Write right paragraph to essay 3 TG

Paragraph to Essay Contents Unit Writing Type Writing Task Unit Goal Key Points Writing an Essay Essay Writing why students shouldn't wear school uniforms Writing an essay Writing an introduction, body paragraphs, and a conclusion Having a Lot of Money Agree/Disagree Agreeing/disagreeing if people who have a lot of money are the happiest Writing to agree or disagree with a statement I agree /disagree that ~ (not) as ~ as ~ // Even though ~, ~ Using the Internet Opinion Showing the good and bad points, and what you think about the Internet Writing opinions ~ make things ~ // ~ make people ~ On one hand, /On the other hand, // so ~ that ~ Living in the Country Preference Giving your preference for the city or the country Writing about preferences It is true that ~, but ~ // A is -er than B prefer ~ to ~ // I would rather ~ How to Keep Healthy Advice Giving advice about how to keep healthy or how to get over a cold Writing to give advice instead of ~, you should ~ if you ~, ~ // -ing ~ (will) make /help you ~ How to Stay Awake Problem solving Giving solutions for when you can't stay awake or when you are lost Writing solutions to problems If you are having trouble -ing, there are ~ You shouldn't ~ or ~ // It is best to ~ Making Our School Better Suggestions Suggesting to improve your school, city, or country Writing to give suggestions There are ways to make ~ // It would be ~ to ~ For /To ~, we can ~ // ~, but so is /are ~ The Best Class Activity Persuasive Saying why your choice for what your class should is the best Writing to persuade ~ is the -est ~ // That is why the best ~ is to ~ Those who ~ will /won't ~ If I Were President Imaginative Imagining what you would as president, a parent, or a superhero Writing about imaginary situations If I were ~, I would ~ // ~'s job is to ~ I would ~ in order to +V // I would ~ so that +S+V My Valuable Experience Experience Saying what you learned or how you changed from a valuable experience Writing about a past experience -ing was ~ experience // I have +p.p+for ~ I have always +p.p 10 Unit Writing an Essay Writing an Essay Unit Goal Writing an essay Key Points Writing an introduction Writing body paragraphs Writing a conclusion Talk about the features of an essay Tell the students that the functions of an essay’s introduction, body paragraphs, and conclusion are the same as what they know about a paragraph’s topic, body, and closing sentences, except longer Tell your students that they will learn about writing essays and the different parts of an essay: the introduction, the body, and the conclusion Have the students read the given essay and answer the questions After checking the answers together, remind the students to take note of the differences between a single paragraph and an essay (particularly the use of more details and transitions) Have the students read the given paragraph and answer the questions (remind them to answer questions and in complete sentences) The students will learn about transitions that introduce the conclusion like “to conclude” on page 13, so if the students ask about it, mention this to them Introduction Talk about the two kinds of sentences that make up the introduction Tell the students that the introductory sentence introduces the topic to the reader, while the thesis specifically states what the writer wants to say about the topic Have the students read the body sentences and write their own introductory sentences and/or theses in the blanks Have the students write introductions using the sentences in the box For extra practice, help the students identify what kind of introductory sentences and theses they are, which are given in the parentheses next to the answers Body Paragraphs Talk about what body paragraphs Remind the students about main points and supporting details (just like in a paragraph, main points say more about what the writer wants to say about the topic, while the supporting details then give further explanations, descriptions, reasons, or examples about the main points) In an essay, each main point and its supporting details is a separate paragraph Have the students read the introduction and fill in the outline using the phrases from the box Remind the students about the function of transitions, which is to organize their writing so that readers can easily follow their points Tell the students to turn to this page as a reference for their future writing assignments Have students complete the activity with the proper transitions Remind them to use commas as needed Conclusion Talk about how an essay’s conclusion does the same thing as what they have learned about a paragraph’s closing sentence However, because the conclusion is a bit longer, it can one or a combination of the given things Have the students write conclusions for the given introductions using the correct sentences from the boxes For extra practice, help the students identify what the sentences that aren’t the correct answers are doing (Life would be awesome” is a prediction and “Stress causes many health problems” is restating the thesis.) 10 Talk about how these words can start the conclusion Have students read the paragraphs and write their own conclusions 11 Unit 12 Brainstorming Outlining 13 Unit Warm-up Having a Lot of Money Unit Goal Writing to agree or disagree with a statement Key Points I agree /disagree that ~ (not) as ~ as ~ Even though ~, ~ Explain that in the warm-up, they will read the given statements and circle if they agree or disagree with them Have them pick three of their opinions and explain why they think that way using “I agree/disagree that ~ because ~.” Tell your students that today’s/this week’s assignment is to write if they agree or disagree with a given statement Mention the unit’s key points Explain to the students that in an agree/disagree essay, they have to agree or disagree with a given statement and explain why they think that way with reasons and examples 14 15 Writing Model Have the students read the writing model out loud Writing Analysis Explain what goes in each part of the outline: - Introduction: introductory sentence (fact about topic) + thesis (agree or disagree with the statement) - Body: reasons (main points) for agreement or disagreement and supporting details for each - Conclusion: repeating of opinion and final thoughts Remind the students that they not need to write everything word for word Have the students answer the questions and then check the answers as a class Remind the students to write in complete sentences 16 17 Sentence Building Explain to the students that they can write their thesis using phrases for agreement and disagreement (like those in the box) Have them write their opinions about the given sentences and start each sentence with a different phrase from the box Explain that “even though” has a similar meaning as “while” when contrasting two ideas in the same sentence Have the students match a sentence from one box to its contrasting sentence in the other box using “Even though” at the beginning and a comma after the first sentence Explain to the students that they can compare two facts using “(not) as + adjective + as.” Have them write sentences about the given subjects using the correct form of “be,” “(not) as ~ as ~” and adjectives from the box Tell them they can mention whichever subject they want first 18 19 Writing Model Have the students read the writing model out loud Writing Analysis Explain what goes in each part of the outline: - Introduction: saying what the writer thinks the class activity should be for everyone (introductory sentence) and thus, why her choice (having all-day class activities) is the best (thesis) - Body: giving reasons why her choice is the best (including reasons why the other choices aren’t the best) - Closing: summarizing the main points and restating the thesis Remind the students that they not need to write everything word for word Have the students answer the questions and then check the answers as a class Remind the students to write in complete sentences 76 77 Sentence Building Tell the students that using superlative adjectives is useful when saying that their opinion is the best Have them circle which is the best choice for the noun phrase in the parenthesis Then, have them write a sentence about their choice using “~ is the –est ~” and the noun phrase, changing the adjective in it into the correct superlative form Tell the students that when they write their persuasive essay, they can make a statement about what they think everyone wants or what would make everyone happy Then, they can say why their choice fulfills these conditions using “That is why the best + choice/ solution/option + is to ~.” Have the students choose which is the best option from the box that fulfills the conditions stated in the given sentence and write a sentence using “That is why the best ~ is to ~” and the word in the parenthesis 78 Tell the students that in explaining why their choice is the best for everyone or will make everyone happy, they can use “Those who ~ will ~” to explain a group’s preference and how their choice satisfies that preference Have the students use the given phrases and write about what people might prefer using “Those who ~ will ~.” Tell the students that they can also use “Those who ~ won’t ~” to explain that the other choices aren’t the best or won’t make everyone happy because they don’t satisfy a certain group’s preference Have the students use the given phrases and write about what people might not prefer using “Those who ~ will ~.” 79 Brainstorming Review the graphic organizer Point out that like the example, they not have to write in complete sentences when they brainstorm Outlining Have the students look at their brainstorming on page 68 and make their own outlines Remind them of what to include in each part from what the class discussed on page 65 Have the students pick one of the topics, decide which of the given choices is the best, and brainstorm why they think so Tell them to make a graphic organizer like the example connecting their choice, reasons why they think their choice is the best, and the supporting details (including comparing their choice to the other possible choices and explaining why they aren’t the best) Remind them that they can get ideas about what to write about from the writing model and the sentence building exercises 80 81 Unit 82 ce More Senten Practice 83 Unit Warm-up If I Were President Unit Goal Writing about imaginary situations Key Points If I were ~, I would ~ // ~’s job is to ~ I would ~ in order to + V I would ~ so that + S + V Tell the students to write what they want to if they were invisible using “I would ~.” Tell your students that today’s/this week’s assignment is to write what they would if they were a person that they are not Mention the unit’s key points Explain to the students that when writing about imaginary situations, they can imagine what they would if they were somebody else (that they can’t as the people they are now) Tell them that since the situation is not real, they will use conditional sentences like “I would ~.” 84 85 Writing Model Have the students read the writing model out loud Writing Analysis Explain what goes in each part of the outline: - Introduction: introductory sentence (in this case, an opinion about what a president’s job is) + thesis (explain that they can list what they would do, that is, introduce their main points, in a shortened way) Explain to the students that while they can think of an overall theme to focus on (in this case, helping people), they don’t have to this For example, they can instead write: “If I were president, I would help the environment, meet with foreign leaders, and give away free ice cream every month.” - Body: explaining what the writer would as president with specific examples - Conclusion: restating the thesis and writing a prediction Remind the students that they not need to write everything word for word Have the students answer the questions and then check the answers as a class Remind the students to write in complete sentences 86 87 Sentence Building Tell the students to write what they would if they were the given people using “If I were ~, I would ~.” Point out that “were” is used even if the subject is “I/he/ she” in conditional sentences Explain to the students that “in order to” and “so that” are used to say the purpose for doing an action (in other words, what the benefits or good results are of doing that action) Have the students complete the sentences with their own ideas using “in order to” and a verb phrase Explain to the students that they can tell about a person’s responsibility using “~’s job/role/duty/work is to ~.” Have the students write sentences about each person in the left box using “~’s ~ is to ~” and all the words in the other two boxes 88 Have the students complete the sentences using “so that” and a subject and a verb 89 Brainstorming Review the graphic organizer Point out that like the example, they not have to write in complete sentences when they brainstorm Outlining Have the students look at their brainstorming on page 76 and make their own outlines Remind them of what to include in each part from what the class discussed on page 73 Have the students pick one of the topics and brainstorm possible things they would if they were that person Tell them to make a graphic organizer like the example connecting their topic, what they plan to as that person, and specific examples and details of how they would accomplish their plans or why they want to these things Remind them that they can get ideas about what to write about from the writing model and the sentence building exercises 90 91 Unit 92 ce More Senten Practice 93 Unit 10 Warm-up My Valuable Experience Unit Goal Writing about a past experience Key Points -ing was ~ experience I have + past participle + for ~ I have always + past participle Tell the students to look at the list of events and check the ones they have experienced Then, have them choose three of those experiences and write that they have experienced these things using the present perfect tense (have + past participle) and “before.” Mention that they can add details to this sentence if needed The second sentence should then talk about how those experiences affected or changed them Tell your students that today’s/this week’s assignment is to write about a past experience and to explain what they learned or how they changed from that experience Mention the unit’s key points Explain to the students that they are not writing the chronological details of what happened during their experience (in other words, they are not writing a narrative) Instead, they are taking a personal experience and turning aspects of it into main points and supporting details for a thesis about what they learned or how they changed from that experience Mention that they might also be using the present perfect tense in their essay 94 95 Writing Model Have the students read the writing model out loud Writing Analysis Explain what goes in each part of the letter: - Introduction: introductory sentence (what the experience was and when it happened, in this case, joining the soccer team and playing on it for the past two years) + thesis (how the experience changed the writer in positive ways) - Body: explaining the specific ways that joining the team made positive changes (point out how in the first and third main points, the writer supports them by talking about how she was before joining the soccer team and how she changed afterwards) - Conclusion: summarizing how joining the soccer team changed her Remind the students that they not need to write everything word for word Have the students answer the questions and then check the answers as a class Remind the students to write in complete sentences 96 97 Sentence Building Explain to the students that they can describe what the experience was like using “-ing was + adjective + experience.” Have the students describe each given experience by changing the given verb into –ing and adding the –ing phrase to the front of “was + a/an + adjective from the box + experience.” Explain to the students that they can use the present perfect tense to talk about experiences that started in the past and still continue in the present and tell how long they have done these activities using “I + present perfect verb ~ + for + length of time.” Have the students write sentences using the given phrases and “I have + past participle + for ~.” Remind them to change the verb of the first given phrase into the correct past participle form and to write the second phrase after “for.” Explain to the students that one way they can show that the experience was a positive one is by showing how they were before the experience and how they are better or changed people now Have the students read the given sentences (note how these sentences are in the past tense) and write how they are now using “Now, ~” and the present tense 98 Explain to the students that they can describe attitudes or behaviors that started in the past and continue in the present using “I have always + past participle.” Have the students rewrite the sentences using “I have always + past participle,” reminding them to change the verb into the correct past participle form 99 Brainstorming Review the graphic organizer Point out that like the example, they not have to write in complete sentences when they brainstorm Outlining Have the students look at their brainstorming on page 84 and make their own outlines Remind them of what to include in each part from what the class discussed on page 81 Have the students pick one of the topics and brainstorm about what they learned or how they changed from that experience Tell them to make a graphic organizer like the example connecting their topic, how they changed or what they learned, and the supporting details (including how they were before the experience and how they are now) Remind them that they can get ideas about what to write about from the writing model and the sentence building exercises 100 101 10 Unit 102 ce More Senten Practice 103 MEMO ... is to write opinions about a topic after writing about its good and bad points Mention the unit’s key points Talk about how in an opinion essay, one way they can write about the topic is to say... them that they can get ideas about what to write about from the writing model and the sentence building exercises 30 31 Unit 32 ce More Senten Practice 33 Unit Warm-up Living in the Country Unit... them to change the –ing verbs into the infinitive 39 Brainstorming Review the graphic organizer Point out that like the example, they not have to write in complete sentences when they brainstorm