Great writing 1 Teachers note

Writing great writing great essays answer key unit exploring the essay elements of great writing activity page the purpose is to classify different types ...Writing great writing great essays answer key unit exploring the essay elements of great writing activity page the purpose is to classify different types ...

Teacher’s Notes for Great Writing 1: Great Sentences for Great Paragraphs, 4th Edition Keith S Folse April Muchmore-Vokoun Elena Vestri Solomon Teacher’s Notes for Great Writing 1: Great Sentences for Great Paragraphs, 4th edition Copyright © 2014 National Geographic Learning/Cengage Permission granted to photocopy for use in class UNIT Understanding Sentence Basics OVERVIEW This unit introduces students to the simple sentence and its basic features, namely capitalization and end punctuation, in addition to subjects, verbs and objects Some students may already be familiar with simple sentence writing, but students’ familiarity with the various elements of a good simple sentence may vary greatly In Unit 1, students have a variety of both guided and independent opportunities to practice writing simple sentences through activities that include all of the key elements These activities help the teacher assess how familiar students are with sentence structure from the very beginning of the course In addition, Unit introduces students to Building Better Sentences and Building Better Vocabulary found throughout the text The activities in this unit range from guided sentence activities in which students manipulate the parts of a simple sentence, to more independent writing activities in which students produce their own work For further support, you may use the Great Writing Assessment CD-ROM with ExamView® to produce quizzes on the grammar, vocabulary, editing, or writing that is covered in this unit OBJECTIVES Understand what a sentence is and what elements it includes (pp 4–9, 11, 15–18) Become familiar with the basic relationship between sentences and paragraphs (p 4) Become familiar with the parts of a sentence (pp 6–9, 18) Learn to identify the subject, verb, and object and their order in a sentence (pp 6–9, 11, 13, 21) Become familiar with identifying sentence fragments (p 10) Review the use of be in simple sentence structure (pp 11–13) Review the use of the there is/there are in simple sentences (pp 11–14) Become familiar with prepositions of place—at, on, and in (pp 13–14) Understand the importance of when to use capitalization in sentences (pp 15–21) 10 Understand the importance of using end punctuation in sentences (pp 15–21) 11 Learn to identify and punctuate statements, questions, and exclamations (pp 17–21) 12 Become familiar with the process of editing written work for mistakes (pp 23, 24–28) 13 Write an original paragraph (on a country) by following a guided writing activity (pp 23–24) 14 Become familiar with the importance of journal writing in developing personal writing skills (pp 29–30) Teacher’s Notes for Great Writing 1: Great Sentences for Great Paragraphs, 4th edition Copyright © 2014 National Geographic Learning/Cengage Permission granted to photocopy for use in class TEACHING NOTES Unit introduces students to the basics of writing a simple sentence The unit introduces the main features that every good simple sentence has, namely: (1) capitalization, (2) punctuation, and (3) subjects, verbs, (and many times) objects If students are already familiar with the basics of writing simple sentences, then start at a point in Unit that matches your students’ needs Any pages that the class does not complete can be used as review work for students who need extra practice Unit Opener Each unit begins with a two-page opening spread featuring a photo, a set of objectives, and a culminating writing task Direct students’ attention to the photo and ask them to tell you what they see This photo shows the view of London, including the Palace of Westminster, the Parliament building (and Big Ben), and the London Eye Go over the objectives on the top of page Explain that students will these things in the unit Have students look at the question at the bottom of page Tell them you will come back to this question at the end of the unit What is a Sentence? p After presenting the information, check comprehension by asking questions: What is a sentence? What makes a sentence? What makes a paragraph? Suggest students write sentences in their first language on the board Activity 1: Changing Words into Sentences, p Use this activity as a quick review of basic sentence organization Students will use the simple present tense of be and have, two verbs with which they need to be familiar, in order to talk about themselves and their families This activity prepares students for the diagnostic writing activity on the next page Activity 2: Writing Simple Sentences, p Students can complete this activity in the book or on a separate sheet of paper It allows the instructor to get a basic idea of a student’s writing abilities at the beginning of the course As a result, it can help you determine if students need reinforcement in specific areas presented in Unit 1, or if there are sections that can be skipped altogether Engage students in applying simple sentences to authentic conversation by having them interview one another about their families and then report the information back to the class Or have them interview and identify students in the class who meet specific descriptions, such as: Find someone who… has a brother or a sister is from [specify country/ies that reflect student demographics] Teacher’s Notes for Great Writing 1: Great Sentences for Great Paragraphs, 4th edition Copyright © 2014 National Geographic Learning/Cengage Permission granted to photocopy for use in class Grammar for Writing Parts of a Sentence: Subjects, Verbs, and Objects, pp 6–7 It is very important that students understand the terms that are explained at length on page Because some students may have little to no prior experience with this material, it may be helpful to provide extra opportunities for practice such as additional worksheets and online practice activities Direct students’ attention to the chart Ask students to read the sentences aloud Have students identify the subject, verb, and object or other information Check comprehension by asking questions: What is the subject? What does the verb tell us? What is an example of a verb? Where is the object in the sentence? What kind of words are objects? What other information is in a sentence sometimes? Activity 3: Identifying Subjects, Verbs, and Objects, pp 7–8 Correct the items by having students first compare their answers in pairs, and then ask volunteers to write them on the board Activity 4: Unscrambling Sentences, pp 8–9 Remind students that a sentence begins with a capital letter and ends with a period Write the following words on the board or on chart paper: like / sports / some people Demonstrate how to correctly put the words in order to create a simple sentence: Some people like sports Emphasize the capital letter at the beginning of the sentence and the period at the end by underlining the capital S and circling the period at the end of the sentence Activity 5: Using Subject-Verb Word Order in a Paragraph, p Before students complete the activity, have them identify the subjects and verbs in the box Point out that the subject usually comes before the verb in the sentence Remind students how to identify the subject by reviewing the definition of a subject Write the following definition and sample sentence on the board or post them on chart paper for students to reference while completing Activity 5: Subject: The person or thing that does the action The subject comes before the verb Billy plays the guitar Verb: The action word in the sentence The verb comes after the subject Billy plays the guitar Grammar for Writing A Fragment—An Incomplete Sentence, p 10 It’s very important that students understand the difference between a complete sentence and a fragment Students who speak first languages in which the subject position is not always Teacher’s Notes for Great Writing 1: Great Sentences for Great Paragraphs, 4th edition Copyright © 2014 National Geographic Learning/Cengage Permission granted to photocopy for use in class filled (e.g., Spanish) may have particular difficulty with this After you go over the information, write examples of fragments on the board (e.g., Mary a good student; Is very sunny today) First, elicit what is missing, then have students come to the board to correct the sentences Activity 6: Editing: Sentence or Fragment?, p 10 If time allows, work as a class to make edits to the fragments in this activity to make them complete sentences Post a sample of a fragment along with a complete sentence on chart paper in the classroom Review the steps on how to determine whether or not a sentence is complete (by making sure there is both a subject and a verb) Grammar for Writing The Verb Be, p 11 This section provides a brief overview of the verb be in the simple present tense and focuses on the four major sentence patterns that use this verb Point out that in the fourth pattern, the form of be is determined by the subject—a singular subject takes a singular verb, and a plural subject takes a plural verb A helpful and quick reinforcement activity could include writing out 20–30 sentences that represent the various patterns and then having students work in partners to put the sentences into the groups by category Activity 7: Identifying Subjects and Verbs, p 11 If additional practice is needed, write a list of words on chart paper, on the board, or display it on the screen, that includes both subjects and verbs, in no specific order or categories Then have students categorize the list of words under two headings, Subject and Verb, on their own piece of paper Circulate around the room and check student responses or have several students volunteer to read their lists aloud to the class Activity 8: Identifying Words and Phrases, p 12 Post a simple chart in the classroom with an example of an adjective, a noun, and a place phrase Use the chart for reference as you work with students to identify words and phrases, and encourage them to reference the chart as they complete Activity 15 A sample chart might include the following information: Adjective Noun Place Phrase red pencil on the chair Teacher’s Notes for Great Writing 1: Great Sentences for Great Paragraphs, 4th edition Copyright © 2014 National Geographic Learning/Cengage Permission granted to photocopy for use in class Activity 9: Completing Sentences with Be, pp 12–13 Point out to students that be is the most frequently used verb in the English language and that it has five main forms Write these forms (am, is, are, was, and were) on the board and ask students to volunteer writing a sample sentence for each one Remind students to check that the verb agrees with the subject, particularly in sentences beginning with there Grammar for Writing Prepositions of Place—At, On, and In, pp 13–14 Prepositions are difficult for students to master at any level This note introduces three prepositions of location: in, at, and on Use the pyramid diagram on page 13 to explain specific cases when each preposition is used Because this graphic does not work for ALL examples (for example, in the bank—meaning inside), be prepared to provide examples that are exceptions to the graphic If necessary, provide students with extra practice by giving them an index card or piece of paper with the name of a place written on it Then have them place the card under the correct preposition posted on the board For example: At On In the store the corner India the post office 42nd Street the river Point out that the pyramid on page 13 covers only three prepositions (at, on, and in), and these are three of the most frequently used prepositions in English However, you should note that: There are many other prepositions not covered here (e.g., by, for, with) These prepositions have other uses, some of which are idiomatic (in other words, this pyramid explains much about at/on/in but it does not explain everything) Additional information on these prepositions can be found in the Brief Writer’s Handbook, The Prepositions At, On, and In, pages 240–242 Activity 10: Choosing the Correct Preposition, p 14 If students have difficulty with this activity, review the information on page 13 Activity 11: Choosing the Correct Preposition, p 14 Remind students of the relationship between sentences and paragraphs Point out that paragraphs are indented and the sentences not start on a new line Teacher’s Notes for Great Writing 1: Great Sentences for Great Paragraphs, 4th edition Copyright © 2014 National Geographic Learning/Cengage Permission granted to photocopy for use in class Capitalization and Punctuation in a Sentence Beginning a Sentence with a Capital Letter, p 15 Provide students with a quick review about the names of two kinds of letters in English— capital (or uppercase) letters and lowercase letters If necessary, review uppercase and lowercase letters with students Display a capital and lowercase letter on the board or on chart paper and point to each one as you say the name: capital A, lowercase a; etc Have students repeat after you several times Say the names of specific letters such as capital R and lowercase p, and have students write them down on a sheet of paper Remind students that sentences always begin with a capital letter Point out that additional capitalization rules can be found in the Brief Writer’s Handbook, page 232 If time allows, have students turn to those pages in the Handbook Ending a Sentence with a Period, p Provide an overview of how punctuation gives a reader direction—similar to a traffic light—about when to go, stop, or slow down First, draw a traffic light on the board or chart paper, and ask students to explain what each color tells the driver to Explain that a capital letter at the beginning of a sentence tells the reader to begin Then ask: What tells a reader to slow down? (commas and semi-colons–which will be discussed at a later); and finally, What makes a reader stop? (periods, question marks, and exclamation points) After each answer, write an example of the punctuation mark you review on the board Activity 12: Practicing Capitalization and Punctuation, p 15 Do the first item as an example on the board First unscramble and then have students add capitalization and punctuation Activity 13: Writing Simple Sentences, p 16 Provide students with scaffolded opportunities for extra practice and applying what they learn to new contexts When students write the sentences they unscrambled in Activity 12 and replace the subject (spaghetti with ice cream, most kids with Erika and Zahra), they will need to determine if other changes to the sentences are necessary While this activity can provide students with additional supported writing practice, instructors who feel that their students are more advanced can skip to this activity and use it as the writing diagnostic Capital Letters for Proper Nouns, p 16 Have students make flashcards by writing each of the titles on separate index cards: Proper Nouns, and Common Nouns On the back of each card, have them write the examples from their book of the specific words that use capital letters Students can use these cards to review the use of capital letters individually or with a partner Additional capitalization rules can be found in the Brief Writer’s Handbook, page 232 Teacher’s Notes for Great Writing 1: Great Sentences for Great Paragraphs, 4th edition Copyright © 2014 National Geographic Learning/Cengage Permission granted to photocopy for use in class Activity 14: Editing Simple Sentences, pp 16–17 Engage students in this editing activity by displaying the sentences on the board, on chart paper, or on a screen Have students work in partners or small groups and correct the displayed sentences as a team Or pass the chart around to individual groups and have them make the corrections at their seats Then display the chart and discuss the various corrections Ending a Sentence with a Question Mark or Exclamation Point, p 17 Say the following question aloud: What is your name? and then ask a student to respond Ask the class why the student provided an answer Confirm that she or he responded because you asked a question Then write: What is your name? on the board, and circle the question mark Remind students that a question mark signals to the reader that a question is being asked Demonstrate when to use an exclamation point by giving two different contexts for each example Explain that the first example of a simple fact: It is snowing might be found in a description of a typical winter day in Montreal while the corresponding example: “It is snowing!” she said with surprise might describe a typical winter day in a normally warm climate Activity 15: Identifying Statements, Questions, and Exclamations p 18 If necessary, provide students with extra practice identifying whether a sentence is a statement, question, or exclamation Have students fold a piece of paper in three columns along the longest side of the paper Have students write a period (.) at the top of the first column, a question mark (?) at the top of the middle column, and an exclamation point (!) at the top of the right-hand column Then read a series of sentences aloud, making sure to include all three types of punctuation, and have students write the sentence below the correct, corresponding punctuation mark Then ask students to read an example of a sentence they wrote in each column Activity 16: Taking a World Quiz, pp 18–19 Go over item #1 with the class Elicit from students the capitalization and punctuation changes that were made (first letter of first word in sentence is capitalized; proper nouns (Brazil and Brasilia) are capitalized; question ends in a question mark; sentence ends in a period) Review word order for sentences if necessary Activity 17: Interviewing a Classmate, p 20 Before beginning this activity, elicit from students the types of words in each item that may need capital letters (e.g., item #1 may include the names of people, which would require capital letters) Teacher’s Notes for Great Writing 1: Great Sentences for Great Paragraphs, 4th edition Copyright © 2014 National Geographic Learning/Cengage Permission granted to photocopy for use in class Activity 18: Editing: Grammar and Sentence Review, p 21 In order to help students articulate why a particular sentence is correct or incorrect, brainstorm a list of strategies and write them on the board so that students can reference them as they complete the activity For example, students can ask themselves the following questions as they analyze each sentence: • • • • Does the sentence have a subject? Does the sentence have a verb? Are there punctuation errors? Are there capitalization errors? To help students work more efficiently, suggest that they track the types/number of errors they find as they work through this activity Building Better Sentences, p 21 Have students turn to the first two pages of Appendix (pages 252–253) and go through the examples of sentence-combining strategies as a class Demonstrate the steps of combining sentences on the board Explain the importance of sentence variety in writing and ask students to be conscious of the types of sentences they are creating as they write While working on Building Better Sentences activities, it is important that students NOT look at the original sentences The goal here is to see the combinations that result and how they are different, not just to see if the student combinations match the original Have students complete the activity individually, in pairs, or in small groups as needed Building Better Vocabulary Activity 19: Word Associations, pp 21–22 Explain to students that learning word associations will help enrich and expand their vocabulary by building connections to more words By increasing their vocabulary, students will have more options in communicating their ideas, which will help improve their writing Point out to students that this activity is about word associations, not definitions The task is to choose the word or phrase that is most closely associated with the target word It may be beneficial for students to complete this activity with a partner and with a dictionary Have partners take turns looking up the meaning of the words they not know Activity 20: Using Collocations, p 22 Make sure that students understand what collocations are (words or groups of words that naturally and that frequently co-occur with a target word) Explain that learning collocations will help students build on their bank of commonly used phrases and that incorporating these phrases in their writing will help it sound more natural and advanced Teacher’s Notes for Great Writing 1: Great Sentences for Great Paragraphs, 4th edition Copyright © 2014 National Geographic Learning/Cengage Permission granted to photocopy for use in class Model how to select the correct answer by completing several of the items together as a class Have students complete the activity individually or in pairs Encourage students to keep a list of the most common or useful collocations and ask them to review them on their own for reinforcement Activity 21: Parts of Speech, p 23 Draw students’ attention to the prefixes and suffixes listed at the bottom of the activity and encourage students to keep a list of and memorize these affixes If needed, provide additional examples of words that use these affixes Point out that the words in bold face are the original words that appear in this unit Original Student Writing Activity 22: Original Writing Practice, pp 23–24 Have students complete this guided writing activity first in the book Then, if appropriate, have students use a separate piece of paper to write one of the sets of activity questions in the form of a simple paragraph Before students write their activity sentences in paragraph form, remind them to self-edit using the checklist at the bottom of page 24 Remind them to check for correct end punctuation, as well as correct capitalization Editing Your Writing, p 24 Emphasize to students that because editing is such an important part of the writing process, it is important that they learn how to self-edit Students should understand that this means they must read their own work for mistakes before a classmate reads their work to help them make it better Activity 23: Editing Simple Sentences, p 25 When students are finished, have them compare answers with a partner Use the board or a projector to display corrected sentences Peer Editing, p 26 The peer editing sheets online at NGL.Cengage.com/GW1 provide a way for readers to provide constructive feedback to their classmates Suggest students download and print the sheet before each original writing assignment Remind students that peer editing is a process that provides a writer with feedback and suggestions from a classmate and that can help the writer find out if his or her writing is clear Activity 24: Editing: Grammar and Sentence Review, pp 26–27 Have students rewrite the corrected paragraph on a separate sheet of paper for extra practice Teacher’s Notes for Great Writing 1: Great Sentences for Great Paragraphs, 4th edition Copyright © 2014 National Geographic Learning/Cengage Permission granted to photocopy for use in class 10 EXPANSION ACTIVITIES Have students go back to the activity on pp 182–183 and analyze the differences between Example Paragraph 59A, 59B, and 59C, such as the use of compound and complex sentences, adjective clauses, and so on Have students take Example Paragraph 59C and create a paragraph with the same information but using simple sentences (without looking at Example Paragraph 59A or 59B) Then have them compare their paragraphs with those in the book Another option is to have students take Example Paragraph 59A or 59B and combine the information into longer, more complex sentences (without looking at Example Paragraph 59A or 59B) Then have them compare their paragraphs with those in the book VOCABULARY ENRICHMENT ACTIVITIES Because vocabulary is such an important point in moving to a higher proficiency level, instructors may want their students to maintain a vocabulary journal to correspond to the vocabulary, which is something that we strongly advocate Whether or not this particular strategy is employed, it is imperative that students acquire a large amount of appropriate vocabulary in this course Suggested Words for the Vocabulary Journal Below is a list of vocabulary words from the paragraphs in the unit We suggest that students begin with these words and add other words to their vocabulary journals as necessary Example Paragraph 59A–59C, pp 182–183 love deuce volley net to hit term special shot to touch Example Paragraph 60, p 185 photo to take a photograph/picture living room sofa to receive to stand certainly Teacher’s Notes for Great Writing 1: Great Sentences for Great Paragraphs, 4th edition Copyright © 2014 National Geographic Learning/Cengage Permission granted to photocopy for use in class 75 cherish Example Paragraph 61, p 189 district to go on strike money salary officials raise low fair emergency evening to invite Example Paragraph 62, p 191 to affect to feel lazy bright sunny outside cool to shine productive influence Example Paragraph 63, p 192 to receive confuse spelling pronunciation nonnative speaker Example Paragraph 64, p 195 advice to improve requirement fluency Teacher’s Notes for Great Writing 1: Great Sentences for Great Paragraphs, 4th edition Copyright © 2014 National Geographic Learning/Cengage Permission granted to photocopy for use in class 76 vocabulary daily journal suggestion rapidly Example Paragraph 65, p 197 in common border elaborate create attraction compete Example Paragraph 66, pp 198-199 flight airport almost suitcase to take to leave gate Example Paragraph 67, p 201 distant to visit tea rice exotic dislikes Self-Assessment Have students refer back to the opening spread on pages 180 and 181 Direct their attention to the objectives Ask them to put a check mark by the objective(s) they achieved Then ask students the question at the bottom of the page Students can raise hands to show if they can answer yes to the question Teacher’s Notes for Great Writing 1: Great Sentences for Great Paragraphs, 4th edition Copyright © 2014 National Geographic Learning/Cengage Permission granted to photocopy for use in class 77 UNIT 8: Pulling It All Together and Preparing for More OVERVIEW The goal of this unit is to practice sentence and paragraphs skills from Units 1–7 This unit provides a variety of 27 additional practice activities, including Building Better Vocabulary practice and two reader response activities For further support, you may use the Great Writing Assessment CD-ROM with ExamView® to produce quizzes on the grammar, vocabulary, editing, or writing that is covered in this unit OBJECTIVES Practice the language and writing points found throughout Great Writing (pp 208–224) Identify and use topic, support, and concluding sentences (p 208–209) Write an original paragraph (about an invention) using the appropriate verb tenses (p 211) Practice article use (pp 213-214) Practice combining sentences with connectors and, but, and so (pp 215-216) Practice using adjective clauses who and that (pp 216-217) Revise an original writing paragraph and create a final draft (p 218) Write two original paragraphs in response to reading paragraphs on controversial issues that have been in the news (pp 218–221, 226) TEACHING NOTES Unit provides supplemental materials for previous units in the book Key grammar and sentence structure points have been selected for extra practice in this part of the book These activities can be done as homework, class work, or as additional quizzes Unit Opener Each unit begins with a two-page opening spread featuring a photo, a set of objectives, and a culminating writing task Direct students’ attention to the photo and ask them to tell you what they see This photo shows graffiti covered Cadillacs stuck in the ground at Cadillac Ranch in Amarillo, Texas Go over the objectives on the top of page 207 Explain that students will these things in the unit Have students look at the question at the bottom of page 207 Tell them you will come back to this question at the end of the unit Review: Parts of a Paragraph Before students look at page 208, elicit from the class the parts of a paragraph Write each point on the board Then have students look at page 208 to check their ideas Teacher’s Notes for Great Writing 1: Great Sentences for Great Paragraphs, 4th edition Copyright © 2014 National Geographic Learning/Cengage Permission granted to photocopy for use in class 78 Activity 1: Identifying Topic Sentences vs Supporting Sentences, pp 208–209 This activity has students practice identifying the difference between the topic sentence and supporting sentences and is a good review for the ideas presented in Unit Activity 2: Ordering Sentences in a Paragraph, p 209 This activity, which reviews material from Unit 2, has students work on sentence order in paragraphs Remind students the order in which information should be presented in a paragraph (topic sentence, body, and concluding sentence) Be sure students indent the first line when they write out the paragraph Activity 3: Writing Concluding Sentences, p 210 This activity also reviews material from Unit Remind students of the characteristics of a good concluding sentence before writing their own concluding sentences Activity 4: Choosing the Correct Verb Tense, pp 210–211 For practice with the concepts presented in Units 2, 3, and 4, assign students this activity Here, the students must chose the correct verb tense to complete a paragraph Then they answer a series of questions regarding paragraph structure This activity can be followed up with Activity 6, where students create their own original writing based on the theme of this activity Activity 5: Original Writing Practice with Verb Tenses, p 211 In this follow-up practice for Activity 4, students write their own paragraph on an important invention in history Activity should be edited using Activity 10 on page 197, Activity 12 on page 198, and Activity 14 on page 199 In these three activities, students self and peer editing work on improving their writing with compound sentences, articles, and adjective clauses Activity 6: Choosing the Correct Verb Tense, p 212 For practice with the concepts presented in Unit (and also Unit 3), assign students this activity, which has a cloze paragraph activity where students must choose the correct verb tense It is followed by a series of questions that analyze the structure of the paragraph Activity 7: Editing for Subjects and Verbs, pp 212–213 In this follow-up practice to Activity 6, students edit their paragraphs for subject and verbs Activity 8: Using Articles, pp 213–214 This activity provides practice with the use of articles, which were presented in Units and If needed, review definite and indefinite articles (Unit 6) Before students begin this Teacher’s Notes for Great Writing 1: Great Sentences for Great Paragraphs, 4th edition Copyright © 2014 National Geographic Learning/Cengage Permission granted to photocopy for use in class 79 activity, have students scan the paragraph for unfamiliar vocabulary words and clarify the meanings as a class Activity 9: Editing for Articles, p 214 This practice is a short editing activity that can be used in conjunction with the original writing samples generated in Activity Here, students self and peer editing work on the articles in their writing Activity 10: Combining Sentences with a Connector, p 215 Before students begin this activity, review the meanings of the connectors and, but, and so, as well as the placement of the comma in compound sentences Activity 11: Editing for Connectors, p 216 This practice (as well as Activities and 9) is a short editing activity that can be used in conjunction with the original writing samples generated in Activity Here, students both self and peer editing work on the use of and, but, and so in their writing Activity 12: Practicing Adjective Clauses with Who and That, p 216 For practice with the concepts presented in Unit 7, have students complete this paragraph activity where they must choose the correct relative pronoun Review when to use who (with people) and that (with things, and sometimes people) Activity 13: Editing for Adjective Clauses, p 217 This practice (as well as Activities 7, 9, and 11) is a short editing activity that can be used in conjunction with the original writing samples generated in Activity Here, students self and peer editing work on the adjective clauses in their writing Writer’s Note: Making Your Writing More Interesting, p 217 If needed, use this as an opportunity to review simple, compound, and complex sentences, as well as the use of pronouns, adjectives, adverbs, time words/phrases, and adjective clauses Activity 14: Writing a Final Draft, p 218 Remind students to indent their paragraph and combine all of their edits into one final version of the paragraph from Activity Brief Reader Response: Writing a Response to Topics in the News, p 218 This note should be discussed before completing Activities 16-18 Many students need to be familiarized with the variety of ways in which they can express their opinion A brief review of modals (Unit 7, pages 193–195) would also complement and support the information in this note Teacher’s Notes for Great Writing 1: Great Sentences for Great Paragraphs, 4th edition Copyright © 2014 National Geographic Learning/Cengage Permission granted to photocopy for use in class 80 Activity 15: Responding to a Reading Passage, pp 219–221 This section is part of the Writing a Response to Topics in the News section, which gives students more advanced writing practice by presenting them with several paragraphs that discuss a controversial topic that has been in the news This initial reading is followed up by three student opinion paragraphs on the subject (pro, con, and mixed) Students answer questions about each opinion paragraph and analyze each one’s structure in preparation for writing their own opinion paragraph on the topic These series of activities are a nice conclusion to a semester of skill building They can also be used as additional/challenge assignments for more advanced students in the class Consider creating a portfolio of these types of activities by drawing on interesting issues in local and world news Students could even be asked to bring in articles on topics that interest them, share these articles in groups, and then write response paragraphs Writer’s Note: Using Should to Soften Your Tone, p 221 Explain to students the subtle differences in the tone of verbs and the big difference it can make in expressing your opinion Write the words Strong and Softer on the board Then write two sample sentences using must and have to on sentence strips and two sample sentences using should Pass out the sentence strips to volunteers Have them read the sentence aloud and then post it on the board under the correct heading Activity 16: Original Writing, p 221 Students are asked to state their opinion about the issue previously address in paragraphs on the subject, including a pro, con, and mixed opinion After a series of activities in which they answered questions about each opinion paragraph and analyzed each one’s structure, they are now prepared to write their own opinion paragraph on the topic Have students refer to the Writer’s Notes on pages 217 and 221 as they write their paragraphs Writer’s Note: The Importance of Editing, p 222 Learning strong self and peer editing skills is one of the important goals of this book Remind students of the ongoing importance of developing these skills and consider reviewing pages 242- 243 in the Brief Writer’s Handbook in order to provide further reinforcement to students about editing their writing Activity 17: Peer Editing, p 222 Remind students to download and print Peer Editing Sheet from NGL.Cengage.com/GW1 Have students exchange papers with a partner and use the sheet to edit each other’s work If necessary, remind students to make helpful and positive comments and suggestions Teacher’s Notes for Great Writing 1: Great Sentences for Great Paragraphs, 4th edition Copyright © 2014 National Geographic Learning/Cengage Permission granted to photocopy for use in class 81 Activity 18: Responding to a Reading Passage, pp 222–224 The reading passage in Activity 18 is used to introduce an issue related to obesity Students are then provided with the opportunity to respond to two opinions about the topic Students are asked to identify the topic sentence and describe the details that support each argument Clarify any unfamiliar vocabulary before students begin the activity Writer’s Note: Varying Your Vocabulary, p 224 There are many ways for students to vary their vocabulary Variety of vocabulary is important in demonstrating English proficiency Be sure to review resources, such as a thesaurus, that students can use to find synonyms and encourage them to continue developing their Vocabulary Journals on an ongoing basis Activity 19: Word Associations, pp 224–225 If necessary, remind students that learning word associations will help enrich and expand their vocabulary by building connections to more words By increasing their vocabulary, students will have more options in communicating their ideas, which will help improve their writing Point out to students that this activity is about word associations, not definitions The task is to choose the word or phrase that is most closely associated with the target word It may be beneficial for students to complete this activity with a partner and with a dictionary Have partners take turns looking up the meaning of the words they not know Activity 20: Using Collocations, p 225 If necessary, review what collocations are (words or groups of words that naturally and that frequently co-occur with a target word) Remind students that learning collocations will help them build on their bank of commonly used phrases and that incorporating these phrases in their writing will help it sound more natural and advanced Model how to select the correct answer by completing several of the items together as a class Have students complete the activity individually or in pairs Encourage students to keep a list of the most common or useful collocations and ask them to review them on their own for reinforcement Activity 21: Parts of Speech, p 225–226 Draw students’ attention to the prefixes and suffixes listed at the bottom of the activity and encourage students to keep a list of and memorize these affixes If needed, provide additional examples of words that use these affixes Point out that the words in bold face are the original words that appear in this unit Teacher’s Notes for Great Writing 1: Great Sentences for Great Paragraphs, 4th edition Copyright © 2014 National Geographic Learning/Cengage Permission granted to photocopy for use in class 82 Original Student Writing Activity 22: Original Writing, p 226–227 This activity requires students to reread Example Paragraph 74 in Activity 18, reread the two opinions, and review their answers prior to completing this activity Once students have completed these steps, they are asked to write a paragraph that states their own opinion on the subject Remind students to pay careful attention to what the instructions ask them to include in their paragraphs (topic sentence, supporting sentences, a title) along with including three vocabulary words or phrases from Activities 19-21, which should be underlined Have students refer to page 249 of the Useful Vocabulary for Better Writing and the Writer’s Notes on pages 217 and 221 as needed to review ways to express opinions Activity 23: Peer Editing, p 227 Remind students to download and print Peer Editing Sheet from NGL.Cengage.com/GW1 Have students exchange papers with a partner and use the sheet to edit each other’s work If necessary, remind students to make helpful and positive comments and suggestions Additional Topics for Writing, pp 227–228 Review with students the list of journal writing prompts that are tailored to fit the content of this particular unit Point out to students that in order to become better writers, they need to write as much as possible Tell students that while this is an opportunity to create original writing, they should try to include vocabulary and grammar structures that they have learned throughout the unit In this way, the material that they have learned in this unit can become integrated into their daily vocabulary and writing practices Additional Writing Practice Have students complete additional activities in Appendix as needed You may choose to have students complete these additional practice activities in class or assign them as homework EXPANSION ACTIVITIES Extend the work that students completed for Activity 22, which involved writing an opinion paragraph Have students choose a person of their choice, outside of class, to interview about that person’s opinion on the topic Have students write a list of questions they will ask during the interview and instruct them to write down the responses Then have students use the information from their interviews to write a paragraph Create a checklist (similar to the ones found in the original writing practices at the end of each unit) for students to use and add specific components students must include in their paragraph, such as a topic sentence, body (details and information that supports the topic sentence.), and a concluding sentence Additional grammar and sentence structures presented in Units 1–7 may also be added to the checklist as appropriate Teacher’s Notes for Great Writing 1: Great Sentences for Great Paragraphs, 4th edition Copyright © 2014 National Geographic Learning/Cengage Permission granted to photocopy for use in class 83 VOCABULARY ENRICHMENT ACTIVITIES Because vocabulary is such an important point in moving to a higher proficiency level, instructors may want their students to maintain a vocabulary journal to correspond to the vocabulary, which is something that we strongly advocate Whether or not this particular strategy is employed, it is imperative that students acquire a large amount of appropriate vocabulary in this course Suggested Words for the Vocabulary Journal Below is a list of vocabulary words from the paragraphs in the unit We suggest that students begin with these words and add other words to their vocabulary journals as necessary Example Paragraph 68, p 210–211 invention candle weak light bulb to allow easily longer field concert stadium choice Example Paragraph 69, p 212 frequently usually Example Paragraph 70, p 213–214 encounter shark scuba diving reef instructor to dive clear coral to look around to bite Teacher’s Notes for Great Writing 1: Great Sentences for Great Paragraphs, 4th edition Copyright © 2014 National Geographic Learning/Cengage Permission granted to photocopy for use in class 84 to turn unbelievable Example Paragraph 71, p 215 jealous passenger pedestrian theater to ride movie star Example Paragraph 72, p 216 month myth several god/goddess war to honor festival summer emperor calendar history Example Paragraph 73, p 219 to vote to ban controversial to discriminate against activist to bar establishment solution area to install advanced ventilation measures ruling law Teacher’s Notes for Great Writing 1: Great Sentences for Great Paragraphs, 4th edition Copyright © 2014 National Geographic Learning/Cengage Permission granted to photocopy for use in class 85 Example Paragraph 74, p 222-223 obesity limit ounce consume controversy opponent defeat Self-Assessment Have students refer back to the opening spread on pages 206 and 207 Direct their attention to the objectives Ask them to put a check mark by the objective(s) they achieved Then ask students the question at the bottom of the page Students can raise hands to show if they can answer yes to the question Teacher’s Notes for Great Writing 1: Great Sentences for Great Paragraphs, 4th edition Copyright © 2014 National Geographic Learning/Cengage Permission granted to photocopy for use in class 86 BRIEF WRITER’S HANDBOOK The Brief Writer’s Handbook can be used in any order, but it is important to preview the content in order to be aware of how to best utilize this resource throughout the course Definitions of Useful Language Terms, pp 230–231 This section provides a list of definitions of useful language terms Review of Verb Tenses, p 231 This section contains a chart which gives a review of the simple present, simple past, present progressive, simple future (be going to and will), present perfect, and past progressive tenses Capitalization Rules, p 232 This section focuses on basic capitalization rules and can be used in conjunction with Unit Eight Common Comma Rules, p 232–233 This section reviews rules for using commas in writing and should be referred to when editing Spelling Rules for Regular Simple Present Verbs and Plural Nouns, pp 233–234 This section provides spelling rules for the regular simple present verbs and plural nouns and can be used in conjunction with Unit Spelling Rules for Regular Simple Past Tense Verbs, p 234 This section provides the spelling rules for regular past tense verbs and can be used in conjunction with Unit Irregular Simple Past Tense Verbs, p 235 This section contains a list of irregular past tense verbs and can be used in conjunction with Unit Spelling of the -ing (Present Participle) Form of Verbs, p 236 This section contains the spelling rules for the -ing (present participle) form of verbs and can be used in conjunction with Unit Common Stative (Non-action) Verbs, p 236 This section contains a short list of common stative (non-action) verbs and can be used in conjunction with Unit Teacher’s Notes for Great Writing 1: Great Sentences for Great Paragraphs, 4th edition Copyright © 2014 National Geographic Learning/Cengage Permission granted to photocopy for use in class 87 Definite Article The, pp 237–238 This section provides additional information on the definite article the and can be used in conjunction with Unit Common Non-count Nouns, p 238 This section contains a list of common non-count nouns with basic information on quantifiers and can be used in conjunction with the information on articles in Units and For more information on quantifiers, see the Quantifiers section of the Handbook Possessive Pronouns, p 239 This section contains a chart which compares subject and possessive pronouns This can be used as a supplement for the information found in Unit Order of Adjectives, p 239 This section provides information on the order of adjectives in a list Quantifiers, p 240 This section provides additional information on quantifiers that can be used with count and non-count nouns This can be used in conjunction with the information in the Common Noncount Nouns section The Prepositions At, On, and In, pp 240–241 This section provides additional information on the prepositions at, on, and in It discusses their use with location and time This information can be used in conjunction with Units and More Prepositions, p 242 This section supplements the information in Units and Editing Your Writing, pp 242–243 Learning to edit one’s own writing is one of the most important skills of a good writer This section walks students through the three steps of revising a rough draft by helping them understand the process of how to identify and correct errors in their own writing Connectors, p 244 This section has two parts Part one provides a chart that lists the coordinating conjunctions and gives the usage and an example for each one It also provides reminders on sentence structure rules for compound sentences Part two discusses subordinating conjunctions and their use in connecting dependent and independent clauses A short list of subordinating Teacher’s Notes for Great Writing 1: Great Sentences for Great Paragraphs, 4th edition Copyright © 2014 National Geographic Learning/Cengage Permission granted to photocopy for use in class 88 conjunctions is provided along with the usage and an example for each one The information in this section can be used in conjunction with Units 3, 4, 5, and APPENDICES Appendix Building Better Sentences, pp 252–257 This appendix contains Building Better Sentences exercises that correspond to Units 1–7 Review the strategies for combining sentences presented on pages 252–253 thoroughly before students attempt the activities It is at this point that students will probably have questions and need further explanation about word order and punctuation usage It may be helpful to review this section periodically Appendix Extra Writing Activities, pp 258–266 This appendix contains a series of additional writing activities linked to each unit in the textbook The title of each activity provides a reference to the unit for which it has been designed Appendix Peer Editing Sheet Sample, p 267 This appendix is a sample Peer Editing Sheet The sheets specific to each unit can be found at NGL.Cengage.com/GW1 Answer Key The answer key for Great Writing 1: Great Sentences for Great Paragraphs can be accessed on the web by going to the instructor site at NGL.Cengage.com/GW1 Teacher’s Notes for Great Writing 1: Great Sentences for Great Paragraphs, 4th edition Copyright © 2014 National Geographic Learning/Cengage Permission granted to photocopy for use in class 89