WRITE RIGHT ESSAY TEACHER BOOK

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Paragraph to Essay

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Contents

Unit

Writing Type

Writing Task

Unit Goal

Key Points

1

Writing Process

Paragraph

Practicing each step of the writing process

Using the writing process

Brainstorming, Outlining, Drafting, Revising, Editing

2

My Favorite Person

Descriptive

Describing your favorite person

Describing a person

be like ~ // adjectives relative pronoun (that ~)

3

My Favorite Place

Descriptive

Describing your favorite place

Describing a place

adjectives to describe the atmosphere see /hear + object + -ing // prepositional phrases

4

How to Play a Game

Expository

Explaining how to play a sport or game

Explaining how to do an activity

be (not) allowed to // ~ can be ~ If ~, ~

5

My Country

Expository

Giving information about a country

Giving information

including ~ /such as ~ // one of ~ relative pronouns (which, who )

6

Good Neighbors

Opinion

Giving an opinion about what makes a good neighbor

Giving opinions

A good ~ is ~ // should (not) ~ when + present tense/past tense

7

Being a Kid

Opinion

Giving an opinion about if being a kid or an adult is better

Giving opinions by comparing

don’t have to // While ~, ~ Being ~ is ~ than being ~ // It is ~ to ~ than to ~

8

My Scariest Experience

Narrative

Telling about your scariest(happiest, saddest, etc.) experience

Writing about an experience

The -est moment in my life was when ~ It happened ~ when ~ // While ~, ~ // After ~, ~

9

Cinderella Story

Narrative

Telling a story

Writing a story

fairy tale beginnings relative clause (who ) // reported speech

10

Thank-you Letter

Letter

Thanking a teacher or someone you respect

Writing a polite letter

It has been ~ since ~ // I hope ~ I am writing to ~ // I really appreciated you -ing

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Unit

1

Writing Process

Writing Process Unit Goal

Writing a paragraph using the writing process

Key Points

Brainstorming, Outlining, Drafting, Revising, Editing

1. Introduce each step of the writing process.

2. Have the students match each step with the corresponding image.

Tell your students that they will learn about the steps that go into writing a paragraph. Talk about the importance of planning for and checking their writing, instead of immediately trying to write a perfect paragraph from the start.

1. Talk about what a paragraph does and the beginning, middle, and end of a paragraph (the topic, body, and closing sentences, respectively).

2. Have the students read the given paragraph out loud. Talk about how the paragraph is explaining why winter is the writer’s favorite season and that the unit will use this paragraph as an example of the writing process.

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Brainstorming

Explain to the students about what they do in the brainstorming step and talk about the given model.

Have the students brainstorm about their favorite season. Tell them to write down all the ideas that they have and to not worry about writing in complete sentences.

Then, if needed, tell them to look at their ideas and see if they want to add any details or cross out things that don’t fit.

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Outlining

Explain to the students about what they do in the outlining step and talk about the given model. Mention how the topic (what exactly their favorite season is) is mentioned in the topic sentence (beginning), the reasons for liking that season are mentioned in the body (middle), and a final thought or feeling about the season is given in the closing sentence (end).

Have the students use the ideas from the brainstorming step on page 8 to outline.

Tell them to organize their ideas into what goes in the beginning, middle, and end of the paragraph and that they do not need to write in complete sentences.

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Drafting

Explain to the students about what they do in the drafting step. Have them read the given model.

Have the students write their first draft from the outline they made on page 9.

Tell them not to worry about making it perfect.

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Revising

Explain to the students about what they do in the revising step. Talk about how the tips can help them decide what to change in their writing.

1. Have the students read the revision model and answer the questions.

2. Talk about how words were added to make the paragraph more organized and thus, easier for the reader to follow.

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Editing Explain to the students about what they do in the editing step. Tell the students that they can do the revising and editing steps at the same time if they choose to.

Talk about the different editing marks and what they are used for.

Have the students use the editing marks to edit the given paragraph.

(One way to check the answers is to copy the paragraph onto a transparency, project it onto a whiteboard, and have the students come up and make the edits).

Talk about the different kinds of mistakes that students should look for in their writing. Have them fill in the blanks and go over the answers.

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Have the students make revisions and edits to the draft they wrote on page 10.

Remind them to refer to the revising tips on page 11, to use the editing marks on page 13, and to go back to their brainstorming or outlining, if needed, to see if there are any ideas that they might have missed or ignored when they wrote their drafts.

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Unit

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1

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Brainstorming & O u tli n i n g

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Unit

2

Warm-up

My Favorite Person Unit Goal

Describing a person

Key Points

be like ~ // adjectives relative clause (that ~)

1. Explain that in the warm-up, they will look at the picture of the criminal and describe him using the given words.

2. Talk about why in order to catch the criminal, a clear, detailed description is needed. Along with the given words, encourage your students to include other descriptions like color or material.

1. Tell your students that today’s/this week’s assignment is to write a paragraph describing their favorite person’s looks and characteristics.

2. Mention the unit’s key points.

Talk about what a descriptive paragraph does. Explain that a good descriptive paragraph lets the reader picture what the person is like and what he/she looks like, even though the reader may not know or has never seen a picture of said person.

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Writing Model

1. Have the students read the writing model out loud.

2. Have the students answer the questions and then check the answers as a class.

Remind the students to write in complete sentences.

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Writing Analysis

1. Explain what goes in each part of the outline: - Topic: introducing the person - Body: the main part of a descriptive paragraph-writing about the person’s looks and characteristics - Closing: feelings about the person 2. Remind the students that they do not need to write everything word for word.

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Sentence Building

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Tell the students that when using “be like ~,” they can compare the given people with other people, animals, or things. Have them explain how these people are “like + someone/something” in the second sentence.

1. Explain to the students that a relative clause gives extra information about the subject without starting a new sentence.

Tell the students to pick an adjective from the box (or have them come up with their own) to describe the given people. Have them give details about these characteristics in the second sentence.

Tell the students to cross out the repeated word and its possessive adjective in the second sentence and replace them with “that” to make one sentence.

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2. Remind the students that when the repeated word is the subject, they should use “that” before the verb of the second sentence, and when the repeated word is an object, they should use “that” before the subject of the second sentence.

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Brainstorming

Review the graphic organizer. Point out that like the example, they do not have to write in complete sentences when they brainstorm.

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Outlining 1. Have the students look at their brainstorming on page 20 and make their own outlines. Remind them of what to include in each part from what the class discussed on page 17.

2. In the body, tell them to include other categories if they did so in their brainstorming.

1. Have the students brainstorm about their favorite person. Tell them that they can make a graphic organizer like the given example, or make a list, draw a picture of the person, etc. Whatever method they use, tell them to make categories like “looks,” “characteristics,” “personality,” “likes/dislikes,” “talents,” etc.

2. Remind them that they can get ideas about what to write about from the writing model, sentence building exercises, and the “more words and expressions” box at the bottom of page 21.

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Unit

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ractice P e c n e t n e S e M or

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Unit

3

Warm-up

My Favorite Place Unit Goal

Describing a place

Key Points

adjectives to describe the atmosphere see /hear + object + -ing prepositional phrases

Explain that in the warm-up, they will read the given clues about Jason’s and Ann’s favorite places and guess what they are. Then, have the students write about the places in complete sentences.

1. Tell your students that today’s/this week’s assignment is to write a paragraph describing their favorite place.

2. Mention the unit’s key points.

Talk about what a descriptive paragraph does. Explain that a good descriptive paragraph lets the reader picture what the place is like, such as how the place makes the writer feel and where specific things are located.

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Writing Model

Have the students read the writing model out loud.

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Writing Analysis

1. Explain what goes in each part of the outline: - Topic: introducing the place - Body: the main part of a descriptive paragraph - writing about the reasons why it is a favorite place and what the place is like (the atmosphere, what people can see, hear, and do there) - Closing: feelings about the place 2. Remind the students that they do not need to write everything word for word.

Have the students answer the questions and then check the answers as a class.

Remind the students to write in complete sentences.

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Sentence Building

1. Tell the students that when describing a place’s atmosphere, they are describing the place’s appearance, general mood, or how the place makes them feel with adjectives.

2. Have the students describe the given places using two adjectives from the box. If needed, tell them to use their own adjectives, but to make sure to use two in each sentence.

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Explain to the students that a “prepositional phrase” is the combination of a “preposition” (a word that describes the location) and a noun.

1. Tell the students to use the first given place in the prepositional phrase and to use “there is/are” to describe where the second place is in relation to the first place in the picture. Tell them that none of the prepositions from the box are repeated, so they should do the exercises in the given order to make sure that all the words are used.

2. Point out that a comma is used after prepositional phrases when they start sentences (tell the students that prepositional phrases can also come at the end without a comma and that they will practice this in the workbook).

3. Check to see if students have included the correct articles where they are needed.

Tell the students to describe sights and sounds in places with “see/hear + object + -ing.” Remind them to double the consonants or get rid of the “e” if needed when adding “-ing” to the end of the given verbs.

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Brainstorming

Review the graphic organizer. Point out that like the example, they do not have to write in complete sentences when they brainstorm.

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Outlining

1. Have the students look at their brainstorming on page 28 and make their own outlines. Remind them of what to include in each part from what the class discussed on page 25.

2. In the body, tell them to include other categories if they did so in their brainstorming.

1. Have the students brainstorm about their favorite place. Tell them that they can make a graphic organizer like the given example, or make a list, draw a picture of the place, etc. Whatever method they use, tell them to make categories like “atmosphere,” “sounds/views,” “activities,” “reasons why it’s my favorite place,” etc.

2. Remind them that they can get ideas about what to write about from the writing model, sentence building exercises, and the “more words and expressions” box at the bottom of page 29.

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Unit

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ractice P e c n e t n e S e M or

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Unit

4

Warm-up

How to Play a Game Unit Goal

Explaining how to do an activity

Key Points

be (not) allowed to ~ can be ~ // If ~, ~

Tell the students that in the warm-up, they will use the phrases in the box to explain how to play charades. They will explain how many people and what things are needed to play the game, what to do and what is not allowed while the game is going on, and how to win the game.

1. Tell your students that today’s/this week’s assignment is to write a paragraph that explains how to play a sport or game.

2. Mention the unit’s key points.

Talk about what an expository paragraph does. This kind of paragraph explains how to do an activity, including what is needed to start the activity, what to do while the activity is going on, and how to complete the activity.

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Tell the students to use the sentence structures in the charades exercise and the phrases from the box to write about how to play soccer in complete sentences.

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Writing Model

Have the students read the writing model out loud.

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Writing Analysis 1. Explain what goes in each part of the outline: - Topic: introducing the game or sport - Body: the main part of an expository paragraph – giving basic information about the game or sport (such as the equipment that is needed, number of players, where it is played) and explaining the game’s or sport’s rules, how to win, and how long it takes to play - Closing: feelings about the game or sport 2. Remind the students that they do not need to write everything word for word.

Have the students answer the questions and then check the answers as a class.

Remind the students to write in complete sentences.

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Sentence Building

Tell the students to rewrite the sentences of what people can do in a sport or game with “be allowed to” and what they cannot do with “be not allowed to.”

1. Tell the students that these types of sentences are conditional sentences.

When the first part happens, the second part always happens.

2. Have the students match the sentences from each box and write sentences using “If ~, ~.” Remind them to use a comma after the first sentence.

1. Tell the students that the passive is used when the object is more important than the subject and thus, is mentioned first.

2. Have the students rewrite the given sentences using “~ can be ~ by~.” Remind them to use the past participle form of the verb.

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Brainstorming

Review the graphic organizer. Point out that like the example, they do not have to write in complete sentences when they brainstorm.

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Outlining

1. Have the students look at their brainstorming on page 36 and make their own outlines. Remind them of what to include in each part from what the class discussed on page 33.

2. In the body, tell them to include other categories if they did so in their brainstorming.

1. Have the students brainstorm about a game or sport they want to explain.

Tell them they can write about the professional rules of the sport or when they play the sport for fun with their friends.

2. Tell the students that they can make a graphic organizer like the given example, make a list, etc. Whatever method they use, tell them to make categories like “equipment,” “number of players,” “where it is played,” “rules,” “how to win,” “playing time,” etc. Remind them that they will probably not be able to write every single game or sports rule, so they should pick the most basic and important rules.

3. Remind them that they can get ideas about what to write about from the writing model, sentence building exercises, and the “more words and expressions” box at the bottom of page 37.

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Unit

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ractice P e c n e t n e S e M or

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Unit

5

Warm-up

My Country Unit Goal

Giving information

Key Points

including ~ /such as ~ one of ~ relative pronouns (which, who )

Explain that in the warm-up, they will use the phrases in the box to write three facts about the countries (the continent it is located in, what it is famous for, and a famous person from there). Tell them to use the pictures for clues. If there is a country that the students don’t know anything about, tell them to cross it out and write about a country that they do know about.

1. Tell your students that today’s/this week’s assignment is to write a paragraph that gives information about a country.

2. Mention the unit’s key points.

Talk about what an expository paragraph does. The most important aspect of this kind of paragraph is the use of specific facts and information about the topic, and not giving one’s personal thoughts or opinions.

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Writing Model

Have the students read the writing model out loud.

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Writing Analysis

1. Explain what goes in each part of the outline: - Topic: introducing the country - Body: the main part of an expository paragraph – giving information about the country’s capital and famous places, things, and people - Closing: a summary about what the country has 2. Remind the students that they do not need to write everything word for word.

Have the students answer the questions and then check the answers as a class.

Remind the students to write in complete sentences.

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Sentence Building

1. Tell the students to use commas and “including” or “such as” to make sentences more detailed with specific examples.

2. Have the students write the sentences with at least two examples, the words in the parentheses, and commas.

1. Tell the students that using “one of” shows that the subject is one example of others like it.

2. Tell the students to remember to correctly change the adjectives into the superlative and change the nouns into the plural when they rewrite the sentences using “one of the” and “in the world.”

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1. Tell the students that like “that,” they can use a comma and “which” to give extra information without starting a new sentence. In this exercise, they will give extra information (the second sentence) about the first sentence’s object.

2. Tell the students to connect the two sentences using a comma and “which” after the first sentence. The first word of the second sentence is not included.

1. Tell the students that “who” is used to give extra information about a person or a group of people.

2. Have the students rewrite the sentences using “There are ~ who are ~.”

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Brainstorming

Review the graphic organizer. Point out that like the example, they do not have to write in complete sentences when they brainstorm.

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Outlining

1. Have the students look at their brainstorming on page 44 and make their own outlines. Remind them of what to include in each part from what the class discussed on page 41.

2. In the body, tell them to include other categories if they did so in their brainstorming.

1. Have the students brainstorm about a country they want to give information about. Tell the students that they can make a graphic organizer like the given example, make a list, etc. Whatever method they use, tell them to make categories like “capital,” “famous landmark,” “famous people,” “famous places,” “food,” etc.

2. Remind them that they can get ideas about what to write about from the writing model, sentence building exercises, and the “more words and expressions” box at the bottom of page 45.

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Unit

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Unit

6

Warm-up

Good Neighbors Unit Goal

Giving opinions

Key Points

A good ~ is ~ should (not) ~ when + present tense // when + past tense

Tell the students to think about what a good teacher and a good student should and should not do and write their ideas in the blanks.

1. Tell your students that today’s/this week’s assignment is to write a paragraph that gives their opinion about what makes a good neighbor, teacher, student, or friend.

2. Mention the unit’s key points.

Talk about what an opinion paragraph does. Tell the students that it is not enough to just say what they think about the topic. They also have to give explanations and examples to make their opinions more convincing to the reader.

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Writing Model

Have the students read the writing model out loud.

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Writing Analysis

1. Explain what goes in each part of the outline: - Topic: introducing that the paragraph will be about the three qualities of good neighbors - Body: the main part of an opinion paragraph – saying what the writer thinks are the qualities of good neighbors and giving specific explanations and examples for each quality - Closing: telling what will happen if people are good neighbors 2. Remind the students that they do not need to write everything word for word.

Have the students answer the questions and then check the answers as a class.

Remind the students to write in complete sentences.

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Sentence Building

Tell the students to use the given sentences and “A good ~ is ~” to write opinions about what makes a good teacher, friend, etc.

Tell the students to pick an adjective from the box (or come up with their own adjectives) to give their opinion about how good friends, brothers, etc. should be. Then, tell them to write explanations or examples that make these opinions more convincing. Encourage them to use “should” or “should not” in the second sentence.

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Tell the students that “when + present tense” is used to tell about things that happen often or regularly. Have the students complete the sentences with their own ideas using the present tense.

Tell the students that “when + past tense” is used to tell when something happened in the past. Have the students use the given words in the parentheses and past tense verbs to make the given sentences longer (the sentences and the words in the parentheses should give a clue about what to add to the sentences).

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Brainstorming

Review the graphic organizer. Point out that like the example, they do not have to write in complete sentences when they brainstorm.

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Outlining

Have the students look at their brainstorming on page 52 and make their own outlines. Remind them of what to include in each part from what the class discussed on page 49.

1. Have the students pick one of the topics and brainstorm about it. Tell them to first write qualities (adjectives) that their chosen person should have. Then, have them brainstorm specific explanations and examples that further explain these qualities.

2. Remind them that they can get ideas about what to write about from the writing model, sentence building exercises, and the “more words and expressions” box at the bottom of page 53.

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Unit

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Warm-up

Being a Kid Unit Goal

Giving opinions by comparing

Key Points

don’t have to // While ~, ~ Being ~ is ~ than being ~ It is ~ to ~ than to ~

1. Tell your students that today’s/this week’s assignment is to write a paragraph that gives their opinion about which is better between being a kid or an adult, a student or a teacher, or a man or a woman.

1. Tell the students that in the warm-up, they will write about the good and bad points about having a sibling and being an only child. Afterwards, for extra practice, have students give their opinion about which side they think is better and why.

2. Have the students mark the sentences as (G) for advantages and (B) for disadvantages, and then choose two good points and two bad points for each side to write about in complete sentences (Tell them to change the wording or add words to the answers as needed).

2. Mention the unit’s key points.

Talk about what an opinion paragraph does. Tell the students that sometimes a way to give their opinion is by comparing it to the other side and showing why their side is better by giving positive reasons for their side and negative reasons for the other side.

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Writing Model

Have the students read the writing model out loud.

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Writing Analysis

1. Explain what goes in each part of the outline: - Topic: giving your opinion (being a kid is better than being an adult) - Body: giving reasons for your opinion by saying positive reasons for your side (being a kid) and negative reasons for the other side (being an adult). Also, point out that “First of all,” “Secondly,” and “Lastly,” are words to help the reader go from one reason to another reason.

- Closing: saying your opinion one more time 2. Remind the students that they do not need to write everything word for word.

Have the students answer the questions and then check the answers as a class.

Remind the students to write in complete sentences.

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Sentence Building

Tell the students to compare the two given subjects by giving an example of what one side doesn’t have to do, but the other side does. Have them use “Unlike” at the beginning with a comma and “don’t have to” and their own ideas in the second part of the sentence.

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1. Tell the students to compare the two given subjects by changing the adjectives in the parentheses into the comparative and using “Being ~ is ~ than being ~” and “It is ~ to ~ than to ~.” Remind them to include articles before the subjects.

2. Have the students share their answers and discuss why they think that way.

Tell the students that “While ~, ~” is another way to say differences between two subjects.

Remind the students to put a comma after the first part of the sentence and to complete the second part with their own ideas.

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Brainstorming

Review the graphic organizer. Point out that like the example, they do not have to write in complete sentences when they brainstorm.

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Outlining

Have the students look at their brainstorming on page 60 and make their own outlines. Remind them of what to include in each part from what the class discussed on page 57.

1. Have the students pick one of the topics and brainstorm about which one is better. Tell them to choose one side and think of positive reasons for that side.

Then, have them think of negative reasons for the other side that they can compare these positive reasons with.

2. Remind them that they can get ideas about what to write about from the writing model, sentence building exercises, and the “more words and expressions” box at the bottom of page 61.

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Unit

8

Warm-up

My Scariest Experience Unit Goal

Writing about an experience

Key Points

The -est moment in my life was when ~ It happened ~ when ~ While ~, ~ // After ~, ~

Tell the students that in the warm-up, they will look at the pictures and imagine what happened to the people and how they felt because of these events. While words and phrases are given in the boxes, encourage the students to also include their own ideas and give names to the people in the pictures.

1. Tell your students that today’s/this week’s assignment is to write about a past experience they have had.

2. Mention the unit’s key points.

Talk about what a narrative paragraph does. In this kind of paragraph, a real-life, past experience is told like a story. The writer sets up the story with when and where the experience happened, tells the events in order, and ends the story with a final thought about the experience (which could be about what was learned or what changed after the experience).

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Writing Model

Have the students read the writing model out loud.

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Writing Analysis

1. Explain what goes in each part of the outline: - Topic: introducing what kind of experience it was (the scariest) - Body: the main part of a narrative paragraph – telling when, where, and what happened in order - Closing: what the writer learned from the experience 2. Remind the students that they do not need to write everything word for word.

Have the students answer the questions and then check the answers as a class.

Remind the students to write in complete sentences.

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Sentence Building

Tell the students to write what kind of special experience the given topics were using “The –est moment in my life was when ~” and a superlative adjective from the box. Remind them to change the verb into the past tense.

1. Tell the students that they can write about when an event happened using a time phrase and how old they were or what they were doing at that time.

2. Have the students write sentences using “It happened ~ when ~” and the given phrases.

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1. Tell the students that in this exercise, they will be writing about an action that happens in the middle of another action. In other words, this other action happens before the first action could be completed. The action that was going on is written in the past progressive (was/were + -ing) and the interrupting action is written in the past tense.

2. Tell the students to combine the two sentences using “while” and a comma after the first sentence. Remind them to change the verb in the first sentence into the past progressive.

1. Tell the students that in this exercise, they will be writing about an action that happened after doing another action for a certain amount of time. The completed action is written with –ing and the action that happens afterwards is written in the past tense.

2. Tell the students to combine the two sentences using “after” and a comma after the first sentence. Remind them to change the verb in the first sentence into -ing.

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Brainstorming

Review the graphic organizer. Point out that like the example, they do not have to write in complete sentences when they brainstorm.

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Outlining

Have the students look at their brainstorming on page 68 and make their own outlines. Remind them of what to include in each part from what the class discussed on page 65.

1. Have the students brainstorm about a special, past experience they had and when and where it happened. Tell them they can first list all the important events that happened and then put numbers next to them (1,2,3…) in order to help them write the events in order.

2. Remind them that they can get ideas about what to write about from the writing model, sentence building exercises, and the “more words and expressions” box at the bottom of page 69.

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Unit

9

Warm-up

Cinderella Story Unit Goal

Writing a story

Key Points

fairy tale beginnings relative clause (who ) reported speech

Tell the students that in the warm-up, they will write about the story of “Rudolph, the Red Nosed Reindeer.” Have them look at the pictures and read the sentences to put the story in order and then write the story in complete sentences.

1. Tell your students that today’s/this week’s assignment is to write a story, whether it is a shortened version of a story they already know or their own original story.

2. Mention the unit’s key points.

Talk about what a narrative paragraph does. In this kind of paragraph, the writer tells a story that has a beginning, middle, and end. The beginning talks about the characters and setting (when and where the story takes place), the middle presents a problem or a special situation that the main character faces, and the end talks about if the problem is solved or how things change for the character.

Just like a personal narrative paragraph, the events are written in the past tense and in order.

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Writing Model

Have the students read the writing model out loud.

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Writing Analysis

1. Explain what goes in each part of the outline: - Beginning: introducing the main character and the setting - Middle: the main part of a narrative paragraph – telling about what special thing happened to Cinderella and the order that the events happened - End: telling about how Cinderella’s life changed 2. Remind the students that they do not need to write everything word for word.

Have the students answer the questions and then check the answers as a class.

Remind the students to write in complete sentences.

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Sentence Building

Tell the students to write fairy tale beginnings with the given phrases and “there was/were.” Remind them to pay attention to if they have to use the singular or plural form of “be.”

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1. Tell the students that reported speech is used when the writer wants to tell what the character says without using quotation marks.

2. Have the students use “to” for affirmative sentences and “not to” for negative sentences.

1. Tell the students that extra information about a person can come after the subject using “who” and commas at the beginning and the end of that extra information. While the extra information is not necessary to understand the sentence (if it is taken out, the sentence still makes sense: “The prince invited all the young ladies to a ball)”, it makes the sentence more interesting.

2. Have the students combine the two sentences using “who” and commas at the beginning and the end of the extra information.

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Brainstorming

Review the graphic organizer. Point out that like the example, they do not have to write in complete sentences when they brainstorm.

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Outlining

Have the students look at their brainstorming on page 76 and make their own outlines. Remind them of what to include in each part from what the class discussed on page 73.

1. Have the students decide what story they want to write and brainstorm about it. Since they won’t be able to talk about every detail of the story, tell them to first list all the important events that happened and then put numbers next to them (1,2,3…) in order to help them write the events in order.

2. Another option is to have the students write their own original story. If the students choose to do this, remind them of the basic structure of a story as was discussed at the beginning of the unit.

3. Remind them that they can get ideas about what to write about from the writing model, sentence building exercises, and the “more words and expressions” box at the bottom of page 77.

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Warm-up

Thank-you Letter Unit Goal

Writing a polite letter

Key Points

It has been ~ since ~ // I hope ~ I am writing to ~ I really appreciated you -ing

Tell the students that in the warm-up, they will look at the differences between a friendly letter and a polite letter. Tell them to use the given sentences to complete the two letters and to note the different style of writing. For example: Hi Steve! <-> Dear Morgan, Write back soon! <-> Please write back when you can.

Your pal, Bob <-> Regards, Bob Smith

1. Tell your students that today’s/this week’s assignment is to write a polite, thank-you letter to a teacher or another person they respect.

2. Mention the unit’s key points.

Talk about what a polite letter does. Compared to a friendly letter, a polite letter is written to someone who is probably older than the writer and is someone the writer respects or doesn’t know very well. The language that is used is different than the casual language that is used with a close person.

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Writing Model

Have the students read the writing model out loud.

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Writing Analysis

1. Explain what goes in each part of the letter: - Heading: the date - Greeting: addressing the person whom you are writing to - Body: the main part of the letter – asking about how the other person is doing, talking about how you are doing, saying why you are writing (in this case, Sally is thanking Ms. Dalloway), and asking to keep in touch - Closing: words like “Sincerely,” “Regards,” etc. that you write before you write your name - Signature: your name 2. Remind the students that they do not need to write everything word for word.

Have the students answer the questions and then check the answers as a class.

Remind the students to write in complete sentences.

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Sentence Building

1. Tell the students that the exercises that they will be doing are all examples of polite language. In this exercise, the letter writer is saying how much time has passed since he/she last spoke to or contacted the person being written to. It is expressing the hope that they will be in contact again.

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1. Tell the students that they can thank someone in a letter using “I am writing to thank you for ~.”

2. Have the students write sentences to thank someone for the given reasons.

Remind them to change the verb into –ing after “for.”

2. Have the students write the sentences using “has been” (the present perfect form of “be”) and the given phrases.

1. Tell the students that by using “I hope~,” they can wish the best for the person.

2. Have the students change the given questions into statements using “I hope.”

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1. Tell the students that they can use “I really appreciated you ~” to thank someone about doing something.

2. Have the students write sentences to thank someone about doing the given things.

Remind them to change the verb into –ing after “appreciated you.”

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Brainstorming

Review the graphic organizer. Point out that like the example, they do not have to write in complete sentences when they brainstorm.

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Outlining

1. Have the students look at their brainstorming on page 84 and make their own outlines. Remind them of what to include in each part from what the class discussed on page 81.

2. In the body, tell them to include other categories if they did so in their brainstorming.

1. Have the students decide who they want to write a polite, thank-you letter to and brainstorm about it.

2. Tell the students that they can make a graphic organizer like the given example or make a list. Whatever method they use, tell them to make categories like “asking about him/her,” “talking about me,” “reasons to thank him/her,” “why he/ she is so great,” etc.

3. Remind them that they can get ideas about what to write about from the writing model, sentence building exercises, and the “more words and expressions” box at the bottom of page 85.

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