Write right beginner 2 teachers guide

Teacher’s Guide
Book 2
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
1. 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 1

2. 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.
3. Workbook
Idea Map and Language Practice
- Students will review the target idea map they learned about in class.
1. 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.
2. Language Focus
- Introduce the grammar or sentence structures in the Writing Model and
have the
students practice them.
3. Write Right

Class 2

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.
4. 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

When I Am Bigger and Older
Topic
Writing
Mode
Text
Structure

1. Writing
Objectives

Grammar
Point
Tense
Punctuation

Writing about Me
Expository Writing
Main Idea and Details Writing
1. Comparatives
2. will
3. 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

2. Graphic
Organizers

Main Idea and Details Chart

3. Homework

Workbook pg. 3 (Class 1) p. 4, 5 (Class 2)

4. Additional
Materials
(prepared by
the teacher, if
desired)

Main Idea and Details Chart (enlarged), vocabulary list or cards, pictures of
jobs

Class 1

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 2

[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 2

My Favorite Writer


Topic
Writing
Mode
Text
Structure
1. Writing
Objectives

Grammar
Point
Tense
Punctuatio
n

Transition
Words
Word List

2. Graphic
Organizers
3. Homework
4. Additional
Materials
(prepared by
the teacher, if
desired)
Class 1

Writing about Favorite People
Expository Writing
Fact and Opinion Writing
1. The Simple Past
2. Liked to
3. 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. 7 (Class 1) p. 8, 9 (Class 2)
Fact and Opinion Chart (enlarged), vocabulary list or cards, Alice in
Wonderland (book), a picture of Lewis Carroll

Class 1
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.

2. 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 2

Write Right
Idea Map
Before coming to class, have the students do research. If their favorite
person is a celebrity or a historical figure, they might do 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 3
1. 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
1. The Simple Past

2. 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!

2. Graphic
Organizers

Linking Map

3. Homework

Workbook p. 11 (Class 1) p. 12, 13 (Class 2)

4. Additional
Materials
(prepared by
the teacher,
if desired)

sample letters, paper strips with enlarged letter parts, vocabulary list or
cards

Class 1

Class 1
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 do something
(in this case, John asks Kyle to send him a letter too)
- Closing: Closing phrase (comma)
- Signature: Sender’s name
2. 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 2

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 4

1. 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
1. The Simple Past
2. This/These/That/Those
Past
Commas in a series
and

2. Graphic
Organizers

Onomatopoeia Chart

3. Homework

Workbook pg. 14 (Class 1) pg. 15 (Class 2)

4. Additional
Materials
(prepared by
the teacher, if
desired)

pictures of the four seasons, vocabulary list or cards

1. 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 1

2. 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 3.
That _(seasonal weather)_ _(season)_ day.


Class 2

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 do 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 5

1. Writing
Objectives

What Makes You Happy?
Topic
Writing
Mode
Text
Structure
Grammar
Point
Tense
Punctuation

Writing about Places
Expository Writing
Compare and contrast
1. Objective pronouns
2. Make Someone + Adjectives
Present
Commas before but

Transition
Words

But

Word List

swing, ladder, slide, seesaw, together, playground, more,
make..happy/unhappy

2. Graphic
Organizers

Venn Diagram

3. Homework

Workbook pg. 19 (Class 1) pg. 20, 21 (Class 2)

4. 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

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.
2. Writing Focus
- Point out the comma before but (used to combine sentences that show
differing opinions)


Class 2

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 do 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 6

An Outdoor Adventure
Topic
Writing
Mode
Text
Structure

1. Writing
Objectives

Grammar
Point
Tense
Punctuatio
n
Transition
Words
Word List

Writing about Adventures
Expository Writing
Sequence Writing
1. Possessive Adjectives
2. Wanted to
3. The Simple Past
Past
Commas after sequence words, exclamation marks
First, Next, Then, Finally
walk, orchard, look for/find, nest, too, amazing, map

2. Graphic
Organizers

Sequence Chart

3. Homework

Workbook pg. 22 (Class 1) pg. 23 (Class 2)

4. Additional
Materials
(prepared by
the teacher,
if desired)

Sequence Chart (enlarged), vocabulary list or cards, objects for the
scavenger hunt,
Class 1
1. Writing Opener
- Have the students practice First, Next, Then, and Last by talking about
what they do 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 1

- 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).
2. 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

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 7

Are Spiders Insects?


1. 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

2. Graphic
Organizers

KWL Chart

3. Homework

Workbook pg. 26 (Class 1) pg. 27 (Class 2)

4. 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 1

Class 2

Class 1
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.
2. 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).
2. 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
do research)

Lesson 8

We Can Help the Earth

1. Writing
Objectives

Topic
Writing
Mode
Focus Skill
Grammar
Point

Tense

Writing about the World
Persuasive Writing
Persuasive Writing (problem and reason, solution and result)
1. Can/Can’t
2. 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

2. Graphic
Organizers

Persuasive Map

3. Homework

Workbook pg. 30 (Class 1) p. 31 (Class 2)

4. Additional
Materials
(prepared by
the teacher, if
desired)

Persuasive Map (enlarged), vocabulary list or cards

Class 1

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 do 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 do. The Why part
gives reasons as to why it is important for people to do what is stated in
What. The How part gives suggestions as to how people can do what is
stated in What. The So part shows what will happen (the result) if people
do 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 do these suggestions or
they might do something different.
2. 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
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 1

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 2

Writing
Objectives

[Example]
1. I’m going
2. I’m going
3. I’m going
4. 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 3

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 4

Writing
Objectives

[Example]
Science Festival
Who Ms. Casey’s 2nd Grade Class
When 4 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, do 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