Table of Contents

1. Unit Overview
2. Lesson 1: What is Opinion and Persuasive Writing?
3. Lesson 2: Brainstorming
4. Lesson 3: Planning
5. Lesson 4: Opinion Introduction
6. Lesson 5: Ordering Reasons
7. Lesson 6: Supporting Facts
8. Lesson 7: Details & Anecdotes
9. Lesson 8: Linking Words
10. Lesson 9: Conclusion
11. Lesson 10: Rough Draft
12. Lesson 11: Revising and Editing
• Peer Revising Checklist (1 pg.)
13. Lesson 12: Polished Piece
The Google Slides version of this resource requires you to make a
copy of the resource to your own Google Drive.
CLICK HERE TO MAKE A COPY OF THIS RESOURCE TO YOUR GOOGLE
DRIVE.
* You MUST have a Google account in order to access this resource. Click HERE if you
need help setting up a Google account.
 OPINION PERSUASIVE WRITING UNIT TIPS
1. Preparation is Key:
Before starting the unit, gather all necessary materials: interactive notebooks, writing utensils, and anchor chart supplies. Plan each
lesson in detail, including the objective, materials, activities, and expected outcomes.

2. Utilizing Anchor Charts:

Whole Class Use: Display anchor charts prominently during lessons. Refer to them frequently to reinforce key concepts. Use them
as visual aids during discussions and while modeling writing techniques.

Interactive Notebooks: Encourage students to create mini versions of these anchor charts in their interactive journals. This
reinforces the learning and provides them with a handy reference tool.

3. Making Interactive Journals Engaging:

Allow students to personalize their journals with drawings, stickers, or creative titles. This fosters a sense of ownership and
engagement. Use the journals as a living document. Regularly add new elements like vocabulary lists, writing samples, or
brainstorming ideas.

4. Incorporating Collaborative Activities:

Plan group activities such as brainstorming sessions, peer reviews, and group discussions. This encourages collaboration and idea-
sharing.
Use pair-share techniques during the creation of anchor charts or when analyzing mentor texts.

5. Differentiation Strategies:
Be prepared to offer varied levels of support. This can include providing sentence starters, graphic organizers, or one-on-one
writing conferences.
For advanced students, offer challenges like incorporating more complex language, additional plot elements, or deeper character
development.

6. Frequent Modeling:
Regularly model writing tasks, whether creating an anchor chart, writing in an interactive journal, or crafting a text. This shows
students the thought process and techniques involved in effective writing.
Use examples from popular children's books or your own writing as models.

7. Consistent and Constructive Feedback:

Provide timely feedback on students' journal entries. Highlight strengths and offer constructive suggestions for improvement.
Encourage students to reflect on feedback and set goals for their writing. Encouraging Reflection and Self-Assessment:

8. Regularly have students reflect on their learning and writing progress in their journals.
Implement self-assessment strategies using rubrics or checklists, helping students understand and take responsibility for their
learning.

9. Celebrating Success:
Regularly showcase student work. This could be through a class bulletin board, a writing portfolio, or a class reading session.
Celebrating writing achievements, big or small, boosts confidence and motivation.
Remember, the goal of the interactive journal is not only to improve writing skills but also to foster a love for writing. By making
the learning process interactive, personalized, and enjoyable, you encourage students to express themselves creatively and
confidently. ©Julie Bochese
Lesson
#1 LESSON 1: WHAT IS AN OPINION?
Objective:
Students will understand what an opinion is and why authors write opinions or persuasive texts. Students will
learn about opinion text structure.

Materials:
• Interactive Notebook Pages printed for each student
• Crayons
• Notebook

Setting Up Interactive Notebooks (10 minutes)

• Distribute interactive notebooks to each student.
• Have students color their notebook covers to personalize them.
• Have students paste Lesson 1 anchor charts and practice pages in their notebooks.

Introduction to Opinion Writing (5 minutes)

• Introduce opinion writing using the anchor chart.
• Emphasize that students will be writing their own opinion texts.

Reviewing Text Structure (5 minutes)

• Introduce opinion text using the OREO analogy on the anchor chart.

Reading the Mentor Text (20 minutes)

• Model how to find the opinion, reasons, examples, and restated opinion in a sample paragraph provided.
• Have students work in partners to complete another paragraph example.
• Students complete one sample paragraph independently.
Conclusion (5 minutes)
Summarize the key points learned about opinion texts and how they are set up.

Assessment:
Observe student participation and understanding during the class discussion, as evidenced by the completion of
the sample paragraphs.

Differentiation:
Provide additional support for students struggling with understanding text structure and offer examples and
guided questions during the mentor text discussion.

©Julie Bochese
©Julie Bochese
©Julie Bochese
©Julie Bochese
Lesson
#2 LESSON 2: BRAINSTORMING
Objective: Using a web template, students will generate and organize potential opinion text ideas.

Materials:
• Interactive notebooks
• Brainstorming template

Lesson Duration: 60 minutes

Introduction to Opinion Ideas (5 minutes)
• Discuss with students how writers get ideas for their writing.
• Give real idea examples of when students might encounter or want to write an opinion text. Examples may include
writing a letter to your principal asking for a school rule change, writing to your parents asking for something you
want, or writing about a topic you care about.

Creating the Idea Web (15 minutes)

• Hand out the brainstorming web template in the interactive notebooks.
• Guide students to develop opinion ideas based on the suggested topics or add their own.
• Walk around the room, offering help and suggesting ideas to any student who may be struggling.
• Students select their top three and starting topics using the form provided.

Sharing Ideas (5 minutes)

Invite students to share their brainstorming idea webs with a partner.
Prompt them to discuss which ideas they are most excited about and why.

Conclusion and Wrap-Up (5 minutes)

Gather the students back together and discuss how they can use these tools to develop opinion text ideas.
Remind them to keep their idea web in their interactive notebooks to refer to whenever they need inspiration for
writing.

Assessment:
Review the completed idea webs to ensure students understand how to brainstorm and organize their thoughts for
opinion writing. Students complete the mini rubric to evaluate their brainstorming.

Differentiation:
Provide extra support for students who need help with brainstorming. This can include one-on-one discussions, using
prompt cards with visual cues, or providing a list of “idea starters" to spark their creativity.

©Julie Bochese
©Julie Bochese
• Opinion writing tells a reader how the author thinks, feels, and experiences a topic
• Author gives logically grouped and ordered reasons for their opinion
• Author convinces the reader of their opinion using facts and supporting details
Is Homework Earth’s Biggest Threat
Important?

Opinion
Ideas

The Best Way to Spend The King of the Animal

Summer Vacation Kingdom

©Julie Bochese
©Julie Bochese
Name: ______________________________________ Name: ______________________________________
Date: ______________ Date: ______________

+ - + -
I selected a topic I am I did not select a topic. I selected a topic I am I did not select a topic.
knowledgeable about. knowledgeable about.

I selected a topic I am I selected a topic I am

passionate about. passionate about.

Name: ______________________________________ Name: ______________________________________

Date: ______________ Date: ______________

+ - + -
I selected a topic I am I did not select a topic. I selected a topic I am I did not select a topic.
knowledgeable about. knowledgeable about.

I selected a topic I am I selected a topic I am

passionate about. passionate about.

©Julie Bochese
Lesson
#3 LESSON 3: PLANNING
Objective:
Students will create an outline for their opinion text using the ORDER graphic organizer.

Materials:
Brainstorming web from the prior lesson
ORDER graphic organizer

Introduction (5 minutes):
Briefly review the importance of brainstorming.
Introduce today’s lesson on planning. Pass out the Lesson 3 Anchor Chart and ORDER graphic organizer for
students to add to their journals.
Introduce today's objective: to outline and plan our opinion texts.

Mini-Lesson: Review of Opinion Text Structure (5 minutes)

Review how opinion texts are set up using ORDER (State your OPINION, REASONS, DETAILS, EXAMPLES,
and RESTATE your opinion.)

Activity Part 3: Creating an ORDER outline (30 minutes)

Model how to fill out the ORDER graphic organizer with a sample topic. (Use the answer key provided if you
need a suggestion.)
Students begin writing their outlines.

Sharing and Feedback (5 minutes)

Invite volunteers to share their text outlines with the class.
Provide positive feedback and constructive suggestions.
Provide a few minutes for students to self-evaluate their work on their foldable using the rubric.

Conclusion 5 minutes)
Summarize what was learned in today's lesson.
Encourage students to think about the details they will add to their texts.

©Julie Bochese
©Julie Bochese
Lesson
#3

Opinion Text
Graphic Organizer
Use the ORDER Method

O pinion
R easons
D etails
E xample
R estate Opinion

©Julie Bochese
©Julie Bochese
Name: ______________________________________ Name: ______________________________________
Date: ______________ Date: ______________

+  - +  -
I outlined three to I outlined two I outlined one I outlined three to I outlined two I outlined one
four strong strong reasons to strong reason to four strong strong reasons to strong reason to
reasons to convince my convince my reasons to convince my convince my
convince my reader. reader. convince my reader. reader.
reader. reader.
I outlined three to I outlined two I outlined one I outlined three to I outlined two I outlined one
four clear clear examples clear example that four clear clear examples clear example that
examples that that prove each proves each examples that that prove each proves each
prove or support reason. reason. prove or support reason. reason.
each reason. each reason.
I sequenced all of I sequenced some I did not sequence I sequenced all of I sequenced some I did not sequence
my reasons of my reasons my reasons my reasons of my reasons my reasons
logically. logically. logically. logically. logically. logically.

Name: ______________________________________ Name: ______________________________________

Date: ______________ Date: ______________

+  - +  -
I outlined three to I outlined two I outlined one I outlined three to I outlined two I outlined one
four strong strong reasons to strong reason to four strong strong reasons to strong reason to
reasons to convince my convince my reasons to convince my convince my
convince my reader. reader. convince my reader. reader.
reader. reader.
I outlined three to I outlined two I outlined one I outlined three to I outlined two I outlined one
four clear clear examples clear example that four clear clear examples clear example that
examples that that prove each proves each examples that that prove each proves each
prove or support reason. reason. prove or support reason. reason.
each reason. each reason.
I sequenced all of I sequenced some I did not sequence I sequenced all of I sequenced some I did not sequence
my reasons of my reasons my reasons my reasons of my reasons my reasons
logically. logically. logically. logically. logically. logically.

©Julie Bochese
Lesson
#4 LESSON 4: Opinion Introduction
Objective: Students will understand and apply different strategies to write engaging hooks for their opinion texts. They will also
learn to evaluate their writing using a self-evaluation rubric.

Materials:
• Interactive notebook templates for each student

Lesson Instructions:
Introduction to Opinion Hooks (5 minutes)
Introduce the concept of a hook using the “Strategy to Hook the Reader" chart.
Explain that a good hook grabs the reader's attention right from the beginning.

Exploring Types of Hooks (10 minutes)

Discuss the different types of hooks: asking a question, describing using sensory details, and presenting interesting facts.
Provide examples and non-examples of each type of hook, explaining why some hooks are more engaging than others.

Class Practice with Hooks (10 minutes)

As a class, brainstorm additional examples of hooks that could be used to open an opinion text.

Students Practice Writing Hooks (10 minutes)

Students will choose two hook strategies and write their own hooks for the opinion texts they are planning in their interactive
notebooks.
Encourage creativity and the use of sensory details to make the hooks vivid and engaging.

Modeling the Self-Evaluation Process (5 minutes)

Using the whiteboard or chart paper, model how to fill in the self-evaluation rubric, assessing the hooks’ effectiveness.

Student Self-Evaluation (5 minutes)

Distribute mini rubrics to the students.
Students will use the rubrics to evaluate their hooks.
Encourage students to consider if their hooks would make a classmate want to read more.

Sharing and Feedback (5 minutes)

Invite students to share their hooks with a partner.
Partners can give feedback on which hook they found most engaging and why.

Conclusion and Wrap-Up (5 minutes)

Discuss how a strong hook can make a big difference in drawing readers into the text.
Collect the students' work and provide positive feedback, highlighting strong examples of engaging hooks.
Preview the next lesson, where students will begin drafting their opening using the hooks they've developed.

Differentiation:
Provide scaffolded support for students who struggle with creating hooks by offering sentence starters or guiding questions.
For advanced students, challenge them to combine two types of hooks or to write hooks for different genres.

©Julie Bochese
©Julie Bochese
 Are you looking for a best
friend and a companion
Do you want to have a dog
who will always be there
as a pet?
for you? I believe everyone
should have a dog as a pet.

Imagine coming home to an

adorable puppy excitedly
wagging his tail as he is at Cute and fun. Dogs are the
the door waiting for you. best pets.
In my opinion, dogs are the
best pets.

Having a dog for a pet is

proven to help people live
longer. If you are thinking Dogs are good pets.
about getting a pet, you
should get a dog.

©Julie Bochese
©Julie Bochese
Name: ______________________________________ Name: ______________________________________
Date: ______________ Date: ______________

+  - +  -
I engage the I attempted I did not I engage the I attempted I did not
reader by to engage the engage the reader by to engage the engage the
asking a reader by reader. asking a reader by reader.
question, using asking a question, using asking a
descriptive question, using descriptive question, using
details, or descriptive details, or descriptive
stating an details, or stating an details, or
interesting stating an interesting stating an
fact. interesting fact. interesting
fact. fact.
I clearly state I state my I do not state I clearly state I state my I do not state
my opinion. opinion. my opinion. my opinion. opinion. my opinion.

Name: ______________________________________ Name: ______________________________________

Date: ______________ Date: ______________

+  - +  -
I engage the I attempted I did not I engage the I attempted I did not
reader by to engage the engage the reader by to engage the engage the
asking a reader by reader. asking a reader by reader.
question, using asking a question, using asking a
descriptive question, using descriptive question, using
details, or descriptive details, or descriptive
stating an details, or stating an details, or
interesting stating an interesting stating an
fact. interesting fact. interesting
fact. fact.
I clearly state I state my I do not state I clearly state I state my I do not state
my opinion. opinion. my opinion. my opinion. opinion. my opinion.
©Julie Bochese
Lesson
#5 LESSON 5: Ordering Reasons
Objectives:
• Students will understand how to group and order reasons in their writing to support their opinions effectively.
• Students will learn to use linking words to enhance the flow and logic of their writing.
• Students will practice choosing an effective order for their reasons and explain their rationale.
Materials:
• Anchor Chart on Logically Ordering Reason Paragraphs
• Worksheets with a reason organizer template
Lesson Instructions:
Introduction (10 minutes):
1. Begin by discussing what makes a piece of opinion writing strong and convincing. Highlight the importance of well-
organized reasons.
2. Introduce the anchor chart and explain each point briefly. Focus on different ways to order reasons (least to most
important, chronological order, etc.).
Group Activity (15 minutes):
1. Divide the class into small groups.
2. Provide each group with a sample opinion text. Ask them to identify the order of reasons and discuss why the author
might have chosen this order.
3. Groups share their findings with the class.
Individual Work (20 minutes):
1. Distribute the reason organizer worksheets.
2. Students choose a topic for their opinion writing and list their reasons.
3. They decide on an order for their reasons using one of the methods from the anchor chart and fill in the organizer,
explaining their rationale.
Writing Time (30 minutes):
1. Students begin writing their opinion pieces, focusing on grouping information and using linking words.
2. Encourage them to refer to the anchor chart and their organizers as they write.
Peer Review (15 minutes):
1. Students pair up to exchange their drafts and provide feedback on the logical order of reasons.
2. Discuss as a class what makes the order effective in different pieces.
Conclusion (10 minutes):
1. Recap the key points of the lesson.
2. Highlight some good examples from the peer review.
Differentiation:
For students needing more support, provide sentence starters and examples of logically ordered paragraphs.
For advanced students, challenge them to use more complex structures and linking words.
Visual aids such as graphic organizers can be used for students who benefit from them.
Assessment:
Review the completed reason organizers to assess understanding of logical order.
Evaluate the opinion pieces for effective use of ordering and linking words.
©Julie Bochese
©Julie Bochese
©Julie Bochese
 Recess is a crucial part of our school day and should be longer. Firstly,
recess allows us to get physical exercise. After sitting for hours, running and playing
helps us stay healthy and fit. Next, recess is important because it gives us a break
from classroom work. This break refreshes our minds, making it easier to focus and
learn when we return to class. Additionally, recess helps us develop social skills. It's a
time when we can talk, play, and solve problems with our friends. Lastly, having a
longer recess can reduce stress and make us happier. When we're less stressed, we
do better in school.

©Julie Bochese
 Recess is a crucial part of our school day and should be longer. Firstly,
recess allows us to get physical exercise. After sitting for hours, running and playing
helps us stay healthy and fit. Next, recess is important because it gives us a break
from classroom work. This break refreshes our minds, making it easier to focus and
learn when we return to class. Additionally, recess helps us develop social skills. It's a
time when we can talk, play, and solve problems with our friends. Lastly, having a
longer recess can reduce stress and make us happier. When we're less stressed, we
do better in school.

The reasons in the opinion piece are ordered from the most concrete and immediate
benefits to the more abstract and long-term advantages. This order is chosen to build the
argument effectively:
1. Physical Exercise: Starts with a tangible benefit that directly impacts students' health,
a fundamental concern for both students and educators.
2. Break from Classroom Work: Follows with an immediate academic benefit, linking
physical activity to better concentration and learning, which is a priority in educational
settings.
3. Developing Social Skills: Progresses to interpersonal development, showing how recess
impacts academic and physical aspects and essential social learning.
4. Reducing Stress and Increasing Happiness: Concludes with broader emotional and
©Julie Bochese

psychological benefits, tying students’ overall well-being to academic success.

©Julie Bochese
Lesson
#6 LESSON 6: Supporting Facts
Objectives:
1. Students will learn the importance of supporting their opinion with factual evidence.
2. Students will practice finding research-based facts using various resources.
3. Students will integrate factual evidence into their persuasive writing to strengthen their arguments.

Materials:
• Anchor Chart on Using Supporting Facts in Opinion Writing
• Access to research resources (websites, nonfiction books, videos, newspaper articles)
• Research note-taking templates
• Computers or tablets with internet access (if available)

Lesson Instructions:
Introduction (10 minutes):
1. Begin with a discussion about how opinions can be strengthened with facts.
2. Present the anchor chart and go over the example provided.
3. Explain the difference between opinions and facts.
Research Skill Building (20 minutes):
1. Teach students how to research facts using different sources.
2. Discuss how to determine if a source is reliable.
3. Demonstrate how to take notes and cite sources.
Research Activity (30 minutes):
1. Guide students as they research facts to support their reasons using the provided materials.
2. Students use the note-taking templates to organize their findings.
Drafting (25 minutes):
1. Students begin drafting their opinion pieces, incorporating the facts they have researched.
2. Encourage them to use a fact to support each reason, following the example on the anchor chart.
Peer Review (15 minutes):
1. In pairs, students exchange drafts and give feedback on the use of facts in their writing.
2. Discuss what makes the use of facts convincing and how it strengthens the opinion.
Conclusion (10 minutes):
1. Recap the importance of using facts in opinion writing.
2. Highlight strong examples from student drafts.
3. If time allows, students can share their writing with the class.

Differentiation:
• Provide leveled research materials for students with varying reading abilities.
• For students who need more support, provide one-on-one or small group instruction on research skills.
• Offer graphic organizers for students to map out their opinions and supporting facts visually.

Assessment:
Evaluate students' research notes and drafts to check for understanding and application of research-based facts.
•Assess the final opinion pieces for effectively integrating facts and opinions.
©Julie Bochese
Example:

I believe that water is the most important Opinion

resource on Earth. One reason water is so important Reason

is because it is a necessity for life. For example, Linking Word

on average, humans can survive for only three days Fact

without water.

Find Facts with Research

Websites

Nonfiction Books
Nonfiction
videos

Newspaper

©Julie Bochese
Reliable sources are important because they give us information that is
accurate and trustworthy.
Criteria Reliable Sources Unreliable Sources
Unknown or anonymous authors, or
Written by experts with credentials
Authorship by those without relevant
and a clear authorship.
qualifications.

Published by reputable organizations,

Self-published works, blogs, or
Publication academic institutions, or recognized
platforms without editorial oversight.
publishers.

Contains citations and references, Lacks citations and references,

Evidence evidence is clearly stated and evidence is not provided or cannot be
verifiable. verified.
Presents information with minimal bias Presents information with a clear bias
Bias and aims to inform rather than and aims to persuade or sell an
persuade. idea/product.
Current and up-to-date, with a clear Outdated, with no clear date of
Date
date of publication. publication.
Intends to educate and inform based Intends to entertain, sell, or
Purpose
on facts and research. misinform.
Has undergone a review process,
Review Process such as peer review or editorial No indication of any review process.
review.
Uses clear, precise, and academic Uses sensationalist, vague, or overly
Language
language. simplistic language.

Professional design with a focus on

Poor design, with many ads, pop-ups,
Design content rather than flashy or
or designed
distracting elements.
©Julie Bochese
Opinion/Reason: ______________________________________________________________________________________
______________________________________________________________________________________________________

Fact: _________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________

Source (Where did you find it?): ____________________________________________________________________

______________________________________________________________________________________________________

Why is this source reliable? (Use the Reliable Source Chart to provide evidence)
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________

Opinion/Reason: ______________________________________________________________________________________
______________________________________________________________________________________________________

Fact: _________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________

Source (Where did you find it?): ____________________________________________________________________

______________________________________________________________________________________________________

Why is this source reliable? (Use the Reliable Source Chart to provide evidence)
_______________________________________________________________________________________________________
©Julie Bochese
_______________________________________________________________________________________________________
Lesson
#7 LESSON 7: Details & Anecdotes
Objectives:
1. Students will understand how to enhance their opinion writing by using supporting details and anecdotes.
2. Students will learn to use personal experiences, observations, sensory details, historical significance, and popular
culture references to support their opinions.
3. Students will practice integrating these elements into their writing to create persuasive and engaging content.

Materials:
• Anchor Chart on Using Supporting Details and Anecdotes in Opinion Writing
• Sample texts containing examples of supporting details and anecdotes

Lesson Instructions:

Introduction (15 minutes):

1. Discuss the role of supporting details and anecdotes in making opinion writing more convincing and relatable.
2. Introduce the anchor chart and explain each type of supporting detail.
Group Work (20 minutes):
Go through the provided examples to determine the type of supporting detail.
Independent Writing (30 minutes):
Students add supporting details to their reason paragraphs.
Peer Review (15 minutes):
1. Students pair up to review each other’s drafts, focusing on the effectiveness of the supporting details and
anecdotes.
2. Share feedback as a class and discuss ways to improve their writing.
Revision and Completion (20 minutes):
Students revise their drafts based on peer feedback.
Conclusion (10 minutes):
1. Reflect on the importance of using details and anecdotes in opinion writing.
2. Discuss how these elements can influence the reader’s perspective.

Differentiation:
• Provide sentence starters or story prompts for students who need help beginning their anecdotes.
• Allow advanced students to research and integrate external anecdotes, such as historical events or cultural
references, into their writing.
• Offer one-on-one assistance or small group workshops for students who require additional help with writing skills.

Assessment:
• Review students’ graphic organizers and drafts to assess their understanding of using supporting details and
anecdotes.
• Evaluate the final opinion pieces for the integration and effectiveness of the supporting details and anecdotes.

©Julie Bochese
 Bochese
©Julie Bochese
©Julie
 Reading before bed should be a nightly habit for everyone. According to a study by the
National Sleep Foundation, reading before bed can help improve sleep quality. It’s not just a matter of
opinion; it’s a fact that winding down with a book can signal your body that it’s time to rest. I
remember when my younger brother had trouble falling asleep; he would toss and turn for what
seemed like hours. However, once he started reading a chapter of his favorite adventure story each
night, he was able to fall asleep in half the time. This change was a relief for the whole family, proving
that the soothing power of reading is more than just a bedtime story.

Type of Supporting Detail: _____________________________________________________________________________

Incorporating a nightly reading routine before bed isn't just a modern practice; it's a
tradition that dates back centuries and has been pivotal in shaping societies. The historical importance of
reading is well-documented, with one of the most famous examples being President Abraham Lincoln.
Born into a humble background with limited access to formal education, Lincoln educated himself through
avid reading. Historical records suggest that by the light of a fireplace, he would immerse himself in
books each evening. This self-education played a significant role in his development into one of the most
revered leaders in American history. This example from Lincoln's life highlights the timeless value of
reading and its potential to profoundly transform lives and impact history.

Type of Supporting Detail: _____________________________________________________________________________

Reading before bed is a journey that calms the mind and transports us to a world of
tranquility. The soft, rhythmic sound of turning pages can be as soothing as a lullaby, each word a note
in the melody of an unfolding story. When I read at night, the faint scent of paper and ink envelops
me, creating a comforting cocoon. The gentle touch of the pages against my fingertips grounds me in
the present moment. Just last night, as I delved into a novel by my bedside lamp, the descriptive
language of the book painted vivid images in my mind, and the outside world melted away. The warmth
of the blanket, the hushed quiet of the house, and the soft glow of the light all worked together to lull
me into a peaceful state, ready for sleep.

Type of Supporting Detail: _____________________________________________________________________________

©Julie Bochese
 Reading before bed relaxes the mind and keeps us connected with popular culture,
influencing trends and conversations in society today. A prime example is the worldwide phenomenon of
the “Harry Potter" series. When these books were released, they quickly became a staple of nighttime
reading for millions, captivating readers with the magical world of Hogwarts. I vividly remember the
buzz among my friends every time a new Harry Potter book was released. We would all dive into the
latest adventures of Harry, Hermione, and Ron, eager to discuss the plot twists and characters the next
day. This shared experience, rooted in a global pop culture sensation, brought us together, showcasing
how reading before bed can be both a personal journey and a communal experience, connecting us with
larger cultural narratives and discussions.
Type of Supporting Detail: _____________________________________________________________________________
From my own experience, reading before bed is not just a hobby; it's a gateway to a
peaceful mind. I've observed this effect not only in myself but also in my family. For instance, on nights
when my cousin stays over, our usual routine involves reading a chapter from a fantasy novel before
lights out. I've noticed that on these nights, the atmosphere in the room changes significantly. The usual
hustle and bustle of the day fades into a quiet, contemplative calm. Even the air feels different, charged
with the magic and possibilities of the story we're reading. This shared quiet time brings a sense of
serenity and strengthens our bond. It's a simple act, but the effect is profound, transforming our night
into a peaceful and memorable experience.
Type of Supporting Detail: _____________________________________________________________________________
Reading before bed has always been a cherished ritual in my life, one that I credit for
many of my happiest moments. I recall a specific evening from my childhood that encapsulates this
perfectly. It was a stormy night, the kind where the rain patters against the windows, and the world
seems to hush in anticipation of the thunder. I was nestled under my covers with a flashlight and the
latest book from my favorite adventure series. As I flipped through the pages, the storm outside
seemed to mirror the climactic events of the story. At that moment, I was not just a kid in my room,
but a brave hero on an epic quest, undaunted by the raging storm around me. This experience, so vivid
and thrilling, left me with a lifelong love for reading and an appreciation for how it can turn an ordinary
night into an extraordinary adventure.
Type of Supporting Detail: _____________________________________________________________________________
©Julie Bochese
 Reading before bed should be a nightly habit for everyone. According to a study by the
National Sleep Foundation, reading before bed can help improve sleep quality. It’s not just a matter of
opinion; it’s a fact that winding down with a book can signal your body that it’s time to rest. I
remember when my younger brother had trouble falling asleep; he would toss and turn for what
seemed like hours. However, once he started reading a chapter of his favorite adventure story each
night, he was able to fall asleep in half the time. This change was a relief for the whole family, proving
that the soothing power of reading is more than just a bedtime story.

Personal Anecdote
Type of Supporting Detail: _____________________________________________________________________________
Incorporating a nightly reading routine before bed isn't just a modern practice; it's a
tradition that dates back centuries and has been pivotal in shaping societies. The historical importance of
reading is well-documented, with one of the most famous examples being President Abraham Lincoln.
Born into a humble background with limited access to formal education, Lincoln educated himself through
avid reading. Historical records suggest that by the light of a fireplace, he would immerse himself in
books each evening. This self-education played a significant role in his development into one of the most
revered leaders in American history. This example from Lincoln's life highlights the timeless value of
reading and its potential to profoundly transform lives and impact history.

Historical Importance
Type of Supporting Detail: _____________________________________________________________________________
Reading before bed is a journey that calms the mind and transports us to a world of
tranquility. The soft, rhythmic sound of turning pages can be as soothing as a lullaby, each word a note
in the melody of an unfolding story. When I read at night, the faint scent of paper and ink envelops
me, creating a comforting cocoon. The gentle touch of the pages against my fingertips grounds me in
the present moment. Just last night, as I delved into a novel by my bedside lamp, the descriptive
language of the book painted vivid images in my mind, and the outside world melted away. The warmth
of the blanket, the hushed quiet of the house, and the soft glow of the light all worked together to lull
me into a peaceful state, ready for sleep.
Sensory Detail
Type of Supporting Detail: _____________________________________________________________________________
©Julie Bochese
 Reading before bed relaxes the mind and keeps us connected with popular culture,
influencing trends and conversations in society today. A prime example is the worldwide phenomenon of
the “Harry Potter" series. When these books were released, they quickly became a staple of nighttime
reading for millions, captivating readers with the magical world of Hogwarts. I vividly remember the
buzz among my friends every time a new Harry Potter book was released. We would all dive into the
latest adventures of Harry, Hermione, and Ron, eager to discuss the plot twists and characters the next
day. This shared experience, rooted in a global pop culture sensation, brought us together, showcasing
how reading before bed can be both a personal journey and a communal experience, connecting us with
larger cultural narratives and discussions.
Popular Culture
Type of Supporting Detail: _____________________________________________________________________________
From my own experience, reading before bed is not just a hobby; it's a gateway to a
peaceful mind. I've observed this effect not only in myself but also in my family. For instance, on nights
when my cousin stays over, our usual routine involves reading a chapter from a fantasy novel before
lights out. I've noticed that on these nights, the atmosphere in the room changes significantly. The usual
hustle and bustle of the day fades into a quiet, contemplative calm. Even the air feels different, charged
with the magic and possibilities of the story we're reading. This shared quiet time brings a sense of
serenity and strengthens our bond. It's a simple act, but the effect is profound, transforming our night
into a peaceful and memorable experience.
Personal Observance
Type of Supporting Detail: _____________________________________________________________________________
Reading before bed has always been a cherished ritual in my life, one that I credit for
many of my happiest moments. I recall a specific evening from my childhood that encapsulates this
perfectly. It was a stormy night, the kind where the rain patters against the windows, and the world
seems to hush in anticipation of the thunder. I was nestled under my covers with a flashlight and the
latest book from my favorite adventure series. As I flipped through the pages, the storm outside
seemed to mirror the climactic events of the story. At that moment, I was not just a kid in my room,
but a brave hero on an epic quest, undaunted by the raging storm around me. This experience, so vivid
and thrilling, left me with a lifelong love for reading and an appreciation for how it can turn an ordinary
night into an extraordinary adventure.
Personal Anecdote
Type of Supporting Detail: _____________________________________________________________________________
©Julie Bochese
 Details, Facts,
Reasons Examples
_____________________________________
_______________________________
_____________________________________
_______________________________ link _____________________________________
_______________________________
_____________________________________
_______________________________
_____________________________________
_______________________________
_____________________________________
_______________________________
_____________________________________
_______________________________
_____________________________________
_______________________________
_____________________________________

_____________________________________
_______________________________
_____________________________________
_______________________________
_____________________________________
link
_______________________________
_____________________________________
_______________________________
_____________________________________
_______________________________
_____________________________________
_______________________________
_____________________________________
_______________________________
©Julie Bochese

_____________________________________
_______________________________
_____________________________________
 Details, Facts,
Reasons Examples
_____________________________________
_______________________________
_____________________________________
_______________________________ link _____________________________________
_______________________________
_____________________________________
_______________________________
_____________________________________
_______________________________
_____________________________________
_______________________________
_____________________________________
_______________________________
_____________________________________
_______________________________
_____________________________________

_____________________________________
_______________________________
_____________________________________
_______________________________
_____________________________________
link
_______________________________
_____________________________________
_______________________________
_____________________________________
_______________________________
_____________________________________
_______________________________
_____________________________________
_______________________________
©Julie Bochese

_____________________________________
_______________________________
_____________________________________
Lesson
#8 LESSON 8: Linking Words
Objectives:
1. Students will understand the purpose and function of linking words in opinion writing.
2. Students will learn to use linking words to connect ideas, add details, give examples, and show contrast or emphasis.
3. Students will revise their writing to include effective linking words and evaluate their work using a mini rubric.
Materials:
• Anchor Chart on Linking Words
• Student drafts of opinion paragraphs
• Mini rubric for evaluating reason paragraphs
• Examples of opinion paragraphs using linking words effectively
Lesson Instructions:
Introduction to Linking Words (15 minutes):
1. Discuss the role of linking words in making writing more coherent and persuasive.
2. Present the anchor chart and give examples of different types of linking words (adding details, showing purpose,
etc.).
Exploring Examples (20 minutes):
1. Show students examples of opinion paragraphs that effectively use linking words.
2. Analyze these examples together, highlighting how the linking words connect thoughts and strengthen arguments.
Group Practice (20 minutes):
In groups, students identify potential spots in their own drafts where linking words could enhance clarity and persuasion.
Individual Revision (30 minutes):
1. Students work on revising their opinion paragraphs, integrating linking words from the anchor chart.
Encourage them to refer back to the examples and the chart for inspiration.
Peer Review (20 minutes):
1. In pairs, students exchange and evaluate their revised paragraphs using the mini rubric.
2. Focus the review on the use of linking words, convincing reasons, and logical order.
Class Discussion and Feedback (20 minutes):
1. Regroup and discuss common successes and challenges encountered during the revision process.
2. Share strong examples of linking word usage from student paragraphs.
Final Revisions (15 minutes):
1. Students make final paragraph revisions based on peer and teacher feedback.
2. Encourage refinement of linking word usage for maximum clarity and impact.
Conclusion (10 minutes):
1. Recap the importance of linking words in crafting persuasive and coherent opinion pieces.
2. Discuss how the use of these words can make their arguments more convincing.
Differentiation:
• Provide sentence starters or phrases for students who need more support in using linking words.
• Offer more challenging linking words or complex sentence structures for advanced students.
• Utilize graphic organizers for students to visually map out their paragraphs with linking words.
Assessment:
Evaluate the revised paragraphs using the mini rubric, focusing on the effective use of linking words, the logical order of reasons,
and the presence of convincing details and examples.
©Julie Bochese
Add Details Show Purpose

• additionally, • in order to
• besides • so that
• furthermore • with this in mind
• in addition • because
• moreover • since
• not only _______, but also ____ • the reason why
• again • due to

Give Examples Compare

• for instance as compared to

• proof of this similarly
• for example for the same reason
• such as when likewise
• evidence for as with
• as shown by equally
• in the case of in the same way

Contrast Emphasize

• but • especially
• however • definitely
• although • undoubtedly
• whereas • in fact
• on the other hand • particularly
• while • importantly
• except • clearly

©Julie Bochese
 The Importance of Daily Exercise

Imagine a world where every day starts with a burst of energy, where students
laugh and play, their faces glowing with health and happiness. This is the world we can create with
daily exercise. I firmly believe that exercise is not just a part of life; it's a foundation for a
vibrant and successful future for all students. Beyond keeping us fit, it uplifts our spirits and
sharpens our minds, making it a crucial element for every young learner.

Firstly, exercise plays a vital role in maintaining good health. According to the Centers
for Disease Control and Prevention, regular physical activity helps build strong bones and muscles.
Furthermore, it reduces the risk of chronic diseases like obesity and diabetes. For instance, a
short daily walk or a basketball game can make a big difference in our overall health.

Moreover, daily exercise significantly boosts our mood and mental health. When we
exercise, our bodies release chemicals called endorphins, which are known as the “feel-good”
hormones. Therefore, a regular exercise routine can lead to a happier and more positive life.
Personally, I always feel more relaxed and ready to learn after my morning exercises.

Additionally, there's a clear link between exercise and better academic performance.
Research shows that students who are physically active have better grades and higher test
scores. This is because exercise improves concentration and memory. As a result, incorporating
activities like jogging or yoga into our daily routine can enhance our learning abilities.

The benefits of daily exercise are too significant to ignore. Not only does it keep us
physically fit, but it also uplifts our mood and sharpens our minds. Therefore, it's essential for
schools and families to encourage daily exercise among students. It's a simple step that can lead
to a healthier, happier, and more successful life. Let's embrace exercise every day and see the
positive changes it brings!

©Julie Bochese
Name: ______________________________________ Name: ______________________________________
Date: ______________ Date: ______________

+  - +  -
I have given three I have given two I have given one I have given three I have given two I have given one
or four convincing convincing reasons convincing reason or four convincing convincing reasons convincing reason
reasons for my for my opinion. for my opinion. reasons for my for my opinion. for my opinion.
opinion. opinion.

Each reason has Each reason has I do not include Each reason has Each reason has I do not include
one or more details one example. reasons to support one or more details one example. reasons to support
or examples. my opinion. or examples. my opinion.
I use appropriate I use linking words. I do not use linking I use appropriate I use linking words. I do not use linking
linking words to words to connect linking words to words to connect
connect my opinion my opinion to my connect my opinion my opinion to my
to my reason. reason. to my reason. reason.
My reasons are all My reasons are There is no logic to My reasons are all My reasons are There is no logic to
grouped and somewhat grouped the order or grouped and somewhat grouped the order or
ordered logically. or ordered logically. grouping of my ordered logically. or ordered logically. grouping of my
reasoning. reasoning.

Name: ______________________________________ Name: ______________________________________

Date: ______________ Date: ______________

+  - +  -
I have given three I have given two I have given one I have given three I have given two I have given one
or four convincing convincing reasons convincing reason or four convincing convincing reasons convincing reason
reasons for my for my opinion. for my opinion. reasons for my for my opinion. for my opinion.
opinion. opinion.

Each reason has Each reason has I do not include Each reason has Each reason has I do not include
one or more details one example. reasons to support one or more details one example. reasons to support
or examples. my opinion. or examples. my opinion.
I use appropriate I use linking words. I do not use linking I use appropriate I use linking words. I do not use linking
linking words to words to connect linking words to words to connect
connect my opinion my opinion to my connect my opinion my opinion to my
to my reason. reason. to my reason. reason.
My reasons are all My reasons are There is no logic to My reasons are all My reasons are There is no logic to
grouped and somewhat grouped the order or grouped and somewhat grouped the order or
ordered logically. or ordered logically. grouping of my ordered logically. or ordered logically. grouping of my
reasoning. reasoning.
©Julie Bochese
Lesson
#9 LESSON 9: CONCLUSIONS
Objective: Students will understand how to effectively conclude an opinion text by appealing to the reader’s emotions or
calling the reader to action. They will practice writing their own conclusions and evaluate them using a mini rubric.

Materials:
• Graphic organizer on conclusions
• Examples of conclusions with feelings and lessons learned
• Mini rubric for evaluating conclusions

Lesson Instructions:
Introduction to Conclusions (10 minutes)
Introduce the concept of a conclusion, explaining that it wraps up the text and restates the author’s opinion.
Present the graphic organizer and give examples of conclusions that appeal to the reader’s emotions or call the reader
to action.

Modeling Conclusion Writing (10 minutes)

Model writing two different types of conclusions: one that appeals to emotions and calls the reader to action.
Illustrate how each type of conclusion provides a sense of closure to the text/

Students Write Their Conclusions (15 minutes)

Have students use their graphic organizers to brainstorm and then write their conclusions.
Encourage them to reflect on what they want the reader to take away from the text.

Peer Sharing and Feedback (5 minutes)

Students share their conclusions with a partner.
Partners provide feedback guided by questions such as: “How does this conclusion make you feel?” or “Did the author
convince you of something?”

Evaluating Conclusions with Mini Rubric (5 minutes)

Introduce the mini rubric for evaluating conclusions.
Model how to use the rubric to assess the conclusions.
Students then use the rubric to evaluate their conclusions.

Wrap up the lesson by highlighting the importance of a strong conclusion in writing. Encourage students to think about
how their conclusion can leave a lasting impression on the reader.

Differentiation:
For students who need more support, provide sentence starters or guiding questions to help them reflect on their text.
For advanced students, challenge them to integrate a quote or a thought-provoking statement that encapsulates the
message they are trying to convey.

©Julie Bochese
©Julie Bochese
©Julie Bochese
Imagine the feeling you will
get when you snuggle with
your new best friend every
day.

To get your very own dog, go

to a local animal shelter to
adopt a loving companion who
needs a home.

©Julie Bochese
Name: ______________________________________ Name: ______________________________________
Date: ______________ Date: ______________

+  - +  -
My conclusion My conclusion My conclusion My conclusion My conclusion My conclusion
clearly restates my attempts to clearly restates my attempts to
restates my opinion. restate my restates my opinion. restate my
opinion. opinion. opinion. opinion.
My conclusion My conclusion My conclusion My conclusion My conclusion My conclusion
leaves the attempts to does not leave leaves the attempts to does not leave
reader thinking leave the the reader reader thinking leave the the reader
by appealing to reader thinking. thinking. by appealing to reader thinking. thinking.
my reader’s my reader’s
emotions or emotions or
calling my calling my
reader to reader to
action. action.

Name: ______________________________________ Name: ______________________________________

Date: ______________ Date: ______________

+  - +  -
My conclusion My conclusion My conclusion My conclusion My conclusion My conclusion
clearly restates my attempts to clearly restates my attempts to
restates my opinion. restate my restates my opinion. restate my
opinion. opinion. opinion. opinion.
My conclusion My conclusion My conclusion My conclusion My conclusion My conclusion
leaves the attempts to does not leave leaves the attempts to does not leave
reader thinking leave the the reader reader thinking leave the the reader
by appealing to reader thinking. thinking. by appealing to reader thinking. thinking.
my reader’s my reader’s
emotions or emotions or
calling my calling my
reader to reader to
action. action.
©Julie Bochese
Lesson
#10 LESSON 10: DRAFTING
Objective: Over the course of a few days, students will draft their opinion text using a structured template. They
will also learn to assess their drafts using a self-assessment rubric.

Materials:
• Drafting template for opinion writing
• Self-assessment rubric
• Interactive notebooks or writing paper

Lesson Duration: Three days, approximately 45 minutes each day

Day 1: Drafting
Modeling the Drafting Process (15 minutes)
Use the previously used graphic organizers and model how to transfer these thoughts and ideas to the drafting
template.

Students Draft (1-3 work periods)

Students use the drafting template to write their introduction, reason paragraphs, and conclusion.
Encourage them to use transition words and good writing strategies.

Self-Assessment (5 minutes)
Introduce the self-assessment rubric.
Guide students through using the rubric to evaluate their drafts.

Conclusion:
Each day, wrap up the session by highlighting strong examples of writing from the students if they are
comfortable sharing. Collect the drafts at the end of each session to review and provide individual feedback.
Encourage students to think about how their pieces fit together as a whole and to make notes on any changes
they might want to make during the revision process.

Assessment:
Use the self-assessment rubrics completed by students to gauge their understanding of the structure and the
effectiveness of their drafts.

Differentiation:
Provide sentence starters or graphic organizers for students who may need additional support. For advanced
students, offer the challenge of adding more complex elements to their texts, such as facts, anecdotes, or
research.
©Julie Bochese
 Bochese
©Julie Bochese
©Julie
©Julie Bochese
©Julie Bochese
©Julie Bochese
 Element Evidence from Writing
I can write an introduction that
 Tells my opinion
 Engages the reader
I have three clear reasons to support my opinion.

I have details, facts, and anecdotes that support

each reason.

I have a Conclusion that leaves reader satisfied

• Restates my opinion
• Keeps the reader thinking
I can write with effective linking words and good
vocabulary choice.
I can write with proper punctuation, spelling, and
grammar.
©Julie Bochese
Lesson
#11 LESSON 11: PEER REVIEW
Objective: Students will understand the difference between revising and editing their drafts. They will practice
giving and receiving constructive feedback through a peer review process and apply the feedback to improve
their drafts.

Materials:
• Chart explaining the difference between revising and editing
• Feedback Examples and Non-Examples Chart
• Peer Reviser checklist
• Copies of student drafts
• Highlighters or colored pencils for editing marks

Lesson Duration: Two days, approximately 45 minutes each day

Day 1: Understanding Revising and Editing & Peer Review
Explaining Revising and Editing (10 minutes)
Discuss the difference between revising (improving the content and flow of the writing) and editing (correcting
grammar, spelling, and punctuation).
Show a chart that lists examples of both to help students visualize the concepts.

Modeling Peer Review (10 minutes)

Using a sample draft, model how to peer review with another student or a volunteer.
Focus on providing quality feedback that is specific, helpful, and kind.

Introducing the Peer Reviser Checklist (5 minutes)

Distribute the Peer Reviser checklist and go over each point, explaining what students should look for when
reviewing their partner's draft.

Peer Review Process (15 minutes)

Pair students and have them exchange drafts.
Students read their partner's draft and complete the Peer Reviser checklist.
Encourage students to use highlighters or colored pencils to make editing marks on the drafts.

Sharing Feedback (5 minutes)

Have students return the drafts and checklists to their partners.
Allow time for partners to discuss the feedback and ask clarifying questions.

©Julie Bochese
Lesson
#11 LESSON 11: PEER REVIEW
Day 2: Making Final Changes
Reviewing Feedback (10 minutes)
Students review the feedback received from their peers and decide which suggestions they will use to improve
their drafts.

Revising and Editing (30 minutes)

Students work on revising and editing their drafts based on peer feedback.
Remind students to focus on big-picture improvements for revising and finer details for editing.

Clean-Up and Preparation for Publishing (5 minutes)

Instruct students on how to make their final changes neat and clear, preparing for the next step of publishing
their work. Encourage them to think about how their text will look when it is published and to make it the best it
can be.

Conclusion:
Wrap up the lesson by reminding students of the value of receiving feedback from others and how it can
improve their writing. Praise them for their hard work and constructive feedback.

Assessment:
Assess students' ability to give constructive feedback and their application of feedback to their writing. Check
for understanding of revising and editing distinctions.

Differentiation:
Provide sentence starters or stems for giving feedback to students who may struggle to articulate their
thoughts. Offer additional support for students during the revising and editing process, such as one-on-one
conferences or small group work with the teacher.

©Julie Bochese
©Julie Bochese
©Julie Bochese
©Julie Bochese
Peer Reviser Name: ______________________ Peer Reviser Name: ______________________

Date: _________________ Date: _________________

In your opinion writing, you included: In your opinion writing, you included:

 Introduction that states your opinion  Introduction that states your opinion
 Introduction that engaged the reader  Introduction that engaged the reader
 3 clear reasons  3 clear reasons
 Linking words that connect your opinion  Linking words that connect your opinion
to your reason to your reason
 Conclusion that restated the topic  Conclusion that restated the topic
 Conclusion that left the reader thinking  Conclusion that left the reader thinking

Peer Reviser Name: ______________________ Peer Reviser Name: ______________________

Date: _________________ Date: _________________

In your opinion writing, you included: In your opinion writing, you included:

 Introduction that states your opinion  Introduction that states your opinion
 Introduction that engaged the reader  Introduction that engaged the reader
 3 clear reasons  3 clear reasons
 Linking words that connect your opinion  Linking words that connect your opinion
to your reason to your reason
 Conclusion that restated the topic  Conclusion that restated the topic
 Conclusion that left the reader thinking  Conclusion that left the reader thinking
©Julie Bochese
Lesson
#12 LESSON 12: PUBLISHING
Objective: Students will create a final, polished version of their writing piece that is neat, attractive, and as error-free
as possible. They will select a template that aligns with their text theme to publish their work.

Materials:
• Examples of published student work
• Selection of publishing templates
• Final drafts of students’ texts
• Art supplies (colored pencils, markers, stickers, etc.)
• Interactive notebooks or rough drafts for reference

Lesson Instructions:
Discussing the Importance of Publishing (5 minutes)
Talk about what it means to publish writing and why it's important to present the best possible work.
Highlight aspects of published work such as neatness, attractiveness, and correctness.

Showing Examples (5 minutes)

Show examples of published student work to provide a clear idea of the expected outcome.
Point out the neat handwriting, the use of illustrations or decorations, and the careful correction of errors.

Choosing a Template (5 minutes)

Share the available templates for publishing and discuss how to choose one that complements the theme and content of
the text.
Allow students to select their templates.

Preparing for Publication (10 minutes)

Have students review their final drafts for any last-minute corrections.
Instruct them to carefully copy their final drafts onto the chosen template, using pens for a neat finish.
Encourage them to take their time and focus on neat handwriting.

Decorating and Finalizing (15 minutes)

Once the writing is transferred, students can begin decorating their published pieces with illustrations, borders, or other
decorations that enhance their published writing.
Remind them that the illustrations should reflect parts of the text and add to the overall presentation.

Conclusion:
Celebrate the students' hard work and dedication in completing their writing pieces. Discuss the possibility of sharing
their published work with the class or displaying it in the classroom or school library.

Differentiation:
Provide various levels of templates, some with more or less space for text and illustrations, to accommodate different
handwriting sizes and artistic abilities. For students who struggle with handwriting, consider allowing them to type their
final draft if resources are available. ©Julie Bochese
©Julie Bochese
 Name: ___________________________________________ Date: ________________

Directions: Fill in examples from your writing to prove that you met each element of
explanatory writing.
Element Evidence from Writing
I can write an introduction that
 Tells my opinion
 Engages the reader

I have three or four clear

reasons to support my opinion.

I have an example, detail, or

anecdote that supports each
reason
I have a Conclusion that leaves
reader satisfied
• Restates my opinion
• Keeps the reader thinking
I can write with effective linking
words and good vocabulary choice.
I can write with proper
punctuation, spelling, and grammar.
©Julie Bochese
Title: __________________________________________
Introduction:

______________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Reason 1:
______________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________
_____________________________________ Picture
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
©Julie Bochese
Reason 2:
______________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
____________________________________
Picture
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
Reason 3:
______________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
____________________________________ Picture
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
©Julie Bochese
Reason 4:
______________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
____________________________________
Picture
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
Conclusion:
______________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
__________________________________________________________
©Julie Bochese
©Julie Bochese
 Introduction:
________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

©Julie Bochese
 Reason 1:
________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

©Julie Bochese
 Reason 2:
________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

©Julie Bochese
 Reason 3:
________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

©Julie Bochese
 Reason 4:
________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

©Julie Bochese
 Conclusion:
________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

©Julie Bochese
The Ultimate
School Lunch
By: ________

©Julie Bochese
Introduction

©Julie Bochese
Reason #1

©Julie Bochese
Reason #2

©Julie Bochese
Reason #3

©Julie Bochese
Reason #4

©Julie Bochese
Conclusion

©Julie Bochese
The Best Pet

©Julie Bochese
 Introduction

___________________________________________
________________________________________________
___________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
___________________________________________________
_________________________________________________
___________________________________________

©Julie Bochese
 Reason 1

___________________________________________
________________________________________________
___________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
___________________________________________________
_________________________________________________
___________________________________________

©Julie Bochese
 Reason 2

___________________________________________
________________________________________________
___________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
___________________________________________________
_________________________________________________
___________________________________________

©Julie Bochese
 Reason 3

___________________________________________
________________________________________________
___________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
___________________________________________________
_________________________________________________
___________________________________________

©Julie Bochese
 Reason 4

___________________________________________
________________________________________________
___________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
___________________________________________________
_________________________________________________
___________________________________________

©Julie Bochese
 Conclusion

___________________________________________
________________________________________________
___________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
___________________________________________________
_________________________________________________
___________________________________________

©Julie Bochese
©Julie Bochese
Introduction:
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________

©Julie Bochese
Reason 1:
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________

©Julie Bochese
Reason 2:
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________

©Julie Bochese
Reason 3:
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________

©Julie Bochese
Conclusion:
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________

©Julie Bochese
Reason4:
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________

©Julie Bochese
Conclusion:
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________

©Julie Bochese
 The Truth
About
Technology

___________

©Julie Bochese
 Introduction
__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

©Julie Bochese
 Reason 1
__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

©Julie Bochese
 Reason 2
__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

©Julie Bochese
 Reason 3
__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

©Julie Bochese
 Reason 4
__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

©Julie Bochese
 Conclusion
__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

©Julie Bochese
 The Coolest
Place on Earth

BY:___________

©Julie Bochese
 Introduction
___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

_________________________________________

©Julie Bochese
 Reason 1
___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

_________________________________________

©Julie Bochese
 Reason 2
___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

_________________________________________

©Julie Bochese
 Reason 3
___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

_________________________________________

©Julie Bochese
 Reason 4
___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

_________________________________________

©Julie Bochese
 Conclusion
___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

_________________________________________

©Julie Bochese
 Let’s Connect!

https://www.teacherspayteachers.com/Store/magi
core

https://www.facebook.com/MagiCoreLearning/

https://www.instagram.com/magicorelearning/

https://www.pinterest.com/magicorelearning/_shop/

[email protected]

Looking
Looking for
for more?
more?