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 1 Writing Objectives When I Grow Up, I Want to Be an Astronaut Topic Writing Mode Text Structure Grammar Point Tense Punctuation Writing about Jobs Expository Writing Dictionary Writing The Simple Present When…Grow Up, …Want to Be… Present Capitalization when starting sentences, commas in a series Transition Words Word List grow up, study, fly/drive, space shuttle, spacesuit, work, wear Graphic Organizers Dictionary Chart Homework Workbook p (Class 1) p 4, (Class 2) Additional Materials (prepared by the teacher, if desired) Dictionary Chart (enlarged), pictures of people doing different jobs and what they wear or use in that job (such as a doctor, firefighter, police officer, baseball player, etc.) Writing Opener - 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) Class - Part of speech tells how a word is used While students will only be dealing with nouns in this lesson, other parts of speech students at this level should know 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 they use, secondary responsibilities, etc - …is a person who… will connect the word and the definition into one sentence 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 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] doctor noun takes care of sick people works in a hospital wears a white coat cures diseases [First Draft Example] doctor noun 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 We Are Planning Our Vacation Writing Objectives Topic Writing Mode Text Structure Grammar Point Tense Writing about Vacations Expository Writing Disagreement and Agreement Writing Present progressive Want/Decide to Can Present, present progressive Punctuatio n Transition Words Word List Graphic Organizers Homework Additional Materials Periods at the end of telling sentences and plan, vacation, stay home, go on a trip, decide, beach, relax, active, everyone, can, volleyball Disagreement and Agreement Chart Workbook p (Class 1) p 8, (Class 2) Disagreement and Agreement Chart (enlarged), vocabulary list or cards Writing Opener - 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 Class - The main concept of this lesson is compromise The idea of compromise is that even though people may have differing wants (Disagreement), they can make a decision that makes everyone happy (Agreement) While the compromise may not be exactly what either side wants, it should have a certain aspect about it that makes it agreeable to both sides Writing Focus - The last three sentences of the Writing Model give the reasons for why deciding on the beach can make everyone happy Mom and Allisa wanted to relax at home While the beach isn’t home, they can relax at the beach by reading 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 active things 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 at the beach They might these things and they might not Class Write Right Idea Map - Like the Writing Model and the Idea Map page (pg 7) of the workbook have shown, the agreed place should have something for everyone Have the students follow the ideas presented in the Writing Model and pg of the workbook with their own words Other ideas to consider using the words from 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 [First Draft Example] 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 Writing Objectives My Terrible Day Topic Writing Mode Text Structure Grammar Point Tense Punctuatio n Transition Words Writing about Bad Days Expository Writing Cause and Effect Writing (Journal Writing) The Simple Past Will Past, Future Periods used in abbreviations, Exclamation Points because, Also Word List terrible, scold, fight with, forget, leave, have/has a _ day, touch my stuff, again, also, tomorrow Graphic Organizers Cause and Effect Chart Homework Workbook p 11 (Class 1) p 12, 13 (Class 2) Additional Materials Cause and Effect Chart (enlarged), vocabulary list or cards Writing Opener - Teach the target irregular past tense forms and also review how to form the future tense Test or play a game for review: - forgot, had, left, fought, cried, went, broke, lost Class Class – 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) 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 fought with Toby because he touched her stuff, and in turn, Mom scolded her because 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 to make herself feel better is in the future tense Write Right 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 Lesson How to Get Over a Cold Writing Objectives Topic Writing Mode Writing about Health Expository Writing Text Structure Grammar Point Tense Punctuatio n Transition Words Word List Sequence Writing Have/Has Have to/Don’t Have to Present, Future Apostrophes in contractions, commas after sequence words and before so So, First, Next, Then, Soon get over, wash hands, drink water/orange juice, a runny nose/a cold/a cough, have to, rest, follow advice Graphic Organizers Sequence Chart Homework Workbook p 15 (Class 1) p 16, 17 (Class 2) Additional Materials (prepared by the teacher, if desired) Sequence Chart (enlarged), vocabulary list or cards Writing Opener - Use the lesson vocabulary or pair up the students to come up with what they have to when they have a cold using I have to _(verb)_ - Point out the different uses of the verb have with symptoms like I have a cough, I have a runny nose using have and saying that you need to something using have to - 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 Class Writing Focus - Ask the students to point out the contractions and how they were formed (I’ll  I will; don’t  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 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 Write Right [Idea Map Example] I have to eat fruit I have to take medicine I have to keep warm I'll feel better Class [First Draft Example] 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 The Past and Now Writing Objectives Topic Writing Mode Text Structure Grammar Point Tense Punctuation Writing about the Past and Now Expository Writing Venn Diagram There is/are/was/were Past, Present Apostrophes in contractions, commas after sequence words and before so Transition Words And, But Word List now/the past, different/the same, typewriter, crowded, spend time together, miss, use, world Graphic Organizers Venn Diagram Homework Workbook p 19 (Class 1) p 20, 21 (Class 2) Additional Materials (prepared by the teacher, if desired) Venn Diagram (enlarged), various classroom objects, vocabulary list or cards Writing Opener - 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 Class Class - 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)_ Writing Focus - In the fourth sentence in the writing model, more crowded is referring to the detail about how there is now billion people and faster is referring to how computers are faster than typewriters Write Right Idea Map - To prepare for their writing, have students ask their parents (or if possible, grandparents) about their childhoods Have them ask questions about what they learned in school, what they did for fun, what their parents/grandparents think is better about the past and now, what people have now that they didn’t when they were boys and girls, etc - Have them share these answers in class and make a comprehensive list to aid 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 [First Draft Example] The Past and Now When 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 My Apple Report Writing Objectives Topic Writing Mode Text Structure Writing about Fruits Expository Writing Sensory Chart Grammar Point Tense Punctuatio n Transition Words Word List Many/Some/All There Are Many Kinds of… Present Capitalization of people’s names, months, and titles And, But many/some/all, sweet, sour, round, juicy, hard/smooth/bumpy, kinds of, seeds/flesh, healthy Graphic Organizers Sensory Chart Homework Workbook p 23 (Class 1) p 24, 25 (Class 2) Additional Materials Sensory Chart (enlarged), vocabulary list or cards, items of the same (prepared by (marbles, pens, cookies, candy, etc.), pictures of fruits or the real thing the teacher, if (kiwis, grapes, melons [honeydew, cantaloupe, muskmelon], peaches) desired) Class 1 Writing Opener - 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 writing that tells the reader what the writing will be about (in this case, the many kinds of apples) Writing Focus - When writing a report, there is a heading at the right-hand top corner of the paper with the student’s name, the teacher’s name (or subject), and the date the report is due Point out the capitalization - not so is used to describe a shape that is round, but is not perfectly round Class Write Right Idea Map - If possible, provide color pictures or the real thing Fruits: kiwis, grapes, melons (honeydew, cantaloupe, muskmelon), peaches Other useful fruit words: oval, rind, skin, squishy [Example] There are different kinds of grapes red sweet soft green sour squishy oval round [First Draft Example] Grace Stubbs Ms Nicholson October 15, 2015 My Grape Report There are different kinds of grapes Some are red and some are green Some are oval and some are round All are not so large Many taste sweet, but some taste sour All are soft and squishy Some have seeds and some don’t have seeds All are delicious Lesson Molly’s Wish Writing Objectives Topic Writing Mode Text Structure Grammar Point Tense Punctuation Writing a Story Narrative Writing Story Writing The Simple Past Past Quotation marks, Commas before quotation marks and after time words Transition Words Time words, And Word List duckling, kingdom, meet, agree, send, say, live happily ever after, one day, bark, talk, special, only Graphic Organizers Story Map Homework p 27 (Class 1) p 28, 29 (Class 2) Additional Materials (prepared by the teacher, if desired) Story Map (enlarged), vocabulary list or cards, books of familiar fables, fairy tales, or myths (such as The Ugly Duckling, Cinderella, Snow White, etc.) Writing Opener - Teach the target past tense forms Test or play a game for review: - met, became, agreed, sent, wanted - The story of the Ugly Duckling has been modified a bit for this lesson, but the story is about a duckling who looked different from his brothers and was considered to be ugly The truth was that he wasn’t a duckling, but was a baby swan and would turn into an animal that was more beautiful than a duck - Discuss what the main character is (the person or animal that the story is about) and what the setting is (where the story takes place) Class Extension Activity - Read the students the original version of The Ugly Duckling story and have them talk about the similarities and differences between the original and the modified version in the student book Writing Focus - Point out the usage of quotation marks and the comma that comes before the first quotation mark Note the time words and the commas after them - Once upon a time and lived happily ever after are common ways that stories begin and end - Point out how the main character usually goes through a change in the story Molly’s change is that she now talks She was also the queen of the animal kingdom at the beginning of the story, but now she is queen of the Wright family Write Right Class Story ideas: - Like Molly’s Wish, have the students put themselves (or people they know) in the story - Model the story after fables, fairy tales, or myths they know (provide books for them to get inspiration from, if possible) - The character can want to be rich or want to become a princess, but encourage the students to be different and even silly (wants to eat all the chocolate in the world, wants her brother to turn into a cat, etc.) - As a twist, have the character not get what he/she wanted, but instead got something unexpected or even better than what he/she originally wanted - Remind the students that stories contain characters talking and that the main character should be different in the end from how he/she was in the beginning Lesson Writing Objectives Who Are the Most Important People? Topic Writing Mode Focus Skill Grammar Point Tense Punctuation Writing about Important People Persuasive Writing Persuasive Writing Superlatives Objective Pronouns Present Question marks Transition Words And, Or, Because Word List important, kind, funny, best/most, care about, make me laugh/smile, need, give Graphic Organizers Persuasive Map Homework p 31 (Class 1) p 32, 33 (Class 2) Additional Persuasive Map (enlarged), vocabulary list or cards Materials (prepared by the teacher, if desired) Class 1 Writing Opener - Teach the target superlative forms Test or play a game for review: - +est: kindest, smoothest, coldest, thickest, roundest, - y  iest: funniest, juiciest, happiest, loneliest, bumpiest - doubling the consonant: thin - most  most important, most terrible, most understanding, most patient - irregular  worse, best - Whenever means “at any time” - To practice …make/makes _(objective pronoun)_ smile/laugh pair up the students and have them make lists of different and same things that make them smile or laugh They should utilize me, you, and us: My dog makes me happy Chocolate makes you smile Comics make us laugh Then group two pairs together, have them tell each other about what makes them smile/laugh, and have them also practice him/her and them - In persuasive writing, the writer is trying to get the reader to agree with his/her opinion In order to this, the writer must give good supporting ideas (specific details that illustrate the opinion) and reasons for the opinion Note that the top and bottom parts of the chart are connected by because Class 2 Writing Focus - Point out how the writing is organized Because the introduction mentions family first and friends second, the writing follows that order with the topic sentence and detail about family first and the topic sentence and detail about friends second The conclusion is the author’s opinion with the reason - The topic sentences introduce what the details will be about - This writing is the basic structure of writing essays Write Right Idea Map Additional words: brave, generous, honest, always there for me Important people: president, teacher, important people in history such as inventors and scientists [Example] My mom and dad are the most important people Whenever I have a problem, my mom Whenever I feel scared, listens to me and gives good advice my dad promises to protect me Because I can trust them [First Draft Example] Who Are the Most Important People? My mom and dad are the most important people My mom is the most understanding person Whenever I have a problem, mom listens to me and gives good advice My dad is the bravest person Whenever I feel scared, he promises to protect me My mom and dad are the most important people because I can trust them Project 1 Writing Objectives Postcard Topic Format Making a Postcard for Christmas or New Year’s Day Postcard Grammar Point Thanks for…, I hope… Tense Punctuation Present Commas in the letter and address, Periods in abbreviations Transition Words and Word List Happy Holidays!, Happy New Year!, Merry Christmas!, You’re a caring/awesome/wonderful friend., Thanks for being there/being my friend., I hope all your wishes come true/you have a …year/we see each other soon - 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: Main content of the letter - Closing: Closing phrase (comma) - Signature: Sender’s name Class - Teach how to write an address: Name Street number and name (abbreviations of Rd., St., Ct., etc.) City (comma) state zip code Country (U.S.A abbreviation) Example December 30, 2015 Dear Gloria, Happy New Year! Thanks for the letter and present You are an awesome and caring friend I hope you have a wonderful year Love, Mandy Project Sorry Letter Topic Format Writing a Sorry Letter Letter Grammar Point Writing Objectives Tense Punctuation past, present, future Commas in the letter Transition Words and, because, so Word List I am writing because…, That was wrong/bad., I will be nicer., It won’t happen again., I won’t it again., I am very/so/really sorry., I hope you will forgive me., I promise to ., Sincerely, / Yours truly, - The vocabulary learned in Lesson would be useful for this project Example Class May 3, 2015 Dear Henry, I am writing because I lost your MP3 player I’m really sorry I promise to help pay for a new one I hope you will forgive me Yours truly, Nick Project Myth Topic Format Planning a Myth/Story Story plan Grammar Point Writing Objectives Tense Punctuation past, present Transition Words Word List sky/earth/ocean/outer space/the Earth, before/after, strict/powerful/sweet/evil/, honest, slide down, That is why…, god/goddess, teach a lesson, punish, feel sorry for Class - Teach students about story elements: characters, setting, plot e.g Who did what? When and where did this happen? The character is the who, the plot is the what, and the setting is the where and when Characters are who the story is about The setting is when and where the story takes place The plot is a series of related events - Use Greek mythology or well-known, traditional mythology for inspiration Project Book Cover Topic Format Making the Front and Back Covers of a Book Book Covers Grammar Point Writing Objectives Tense Punctuation Present Exclamation Points, Question Marks Transition Words Word List This story is about…, author, written by, published by, copyright, How will…?, Read this…story!, solve the problem, find out Class - Teach the students how to make a book cover Teach them about the function of a book cover: giving information about the book, helping readers guess about the story, etc Explain that the idea of copyright is to protect the writer and publisher from other people copying the work and making money off it  ... care about, make me laugh/smile, need, give Graphic Organizers Persuasive Map Homework p 31 (Class 1) p 32 , 33 (Class 2) Additional Persuasive Map (enlarged), vocabulary list or cards Materials (prepared... there is now billion people and faster is referring to how computers are faster than typewriters Write Right Idea Map - To prepare for their writing, have students ask their parents (or if possible,... queen of the animal kingdom at the beginning of the story, but now she is queen of the Wright family Write Right Class Story ideas: - Like Molly’s Wish, have the students put themselves (or people