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Table of Contents
Note: Click any

tle to travel immediately to it. WRITERizers listed in black are ready to use
as is. The ones that are listed in blue are customizable. Just click in the shaded areas to type
what you require.
Suggeson: Opening the thumbnail view (at the le$ side of the screen, just above the paper
clip) may increase the func
onality of this Table of Contents.
3 Paragraph Essay Planning Map
Newspaper Ar
cle Planner
Persuasion Map
Persuasion Map
Poe
c Devices
Poe
c Devices
5 W's and H Web
Poe
c Devices Prac
ce
5 W's and H Web
Poe
c Devices Prac
ce
AutoBio Poem
Ques
on Mark Map
BLT Essay Sandwich
Responding to Literature
BLT Paragraph Sandwich
Looking at Both Sides of an Issue
Sensory Observa
on Chart
Sensory Observa
on Chart
Concept Wheel with 4 Spokes
Sequence Flow Map
Sequence Flow Map
Step-by-Step Process
Story Idea Generator
Event Spider
Summarizing
Event Spider
The Outliner
Expository Essay Planning Map
Time-Order Spider
Handy Flow Chart
Time-Order Spider
I Am Poem
Wri
ng Organizer Web
Inverted Pyramid
Wri
ng Organizer Web
Inverted Pyramid
Wri
ng Project Planning Map
Narrowing a Wri
ng Topic
Wri
ng Project Planning Web
Newspaper Ar
cle Planner
Wri
ng Project Planning Web
Name___________________________________________________Date______________________Class Period________

Introducon
Thesis
Body Paragraph
Conclusion
Copyright 2012 by Chad Manis, Teacher-Wri#en Eduware/DailyTeachingTools.com
Name_______________________________________________________________________________________Date______________________Class Period________

Introduc'on
Thesis
First Body Paragraph
Second Body Paragraph
Conclusion
Copyright 2012 by Chad Manis, Teacher-Wri en Eduware/DailyTeachingTools.com

Introduc'on
Thesis
First Body Paragraph
Second Body Paragraph
Conclusion
Third Body Paragraph
5 Ws and H Web
What happened?
When did it happen?
Why was this important or interesng?
Event
How did it happen?
Where did it take place?
Who was involved?
AutoBio Poem
Direcons: Complete these poetry line stems by following the direcons in the boxes that appear along
the right. When you are nished, copy your completed poem in the box at the bo!om.
Your rst name goes here
Is____________________________________________________
Four words that describe you
Sibling of______________________________________________
(or son or daughter of)
Liker of_______________________________________________
Three people or things you like
Who feels_____________________________________________
Three feelings you have
Who gives_____________________________________________
Three things you give
Who fears_____________________________________________
Three fears you have
Who would like to see___________________________________
Three things you would like to see
Who lives_____________________________________________
The town or descripon of where
_____________________________________________________
Your last name goes here
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
_____
Copyright 2012 by Chad Manis, Teacher-Wri!en Eduware/DailyTeachingTools.com
AutoBioPoem
AutoBioPoem
_____________________________________________________
BLT Essay Sandwich

Direcons: Use this bacon, le uce, and tomato sandwich graphic to write an essay containing 5 paragraphs.
Introducon
Body Paragraph #1
Body Paragraph #2
Body Paragraph #3
Conclusion
BLT Paragraph Sandwich

Direcons: Use this bacon, le uce, and tomato graphic to write a paragraph containing 5-8 sentences
Topic Sentence
Supporng Detail #1
Supporng Detail #2
Supporng Detail #3
Concluding Sentence

Direcons: Begin by sta'ng the ques'on in the box provided. Then, in the Yes column, give reasons, examples, or facts that could be stated in support of the
ques'on. In the No column, give reasons, examples, or facts that could be stated in dispute of the ques'on. State your opinion in the conclusion box.
Queson
Yes
No
Reasons
Conclusion

Direcons: Write the central concept in the hub of the wheel. Then, add ideas, details, examples, or other informa(on (as directed by your teacher) between the
spokes. The box at the right is for addi(onal notes or ideas.


Event Spider
Direcons: Write the topic in the center rectangle and the events in chronological order.
Use the connected horizontal lines for details.
Event 1
Event 2
Topic
Event 3
Event 4
Expository Essay Planning Map

Introducon
Transion
Supporng Details
Body Paragraph 1
Topic Sentence
Transion
Supporng Details
Body Paragraph 2
Topic Sentence
Transion
Supporng Details
Body Paragraph 3
Topic Sentence
Conclusion
Handy Flow Chart

Direcons: Write your topic at the top. Then, list the steps or events in chronological order in the areas indicated.
Topic:
The I Am Poem
Direcons: Complete these poetry line stems by following the direc'ons in the boxes that appear along
the right. When you are nished, you will have a complete, three-stanza, original poem about yourself.
I am_________________________________________________
Two special words describing yourself
I wonder_____________________________________________
Something you are curious about
I hear________________________________________________
An imaginary sound
I see_________________________________________________
An imaginary sight
I want________________________________________________
A desire you have
I am_________________________________________________
The rst line of the poem repeated
I pretend_____________________________________________
Something you pretend to do
I feel_________________________________________________
A feeling about something imaginary
I touch_______________________________________________
An imaginary touch
I worry_______________________________________________
Something that bothers you
I cry_________________________________________________
Something that makes you sad
I am_________________________________________________
I understand__________________________________________
Something you know is true
I say_________________________________________________
Something you believe in
I dream______________________________________________
Something you dream about
I try_________________________________________________
Something you make an eort on
I hope_______________________________________________
Something you hope for
I am_________________________________________________
The Inverted Pyramid

Direcons: The style in which news stories are wri en is called the Inverted Pyramid style. Write the most important
informa'on in the top sec'on (use at least 3 of the 5 Ws). Write the next most important informa'on in the
second sec'on. Con'nue un'l you have listed the least most important informa'on in the bo om sec'on.
The Inverted
Pyramid style
of wri'ng
helps
The Inverted
Pyramid style
of wri'ng
helps
The Reader
The Editor
If the reader
has limited
'me and
wants to
know the most important
informa'on quickly, he or she
can get it without having to
read the en're ar'cle. But,
of course, the reader may
also want to read the en're
ar'cle to learn more.
One of the
challenges
of preparing
a newspaper for publica'on
is ge4ng everything to t
just right. If an ar'cle is too
long to t in its place, the
page layout editors can cut
the bo om part of the ar'cle
without losing any important
informa'on.
Narrowing a Wring Topic

Direcons: Write a general idea of what you want to write about in the broad top sec'on. Write just one part of your
topic in the next sec'on. Write just one part of that topic in the next sec'on. Con'nue un'l you have
narrowed your topic to something that you can focus your wri'ng on.
Newspaper Ar
cle Planner
Direc
ons: Fill in the required informaon in each secon below as indicated. Be as specic as you can in each secon.
Arcle Title________________________________________________________
Lead Line (who, what, when, and where)_________________________________
__________________________________________________________________
__________________________________________________________________
I rst witnessed _________________________________________________________________________________

_______________________________________________________________________________________________
_______________________________________________________________________________________________
Next, __________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Then, __________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Finally,_________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Conclusion (Why was the event important?)___________________________________________________________

_______________________________________________________________________________________________
_______________________________________________________________________________________________
Copyright 2012 by Chad Manis, Teacher-Wri1en Eduware/DailyTeachingTools.com
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
_________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
__________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
__________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Persuasion Map
Direcons: Write your posi&on and the reasons that jus&fy it in the boxes as indicated. Then, write the facts, details,
and examples that support each reason in the do ed boxes. Draw and connect more boxes if needed.
Reason 1
Posion
Reason 2
Reason 3
Poec Devices
Direcons: Dene and give an example of each of these poe*c devices in the designated boxes. Write your own
deni*on of poetry in the center box OR use that area is your teacher directs.
Simile
Metaphor
Personica*on
Hyperbole
Allitera*on
Onomatopoeia
Poec Devices Pracce

Direcons: Write your own original example of each of the following poe(c devices in the designated boxes. Then, in the
middle framed box, crea(vely illustrate one of the terms.
Simile
Metaphor
Personica(on
Hyperbole
Allitera(on
Onomatopoeia
Queson Mark Map

Who?
Where?
What?
Why?
How?
When?
Direcons: Aer reading your selecon, choose _______ of the following sentence stems and complete them to write
responses to what you have read.
Aer reading _______________________________________________________________

(Title of book, chapter, arcle, story, or poem)
by ________________________________________________________________________
(Authors rst and last name)
I noced
A queson I have is
I wonder why
I began to think of
It seems like
I cant really understand
Im not sure
I know the feeling
I loved the way
I realized
I was surprised
If I were
I discovered
Copyright 2012 by Chad Manis, Teacher-Wri(en Eduware/DailyTeachingTools.com
Sensory Observa on Chart

Direc ons: State your topic. Then, list what you have observed through your senses in the appropriate areas.
Topic
______________________________
Sight
Sound
Touch
Taste
Copyright 2012 by Chad Manis, Teacher-Wri%en Eduware/DailyTeachingTools.com
Smell
Sequence Flow Map

Direcons: List the events, procedures, and/or cause and eect relaonships in chronological order. Begin in the dark oval at the top le!.
Step-by-Step Process
Direcons: Write each step in chronological order. Then, add specic details about each of those steps.
List materials required here.
Details
Step 5
Step 4
Step 3
Step 2
Step 1
Steps
Copyright 2012 by Chad Manis, Teacher-Wri$en Eduware/DailyTeachingTools.com
Story Idea Generator

What if . . .
Then,
But,
So,
Then,
(something that
could happen)
(something that
could also happen)
(a complicaon or a
problem)
(this happens because of the

problem)
(how the problem is

solved)
Plan Your Story Here
Summarizing
A summary is a restatement of only the main points of a passage. A summary is always much shorter than the passage it
is based on.
Read this passage.
Circle the most

important words and
phrases.
Write 8 of the most

important words or
phrases on these lines .
Some+mes during a football game, we see players

commi-ng fouls on purpose, o.en behind the
referees' backs. Players might grab a face mask, kick
a player who is down on the ground, unnecessarily
push someone from behind, or even sucker punch a
member of the opposing team.
At such +mes, it is no wonder that fans in the
stadium begin shou+ng at the players, gh+ng with
each other, damaging the seats, and throwing trash
onto the eld.
________________________________
__________________________________
________________________________
__________________________________
________________________________
__________________________________
________________________________
__________________________________
Summary
Use the list to create a

summary resta+ng the
main points.
The Outliner
Direcons: Fill in the required informaon in each secon below as indicated. Be as specic as you can in each secon.
I. Topic_________________________________________________
A. Subtopic______________________________________________
1. Details______________________________________________
2. Details______________________________________________
3. Details________________________________________________________________________
B. Subtopic______________________________________________
1. Details________________________________________________________________________
2. Details________________________________________________________________________
3. Details________________________________________________________________________
C. Subtopic______________________________________________
1. Details________________________________________________________________________
2. Details________________________________________________________________________
3. Details________________________________________________________________________
D. Subtopic______________________________________________
1. Details________________________________________________________________________
2. Details________________________________________________________________________
3. Details________________________________________________________________________
Copyright 2012 by Chad Manis, Teacher-Wri-en Eduware/DailyTeachingTools.com
Time-Order Spider
Direcons: Write the topic in the center square. Write events in the outer boxes and details on the lines beneath them.
Event 2
Topic
Event 1
Event 3
Event 4
Wring Organizer Web

Direcons: Use this organizer to plan your wri(ng project.by placing the required items in the designated areas. Use the
do ed circles for details and examples. You may draw addi(onal lines and circles as needed.
Subtopic
Topic
Subtopic
Subtopic
Wring Project Planning Map

Topic
My Purpose (check one)
My Audience
Who will read this?
To explain how to do something

To give an opinion
What do they already know about my topic?
To tell a real story

To tell an imaginary story
To describe a person, place, or thing
What do I want them to know?
To give informa+on about a topic

Other________________________
_____________________________
What part of my topic would interest them most?
____________________________
My First Ideas (draw more boxes and lines as needed)
Topic
Wring Project Planning Web

Direcons: Write your main topic and subtopics in the indicated ovals. Then, write the details in the do ed ovals
connected to each subtopic. Draw and connect more ovals if you need them.
Subtopic
Subtopic
Main Topic
Subtopic
Subtopic

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Table of Contents

Note: Click any

3 Paragraph Essay Planning Map

4 Paragraph Essay Planning Map

5 Paragraph Essay Planning Map

5 Paragraph Essay Planning Map

5 W's and H Web

5 W's and H Web

BLT Essay Sandwich

BLT Paragraph Sandwich

Looking at Both Sides of an Issue

Looking at Both Sides of an Issue

Concept Wheel with 4 Spokes

Sequence Flow Map

Concept Wheel with 6 Spokes

Sequence Flow Map

Concept Wheel with 8 Spokes

Concept Wheel with 8 Spokes

Story Idea Generator

Expository Essay Planning Map

Handy Flow Chart

3 Paragraph Essay Planning Map

Copyright 2012 by Chad Manis, Teacher-Wri#en Eduware/DailyTeachingTools.com

4 Paragraph Essay Planning Map

First Body Paragraph

Second Body Paragraph

Copyright 2012 by Chad Manis, Teacher-Wri en Eduware/DailyTeachingTools.com

5 Paragraph Essay Planning Map

First Body Paragraph

Second Body Paragraph

Copyright 2012 by Chad Manis, Teacher-Wri en Eduware/DailyTeachingTools.com

Third Body Paragraph

When did it happen?

Why was this important or interesng?

Where did it take place?

Who was involved?

Copyright 2012 by Chad Manis, Teacher-Wri en Eduware/DailyTeachingTools.com

Your rst name goes here

Four words that describe you

(or son or daughter of)

Three people or things you like

Three feelings you have

Three things you give

Three fears you have

Who would like to see___________________________________

Three things you would like to see

The town or descripon of where

Your last name goes here

BLT Essay Sandwich

Copyright 2012 by Chad Manis, Teacher-Wri en Eduware/DailyTeachingTools.com

BLT Paragraph Sandwich

Copyright 2012 by Chad Manis, Teacher-Wri en Eduware/DailyTeachingTools.com

Looking at Both Sides of an Issue

Copyright 2012 by Chad Manis, Teacher-Wri en Eduware/DailyTeachingTools.com

Concept Wheel with 4 Spokes

Copyright 2012 by Chad Manis, Teacher-Wri en Eduware/DailyTeachingTools.com

Concept Wheel with 6 Spokes

Copyright 2012 by Chad Manis, Teacher-Wri en Eduware/DailyTeachingTools.com

Concept Wheel with 8 Spokes

Copyright 2012 by Chad Manis, Teacher-Wri en Eduware/DailyTeachingTools.com

Copyright 2012 by Chad Manis, Teacher-Wri en Eduware/DailyTeachingTools.com

Expository Essay Planning Map

Copyright 2012 by Chad Manis, Teacher-Wri#en Eduware/DailyTeachingTools.com

Why was this important or interesng?

The town or descripon of where

Narrowing a Wring Topic

Queson Mark Map

Aer reading _______________________________________________________________