Write right beginner 1 teachers guide

Writing Objectives Topic Writing about Friends Writing Mode Expository writing Text Structure Descriptive Writing Grammar Point 1.. Writing Focus Writing Model -Explain how the writing

Lesson 1 My Best Friend

1 Writing

Objectives

Topic Writing about Friends

Writing Mode Expository writing

Text Structure Descriptive Writing Grammar

Point

1 Adjectives

2 The Verb Be with Not

3 Like to

Punctuation Capital letters at the start of sentences

Transition

Word List playful, loud/quiet, play outside, tell funny stories, best

2 Graphic

Organizers Idea Map

3 Homework Workbook p 3 (Class 1) p 4, 5 (Class 2)

Class 1 Writing Opener

- Warm-Up: Choose two students to read the parts of Tom and Scott Encourage

them to use different voices and talk like they think Tom and Scott would Ask the other students about their best friends What are they like? What do they like to do?

- Briefly explain the target grammar:

1) Like/Likes to (infinitive verb): (I like to play video games He likes to read.)

2) The correct positive and negative forms of Be (I am nice She is not quiet.)

- Teach the students that when they write, they write about a topic The topic goes in the middle circle of the Idea Map Ask them to identify the topics for C1 and C2 The surrounding circles of the Idea Map are for details about the topic

In this case, the circles are used to describe what Tom and Scott are like, what they are not like, and what they like to do

Writing Focus Writing Model

-Explain how the writing is organized and teach the students what kind of information should be included in the beginning, middle, and ending sections Discuss what each sentence is describing

For example: what Billy is like, what he’s not like, what he likes to do, etc

Class 2

Write Right Idea Map

Additional Words:

Adjectives – shy, nice, happy Verb phrases (activities) - ride bikes, play soccer, play video games, eat chocolate, watch television, play piano, go to the park

Example

friendly and kind not loud

Rachel likes to read books likes to go shopping

First Draft / Example

My Best Friend

Teacher’s Guide

Book 1 The following is the suggested class structure for each lesson The lessons are designed to be

completed in two days Additional teaching suggestions are included

Class 1

1 Writing Opener

- Introduce the vocabulary in the Word Bank and have the students practice

saying each word Explain the meaning of any new vocabulary

- Look at the picture and use it to discuss the topic and to answer the questions

- Briefly explain the target grammar

- Teach the students how to make the target idea map and go over the target transition words

2 Writing Focus

- Read each of the sentences in the Writing Model out loud and have the

students repeat them Then have the students read the model text together

as a group

- Explain how the sample writings are organized and teach the students what information is included in the different sections

- Complete the Writing Analysis questions and activities

- Teach the target punctuation point

3 Workbook

Idea Map and Language Practice

- Students will review the target idea map they learned about in class

Class 2

1 Writing Organizer

- Use this page to review the Writing Model and its different components with

the Students It can also be used to reintroduce the topic of the lesson

2 Language Focus

- Introduce the grammar or sentence structures in the Writing Model and

have students practice them

3 Write Right Idea Map

- Teach the new vocabulary Remind students that they are not limited to only using the words in this section They can use words they’ve already learned in

the Writing Opener, their own words, or additional words provided by the

teacher

First Draft

- After students write their first drafts, they can use Check & Revise for

self-correction or peer feedback

4 Workbook

Language Practice and Final Paper Students will review the lesson’s grammar, sentence structures, punctuation

points, and transition words that they have learned about in the lesson They will also create their

final papers after using teacher feedback and Check & Revise to correct their

first drafts

This is Rachel.

She is friendly and kind

She is not loud

She likes to read books

We like to go shopping

I like to talk with Rachel

She is a great friend

1 Writing Topic Writing about Me

Writing Mode Expository Writing

Text Structure Descriptive Writing

Grammar Point 1 Have 2 The Simple Present: Negative

Punctuation Periods at the end of a telling sentence

Transition

Word List tall/short, long/short hair, special, ice cream/muffins/cookies,looks, dislike

2 Graphic

Organizers Concept Map

3 Homework Workbook p 7 (Class 1) p 8, 9 (Class 2)

Class 1

Writing Opener

- Warm-Up: Choose two students to read the parts of Matt and Jenny Encourage

them to use different voices and talk like they think Matt and Jenny would Ask the other students to talk about themselves Are they tall or short? What do they like to eat?

- Briefly explain the target grammar:

1) Characteristics (like hair) that use Have/Has (I have short hair She has long

hair)

2) Characteristics (like height) that use the verb Be (I am tall He is short.)

- Teach the students that but can be used to connect two sentences that show

opposite thoughts Have the students practice the structure from Question B: I like (noun), but I don’t like (noun) She likes (noun), but she doesn’t like (noun) Suggest categories to students, such as desserts (I like ice cream, but I don’t like cookies), fruits (apples, oranges), drinks (juice, milk), sports (baseball, soccer), animals (cats, dogs), etc

- The topic is placed in the middle of the Idea Map and the details surround it The top half of the Idea Map focuses on looks (hair length and height) and the bottom half focuses on likes and dislikes

Writing Focus Writing Model

- Explain how the writing is organized and teach the students what kind of information should be included in the topic sentence, descriptions, and end sections

- Ask the students what categories the sentences in the Likes/Dislikes section fall under Remind students that within their own sentences, the ‘like’ and

‘dislike’ parts should fall under the same category

Wrong: I like ice cream, but I don’t like cats I like dogs, but I don’t like cookies Right: Deserts - I like ice cream, but I don’t’ like cookies

Animals – I like dogs, but I don’t like cats.

Class 2

Write Right Idea Map

Additional Words:

- Have – curly hair, straight hair, eye color, hair color

- Be – pale, tanned, intelligent, overall physical description words like pretty,

beautiful, handsome, cute, strong

Thoughts about themselves – amazing, smart, cool

- Age: I am years old

Example

Adam music / books television / school

First Draft

- As an extended writing practice, have the students include sections about their personality and what they like to do for fun using what they learned in Lesson 1

Draft Example All about Me

I am Adam

I have glasses

I am tall

I like music, but I don't like television

I like books, but I don't like school

I am the best

Lesson 3 My Family at 8 p.m.

1 Writing

Objectives

Topic Writing about Family

Writing Mode Expository Writing

Text Structure Cause and Effect Writing (Journal Writing)

Grammar Point Present progressive

Tense Present progressive, present tense

Punctuation Periods used in abbreviations

Transition

Word List work, do homework, help, tired, wash dishes, sleep

2 Graphic

Organizers Cause and Effect chart

3 Homework Workbook p 11 (Class 1) p 12, 13 (Class 2)

Class 1

Writing Opener

Warm-Up: Ask the students questions like, “What are we doing right now?”

Encourage them to provide answers such as, We are studying, We are reading a

book, or We are writing.

- Have the students practice using because to introduce reasons.

- Using the Cause and Effect Charts on page 25, teach them that the “Cause” is

the reason for the “Effect” and ask them to make similar sentences about

people in their family

Writing Focus Writing Model

- Explain to the students that a topic sentence is usually the first sentence in a piece of writing and that it tells the reader what the writing will be about In this case, “It is 8 p.m.” lets the reader know that the writing is about what everyone

is doing at 8 p.m

- Teach the students about the different elements of a journal with the date and action descriptions

- Point out the examples of the abbreviations in the writing (months and time) and tell the students about other abbreviations like days, Mr., Mrs., and Dr

Class 2 Write Right

Idea Map

-If the students are having trouble coming up with reasons for their Cause and Effect Chart, remind them of the sentence patterns and vocabulary they’ve already learned:

I am helping my brother because I am nice; Mom is washing dishes because the

dishes are dirty; Dad is reading because he likes to read; My brother is

watching television because he likes television

Idea Map Example

Mom is cooking  we are hungry Dad is helping Mom  he likes to help

I am watching television  I am bored Minnie is playing on the computer  it is fun

First Draft Example

Jan 24

It is 8 p.m

I am watching television because I am bored

Mom is cooking because we are hungry

Dad is helping Mom because he likes to help Minnie is playing on the computer because it is fun

1 Writing

Objectives Topic Writing Mode Writing about SchoolExpository Writing

Text Structure Letter Writing Grammar

Point Possessive adjectives Tense Present, present progressive

Punctuation Commas after a letter greeting, letter closing, and the day indates Transition

-Word List favorite, science/language arts, study, pet, fat/skinny, bug, grandson/granddaughter

2 Graphic

Organizers Linking Map

3 Homework Workbook p 15 (Class 1) p 16, 17 (Class 2)

Class 1

Writing Opener

Warm-Up: Have the students work in pairs and practice using possessive

adjectives with the structure “My/His/Her favorite class is _” and present progressives with the structure “We/they are studying _.”

- Teach the students about the structure of a letter, including the placement of commas and the location of each of the letter parts:

Heading: Date - Month Day (comma) Year

Greeting: Dear (comma) Body: - First sentence: Directly addresses the recipient of the letter In this case, Lucy asks how her grandma is

- Middle: The main content of the letter

- End: In the imperative form, the sender asks the recipient to do something In

this case, Lucy hopes that her grandma will visit her soon

- Closing: Closing phrase (comma)

- Signature: Sender’s name

Writing Focus Writing Model

- To practice possessive adjectives, have the students first find them in the writing model and say who or what they are referring to (My  Toby, Our  Toby’s class, His  Squiggles, Your  Toby’s grandparents)

Writing Analysis

- Teach the students that each bubble of a linking map connects to and expands the subject of the previous bubble They will start off with a general subject and gradually get into more detail as the map links more and more bubbles In this

case, science is the general subject In science, they are learning about bugs.

As a pet, they have a caterpillar, which is a type of bug That pet caterpillar is

green, fat, and is named Squiggles

Class 2 Write Right

Idea Map

- Explain to the students that the bubble without words should be used to provide a detail about what they are studying While this may be describing the class with adjectives, it

can also be more specific actions

For example: Art  We are painting animals  I am drawing my cat

Music  We are singing songs  We have a Christmas concert

-Encourage the students to utilize because

For example: Language Arts  Reading Harry Potter  My favorite character is

Harry because he is …

Example

nice

First Draft / Example

November 13, 2015 Dear Grandma and Grandpa,

How are you?

School is great

My favorite class is English

We are studying writing

It is hard, but fun

My teacher is nice

Please write back

Your granddaughter, Tiffany

1 Writing Topic Writing about Birthdays

Writing Mode Expository Writing

Text Structure List Writing Grammar

Point Need/Want, Need to, Want to Tense Present, present progressive

Punctuation Commas in a series

Transition

Word List need, buy, cake/candles/balloons, give, presents, greedy,nothing, want

2 Graphic

Organizers List

3 Homework Workbook p 19 (Class 1) pg 20, 21 (Class 2)

Class 1

Writing Opener

- Warm-Up: Have the students work in pairs and practice asking each other what they need to do after school and what they want to do after school

For example: I need to study I want to play video games

- Teach the students that need/want and need to/want to are used the same way as what they’ve learned with like and like to.

- Introduce commas in a series and emphasize that a comma should be placed

before and.

- To practice writing shopping and wish lists, and using commas in a series tell the students to think about going shopping with their mom Ask them what she needs to buy and what they (the students) want to buy

Writing Focus Writing Model

- Teach the students about the usage of so Point out the two parts of the topic sentence, the part before so and the part after so Explain that so is used to show what happens as a result of the first part of the sentence It’s Toby’s

birthday What are they going to do? What’s going to happen because it’s

Toby’s birthday? So they (we to match text?) are having a party Use more

examples such as: It is hot today What are you going to do? What’s going to happen because it is hot? So I’m going to the beach.

Class 2 Write Right

Idea Map

Additional Words:

birthday hats, invitations, camera, music, movies

- I hope he/she likes _his/her present, party, etc._

First Draft

- The first draft is organized so that the students will write nouns after

want to list what their family member will want for his/her birthday As

an alternative, suggest using verb phrases like relax at the spa, go to

the salon, go to a baseball game, eat at a fancy restaurant, etc Explain

that commas in a series can also be used for verbs and verb phrases

Example

Shopping List Mom's Wish List

- candles - chocolate

- decorations - necklace

First Draft / Example

My Mom's Birthday

It is my mom's birthday, so we are having a party

I need to buy a cake, candles, and decorations Mom wants flowers, chocolate, and a necklace

I hope she has a great birthday

1 Writing Topic Writing about Clothes

Writing Mode Expository Writing Text

Structure Compare and Contrast Writing Grammar

Point

1 The Simple Present

2 Both

Tense Present tense

Punctuatio

n Commas before but, capitalization of specific people, places, andthings

Transition

Word List plain/striped, cap/headband, skirt/shorts, both, same

2 Graphic

Organizers Compare & Contrast Chart

3 Homework Workbook pg 23 (Class 1) pg 24, 25 (Class 2)

Class 1

Writing Opener

- Warm-Up: Ask the students what kind of clothes they love to wear Do they

prefer T-shirts or sweaters, blue jeans or shorts, slippers or sandals? Take a vote

to see which clothing items are the most popular in the class

- Teach the students that both is used when stating similarities and that but is

used when stating differences Have the students work in pairs and practice

using both (note that the placement of both is in between the subject and verb) and but to talk about the similarities and differences in what they are wearing For example: We are both wearing blue I am wearing a plain T-shirt, but he is

wearing a striped T-shirt.

- Remind the students that love/love to are used in the same way as they have learned before with like/need/want (to).

- Explain how to make a Venn Diagram and what compare and contrast mean:

Compare: The intersecting part of the two circles that states the similarities

between the two subjects

Contrast: The differences between the two subjects are stated in their

respective circle

Writing Focus Writing Model

- Review the capitalization of proper nouns (Irie, New York, Eiffel Tower, Monday, January)

- In Lesson 2 the students expressed what they liked and disliked within the same category Remind them to do the same with differing clothes preferences

In the model, the categories are bottoms (skirts and shorts) and things worn on the head (headbands and caps)

Class 2 Write Right

Idea Map

- Have the students work in pairs to brainstorm for their draft

Additional Words:

- Clothes for comparison: dress, sweater vs (hooded) sweatshirt, gloves vs.

mittens, fancy clothes vs plain clothes, buttons vs zippers, long sleeves vs short sleeves

- Patterns (Adjectives/Nouns): polka-dotted/polka dots; striped/stripes;

floral/flowers

For example: I love my polka-dotted T-shirt I love polka dots.

Example