P.E.E.L. paragraphs literacy writing mat scaffold in history (PEEL)

Grade Levels
5th - 11th, Homeschool
Formats Included
  • PDF (3 pages)
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This powerpoint contains a writing scaffold to help students frame their paragraphs using PEEL. Most students are familiar with PEE in their paragraphs but the L is what makes students show their understanding to a higher level.

The first slide is a writing mat with the sentence starters. This can been laminated and given to students to use with their written work, in particular for essays. It could also be photocopied and stuck into the students books for regular reference. My classes have both and a display on the wall!

The way it works:

POINT: The first sentence of any paragraph should tell you what the paragraph is about.

EVIDENCE: These sentences should contain information and examples.

EXPLANATION: These sentences should explain the point in relation to the question.

LINK: This sentence should either link one paragraph to the next OR link directly back to the question preferably using words from the question.

I always tell my students that I should be able to read their introduction, the first lines of each paragaph and their conclusion and still be able to understand what their argument was.

The powerpoint also has a very quick and basic example of a PEEL paragraph (about Elizabeth I) colour-coded to be used with your class or just for your own reference.

This was designed with history in mind but I have used it very successfully in all other Social Studies subjects including Geography and Religious Studies. I have found this simple mat has encouraged students to put pen to blank paper. It has been especially good for lower attainers and for EFL / ESL / EAL students.

You can also read a bit more about them in my blog HERE

Thanks for stopping by!



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©Amy Hughes (MsHughesTeaches) All rights reserved.

© A. Hughes (MsHughesTeaches), 2013

Total Pages
3 pages
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to see state-specific standards (only available in the US).
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Draw evidence from informational texts to support analysis, reflection, and research.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.


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