Write right beginner 3 teachers guide

Workbook Idea Map and Language Practice - Students will review the target idea map they learned about in class.. Language Focus - Introduce the grammar or sentence structures in the W

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Teacher’s Guide

Book 3The 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

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Lesson 1 When I Grow Up, I Want to Be an Astronaut

1 Writing

Objectives

Topic Writing about Jobs

Writing Mode Expository WritingText

Structure Dictionary WritingGrammar

Point 1 The Simple Present 2 When…Grow Up, …Want to Be…

Punctuation Capitalization when starting sentences, commas in a series

Transition Words Word List grow up, study, fly/drive, space shuttle, spacesuit, work,wear

2 Graphic

Organizers Dictionary Chart

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

Class 1

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

- y  ie in the 3rd person  flies, studies, fries, cries

- Make a list of what each student wants to be when he/she grows up From this list, have them practice the target sentence structure in pairs: When… grow/grows up, …want/wants to be a… (Have them use all the pronouns Point out that we and they can be used when two or more people want to be

the same thing and to make the job plural)

- Part of speech tells how a word is used While students will only be dealingwith nouns in this lesson, other parts of speech students at this level shouldknow are verbs, adjectives, and pronouns

- ‘Special things’ can include what kind of vehicle a person with this job flies

or drives, what kind of special clothes they wear, what kind of tools theyuse, secondary responsibilities, etc

- …is a person who… will connect the word and the definition into one

sentence

2 Writing Focus

- Tell the students that commas can be used for not only a series of nouns,

but also verbs (emphasize that there is a comma before and).

Class 2 Write Right

Idea Map

Other jobs children commonly want to be:

- firefighter: put out fires, work at the fire station, drive a fire truck, wear a helmet

- police offer: catch bad guys, work at the police station, drive a police car, carry a gun, wear a uniform/badge

- athlete: play _(sport)_, wear a uniform, play on a team

[Example]

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doctor nountakes care of sick peopleworks in a hospitalwears a white coatcures diseases

[First Draft Example]

doctornoun

A doctor is a person who takes care of sick people, works in a hospital, wears

a white coat, and cures diseases

When I grow up, I want to be a doctor

Lesson 2 We Are Planning Our Vacation

1 Writing

Objectives Topic Writing Writing about Vacations

Mode Expository WritingText

Structure Disagreement and Agreement WritingGrammar

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Organizers Disagreement and Agreement Chart

4 Additional

Materials Disagreement and Agreement Chart (enlarged), vocabulary list or cards

Class 1

- Teach the target present progressive forms Test or play a game to review:

- doubling the end consonant  planning, swimming, running

- Review that whenever there is a _(verb)_ to (in this case, want/wants to

and decide/decides to), it is followed by a verb in the infinitive form

- The main concept of this lesson is compromise The idea of compromise is

that even though people may have differing wants (Disagreement), they canmake a decision that makes everyone happy (Agreement) While thecompromise may not be exactly what either side wants, it should have acertain aspect about it that makes it agreeable to both sides

2 Writing Focus

- The last three sentences of the Writing Model give the reasons for whydeciding on the beach can make everyone happy Mom and Allisa wanted torelax at home While the beach isn’t home, they can relax at the beach byreading books and listening to music Dad and Toby wanted to be active and

go on a trip The beach is somewhere that isn’t home and they can do activethings like play volleyball and swim

- Students are probably familiar with can’s meaning of “being able.” Can can also be used to show “possibility.” Explain that the can used in these

sentences are telling about possible activities the Wrights can do at thebeach They might do these things and they might not

Idea Map

- Like the Writing Model and the Idea Map page (pg 7) of the workbook haveshown, the agreed place should have something for everyone Have thestudents follow the ideas presented in the Writing Model and pg 7 of theworkbook with their own words Other ideas to consider using the wordsfrom the Expression Bank:

Sally wants to go shopping Her brother wants to play games They decide

to go to the mall (the mall has both stores for Sally and an arcade for her brother).

- Mom wants to go to the movie theater Dad wants to go to the bookstore They decide to go to the library Mom can check out movies and Dad can check out books They can watch movies and read together.

[Example]

Planning our family time

I want to go to a restaurant My parents want to eat at home

We decide to have a picnic

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We Are Planning Our Family Time

I want to go to a restaurant

My parents want to eat at home

We decide to have a picnic

I can be outside

My parents can be close to home

Everyone can be happy

Lesson 3 My Terrible Day

1 Writing

Objectives Topic Writing Writing about Bad Days

Structure Cause and Effect Writing (Journal Writing)Grammar

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Word List terrible, scold, fight with, forget, leave, have/has a _ day, touch my stuff, again, also, tomorrow

2 Graphic

Organizers Cause and Effect Chart

- forgot, had, left, fought, cried, went, broke, lost

– The “Cause” is the reason for the “Effect.” Point out the usage of

because to connect the Effect with the Cause and how Also is used to state the second cause (Also can be thought of as and, but instead of connecting

two sentences into one, it starts another sentence)

2 Writing Focus

- Explain the usage of periods in abbreviations and exclamation points

- Point out how the details expand on the two causes of Allisa’s terrible day(her teacher got angry at her because she forgot her homework; She foughtwith Toby because he touched her stuff, and in turn, Mom scolded herbecause Toby cried)

- Note that the while the journal entry is about today, it is written in the past tense The last sentence about what she will do to make herself feel better

is in the future tense

Idea Map

Additional Words that can be used for Details:

- hurt my feelings – called me names, called me _(a noun or adjective that isn’t nice)_, teased

- got hurt – fall, scrape knee, bleed

- got a bad grade – didn’t study

- got sick – missed the field trip/friend’s birthday party

[Example]

horrible day

I broke my mp3 player I fought with my brother

First Draft [Example]

Aug 19

I had a horrible day

It was horrible because I broke my mp3 player

My mom scolded me because it was expensive

Also, I fought with my brother

I was in a bad mood and he bothered me

I will watch my favorite movie and eat ice cream because they will put me in

a happy mood

Extended Writing Practice

Pick a different adjective to insert in I had a day (happy, boring, sad,

exciting, etc.) and have the students write about it

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Lesson 4 How to Get Over a Cold

1 Writing

Objectives Topic Writing Writing about Health

Mode Expository Writing

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Text Structure Sequence WritingGrammar

Point

1 Have/Has

2 Have to/Don’t Have to

Tense Present, Future

Punctuatio

n Apostrophes in contractions, commas after sequence wordsand before so

Transition Words So, First, Next, Then, SoonWord List get over, wash hands, drink water/orange juice, a runny nose/a cold/a cough, have to, rest, follow advice

2 Graphic

Organizers Sequence Chart

- Teach how to make a Sequence Chart Point out that soon indicates

sometime in the near future, so it is written in the future tense

2 Writing Focus

- Ask the students to point out the contractions and how they were formed(I’ll  I will; don’t  do not)

- Note the usage of commas after sequence words

- Explain the usage of so and note the comma before it (Point out the two parts of the 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 I have a cold What’s the result of having a cold? What will you do because you have a cold? I’ll follow Mom’s advice Note that the first part is in the

present tense and the second part is in the future tense

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Class 2

Write Right [Idea Map Example]

I have to eat fruit

I have to take medicine

I have to keep warm

I'll feel better

Ways to Cure a Cold

I feel sick

I have a headache and the sniffles

I have a cold, so I'll listen to my mom

First, I have to eat fruits

Next, I have to take medicine

Then, I have to keep warm

Soon, I'll feel better

Extended Writing Practice

Sequence writing lends itself to all types of How to writing Have the

students write about how to study for a test, how to make something, etc

using the same I have to… sentence structure.

Lesson 5 The Past and Now

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1 Writing

Objectives

Topic Writing about the Past and Now

Writing Mode Expository WritingText

Structure Venn DiagramGrammar

Point There is/are/was/wereTense Past, Present

Punctuation Apostrophes in contractions, commas after sequence wordsand before soTransition

Word List now/the past, different/the same, typewriter, crowded,spend time together, miss, use, world

2 Graphic

Organizers Venn Diagram

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

- +er: faster, slower, cleaner, smarter

- y  +ier: happier, prettier, dirtier, busier

- more  more crowded, more active

- irregular  better, worse

- To practice there is/are/was/were, place various items at the front of the classroom and have the students practice there is/are (There is a pencil There are books) Have the students close their eyes and take away some items Have them practice there was/were for the items that were there

moments ago

- 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 past and now (*written in the present tense because

it is still true today)

- Contrast: The differences between the past and now are stated in their

respective circle

- In writing what is different about the past and now, note the use of but and the comma before it Also, point out the sentence structure: *_(past tense)_, but now _(present tense)_

2 Writing Focus

- In the fourth sentence in the writing model, more crowded is referring to the detail about how there is now 7 billion people and faster is referring to

how computers are faster than typewriters

Idea Map

- To prepare for their writing, have students ask their parents (or if possible,grandparents) about their childhoods Have them ask questions about whatthey learned in school, what they did for fun, what their

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parents/grandparents think is better about the past and now, what peoplehave now that they didn’t when they were boys and girls, etc.

- Have them share these answers in class and make a comprehensive list toaid in their writing

[Idea Map Example]

- Women stayed at home - Moms cook and sew - Women make money

- Families ate dinner together - Dads fix things - People are busy

The Past and NowWhen Grandma was eight, life was different

Women stayed at home, but now women make money

Families ate dinner together, but now people are busy

Things are different now, but things are also the same

Moms cook and sew and dads fix things

The world is busier, but better now

Lesson 6 My Apple Report

1 Writing

Objectives Topic Writing Writing about Fruits

Structure

Sensory Chart

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Grammar Point 1 Many/Some/All 2 There Are Many Kinds of…

Punctuatio

n Capitalization of people’s names, months, and titlesTransition

Word List many/some/all, sweet, sour, round, juicy, hard/smooth/bumpy, kinds of, seeds/flesh, healthy

2 Graphic

Organizers Sensory Chart

Class 1

- Bring items of the same kind (marbles, pens, food items like cookies or

candy are fun because you can eat them) to practice many/some/all, as well

as describing what they see, taste, and feel Make sure that there are ones that look/taste/feel similar to each other (to practice some) and there is a majority of a certain color, shape, size, etc (to practice many).

- Introduce that a topic sentence is usually the first sentence in a writingthat tells the reader what the writing will be about (in this case, the manykinds of apples)

2 Writing Focus

- When writing a report, there is a heading at the right-hand top corner ofthe paper with the student’s name, the teacher’s name (or subject), and thedate the report is due Point out the capitalization

- not so is used to describe a shape that is round, but is not perfectly round.

Idea Map

- If possible, provide color pictures or the real thing

Fruits: kiwis, grapes, melons (honeydew, cantaloupe, muskmelon), peachesOther useful fruit words:

oval, rind, skin, squishy

[Example]

There are different kinds of grapes

ovalround

Grace Stubbs

Ms NicholsonOctober 15, 2015

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