoothly
between ideas.
Points 5 4 3 2 1 0
Capitalizes, punctuates, and Capitalizes, punctuates, and Incorrectly capitalizes,

spells accurately. spells accurately. punctuates, and spells.
Conventions
Language
Demonstrates complete Demonstrates complete Uses fragmented or run-on

thoughts within sentences, thoughts within sentences and sentences.
with accurate subject-verb appropriate grammar.
agreement. Utilizes poor grammar overall.
Paragraphs are properly divided
Uses paragraphs appropriately and supported. Paragraphs are poorly divided
and with clear purpose. and developed.
Points 5 4 3 2 1 0
Total Points: _____________________

Writing Rubric

Clearly states the topic and States the topic and develops it Does not state the topic and/
purposefully develops it throughout the writing. or develop it throughout the

throughout the writing. writing.
Demonstrates some
Demonstrates clear understanding of the intended Demonstrates little
understanding of the intended audience and purpose of understanding of the intended
audience and purpose of the piece. audience or purpose of the piece.
the piece.
Organizes the information Fails to organize the information
Organizes the information into into an introduction, body, and into an introduction, body, or
a well-supported introduction, conclusion. conclusion.
body, and conclusion.
Points 5 4 3 2 1 0
Written Expression

between ideas.
Points 5 4 3 2 1 0

Conventions
Language

Points 5 4 3 2 1 0
Total Points: _____________________

Narrative Writing Rubric

Identifies the topic of the Identifies the topic of the Fails to identify the topic of
story and maintains the focus story, but has some trouble the story or maintain focus
throughout the writing. maintaining the focus throughout the writing.
throughout the writing.

Develops clear settings, a strong Does not develop strong
plot, and interesting characters. Develops settings, a plot, and settings, plot, or characters.
characters.
Demonstrates clear Demonstrates little
understanding of the intended Demonstrates some understanding of the intended
audience and purpose of understanding of the intended audience or purpose of the piece.
the piece. audience and purpose of
the piece. Provides lack of clarity in the
Engages the reader from the beginning, middle, and/or
opening hook through the Includes an interesting opening, conclusion.
middle to the conclusion. a strong story, and a conclusion.
Points 5 4 3 2 1 0
Written Expression

between ideas.
Points 5 4 3 2 1 0

Conventions
Language

Points 5 4 3 2 1 0
Total Points: _____________________

Directions: Record each student’s rubric scores (page 206) in the appropriate columns. Add the totals every two weeks and record
the sums in the Total Scores column. You can view: (1) which students are not understanding the opinion genre and (2) how students
progress after multiple encounters with the opinion genre.
© Shell Education
Week Week Week Week Week Week Total Scores
6 8 18 26 30 36
Student Name
argument Writing Analysis

209
210
Directions: Record each student’s rubric score (page 207) in the appropriate columns. Add the totals every two weeks and record the
sums in the Total Scores column. You can view: (1) which students are not understanding the informative/explanatory genre and (2)
how students progress after multiple encounters with the informative/explanatory genre.

4 16 20 22 32 34
Student Name

Writing Analysis
© Shell Education
Directions: Record each student’s rubric score (page 208) in the appropriate columns. Add the totals every two weeks and record the
sums in the Total Scores column. You can view: (1) which students are not understanding the narrative genre and (2) how students
progress after multiple encounters with the narrative genre.
© Shell Education
2 10 12 14 24 28
Student Name
Narrative Writing Analysis

211
The Writing Process
Step 1: Prewriting
Think about the topic. Brainstorm ideas, and plan what
you want to include in your writing.
Step 2: Drafting
Use your brainstormed ideas to write a first draft.
Don’t worry about errors. This will be a rough draft.
Step 3: Revising
Read your rough draft. Think about the vocabulary you
used and how your writing is organized. Then, make the
appropriate changes to improve your written piece.
Step 4: Editing
Reread your revised draft. Check for errors in spelling,
punctuation, and grammar. Use editing marks to correct
the errors.
Step 5: Publishing
Create a final version of your piece, including the
corrections from the edited version. Be sure to reread
your work for any errors.

Editing Marks
Editing Symbol Names Example

Marks
capitalization symbol david gobbled up the grapes.
My mother hugged Me when I Came

lowercase symbol
Home.
insert period symbol The clouds danced in the sky
check spelling symbol I laffed at the story.
transpose symbol How you are?
insert symbol Would you pass the pizza?
I have two cats, two dogs and a

insert comma symbol
goldfish.
insert quotations symbol That's amazing, she shouted.
Will you call call me on the phone

deletion symbol
tonight?
… in the tree. After lunch, I spent the

new paragraph symbol
day…
#
# add space symbol I ran tothe tree.

argument Writing Tips
Ask yourself . . . Remember . . .
Do I have a strong belief in my claim

Make sure you can back up your claim
so that I can convince others to believe
with specific examples.
the same?
Have I stated my opinion in a way that Begin with a question or a bold

grabs the reader’s attention? statement that includes your claim.
Do I have at least three reasons based Include at least three solid reasons why
on facts for my claim? the reader should agree with you.
Do I have an example for each reason Each reason must be followed by one
that strengthens my argument? strong example.
Don’t bounce around. Focus on a

Do I have a logical order to my writing? logical order to present each reason
and example.
Am I using smooth transitions to Use transition words like first, in

connect my thoughts and help my addition to, another reason, and
writing flow? most important.
Do not forget to restate your claim in the

Does my conclusion restate my claim?
final sentence.
Have I used correct spelling, grammar, Revisit what you have written. Then,
and punctuation? check for mistakes.

Informative/explanatory
Writing Tips
Make sure to include facts about the

Do I provide enough information on
topic in your writing so that the reader is
the topic?
informed.
Choose one aspect of the topic that you

Have I narrowed the focus of the topic?
want to write about.
Begin with a strong topic sentence that

Does my writing have a hook?
grabs the reader’s attention.
Do not bounce around. Present each

Is my information presented in a
topic sentence at the beginning of a
logical order?
paragraph and add details.
Have I included enough information that End with a strong sentence that makes
the reader will be interested in learning the reader want to learn more about
even more? the subject.

Narrative Writing Tips
You are in the story, telling where you

Am I the main character? Is the story
are, what you see, who you are with,
told from my point of view?
and what you do.
Include an exciting introductory

Does my story have a hook? sentence that makes the reader want to
continue reading.
Do not bounce around. Focus on a

Does my story make sense and have a
logical order of how the experience
beginning, a middle, and an end?
happened.
Am I using transitions to connect my Use transition words like first, next,

thoughts and help the writing flow? then, another, and finally.
Use lots of adjectives, and incorporate

Am I including rich details and sensory
figurative language, such as metaphors
language to help paint a picture in the
and similes, to make your story come
reader’s mind?
to life.
Does my conclusion summarize the Incorporate a sentence or two that

main idea? reflects on what you have written.

Peer/Self-Editing Checklist
Directions: Place a check mark in front of each item as you check it.
q The writing clearly states an argument.

(argument writing only)
q The writing clearly states the topic.

(informative/explanatory writing only)
q The writing has an engaging beginning.
q The writing includes details to support the

opinion/topic.
q The writing has a strong conclusion.
q The writing follows a logical order.
q Lots of interesting words are used.
q Words are capitalized correctly.
q Words are spelled correctly.
q There is correct punctuation.

Digital Resources
Accessing the Digital Resources

The digital resources can be downloaded by following
these steps:
1. Go to www.tcmpub.com/digital
2. Sign in or create an account.
3. Click Redeem Content and enter the

ISBN number, located on page 2 and the
back cover, into the appropriate field on ISBN:
the website. 9781425815295
4. Respond to the prompts using the book to

view your account and available digital content.
5. Choose the digital resources you would like to download. You can download
all the files at once, or you can download a specific group of files.
Please note: Some files provided for download have large file sizes. Download
times for these larger files will vary based on your download speed.
Contents of the Digital Resources

Teacher Resources Student Resources
• Informative/Explanatory Writing • Peer/Self-Editing Checklist
Analysis • Editing Marks
• Narrative Writing Analysis • Practice Pages
• Argument Writing Analysis • The Writing Process
• Writing Rubric • Writing Prompts
• Writing Signs • Writing Tips

Notes

Notes

Notes

Thank you for purchasing this eBook.
This eBook is copyrighted. If you accessed this eBook without making

payment, you should be aware that neither the author nor the publisher has
received any compensation, and you may be in violation of state, federal, and/or
international law.
For further information about our products and services, please e-mail us at:
[email protected].
“ Thank you for helping us

create a world in which
”
children love to learn!
5301 Oceanus Drive Huntington Beach, CA 92649-1030 800.858.7339 FAX 714.230.7070 www.tcmpub.com
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6

2 #51529—180 Days of Writing © Shell Education

Easy to Use and Standards Based

College and Career Readiness Standards

Writing 6.1—Write arguments to support claims with clear reasons and

4 #51529—180 Days of Writing © Shell Education

Overarching Weekly Themes Standards

© Shell Education #51529—180 Days of Writing 5

Overarching Weekly Themes Standards

6 #51529—180 Days of Writing © Shell Education

Week Prompt Week Prompt

© Shell Education #51529—180 Days of Writing 7

Week Prompt Week Prompt

Write a narrative about at least one fantasy

Imagine that you are a wizard about to

8 #51529—180 Days of Writing © Shell Education

Using the Practice Pages

On odd weeks, students practice the daily skills Week 1

what they have learned in the previous week and

apply it to their own writing.

process: prewriting, drafting, revising, editing,

and publishing. places

There are 18 overarching themes. Each odd week

themes that fit under one overarching theme. For

Using the Resources

W rit ing of the stor y or relev ting . on

The following resources will be helpful to students

Focus and Org

stor y and the writing. through y develops

as they complete the activity pages. Print copies

e aud ien way and includes audience

of these resources and provide them to students to

keep at their desks.

Points ceMaintains a an consistent

n. ugh lantone es littl

a consist supports meaning. and length.

Rubrics for the three genres of writing (argument,

tence typ ideas. 0 2

accurately. Incorrectly capit

as. 3 Dem Incorrect ,and and spells. Incorrectly capitalizes, alizes,

informative/explanatory, and narrative) can be

ment. es complete . appropriate gram

found on pages 206–208. Use the rubrics to assess

ces, e with clear purp and

ura s are 5 Paragraphs poor ly divided

with acc . agraph ly . and supported. and develop 4 and developed

students' writing at the end of each even week. Be rop

sure to share these rubrics with students often so Points

#51529—180 Days of Writing

that they know what is expected of them. 208

© Shell Education #51529—180 Days of Writing 9

Using the Resources (cont.) The Writing Process

Editing Marks Editing Marks can be found

david gobbled up the grapes.

check spelling symbol I laffed at the story.

Would you pass the pizza?

insert quotations symbol

That's amazing, she shouted.

… in the tree. After lunch, I spent the

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But then Next

Only then Finally

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