writing - blackline masters

Level I (19 pts.)

1 SentenceIdea O

rganized with

Interesting Content

Subject: Who/W

hatPredicate: Strong VerbM

odifiers: When/W

hereM

odifiers: Why/H

ow

2 SentencesIdeas O

rganized with

Interesting Content

2 Interesting Sentences about the Topic or Event2nd Sentence Stays on Topic by Sequencing or Expanding the IdeaVaried Sentence BeginningsVaried Im

portant Words

Powerful Verbs

Interesting Adjectives

Modifiers: W

hen/Where

Modifiers: W

hy/How

Conventions

Word Boundaries:

Spaces Between W

ords &

Letters Snuggled in Words

Capitalize: Sentence, I &

Nam

esPunctuate: Sentence ( . ? ! )

SpellingH

igh Frequency Words:

Correct SpellingU

nknown W

ords:Initial Letter SoundM

edial Dom

inant Ltr . SoundsFinal Letter Sound

___________________________Suggested G

rade Levels:K

& 1

Level IV (18 pts.)

2 - 3 ParagraphsIdeas O

rganized& O

n Topicw

ith Interesting Content

Hook

Topic Sentences1-3 Sentences for Each D

etailInteresting and Engaging D

etails about the Topic or Event TransitionConclusionSnappy Ending

SentencesVaried Sentence BeginningsVaried Im

portant Words

Varied Sentence LengthsPow

erful VerbsInteresting A

djectivesM

odifiers

V oice & Style

Dialogue/Thoughts

Figurative LanguageSensory D

escriptionFacts, Exam

ples

Mechanics

Capitals & Stops

Comm

as in a ListIndentation

___________________________Suggested G

rade Levels:4 &

5

Level III (21 pts.)

Beginning ParagraphIdeas O

rganized& O

n Topicw


Topic Sentence A

t Least 3 Interesting or Engaging D

etails about the Topic or EventConclusion

Advanced Paragraph

Ideas Organized&

On Topic

with Interesting C

ontentH

ookTopic Sentence A

t Least 4-6 Interesting or Engaging D

etails about the Topic or EventConclusionSnappy Ending


portant Words



djectivesM

odifiers

V oice & Style

Dialogue/Thoughts



ples

Mechanics

Capitals & Stops

Comm

as in a ListIndentation

__________________________Suggested G

rade Levels:2 &

3

Level II (16 pts.)

3 SentencesIdeas O

rganized& O

n Topicw


Organized: N

arrative (BME),

Process (FNL),

Categories (123)C

ontent: At Least 3

Interesting or Engaging D

etails about the Topic or Event4-6 Sentences

Ideas Organized&

On Topic

with Interesting C

ontentO

rganized: Add 2nd

Sentence to a Supporting D

etail that Sequences or Expands the IdeaC

ontent: At Least 4-6

Interesting or Engaging D

etails about the Topic or EventSentencesVaried Sentence BeginningsVaried Im

portant Words



djectivesM

odifiers

V oice & Style

Dialogue/Thoughts



ples

Mechanics

Capitals & Stops

Comm

as in a List___________________________

Suggested Grade Levels:

1 & 2

Level V (16 pts.)

5 Paragraph EssayIdeas O

rganized& O

n Topicw


Introduction (Hook w

ith Topic Sentence)Body (3 M

ain Idea Paragraphs w

ith 1-3 Sentences for Each D

etail Interesting and Engaging D

etails about the Topic or Event)Conclusion (Restate Topic and Im

portance, Plus a Snappy Ending)


portant Words



djectivesM

odifiers

V oice & Style

Dialogue/Thoughts



ples

Mechanics

Capitals & Stops

Comm

asIndentation

___________________________Suggested G

rade Levels:5 &

6

Student’s Nam

e:________________________________________________________ Teacher:________________________________________ Year:_____________

Reporting Periods: 1______________ 2______________ 3______________ 4_______________ 5______________ 6______________ ©

2004 Nancy Fetzer

Special Thanks: Patty Weisbach

Levels of Writing AssessmentLWA

s (19 pts)

91 ©2006 Nancy Fetzer

Lights!


Camera!


Action!


_____________’s Movie Scripts

Lights!

Action!

Camera!

Special Thanks to: Patti McGuire, Trish Brunner and Monica Bergman @ Mission Elementary

_____________’s Movie Scripts

Lights!

Action!

Camera!

Movie Script Book Covers: Oral Retell


_______________________________’s Movie Scripts

Lights!

Action!

Camera!

Movie Script Book Cover: Oral Retell & Writing

Name: _____________________________________________ Date: __________________________________________________

101 ©2006 Nancy FetzerMovie Script Book Page: Oral Retell & Writing


_______________________________’s M

ovie Scripts

Lights!

Action!

Camera!

Movie Script Book Cover: Advanced Oral Retell & Writing


Movie Script PuppetsLights!

Action!

Camera!


When?

When? Flip Book

115 ©2006 Nancy FetzerWhere? Flip Book

Where?

117 ©2006 Nancy FetzerWho? Animals Flip Book

Who?

119 ©2006 Nancy FetzerWho? People Flip Book

Who?

Narrative Lecture N

otesSetting

Character Plot

When? W

here?W

ho?W

hat is the problem, m

oral or lesson?

BeginningEnding

Middle

Expository Lecture Notes

Setting (optional)Subject

Big IdeaW

hen? Where?

Who? or W

hat?W

hat about______? W

hy is ______important?

Organize

theInform

ation:Categories,

Sequence,Description,

Compare

&Contrast,

Cause&

Effect,Problem

&Solution

Student Vocabulary Wall Topic:Powerful Parts of Speech

Adjectives VerbsNouns

©2006 Nancy Fetzer


Dear Teacher,

From,


Word Master to

Story Blaster

Words +Pictures

Stories


#_______

Write Me Back!


Writethe

Character

Writethe

Author


Narrative Writing: Terrific Transitions Card following the..., then, when I..., before they..., since our...,

throughout..., until I..., upon my..., furthermore, shortly after...,finally after the..., next, to begin, during the..., last, then,

at that time, until, while we..., soon, immediately after the...,after we..., now, while they..., on (date), earlier that..., within the, from that moment on, after a little while,

at the same time, the morning after, afterward, immediately,quickly, suddenly, at once, after a bit, after a few days,

as long as..., in the meantime, in the past, lately,

Time: When?

crackle, zap, poof, creak, whoosh, plop, kerplunk, ka-boom, wham, splish,

splash, buzz, beep, crash, whirr, bang, bong, bonk, burp, clang, hiss, purr, squeak, mumble, murmur,

hush, shush, boom, bang, smash, whack, tippy-tap, click, clatter, pop, crunch, munch, snap, thump, thud,

rattle, sizzle, gurgle, fizz, flitter, twitter, swish,

SoundEffects

downstairs, inside, uptown, outside,above the..., across the..., against the..., along the..., among the...,around the..., at the..., behind the..., below the..., beneath the...,beside the..., between the..., beyond the..., by the..., down the...,from... to..., in the..., inside the..., into the..., near the..., off the...,

on the..., outside the..., over the..., past the..., through the...,throughout the..., toward the..., under the..., underneath the...,

up..., in the middle of the..., in front of..., next to the...,

Location:Where?


Narrative Terrific Transitions

Time: When?

SoundEffects

Location:Where?

194

1-Sentence Narrative: Em

ergent Level ©2006 N

ancy Fetzer

Who is the

story about?

Setting Character

Action

What did _____ do?

or W

hat happened to _____?

When?

Where?

195

Who is the

story about?

Setting Character

Action

What did _____ do?

or W

hat happened to _____?

When?

Where?

1-SentenceNarrative: Prim

ary Level ©2006 N

ancy Fetzer

199

1-Sentence: Personal NarrativeStory O

pening ©2006 N

ancy Fetzer

Who is the

story about?

Setting Character Em

otion A

ction

What caused

that emotion?

When?

Where?

+H

ow did

you feel?


Secret Formula: 2-Sentences N

arrative: Primary Level ©

2006 Nancy Fetzer

SC

TC


Name: _____________________________________________ Date: __________________________________________________

3-6 Sentences Writing Organizer


“AT-A-GLANCE” 3-Sentences Narrative: Actions LevelStep 1: Character: Who is in our story, a person, an animal, or is it about me?

Step 2: Get organized! Every story needs a beginning, middle and ending!(Teacher and students label the circles on the organizer with B-M-E.)

Step 3: Plan the story! Is this an imaginative story or true story?

Option 1: Planning an Imaginative Story:How will it end? (Happy, Silly, Sad, Frightening, or a Lesson?)

Plan the Ending: Close your eyes and see the ending? (First, see the charac-ter in the setting.) Next, plan the ending action. What happened at the end? What is the character doing that is (happy, silly, sad, frightening, or to learn a lesson)? Write down a key word on the ending line.

Plan the Beginning action. What was the character doing at the beginning?Write down a key word on the beginning line.

Plan the middle action, and it needs to make sense! What was the character doing in the middle? Write down a key word on the middle line.

Option 2: Planning a True Story (Personal Narrative):Tell the story.Separate the story into three parts: beginning, middle, and ending.To easily identify the parts identify them in this order:Ending: Write down a key word on the ending line.0Beginning: Write down a key word on the beginning line.Middle: Write down a key word on the middle line.

Step 4: Secret Formula! Label the beginning, middle and ending parts of the story with the secret formulas!

Beginning: Secret formula: S + C + Setting: When? and Where? Character: Who is driving the action in the beginning?Action: What is the character doing?

Middle: Secret formula: T + C + Transition: Sound Effect, Signal Word, or When/Where Phrase.Character: Who is driving the action in the middle?Action: What is the character doing?

Ending: Secret formula: T + C + Transition: Sound Effect, Signal Word, or When/Where Phrase.Character: Who is driving the action in the ending?Action: What is the character doing?

Step 5: Use the Secret Formulas to to construct the sentences, then add fancy words, to form more powerful sentences! Write!


“AT-A-GLANCE” 6-Sentences Narrative: Actions & Reactions Level

Step 1: Character: Who is in our story, a person, an animal, or is it about me?

Step 2: Get organized! Every story needs a beginning, middle and ending!(Teacher and students label the circles on the organizer with B-M-E.)

Step 3: Plan the story! Is this an imaginative story or true story?Option 1: Planning an Imaginative Story:How will it end? (Happy, Silly, Sad, Frightening, or a Lesson?)Plan the Ending: Close your eyes and see the ending? (First, see the charac-ter in the setting.) Next, plan the ending action. What happened at the end? What is the character doing that is (happy, silly, sad, frightening, or to learn a lesson)? Write down a key word on the ending line.Plan the Beginning action. What was the character doing at the beginning?Write down a key word on the beginning line.

Plan the middle action, and it needs to make sense! What was the character doing in the middle? Write down a key word on the middle line.

Option 2: Planning a True Story (Personal Narrative):Tell the story.Separate the story into three parts: beginning, middle, and ending.To easily identify the parts identify them in this order:Ending: Write down a key word on the ending line.Beginning: Write down a key word on the beginning line.Middle: Write down a key word on the middle line.

Step 4: Secret Formula! Label the beginning, middle and ending parts of the story with the secret formulas!

Beginning: Secret formula: S + C + Setting: When? and Where? Character: Who is driving the action in the beginning?Action: What is the character doing?Reaction: What did the character say, feel, or think?

Middle: Secret formula: T + C + Transition: Sound Effect, Signal Word, or When/Where Phrase.Character: Who is driving the action in the middle?Action: What is the character doing?Reaction: What did the character say, feel, or think?

Ending: Secret formula: T + C + Transition: Sound Effect, Signal Word, or When/Where Phrase.Character: Who is driving the action in the ending?Action: What is the character doing?Reaction: What did the character say, feel, or think?

Step 5: Use the Secret Formulas to to construct the sentences, then add fancy words, to form more powerful sentences! Write!


Follow the listed steps to write a personal narrative:

Step 1: Tell the Story: Is it memorable?

Step 2: Get Organize! Make the Personal Narrative Paragraph organizer.

Step 3: Plan: Separate the story into a beginning, middle, and ending, then label B-M-E.Write Story Opening.Write the Beginning, Middle, and Ending with actions and reactions.Write Story Closing.Add Fancy Words.

Step 4: Tell Story, then Write.

Personal Narrative Paragraph

© 2004 Nancy Fetzer

B EM

Story Opening Beginning, Middle and Ending (B-M-E)

Close the Book

Step 2 (continued): Get Organize! Using Total Physical Response to Teach the Organizer: Directions: Make copies of the pictures (below) and adhere them to organizer with tape, magnets or Velcro as each part of the organizer is introduced. For example, as the teacherintroduces the story opening for the personal narrative paragraph, she adheres the storyopening card at the top part of the organizer where the story opening will be written. Oncethe physical motions are learned and the students have mastered the parts of the paragraph,then the visuals no longer need to be posted.

Personal Narrative Paragraph


Nam

e: ______________________________________________ Date: _____________________________________________________

1-Paragraph Organizer: Prim

ary Level © 2004 N

ancy Fetzer


Paragraph or 5-Paragraph Brainstorm O

rganizer © 2004 N

ancy Fetzer

Nam

e: ______________________________________ Date: ___________________________________________________


Name: ____________________________________ Date: ___________________________________

Publishing Page with Title Line


Multiple Paragraph Narrative

Terrific Transitions Card for the Descriptive Writing

under..., over..., through..., around..., above...,

across..., between..., beside..., outside..., in back

off..., near..., down..., in the middle..., in between...,

off in the distance..., beyond..., deep under...,

along the side of... up..., sticking out from...,

Spaceor

Direction

to begin, first, after..., before..., during...,

in the beginning, while..., previously, furthermore,

suddenly, immediately, evidently, ultimately,

finally, at last, in conclusion, the following...,

subsequently, in the final part, also, once...,

Sequenceor

Time

Terrific Transitions Chart: This chart displays signal words and phrases specifically fordescriptive writing. Once students decide how they will organize their descriptions, they thenrefer to this chart as a resource for space or direction, sequence or time, and major featurestransitions.

one of the most important attributes of...,

the biggest..., the smallest..., first, next, lastly,

the most impressive part of...,

another interesting feature of...,

the most noticeable characteristic of...,

MajorFeatures


Multiple Paragraph Narrative

Narrative Writing: Terrific Transitions Card following the..., then, when I..., before they..., since our...,

throughout..., until I..., upon my..., furthermore, shortly after...,finally after the..., next, to begin, during the..., last, then,

at that time, until, while we..., soon, immediately after the...,after we..., now, while they..., on (date), earlier that..., within the, from that moment on, after a little while,



Time: When?

crackle, zap, poof, creak, whoosh, plop, kerplunk, ka-boom, wham, splish,

splash, buzz, beep, crash, whirr, bang, bong, bonk, burp, clang, hiss, purr, squeak, mumble, murmur,

hush, shush, boom, bang, smash, whack, tippy-tap, click, clatter, pop, crunch, munch, snap, thump, thud,

rattle, sizzle, gurgle, fizz, flitter, twitter, swish,

SoundEffects

downstairs, inside, uptown, outside,above the..., across the..., against the..., along the..., among the...,around the..., at the..., behind the..., below the..., beneath the...,beside the..., between the..., beyond the..., by the..., down the...,from... to..., in the..., inside the..., into the..., near the..., off the...,

on the..., outside the..., over the..., past the..., through the...,throughout the..., toward the..., under the..., underneath the...,

up..., in the middle of the..., in front of..., next to the...,

Location:Where?

Purpose: Narrative transitions typically move the reader from one action/reactionto the next action/reaction in the story. The types of transitions that work well forthis function are transitions for time (When?), location (Where?), sound effects.Students decide what type of transition they need to use in their writing, they thenchoose from the selection of transitions for that function.

Categorize to tell......parts of:

...types or kinds of:

...characteristics or features of:

...things that:

...ways that:


Who or Whatis the

Information About?

What about _________?

Why is it important?

When? Where?

Expository Text

To Inform To Explain To Describe To AnalyzeOrganize Using

Categories:Code: 1-2-3

Organize Usinga Sequence:

Code:F-N-L or B-M-E

Organize Using Space

or Importance:Code: 1-2-3

Organize Using Cause & Effect,

Compare & Contrast, or

Problem & Solution:

Compare or Contrast:to make a claim.

Problem & Solution:to propose a solution

to a problem.

(the purpose)

Setting (Optional) Subject Big Idea Topic Sentence or Thesis Statement:

Purpose: The Reason for the Information

Cause & Effect:to explain the results of an action or condition

Describe by using......space:

...importance:similarities

differences

before after

What happened:

problem solution

1)_____ 2)______ 3)______ 4)______roots stem leaves flower

1)________ 2)_________ 3)__________ flowers trees vegetables

1)________ 2)_________ 3)__________ 3-points oily red vine

1)________ 2)_________ 3)__________ sun water oxygen

1)________ 2)_________ 3)__________ makesfood

drinkswater

bends tosunlight

(plants)

(a plant survives)

Sequence to explain......how to:

...steps to:

...a cycle or process:

...the events of:

...the summary of:

F)_______ N)________ L)_________ pick cut squeeze

F)_______ N)________ L)_________ start life grow die

B)_______ M)________ E)_________ hike swim BBQ

B)_______ M)________ E)_________ left

homewolf

destroyspigssafe

(make orange juice)

(a story)

(summer vacation day)

F)_______ N)_________ L)_________ dig hole plant seed water

(plant a seed

(poison ivy)

(a plant needs)

(plant life cycle)

(a plant)top

bottom

left right

most important

least important

inside outside

core

mantlecrust


Terrific Transitions Chart: Once students have identified the purpose for theirinformation, they then can use their purpose to select transitions for their sen-tences and paragraphs. Below are transition words specific to the purpose for writ-ing: To inform (categories); To explain (sequence); To describe (illustrate); To ana-lyze (compare & contrast, cause & effect, problem & solution). When studentswrite about information, they refer to this chart as a resource for transitions thatare commonly used in this type of writing.

Terrific Transitions Card for Expository Writing

specifically, in addition, one, two, first, second, third, to begin,next, finally, most importantly, one kind of..., furthermore,another type of..., likewise, when, also, then, for example,

for instance, in fact, in particular,

Inform

first, second, the following, then, additionally, another, whenfurthermore, finally, several steps, also, next, likewise, besides,

to begin, during, finally, first, second, last, then, at that time,next, until, while, soon, immediately, after, now, while, afterwards, When...ended, in the end, on (date), earlier.

Explain

under, over, through, around, above, across, between, beside, outside, in back of, as (size) as ____, looks like (shape), also,but, however, appears to be, near, down, in the middle of...,

Describe

similarly, different from, compared to, as well as, same as, incontrast, yet, otherwise, despite, not only...but also, either...or,

unless, if...then, because, since, therefore, as a result, this leadto, for this reason, in order to, so that, on account of, conse-

quently, so that, according to, then...so, nevertheless,

Analyze

Expository Text: Writing Transitions

299

Secr et Formula-Expository: Em

er gent Level ©2006 N

ancy Fetzer

Who or W

hatis the

Information

About?

Setting Subject Big Idea

What about ______?

Why is it im

portant?

When?

Where?

301

Who or W

hatis the

Information

About?


What about ______?

Why is it im

portant?

When?

Where?

Secret Formula-Expository: Prim

ary Level ©2006 N

ancy Fetzer

303

Who or W

hatis the

Information

About?


What about ______?

Why is it im

portant?

When?

Where?

Secret Formula-Expository: Interm

ediate Level ©2006 N

ancy Fetzer

306

Nam

e: ___________________________________________________________________

1-Sentence Organizer: Prim

ary Level © 2004 N

ancy Fetzer

308

Nam

e: __________________________________________ Date: _________________________________________

1-Sentence Organizer: Interm

ediate Level © 2004 N

ancy

310

Nam

e: __________________________________________ Date: _______________________________________


ary Level © 2004 N

ancy Fetzer

311

Nam

e: __________________________________________ Date: _______________________________________

2-Sentence Organizer: Interm

ediate Level © 2004 N

ancy

320

Nam

e: ____________________________________________________________ Date: _____________________________________________________________


ary Level © 2004 N

ancy Fetzer

321 3-Sentence Organizer: Intermediate Level ©2006 Nancy Fetzer

Name: _____________________________________________ Date: __________________________________________________

Name: ____________________________________________________________ Date: ___________________________________

4-Sentence Organizer: Primary Level © 2004 Nancy Fetzer

Name: ____________________________________________________________ Date: ___________________________________

4-Sentence Organizer: Intermediate Level ©2006 Nancy Fetzer


Introduce the Topic Sentence (T)

Give Three Supporting Details (1-2-3)

Write the Conclusion (C)

Blackline Masters for Total PhysicalResponse Expository Paragraph: Directions:Xerox the five visuals below and tape orVelcro to adhere them next to the organizer aseach part of the paragraph is introduced. Forexample, as the teacher introduces the hookfor the expository paragraph, she adheres thehook card to the top part of the organizerwhere the hook will be written. Once thephysical motions are learned and the studentshave mastered the parts of the paragraph,then the visuals no longer need to be posted.

Hook in the Reader (H)

End It with a Snap!

Expository Paragraph


Terrific Transitions Card for the Descriptive Writing

under..., over..., through..., around..., above...,

across..., between..., beside..., outside..., in back

off..., near..., down..., in the middle..., in between...,

off in the distance..., beyond..., deep under...,

along the side of... up..., sticking out from...,

Spaceor

Direction

Sequenceor

Time

Terrific Transitions Chart: This chart displays signal words and phrases specifically fordescriptive writing. Once students decide how they will organize their descriptions, they thenrefer to this chart as a resource for space or direction, sequence or time, and major featurestransitions.

Descriptive Writing: Transitions

one of the most important attributes of...,

the biggest..., the smallest..., the most impressive part of...,

another interesting feature of...,

the most noticeable characteristic of...,

MajorFeatures

following the..., when..., before..., since..., throughout..., until...,then, upon..., furthermore, shortly after...,

finally after the..., next, to begin, during the..., last, then, at that moment, until, while..., soon, immediately after the...,

after..., now, while they..., on (date), earlier that..., within the, from that day on, after a little while,




Character’s Physical Features Word BankHAIRtidyfierylavishruffledorderlystraightspikedbleachedcroppedfinestringywavyshortlongunkemptdrabshimmeringglossyshinyflowingcurlyneatmessyglistening silky

EYESslyirresistibletantalizingwildboldapprehensivehystericalshyterrifiedfearfuldramaticenergeticdefeatedcalculatingfieryfrightenedtimidnervoustearfultranslucentradiantopulentfreshjeweledovalvividglassybrightkeenperkysparkledintelligentwidebeadybloodshotsoulfulmysterioussuspiciousdazzlingdull animated

LIPSsupplefullwideredpinkchappedcrackedglossyshinypuckeringpouty

SKINpleasanthandsomescrubbedsplotchyflushsicklypastybruisedpalegrimyglisteningtautyouthfulsmoothroughtanweatheredblotchediridescentwrinkledclearfreckledglowingspottedsensitive

BODYstoutrigidchubbywiderobuststurdystronghealthyfrailcrookedawkwarderecttallshortleanslenderstretchedathleticweakmassiveweightyobesebulkycumbersomeslightsquattystumpycompactstubbyplumpbloateddaintypunypetite

LEGS/ARMSspindlymuscularlankystretchedtinyshapelylumpyskinnycrookedlitheshort

NOSEpointyround flat widetinybulbousbumpy

MY OWN DESCRIBING WORDS:


Setting Word Bank: Country

WEATHERbreezysunnycalmmuggyariddrydampfrostycrispcoolcoldchillyslushyicysnowyrainydrizzlingquietcrashingdeafeningharshgrowlingthunderous

TREESbehemothbigcolossalenormoustoweringnarrowshadygiganticimmensetallcolorfulfragrantnuttywispypointybushythickstoutwide

SKYbluepurpledarkbrightwideopenvastlargemassiveimmense

LANDrockyruggedsandysmoothgrassymajesticgrandvastrollingsnow-capped

PLANTSvibrantthick emeraldgreenswayinganchoredfreshwetdryparched

WATERgleamingsparklingbrightshinyflowingbluefoamingbubblingbrightsapphirehazymurkyicychillyfresh saltystalequietmoaningmelodiccooingdeafeningpoundingrushing

WEATHERsunnylovelybrightscorchingboilingaridhoticyslickslushybreezychillycoldcoolcrispdampfrostysnowystormycloudyrainymistymuggyhumid



Setting Word Bank: City

VEHICLESabundantcrowdedshinygleamingsparklingcolorfullargesmalldirtyuncleandustyfilthyracinggrowlinghonkingscreechingswerving

BUILDINGSsteelybehemothabundantcolossaltoweringgiganticheavyimmenseamplehugemammothlargeimpressivegreattitanicvastmassivefat plumpportlystout

polishedshinyglossygleamingflashybrightglowingblindingbrilliantvibrantagedantiquetime-worn

SOUNDShonkingbuzzingblaringboomingclatteringcrashinglouddeafeningscreechingbusy

PEOPLEloudquietbusyaggravatedannoyedharshimpatientsnarlingsavoryrotten

singingdancingpreachingyelling

chubbywiderobuststurdystronghealthyfrailcrookedawkwarderecttallshortleanslenderstretchedathleticweakmassiveweightyobesebulkycumbersomeslightsquatty

WINDOWScleanspotlessimmaculatepurifiedtidyfreshsterileimmaculatescrubbed

uncleandustyfilthysqualidsordidfoulimpurepolluteddingymessy

SMELLSchokingputridrottensmokystiflingstaleripe

savorytangysweetpepperyspicystrongfragrant

STREETSpolluteddingymessyhotswelteringhardgraybusynoisy



5-Senses Word Bank

BRIGHTNESSpolishedshinyglossygleamingflashybrightglowingblindingbrilliantvibrant

foggyhazymistyshadydrabcloudydimmuddyshadowymurkyobscuresooty

SIZEbigbehemothabundantcolossaltoweringgiganticheavyimmenseamplehugemammothlargeimpressivegreattitanicvastmassivefat plumpportlyblubberystout

narrowmeagerlittletinyscantysmallminiaturepetiteslightshortskinnygauntscrawnyleanlankybonythinslender

COLORblackjetebonyinkyravencoaldark

brownamberbrunettesepiatawnycafehennarustychocolatecinnamontopazumbercoffeesandyalmond

bluepeacockaquamarineindigoseaazurenavyturquoiseroyalcobaltsapphire

SPEEDfastspeedyrapidlyquicklyaccelerated

slowleisurelydraggingsluggishpokylaggardslacken

SHAPEcrookedbenttwistedcurvedhookedzig-zaggedangularsquarecirculartriangularwavylumpy

TEXTUREtoughwiryleatheryrockyrubberystonyirregularcraggyraggedshaggygnarledscragglycorrugatedcoarsesplinterybumpyunlevelgrittyruggedbrokenruffledknottyscalyharshgrittysharpcrinkleddimpled

brittletwiggyfragilesoftfeatheryfuzzywispydelicate

slickflatsatinyvelvetycreamyslippery

COLORwhitemilkybleachedcolorlesssnowyblanchedalabasterivorychalkycreamypearly

redrubycoralscarletsalmoncherrycardinalrustflametomatowine

grayashsteel

greenemeraldapplemossjademintcelerylimechartreuse

TEXTUREoilydrenchedmistydrippingsaturatedsoakedrainyhumidmuggydewydampwet


5-Senses Word Bank

TEMPERATUREdryparchedaridmoisturelessscorchingdehydratedhotheatedboilingfierytoastysizzlingsearingflamingburningthermalscaldingsimmeringparchingincandescent

frostyicybitterlybreezychillycoldcrispfreezing

FLEXIBILITYfirmrigidsolidsteelystiff

softlimpflexiblerelaxedfeatherytenderpliable

SOUNDbangingdeafeningbuzzingboomingclatteringcrashingloudhissingscreechinghigh-pitchedcrunchypoppingslurpingsnappingsplashingsplatteringrustlingsquawkingroaringpiercingexplodingthunderouspatteringstompinghissinggurglingclappingcracklingswishingnoisywhirring

fainthushedsilentpurringtippy-tappinghummingmelodicstillquietlowsofthushedmuffled

FLAVORpepperyspicyburntbitterbutterycrispyjuicysaltysoursweettarttinglytangy

stringyrottenbittersweetripeblandrancidearthydecayedoldusedstalemoldy

SMELLspoiledrancidsicklygamydankreekingstrongodorousfishychokingstalegaseousmustymildewed

freshfragrantscentedcleantangysweetantisepticmildnuttyspicypepperytartsaltysavorysmokyminty


Emotions or Feelings Word Bank

SNOTTYaloofpretentioussmugarrogantself-centeredsnobbishhaughtyconceitedpompousvain

SCAREDfrightenedpanickedalarmedshockedfearfulpetrifiedfaintheartedpanickyterrifiedhorrifiedstartledafraidapprehensive

SADsorrowfulgloomycheerlessgravemelancholydesolateunhappyanguishedmournfuldejecteddistresseddispairinghopeless

MEANnastyvileterriblewretchedcruelunkindthoughtlessdastardlyrude

DIFFICULTtoughburdensomeuphillrougharduous

MADangrycallousfumingwickedaggravatedannoyedharshimpatientdisagreeableprovokedenragedindignantsnarlingirate

BADviciouswickedprofaneawfuldreadfulabominableatrociousnaughtyunpleasant

MOODYglummopishsulkysullentestytouchycrankytiredexhaustedsleepy

GOODsmoothbenevolentexcellentsufficientcompetentusefulrightmeritoussuperiorworthyuprightpropitiousconscientiousoptimistic

NICEsweetadorabledelightfulcharmingculturedfastidioustastefulgenteeldelicatepleasantamiablecordialpleasingenjoyablepropermeticulousappealing

BRAVEcourageousfearlessdauntlessintrepiddaringheroicvalorousaudaciousboldgallantvaliant

CALMquietpeacefulstilltranquilmildserenesmoothcomposedrelaxedmellowcoollaid-back

FUNNYamusingludicrouscomicalwittycuriouslaughablecheerfulhumorouswhimsicaljocular

HAPPYgladjoyousmerryecstaticelatedjollycontentedexultant

SILLYridiculoussimpleunwisenonsensicalabsurdgiddyludicrousfoolishsenselesswitless

STRANGEweirdmysticaloddunfamiliarexoticmysteriousunusualalienabnormaleccentricoutlandish



Personalities & Styles Word Bank

CLEANspotlessimmaculatepurifiedtidyfreshsterileimmaculatescrubbed

AMAZINGincredibleunbelievablefabulouswonderfulfantasticastonishingastoundingextraordinary

INTERESTINGcleverengagingfascinatingabsorbingengrossingcaptivatingappealingenthralling

SMARTastutesparkingbrightcleverquickwittysharpintelligentshrewdbrilliantgenius

PRETTYattractiveexquisiteelegantstrikingdazzlingbeautifulpleasinghandsomeappealinglovelygorgeoussplendidmagnificentfairravishinggracefulfinedelicatestunningglowingdaintycharming

DUMBdullinactiveobtusesluggishunwittyunintelligentslowstupid

UGLYgrotesquerepulsivegruesomeghoulishhideousunsightly

SNEAKYsecretivedishoneststealth-likequietly

WILDuncontrollablehypercrazednoisyactivenervousenergeticvigorousdynamictireless

EMBARRASSINGashameduncomfortableguiltysquirming

OLDagedantiquetime-worncrumblingtireduseddecayingantiquatedelderlyancientweathereddilapidated

DIRTYuncleandustyfilthysqualidsordidfoulimpurepolluteddingymessy



Actions Word Bank

LOOKsurveyedspottedspiedgazedglancedexaminednoticedsquintedobservedstaredviewedpeekedgawkeddetectedglimpsedconcentratedponderedwondered

RUNboltedraceddartedhastenedspurtedchargedscuttledrushedwhizzedgallopeddashedscurriedhustledstampededscamperedtrottedboundedskippedrushedchasedplungedswervedhurledsprintedboltedflewzippedwhiskedsailedpropelledplummetedsprungswoopedrippedrammed

WALKstruttedstrolledhikedprancedtreadedmarchpromenadedtrekkedjourneyedparadedtrampedtoddledrambledwanderedtrudgedmeanderedtouredsnuckcrawlededgedswayedslunkwaddledstaggeredlumberedcreptdraggedfluttereddroopedloitered ploddeddriftedslouchedstrayedtiptoed

SAIDdemandedfumedgrumbleddared mutteredmumbledstammeredstuttereddenied disrupted grunted noti-fied sneeredtauntedteasedarguedclaimed contestedhaggledargued bickered lecturedscoldedsobbed wept admittedrambled con-fessed debat-ed gossiped lied revealedmoanedsnickeredaccusedbabbled

Movesqueezedtickledexercisedtwirledtwistedliftedbouncedflippedrolled

scratchedblistereddisobeyedbulliedsnatchedwhackedwallopedswattedsmashedheavedcapturedmissed

SAIDassuredexplainedpredictedreasonedsuggestedgiggledchuckledinformedlaughedprayed reassuredstatedaddressedagreedexpressedgranted jested mentionedquotedcalledadvised advocated

affirmedansweredapologizedcommentedcheered

YELLscreamedshoutedshriekedsqualledscreechedbarkedrantedbellowedhootedyelpedroaredravedexclaimedboomedordered


The Big Bad Wolf and the Friendly Letter

Once upon a time, in a faraway land, the Big Bad Wolf decided to change his evil ways. Hewanted to become the Fabulous, Friendly Wolf. The wolf needed help. He had no idea howto become friendly, so he visited the Friendly Fairy.

Written and Illustrated by: Nancy Fetzer

He asked the Friendly Fairy to turn him into the Fabulous, Friendly Wolf. TheFriendly Fairy was quite pleased the wolf wanted to change his evil ways, but she wouldonly grant him the wish if he was able to earn it. She proclaimed, “In order to becomefriendly, you need to write a friendly letter to one of the three pigs.”

Poof! The Friendly Fairy presented the wolf with the friendly letter page. She said,“Many different characters from the kingdom will come to help you learn how to write thefriendly letter. You must learn the rules they teach you, or you won’t become the FabulousFriendly Wolf!”


Word spread quickly throughout the kingdom. Many different characters gathered to help the wolf learn how to write a friendly letter.

Prince Heading was the first to arrive. He said, “I’m so happy to help you write your letter. Of course you know that the the heading is the date. The heading is very important, so Mr. Pig will know when you wrote the letter.” Next, Prince Heading told the wolf the heading rule: “You capitalize the month, write the date with a comma, then the year. Good luck with your letter filled with news and good cheer!”

June 13, 2005

After Prince Heading left, in pounced Dear Lion. He roared, ”Some call me King ofthe Jungle, but I am really Dear Lion, in charge of the greeting! Your greeting needs to letMr. Pig know the letter is for him.” Next, Dear Lion told the wolf the greeting rule:“Capitalize dear and the name, then end it with a comma. Keep the greeting simple, without the drama!”

After Dear Lion left, in waltzed Queen Manners. She declared, “I am in charge of theopening to make sure you have good manners. Ask Mr. Pig how he is feeling, before yougive him your news.” Next, Queen Manners told the wolf the opening rule: “Indent, thenwrite ‘How are you?’ with a capital and question mark; that’s all you do.”

June 13, 2005Dear Mr. Pig,


How are you? I hope youare feeling well this time of year.

After Queen Manners left, in charged King Idea. He bellowed, ”As King, I am theruler of big ideas! The topic sentence is the big idea of the letter. In a friendly letter, thetopic sentence is the news you want to share with a friend or a question you ask a friend.You have news to tell Mr. Pig. He needs to hear you are now a fabulous, friendly wolf.”Next, King Idea stated the topic sentence rule: “Ask a question or tell some news! Make it important and you won’t lose.”

After King Idea left, in marched the Duke of Details. He announced, “Details,details, details! You need to write details about the topic sentence. You told Mr. Pig youwant to be friendly, so write three different things you can do to be friendly.” Next, theDuke of Details told the wolf the details rule: “Write one, two, three details that tell about your news. Make sure you stick to the topic - don’t get confused!”


I have great news I am sending to you. I want to be your friend!





Can you come to my cozy caveAfter we play,

After the board games and songs,

and play checkers?I’ll sing you some silly songs that will may you snort and laugh.

we can roll in a puddle of mud!

After the Duke of Details left, in sauntered Sir Gallant of Goodbyes. He stated, ”Ioffer my advice, since I am known for my goodbyes. End your letter with nice words andask Mr. Pig to write you back.” Next, Sir Gallant of Goodbyes told the wolf the goodbyerule: “Write a sweet ending, make it polite. ‘Write me back soon’ may sound just right.”

After Sir Gallant of Goodbyes left, the Knight of Closing charged in. He demanded,“Now that you said your goodbyes, you need a closing. The closing is an honorable way to end your letter. You may close with ‘Your friend,’ since you will now be Mr. Pig’sfriend!” Next, The Knight of Closing told the wolf the closing rule: “Capitalize the firstword and place a comma at the end. This is my closing rule that no one shall bend!”







we can roll in a puddle of mud!I hope you want to be friends. Write me back and let me know.







we can roll in a puddle of mud!I hope you want to be friends. Write me back and let me know.

Your friend,

Poof! At the end of the letter, the Friendly Fairy appeared. She announced,“Congratulations! I officially declare you Mr. Fabulous, Friendly Wolf!” After that, theFriendly Fairy sang the signature rule: “Your letter was perfect, so please sign your name. You have won friendly letter fame!”

From that day on, Mr. Pig and Mr. Fabulous, Friendly Wolf were best friends!

THE END

________________

________________

__________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

________________

________________

June 13, 2005

Dear Mr. Pig,How are you? I hope you are

feeling well this time of year. I havegreat news I am sending to you. Iwant to be your friend! Can youcome to my cozy cave and playcheckers? After we play, I’ll singyou some silly songs that will mayyou snort and laugh. After the boardgames and songs, we can roll in apuddle of refreshing mud! I hopeyou want to be friends. Write meback and let me know.

Your friend,

Friendly Letter Writing Lesson Book

Name:________________________________


HEADING:Prince Heading giggled: “First you capitalize the month, write the date with a common, then the year. Good luck with your letter, filled with news and good cheer!”

H

GREETING:Dear Lion roared: “Capitalize Dear and the name, then end it with a comma. Keep the

Greeting simple, without the drama!”

G

OPENING:Queen Manners declared: “Indent, then write ‘How are you?’ with a capital and question mark, that’s all you do.”

O

TOPIC SENTENCE:King Idea bellowed: “Ask a question or tell some news! Make it important and you won’t lose.”

T

DETAILS:The Duke of Details announced: “Write one, two, three details that tell about your news. Make sure you stick to the topic, don’t get confused!”

GOODBYE:Sir Gallant of Goodbyes stated: “Write a sweet ending, make it polite. ‘Write me back soon.’may sound just right.”

G

CLOSING:The Knight of Closing demanded: “Capitalize the first word and place a comma at the end. This is my Closing rule that noone shall bend!”

C

SIGNATURE:Friendly Fairy sang: “Your letter was perfect,

so please sign your name. You have won Friendly Letter fame!”

S

1-2-3

FRIENDLY LETTER RULES

Letter Parts MenuOctober 12, 2006

Oct. 12, 2006

10-12-06

Dear Sammy,

My Darling Sara,

Hello Marty,

How are you? I hope you are well.

Thank you for your delightful letter.

What a pleasure to hear about...

I have (wonderful, exciting, hilarious) news.

You will never believe what happened.

Will you...? Are you...? Can you...? Did you...?

First, During..., On Friday/ Last week..., While...,

Next, Then, Since..., Afterward..., Later...,

Finally, In the end, Consequently,

Please write me back soon.

I am looking forward to your response.

I miss you and hope too hear from you soon.

Yours truly,

Sincerely,

Your friend,



Letter Parts Menu

Friendly Letter Brainstorm Page


Head

ing

Glue

“Heading”

label here.


Greetin

g

Glue

“Greeting”

label here.


Op

enin

g

Glue

“Opening”

label here.


Top

ic Glue

“Topic”here.


I have (wonderful, exciting, hilarious) new

s.

You will never believe w

hat happened.

Willyou...? A

reyou...? C

an you...? Did you...?

Glue Topic sentence starters

(left) here. Staple this strip to

the “Topic” cover page.T

hese ideas are suggestedsentence stem

s that ask aquestion or tell som

e news

for the topic sentence.


Details G

lue “D

etails” label here.


Firs

t, Du

ring

..., On

Frid

ay, A

lso

,

La

st w

ee

k..., W

hile

...,Ne

xt, T

he

n,

Sin

ce

..., Afte

rwa

rd..., L

ate

r...,

Fin

ally, In

the

en

d, C

on

se

qu

en

tly,

Glue D

etails’transitions (left)here. S

taple this strip to the“D

etail” cover page.T

hese transitions are useful to sm

oothly connect the detail sentences


Go

od

bye

Glue

“Goodbye”

label here.


Clo

sing G

lue “C

losing” label here.


Signature

Glue

“Signature”

label here.


Terrific Transitions Chart: This chart displays signal words and phrases specifically for a nar-rative summary. When students transition to different events in the story, they refer to thischart as a resource for transitions that are commonly used in this type of writing. The transi-tions are sorted for the beginning, middle, and ending parts of the story, as well as examplesand proof.

Terrific Transitions Card for the Narrative Summary

to begin, first, after, before, during,

in the beginning, during, in the introduction.The

Beginning

in the middle, next, later, while, after,

previously, after, furthermore, in addition,

suddenly, immediately, evidently.

The Middle

ultimately, finally, at last, in conclusion,

subsequently, the results, likewise, in the final part,

however, yet, possibly, therefore.

The Ending

to illustrate, for example, for instance,

the author demonstrated, also.

Examplesand

Proof

Narrative Summary: Writing Transitions


Terrific Transitions Chart: Summarizing expository text requires students identifyhow the author organized the information in the text. Below are transition wordsspecific to these different types of organizational structures: To inform (categories);To explain (sequence); To describe (illustrate); To analyze (compare & contrast,cause & effect, problem & solution).

When students write their expository summaries, they refer to this chart as aresource for transitions that are commonly used in this type of writing.

Terrific Transitions Card for the Expository Summary

specifically, in addition, one, two, first, second, third, to begin,next, finally, most importantly, when, also, then, for example,for instance, in fact, in particular.

Inform

first, second, the following, then, additionally, another, furthermore, finally, several steps, also, next, likewise, besides,to begin, during, finally, first, second, last, then, at that time,next, until, while, soon, immediately, after, now, while, on(date), earlier.

Explain

under, over, through, around, above, across, between, beside, outside, in back of, as (size) as ____, looks like (shape), also,but, however, appears to be, near, down, in the middle.

Describe

if...then, because, since, therefore, as a result, this leads to, for this reason, in order to, so that, on account of, consequently,so that, according to, then...so, nevertheless similarly, different from, compared to, as well as, same as, in contrast,yet, otherwise, despite, not only...but also, either...or, unless.

Analyze

Expository Summary: Writing Transitions


Prove It! Character Traits, Setting, Plot, Theme, Topic, Ideas

Opinion:__________________________________

CCoonnnneeccttiioonnss!!Connections! Connections! Does this remind you of a character from another story,

or someone you know, or someone in the world?

WWhhaatt ddooeess tthhaatt mmeeaann??What does that mean? Explain how the evidence (point to top box) supports your opinion.

PPrroovvee iitt!!Prove it! Prove it! Prove it! Back it up with evidence!


Step 1 (continued): Opinion Charts: Developing an opinion or making a judgement requiresthe students to make judgments: about a character's traits, setting or theme of the story.Displayed below are lists of ideas students may use if they need support developing an opin-ion for the response paragraph.

Response to Literature: Prove It!

Character Traits Themes and Morals Impact of Setting

honest trustworthy

expert leaderbrave thoughtful

intelligent lovable kindstrong wiseadventurous

loyal popular responsible

silly light-hearted

funnyimaginative wild

crazy thrilling excited

daringmischievousstrange/odd

mean-spiritedangry

ugly deviouscruel bossy

gossipy petty

humble gratefulwitty

pleasing friendly

love hate fear

greed hopefriendship

relationshipsterror

communityhome

patriotismempathy death

life humor grat-itude

kindness perseverance

trust determination

abandonmentprejudice

evil goodnesshonesty

compassiondedication

Tell the truth. Never give up. You are special.

Be kind.

dangerousfrightening

unpredictabledeadly

treacherous bewildering

harmfullethal

soothing calming

safe lovely

majestic homey

peaceful solemn

fruitful exciting adventurousmelancholy

boring antiseptic grim

stoic unfriendlyconfusing

overwhelming


Response to Literature: Three C

irclesD

irections: Record the opinion w

ord in the box below. U

se the ovals to record a detailed description of the word.

Opinion W

ord

What Effects?

What A

ction?W

ho?/What?


Response to Literature Writing TransitionsTerrific Transitions Chart: Provides students with a selection of transitions for the variousparts of the response: evidence, analysis, connections, and reflections. When students transi-tion in the response, they may find this chart to be helpful resource to build sentences thatflow cohesively and coherently.

Terrific Transitions Card for the Response to Literature

This opinion is supported by the following evidence: “ ........”.

A key selection of the text that backs-up my opinion is “..........”.

The author’s painted a picture of (opinion),when she wrote: “.......”.

(Opinion) was demonstrated when...

Prove It!Evidence

These words and phrases show (opinion) because...

This supports my opinion because...

This text is evidence that (opinion) because...

This clearly reveals (opinion) because...

What doesthat mean?Analysis

This reminded me of...

The (character, setting, plot or theme) is similar to...

This passage connects to(my life,another text,the world) because...

The (character, setting, plot or theme) is just like...

Connections

After reading the (book, short story, passage), I (felt, wished, realized, understood)...

The (book, short story, passage) deeply affected me because...

Once I finished the (book, short story, passage), I reflected...

Reflection

595

At-A

-Glance 5-Paragraph Persuasive D

irections Chart © 2006 N

ancy Fetzer

5-Paragraph: Persuasive

Audience

Argum

entThree Benefits or R

easonssofor to

because

Hook: Em

otional Statement Q

uestion Interesting Fact Anecdote

Who is being

persuaded?State w

hat the subjectshould think/do.

need(s)should

are(1) , (2) , and (3) .

Body: Label a Benefit in Each of the Paragraphs (1-2-3). Talk and Write D

etails for Each Paragraph.

Transition SubjectA

rgument

Who?/W

hat? What about_______________?

These benefits proveThe advantages showN

ow it’s obvious that

These arguments prove

Transition Rebuttal

Counter-A

rgument

You may argue

Opponents argue

My opposition claim

s

butyet

HThC 1

State three benefits the audience would gain if they agree to the argum

ent.

23

Paragraph Transition:

Explain/Describe Benefit #3:

Advantages of Benefit #3:







Conclusion: Restate Your Argum

ent. Add a Rebuttal and Counter-A

rgument. Finish w

ith a Snappy Ending.

Introduction: Write the H

ook and the Thesis Statement.

Snappy Ending: Warning

Insight/Discovery

Question

Emotional R

esponse


Benefits/Advantages: What are thebenefits of agreeing?

Rebuttals: Reasons not to agree!Counter-argument: The comeback!

Argument:

5-Paragraph Persuasive: Argument, Benefits, Rebuttals and Counter-argument

Audience:


Persuasive Writing TransitionsStudents use these transitions to smoothly move from sentence to sentence or paragraph intheir persuasive essays.

Terrific Transitions Card for the Persuasive Essay

In my opinion, I think, I believe, This means,

In addition, Certainly, Unquestionably, Therefore,

Equally important, Evidently, Possibly,

Argument

Another reason why..., An additional benefit for...,

While _________ is an excellent benefit, __________ will...,

The next factor for __________ is...,

ParagraphTransitions

As a result, Consequently, For that reason, so, then,

Furthermore, Otherwise, Therefore, Accordingly,

To begin, Next, The benefits of this action are...

ExplainBenefits

This is beneficial because...,

This is advantageous because...,

The advantages of this benefit include...,

Advantagesof Benefits

To illustrate, For example, For instance,

The author illustrates..., specifically, In fact,

This remind me of..., Moreover, Additionally,

GiveExample


The Who/What ChartTravelers: The green section is colored-coded to alert students, Green light, go! The green partscan travel in the sentence. The teacher may ask, What part of the sentence tells me when? The stu-dent answers, During his camping trip. The teacher responds, That's a green light part of yoursentence. Let’s travel, ‘during his camping trip’ to the front of the sentence. Now the sentence reads“During his camping trip, my silly brother swallowed a fly.”

Directions: To make a small student mat of the Who/What chart, duplicate the small flap(below) and the chart (next page). Cut-out noun flap (below), and staple it over the adjectivesbox on the chart.


The Who/What Chart

VViivv

iidd SSeennssoorryy DDeessccrriippttiioonnss

for Higher Level WritingUse Powerful Parts of Speech

Sensational Sentences

Facts

ExamplesProof

DefinitionsDescriptionsStatisticsEvents

FeelingsIdeas

Why?How?

WishesThoughts

Sensational Sentences PBP-11-C © 2002 Nancy Fetzer

Use Voice & Style to Express Ideas

QuotesDialogue

WhatHappenedNext?

WhatElse?

Sequence to Stay on Topic

Taste

SmellSee

TouchHearRevealing Observations

When?Where?

Add/Move Modifiersor

Ask a Question

Hook BookInteresting Fact

Hook BookDialogue or Thoughts

Hook BookActions & Anecdotes

Hook BookHumor

Hook BookVivid Description

Hook BookOnomatopoeia

Hook BookEmotional Statement

Hook BookQuestion

?

writing - blackline masters

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