Read through the instructions carefully with students. Try to help students get into their roles as newspaper reporters. Remind them that good reporters try to get as many details as they can, so in addition to the questions in the question box, they can add other questions as well. However, the students being interviewed have the right not to answer any question that makes them feel uncomfortable. Teach them responses such as: I'd rather not say or I don’t feel like answering that question.
24
Plan your writing pages 54-55
After students write questions about Draft A, ask them to read them aloud. Point out the different kinds of questions that students may have: those related to the facts of the story, those about the characters’ emotions, and those related to sensory details,
Possible answers
When did this story happen? What season was it? Where was the writer? What kind of noises did the writer make? Was the writer a brother. or a sister? How did the sister feel at the end?
Practice pages 54-56
Check to see which of the students’ questions were answered. Ask: Should a writer try to answer all of the readers’ questions?
Answers
1 Answers will vary.
2 Most students will enjoy reading Draft B more because it has more details.
Practice page 55
This activity lends itself to pairwork.
Answers
The following details in italics were added and should be underlined by students.
® It was about seven years ago, on a very dark night without a moon and with a lot of wind.
(fact, sense)
e I decided to go to the attic over her room .. . (fact)
° I made scary sounds, banged on the floor, and howled like a dog. (sense)
® My sister couldn’t sleep, and I could hear her moving around in her room. (sense) e My mother listened. (fact)
e Then, she said, “I don’t hear anything except the wind outside,” and she returned downstairs to watch TV. (fact)
° After a few minutes, 1 started again. (fact) e My sister was very nervous, (emotion)
e She talked to herself, and she told the ghost or animal or maybe spirits to go away. (fact)
® It was very funny, so it was very difficult for me not to laugh. (emotion, fact) e This time, my mother came with a long stick. (fact)
® She shouted at the spirits so that my sister wouldn’t worry. But my mother didn’t believe in the spirits and soon returned to the TV. (sense, fact, emotion)
e After about an hour and a half, 1 couldn't keep quiet anymore. (fact)
© It was too funny. (emotion)
A Scary or Funny Experience 25
© She was very angry. (emotion)
e She shouted at me to come down from the attic. When I did, she said, “I can’t sleep now because of you. You have to stay up all night with me.” The next morning, my mother found us together. We were sitting on the floor-back to back, and we were sleeping. (fact)
G Write the first draft page 55
Students can do this in class or as homework.
REVISING YOUR WRITING
#) Analyze a paragraph page 56
This activity can be done in small groups, as a whole class, or for homework with a class discussion the next day.
Answers
1 Answers will vary.
2 Yes.
3 No. There is not a good topic sentence. The first sentence does not mention that the writer will be describing a scary event.
4 Yes.
5 Yes.
6 After 1 went inside the house, . . . This is the only transition used. The writer needs more transitions. There are various places where transitions could be used. Two examples are Then, he gave me 300 dollars and Finally,.1 got out of the house.
7 Yes. The writer used all three types of details. Here are some examples.
Fact: ... about ten years ago when I stayed with some friends in my country Sense: ... an old, empty house
Emotion: | was very scared.
However, the paragraph would be better with even more details. For example, how did he feel when his friend made the bet? What did he actually see in the house?
What were his friends’ reactions when he came out of the house?
( Revise your writing pages 56-57
Carefully walk students through the steps of this section. It is much easier for students to comment on the grammar of a paragraph than the ideas in it. Remind them that at this stage, they are helping their classmates revise their ideas, not edit their grammar.
Since they will be reading several papers, help them focus on just the points in step 2.
Your turn page 57
If your students can complete this activity independently at this point, they can do it at home, along with writing the second draft.
26 Chapter 4
G Write the second draft page 57
Students can write the second draft in class or as homework.
EDITING YOUR WRITING
A Focus on sentence grammar pages 57-61
Read through the information box, Compound Sentences, with your students. Be sure to review the terms in this box. They are challenging but important for understanding sentence construction.
Practice page 57
Answers
None of these sentences are compound sentences because they contain more than two independent clauses. On page 58, students will learn that these are run-on sentences.
Carefully go over the information box on page 58, Run-on Sentences, with your students.
You may want to write more examples of run-on sentences on the board.
Practice page 58
Answers
| The following sentences are run-on sentences: 4, 6, 8, and 9.
Read through the information box, Correcting a Run-on Sentence, with your students.
Give students ample time to take in the information and study the examples. Stress that there is usually not just one way to correct a run-on sentence. They should try several ways and see what sounds best to them.
Practice
page 59 Possible answers
There are several ways to rewrite each run-on sentence. Two possibilities for each are given.
Corrections for run-on sentence 4:
It was raining hard. My room was dark, and it was about three o'clock in the morning. / It was raining hard, and my room was dark. It was about three o’clock in the morning.
Corrections for run-on sentence 6:
Suddenly, I saw a young woman with long black hair in front of me. Soft light was coming from her, so I could see her clearly. / Suddenly, I saw a young woman with long black hair in front of me. Soft light was coming from her. I could see her
clearly.
A Scary or Funny Experience 27
28
Corrections for run-on sentence 8:
L was scared at the sight, but I couldn’t do anything. Then, she started to laugh. / I was scared at the sight. I couldn't do anything, and then, she started to laugh.
Corrections for run-on sentence 9:
I turned the light on with a big effort, but she disappeared in front of me. I went to the living room and sat there until morning. / I turned the light on with a big effort. Then, she disappeared in front of me. I went to the living room and sat there until morning.
Practice page 60 Possible answers
The following sentences are run-on sentences: 3, 4, 7, and 9. Though there are several possible ways to rewrite each run-on sentence, only one is given here.
Correction for run-on sentence 3:
After that, we went to eat dinner at a restaurant, We took a long time there, so we came back home about twelve o'clock.
Correction for run-on sentence 4:
I opened the front door, and I was very surprised.
Correction for run-on sentence 7:
At that time, I heard a strange noise from my room, and I was sure that there was somebody in my room. | wanted to be a hero, so I told my family, “Please, watch out. I will check my room.”
Correction for run-on sentence 9:
Suddenly, something jumped out the window. It was a wild cat.
Practice
Possible answers
The following sentences are run-on sentences: 2, 3, 5, 7, 8, 14, and 16. Though there are several possible ways to rewrite each run-on sentence, only one is given here.
Correction for run-on sentence 2:
One day, I was playing outside with some other children. I fell into a well, a deep well.
Correction for run-on sentence 3:
At first, I didn’t know what happened. I asked myself, “Why is it so dark? Where is my mommy?”
Correction for run-on sentence 5:
Her voice sounded very worried. Then, I knew I was in the well.
Correction for run-on sentence 7:
I cried and called my mom. Then I fell asleep.
Chapter 4
Correction for run-on sentence 8:
After a long time, I woke up. I was still in the well, and I started to hear a loud noise.
Correction for run-on sentence 14:
Finally, I saw him, but he forgot to wear his Superman clothes. He forgot to wear his red cape.
Correction for run-on sentence 16:
He took me up to see my mommy and daddy. They were both crying, and I cried, too.
Edit your writing page 67
By this chapter, most students should be able to follow the steps in this section on their own. Circulate among students to oversee their independent work and answer
any questions. -
G Writing the final draft page 62
Final drafts can be assigned as homework.
FOLLOWING UP
Ay Share your writing page 62
Narrating a story is an exercise where students who are not strong writers grammatically but who have good ideas can shine. You might want to recognize these writers by posting their stories in the classroom.
i Check your progress page 62
If time allows, meet with students individually to go over the Progress Check.
A Scary or Funny Experience 29
Holidays
Most people have good memories of holidays. For this reason, students always seem to enjoy this particular chapter. Students will organize those memories into a paragraph about their favorite holiday. New instruction includes writing conclusions and constructing complex sentences.
With your students, read the chapter introduction on page 63. Ask students to name some of their favorite holidays.
GETTING STARTED AA Picture this page 64
Have students discuss the photos and the questions as a class or in small groups. The top photograph shows a family at Christmas unwrapping presents by the Christmas tree. The middle photograph shows a man participating in the dragon dance during a Chinese New Year celebration. The bottom photograph shows children in costume trick-or-treating for candy on Halloween.
If your students do not celebrate these holidays, have them think about similarities with their own holidays. Ask: For any of your holidays, do you dance or dress in costume? Do you get together with your relatives, friends, or neighbors? Make a class list of words that arise in the discussion.
B Get ideas page 64
Review the information box, An Idea Web, on page 39 of Chapter 3. After they make their own webs, have students share their webs with the people around them. They can then add any other words that they would like to their own webs.
PREPARING THE FIRST DRAFT A Organize your ideas page 65
Read the directions and orient students to the chart. Explain that see, smell, and taste relate to the senses. List on the board words students think of that are related to sights, smells, and tastes, Then give students time to fill in the chart.
30
Plan your writing pages 66-67
Read through the information box, The Conclusion, with your students. Review with students that the beginning sentence is called the topic sentence and that the middle sentences are called supporting sentences.
Practice
page 66 Answers
1 The conclusion is Eid al-Fitr is the best day of the year for me.
2 The conclusion both reminds the reader of the main idea and tells the writer's feeling about Eid al-Fitr.
Practice
page 67 Answers
1 The conclusion is I always feel happy and peaceful at the end of the day on Chusok.
2 The conclusion tells the writer's feelings about Chusok.
Practice page 67
Answers
| The following good conclusions should be checked: 1, 4, and 5.
G Write the first draft page 68
Students can write the first draft in class or at home, Remind them that the first draft will contain errors, but they will revise and edit it during the writing process.
REVISING YOUR WRITING
A Analyze a paragraph page 68
This activity can be done in small groups, as a whole class, or for homework with a class discussion the next day.
Answers
1 Answers will vary.
2 Yes.
3 No. The first sentence is a supporting sentence, not a topic sentence. It tells when the writer's family celebrates Christmas. :
4 No. The sentences about the meanings of Christmas are not directly relevant to how the writer's family celebrates Christmas.
5 Yes.
6 Before the holiday, ... / On the morning of the holiday, ... / After that, | finish .. . / In the evening, ... / Later, we go to eat... / Just before the dessert, .../ Then the adult... / Then everybody opens... / After dessert, . . . Yes. There are enough transitions.