Writing Booklet Good PDF

ISBN: 0-9826608-7-1
ISBN 13: 978-0-982-6608-7-4
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Ver. 1.0.0-1
First Semester
Copyright 2011, Winning With Writing Level 6 – First Semester. All Rights Reserved.
Preface
We have designed this thorough program to be user friendly for both teacher and student.
This program is arranged in 36 weekly lessons. Lessons 1 through 18 are contained in this
First Semester book. Lessons 19-36 are contained in Winning With Writing, Level 6, Second
Semester book. Each lesson consists of five exercises labeled Day 1 through Day 5.
Writing is very similar to other things in life; you need to have a plan and be well organized
before you start. For example, you would never think of building a house without first having
blueprints (plans) that clearly define the layout of the house. Without first having a plan, the
house would certainly end up as a disconnected, unorganized mess.
In other words, you need to be organized before doing anything that is not obvious or simple.
As I mentioned, being prepared before starting the actual drafting process is necessary. When
writing we organize our writing by adhering to the following processes:
Outlining Process
1. The student first thinks of an idea (main topic) about which he wants to write.
2. The student then thinks of details that support his main topic. Instead of placing these
details on a blank piece of paper, we provide a rough outline form when needed. This rough
outline form is simply a place where general ideas are written in an organized manner.
Completing the rough outline is the first step in organizing your writing.
3. After the student is through placing his ideas on the rough outline, it is used to build a final
outline. It is during the transfer of information from the rough outline to the final outline that
the details contained on the rough outline are further organized and developed into
sentences for the actual writing assignment.
Drafting Process
1. The final outline is used as a guide to write a rough draft of the writing assignment.
Typically, the student merely transfers the information contained on the final outline to the
rough draft of the writing.
2. The student then edits the rough draft for grammar and content.
3. The final draft of the writing assignment is then written.
We believe this process is the easiest and most straight-forward way to write any type of
writing. By using these processes, the difficult task of writing becomes extremely simple and
easy for anyone. The processes taught in this book can be used for any type of writing of any
length ranging from a single paragraph to an entire book.
Level 6 - First Semester
Table of Contents
Lesson 1 - Main Ideas, Staying on Topic, and the Writing Process ............................... 1
Lesson 2 - Point of View, Perspective, Audience, and Voice ....................................... 12
Lesson 3 - Sequence of Events and Time Order Words .............................................. 17
Lesson 4 - Personal Narrative ...................................................................................... 24
Lesson 5 - Personal Narrative ...................................................................................... 36
Lesson 6 - Review of Lessons 1-5 ........................................................................... 48
Lesson 7 - Spatial Organization and Comparing Objects ............................................ 55
Lesson 8- Simile, Metaphor, Analogy, and Personification, ......................................... 63
Lesson 9- Alliteration, Onomatopoeia, Hyperbole, and Oxymoron .............................. 69
Lesson 10- Descriptive Writing .................................................................................... 77
Lesson 11 - Descriptive Writing ................................................................................... 90
Lesson 12 - Review of Lessons 7-11 ...................................................................... 102
Lesson 13 - Parts of a Creative Story ........................................................................ 108
Lesson 14 - Different Types of Quotations and Dialogue.......................................... 121
Lesson 15 - Creative Writing ...................................................................................... 129
Lesson 18 - Review of Lessons 13-17 .................................................................... 186
Student’s Name: ___________________
Winning
With
Writing
Level 6
First Semester
Date: _____________________
Lesson 1
Day 1 Main Ideas,
Staying on Topic, and
the Writing Process
A main topic is simply any idea (not necessarily a complete sentence) a writer can
think of that provides creative direction for his story. A main topic is a general idea
that tells what a story is about.
A. Read the following four sentences. What is the main topic of the four sentences?
1. Baseball is a fun sport to play with friends.
2. Swimming is also fun to do with friends.
3. Sometimes watching a movie together is also fun to do with friends.
4. I also like studying with my friends.
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B. If we were to add the following sentence to the four sentences above, would it fit
appropriately a paragraph? Circle the correct answer.
I like to exchange letters with my friends.
yes or no
Level 6- Lesson 1 – Main Ideas, Staying on Topic, and the Writing Process
1
Date:____________________
Lesson 1
Day 2 Main Ideas
the Writing Process
A. Which of the following sentences would not belong in a paragraph with the given
main topic? Write an X by the sentence that does not belong.
1. Main Topic: games
a.___ We play hopscotch in the driveway.
b.___ My sister and I love to jump rope.
c.___ We ate birthday cake last week.
d.___ My family likes to play football in our yard.
2. Main Topic: furniture for sitting
a.___ A couch is a long comfortable chair.
b.___ A love seat is a smaller couch for two people.
c.___ Carpet is a fluffy walking surface.
d.___ A stool is an elevated chair for one person.
3. Main Topic: swimming creatures
a.___ Sharks are hunters of the deep.
b.___ Orcas are mammals that are fierce hunters.
c.___ Karen likes to swim in the neighborhood pool.
d.___ The floating toy needs some air.
4. Main Topic: bicycles
a.___ Automobiles have four wheels.
b.___ Tricycles have three wheels.
c.___ Bicycles have two wheels.
d.___ Unicycles have only one wheel.
Level 6, Lesson 1 – Main Ideas, Staying on Topic, and the Writing Process
2
Date: _____________________
Lesson 1
Day 3 Main Ideas,
the Writing Process
A story is made up of one or more paragraphs. All paragraphs usually have the
following three parts: a topic sentence, detail sentences, and an ending sentence.
The first sentence of a paragraph is usually a topic sentence. It is slightly indented

(to the right) in relation to the rest of the paragraph. The topic sentence tells generally
what the paragraph is about, but it does not provide specific detail about the paragraph.
Its primary purpose is to get the attention of the reader.
The detail sentences come after the topic sentence and form the body of the
paragraph. The body of the paragraph is perhaps the most important part of the
paragraph since it contains the detail of what the paragraph is about. All detail
sentences should be related to the topic sentence, which of course means that the
detail sentences should only discuss things that are suggested by the topic sentence.
Making sure that the detail sentences and topic sentence are related within a
paragraph is called staying on topic.
The ending sentence restates the topic sentence (using different words) or can
summarize the information contained in the detail sentences.
A. Answer the following questions.

1. What does a detail sentence need to do in a paragraph?
a. fit physically into the paragraph
b. stay on topic with the topic sentence
c. set up the ending sentence
d. have at least ten words in it
2. What is the body of a paragraph made from?

a. detail sentences
b. topic sentences
c. the topic sentence and the detail sentences
d. none of the above
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3. What is a topic sentence supposed to do?
a. tell the reader all about the following paragraph
b. summarize the paragraph before it
c. end the paragraph
d. get the attention of the reader
4. Which part of a paragraph is probably the most important?
a. detail sentences (the body)
b. topic sentence
c. ending sentence
d. the main topic
B. Circle the main topic that would be appropriate for each paragraph below.
1. Washing my dog Spot is a lot of work. First, I have to catch Spot and wrestle
him into the tub. Next, I have to fill the tub with warm soapy water. I will need a
soft bristle brush and warm soapy water to scrub Spot. After Spot is clean, I
rinse the soap off of him. Next, I remove him from the tub and dry him with a
towel. Finally, he usually runs around the house and rubs himself all over the
carpet until he thinks he is dry.
a. the effect of soap on animals

b. animals do not like getting baths
c. giving my dog a bath
d. it’s best to use warm soapy water to wash your dog
2. Sometimes running the vacuum cleaner is fun. It helps Mom because she has
a lot to do. It also makes me feel good because the house looks nice when I’m
done, and Mom actually pays me a little bit for helping around the house.
a. vacuuming the house

b. I make money for helping Mom around the house
c. vacuuming makes the house look nice
d. Mom has a lot to do
4
Date: _____________________
Lesson 1
Day 4 Main Ideas,
the Writing Process
We will discuss the writing process for developing a paragraph and writing it in its final
draft form. The writing process is made up of an outlining process and a drafting
process.
Outlining is the act of gathering information necessary to complete a rough outline
and a final outline.
Drafting is the process for using the information gathered during the outlining process
to construct the actual writing.
Below are the steps in the writing process:
• Outlining Process
o Completing the rough outline
o Completing the final outline
• Drafting Process
o Complete the rough draft
o Editing the rough draft - not covered in this lesson
o Completing the final draft - not covered in this lesson
Outlining Process
Complete the rough outline
The outlining process starts by filling out the rough outline (located at the end of this
day’s lesson). After the rough outline is complete, the information it contains will be used
to develop a final outline. The final outline will then be used as a guide to write the
paragraph.
The entire outlining process is explained in Appendix A. If you need help in
completing the rough outline or the final outline, use Appendix A. Whether or not you
use Appendix A, you still need to complete the rough outline and the final outline.
5
Below is a sample rough outline that shows its parts.
Rough Outline
• Main Topic
• Details (used to make detail sentences)
o Detail #1:
o Detail #2: May be more or
fewer than three
o Detail #3:
Step #1 (develop a main topic for the rough outline)
The first piece of information needed to complete the rough outline is a main topic. A
main topic is a very general idea that tells what a paragraph is about. For example, let’s
assume we have decided that we want to write a paragraph about arctic animals. This
bolded phrase is called the main topic of the paragraph. Notice that we called this a
phrase and not a sentence. A main topic does not have to be a complete sentence, it is
only a very general idea for your paragraph
A. You can write about the signs of autumn, chores, your favorite relative, or think of
your own main topic. When you decide on a main topic, write it in the main topic
section of your rough outline.
Step #2 (develop details for the rough outline)

Now that we have a main topic (the sample is arctic animals), we need to think of
details to complete the rough outline. A detail is a thought, phrase, or sentence that
gives more information about the main topic. These details will be turned into detail
sentences for the final outline.
In our example, assume we possess no knowledge of arctic animals, so we conducted
some research to gather information from the library, Internet, and some other
dependable sources. Our research returned the following details about arctic animals:
1. polar bears
2. seals
3. orcas
These are details because they provide more description to the main topic of arctic
animals. Think of a few details for your main topic and write them under the details
section of the rough outline. With the addition of your details, the rough outline is
complete.
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Rough Outline
Main Topic:
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Details: (used to make detail sentences)
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Lesson 1 Date: _____________________
Day 5 Main Ideas,
the Writing Process
Complete the final outline
We will now start organizing our paragraph by constructing a final outline that has the
following structure:
Final Outline
• Topic sentence: (constructed from main topic and details in the rough outline)
• Detail sentences: (constructed from details in the rough outline)
o Detail Sentence #1:
May be more or
fewer than three
• Ending sentence: (restates the topic sentence and/or summarizes the detail
sentences.)
Step #1 (develop a topic sentence)

The first step to completing a final outline is developing a topic sentence. A topic
sentence tells generally what the paragraph is about, but it does not provide specific
detail about the paragraph. Its primary purpose is to get the attention of the reader.
By looking at the main topic and details written on the rough outline, we can use them
to think of a topic sentence for the final outline. The final outline can be found at the
end of this day’s lesson. While the main topic on the rough outline may or may not be a
complete sentence, the topic sentence on the final outline must be a complete sentence.
Using our example main topic of arctic animals, our topic sentence could be something
like the following sentence: Arctic animals survive very well in the extreme cold.
Step #2 (develop detail sentences)

The next piece of information needed to build the final outline is detail sentences.
Detail sentences will make up the greatest portion of your writing. They actually tell the
story of the paragraph. This makes the detail sentences the most important part of the
writing.
8
Look at the details written on your rough outline. It is the goal to use these details
along with the main topic and topic sentence to think of interesting detail sentences for
the paragraph. While you are thinking of these detail sentences, remember that they
will all need to fit together as a paragraph. By the time you are done you should have
several detail sentences written under the detail sentences section of the final outline.
Make sure to place the detail sentences in the correct order if there is a required order
for your writing.
Since you now have all of the information you need to think of detail sentences, write
your detail sentences on the detail sentences section of the final outline.
After looking at our details, main topic, and topic sentence from our example (arctic
animals), we added some detail sentences to our final outline. Our final outline now
looks like this:
Final Outline
Topic Sentence:
Arctic animals survive very well in the extreme cold.
Detail Sentences:
• Polar bears have a thick, furry coat which acts as a barrier to the cold.
• Seals have a thick layer of blubber and skin that protects them from the cold.
• Orcas can survive in cold water because they have a thick layer of blubber
over their body.
Ending Sentence:
(not developed yet)
Step #3 (writing an ending sentence)

The last step to completing the final outline is to create an ending sentence. It is the
function of the ending sentence to restate the topic sentence or summarize the detail
sentences. For our example above, we could write the following ending sentence:
“As you can see, most arctic animals that survive the cold have blubber or some
kind of insulation.”
Create an ending sentence for your paragraph and write it on the ending sentence
section of your final outline. With the addition of the ending sentence, your final outline is
complete.
9
Final Outline
Topic Sentence:
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Detail Sentences:
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Ending Sentence: (written after the topic sentence and detail sentences)
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Drafting Process
Complete the rough draft
So far you have spent quite a bit of time filling out the rough outline and the final
outline. As a result, your final outline has all of the necessary pieces to complete your
writing.
If you think of something you want to add while you are writing your rough draft, please
do so. The final outline will now be used as a guide to write a rough draft.
Start by writing your topic sentence first on the lines below. Next, write the detail
sentences in the order in which they occur in your paragraph. Finish your paragraph
with the ending sentence.
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Date: _____________________
Lesson 2
Da
Day 1 Point of View, Perspective,

Audience, and Voice
A story can be told from more than one point of view. If a story is written by
someone who is a character in the story, then it is said that the story is written in first-
person point of view. A person is a character if he was present when the events
occurred. Stories written in first-person point of view use words like I, me, my, mine,
we, us, our, and ours to tell the story. You will not have to perform any outlining for this
lesson.
A. You will now write a one paragraph story in a first-person point of view about
something you did yesterday.
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A story can also be written from a third-person point of view. A story is written in
third-person point of view when the person telling the story is not a character in the
story (he wasn’t there when the events occurred). When a story is told from a third-
person point of view, the story teller (narrator) uses words like he, she, him, her, his, it,
its, they, their, theirs, and them.
B. You will now write a one paragraph story in a third-person point of view about
something a friend did recently. Remember, you are not a character in the story.
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Level 6, Lesson 2 – Point of View, Perspective, Audience, and Voice

12
Date: _____________________
Lesson 2
Audience, and Voice
A. Answer these questions.
1. How do you know if a story is told in the first-person point of view?

a. The person telling the story is not a character in the story.
b. The person telling the story is a character in the story.
c. The person telling the story knows nothing about the story.
d. The person telling the story is telling the story for someone else.
2. What types of words does the story teller use if he is telling the story from a
third-person point of view?
a. words like which one, what kind and how many
b. words like he, she, him, her, his, it, its, they, their, theirs, and them
c. words like I, me, my, mine, we, us, our, and ours
d. words like this, that, these, and those
3. How do you know if a story is told in the third-person point of view?

a. The person telling the story is telling the story about himself.
b. The person telling the story is not a character in the story.
c. The person telling the story knows nothing about the story.
d. The person telling the story is a character in the story.
4. What types of words does the story teller use if he is telling the story from a first-
person point of view?
b. words like I, me, my, mine, we, us, our, and ours
c. words like he, she, him, her, his, it, its, they, their, theirs, and them

13
Date: _____________________
Lesson 2
Audience, and Voice
While a story can be told from two different points of view, it can also be told from
many different perspectives. Perspective is how we see or feel about something. It
could mean that people describing the same event have differing opinions because they
were physically located in different places and therefore saw the event differently, or for
some reason their opinion is different from someone else who saw or heard about the
same event.
Imagine that you are a race car driver in the Indianapolis 500 race. You would be
racing around the track at warp speed, passing cars, and trying not to crash. Surely, as
a race car driver, you would see things from a different perspective compared to
someone sitting in the stands or watching the race at home on the television.
A. You will now write a one paragraph story about how you would see the Indianapolis
500 race as a race car driver. You do not have to perform any outlining for this
exercise.
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B. You will now write a one paragraph story about how you would see the Indianapolis
500 race as a fan in the stands watching the race. You do not have to perform any
outlining for this exercise.
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14
Date: _____________________
Lesson 2
Audience, and Voice
When we speak we use our voice. Is the speaker happy, serious, angry, or
somewhere in between? Just like when you speak, when you write you also use a voice
by using certain words and punctuation.
When writing you must always consider what you are writing and to whom you are
writing. If your audience is a group of your friends, you might write informally with a
friendly voice. On the other hand, if your audience is your boss, then it would probably
be a good idea to write more formally with a more serious voice.
What is the difference between formal and informal writing? Informal writing is
writing that sounds more like a casual conversation. A writer using informal language
might use slang, funny language, jokes, abbreviations, or incomplete sentences. A
formal writing style sounds formal since it does not use slang, funny language, jokes,
abbreviations, or incomplete sentences.

1. What kind of writing would you use if you were writing a letter to a teacher?
a. happy
b. serious
c. angry
2. What kind of writing would you use if you were writing a letter to your friend?
a. formal
b. informal
c. angry voice
3. What kind of writing would you use if you were writing a letter to a potential
employer?
a. happy
b. serious
c. angry
4. What kind of writing would you use if you were writing a letter to accompany a
college application?
a. formal
b. informal
c. thankful

15
Date: _____________________
Lesson 2
Audience, and Voice
Below is a formal writing that is written using a serious voice. You will now need to
turn this paragraph into an informal writing using a happy voice.
Dear Mr. Jones,

I am writing to thank you for the wonderful pen and pencil set I received for my
recent graduation. As I start my new job next week at our local bank, it will be
very nice to have a nice pen and pencil set for that professional look. You have
always been a great friend of my family, and I just want to thank you and your wife
for coming to my graduation party.
Best regards,
Ann Davies
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16
Date: _____________________
Lesson 3
Day 1 Sequence of Events
and Time Order Words
Sometimes we write about things that must occur in a specific order. For example, if
you were writing a story about assembling an automobile at a factory, you can easily
imagine that this process must occur in a certain order. If you were writing a paragraph
to explain this process, obviously your story would not make sense if you simply wrote
the steps in a random order. Such steps must be written in a particular sequence. The
word sequence means that things happen in order, one at a time (one after the other).
A. Below are several steps in random order that are necessary for making a cake.
Obviously, some steps need to occur before others. Place the correct number by
each step to show the sequence of events.
___ Add an egg to the bowl that has the cake mix.
___ Remove a clean mixing bowl from the cabinet and pour in the cake mix.
___ Place the mixed ingredients into the oven to bake.
___ Add the correct amount of water and vegetable oil to the mix and egg in the
bowl.
___ Thoroughly beat the cake mix, eggs, water, and oil that are in the bowl.
B. Now that you have identified the sequence of events for the above process, write a
paragraph which explains how to make a cake. It is not necessary to perform
outlining for this exercise.
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Level 6, Lesson 3 – Sequence of Events and Time Order Words

17
Date: _____________________
Lesson 3
In the exercise from Day 1, you wrote a paragraph about making a cake. Written
below is what the paragraph you wrote might look like.
I remove a clean mixing bowl from the cabinet and pour in the cake mix. I add
an egg to the bowl that has the cake mix. I add the correct amount of water and
vegetable oil to the mix and egg in the bowl. I thoroughly beat the cake mix, eggs,
water, and oil that are in the bowl. I place the mixed ingredients into the oven to
bake.
The first thing you will notice is that the above paragraph is really made up several
sentences that are simply added together. There really is no relation from one sentence
to the next. For example, we don’t know if certain steps can or should be performed at
the same time, or if we need to wait a certain amount of time before performing a later
step. It is very difficult to determine if the individual sentences in the above paragraph
are related.
In order to connect sentences together and give them relation to each other, we use
time order transitional words. Time order transitional words can also make a paragraph
flow better whether or not the story needs to be told in a specific order.
Any word that tells when can be a time order transitional word. The following table
contains a sample of time order transitional words:
first finally yesterday meanwhile earlier

now one day Tuesday two weeks ago yearly
next also later however afterward
then sometimes soon at last eventually
after tomorrow concurrently once at length
second for a minute initially before daily
at the same time to begin with subsequently previously immediately

18
Below are two paragraphs; one contains time order words and one does not.
Original Paragraph
I like to help Mom plant flowers in the springtime. We go to the store and buy
the prettiest flowers we can find. Mom usually lets me pick the color. We bring
them home and put them on the porch. We use a garden trowel to chop up the
dirt in our planters that has become packed over the winter. We remove the
flowers one at a time from their shipping pack and gently press them into the
loose dirt. We water the flowers at least once a day. They grow into beautiful
flowers that make the front of our house look pretty.
Modified Paragraph
I like to help Mom plant flowers in the springtime. First, we go to the store and
buy the prettiest flowers we can find. Mom usually lets me pick the color. Next,
we bring them home and put them on the porch. Then, we use a garden trowel to
chop up the dirt in our planters that has become packed over the winter.
Meanwhile, we remove the flowers one at a time from their shipping pack and
gently press them into the loose dirt. Finally, we water the flowers at least once a
day, and soon they grow into beautiful flowers that make the front of our house
look pretty.
Can you see how the second paragraph flows better than the first? By using time
order words, the modified paragraph tells the reader when certain steps are happening
within the paragraph. The paragraph is much easier to read with time order words,
which is another way to say that it flows better. Also, you will notice that time order
words do not necessarily have to be placed only at the beginning of sentences.

19
A. Go back and look at the paragraph you wrote on Day 1. Rewrite if below using time
order words.
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20
Date: _____________________
Lesson 3
A. Place time order words of your choice on the lines below for each sentence. Try to
use as many different time order words as possible.
1. __________ we washed the car, and ______________ we took a break.
2. ___________ we fixed the car, and ______________ we went for a ride.
3. ___________ we bowled, and we ate cake.
4. ___________ when she got there, we played games.
5. _____________ he finished the book, but _________ he started another.
6. __________________ while eating her peas, she also eats her corn.
7. ______________ he sold his car, but ____________ he will buy another.
8. __________________ we stayed home, but _____________ we went out to eat.
9. I spoke _________________ with the group about politics. _______________ we

agreed to speak again.
10. __________________, I was not the one who forgot to wash the table.
11. ____________________ we received our food at the restaurant.
12. ______________, we cooked the hamburgers. ______________ we made the

lemonade.
13. ______________ we are going to the dance, but _____________ we are resting.
14. ______________, Jill hit the baseball. She __________ ran to first base.
15. ______________ he learned the alphabet.

21
Date: _____________________
Lesson 3
A. Read the paragraph below about painting a door. Rewrite it to put the sentences in
correct time order.
The next step is to sand the door to a smooth finish to ready it for paint. After
letting the first coat of paint dry completely, a second coat is applied. Next, the first
coat of paint is applied to the door. First, the door is removed from its hinges and
laid across two saw horses. Soon after sanding, a coat of primer is applied to the
door to seal the grains of the wood’s surface.
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Date: _____________________
Lesson 3
A. Write a paragraph with four sentences that tells about performing a task. Make sure
the task you select is one that needs to be performed in a specific order. Add your
own time order words (such as first, next, then, and last) to show the order of your
task. Make sure to write a topic sentence and an ending sentence for this exercise.
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Date: _____________________
Lesson 4
Day 1 Personal Narrative
In this lesson you will write a five paragraph personal narrative. A personal narrative
is a true story about something that happened to you or something you did. A narrative
can be about something very exciting or something very simple.
Audiences for a personal narrative can range from a friend, a parent, or even a
teacher. The writer needs to keep his audience in mind as he chooses his words.
Why do people write personal narratives? Some people write them simply because
they want to share an experience. Sometimes they write them to entertain the reader.
Personal narratives can be happy, scary, sad, or any feeling in between.
Write a five paragraph personal narrative about your favorite foods. Use the
following writing process to develop a personal narrative:
Outlining Process
A. Complete the rough outline
B. Complete the final outline
Drafting Process
A. Complete the rough draft
B. Edit the rough draft
C. Complete the final draft
Outlining Process
We will now begin writing a personal narrative with the outlining process. Outlining is
the process where information about the writing is gathered in order to complete a rough
outline and a final outline.
The entire outlining process is explained in Appendix B. Since this is the first time you
are developing a writing with more than one paragraph, you should turn to Appendix B
and familiarize yourself with the outlining process for multiple paragraphs. The outlining
process for multiple paragraphs really isn’t that much different than the outlining process
for single paragraphs. However, there are some differences that you need to know.
Whether or not you use Appendix B, you still need to complete the rough outline and
the final outline in this lesson.
Level 6, Lesson 4 – Personal Narrative

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Rough Outline
Main Topic:
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Date: _____________________
Lesson 4
Day 2
Personal Narrative
Final Outline
Introductory Paragraph:
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Subtopic #1:
Topic Sentence:
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Subtopic #3:
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Concluding Paragraph:
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Date: _____________________
Lesson 4
Drafting Process
writing.
Start by writing your introductory paragraph, sentences for each subtopic (topic
sentence, detail sentences, and ending sentence), and concluding paragraph on the
lines below.
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Date: _____________________
Lesson 4
Edit the rough draft

It is now time to edit the rough draft you wrote on Day 3. Use the editing marks shown
in Appendix C to correct any mistakes.
Do your paragraphs say what you want them to say? Do the words you chose make
sense?
Look for and fix the following errors: 1) incorrectly used, misspelled, or misplaced
words, 2) incorrect or missing spacing, 3) incorrect, missing, or misplaced punctuation,
and 4) incorrect or missing capitalization.

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Lesson 4 Date: _____________________
Complete the final draft
On Day 4 you edited your paragraph. Today you will rewrite your paragraph in its final
draft form.
Read your paragraphs one more time. Do your sentences flow well from one to the
other? Does your entire story make sense? Can you make it even better by adding
1) time order words, 2) strong verbs, 3) adverbs, 4) exact nouns, or 5) descriptive
adjectives? Rewrite your edited paragraphs below.
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Date: _____________________
Lesson 5
Write another personal narrative that is five paragraphs in length. Write about one of
your happiest moments. Think of a main topic for your personal narrative. Your main
topic could be one of my happiest moments, or it could be something more specific such
as when I made the winning basket. Before you settle on a main topic, answer the
following questions to yourself:
1. Is your idea something interesting that people will want to read?
2. Who is your audience? Depending on your audience, you may need to explain
things in greater detail using simpler words.
3. Is your idea too broad? If your idea is too broad you will have too much material
for the allotted size of your writing.
4. Is your idea too narrow? If your idea is too narrow you will not have enough
material (content) for your writing.
We will now start the writing process for a personal narrative:
Outlining Process
Drafting Process
Outlining Process
We will now begin writing your personal narrative assignment with the outlining process.
Outlining is the process where information about the writing is gathered in order to complete
a rough outline and a final outline.
The entire outlining process is explained in Appendix B. If you need help in completing
the rough outline or the final outline, use Appendix B. Whether or not you use Appendix B,
you still need to complete the rough outline and the final outline on the next two pages of
this lesson.

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Rough Outline
Main Topic:
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Date: _____________________
Lesson 5
Final Outline
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Subtopic #3:
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Date: _____________________
Lesson 5
Drafting Process
writing.
lines below.
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Date: _____________________
Lesson 5

sense?

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Date: _____________________
Lesson 5
Day 5
Personal Narrative

On Day 4 you edited your paragraphs. Today you will rewrite your paragraphs in their
final draft form.
1) time order words, 2) strong verbs, 3) adverbs, 4) exact nouns, or 5) descriptive
adjectives? Rewrite your edited paragraphs below.
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Date: _____________________
Lesson 6
Review Review of Main Ideas,
Day 1
Staying on Topic, and the
Writing Process
A. Read the following four sentences. What is the main topic of the four sentences?
1. Trumpets are brass horn instruments that have valves to vary the pitch.
2. Trombones are brass instruments that have a slide to vary the pitch.
3. A tuba is a brass horn with valves to vary its deep bass sounds.
4. A natural horn is a brass horn with no valves to vary the pitch.
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B. Write a topic sentence for the four sentences above.
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C. Would the following sentences fit into a paragraph with the sentences above? Circle
the correct answers.
1. yes or no Drums are a percussion instrument and are fun to play.
2. yes or no French horns are brass instruments that also have valves to vary the
pitch.
3. yes or no A cornet is a brass instrument with valves that make sounds slightly
higher in pitch than a trumpet.
4. yes or no The saxophone is a woodwind instrument.
5. yes or no A harp is a stringed instrument that is strummed or plucked.
Level 6, Lesson 6 – Review of Lessons 1-5

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Date: _____________________
Lesson 6
Review
Day 2 Review of Point of View,
Audience, and Voice
A. Answer each question.
1. What does it mean when a story is being told from the first-person point of view?
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2. What does it mean when a story is being told from the third-person point of view?
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3. What types of words does the story teller use if he is telling the story from a third-
b. words like he, she, him, her, his, it, its, they, their, theirs, and them
c. words like I, me, my, mine, we, us, our, and ours
4. What types of words does the story teller use if he is telling the story from a first-
b. words like I, me, my, mine, we, us, our, and ours
c. words like he, she, him, her, his, it, its, they, their, theirs, and them

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5. What voice would you use if you were writing a letter to the mayor of your town
asking her for assistance?
a. friendly
b. serious
c. angry
6. What kind of writing would you use if you were writing a nice letter to someone
you know very well?
a. formal
b. informal
c. angry voice
7. What voice would you use in a letter if you were unhappy with the person?
a. friendly
b. happy
c. angry
8. What kind of writing would you use if you were writing a letter to ask a movie star
for an autograph?
a. friendly
b. informal
c. angry
Level 6, Lesson 6 - Review of Lessons 1-5

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Lesson 6 Date: _____________________
Review
Day 3 Review of Sequence of
Events and Time Order Words
1. What does the word sequence mean?

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2. Place the correct number by each entry to show sequence of events for the
process of changing a burned out light bulb.
a. ___ Inspect the old light bulb to make sure you have a correct replacement.
b. ___ Test the newly installed light bulb to ensure that it works.
c. ___ Remove the burnt out light bulb from the lamp for inspection.
d. ___ Remove a new light bulb from the pack if it is a correct replacement.
e. ___ Install the new light bulb into the lamp.
B. Read the paragraph below and rewrite it to put it in correct time order.
Finally, I put the vacuum cleaner away. After plugging the vacuum sweeper into
the electrical outlet, I switch it on. Before plugging in the vacuum sweeper, I adjust
the brush height to the appropriate level. First, I remove the vacuum sweeper from
the hall closet. After the vacuum sweeper has been switched on, I operate it by
running it across the carpet.
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Lesson 6 Date: _____________________
Review
Day 4
Review of Personal
Narratives
A. In this exercise you will write a one paragraph personal narrative about something
you did around the house to help your mother or father. Conduct some
outlining by completing the rough outline on this page and the final outline on
the next page.
Rough Outline
Main Topic:
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Final Outline
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Lesson 6 Date: _____________________
Review
Day 5 Review of Personal
Narratives
A. Use the final outline you made on Day 4 of this lesson to compete a rough draft of
your personal narrative below.
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Date: _____________________
Lesson 7
Day 1 Spatial Organization
and Comparing Objects
Spatial organization transitional words explain how several things are physically
arranged in relation to each other. For example, if you were to go outside and look
around, what would you see? As you look around, spatial organization transitional words
can be used to tell the reader where something is located compared to something else.
Here is an example of a very short paragraph that uses spatial organization transitional
words.
While standing at the front door of my house, I look to the left and see a
gray car by my neighbor’s house across the street. The car is parked near
the curb and slightly to the right of the neighbor’s mailbox on the side of their
house.
Compare the above paragraph to the same paragraph below written without spatial
organization words or phrases.
While standing at the front door of my house, I look and see a gray car. The
car is parked.
You can easily see that after removing the spatial organization transitional words and
phrases, it is pretty difficult to present the reader with a detailed picture of where the gray
car is parked. The first paragraph with the spatial organization transitional words gives
you a good visual image where the gray car is located.
Spatial organization transitional words are used to place one object by referring to
another object. The table on the next page contains a small sample of spatial
organization transitional words and phrases. Almost any word that can be used to tell
the physical location of an object compared to something else, can be used as a spatial
organization transitional word. These words can also be used together to form spatial
organization transitional word phrases.
Level 6, Lesson 7 – Spatial Organization and Comparing Objects
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above before beneath here nearby other side of
across on onto in next to outside of
adjacent to through beyond inside close to to the left of
among beside by into opposite to the right of
at that point below down near over under
sitting next to on top of underneath in between attached to to the side of
A. Finish the sentences below with the spatial organization words or phrases. Use
each spatial organization word or phrase only once.
1. The car was _________________ the curb.
2. The spider ran ______________________ the crack in the driveway.
3. Jillian ran ________________ the two runners.
4. A layer of gravel rock was placed ________________ the concrete driveway.
5. The note was ____________________ Danielle’s report card.
6. The lady bug was in the jar was ____________________ the grass clippings.
7. Stuart put his car keys ____________________ the counter.
8. The balloon flew _____________ the telephone pole.
9. ________________ in the story, the crooks were captured by the police.
10. The ladder was attached __________________ Joe’s truck.
11. The dart landed ____________________the field.
12. Aiden threw the ball well ____________________ the fence.
13. The ball fell ____________________ our neighbors yard.
14. The broom fell _____________ its hook and hit the floor.
15. Billy parked his car ________________ Steve’s truck.

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Date: _____________________
Lesson 7
A. The paragraph below contains many spatial organization transitional words.
Underline these words or phrases.
I lost my book. I remember putting it by the table. Maybe I placed it next to my

desk. The more I think about it, I might have left it next to my history book, which
is on my bookshelf. My mother just asked me to come into the living room and
pick up my book that is lying on the floor. It looks like I found my book.
B. Read the following paragraph. You will notice that it does not contain any spatial
organization transitional words. Rewrite this paragraph and add your own spatial
organization transitional words. It is fine to modify this paragraph as needed. Where
did Mom hide each of the presents?
Mom hid my little sister’s birthday presents. First, she hid the largest one. Then
she hid one that is medium size. Next, she hid her birthday card. Finally, she hid
the smallest present.
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Date: _____________________
Lesson 7
A. Write your own paragraph using spatial organization transitional words. When you are
through, underline the spatial organization transitional words you used.
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Date: _____________________
Lesson 7
There are two ways to organize a writing that compares two or more objects. The first
way is called a whole-to-whole comparison. When performing a whole-to-whole
comparison, the writer first says all he wants about the first object being compared, and
then he does the same, one at a time, for each remaining object to be compared.
If we were comparing two types of bicycles, our writing might look like this:
A mountain bike is a bike built with a sturdy frame

that can withstand the rough and abusive environment
of off-road trails. A mountain bike also has wide tires
with knobby tread that enables it to grip slippery rough
surfaces. A mountain bike has gearing which allows the
rider to climb hills that would be impossible to climb on a
regular bike.
A road racing bike is a bike built with a lightweight

frame for reduced weight. A road racing bike is built for
high speed travel on a smooth surface. A road racing bike has
skinny tires with little tread. These tires are designed to
roll with little resistance. A road racing bike is geared for high
speed travel and not steep inclines.
It is very easy to see that the writer of the above paragraphs first said all he wanted to
say about the mountain bike, and then he said all he wanted to say about the road racing
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The second way to compare two or more objects is called a part-to-part comparison.
With this type of comparison the writer compares one single characteristic or feature at a
time for all objects being compared. If we were performing a part-to-part comparison,
our writing might look like the following:
A mountain bike is a bike built with a sturdy frame that can

withstand the rough and abusive environment of off-road trails. A
road racing bike is a bike built with a lightweight frame for reduced
weight. A road racing bike is built for high speed travel upon a
smooth surface. A mountain bike has wide tires with knobby tread
that enables it to grip slippery rough surfaces. A road racing bike
has skinny tires with little tread. These tires are designed to roll
with little resistance. A mountain bike also has gearing which
allows the rider to climb hills that would be impossible to climb on
a regular bike. A road racing bike is geared for high speed travel
and not steep inclines.
A. Write a whole-to-whole comparison between a car and a truck.
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Date: _____________________
Lesson 7
A. Using your writing from Day 4, write a part-to-part comparison between a car and
a truck.
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Date: _____________________
Lesson 8
Day 1 Simile, Metaphor,
Analogy, and Personification
Similes and metaphors are two ways used to liken (compare) something ordinary to
something extraordinary. This is done mainly for effect. What exactly are similes and
metaphors and how are they different?
A simile is a word that likens something ordinary with something extraordinary without
actually renaming the ordinary item. Instead of renaming the ordinary thing, a simile
makes the statement that the ordinary thing is like the extraordinary thing. You can
usually tell that a simile is present in a sentence when you see the words like or as.
Abe ran the race like a rocket.

↑ ↑
ordinary extraordinary
Her eyes sparkled like diamonds.

The floor was as bumpy as a gravel road.
You can see that the underlined words in the sentences above are likened to each
other. The words like and as are bolded to show that a simile occurs in these
sentences. A simile is usually used for effect and not to actually make a comparison
between two things. Look at the first sentence above. Obviously Abe did not run like a
rocket, but instead this simile was made simply to show that Abe is a fast runner.
A metaphor also compares words in a sentence. Instead of saying that one thing is
like something else, a metaphor actually makes one thing become something very
different by renaming it. A metaphor can sometimes use words like is, are, or was (and
other words) to signal that a metaphor is present. However, a metaphor never uses the
words like or as to compare.
The rain was a waterfall from the sky.
Dave is my leader.
The snow was a blanket.
You can see that the first underlined word is actually renamed by the second
underlined word. The bolded words are shown to demonstrate that the second
underlined word is something else.
Level 6, Lesson 8 – Simile, Metaphor, Analogy, and Personification

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A. Below are sentences that contain similes and metaphors. Underline the two words
in each sentence that are being compared.
1. The leopard’s spots are as dark as coal.
2. The speaker was a beacon of hope.
3. Telephones are a bullhorn for the world.
4. Stan jumped like a tiger.
5. Beth was as mean as a honey badger.
6. Jennifer is a bird when she sings.
7. The ball flew like a comet.
8. Mark cried like a baby.
9. Sarah is a tiger when she plays volleyball.
10. Earl is a machine when he lifts weights.
B. Write on the lines below whether each sentence above is a simile or a metaphor.
1._________________________ 6.________________________
2._________________________ 7.________________________
3._________________________ 8.________________________
4._________________________ 9.________________________
5._________________________ 10.________________________
Level 6, Lesson 8 – Similes, Metaphor, Analogy, and Personification

64
Date: _____________________
Lesson 8
A. Below are several sentences. If a metaphor is present, rewrite the sentence with
a simile to take its place. If a simile is present, rewrite the sentence with a
metaphor to take its place. It is permissible to modify the sentences to
accommodate the new metaphor or simile.
1. Corey is a robot when he dances.
______________________________________________________
2. Dale and Vernon are anxious as babies.
______________________________________________________
3. The car was a rock as it sputtered to a stop.
______________________________________________________
4. Kevin sawed the log like a lumberjack.
______________________________________________________
5. The poem became a soft song as Linda read.
______________________________________________________
6. The carpet is a bed for our puppy.
______________________________________________________
7. The children were a stampede as they exited the auditorium.
______________________________________________________
8. Dillon became the leader as the group departed.
______________________________________________________
9. Steve was a python as he put a headlock on his opponent.
______________________________________________________
65
Date: _____________________
Lesson 8
Day 3
Simile, Metaphor,
An analogy uses something familiar or simple to explain something that is complicated
or unfamiliar. The simple object used to explain the complicated object must be
somewhat similar or related somehow to the complicated object.
Let’s say that someone is trying to explain the complicated process of designing
computer chips. The speaker talks about how computer chips are built one layer at a
time, one stacked on top of the other. The speaker sees that his audience is confused
and says, “Computer chips are built kind of like a stack of pancakes; once a layer is
completed, another layer is stacked on top of it.” This would be an analogy because
making a stack of pancakes is at least a little bit like building a computer chip. Since
both are constructed in layers.
You might be thinking that an analogy and a simile sound like they do the same thing.
Although both are structured in a similar manner, a simile is usually made for artistic or
shock value. On the other hand, an analogy is usually made for the purpose of
explaining something.
Example (simile): He ran by us like a cheetah.

Example (analogy): Your body expels heat like a radiator in a car.
A. Write an S for simile or an A analogy on the lines below to identify which one is
present within each sentence.
1. _____ Electricity flowing through a circuit is like a train running on its tracks.
2. _____ That car zoomed by us like a rocket.
3. _____ A rocket works kind of like letting go of an untied balloon filled with air.
4. _____ His eyes were like a camera.
5. _____ An eyeball works very similarly to a camera.
6. _____ Smashing an atom is like breaking a pea into numerous pieces.
7. _____ Peas are like little green atoms.

66
Lesson 8 Date: _____________________
Personification is the act of giving non-living things human characteristics.
Here is a sample of a short paragraph that applies personification to a fire.
The logs in the fire danced and kept us warm like a big hug. The fire protected us
from the wild animals in the woods. The fire nourished us by cooking our food. Also,
the fire guided us with care through the darkness.
A. Underline all words and phrases that make the fire seem human.
B. Finish the sentences below with examples of personification. Remember to choose

a word that would normally be a characteristic or an action of a human. The first one
has been done for you.
1. The coat wrapped its arms around her to keep her warm.
2. The chair ________________________________ his back.
3. The sponge __________________ the water on the floor.
4. The sky _____________________ with a lot of rain.
5. The car’s engine was ______________________.
6. The train __________________ as it picked up speed.
7. The old chair _____________________ as Bill sat down.
8. The house ______________________ in the tornado.
9. The furnace __________________ as it warmed the house.
10. The motor of the old washer __________________ as it ran.

67
Lesson 8 Date: _____________________
A. Write on each line whether each sentence contains a simile, metaphor, analogy, or
personification.
1. _______________ Johnny slid into home plate like a kid on a bike.
2. _______________ The engine roared to life.
3. _______________ The plow was like a razor as it tore into the ground.
4. _______________ The lamp is a laser to guide us.
5. _______________ The television is a projector of the world.
6. _______________ My father is like a mountain of hope.
7. _______________ The see-saw ached every time it hit the ground.
8. _______________ The water was like a shower of life.
9. _______________ The lawn became the canvas upon which Gary painted.
10. _______________ The semi truck’s engine sang as it rolled down the road.
11. _______________ A bike is my feet for getting to the store.
12. _______________ The ground shook like a baby learning to walk.
13. _______________ Vegetables are the fuel for a healthy body.
14. _______________ Electricity gushed through the wire like a firehose.
15. _______________ The winter climate is a refrigerator.

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Lesson 9 Date: _____________________
Day 1 Alliteration, Onomatopoeia,
Hyperbole, and Oxymoron
Alliteration is the use of two words that start with the same consonant sound. These
words are placed next to each other and used to make an emphasis.
Example: It was a lovely lake.

Example: She was a darling dancer.
An alliteration is meant to call the attention of the reader by using subtle emphasis. An
alliteration can also be used in creative writing to paint a mental picture in the reader’s
mind.
A. Underline the alliterations in the sentences below. (Some have more than one pair.)
1. The bouncing baby finally came into the world.
2. The captivating confection was a tasty treat.
3. The perfect picture hung in the humungous hall.
4. Her satisfying smile was contagious.
5. The comfy couch was a sight for sore eyes.
6. The courageous cat leaped from the tree to the ground.
7. The mesmerizing mural was painted on the cavernous ceiling.
8. The elegant eagle soared above.
9. The delicious day was enjoyed by all.
10. The gargantuan gorilla thumped his chest.
Level 6, Lesson 9 – Alliteration, Onomatopoeia, Hyperbole, and Oxymoron

69
Date: _____________________
Lesson 9
An onomatopoeia is a word that is pronounced much like the sound it represents.
The pronunciation of the word and the connection to the actual sound it represents
sometimes takes a little bit of imagination.
Example: The buzzing of the bees meant they were hard at work.
Example: The firecracker let out a boom.
Example: The constant squeal of the pigs made my ears hurt.
Below is a table that contains examples of onomatopoeias.
squeal growl click slam boom

buzz snip bang pow zap
squeak honk hiss screech fizz
rattle pop whirr crunch roar
A. Use the words from the above table (or some others you can think of) to write five
sentences with onomatopoeias.
1. ________________________________________________________
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2. ________________________________________________________
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Date: _____________________
Lesson 9
A hyperbole is a deliberate exaggeration of something purely for effect or emphasis. It
is important for the reader to understand that the hyperbole used is intended as an
exaggeration. Hyperboles can sometimes emphasize a point without using an
exclamation mark at the end of the sentence. Hyperboles should be used sparingly.
Example: There must have been a million people in that car.

Example: That canyon must be at least a thousand miles deep.
Example: The music was as loud as the space shuttle blasting off.
A. Sentences containing hyperboles are fun to write because you can be silly and
outrageous. Write five sentences below that each contain a hyperbole.
1. ________________________________________________________
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2. ________________________________________________________
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3. ________________________________________________________
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4. ________________________________________________________
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Lesson 9 Date: _____________________
An oxymoron is a paradox (self contradictory, illogical) made up of two words.

Usually an oxymoron is made from an adjective and noun (silent laughter) or an
adverb and adjective (pretty ugly).
Below is a table that contains examples of oxymoron.
rolling stop original copies deafening silence definitely maybe light truck
larger half plastic glasses clearly confused genuine imitation exact estimate
minor crisis jumbo shrimp unbiased opinion freezer burn seriously funny
liquid gas found missing same difference bad luck alone together
A. Write five sentences below each using an oxymoron from the box above. You can
use your own oxymoron as well.
1. ________________________________________________________
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2. ________________________________________________________
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3. ________________________________________________________
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4. ________________________________________________________
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5. ________________________________________________________
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Date: _____________________
Lesson 9
A. Write on each line whether each sentence contains an alliteration, onomatopoeia,
hyperbole, or oxymoron.
1. _______________ That sandwich is large enough to feed a thousand people.
2. _______________ The soft steel was easy to bend.
3. _______________ The rocky road of life also has its smooth patches.
4. _______________ The lamp clicked as Troy pulled the chain to turn it on.
5. _______________ The proud parents stood over the baby’s crib.
6. _______________ The crackle of the fire kept us warm.
7. _______________ The bag of groceries must have weighed a million pounds.
8. _______________ The light truck was able to pull the heavy trailer.
9. _______________ The courageous captain led the ship to safer seas.
10. _______________ The tremendous tale captivated us.
11. _______________ That bicycle can travel a million miles per hour.
12. _______________ The minor earthquake shook the ground.
13. _______________ The motorcycle whizzed past us.
14. _______________ Their family portrait was a perfect picture.
15. _______________ The growl of the tiger was a warning to stay away.
76
Date: _____________________
Lesson 10
Day 1 Descriptive Writing
In this lesson you will write a descriptive writing that is five paragraphs in length. A
descriptive writing tells about a person, place, or thing. The goal of a good descriptive
writing is to involve the reader in the story as much as possible. You want the reader to
feel like they were actually there during the events of the story.
One way to involve a reader in a story is to use adjectives that describe our senses
(touch, sight, hearing, taste, and smell). Boring verbs, boring adjectives, and non-
exact nouns have no place in descriptive writing. Here the writer is trying paint a vivid
picture of the person, place, or thing he is trying to describe.
For example, it is not enough to tell the reader that a lion runs; the writer must go into
vivid detail about what makes the sprint of a lion such a beautiful thing to see. To
accomplish this detailed description, the writer typically uses a combination of strong
verbs, colorful adjectives, exact nouns, metaphors, similes, analogies, personification,
hyperbole, oxymoron, alliteration, or onomatopoeia.
Think of a main topic for a story that describes one of the following: a treasured
belonging, your dream house, a secret hiding place, or an item that was left in the
refrigerator too long.
We will now start the writing process for a descriptive writing:
Outlining Process
Drafting Process
Level 6, Lesson 10 – Descriptive Writing
77
Outlining Process
We will now begin writing your descriptive writing assignment with the outlining
process. Outlining is the process where information about the writing is gathered in
order to complete a rough outline and a final outline.
The entire outlining process is explained in Appendix B. If you need help in

completing the rough outline or the final outline, use Appendix B. Whether or not you
use Appendix B, you still need to complete the rough outline and the final outline on the
next two pages of this lesson.

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Rough Outline
Main Topic:
___________________________________________________________
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Subtopic #1:_________________________________________________
Details: ______________________________________________
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Subtopic #2:_________________________________________________
Details:______________________________________________
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Subtopic #3:_________________________________________________
Details:______________________________________________
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Date: _____________________
Lesson 10
Day 2
Descriptive Writing
Final Outline
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Subtopic #1:
Topic Sentence:
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Detail Sentences:
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Subtopic #2:
Topic Sentence:
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Detail Sentences:
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Subtopic #3:
Topic Sentence:
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Detail Sentences:
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Lesson 10 Date: _____________________
Drafting Process
writing.
lines below.
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Date: _____________________
Lesson 10
sense?

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Date: _____________________
Lesson 10
Day 5
Descriptive Writing
On Day 4 you edited your paragraph. Today you will rewrite your paragraph in its final
draft form.
1) time order words, 2) strong verbs, 3) adverbs, 4) exact nouns, 5) descriptive
adjectives, 6) metaphors, 7) similes, 8) analogies, 9) personification, 10) hyperbole,
11) oxymoron, 12) alliteration, or 13) onomatopoeia? Rewrite your edited paragraphs
below.
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Date: _____________________
Lesson 11
Write another five paragraph descriptive writing. Use one of the ideas from Lesson
10 that you did not already use. Make sure you use adjectives that describe the five
senses.
Outlining Process
We will now begin writing your descriptive writing assignment with the outlining
process. Outlining is the process where information about the writing is gathered in
order to complete a rough outline and a final outline.

next two pages of this lesson.

90
Rough Outline
Main Topic:
___________________________________________________________
___________________________________________________________
___________________________________________________________
Subtopic #1:_________________________________________________
Details: ______________________________________________
______________________________________________
______________________________________________
Subtopic #2:_________________________________________________
Details:______________________________________________
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Subtopic #3:_________________________________________________
Details:______________________________________________
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______________________________________________

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Date: _____________________
Lesson 11
Final Outline
___________________________________________________________
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Subtopic #1:
Topic Sentence:
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Detail Sentences:
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Subtopic #2:
Topic Sentence:
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Detail Sentences:
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Subtopic #3:
Topic Sentence:
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Detail Sentences:
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Date: _____________________
Lesson 11
Drafting Process
writing.
do so. The final outline will now be used as a guide to write the rough draft.
lines below.
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Date: _____________________
Lesson 11
sense?

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Date: _____________________
Lesson 11

On Day 4 you edited your paragraphs. Today you will rewrite your paragraphs in their
final draft form.
below.
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Date: _____________________
Lesson 12
Review Review of Spatial
Day 1
Organization
A. The paragraph below contains many spatial organization transitional words.
Underline these words.
I sat next to Jeremy who was relaxing by the swimming pool. The swimming
pool is behind the tennis court. I think the tennis court is located below the hill in
back of Jenna’s house.
B. Read the following paragraph. You will notice that it does not contain any spatial
organization transitional words. Rewrite this paragraph and add your own spatial
organization transitional words. It is fine to modify this paragraph as needed. How
did Cassie arrange the furniture in the room? What did the room look like when she
was done?
Cassie started by moving the couch. Next she moved a chair. Then she moved
the end table. Cassie also moved the other chair. Finally, Cassie added lamps.
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Date: _____________________
Lesson 12
Review
Day 2
Review of Simile,
Metaphor, Analogy,
and Personification
A. Write on each line whether each sentence contains a simile, metaphor, analogy, or
personification.
1. _______________ Ralph jumped the wall like a gazelle.
2. _______________ The swaying branches whispered in the wind.
3. _______________ The manufacturer pushes cars out of its factory like a

water faucet.
4. _______________ Wind is the engine that pushes us along.
5. _______________ The television yawned as it came to life.
6. _______________ The mayor is a pillar of the community.
7. _______________ The car moans every time Wanda presses on the brakes.
8. _______________ The fruit was like a sweet kiss from nature.
9. _______________ The stage became the vehicle for Connor’s performance.
10. _______________ The clockmaker assembled the watch like a big puzzle.
11. _______________ The earth spat molten lava from its volcanic throat.
12. _______________ The ground trembled as the thunderstorm moved into our
town.
13. _______________ Our textbooks become our brains as we study.
14. _______________ Jeff is as happy as a millionaire in a thrift store.
15. _______________ Our refrigerator was grumpy during the summer months
when it had to work overtime to keep our food cold.

103
Date: _____________________
Lesson 12
Review Alliteration, Onomatopoeia,
Day 3
A. Write on each line whether the sentence contains an alliteration, onomatopoeia,
hyperbole, or oxymoron.
1. _______________ The crumpling of paper was all I heard as I tried to study.
2. _______________ The black light cast a purple hue on the wall.
3. _______________ Sally’s tantalizing trumpet held our attention.
4. _______________ The thunder clapped over our heads.
5. _______________ The courageous carnivores waded into the alligator

infested water.
6. _______________ Her cereal made snap, crackle, and pop noises.
7. _______________ His shoes were huge and must have weighed a ton.
8. _______________ Mom said my room looked like an organized mess.
9. _______________ The dandy digger set about tearing up our yard.
10. _______________ The hail clattered on the roof of our car.
11. _______________ That flashlight is brighter than the sun.
12. _______________ Alice was alone in a crowd.
13. _______________ The race car screeched by us on the track.
14. _______________ The new fluffy bed was a doggy delight.
15. _______________ There must have been ten million people at that movie.

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Lesson 12 Date: _____________________
Review
Day 4
Review of
Descriptive Writing
A. In this exercise you will write a one paragraph descriptive writing about something
you have seen in the air. It could be a cloud, a kite, a tornado, an airplane, or
anything else you can think of. Conduct some outlining by completing the
rough outline below and the final outline on the next page.
Rough Outline
Main Topic:
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Date: _____________________
Final Outline
Topic Sentence:
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Detail Sentences:
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Lesson 12
Review
Day 5
Review of Descriptive
Writing
A. On Day 4 of this lesson you completed an outline for something you saw in the sky.
Write a rough draft paragraph using the information from your final outline.
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Date: _____________________
Lesson 13
Day 1 Parts of a
Creative Story
A creative story is a collection of paragraphs that tell a story. Creative stories have
interesting characters, an interesting setting where the story takes place, and of course
an interesting plot (what happens in the story).
Writing a creative story is usually easier if the writer first develops the characters,
setting, and plot. Until you know who your characters are, where exactly the story takes
place, or what happens (generally) during the story, it will be difficult to write a focused
story.
After the plot, characters, and setting are developed, they are used along with the
final outline to focus the writer of the story.
A creative story has the following three parts: an introduction, body, and a
conclusion.
• The introduction is located at the beginning of the story. It introduces the

characters and explains the setting in which the story occurs.
• The main part of the story is called the body. This part of the story may be the most
important of all since it explains what the story is about and what happens next.
Somewhere in the body there is usually a turning point. A turning point is the
part of the plot that is 1) the climax of the story, 2) the part of the story where
everything changes, or 3) the part of the story where suddenly everything makes
sense.
• The conclusion is the part that tells how the story ends.
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We will now begin the writing process for a five paragraph creative story:
Story Process
A. Develop the plot
B. Develop the characters
C. Develop the setting
Outlining Process
Drafting Process
A. Complete the Rough Draft
Not covered in
B. Edit the Rough Draft
this exercise
C. Complete the Final Draft
Story Process
Develop the plot
We will now start our story by developing a plot. Let’s assume that we have as a main
topic a story about a character who wants to become an actor. It’s up to you to
develop a plot for this story. Does this character ever get any acting parts? Does this
person move to Hollywood, California? Does this person become famous? You can
imagine the ups and downs of trying to become an actor. You decide what happens. Be
creative.
A. Use the plot development form on the next page to write ideas for the plot of your
story. Do not try to write a story on this form. The plot development form is only
used to get you to think about the main flow of your story. “This happens, then that
happens, then this happens, and so on….”

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Plot Development Form
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Date: _____________________
Lesson 13
Day 2 Parts of a
Creative Story
So far you have created a short plot. Now it is time to develop the character who
wants to become an actor.
Develop the characters

What types of things do we need to know to develop a character? Of course it
depends on the story being told, but answering the questions on the Character
Development Form can help this process. Thinking about your story, can this character
sing or dance? Does this character want to become a serious actor or a comedic actor?

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Character Development Form
1. What is the character’s name? __________________________________
2. Is this character human? ______________________________________
3. Is this character a male or female? _______________________________
4. Where is this character from? __________________________________
5. What does this character look like? (height, weight, hair color, physical
characteristics)
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6. Is this character friendly or hostile?
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7. Does this character have any special traits or talents? If so, what are they?
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8. Does this character have certain views about something that is going to happen in the
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Date: _____________________
Lesson 13
Day 3 Parts of a
Creative Story
Develop the setting
The setting tells when and where the story takes place. You can imagine that some
stories would not make much sense unless the setting was explained by the author. For
example, if you had a story where the characters were talking about listening only to the
radio for entertainment , it might be helpful to understand that the story takes place in a
time period when televisions did not exist.
Is the setting dark, hot, cold, wet, scary, or dangerous? Is it set in a desert, a foreign
country, an ocean, a forest, or somewhere in outer space? What does the place look
like? Does it have buildings, people, or scenery? All of these descriptions are important
to help the reader understand the story.
The setting must also match the plot and characters of your story. For example, it
would not make much sense to have a scary story take place in the daytime on a busy
street in the middle of a city, because usually a good scary story takes place in the dark
in some secluded area.
A. Use the setting development form on the next page to develop the setting for your
story.

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Setting Development Form
Where does the story take place? ___________________________________
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Date: _____________________
Lesson 13
Day 4 Parts of a
Creative Story
You have already developed a plot, a character, and a setting. All of these pieces will
need to be blended together to create a story. A creative story has the following three
parts: an introduction, a body, and a conclusion.
• The introduction starts the story by introducing the characters and explaining
the setting in which the story occurs.
• The main part of the story is called the body. This part of the story may be the
most important since it explains what the story is about and tells what happens
next. This is also the part that usually contains the turning point. You will use the
information contained in the Plot Development Form, Character Development
Form, and Setting Development Form to create the rough outline, the final outline,
and the creative story itself.
• The conclusion is the final part of the story that tells how it ends.
Outlining Process
following pages.

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Rough Outline
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Final Outline
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Date: _____________________
Lesson 13
Day 5 Parts of a
Creative Story
1. Once the plot, setting, and characters are developed, how are they used by the
author?
a. They are used as the entire story.

b. They are not used at all by the author.
c. They are used as guide along with the final outline to focus the author in
writing the story.
d. They are not to be changed by the author.
2. In what part of the story is the turning point usually located?

a. in the concluding paragraph
b. in the body
c. in the introductory paragraph
d. in the topic sentence
3. When should the plot, setting, and characters be developed?

a They should be developed before the author starts to write the actual story.
b. They should be developed after the middle portion of the story is written.
c. They are not really necessary unless you need guidance.
d. They should be developed after the beginning paragraph is written.
4. What is a turning point?

a. It is the part that tells what happens in the end.
b. It is the part that tells what comes next.
c. It is the part that tells the climax of the story.
d. It is the part that tells where the story takes place.
5. Why is a plot important?

a. because it tells how the story ends
b. because it tells where the story takes place
c. because it tells who wrote the story
d. because it tells what happens next in the story

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Date: _____________________
Lesson 14
Day 1 Different Types of
Quotations and Dialogue
Quotations are used to capture spoken words and place them into a written form. Direct
quotations and indirect quotations are used for this purpose.
Direct quotations are used when a person’s exact spoken words are used in writing. The
first letter of the first word of the quotation is capitalized. Quotation marks are placed before
and after the exact spoken words of the speaker.
Bonnie screamed, “Let’s go shopping!”
As you can see from the above example, whenever a sentence contains a direct quotation,
there is also a speaker tag in that same sentence. The speaker tag identifies the speaker of
the quoted words. If the speaker tag comes first in the sentence, place a comma between the
speaker’s quoted words and the speaker tag. Ending punctuation is placed inside the
quotation marks.
Jerry asked, “Is this your coat?”
Christine said, “The beach is getting crowded.”
Sandy exclaimed, “That’s my new car!”
If the speaker tag comes last in a direct quotation, a comma (used in place of a period),
question mark, or exclamation mark is placed inside the quotation marks. A period is
placed after the speaker tag.
“This blanket is warm,” said Bridget.
“Have you visited Grandma lately?” asked Martha.
“It’s time to mow!” exclaimed Gary.
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A. Below are several sentences that contain direct and indirect quotations. Rewrite
each sentence by adding correct punctuation.
1. Did Ben stay at home tonight asked Dana.
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2. Manuel said I am getting very tired.
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3. I would like to order dinner now said Thomas.
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4. That’s enough gravy exclaimed Cathy.
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5. Did you ever call your mother asked Ann.
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6. Marc asked Did you check the air in your tires?
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Date: _____________________
Lesson 14
Day 2
Different Types of
Compared to a direct quotation, which uses the actual words of a speaker, an indirect
quotation is a summary of a speaker’s words. Since an indirect quotation is not the
exact words of another person, quotation marks are not necessary.
Theresa said that she needs some lunch money.
Darren asked if Katie was hurt.
Arnold said that he likes to sing.
A. Read the paragraph below and underline the sentences that contain indirect
quotations.
Doug and I were talking the other day and he said that he
wants to move back home. He said he likes living in a small
town close to his parents. He also said that if it were up to him,
he and his family would move, but his children get to vote in the
matter. His children said that they like living in the big city where
they have many friends. Doug’s wife said she also likes living in
the big city. I know his Mom and Dad have said that they would
love it if Doug and his family lived closer to home.
B. Do commas or quotations need to be added to the above indirect quotations?

Circle the correct answer.
yes or no

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Date: _____________________
Lesson 14
Day 3
Different Types of
Sometimes direct quotations are divided, meaning that additional non-quoted
language is inserted in between the quoted language. When this occurs, the direct
quotation is set apart from the rest of the sentence by commas and only one capital
letter is required at the beginning of the direct quotation. Use a lowercase letter for the
second part of the quotation.
“You can go to the store,” Dad said, “if you need some food.”
The speaker tag Dad said interrupts and divides Dad’s direct quotation. The word if
starts with a lowercase letter because it is in the second part of the quotation.
“My problem is,” I explained, “that we are out of gas.”
“My Dad,” said Peter, “read that book last week.”
“Did you remember,” asked Carly, “to do your homework?”
“Wipe your shoes,” she said, “on the rug.”
A. If a quotation below is written incorrectly, rewrite it correctly. Remember to use

quotation marks and punctuation where needed in these quotations. If the
quotation is already written correctly, simply write the word correct on the line.
1. Will said that he needed help because he was in a hurry.
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2. “This box,” said Greg, “is too heavy for just one person to carry.”
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3. “This math said Candice is too hard.”
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4. “I have never,” said Bill, “heard that joke before.”
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5. “My car”, Travis said is ready.”
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6. “May I asked Jack be excused”?
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7. Jill said that she would come to dinner if we invited her.
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8. “Are we asked Ted done eating dinner?”
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9. Jenny asked Drew to answer the telephone.
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10. “Will you” asked Devin pass the salt?”
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Date: _____________________
Lesson 14
Day 4
Different Types of
Dialogue is nothing more than a collection of direct quotations that occur between
two or more people. When you write dialogue, you must start a new paragraph each
time a different person speaks. Dialogue should sound like a normal conversation
between people. Once the speaker is identified in a paragraph by a speaker tag, another
speaker tag is not required again for that same paragraph even if the speaker has
additional dialogue in that paragraph. Simply place quotes at the beginning and end of
the additional dialogue sentences. For example:
“This pitcher is full,” said Jan. “I think we need a larger one. This one is cracked
anyway.”
Below is an example of dialogue between two brothers.
A. Underline any portion that is written incorrectly.
“I just made toast, said Ben, if you are hungry.”
“No, thank you,” said John. “Last night I had a dream that I was down at the
local ice cream store having an ice cream desert.”
“What does that have to do with you not being hungry this morning?” asked
Ben.
“Well, I know this sounds strange, continued John, but in my dream I was eating
a delicious hot fudge sundae with marshmallow topping.”
“How did having a dream about eating a hot fudge sundae make you feel full?”
asked Ben curiously.
“Well,” said John, “when I woke up this morning I felt extremely full, and my
fluffy new pillow was gone.”
“Well, that certainly explains the feathers in your mouth and hair said Ben”.

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B. Rewrite the above dialogue in the correct form.

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Date: _____________________
Lesson 14
Day 5
Different Types of
A. Below are sentences with direct quotations, divided direct quotations, and
indirect quotations. If a sentence is written correctly, simply write the word correct
on the line. If a sentence is written incorrectly, rewrite that sentence using correct
capitalization and punctuation.
1. Wendy said that “she needed some time to study.”
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2. “Can you,” asked Mom, “brush your hair?”
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3. “Carrey told her Dad that she was happy.”
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4. “What is your name?” asked Mark.
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5. “Can you get on the horse”? asked Karen.
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6. “we need,” said Dad, “to clean the house.”
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Date: _____________________
Lesson 15
Day 1
Creative Writing
In a creative story the author gets to use his creative talents to develop a plot, a setting, and
characters for his story. Since the author is primarily using his imagination to construct the
entire story, there is usually very little outside research to conduct. Writing a creative story is a
lot of fun because the author gets to be creative.
Sometimes it’s easier to write a creative story if the plot, setting, and characters are first
developed. After the plot, characters, and setting are developed, they are used as an
outline (along with the final outline) to guide and focus the writer of the story.
We will now begin the writing process for a five paragraph creative story:
Story process
A. Develop the Plot
B. Develop the Characters
C. Develop the Setting
Outlining Process
Drafting Process
Level 6, Lesson 15 – Creative Writing

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Story Process
As with all stories, a creative story needs to have a main topic to provide the author with
some very general guidance. For this story write about a person who finds a secret
compartment or a boy who found a lost dog. When you decide on a main topic, write it in
the main topic section of the rough outline found in Day 2 of this lesson.
Develop the plot

The plot tells what happens in your story. Without a plot, your characters could exist, but
they would have nothing to do. A plot tells what happens next, to whom it happens, why it
happens, when it happens, and where it happens. The plot is the foundation on which the
entire story is built.
Usually the plot contains a turning point somewhere in the story. The turning point is the
part of the plot that is the climax of the story, the part of the story where everything changes,
or the part of the story when suddenly everything makes sense. Usually things start out slowly
in a story and then build up to the turning point.
Use the plot development form on the next page to write ideas for the plot of your story.
Do not try to write a story on this form. The plot development form is only used to get you to
think about the main flow of your story. “This happens, then that happens, then this happens,
and so on….” Remember, your plot should be related to the main topic you already wrote on
the rough outline found on Day 2 of this lesson.

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So far you have written a main topic on the rough outline and have developed a
related plot on the plot development form. Now it is time to develop a character for your
story.

What types of things do we need to know to develop a character? It depends on the
story being told, but knowing the types of things listed on the character development
form usually helps develop a character.
For this exercise you will develop one character of your choice. Use your imagination
and create some ideas to describe this character. A character development form has
been provided on the next page to assist with developing your character.

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characteristics)
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So far you have written a main topic on the rough outline, developed a plot on the plot
development form, and developed a character on the character development form. Now
it is time to develop a setting for your story.
Develop the setting

The setting tells when and where the story takes place. Describing the setting in great
detail will make the story more interesting to the reader by making him feel like he was
actually there when the story occurred. Use the setting development form on the next
page to describe the setting for your story.

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Date: _____________________
Lesson 15
Day 2
Creative Writing
You have already developed a plot, a character, and a setting. All of these pieces will need
to be blended together to create a story. A creative story has the following three parts: an
introduction, a body, and a conclusion.
• The introduction starts the story by introducing the characters and explaining the
setting in which the story occurs.
• The main part of the story is called the body. This part of the story may be the most
important since it explains what the story is about and tells what happens next. This is
also the part that usually contains the turning point. You will use the information
contained in the Plot Development Form, Character Development Form, and Setting
Development Form to create the rough outline, the final outline, and the creative story
itself.
Keep these parts in mind as you fill out the rough outline and final outline on the next two
pages.
Outlining Process
The entire outlining process is explained in Appendix B. If you need help in completing the
rough outline or the final outline, use Appendix B. Whether or not you use Appendix B, you
still need to complete the rough outline and the final outline on the following pages.

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Rough Outline
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Final Outline
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Lesson 15 Date: _____________________
Day 3
Creative Writing
Drafting Process
creative story.
lines below.
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Lesson 15
Day 4 Creative Writing

sense?

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Date: _____________________
Lesson 15
Day 5
Creative Writing
On Day 4 you edited your rough draft. Today you will rewrite your story in its final draft form.
Read your story one more time. Do your sentences flow well from one to the other? Does
your entire story make sense? Can you make it even better by adding 1) time order words,
2) strong verbs, 3) adverbs, 4) exact nouns, 5) descriptive adjectives, 6) metaphors, 7)
similes, 8) analogies, 9) personification, 10) hyperbole, 11) oxymoron, 12) alliteration, or
13) onomatopoeia? Rewrite your edited paragraphs below.
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Date: _____________________
Lesson 16
A. Develop and write a five paragraph creative story using the following writing process:
Story Process
A. Develop the Plot
B. Develop the Characters
C. Develop the Setting
Outlining Process
Drafting Process
Story Process
some very general guidance. This time choose between one of the following topics as your
main topic:
• Why did this one have to break?

• I knew it was going to be an unusual day when….
• It was one of those days where everything seemed to go wrong.
• Mom and Dad finally let me stay home by myself. The first thing I did was…
Once you decide on a main topic, write it in the main topic section of the rough outline
found on Day 2 of this lesson.

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Develop the plot
happens, when it happens, and where it happens. The plot is the foundation upon which the
Sometimes the characters or setting are developed before the plot. It really depends on
the preference of the writer.
the rough outline on Day 2 of this lesson.

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So far you have written a main topic on the rough outline and developed a related plot
on the plot development form. Now it is time to develop a character for your story.

form usually helps develop a character.
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characteristics)
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development form, and developed a character on the character development form. Now
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Date: _____________________
Lesson 16
Keep these parts in mind as you fill out the rough outline and final outline.
Outlining Process
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Rough Outline
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Date: _____________________
Lesson 16
Drafting Process
writing.
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Date: _____________________
Lesson 16

sense?

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Lesson 16 Date: _____________________
Day 5
Creative Writing
On Day 4 you edited your rough draft. Today you will rewrite your story in its final draft
form. Read your story one more time. Do your sentences flow well from one to the
below.
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Date: _____________________
Lesson 17
A. Develop and write a five paragraph creative story using the following writing process:
Story Process
A. Develop the plot
Outlining Process
Drafting Process
Story Process
Choose one sample each from the below characters, settings, and plots. Write a creative
story using your selections.
• Characters:
1) a referee, 2) a dog, 3) a clown, 4) the president, 5) a superhero, or 6) a policeman
• Setting:
1) a mountain top, 2) a grocery store, 3) a swimming pool, 4) a garden, or 5) a city park
• Plot:
1) a secret needs to be told, 2) someone feels like giving up, 3) an important decision needs
to be made, 4) someone has lost something, or 5) something embarrassing has happened
After assembling your selections, think of a main topic and write it on the main topic section
of the rough outline on Day 2 of this lesson.

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So far you have written a main topic on the rough outline and have developed a related
plot on the plot development form. Now it is time to develop a character for your story.

What types of things do we need to know to develop a character? It depends on the story
being told, but knowing the types of things listed on the character development form usually
helps develop a character.
For this exercise you will develop one character of your choice. Use your imagination and
create some ideas to describe this character. A character development form has been
provided on the next page to assist in developing your character.

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5. What does this character look like? (height, weight, hair color, physical characteristics)
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development form, and developed a character on the character development form. Now it is
time to develop a setting for your story.
Develop the setting

detail will make the story more interesting to the reader by making him feel like he was actually
there when the story occurred. Use the setting development form on the next page to
describe the setting for your story.

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Lesson 17 Date: _____________________
Day 2
Creative Writing
Outlining Process
following pages.

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Rough Outline
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Final Outline
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Lesson 17 Date: _____________________
Day 3
Creative Writing
Drafting Process
writing.
lines below.
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Lesson 17 Date: _____________________
Day 4
Creative Writing

sense?

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Date: _____________________
Lesson 17
On Day 4 you edited your rough draft. Today you will rewrite your story in its final draft
form.
Read your story one more time. Do your sentences flow well from one to the other?
Does your entire story make sense? Can you make it even better by adding 1) time
order words, 2) strong verbs, 3) adverbs, 4) exact nouns, 5) descriptive adjectives,
6) metaphors, 7) similes, 8) analogies, 9) personification, 10) hyperbole,
below.
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Lesson 18 Date: _____________________
Review
Day 1 Review of Parts of
a Creative Story
1. What is a turning point?
a. It is the part that tells who the characters are in the story.
b. It is the part that tells what comes next.
c. It is the part when suddenly everything makes sense.
d. It is the part that tells where the story takes place.
2. Once the plot, setting, and characters are developed, how are they used by the
author?
a. They are used as the entire story.
b. They are not used at all by the author.
c. They are used as guide to focus the author in writing the rough outline, the
final outline, and the story itself.
d. They are not to be changed by the author.
3. Why is a plot important?

a. because it tells how the story ends
b. because it tells where the story takes place
c. because it tells who is in the story
d. because it tells what happens next in the story
4. In what part of the story is the turning point usually located?

a. in the middle part
b. in the concluding paragraph
c. in the introductory paragraph
d. in the topic sentence
5. When should the plot, setting, and characters be developed?

a. They should be developed after the middle portion of the story is written.
b. They should be developed before the author starts to write the actual story.
c. They are not really necessary unless you need guidance.
d. They should be developed after the beginning paragraph is written.

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Lesson 18 Date: _____________________
Review
Day 2 Review of Different
Types of Quotations
and Dialogue
A. Below are sentences with direct quotations, divided direct quotations, and
indirect quotations. If a sentence is written correctly, simply write the word correct
on the line. If a sentence is written incorrectly, rewrite that sentence using correct
capitalization and punctuation.
1. Ben said that “he needs time off.”
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2. “What is,” asked Shelly, “your telephone number?”
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3. “I can see our car said Todd.”
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4. “Can we go to the store”? asked Katrina.
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5. “Barney told his friend that he was tired.”
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6. Jill said that she wanted to buy a new shirt.
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7. “We are late!” exclaimed Betty.
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8. “Is this asked Andy the ball we are using?”
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9. Ellen said “,Have you seen my coat?”
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Date: _____________________
Lesson 18
Review
Day 3 Review of
Creative Writing
Develop a plot, a character, a setting, a rough outline, and a final outline for a five paragraph
creative story using the following two processes:
Story Process
A. Develop the plot
Outlining Process
Drafting Process
Not covered in
this exercise
Story Process
some very general guidance. This time choose between one of the following topics as your
main topic and write it on your rough outline found on Day 4 of this lesson.
• discovering a secret door
• a violent storm
• a visit to a new store
• a mysterious telephone call
Develop the plot


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So far you have written a main topic on the rough outline and have developed a
related plot on the plot development form. Now it is time to develop a character for your
story.
Develop the character

form usually help develop a character.
been provided on the next page to assist in developing your character.

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characteristics)
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development form, and have developed a character on the character development form.
Now it is time to develop a setting for your story.
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Lesson 18 Date: _____________________
Review
Day 4 Review of Creative
Writing
Outlining Process
following pages.

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Rough Outline
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Final Outline
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Date: _____________________
Lesson 18
Review
Day 5
Review of Creative
Writing
Drafting Process
So far you have spent quite a bit of time filling out the rough outline and the final outline. As
a result, your final outline has all of the necessary pieces to complete your writing.
If you think of something you want to add while you are writing your rough draft, please do
so. The final outline will now be used as a guide to write a rough draft.
Start by writing your introductory paragraph, sentences for each subtopic (topic sentence,
detail sentences, and ending sentence), and concluding paragraph on the lines below.
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Appendix A
Outlining Process
for a
Single Paragraph
The writing process actually has two parts, the outlining process and the drafting
process. The outlining process is the act of gathering information necessary to
complete a rough outline and a final outline. This appendix will explain only the
outlining process. The drafting process will be covered in each individual lesson where it
is needed.
As mentioned above, there are two items that need to be completed during the
outlining process, the rough outline and the final outline.

The outlining process starts by completing the rough outline. After the rough outline is
complete, the information it contains will be used to develop a final outline. The final
outline will then be used as a guide to write a rough draft of the paragraph. Below is a
sample rough outline that shows its parts.
Rough Outline
• Main Topic
o Detail #1: (used to make detail sentences
o Detail #2: on the final outline) May be more or
fewer than three
o Detail #3:

main topic is a very general idea that tells what a paragraph is about. For example, let’s
assume we have decided that we want to write a paragraph about arctic animals. This
bolded phrase is called the main topic of the paragraph. Notice that we called this a
phrase and not a sentence. A main topic does not have to be a complete sentence. It
only needs to be a very general idea for your paragraph.
Appendix A – Outlining Process for a Single Paragraph

1
A. When you decide on a main topic, write it in the main topic section of your rough
outline.
Step #2 (develop details for the rough outline)

Now that we have a main topic (the sample is arctic animals), we need to think of
details to complete the rough outline. A detail is a thought, phrase, or sentence that
gives more information about the main topic. These details will be turned into detail
sentences for the final outline.
Assume we possess no knowledge of our example main topic arctic animals, so we

conducted some research to gather information from the library, Internet, and some other
dependable sources. Our research returned the following details about arctic animals:
1. polar bears
2. seals
3. orcas
These are details because they provide more description to the main topic of arctic
animals.
B. Think of a few details for your main topic and write them under the details portion of
the rough outline. With the addition of your details, the rough outline is complete.

The next step in organizing our paragraph is completing a final outline that has the
following structure:
• Topic sentence:
• Detail Sentence #1: (constructed from the main
May be more or
• Detail Sentence #2: topic and details in the
fewer than three
• Detail Sentence #3: rough outline)
• Ending sentence:
(restates the topic sentence and/or summarizes the detail sentences)

2
Step #1 (write a topic sentence)
The first step to completing a final outline is writing a topic sentence. A topic
sentence tells generally what the paragraph is about, but it does not provide specific
detail about the paragraph. Its primary purpose is to get the attention of the reader.
By looking at the main topic and details written on the rough outline, we can use them
to think of a topic sentence for the final outline. While the main topic in the rough
outline may or may not be a complete sentence, the topic sentence in the final outline
must be a complete sentence. Using our example main topic of arctic animals, our
topic sentence could be something like the following sentence: Arctic animals survive
very well in the extreme cold.
Step #2 (writing detail sentences)

story of the paragraph. This makes the detail sentences arguably the most important
part of the writing.
Look at the details written on the rough outline. It is our goal to use these details
along with the main topic and topic sentence to think of interesting detail sentences for
the paragraph. While you are thinking of these detail sentences, remember that they
will all need to fit together as a paragraph. By the time you are done you should have
several detail sentences written under the detail sentences section of the final outline.
Make sure to place the detail sentences in the correct order if there is a required order
for your writing.
Since you now have all of the information you need to think of detail sentences, write
your detail sentences in the detail sentences section of the final outline.

3
After looking at our details, main topic, and topic sentence from our example (arctic
animals), we added some detail sentences to our final outline. Our final outline now
looks like this:
Final Outline
Topic Sentence:
Arctic animals survive very well in the extreme cold.
Detail Sentences:
• Polar bears have a thick, furry coat which acts as a barrier to the cold.
• Seals have a thick layer of blubber and skin that protects them from the cold.
• Orcas can survive in cold water because they have a thick layer of blubber
over their body.
Ending Sentence:
(not developed yet)
Step #3 (writing an ending sentence)

The last step to completing the final outline is to create an ending sentence. It is the
function of the ending sentence to restate the topic sentence or summarize the detail
sentences. For our example above, we could write the following ending sentence:
“As you can see, most arctic animals that survive the cold have blubber or some
kind of insulation.”
Create an ending sentence for your paragraph and write it on the ending sentence
section of your final outline. With the addition of the ending sentence, your final outline is
complete.

4
Appendix B
Outlining Process
for
Multiple Paragraphs
The writing process actually has two parts, the outlining process and the drafting
process. The outlining process is the act of gathering information necessary to
complete a rough outline and a final outline. This appendix will explain only the
outlining process. The drafting process will be covered in each individual lesson where it
is needed.
As mentioned above, there are two items that need to be completed during the
outlining process, the rough outline and the final outline.
You will notice that the outlining process for writings with multiple paragraphs is a bit
different than the outlining process for a single paragraph. Here are the differences
between the two:
1. When multiple paragraphs are required in a writing, they are essentially grouped
together to form a larger story or writing. When we have a single paragraph, the
reader relies on its topic sentence to tell what the following paragraph is about. In
comparison, when multiple paragraphs are grouped together, there is no such
sentence or paragraph present that introduces the entire writing. Each individual
paragraph has its own topic sentence, but none of the topic sentences introduce all of
the paragraphs. Therefore, when multiple paragraphs are present there needs to be
a separate paragraph to introduce or explain all of the paragraphs that will be in the
writing. This paragraph is called an introductory paragraph.
2. The same can be said for a paragraph that concludes the entire writing. Each
individual paragraph has an ending sentence, but there is no sentence or paragraph
that summarizes the entire writing. Therefore, when multiple paragraphs are present
there needs to be a separate paragraph to conclude the entire writing. This
paragraph is called the concluding paragraph.
3. Since many paragraphs are being grouped together, the writer needs a way to
identify each paragraph within the writing. The way this is accomplished is by
numbering each paragraph as a subtopic. If you look closely at the rough outline or
Appendix B – Outlining Process for Multiple Paragraphs
1
the final outline of a writing with multiple paragraphs, you will see that a subtopic is
simply the same thing as a main topic. Of course each subtopic represents a
separate paragraph within the writing. As you can see, each numbered subtopic still
contains a topic sentence, detail sentences, and an ending sentence.
-----
We will now start the task of completing the outlining process.

The outlining process starts by completing the rough outline. After the rough outline is
complete, the information it contains will be used to develop a final outline. The final
outline will then be used as a guide to write a rough draft of the multi-paragraph
story/writing.

main topic is a very general idea that tells what the story is about. For example, let’s
assume we have decided that we want to write a story about arctic animals. This
bolded phrase is called the main topic of the story. Notice that we called this a phrase
and not a sentence? A main topic does not have to be a sentence. A main topic is a
very general idea for your writing.
A. When you decide on a main topic for your writing, write it in the main topic section of
your rough outline for the appropriate lesson. On the next page is a sample rough
outline for stories/writings with multiple paragraphs.

2
Rough Outline
• Main Topic
• Subtopic #1:
• Detail #1: (used to make detail May be more or
• Detail #2: sentences on the final fewer than three
• Detail #3: outline)
• Subtopic #2:
• Detail #1:
• Detail #2:
• Detail #3:
• Subtopic #3:
• Detail #1:
• Detail #2:
• Detail #3:
Step #2 (developing subtopics for the rough outline)

Your writing will be comprised of one introductory paragraph, two or more paragraphs
that form the middle part or body, and one concluding paragraph. This means that
you will have to separate your writing into three pieces (introductory paragraph, body,
and concluding paragraph).
Since the body of your writing will be made up of more than one paragraph, you must
develop a subtopic (main topic) for each paragraph. Of course this means that each
subtopic will represent a paragraph in your writing. For our sample story, we have
selected three subtopics (your assignment may have more or fewer subtopics) which
means that there will be three paragraphs that form the body of our writing.

3
After adding a main topic and subtopics, here is how the rough outline for our
sample story looks so far:
Main Topic: arctic animals

Subtopic #1: polar bears
Details: (not yet developed)
Subtopic #2: seals
Subtopic #3: orcas
A. Write the required number of subtopics on the rough outline for your writing. Make
sure you write them in the correct order when they occur in your story (if a correct
order is necessary).
Step #3 (developing details for the rough outline)

Now that you have developed a main topic and your subtopics, you will next need to
develop details to complete the rough outline. A detail can be a thought, phrase, or
sentence that gives more information about the subtopic. These details will later be
turned into detail sentences for the final outline.
Assume that we possess no knowledge of our example main topic arctic animals. With
this in mind, we conducted some research to gather information from the library, Internet,
and some other dependable sources.

4
For our sample writing we came up with the following details for each subtopic:
Main Topic: arctic animals
Subtopic #1: polar bears

Detail #1: white fur
Detail #2: blubber
Detail #3: powerful
Subtopic #2: seals

Detail #1: fur
Detail #2: thick blubber
Detail #3: fast swimmer
Subtopic #3: orcas

Detail #1: blubber
Detail #2: fast swimmer
Detail #3: top of food chain
Our rough outline is now complete. You can see that by adding details to the rough
outline the story is starting to become clearer.
B. Think of a few details for each subtopic in your writing and add them under the
appropriate detail sections of your rough outline. With the addition of your details,
your rough outline is complete.

You will notice that the rough outline and the final outline both have numbered
subtopics (subtopic #1, subtopic #2, and subtopic #3 in our example) and details. The
information contained in subtopic #1 in the rough outline (including the details) is used to
build subtopic #1 on the final outline, and so on.

5
We will now start constructing our final outline which has the following structure:
Final Outline
• Introductory Paragraph: (introduces the entire writing)
• Subtopic #1: (can be as many subtopics as necessary)

o Topic Sentence: (tells about the paragraph)
o Detail Sentence #1: (constructed from the main
o Detail Sentence #2: topic and details in the May be more or
o Detail Sentence #3: rough outline) fewer than three
o Ending Sentence: (restates the topic sentence or summarizes the detail
sentences.)
• Subtopic #2:
o Topic Sentence:
o Ending Sentence:
• Subtopic #3:
o Topic Sentence:
o Ending Sentence:
• Concluding Paragraph: (summarizes the entire writing)
Step #1 (writing topic sentences)

The first step to complete the final outline is writing topic sentences for each subtopic.
A topic sentence (the same thing as a main topic for a single paragraph) tells generally
what the paragraph that follows is about, but it does not provide specific detail about the
writing. Its primary purpose is to get the attention of the reader.
By looking at the subtopics and details written on the rough outline, we can use
them to think of topic sentences for each subtopic in the final outline. While the
subtopics on the rough outline may not be complete sentences, each topic sentence
on the final outline must be a complete sentence.

6
A. For each subtopic on your rough outline, write a topic sentence in the appropriate
subtopic section of the final outline.
If you would like to see the subtopic sentences we wrote for our sample writing, go to
the end of this appendix.
Step #2 (writing detail sentences)

story of the writing (each paragraph). This makes the detail sentences the most
important part of the writing.
Look at the details written on the rough outline. It is our goal to use these details,
along with the topic sentences you just wrote in the subtopics sections of the final
outline, to think of interesting detail sentences for each subtopic (paragraph) in the final
outline. While you are thinking of these detail sentences, remember that they will all
need to fit together as a paragraphs. By the time you are done you should have several
detail sentences written under the detail sentences sections of the final outline. Make
sure to place the detail sentences in the correct order for each paragraph if there is a
required order for your writing.
B. Since you now have all of the information you need to develop detail sentences, write
your detail sentences in the appropriate detail sentence sections of the final outline.
Step #3 (write ending sentences)

The next step to complete the final outline is to create an ending sentence for each
subtopic. It is the function of each ending sentence to restate the subtopic or summarize
the detail sentences of that particular paragraph. If you would like to see the ending
sentences for our sample, go to the end of this appendix.
C. Write your ending sentences in the appropriate Ending sentence sections of the final
outline.

7
Step #4 (write introductory and concluding paragraphs)
The introductory paragraph sets the stage for the rest of the writing. This paragraph
may introduce characters or provide other information the reader needs to know to
understand the writing as a whole. Of course the introductory paragraph may also act to
summarize the subtopics that follow.
D. Write an introductory paragraph in the introductory paragraph section of the final

outline.
The last paragraph is the concluding paragraph. A concluding paragraph is used to

summarize the entire writing. It may also be used to tell the ending of what you are
writing.
E. Write a concluding paragraph in the concluding paragraph section of the final

outline.
Your final outline is now complete! Our final outline for arctic animals is on the next
page.

8
Here is our completed final outline:
Final Outline - Arctic Animals
• Introductory Paragraph:
There are many animals that are built to not only endure the extreme cold of
the arctic, but also to like this type of weather. We will now discuss three of my
favorite arctic animals: the polar bear, seal, and orca.
• Subtopic #1:
o Topic Sentence:
Polar bears are large animals that survive in the arctic.
Although polar bears have thick white fur, their skin is black.
Polar bears are able to survive the extreme cold because they have a thick
layer of fat.
Polar bears are powerful and fierce land predators in the arctic.
o Ending Sentence:
Polar bears are able to survive the extreme cold because their bodies are
suited to this weather, and they do not have any enemies.
• Subtopic #2:
o Topic Sentence:
Seals are mostly water creatures that can survive extremely cold weather.
Although seals look like they have slick skin, they actually have thick fur.
Seals also have a thick layer of blubber that allows them to withstand the
cold.
Seals are very fast swimmers, which enables them to escape from enemies.
o Ending Sentence:
Seals are very well suited to survive in the extreme cold, although they do
have to watch out for predators.
• Subtopic #3:
o Topic Sentence:
Orcas are large water creatures that survive in the arctic.
Orcas also have a thick layer of blubber which allows them to survive in
cold climates.
Orcas are very fast swimmers, which allows them to catch prey.
Orcas have very sharp teeth and powerful jaws; this places them at the top
of the arctic water food chain.
o Ending Sentence:

9
Orcas are very well suited to survive the cold, and they are the top predator
of arctic waters.
• Concluding Paragraph:
All animals that live in the arctic have adapted to endure such a cold climate.
Almost all have some sort of blubber or fat layer that enables them to withstand
the cold. For some, enduring the cold is only part of the battle, especially when
they are not the top predator.
---
Here is how this final outline would look as a written story:
There are many animals that are built to not only endure the extreme cold of the arctic,
but also to like this type of weather. We will now discuss three of my favorite arctic
animals: the polar bear, seal, and orca.
Polar bears are large animals that survive in the arctic. Although polar bears have
thick white fur, their skin is black. Polar bears are able to survive the extreme cold
because they have a thick layer of fat. Polar bears are powerful and fierce land
predators in the arctic. Polar bears are able to survive the extreme cold because their
bodies are suited to this weather, and they do not have any enemies.
Seals are mostly water creatures that can survive extremely cold weather. Although
seals look like they have slick skin, they actually have thick fur. Seals also have a thick
layer of blubber that allows them to withstand the cold. Seals are also fast swimmers,
which enables them to escape from enemies. Seals are very well suited to survive in the
extreme cold, although they do have to watch out for predators.
Orcas are large water creatures that survive in the arctic. Orcas also have a thick layer
of blubber which allows them to survive in cold climates. Orcas are very fast swimmers,
which allows them to catch prey. Orcas have very sharp teeth and powerful jaws; this
places them at the top of the arctic water food chain. Orcas are very well suited to
survive the cold, and they are the top predator of arctic waters.
All animals that live in the arctic have adapted to endure such a cold climate. Almost
all have some sort of blubber or fat layer that enables them to withstand the cold. For
some, enduring the cold is only part of the battle, especially when they are not the top
predator.

10
Appendix C
Mark Use Example Final Outcome
Remove/Omit kitchhen kitchen
Delete space the k itchen the kitchen
c
Insert the kithen the kitchen
Move as directed the kitchen hot the hot kitchen
/ Make lower case Kitchen kitchen
Capitalize kitchen Kitchen
The toy was red and The toy was red and
New Paragraph the boy was happy. the boy was happy.
He played with it. He played with it.
Insert Punctuation The kitchen The kitchen.
[ ] Center [kitchen] kitchen
Move left or right kitchen kitchen
Transpose/reverse kithcen kitchen
#
# Insert space Thekitchen The kitchen
The kitchen is hot. The kitchen is hot.

|| Align
The kitchen is red. The kitchen is red.
Appendix C – Editing Guide

Date: _____________________
Lesson 19
Day 1 Types of
Persuasive Writing
When writing we often try to persuade the reader by making statements of fact and
opinion. A statement of fact tells something that can be proven, whereas a statement of
opinion simply tells how somebody thinks or feels.
Fact: Susan is ten years old.

Opinion: Susan looks ten years old.
Obviously it can be proven whether or not Susan is ten years old. It might not be an
easy thing to prove, but it can be proven. On the other hand, you can see by reading the
opinion above that it is simply a statement about how someone feels.
It is important to be able to tell the difference between a fact and an opinion. Words
like think, believe, should, must, never, always, like, dislike, better, best, taste,
beautiful, horrible, worst, seems, and probably are all signal words that tell that an
opinion might be present.
Keep in mind that no matter which words are used, if the statement can’t be proven, it
is a statement of opinion.
Also, whenever any adjective is used to tell what someone thinks or how they feel, it is
a signal that an opinion might be present.
This car is really long.

This piece of wood is old.
That roller coaster moves fast.
Level 6, Lesson 19 – Types of Persuasive Writing

1
A. Write an F for a statement of fact or an O for a statement of opinion for each
sentence. If a statement of fact is present, rewrite it as a statement of opinion.
If a statement of opinion is present, rewrite it as a statement of fact. It is fine to
be creative with your sentences.
1. ___ I need to be at work by 9:00 a.m.
_____________________________________________________
2. ___ This couch is very uncomfortable.
_____________________________________________________
3. ___ The walk we went on was long.
_____________________________________________________
4. ___ My Dad is fifty years old.
_____________________________________________________
5. ___ That painting looks terrible.
_____________________________________________________
6. ___ I own a blue car and a red car.
_____________________________________________________
7. ___ Kevin Smith starred in the late night movie.
_____________________________________________________
8. ___ Bobby is a friendly boy.
_____________________________________________________
9. ___ Bonnie has five hundred dollars in her bank account.
_____________________________________________________

2
Date: _____________________
Lesson 19
Day 2 Types of
Persuasive Writing
Often when we write to persuade, we make emotional appeals to the reader. An
emotional appeal is used to play on the emotions of the reader in an attempt to
get the reader to agree with the writer.
People have strong feelings or emotions about many things such as the
environment, taxes, social programs, energy policies, child rearing, and the
judicial system, just to name a few. An emotional appeal is one writer’s attempt to
express his feelings on a given topic in hopes of persuading others to share those
same feelings. Please keep in mind there are at least two different opinions for
every topic (supporting and opposing).
Below is one writer’s emotional appeal to readers to help save the earth from
impending environmental disaster.
It is our duty as citizens of this planet to keep it clean for our children and
future generations. Mankind has been polluting our earth at an alarming
rate for decades. It would be unthinkable for us to be so irresponsible that
we pollute our water systems and atmosphere to the point that the earth
becomes uninhabitable for future generations.
Here is another emotional appeal on the same topic, but it is supporting a

different view.
Of course it is our duty to protect the earth, but the fact is that mankind
has been steadily improving its behavior with respect to the environment for
decades. The environment is cleaner now than it has ever been. This
generation will leave the planet in excellent environmental condition.

3
A. Think about something you feel very strongly about and write a short paragraph. You
do not have to do any outlining for his paragraph.
__________________________________________________________
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__________________________________________________________
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__________________________________________________________
__________________________________________________________
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4
Date: _____________________
Lesson 19
Day 3 Types of
Persuasive Writing
Another way a writer tries to persuade others is through advertisements.
Advertisements usually use one or more of the following formats:
1) Everybody’s got one or everybody’s doing it
“Hi there, I have been using Suds-a-lot shampoo for many years, and so have all of
my friends. It’s the best shampoo in the world, and you should use it too.”
2) Famous people use it, do this, or have one
“John Starshot can afford any walking shoes he wants, and he always chooses Fits-
Right shoes for his walking needs. John says they are the best shoes anywhere.
You too can look like a star if you wear them.”
3) Just ask this person who has done it or had one
“If you don’t believe me that Rocket Brand nose spray is the best, just ask George
here. He has been using Rocket Brand nose spray for years and he loves it.”
4) Repeating something over and over
“New Vision televisions are the best available. New Vision televisions have the best
picture and the best sound. New Vision televisions represent the finest in viewing.
New Vision televisions have the best warranty in the industry. When you need the
finest, a New Vision television is the one you need.”

5
1. Which method of advertising tries to lure the reader by telling them that someone
famous uses their products?
a. Everybody’s got one or everybody’s doing it

b. Famous people use it, do this, or have one
c. Just ask this person who has done it or had one
d. Repeating something over and over
2. Which method of advertising repeats the product’s name over and over?

3. Which method of advertising wants you to ask someone who uses the product for
their endorsement?

4. Which method of advertising tells you that all of your friends have one of these
products?


6
Lesson 19 Date: _____________________
Day 4 Types of
Persuasive Writing
In this exercise you will learn how to write a letter to the editor. A letter to the editor is
one that is directed to a editor of a magazine or newspaper. This type of letter expresses
the opinion of the writer for almost anything that is on the writer’s mind. When there is
more than one persuasive reason in the letter, the least important persuasive reason is
placed at the beginning of the letter, and the most important persuasive reason is placed
towards the end. The following letter is a sample of a letter to the editor:
Dear Editor,
I am writing today to express my displeasure with our city’s efforts to keep

others from illegally dumping trash throughout our community. I believe this
constant cluttered look throughout most of our city makes it uninviting for
potential visitors.
I also believe the constant mess drives away potential new businesses and
jobs from our community.
Finally, I believe the constant clutter potentially attracts disease carrying
rodents and insects that could harm the health of our community.
We, as a community, need to take a collective stand against illegal dumping in
our city.
Best regards,
Mrs. Debra Debris
The content of a letter to the editor is arranged similarly to other stories and letters.
The content of the introductory and concluding paragraphs of a letter to the editor are
slightly different than other types of stories/letters in that they explain their positions and
try to persuade readers.

7
1. What did Mrs. Debris feel was her best argument for cleaning up the city?
a. The clutter drives away potential visitors.

b. The clutter looks bad.
c. The clutter attracts disease carrying rodents and insects.
d. The clutter drives away potential new businesses.
2. What did Mrs. Debris want to do about the mess in the city?
a. Take a collective stand against illegal dumping.

b. She just wanted to bring it to the attention of the readers.
c. She wants to clean up the city by herself.
d. She wants the police to run a sting operation to catch illegal polluters.

8
Lesson 19 Date: _____________________
Day 5 Types of
Persuasive Writing
A. Write either a letter to the editor or an advertisement in the style of your choice.
Be creative!
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
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9

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ISBN: 0-9826608-7-1

ISBN 13: 978-0-982-6608-7-4

You can visit us online at: www.JacKrisPublishing.com

Printed in the United States of America.

Lesson 2 - Point of View, Perspective, Audience, and Voice ....................................... 12

Lesson 3 - Sequence of Events and Time Order Words .............................................. 17

Lesson 4 - Personal Narrative ...................................................................................... 24

Lesson 5 - Personal Narrative ...................................................................................... 36

Lesson 6 - Review of Lessons 1-5 ........................................................................... 48

Lesson 7 - Spatial Organization and Comparing Objects ............................................ 55

Lesson 8- Simile, Metaphor, Analogy, and Personification, ......................................... 63

Lesson 9- Alliteration, Onomatopoeia, Hyperbole, and Oxymoron .............................. 69

Lesson 10- Descriptive Writing .................................................................................... 77

Lesson 11 - Descriptive Writing ................................................................................... 90

Lesson 12 - Review of Lessons 7-11 ...................................................................... 102

Lesson 13 - Parts of a Creative Story ........................................................................ 108

Lesson 14 - Different Types of Quotations and Dialogue.......................................... 121

Lesson 15 - Creative Writing ...................................................................................... 129

Lesson 16 - Creative Writing ...................................................................................... 148

Lesson 17 - Creative Writing ...................................................................................... 167

Lesson 18 - Review of Lessons 13-17 .................................................................... 186

1. Baseball is a fun sport to play with friends.

2. Swimming is also fun to do with friends.

3. Sometimes watching a movie together is also fun to do with friends.

4. I also like studying with my friends.

I like to exchange letters with my friends.

1. Main Topic: games

a.___ We play hopscotch in the driveway.

b.___ My sister and I love to jump rope.

c.___ We ate birthday cake last week.

d.___ My family likes to play football in our yard.

2. Main Topic: furniture for sitting

a.___ A couch is a long comfortable chair.

b.___ A love seat is a smaller couch for two people.

c.___ Carpet is a fluffy walking surface.

d.___ A stool is an elevated chair for one person.

3. Main Topic: swimming creatures

a.___ Sharks are hunters of the deep.

b.___ Orcas are mammals that are fierce hunters.

c.___ Karen likes to swim in the neighborhood pool.

d.___ The floating toy needs some air.

4. Main Topic: bicycles

a.___ Automobiles have four wheels.

b.___ Tricycles have three wheels.

c.___ Bicycles have two wheels.

d.___ Unicycles have only one wheel.

The first sentence of a paragraph is usually a topic sentence. It is slightly indented

A. Answer the following questions.

2. What is the body of a paragraph made from?

a. the effect of soap on animals

a. vacuuming the house

Below are the steps in the writing process:

Step #2 (develop details for the rough outline)

Details: (used to make detail sentences)

Step #1 (develop a topic sentence)

Step #2 (develop detail sentences)

Step #3 (writing an ending sentence)

Day 1 Point of View, Perspective,

Level 6, Lesson 2 – Point of View, Perspective, Audience, and Voice

1. How do you know if a story is told in the first-person point of view?

3. How do you know if a story is told in the third-person point of view?

Level 6, Lesson 2 – Point of View, Perspective, Audience, and Voice

Level 6, Lesson 2 – Point of View, Perspective, Audience, and Voice

1. we washed the car, and ____ we took a break.

2. _ we fixed the car, and ____ we went for a ride.

5. _____ he finished the book, but _ he started another.

7. __ he sold his car, but he will buy another.

8. ______ we stayed home, but _ we went out to eat.

9. I spoke ___ with the group about politics. _ we

12. , we cooked the hamburgers. we made the