1. Students learn the essential components of 5 paragraph essay. Students develop criteria to help guide their own essay creation.

2. Power Writing T his activity takes six minutes and involves the students in creative brainstorming. The words 'duck' and 'apple' are written on the board. Students are asked to select one of the words and at a given signal are instructed to write as much as they can as well as they can about the topic selected. At the end of one minute time is called and students are directed to count the words which they have written. Record these numbers on a chart on the board. Round two begins with the student selecting 'umbrella' or 'beautiful' and repeating the process for one minute. Round three begins with the student selecting `sock' or `blue' and repeating the process the process for one minute. Each round involves the students selecting a word, writing down their thoughts about that word, counting their words after one minute of writing and recording the results. It will become dramatically apparent from the chart of the three rounds that this activity promotes thinking and writing in quantity. Practicing quantity is an important part of a comprehensive writing program because learners learn to write mostly by writing. Activate

3. Duck Apple

4. Umbrella Beautiful

5. Socks Blue

6. The Writing Blitz D eliver one direction, as listed below, every forty seconds. Word sentence: Write a nine word sentence in which animal is in the fifth position. Single sentence: Arrange the following ideas in one sentence - old man...tractor...rain...coal mine. Double sentence: Arrange the following ideas in two related sentences; bouncy...clear...glass...weather...street. Given letter sentence: Write a sentence that contains at least thirteen `t's'.

7. The Writing Blitz Write a nine word sentence in which animal is in the fifth position. Arrange the following ideas in one sentence - old man...tractor...rain...coal mine. Arrange the following ideas in two related sentences; bouncy...clear...glass...weather...street. Write a sentence that contains at least thirteen `t's'.

8. Four Corners 1. Write a statement on the board for all students to see. 2. Then have them write on a piece of paper whether they strongly agree, agree, disagree, or strongly disagree with the statement and why. 3. Once they have done this, have them go to corners of the room based on their reponses 4. Give them some time to talk with others of the same feeling, to choose a spokesperson and to devise a case to present to their classmates in the interests of winning people over to their corner. In their conversation, they usually end up rereading the text for evidence, using a dictionary to look up words, and making a list of reasons why they are right. 5. Once they are ready, each spokesperson presents the group's case to the class while they listen quietly. 6. Then give them time at the end to ask questions or challenge other groups. 7. Finally, close by asking them to think about what they have heard and then move to a new corner if they were swayed by another group's presentation. Acquiring

9. All sports teams should be open to girls and boys (Write any statement here)

10. Give 3 reasons why and provide an example for each to prove your point.

12. Use the concept map to help organize your ideas

13. Thesis: I. INTRODUCTION: H ook: T hesis: B ig Idea A: B ig Idea B: B ig Idea C: II. BODY A. BIG IDEA A: Topic Sentence: 1 . Point 1: a . Specific Example: 2 . Point 2: a . Specific Example: 3 . Point 3: a . Specific Example: Concluding Sentence: B. BIG IDEA B: Topic Sentence: 1 . Point 1: a . Specific Example: 2 . Point 2: a . Specific Example: 3 . Point 3: a . Specific Example: Concluding Sentence: C. Big Idea C: Topic Sentence: 1 . Point 1: a . Specific Example: 2 . Point 2: a . Specific Example: 3 . Point 3: a . Specific Example: Concluding Sentence: III. CONCLUSION 1. Re-iterate thesis 2. Quick summation of important/lasting ideas 3. Final thought for reader

14. Signal Words and Phrases Sequence Problem/Solution Problem/Solution Problem/Solution Cause/Effect