Write right beginner 2 teachers guide

Writing Focus - Read each of the sentences in the Writing Model out loud and have the students repeat them.. Workbook Idea Map and Language Practice - Students will review the target i

Teacher’s Guide

Book 2The 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 thequestions

- Briefly explain the target grammar

- Teach the students how to make the target idea map and go over the targettransition 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 the students practice them

3 Write Right Idea Map

- Teach the new vocabulary Remind students that they are not limited to onlyusing 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 alsocreate their

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

first drafts

Lesson 1 When I Am Bigger and Older

1 Writing

Objectives

Topic Writing about Me

Writing Mode Expository WritingText

Structure Main Idea and Details WritingGrammar

Point

1 Comparatives

2 will

3 When…, …will…

Punctuation Periods after telling sentences

Transition

Word List be like, wear a suit/makeup, work, office, boss, high heels,cool, stylish

2 Graphic

Organizers Main Idea and Details Chart

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

- Briefly explain the target grammar:

-Choose two students to come up to the front of the class Practice

forming comparatives by saying who is bigger, older, taller, smaller, younger, shorter, etc Choose other pairs of students accordingly.

- Have them practice the future tense using will and the target sentence structure: When I am _(comparative)_, I _(future tense)_

- Explain the main idea and the details As an example, say that the main

idea is I am smart Ask the students what kind of details would show that they are smart (I get good grades, I can say the multiplication tables very quickly)

Extension Activity

- Use colored papers to visualize the concept of the main idea and details.Prepare different colored papers (e.g main idea=red, details=green) andwrite sentences on it

e.g.

[Main Idea]When I am bigger and older, I will buy a house

[Details] I will work hard I will make a lot of money

2 Writing Focus

- Ask the students to point out where the main idea is What details show how Allisa will be like her mom? What details show how she will be like her dad? Point out how the main idea mentions her mom first and her dad second The writing follows that order by stating details about how she will

be like her mom first and how she will be like her dad second (this is to encourage organization)

- Have the students look at the punctuation card and circle all the periods in the Writing Model

Class 2

Write Right Idea Map

Have the students think of the main idea first and then the details

[Example]

[Main Idea] When I am bigger and older, I will make a lot of money [Detail #1] I will buy a house.

[Detail #2] I will drive a nice car.

[Detail #3] I will buy stylish clothes.

[First Draft Example]

When I Am Bigger and OlderWhen I am bigger and older, I will make a lot of money

I will buy a house

I will drive a nice car

I will buy stylish clothes

Lesson 2 My Favorite Writer

1 Writing

Objectives

Topic Writing about Favorite People

Writing Mode Expository WritingText

Structure Fact and Opinion WritingGrammar

2 Graphic

Organizers Fact and Opinion Chart

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

- Teach the target past tense forms Test or play a game for review:

- +d (lived, liked, loved)

- +ed (worked)

- +ied (studied, cried)

- irregular (wrote, drove, had, took)

- Explain the differences between facts and opinions

* A fact is something that is true and doesn’t change while an opinion can bedifferent from person to person As an example, talk about a person’s looks.Features like eye or hair color are facts about the person, but statements like

a person is pretty or handsome are opinions (while one person may think

someone is pretty, another person may not think so)

* The topic is the one word answer to the question, What is this writing about?

* Since the focus of this lesson is the past tense, students will be writing about the past of a person who is still alive or a person who has passed away Note, however, that opinions are stated in the present tense because they are still true in the present

- Have the students distinguish the differences between facts and opinions

by picking a well-known person that they would know (a historical personthey would have learned about in school or a current celebrity) and statingfactual statements and opinions about this person

2 Writing Focus Writing Model

- Present the book, Alice in Wonderland and introduce the writer, Lewis

Carroll) Ask the students if they have read the book, etc.

- Ask the students about their favorite books and authors

- Ask the students to determine which sentences are facts and opinions andwhy

- Point out the capitalization of people’s names (Lewis Carroll), places

(England), and titles (Alice in Wonderland) Have the students circle all the

words that are capitalized in the Writing Model

Class 2

Write Right Idea Map

Before coming to class, have the students do research If their favorite person is a celebrity or a historical figure, they might do internet research Iftheir favorite person is a family member, have them interview that family member Remind them that even if the person is alive, they are to write about their past (childhood, before they got famous or became a mom, etc.)

[Example]

My favorite family member is my mom

She lived in Los Angeles She is pretty

She worked as a teacher I think she is the best mom.She liked to play the piano

She married my dad

[First Draft Example]

My Favorite Family Member

My favorite family member is my mom

She lived in Los Angeles

She worked as a teacher

She liked to play the piano

She married my dad

My mom is pretty

She is the best mom

Lesson 3 My Summer Vacation

1 Writing

Objectives Topic Writing Writing about Vacations

Mode Expository Writing

Text Structure Letter WritingGrammar

Point

1 The Simple Past

2 The Verb Be: Past Tense

Organizers Linking Map

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

- Have the students make sentences and talk about their summer vacations

- Teach the structure of a letter (including the placement of commas and thelocation of each of the letter parts on the piece of paper):

Heading: Date - Month Day(comma) Year Greeting: Dear (comma)

Body:

- First sentence: Directly addresses the recipient of the letter (in this case,

John asks Kyle how his summer vacation was Note the question mark.)

- Middle: The main content of the letter

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

(in this case, John asks Kyle to send him a letter too)

- Closing: Closing phrase (comma)

- Signature: Sender’s name

2 Writing Focus

- Have the students identify the different parts of the letter (heading, greeting, body, closing, and signature)

Class 2

- The linking map is for the letter body Each bubble of a linking mapconnects to and expands the subject of the previous bubble Start off with ageneral subject and gradually get into more detail as the map links moreand more bubbles In this case, it starts with Toby’s feelings about his

summer (My summer was fun) It is linked to the main activity that Toby did during the summer (My family went to New York) This bubble is then linked

to details about that activity, in this case, what exactly he did in New York

Write Right Idea Map

- Students may be tempted to just list what they did during the summer (I went to summer camp I went to the park and watched movies) Remind

them that they have to pick ONE main activity (the most memorable part of their summer) and write details about that activity Even if it’s something

like I watched lots of movies, the details could be which movies they saw Instead of just I played with my friends, ask them to get more specific (I played at the park with my friends We rode bikes and climbed trees)

[Example]

Your Feeling Main Activity Details

was great went to South Korea visited my grandparents

ate good food

[First Draft Example]

August 25, 2010Dear Sarah,

Hi! How are you doing?

My summer was fun

I went to South Korea

I visited my grandparents and ate good food

I had a great time

Talk to you later!

Love,Julia

Lesson 4 That Fall Day

1 Writing

Objectives

Writing Mode Narrative WritingText

Structure Poetry WritingGrammar

Word List step, leaves, wind, blow, fall, pumpkin pie, cool/warm

2 Graphic

Organizers Onomatopoeia Chart

3 Homework Workbook pg 14 (Class 1) pg 15 (Class 2)

- Teach the target past tense forms Test or play a game for review:

- doubling the consonant: (stepped, planned, robbed)

- irregular (fell, blew, slept, heard, did)

- Explain that onomatopoeia is a sound word Sound words can also be treated as verbs and changed into the past tense

2 Writing Focus

- Place items around the classroom to practice how that/those are used for objects that are from you and this/those are used for objects that are close

to you (That window, this pencil) In the same way, explain that That Fall

Day is referring to a day in the past (the past is far away from you), which is

why they will be writing a poem in the past tense

- Point out the commas in a series (emphasize that there is a comma before

and).

- The students will be writing a poem in this exact structure:

That _(season)_ Day1) Sound, sound, sound (of what you heard)

Sentence about what you heard

2) Sound, sound, sound (of what you did)

Sentence about what you did

3) Sound, sound, sound (of what you ate/drank)

That day past tense of 1, past tense of 2, and past tense of 3

That _(seasonal weather)_ _(season)_ day

Class 2

2 Write Right Idea Map

- Water sounds are especially appropriate for spring (rain, puddles), summer (going to the beach and swimming), and melting icicles in the winter

- Bodies of water: lake, ocean, pond, puddle, pool

- Other wind words: breeze (light wind), gust (strong wind)

- Other temperature words: hot, cold, chilly, freezing, humid, windy, breezy, rainy

- Drinks: lemonade, orange juice, hot chocolate, warm milk

- Food: foods that make noise like fruits (apples, pears), vegetables, cookies, candy, popcorn

- Insects sounds, especially for springtime noises:

- mosquitoes and bees: buzz

- crickets: chirp

- Other animal sounds for an activity that you can do in warmer weather

with a pet like Bark, bark, bark I played with my dog., a trip to the zoo

during warmer weather, etc

[Example]

What Did You Hear? What Did You Do? What Did You Eat/Drink?

I heard the wind I walked in the snow I drank hot chocolate

It whooshed I crunched I gulped

[First Draft Example]

That Winter DayWhoosh, whoosh, whoosh

I walked the wind

Crunch, crunch, crunch

I stepped in the snow

Gulp, gulp, gulp

I drank hot chocolate

The day whooshed, crunched, and gulped

That cold winter day

Lesson 5 What Makes You Happy?

1 Writing

Objectives

Topic Writing about Places

Writing Mode Expository WritingText

Structure Compare and contrastGrammar

Organizers Venn Diagram

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

- To practice …make/makes _(objective pronoun)_ happy, pair up the

students and have them make lists of different and same things that

make them happy They should utilize me, you, and us: Books make me happy Video games make you happy No homework makes us happy

Then group two pairs together, have them tell each other about what

makes them happy, and have them also practice him/her and them

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

mean (for extra practice, have students make Venn Diagrams from the

warm-up they did with their partners):

- 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

2 Writing Focus

- Point out the comma before but (used to combine sentences that show

differing opinions)

Class 2

2 Write Right Idea Map

- Pair up the students and have them pick a place that they both like andthe same and different activities they like to do there

- Other places:

- amusement park: roller coaster, merry-go-round, water rides, can talk

about the different and same kinds of games at the amusement park they

like

- mall: go shopping, go to the movies, can talk about the different and

same kinds of stores at the mall they like

- If the students can’t think of a general place, ask them about school fieldtrips or places they’ve gone on vacation

What Place Makes Us Happy?

Tiffany and I like the beach

It makes us happy

Tiffany likes to swim, but I like to make sandcastles more

We like to play catch and find seashells together

We have a wonderful time

-

Lesson 6 An Outdoor Adventure

1 Writing

Objectives

Topic Writing about Adventures

Writing Mode Expository WritingText

Structure Sequence WritingGrammar

Organizers Sequence Chart

3 Homework Workbook pg 22 (Class 1) pg 23 (Class 2)

I wash my face and brush my teeth Next, I eat breakfast Then, I ride the school bus Finally, I come to school

- Explain that in this case of finding the hummingbird, the sequence words

are used to explain how to find the hummingbird Thus, the previous action

leads and causes the next action and is not just a list of random actions:

First, she walked in the orchard In the orchard, she looked for flowers By finding flowers, she found the hummingbird’s next In the nest, was the hummingbird).

or Peter Pan’s Neverland, etc)

- As an extended, interactive writing activity (to get them to use Second, Third, Fourth…Finally), plan a scavenger hunt Use vocabulary that they