Write right beginner 1 teachers guide

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Lesson My Best Friend Teacher’s Guide Book 1 Writing Objectives Topic Writing about Friends Writing Mode Expository writing Text Descriptive Writing Structure The following is Grammar the suggested class structure for each lesson The lessons are designed to be Adjectives completed in two days Additional Point The Verb Beteaching with Notsuggestions are included Like to Class Lesson Plan Tense Present Punctuation Capital letters at the start of sentences Writing Opener - Introduce the vocabulary in the Word Bank and have the students practice Transition And saying each word Explain the meaning of any new vocabulary Words - Look at the picture use it play to discuss to answer the Word List playful,and loud/quiet, outside,the tell topic funny and stories, best questions Graphic Idea Map - Briefly explain the target grammar Organizers - Teach the how make the2)target idea map and go over the target Homework Workbook p students (Class 1) p to 4, (Class transition words Class Class Writing Opener Writing Focus - Warm-Up: Choose two students to read the parts of Tom and Scott Encourage - Read each of the sentences in the Writing Model out loud and have the them to use different voices and talk like they think Tom and Scott would Ask students repeat them Then have the students read the model text together the other students about their best friends What are they like? What they as a group like to do? - Explain how the sample writings are organized and teach the students what information is included in the different sections - Briefly explain the target grammar: - Complete the Writing Analysis questions and activities 1) Like/Likes to (infinitive verb): (I like to play video games He likes to read.) - Teach the target punctuation point 2) The correct positive and negative forms of Be (I am nice She is not quiet.) Workbook - 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 Idea Map and Language Practice and C2 The surrounding circles of the Idea Map are for details about the topic - Students will review the target idea map they learned about in class 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 Writing Organizer - Use this page to review the Writing Model and its different components with Writing Focus the Students It can also be used to reintroduce the topic of the lesson Writing Model -Explain how the writing is organized and teach the students what kind of Language Focus information should be included in the beginning, middle, and ending sections - Introduce the grammar or sentence structures in the Writing Model and Discuss what each sentence is describing have For example: what Billy is like, what he’s not like, what he likes to do, etc students practice them Class Class Write Right Write Right Idea Map Idea Map - Teach the new vocabulary Remind students that they are not limited to only Additional Words: using the words in this section They can use words they’ve already learned in Adjectives – shy, nice, happy the Writing Opener, their own words, or additional words provided by the Verb phrases (activities) - ride bikes, play soccer, play video games, eat teacher chocolate, watch television, play piano, go to the park First Draft Example - After students write their first drafts, they can use Check & Revise for selffriendly andor kind not loud correction peer feedback Rachel to read books likes to go shopping 4.likes Workbook First Draft Practice / Example Language and Final Paper Students will review the lesson’s grammar, sentence structures, punctuation My Best points, and Friend 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 Lesson All about Me Writing Topic Writing about Me Writing Mode Text Structure Grammar Point Objectives Tense Punctuation Transition Words Word List Expository Writing Descriptive Writing Have The Simple Present: Negative Present Periods at the end of a telling sentence But tall/short, long/short hair, special, ice cream/muffins/cookies, looks, dislike Graphic Organizers Concept Map Homework Workbook p (Class 1) p 8, (Class 2) 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 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 Class - 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 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 Class Example glasses tall 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 for fun using what they learned in Lesson Draft Example All about Me I I I I I I Lesson am Adam have glasses am tall like music, but I don't like television like books, but I don't like school am the best My Family at 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 Words Word List Because work, homework, help, tired, wash dishes, sleep Graphic Organizers Cause and Effect chart Homework Workbook p 11 (Class 1) p 12, 13 (Class 2) 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 Class 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 p.m.” lets the reader know that the writing is about what everyone is doing at 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 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 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 Lesson My Favorite Class Writing Objectives Topic Writing Mode Writing about School Expository Writing Text Structure Grammar Point Tense Punctuation Letter Writing Possessive adjectives Present, present progressive Commas after a letter greeting, letter closing, and the day in dates Transition Words - Word List favorite, science/language arts, study, pet, fat/skinny, bug, grandson/granddaughter Graphic Organizers Linking Map Homework Workbook p 15 (Class 1) p 16, 17 (Class 2) 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 something In this case, Lucy hopes that her grandma will visit her soon Class Writing Focus - Closing: Closing phrase (comma) - Signature: Sender’s name 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 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 English writing hard, but fun 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 Lesson Toby’s Birthday Writing Topic Writing about Birthdays Objectives Writing Mode Text Structure Grammar Point Tense Punctuation Expository Writing List Writing Need/Want, Need to, Want to Present, present progressive Commas in a series Transition Words So Word List need, buy, cake/candles/balloons, give, presents, greedy, nothing, want Graphic Organizers List Homework Workbook p 19 (Class 1) pg 20, 21 (Class 2) Writing Opener - Warm-Up: Have the students work in pairs and practice asking each other what they need to after school and what they want to 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 Class - 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 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 - cake - candles - decorations First Draft / Example Mom's Wish List - flowers - chocolate - necklace 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 Lesson What Do We Love to Wear? Writing Topic Writing about Clothes Objectives Writing Mode Text Structure Grammar Point Tense Punctuatio n Transition Words Word List Expository Writing Compare and Contrast Writing The Simple Present Both Present tense Commas before but, capitalization of specific people, places, and things But plain/striped, cap/headband, skirt/shorts, both, same Graphic Organizers Compare & Contrast Chart Homework Workbook pg 23 (Class 1) pg 24, 25 (Class 2) 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 Class - 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 Class Writing Model - Review the capitalization of proper nouns (Irie, New York, Eiffel Tower, Monday, January) - In Lesson the students expressed what they liked and disliked within the same category Remind them to 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) 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 Tina hooded sweatshirt blue headbands polka dots Tracy sweater green First Draft / Example What Do We Love to Wear? This is about Tina and me We both love to wear headbands We both love polka dots Tina loves to wear hooded sweatshirts, but I love to wear sweaters Tina loves blue, but I love green Lesson What Is Blue? Writing Topic Writing about Colors Writing Mode Text Structure Grammar Point Objectives Tense Punctuation Expository Writing Sensory Writing Pronouns Possessive Forms with Apostrophes Sense Verbs Present tense Apostrophes (to show possession), Question Marks, Exclamation Points Transition Words And Word List see/ smell/taste/hear, beautiful/awful, wake up, yummy/good/bad Graphic Organizers Sensory Chart Homework Workbook pg 27 (Class 1) pg 28, 29 (Class 2) Writing Opener - Warm-Up: Ask the children to think about different locations, such as their school, their house, or an amusement park) and tell them to describe what they see, hear, smell, and taste - Have the children look at the picture in the textbook Tell them that Michelle is having a picnic on the beach with her family and ask them what she might hear or smell For example: She hears the beach waves It is quiet She smells the fruit It smells good (Feel [touch] is not included in the lesson due to space constraints, but if you want to mention or incorporate it as something extra: She feels the blanket It feels soft.) - When answering the questions under the picture, explain to the students how “the sky” and “fruit” turn into the it pronoun Teach them that they can this to avoid sounding repetitive and to shorten sentences Class - Part C is different from the previous lessons in that the questions are not about the Writing Opener’s picture In this section, describe how to make the target Sensory Chart: The first row is the person or thing they see, hear, smell, and taste The second row describes the sight, smell, taste, and sound of the objects - For sight (see), tell the students that describing the sight (in this case, Mom) can mean describing what the subject is doing (Mom is baking), but it can also be an adjective (Mom is beautiful) In describing smell and taste, the lesson has the students use “smell good” and “tastes yummy” in order to practice using correct verb forms, but Be can also be used to describe smell and taste (is good, are yummy) In describing what they hear, the verb sound can be used (sounds loud) Writing Focus Writing Model - Ask the students what the pronouns “It” and “They” in the writing model are referring to Teach them when to use question marks and exclamation points and review how to use apostrophes to show possession Write Right Idea Map - If the students are having a hard time thinking of different details for their favorite color, suggest thinking about their least favorite color Provide negative words like stinky, smelly, disgusting, sour, ugly, etc They can add don’t to the final sentence at the end (I don’t love black) Example sun yellow Class baby chicks chirping daffodils fresh First Draft / Example What is Yellow? Yellow is everywhere I see the sun It is yellow I hear baby chicks They are chirping I smell daffodils They smell fresh I taste lemonade It is sweet Yellow is the best color I love yellow! Lesson What Can I Do? Writing Topic Writing about Problems lemonade sweet Objectives Writing Mode Text Structure Expository Writing Problem and Solution Writing Grammar Point Tense Punctuation Can/Can’t Present, present progressive Apostrophes (with contractions) Transition Words But, then Word List be back from school, find, problem/solution, call, wait for, can Graphic Organizers Problem and Solution chart Homework Workbook pg 31 (Class 1) pg 32, 33 (Class 2) Class Writing Opener - Warm-Up: Ask the students if they have ever lost their house keys or the keys for their bike locks What did they do? - Teach the students what problem, solution, and can means The students are probably familiar with can’s meaning of “being able” and can’t’s meaning of “not being able,” but can is also used to show “possibility.” Explain that while it is possible for a person to a particular action, he or she may or may not it due because of certain reasons Use the questions to illustrate these two meanings For example: Caroline can’t find her keys = She is not able to find her keys; She can call her parents or go to her friend’s house = It is possible for Caroline to call her parents or go to her friend’s house - Explain how to make a Problem and Solution Chart: The problem is at the very top and has two possible solutions Solution #1 is the solution that doesn’t work, but tells why it doesn’t work Solution #2 is the solution that does work, then tells why it works Writing Focus Writing Model - The students have been using don’t and doesn’t, so they should probably be familiar with contractions already Point out the contractions used in the Writing Model and review how they were formed (cannot  can’t; are not  aren’t) Class Write Right Idea Map Additional Words Problem: I’m late for school/I missed the school bus I lost or broke (something expensive, such as an MP3 player, a portable video game system, or a cell phone) Example I'm lost I can call my parents I don't have a cell phone I can ask for directions I can go home First Draft/Example My Problem I'm lost I can call my parents, but I don’t have a cell phone I can ask for directions Then I can go home Project Map Writing Objectives Topic Format Drawing a Map and Writing about Your Neighborhood Map Grammar Point There is a/There are… Location words (there, near/next to, on my street) Tense Punctuation Present Periods Transition Words And bank, library, hospital, park, supermarket, convenience store, restaurant, playground, bus stop, subway station, There is a …/There are…, near/next to, …on my street - Take the students outside, look out the window, or use a picture of a street or an area with many shops, and have the students practice the vocabulary and location words For example: There is a convenience store next to our school/academy There are restaurants on this street Word List Class Example There is a hospital near my house There is a playground next to my school I play there with my friends There is a bus stop on my street I wait for the bus there Project Vacation Plan Writing Objectives Topic Format Planning a Vacation Checklist Grammar Point I’m going to… Tense Punctuation Present Periods Transition Words vacation, I’m going to…, every day, journal, go on a trip with…, play games, visit, watch movies, pool, swim, camp, amusement park Word List - Explain to the students that although they are written in the progressive form, the sentences they are writing are not about the present, but about what is planned for the future Class Example I'm going I'm going I'm going I'm going Project Graphic Novel Writing Objectives Topic Format to to to to visit my grandparents study at English camp watch movies every day go to the amusement park with my friends Making a Graphic Novel Graphic Novel Grammar Point Present and present progressive forms Be + adjective Tense Punctuation Present, present progressive Periods Transition Words Word List have a race/finish the race, fast/slow, win/lose, fall down, help, together, sleep, rest, stop, give up, catch up, far away Class Example The rabbit and the turtle have a race The rabbit is fast The turtle is slow The turtle is far away The rabbit goes to sleep The turtle doesn't stop He catches up to the rabbit and wins the race Project Birthday Card Writing Objectives Topic Format Making a Birthday Card Grammar Point Imperatives Tense Punctuation Present Periods, commas, exclamation points Transition Words So Happy Birthday!, Have a… day/year!, Hope all your wishes/dreams come true!, Today is your day, so…, You are now…, so…, Eat yummy food., Enjoy your party., Have fun! - Review how to use so with the students and remind them to use a comma before it - Teach the imperative form and that while it is used to give commands, it is also used to give suggestions or advice – in this case, what they should because it’s their birthday Word List Class Example Dear Rick, Happy birthday! Today is your day, so eat yummy food and have fun Hope you like your present! Have a wonderful year Your sister, Eunice ... Cause and Effect chart Homework Workbook p 11 (Class 1) p 12 , 13 (Class 2) Writing Opener Warm-Up: Ask the students questions like, “What are we doing right now?” Encourage them to provide answers... fat/skinny, bug, grandson/granddaughter Graphic Organizers Linking Map Homework Workbook p 15 (Class 1) p 16 , 17 (Class 2) Writing Opener Warm-Up: Have the students work in pairs and practice using... 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 Write Right Idea Map Additional Words: - Have
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