Teacher’s Guide

Book 1
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.

2. Writing Focus
- Read each of the sentences in the Writing Model out loud and have the students
Class 1 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
students practice them.

3. Write Right

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
Class 2
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 self-correction
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 My Best Friend

 Topic Writing about Friends
Writing Mode Expository writing
Text Structure Descriptive Writing
1. Adjectives
1. Writing Grammar Point 2. The Verb Be with Not
Objectives 3. Like to
Tense Present
Punctuation Capital letters at the start of sentences
Transition
And
Words
Word List playful, loud/quiet, play outside, tell funny stories, best
2. Graphic
Idea Map
Organizers
3. Homework Workbook p. 3 (Class 1) p. 4, 5 (Class 2)
Writing Opener
- Warm-Up: Choose two students to read the parts of Tom and Scott. Encourage them to
use different voices and talk like they think Tom and Scott would. Ask the other students
about their best friends. What are they like? What do they like to do?

- Briefly explain the target grammar:

1) Like/Likes to (infinitive verb): (I like to play video games. He likes to read.)
2) The correct positive and negative forms of Be. (I am nice. She is not quiet.)

- 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. and C2. The
Class 1 surrounding circles of the Idea Map are for details about the topic. 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.

Writing Focus

Writing Model
-Explain how the writing is organized and teach the students what kind of information
should be included in the beginning, middle, and ending sections. Discuss what each
sentence is describing.
For example: what Billy is like, what he’s not like, what he likes to do, etc.

Class 2
Write Right

Idea Map
Additional Words:
Adjectives – shy, nice, happy
Verb phrases (activities) - ride bikes, play soccer, play video games, eat chocolate, watch
television, play piano, go to the park

Example
friendly and kind not loud
Rachel
likes to read books likes to go shopping

First Draft / Example

My Best Friend

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

 Topic Writing about Me
Writing Mode Expository Writing
Text Structure Descriptive Writing
1. Have
Grammar Point
1. Writing 2. The Simple Present: Negative
Objectives Tense Present
Punctuation Periods at the end of a telling sentence
Transition Words But
tall/short, long/short hair, special, ice cream/muffins/cookies, looks,
Word List
dislike
2. Graphic
Concept Map
Organizers
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.

- The topic is placed in the middle of the Idea Map and the details surround it. The top
Class 1 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.

Example
glasses tall
Adam
music / books television / school
Class 2
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 am Adam.
I have glasses.
I am tall.
I like music, but I don't like television.
I like books, but I don't like school.
I am the best.
 Lesson 3 My Family at 8 p.m.
Topic Writing about Family
Writing Mode Expository Writing
Text Structure Cause and Effect Writing (Journal Writing)

1. Writing Grammar Point Present progressive

Objectives Tense Present progressive, present tense
Punctuation Periods used in abbreviations
Transition Words Because
Word List work, do homework, help, tired, wash dishes, sleep
2. Graphic
Cause and Effect chart
Organizers
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.

Writing Focus
Class 1
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

Topic Writing about School
Writing Mode Expository Writing
Text Structure Letter Writing
Grammar Point Possessive adjectives
1. Writing
Objectives Tense Present, present progressive
Punctuation Commas after a letter greeting, letter closing, and the day in dates
Transition
-
Words
favorite, science/language arts, study, pet, fat/skinny, bug,
Word List
grandson/granddaughter
2. Graphic
Linking Map
Organizers
3. Homework Workbook p. 15 (Class 1) p. 16, 17 (Class 2)
Class 1 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.

- Closing: Closing phrase (comma)

- Signature: Sender’s name
Writing Focus

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

Topic Writing about Birthdays
Writing Mode Expository Writing
Text Structure List Writing
Grammar Point Need/Want, Need to, Want to
1. Writing
Objectives Tense Present, present progressive
Punctuation Commas in a series
Transition
So
Words
need, buy, cake/candles/balloons, give, presents, greedy, nothing,
Word List
want
2. Graphic
List
Organizers
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.

- 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.
Class 1
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.

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.

Class 2 Example
Shopping List Mom's Wish List
- cake - flowers
- candles - chocolate
- decorations - necklace

First Draft / Example

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?
Topic Writing about Clothes
Writing Mode Expository Writing
Text
Compare and Contrast Writing
Structure
Grammar 1. The Simple Present
1. Writing Point 2. Both
Objectives Tense Present tense
Punctuation Commas before but, capitalization of specific people, places, and things
Transition
But
Words

Word List plain/striped, cap/headband, skirt/shorts, both, same

2. Graphic
Compare & Contrast Chart
Organizers
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.

- Remind the students that love/love to are used in the same way as they have learned
before with like/need/want (to).
Class 1
- 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

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 Tracy
Class 2
hooded sweatshirt headbands sweater
blue polka dots 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?
Topic Writing about Colors
Writing Mode Expository Writing
Text Structure Sensory Writing
1. Pronouns
1. Writing Grammar Point 2. Possessive Forms with Apostrophes
Objectives 3. Sense Verbs
Tense Present tense
Apostrophes (to show possession), Question Marks, Exclamation
Punctuation
Points
Transition Words And
Word List see/ smell/taste/hear, beautiful/awful, wake up, yummy/good/bad
2. Graphic
Sensory Chart
Organizers
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.

- 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
Class 1 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.

Class 2 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 baby chicks daffodils lemonade
yellow chirping fresh sweet

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?

Topic Writing about Problems
Writing Mode Expository Writing
Text Structure Problem and Solution Writing
Grammar Point Can/Can’t
1. Writing
Objectives Tense Present, present progressive
Punctuation Apostrophes (with contractions)

Transition Words But, then

Word List be back from school, find, problem/solution, call, wait for, can

2. Graphic
Problem and Solution chart
Organizers
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).

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 can ask for directions.
Class 2 I don't have a cell phone. 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
Topic Drawing a Map and Writing about Your Neighborhood
Format Map
Grammar 1. There is a/There are…
Point 2. Location words (there, near/next to, on my street)
1. Writing Tense Present
Objectives
Punctuation Periods
Transition
And
Words
bank, library, hospital, park, supermarket, convenience store, restaurant,
Word List 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.

Example
Class
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

Topic Planning a Vacation
Format Checklist
Grammar
I’m going to…
Point
1. Writing
Objectives Tense Present
Punctuation Periods
Transition
Words
vacation, I’m going to…, every day, journal, go on a trip with…, play
Word List
games, visit, watch movies, pool, swim, camp, amusement park

- 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 to visit my grandparents.
2. I'm going to study at English camp.
3. I'm going to watch movies every day.
4. I'm going to go to the amusement park with my friends.

Project 3 Graphic Novel

Topic Making a Graphic Novel
Format Graphic Novel
Grammar 1. Present and present progressive forms
Point 2. Be + adjective
1. Writing
Objectives Tense Present, present progressive
Punctuation Periods
Transition
Words
have a race/finish the race, fast/slow, win/lose, fall down, help,
Word List
together, sleep, rest, stop, give up, catch up, far away
 Example
The rabbit and the turtle have a race.
The rabbit is fast. The turtle is slow.
Class 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

Topic Making a Birthday
Format Card
Grammar
Imperatives
Point
1. Writing Tense Present
Objectives
Punctuation Periods, commas, exclamation points
Transition
So
Words
Happy Birthday!, Have a… day/year!, Hope all your wishes/dreams come
Word List 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.

Example
Dear Rick,
Class 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