Write right beginner 1 teachers guide

Lesson 1

My Best Friend

Teacher’s Guide
Book 1

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
1. Adjectives
completed
in
two
days.
Additional
Point
2. The
Verb Beteaching
with Notsuggestions are included.
3. Like to
Class

Lesson Plan
Tense
Present
Punctuation
Capital letters at the start of sentences
1. 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.
2. Graphic
Idea Map

- Briefly explain the target grammar.
Organizers
- Teach the
how
make
the2)target idea map and go over the target
3. Homework
Workbook
p. students
3 (Class 1)
p. to
4, 5
(Class
transition words.
Class 1
Class 1

Writing Opener
2. 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 do 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.)
3. 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 do.
1. 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
2. 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 2

Class 2

3. 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 2

All about Me

1. Writing

Topic

Writing about Me

Writing Mode
Text Structure
Grammar Point
Objectives

Tense
Punctuation
Transition
Words
Word List

Expository Writing
Descriptive Writing
1. Have
2. 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

2. Graphic
Organizers

Concept Map

3. Homework

Workbook p. 7 (Class 1) p. 8, 9 (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 do
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 1

- 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 2

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 do for fun using what they learned in Lesson 1.
Draft Example
All about Me
I

I
I
I
I
I

Lesson 3

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 8 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, do homework, help, tired, wash dishes, sleep

2. Graphic
Organizers

Cause and Effect chart

3. 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 1

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 8 p.m.” lets the reader know that the writing is about what everyone
is doing at 8 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 2

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 8 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 4

My Favorite Class

1. 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

2. Graphic
Organizers

Linking Map

3. 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 do
something. In
this case, Lucy hopes that her grandma will visit her soon.

Class 1
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 2

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 5

Toby’s Birthday

1. 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

2. Graphic
Organizers

List

3. 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 do after school and what they want to do 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 1

- 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 2

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 6

What Do We Love to Wear?

1. 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
1. The Simple Present
2. Both
Present tense
Commas before but, capitalization of specific people, places, and
things
But
plain/striped, cap/headband, skirt/shorts, both, same

2. Graphic
Organizers

Compare & Contrast Chart

3. 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 1

- 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 2

Writing Model
- Review the capitalization of proper nouns. (Irie, New York, Eiffel Tower, Monday,
January)
- In Lesson 2 the students expressed what they liked and disliked within the
same category. Remind them to do 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 7

What Is Blue?

1. Writing

Topic

Writing about Colors


Writing Mode
Text Structure
Grammar Point
Objectives

Tense
Punctuation

Expository Writing
Sensory Writing

1. Pronouns
2. Possessive Forms with Apostrophes
3. 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

2. Graphic
Organizers

Sensory Chart

3. 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 do this
to avoid sounding repetitive and to shorten sentences.

Class 1

- 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 2

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 8

What Can I Do?

1. 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

2. Graphic
Organizers

Problem and Solution chart

3. Homework

Workbook pg. 31 (Class 1) pg. 32, 33 (Class 2)

Class 1

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 do a particular action, he or she may or may not do 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 2

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 1

Map

1. Writing
Objectives

Topic
Format

Drawing a Map and Writing about Your Neighborhood
Map


Grammar
Point

1. There is a/There are…
2. 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 2

Vacation Plan

1. 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
1. I'm going
2. I'm going
3. I'm going
4. I'm going

Project 3

Graphic Novel

1. 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

1. Present and present progressive forms
2. 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 4

Birthday Card

1. 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 do 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