Write right beginner 3 teachers guide

Teacher’s Guide
Book 3
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

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
1. The Simple Present
2. 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

2. Graphic

Organizers

Dictionary Chart

3. Homework

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

4. 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.)
1. 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 1

- 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.
2. 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 2

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 2

We Are Planning Our Vacation

1. Writing
Objectives

Topic
Writing
Mode
Text
Structure
Grammar
Point
Tense

Writing about Vacations
Expository Writing
Disagreement and Agreement Writing
1. Present progressive
2. Want/Decide to
3. Can
Present, present progressive

Punctuatio
n
Transition
Words
Word List
2. Graphic
Organizers
3. Homework
4. 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. 7 (Class 1) p. 8, 9 (Class 2)
Disagreement and Agreement Chart (enlarged), vocabulary list or cards
1. 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 1

- 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.
2. 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 do 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 do at the
beach. They might do these things and they might not.

Class 2

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. 7 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 3
1. 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)
1. The Simple Past
2. 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

2. Graphic
Organizers

Cause and Effect Chart

3. Homework

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

4. Additional

Materials

Cause and Effect Chart (enlarged), vocabulary list or cards
1. 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 1

Class 2

– 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).
2. 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 do 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 4

How to Get Over a Cold

1. Writing
Objectives

Topic
Writing
Mode

Writing about Health
Expository Writing


Text
Structure
Grammar
Point
Tense
Punctuatio
n
Transition
Words
Word List

Sequence Writing
1. Have/Has
2. 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

2. Graphic
Organizers

Sequence Chart

3. Homework

Workbook p. 15 (Class 1) p. 16, 17 (Class 2)

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

Sequence Chart (enlarged), vocabulary list or cards
1. Writing Opener
- Use the lesson vocabulary or pair up the students to come up with what
they have to do 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 do
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 1

2. Writing Focus

- Ask the students to point out the contractions and how they were formed
(I’ll  I will; don’t  do 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 do 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 2

[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 5

The Past and Now


1. 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

2. Graphic
Organizers

Venn Diagram

3. Homework

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

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

Venn Diagram (enlarged), various classroom objects, vocabulary list or cards
1. 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 1

Class 2

- 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)_.
2. Writing Focus
- In the fourth sentence in the writing model, more crowded is referring to
the detail about how there is now 7 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 6

My Apple Report

1. Writing
Objectives

Topic
Writing
Mode

Text
Structure

Writing about Fruits
Expository Writing
Sensory Chart


Grammar
Point
Tense
Punctuatio
n
Transition
Words
Word List

1. Many/Some/All
2. 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

2. Graphic
Organizers

Sensory Chart

3. Homework

Workbook p. 23 (Class 1) p. 24, 25 (Class 2)

4. 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

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).
2. 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 2

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 7

Molly’s Wish

1. 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

2. Graphic
Organizers

Story Map

3. Homework

p. 27 (Class 1) p. 28, 29 (Class 2)

4. 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.)
1. 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 1

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.
2. 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 2

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 8

1. 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
1. Superlatives
2. 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

2. Graphic
Organizers

Persuasive Map

3. Homework

p. 31 (Class 1) p. 32, 33 (Class 2)

4. Additional

Persuasive Map (enlarged), vocabulary list or cards


Materials
(prepared by
the teacher, if

desired)

Class 1

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 do 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

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

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 2

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 do 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 3 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 3

Myth
Topic
Format

Planning a Myth/Story
Story plan

Grammar
Point
1. 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 4

Book Cover
Topic
Format

Making the Front and Back Covers of a Book
Book Covers

Grammar
Point
1. 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.