Write right beginner 2 teachers guide

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Teacher’s Guide Book 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 Lesson Plan 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 Class 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 Workbook Idea Map and Language Practice - Students will review the target idea map they learned about in class 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 Language Focus - Introduce the grammar or sentence structures in the Writing Model and have the students practice them Write Right Class 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 selfcorrection or peer feedback 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 Lesson When I Am Bigger and Older Topic Writing Mode Text Structure Writing Objectives Grammar Point Tense Punctuation Writing about Me Expository Writing Main Idea and Details Writing Comparatives will When…, …will… future tense Periods after telling sentences Transition Words and Word List be like, wear a suit/makeup, work, office, boss, high heels, cool, stylish Graphic Organizers Main Idea and Details Chart Homework Workbook pg (Class 1) p 4, (Class 2) Additional Materials (prepared by the teacher, if desired) Main Idea and Details Chart (enlarged), vocabulary list or cards, pictures of jobs Class 1 Writing Opener - 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) and write 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 Write Right Idea Map Have the students think of the main idea first and then the details Class [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 Older When 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 My Favorite Writer Topic Writing Mode Text Structure Writing Objectives Grammar Point Tense Punctuatio n Transition Words Word List Graphic Organizers Homework Additional Materials (prepared by the teacher, if desired) Class Writing about Favorite People Expository Writing Fact and Opinion Writing The Simple Past Liked to Worked as past, present Capitalization: Starting sentences and proper nouns plan, vacation, stay home, go on a trip, decide, beach, relax, active, everyone, can, volleyball Fact and Opinion Chart Workbook p (Class 1) p 8, (Class 2) Fact and Opinion Chart (enlarged), vocabulary list or cards, Alice in Wonderland (book), a picture of Lewis Carroll Class 1 Writing Opener - 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 be different 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 person they would have learned about in school or a current celebrity) and stating factual statements and opinions about this person 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 and why - 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 Write Right Idea Map Before coming to class, have the students research If their favorite person is a celebrity or a historical figure, they might internet research If their 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 Writing Objectives My Summer Vacation Topic Writing Mode Writing about Vacations Expository Writing Text Structure Grammar Point Tense Punctuatio n Transition Words Word List Letter Writing The Simple Past The Verb Be: Past Tense Past tense Question marks; commas after letter greetings, letter closings, and the days in dates and summer vacation, go, see, send, fun, be amazed, summer vacation, Write back! Graphic Organizers Linking Map Homework Workbook p 11 (Class 1) p 12, 13 (Class 2) Additional Materials (prepared by the teacher, if desired) sample letters, paper strips with enlarged letter parts, vocabulary list or cards Class Class 1 Writing Opener - Teach the target past tense forms Test or play a game for review: saw, went, sent, come, knew, drank, ate, made, visited, and the verb Be (was/were) - Have the students make sentences and talk about their summer vacations - Teach the structure of a letter (including the placement of commas and the location 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 something (in this case, John asks Kyle to send him a letter too) - Closing: Closing phrase (comma) - Signature: Sender’s name Writing Focus - Have the students identify the different parts of the letter (heading, greeting, body, closing, and signature) - The linking map is for the letter body Each bubble of a linking map connects to and expands the subject of the previous bubble Start off with a general subject and gradually get into more detail as the map links more and 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 was great Main Activity went to South Korea [First Draft Example] Class August 25, 2010 Dear 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 Details visited my grandparents ate good food Lesson Writing Objectives That Fall Day Topic Writing Mode Text Structure Grammar Point Tense Punctuatio n Transition Words Seasons Word List step, leaves, wind, blow, fall, pumpkin pie, cool/warm Narrative Writing Poetry Writing The Simple Past This/These/That/Those Past Commas in a series and Graphic Organizers Onomatopoeia Chart Homework Workbook pg 14 (Class 1) pg 15 (Class 2) Additional Materials (prepared by the teacher, if desired) pictures of the four seasons, vocabulary list or cards Writing Opener - 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 Class 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)_ Day 1) 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 That _(seasonal weather)_ _(season)_ day Class 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 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 Whoosh Crunch Gulp It whooshed I crunched I gulped [First Draft Example] That Winter Day Whoosh, 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 Writing Objectives What Makes You Happy? Topic Writing Mode Text Structure Grammar Point Tense Punctuation Writing about Places Expository Writing Compare and contrast Objective pronouns Make Someone + Adjectives Present Commas before but Transition Words But Word List swing, ladder, slide, seesaw, together, playground, more, make happy/unhappy Graphic Organizers Venn Diagram Homework Workbook pg 19 (Class 1) pg 20, 21 (Class 2) Additional Materials (prepared by the teacher, if desired) Venn Diagram (enlarged), vocabulary list or cards , pictures of places that students like (a playground, an amusement park, the mall, etc.), Class 1 Writing Opener - Review the pattern, I like _(noun)_ and I like to _(verb)_ with the words from the lesson vocabulary that can act as both nouns and verbs (slide, swing, seesaw): I like the swings I like to swing He likes the seesaw He likes to seesaw - 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 Writing Focus - Point out the comma before but (used to combine sentences that show differing opinions) Class 2 Write Right Idea Map - Pair up the students and have them pick a place that they both like and the same and different activities they like to 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 field trips or places they’ve gone on vacation [Example] make sand castles play catch swim find seashells First Draft - Tell the students to add “to” after like/likes if needed [Example] 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 An Outdoor Adventure Topic Writing Mode Text Structure Writing Objectives Grammar Point Tense Punctuatio n Transition Words Word List Writing about Adventures Expository Writing Sequence Writing Possessive Adjectives Wanted to The Simple Past Past Commas after sequence words, exclamation marks First, Next, Then, Finally walk, orchard, look for/find, nest, too, amazing, map Graphic Organizers Sequence Chart Homework Workbook pg 22 (Class 1) pg 23 (Class 2) Additional Materials (prepared by the teacher, if desired) Sequence Chart (enlarged), vocabulary list or cards, objects for the scavenger hunt, Class 1 Writing Opener - Have the students practice First, Next, Then, and Last by talking about what they before they come to school Explain that Last can be used to describe when they achieve their goal (in this case, coming to school): First, I wash my face and brush my teeth Next, I eat breakfast Then, I ride the school bus Finally, I come to school Class - 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) Writing Focus - Point out and review possessive adjectives (my, your, his, her, their, our, its) - Point out the commas that are used after sequence words that start sentences and when to use Exclamation Points Class 2 Write Right Idea Map - Suggest to the students that while they can write about an adventure or camping trip they did in real life, they can also write about an adventure that they imagine (looking for elephants in Africa, searching for hidden treasure, hiking the tallest mountain in the world, looking for Aladdin’s lamp 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 know For example, the first clue can be Look for the yellow book on the bookshelf The students will then write First, we looked for the yellow book on the bookshelf In that yellow book, they will find the next clue, such as Go to the big plant in front of the door Keep having them find clues and write the steps until they finally find the “treasure” (a treat, candy, etc) Finally, we found the treasure [Example] We packed clothes, a flashlight, and a tent We went to the forest We made the tent and a campfire We made dinner [First Draft Example] June 6, 2015 It was a nice day My friends and I wanted to go camping First, we packed clothes, a flashlight, and a tent Next, we went to the forest Then, we looked for tree branches Last, we made the tent and a campfire We looked at the stars, talked, and had a great time - Lesson Are Spiders Insects? Writing Objectives Topic Writing Mode Text Structure Grammar Point Tense Punctuation Writing about Science Expository Writing Report Writing Contractions Present Apostrophes in contractions, commas before and after for example Transition Words because, for example, but Word List spider, web, insect, body parts, antenna, worm, ant Graphic Organizers KWL Chart Homework Workbook pg 26 (Class 1) pg 27 (Class 2) Additional Materials (prepared by the teacher, if desired) KWL Chart (enlarged), vocabulary list or cards, photos of insects (like ants, bees, beetles, etc.), arachnids, (spiders, mites, ticks, and/or scorpions), a worm Class Class Class 1 Writing Opener - In this lesson, students will learn that an insect is an animal that has six legs, three body parts, and antennae - A spider is not an insect, but part of an animal class called Arachnids Spiders are often mistaken to be insects, but they have eight legs, two body parts, and no antennae Other animals that are part of this class are scorpions, mites, and ticks - Worms are not insects and are not Arachnids because they don’t fit into the criteria of both - Explain that because of the difference in the number of body parts, it automatically makes spiders not insects Tell students to anticipate other differences they might not have known in the Writing Model - It may help to bring in real photos of spiders and different kinds of insects to help the students visualize the differences Writing Focus - Point out the usage of for example to name specific kinds of insects (also note comma placement) Review contractions and how they are formed - Teach the structure of a report A report always starts with an introduction (in this case, what students know about spiders From the title and introduction, readers should know what the report will be about) The next part is the body (ask the students what kind of information is in this section The usage of but should be the clue that this section is showing the differences between spiders and insects) The last section is the conclusion Point out to the students that the conclusion can only be written by what they wrote in the body Because of the evidence that they gave in the body, they can definitely conclude that spiders aren’t insects (because is the key word) Write Right Idea Map - Dolphins have fins like fish, but aren’t covered in scales like fish - Dolphins are mammals (like humans) because they can’t breathe under water (they need to come up for air), give birth to live young (not eggs), and feed milk to their young and take care of them [Example] Dolphins Dolphins Dolphins Fish live in the water Eggs don’t lay eggs lay eggs are gentle Breathing can’t breathe in the water can breathe in the water Babies feed milk to babies don’t take care of babies First Draft [Example] Are Dolphins Fish? Dolphins live in the water and are gentle Fish lay eggs, but dolphins don’t Fish can breathe in the water, but dolphins can’t Dolphins feed milk to their babies, but fish don’t take care of their babies Dolphins aren’t fish because they don’t lay eggs, can’t breathe in the water, and feed milk to their babies Extended Writing Exercises - The structure of the KWL chart lends itself to all sorts of expository writing exercises that can be used as extra writing practice or encouragement for free writing: - Are bats birds? Are worms insects? - What is the same/different about _ and _? - All about _ (designate a topic, make categories, and have students research) Lesson We Can Help the Earth Writing Objectives Topic Writing Mode Focus Skill Grammar Point Tense Writing about the World Persuasive Writing Persuasive Writing (problem and reason, solution and result) Can/Can’t Will/Won’t Present, future Punctuation Commas before so Transition Words so Word List help, lazy, need, people, ride the bus, waste/reuse, cut down trees, can Graphic Organizers Persuasive Map Homework Workbook pg 30 (Class 1) p 31 (Class 2) Additional Materials (prepared by the teacher, if desired) Persuasive Map (enlarged), vocabulary list or cards Class 1 Writing Opener - Explain the usage of so (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 Dillon rides the bus to school What’s the result of this action? What will happen because Dillon rides the bus to school? The air will be cleaner Note that the first part is in the present tense and the second part is in the future tense The whole point of the lesson is if we a certain action now, something good will happen later on - In persuasive writing, writers are trying to convince the readers that what they are writing about and the suggestions they are making are important This kind of writing is also used to spur people into action In the chart, the What part is what the writer wants to persuade people to The Why part gives reasons as to why it is important for people to what is stated in What The How part gives suggestions as to how people can what is stated in What The So part shows what will happen (the result) if people what is stated in How - Students are probably familiar with can’s meaning of “being able” (and can’t’s meaning of “not being able”) like in the What part of the Persuasive Map However, can can also be used to show “possibility.” Explain that the can used in the How part of the Persuasive Map is offering possible suggestions of how to help the Earth People might these suggestions or they might something different Writing Focus - Teach can’t and won’t and how they are formed - Point out the comma before so - Mention that in the Why section, the air problem is stated first and the tree problem is stated second Accordingly, the How/So follows the same order (this is to encourage organization) Class 2 Write Right Idea Map Other Earth problems and suggestions: - waste energy: turn off the light, don’t waste heat in the winter (cold air in the summer), turn off the heater/air conditioner - waste water: turn off the faucet, take quick showers - too much trash: We can use a lunch box/ We can bring a shopping bag, so we don’t use plastic or paper bags; recycle plastic bottles, don’t use plastic cups, pick up trash, have a trash-picking day [Example] We can save the planet Trees are dying because we waste paper and people cut down trees We can recycle newspapers and magazines Trees won’t die [First Draft Example] We Can Save the Planet The Earth has a tree problem Trees are dying because we waste paper and people cut down trees We can recycle newspapers and newspapers, so trees won’t die We need to work together because the Earth is important - Project Writing Objectives Party Plan Topic Format Planning a Birthday Party Check list Grammar Point I’m going to… Tense Present progressive Punctuation Periods, apostrophes Word List plan, bake, invite, order, buy, pick, decorations, balloons, birthday hats, cake, make invitations, come up with/think of Point out to students that while this is the progressive form, the sentences they are writing are not about the present, but what is planned for the future Class Project Writing Objectives [Example] I’m going I’m going I’m going I’m going to to to to make invitations bake a cake pick movies come up with fun games Book Report Topic Format Planning and Writing a Book Report Book report Grammar Point The Simple Past Tense Punctuation Past Periods Transition Words Because Word List This story is about…, It happened at midnight/long ago., It took place at the ball/in the desert, run away, leave, shoe, genie, lamp, wish This exercise can be used as a springboard for creative story writing Discuss how every story has characters, a setting (time and place), and a problem that needs to be solved or a big change that happens Class [Example] This story is about Aladdin Aladdin found a magic genie and the genie gave him three wishes Aladdin wanted to be a prince It happened long ago and took place in the desert Aladdin wanted to be a prince because he wanted to marry the princess Project Poster Writing Objectives Topic Format Making a Poster about a School Festival Poster Grammar Point Imperatives, Can Tense Present Punctuation Question Marks, Exclamation Points, Abbreviations (with periods), Commas Word List Want too…?, Come to the…!, international, traditional, strange/delicious, travel, learn, meet, auditorium/cafeteria, room # - Teach how abbreviations are shortened ways of writing something (second  2nd) and how some use periods (Ms., p.m.) - Other imperative phrases: - See you there! - Come early! - Don’t miss it! - Other activities at the festival: You can see band/choir/dance/acting performances, hear speeches, talk to guests Class Project Writing Objectives [Example] Science Festival Who Ms Casey’s 2nd Grade Class When p.m – 5:30 p.m on March 24, 2015 Where Remarkable School’s auditorium What Want to learn about science? Come to the science festival! You can listen to our science reports, see cool animals and flowers, and play fun games Thank-You Card Topic Format Making a Thank-You Card for Mother’s/Father’s/ Parents’ Day Card Grammar Point Thank you for all the , Will Tense Punctuation Present, future Exclamation Points, commas Transition Words And Word List Happy Mother’s/Father’s/Parents’ Day!, Thank you for all the…, yummy dinners, homework help, advice, make you proud/happy, my best, get good grades, be a good daughter/son - Go over the parts of a letter (Lesson 3) - Other things kids can be thankful for: rides, shopping trips, support, love, hugs, good/great/fun/wonderful times together, jokes Class [Example] Dear Mom, Happy Mother’s Day! Thank you for all the hugs and advice I will get good grades and be a good daughter I love you! Love, Lauren ... Exclamation Points Class 2 Write Right Idea Map - Suggest to the students that while they can write about an adventure or camping trip they did in real life, they can also write about an adventure... for/find, nest, too, amazing, map Graphic Organizers Sequence Chart Homework Workbook pg 22 (Class 1) pg 23 (Class 2) Additional Materials (prepared by the teacher, if desired) Sequence Chart (enlarged),... make happy/unhappy Graphic Organizers Venn Diagram Homework Workbook pg 19 (Class 1) pg 20 , 21 (Class 2) Additional Materials (prepared by the teacher, if desired) Venn Diagram (enlarged), vocabulary
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