Focus On Writing1 - TM - AK

T e a ch e r ’s Manu a l
Focus on
Writing 1
N at as ha Haugnes
Focus on Writing 1
Teacher’s Manual
Copyright © 2012 by Pearson Education, Inc.
All rights reserved.
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ISBN-10: 0-13-231351-0
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CONTENTS
To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
Model Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Unit Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Unit 1 Names . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Unit 2 Do-It-Yourself . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Unit 3 Food . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Unit 4 Clothes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Unit 5 Amazing Nature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Unit 6 Helping Hands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Unit 7 Home Sweet Home . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Unit 8 Luck . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
TO THE TEACHER
Focus on Writing is a five-level series that prepares students for academic coursework.
Each book in the series gives students an essential set of tools to ensure that they master
not only the writing process, but also the grammatical structures, lexical knowledge,
and rhetorical modes required for academic writing. The series provides an incremental
course of instruction that progresses from basic sentences (Book 1) and paragraphs
(Books 1–3) to essays (Books 3–5). Grammar presentation and focused grammar practice
are correlated to Focus on Grammar.
A Process Approach to Writing

Over the past 30 years, the writing process approach has become the primary paradigm
for teaching writing. As cognitive research shows, writing is a recursive process. When
students practice the entire writing process repeatedly with careful guidance, they
internalize the essential steps, thereby improving their writing and their confidence in
themselves as writers.
Each unit in each book of Focus on Writing provides direct instruction, clear examples,
and continual practice in the writing process. Students draw on their prior knowledge,
set goals, gather information, organize ideas and evidence, and monitor their own
writing process. Students write topic-related sentences (Book 1), and focus on writing
an introduction, body, and conclusion for a paragraph (Books 1–3) or an essay
(Books 3–5). Students learn which writing strategies are best suited to a particular kind of
sentence, paragraph, or essay. Whether students are writing a group of related sentences,
a paragraph, or an essay, they produce a complete, cohesive piece of writing in every unit.
Predictable Step-by-Step Units

Focus on Writing is easy to use. Its predictable and consistent unit format guides students
step by step through the writing process.
Planning for Writing

Students are introduced to the unit theme through an engaging image and high-interest
reading. Brainstorming tasks develop critical thinking and serve as a springboard for the
unit’s writing assignment. Vocabulary building activities and writing tips related to the
topic and organizational focus of the unit provide opportunities for students to expand
their own writing.
Step 1 Prewriting
In Book 1, students learn the basics of sentence structure and are encouraged to combine
sentences into cohesive paragraphs. They choose between two authentic academic writing
assignments, explore their ideas through discussions with classmates, and complete a
graphic organizer.
In Books 2–5, students learn the basics of a rhetorical structure (e.g., narrative,
description, opinion, persuasion, compare-contrast, or problem-solution), and choose
between two authentic academic writing assignments. Students explore their ideas
through freewriting, share them with classmates, and complete a graphic organizer.
iv Focus on Writing 1 Teacher’s Manual

Step 2 Writing the First Draft
Explanations, examples, and focused practice help students to prepare for their own
writing assignments. Writing tasks guide students through the steps of the writing process
as they analyze and develop topic sentences, body sentences, and concluding sentences
(Books 1–3) and continue on to draft complete introductions, body paragraphs, and
conclusions (Books 3–5). At all levels, students learn how to use transitions and other
connecting words to knit the parts of their writing together.
Step 3 Revising
Before students revise their drafts, they read and analyze a writing model, complete
vocabulary exercises, and review writing tips that they then apply to their own writing.
A revision checklist tailored to the specific assignment guides students through the
revision process.
Step 4 Editing
Grammar presentation and practice help students make the connection between grammar
and writing. An editing checklist ensures that students check and proofread their work
before handing in their final drafts to their instructors.
Helpful Writing Tools

Each book in the series provides students with an array of writing tools to help them gain
confidence in their writing skills.
• Tip for Writers presents a level-specific writing skill to help students with their
assignments. The tips include asking wh- questions, using conjunctions to connect
ideas, identifying audience, using descriptive details, and using pronoun referents.
• Building Word Knowledge sections give students explicit instruction in key
vocabulary topics, for example, word families, collocations, compound nouns, and
phrasal verbs.
• Graphic organizers help students generate and organize information for their
writing assignments. For example, in Book 1, they fill out a timeline for a narrative
paragraph, and in Book 3, they complete a Venn diagram for a compare-contrast
essay. In the final unit of Books 4 and 5 they use multiple organizers.
• Model paragraphs and essays throughout the units, tied to the unit theme and
writing assignments, provide clear models for students as they learn how to compose
a topic sentence, thesis statement, introduction, body, and conclusion.
Carefully Targeted Grammar Instruction

Each unit in Focus on Writing helps students make the essential link between grammar
and writing. The grammar topics for each unit are carefully chosen and correlated to
Focus on Grammar to help students fulfill the writing goals of the unit.
Focus on Writing 1 Teacher’s Manual v

Scope and Sequence
UNIT 1 Names
Writing Focus Writing simple sentences
Reading Let’s name the baby “@”, about rules for names
STEP 1 STEP 2
Planning and Prewriting Writing the First Draft
• Using a word web • Writing simple sentences

• Using word partners: adjective + name • Identifying subject and verb
• Capitalizing names • Putting subject and verb in order
• Making a list of names and descriptions • Finding information online about unusual names
• Choosing a writing assignment for sentences
about names
• Sharing ideas and creating a word web for
the assignment
STEP 3 STEP 4
Revising Editing
• Using words about names: nickname, initials • Reviewing the present of be in statements
• Capitalizing and punctuating simple sentences • Incorporating the grammar in sentences
• Analyzing model sentences • Applying the Editing Checklist and writing the
• Applying the Revision Checklist and writing the final draft
second draft
Learning Outcome
Can write simple phrases and sentences about yourself or someone you know.
Focus on Grammar Level 1, Third Edition

For more about the grammar in this unit, see Focus on Grammar 1, 3e, Unit 3.
vi Focus on Writing 1 Teacher’s Manual

UNIT 2 Do-It-Yourself
Writing Focus Writing simple sentences
Reading The Maker Faire, about a DIY fair
STEP 1 STEP 2
• Using a process chart • Writing simple sentences

• Using reflexive pronouns • Identifying the subject of a sentence
• Using ordinal numbers • Identifying imperative statements
• Making a list of do-it-yourself projects • Finding information online about
• Choosing a writing assignment for sentences do-it-yourself projects
about a do-it-yourself project
• Sharing ideas and creating a process chart for
the assignment
• Building dictionary skills through word families
STEP 3 STEP 4
Revising Editing
• Using word categories • Reviewing simple present statements

• Using time order words • Incorporating the grammar in sentences
• Analyzing model sentences • Applying the Editing Checklist and writing the
second draft
Learning Outcome
Can write simple sentenes on a topic of personal interest.

For more about the grammar in this unit, see Focus on Grammar 1, 3e, Units 9–10, and Unit 27.
Focus on Writing 1 Teacher’s Manual vii

UNIT 3 Food
Writing Focus Writing a basic paragraph
Reading The Restaurant Critic, about Jonathan Gold, Los Angeles
restaurant critic
STEP 1 STEP 2
• Using a ranking chart • Writing the topic

• Using opposites: adjectives • Using the suffix -ed to form adjectives
• Using short lists with and and or • Using correct parts of speech in short lists
• Making a list and describing food and dishes • Finding information online about food
• Choosing a writing assignment for a paragraph • Writing simple sentences about food
about food
• Sharing ideas and creating a ranking chart for
the assignment
STEP 3 STEP 4
Revising Editing
• Formatting a paragraph • Reviewing adjective and noun modifiers

• Using the prefix un- • Incorporating the grammar in sentences
• Writing a paragraph about food • Applying the Editing Checklist and writing the
• Using capitalization and end punctuation final draft
• Using descriptive adjectives

• Analyzing a model paragraph
• Applying the Revision Checklist and writing the
second draft
Learning Outcome
Can connect sentences in a short paragraph about a familiar topic, and explain preferences.

viii Focus on Writing 1 Teacher’s Manual

UNIT 4 Clothes
Reading Baseball Caps for Everyone, about a fashion statement
STEP 1 STEP 2
• Using a cluster chart • Writing the topic sentence and controlling idea
• Using synonyms • Writing paragraph titles
• Using word categories; ordering words • Finding information online about clothes
• Making a list of favorite and practical clothes • Writing a paragraph about clothes
• Choosing a writing assignment for a paragraph
about clothes
• Sharing ideas and creating a cluster chart for
the assignment
STEP 3 STEP 4
Revising Editing
• Using expressions with keep • Reviewing a, an, and the

• Applying rules for writing titles • Incorporating the grammar in sentences
• Analyzing a model paragraph • Applying the Editing Checklist and writing the
second draft
Learning Outcome
Can connect ideas in a paragraph expressing personal feelings and describing clothing.

Focus on Writing 1 Teacher’s Manual ix

UNIT 5 Amazing Nature
Reading The Storm Chaser, about Warren Faidley, a famous photographer
STEP 1 STEP 2
• Using a wh- questions chart • Writing the topic sentence and controlling idea
• Using word partners: noun + storm • Writing body sentences
• Using time order words: before, during, after • Using sense verbs
• Creating a vocabulary log • Finding information online about natural events
• Making a list of natural events • Writing a paragraph about a natural event
• Choosing a writing assignment for a paragraph
about natural events
• Sharing ideas and creating a wh- questions chart
for the assignment
STEP 3 STEP 4
Revising Editing
• Using antonyms • Reviewing the simple past of regular and

• Connecting ideas with and, but, and so irregular verbs
• Analyzing a model paragraph • Incorporating the grammar in sentences
• Applying the Revision Checklist and writing the • Applying the Editing Checklist and writing the
second draft final draft
Learning Outcome
Can write a short paragraph describing an amazing experience in the past and impressions of
the experience.

For more about the grammar in this unit, see Focus on Grammar 1, 3e, Units 5 and 7.
x Focus on Writing 1 Teacher’s Manual

UNIT 6 Helping Hands
Reading The Thorn Tree Project, about a volunteer project in Kenya
STEP 1 STEP 2
• Using a main idea / supporting details chart • Writing the topic sentence and controlling idea
• Using word families with help • Writing body sentences
• Brainstorming for the assignment • Writing the concluding sentence
• Choosing a writing assignment for a paragraph • Finding information online about helping
about helping others • Expressing reasons with because
• Sharing ideas and creating a main idea / • Writing a paragraph about helping
supporting details chart for the assignment
STEP 3 STEP 4
Revising Editing
• Using the suffix -ful • Reviewing subject and object pronouns

• Answering how questions with by + verb + -ing • Incorporating the grammar in sentences
• Analyzing a model paragraph • Applying the Editing Checklist and writing the
second draft
Learning Outcome
Can write a short, clear paragraph describing an important experience.

Focus on Writing 1 Teacher’s Manual xi

UNIT 7 Home Sweet Home
Writing Focus Writing an opinion paragraph
Reading New Houses for the Lower Ninth Ward, about a neighborhood in
New Orleans
STEP 1 STEP 2
• Using an E-chart • Writing a topic sentence that states an opinion

• Using expressions with home • Writing body sentences that give reasons and
• Using expressions with make + someone / examples to support an opinion
something + adjective • Writing a concluding sentence that adds a final
• Brainstorming for the assignment opinion, summarizes the paragraph, or talks
about the future
• Choosing a writing assignment for an opinion
paragraph • Finding information online about “feeling
at home”
• Sharing ideas and creating an E-chart for
the assignment • Introducing examples with for instance,
for example
• Writing an opinion paragraph
STEP 3 STEP 4
Revising Editing
• Supporting opinions with relevant reasons • Reviewing count and non-count nouns
and examples • Incorporating the grammar in sentences
• Analyzing a model opinion paragraph • Applying the Editing Checklist and writing the
second draft
Learning Outcome
Can write a short clear paragraph that supports and gives reasons for an opinion.

xii Focus on Writing 1 Teacher’s Manual

UNIT 8 Luck
Writing Focus Writing a narrative paragraph
Reading The Flight of the Gossamer Albatross, about a lucky situation
STEP 1 STEP 2
• Using a timeline • Writing a topic sentence that introduces

• Using word families with luck the story
• Using time expressions to order events • Writing body sentences that tell the story
• Brainstorming for the assignment • Writing a concluding sentence that comments

on the story
• Choosing a writing assignment for a
narrative paragraph • Finding information online about lucky people
and situations
• Sharing ideas and creating a timeline for
the assignment • Using descriptive language
• Writing a narrative paragraph
STEP 3 STEP 4
Revising Editing
• Avoiding sentence fragments • Reviewing the prepositions in, on, at +

time
• Using expressions about luck • Incorporating the grammar in sentences
• Analyzing a model narrative paragraph • Applying the Editing Checklist and writing the
second draft
Learning Outcome
Can write a short, clear paragraph that tells a story about a lucky event.

Focus on Writing 1 Teacher’s Manual xiii

MODEL
LESSON
PLAN
HOW TO USE THE LESSON PLAN
This model lesson plan can serve as a generic guide for any unit in the student book.
• Suggested methods for delivering instruction for each section are presented.
• Alternative ways to handle some sections are provided under the heading Variations.
These options allow for varied instruction from unit to unit.
• The range of time it will take to complete a unit will vary with every teaching
situation. You can adjust how much in class time you might spend on a unit by
assigning some work for students to do outside of class. Additionally, you may
decide to skip a section depending on the needs of your particular students. The
times indicated below are simply suggestions.
• As students work through each unit, they will need to keep notes and various drafts
of their writing. Some of the notes will be right in their Focus on Writing textbook,
but students will also need to organize and save other written work. You may want
to encourage students to devise a personal plan for organizing and saving their work
or require students to maintain a dedicated “writer’s notebook.” In classes where
students have a personal computer, they can create one folder for each unit in Focus
on Writing and save written work there.
The Opener (5–10 minutes)
The first page of each unit introduces students to the unit theme and the writing focus.
1. Call students’ attention to the writing focus (IN THIS UNIT. . .). Read it aloud
or have a student read it. Ask students to respond to the opening questions and
talk about their answers as a class. The questions introduce and help students
understand the topic of the unit.
2. Ask students to look at the picture and describe what they see. Write their ideas on
the board. Point out that some of these words or ideas may be useful as they plan
their writing.
3. Read the short text. The question at the end of the short text should activate
students’ prior knowledge and stimulate interest in the topic. Students will come
back to the question as they continue through the unit and plan their own writing.
Variations
• After students have discussed the picture and short text, have them list words
to describe the picture or answer the opening questions. To encourage further
discussion, have students share their lists in small groups or as a whole class.
• On the board, poster board, or large pieces of newsprint paper, write vocabulary that
emerges from the sharing. Answer questions or clarify any vocabulary. Display these
vocabulary lists in the classroom.
2 Focus on Writing 1 Teacher’s Manual

Planning for Writing
This section continues to stimulate students’ thinking about the topic, develops ideas, and
helps students plan their writing. A graphic organizer related to the rhetorical focus of the
unit allows students to organize their ideas. Students will come back to the organizer later
in the unit. An adapted reading based on the theme of the unit supports writing instruction
by providing thematic content and serves as the basis for examples, models, and activities
throughout the unit. Building Word Knowledge develops vocabulary through targeted
instruction and practice. A Tip for Writers gives students specific writing tools relevant to
the writing featured in the unit.
Brainstorm (10–20 minutes)

1. Ask students to look at the directions for the first brainstorming activity as you
or a student read them aloud. The brainstorming is usually a pair or small group
activity.
2. Give students time to complete the activity. Encourage interaction and sharing of
ideas by asking pairs or groups to join other pairs or groups and share ideas.
3. Have students complete the graphic organizer. As students report back to the class,
draw the graphic organizer on the board. Complete the graphic organizer with
students’ ideas.
Variations
• Have students work in groups and assign a role to each member of the group: a
captain to encourage members to participate equally, a recorder to take notes, and a
facilitator to keep time and assure that the group stays on task. Encourage all group
members to share their ideas later in a follow-up class discussion.
• Have members of a group write their graphic organizer on the board or on large
newsprint paper. Ask other students to add their ideas to it. If you use newsprint,
display the completed graphic organizer in the classroom.
Read (20–30 minutes)

1. Have a student read the title of the article. Clarify any unclear vocabulary.
2. Ask students “What is the topic of the article?”
3. Have students read the entire text, annotating as they read. For example, have them
star (*) the parts that they think are most important and put a question mark (?)
next to sentences they do not understand.
4. As students finish reading, ask them to look at Building Word Knowledge and begin
the task.
5. When all students have finished the reading, have them complete the Building
Word Knowledge individually and share their answers in pairs. Go over the answers
as a whole class.
6. Have students complete the Comprehension activities. If there is a Tip for Writers
associated with a particular activity, call students’ attention to the Tip before they
begin that activity. Have students share their answers in pairs or small groups.
Variations
• Have students complete the reading and post-reading activities as homework.
• Have students read the text individually and then read it aloud to them to model
pronunciation and fluency and to reinforce their understanding of what they read.
Focus on Writing 1 Teacher’s Manual 3
If your students are reading at different proficiency levels, this oral reading may
make the post-reading activities more manageable.
• Point out that there is value in reading a passage two or three times, particularly with
respect to vocabulary. Introduce students to this multi-step reading process:
• Since using a dictionary interrupts reading comprehension, encourage students
not to use a dictionary the first time they read. Ask students to focus on getting the
main ideas of the passage during the first read even if there are unfamiliar words.
Point out that some words in the reading are glossed at the bottom of the page.
• Have students read a second time and mark unfamiliar vocabulary words.
• As students read the third time, have them use a dictionary to look up unfamiliar
words that seem important to their comprehension of the text. Point out that if they
can understand the sentence by skipping the unknown word, then it is probably not
necessary to learn that word for the moment.
• Have students work in small groups to carefully reread an assigned section of the
reading passage. Tell students to take notes on the main points and to identify
vocabulary they found difficult. Have one group member explain the gist of the
section to the entire class, and others present the difficult vocabulary items. Discuss
the ideas and vocabulary as a class. Clarify pronunciation of vocabulary as needed.
Writing
This section guides students step-by-step through the four steps of the writing process:
prewriting, writing, revising, and editing.
1. Call students’ attention to the type of writing they will be completing (sentences or
paragraph).
2. For paragraphs, point out that all academic paragraphs have the same three parts:
introduction, body, and conclusion. Explain to students that they will be guided
through the four steps of the writing process, and that they will be practicing and
writing throughout the unit.
Step 1 Prewriting (20–30 minutes)

In this section, students choose a writing assignment, complete a guided prewriting
activity, and share and discuss their ideas with a classmate (Checking in). To help
them organize their ideas, students fill out a graphic organizer. The organizer is usually
the same type they filled out in the Planning for Writing section so they have some
familiarity with it. They can choose to include ideas from the Planning for Writing
organizer as well.
1. Have students read the two assignments in Your Own Writing. Give students the
opportunity to ask questions about the assignments.
2. Have them choose one assignment.
3. Ask students to complete the prewriting activity on the topic they chose.
4. Give students about 5 minutes to work with a partner and discuss what they wrote.
They can choose to add new ideas or change their original ideas.
5. Have students complete the graphic organizer.

Variations
• Have students choose their assignment and complete the guided prewriting activity
for homework. Then follow up with pair work in class. Students can complete the
graphic organizer for the next day’s homework or complete it in class, depending on
how much class time you have.
• To challenge students, have them work with partners who chose different
assignments.
Step 2 Writing the First Draft (45–90 minutes)

This section guides students through each part of the writing assignment. In the first
three units, students learn the basics of sentences. In later units, they begin combining
sentences into simple paragraphs, building an awareness of topic sentences, body
sentences, and conclusions. By the end of this section, students will have completed a
first draft of their assignment.
For each of the subsections in Step 2:
1. Read (or have students read) the instructional text, explanations, and examples.
2. Have students underline or highlight key words and concepts that you want them to
focus on and later review.
3. Give students adequate time to complete the Focused Practice activities. When
three or more students have finished the activity, have them work together to check
their answers. Then, go over the answers with the whole class. Remind students
that what they are practicing is what they will need to do in their own writing.
4. Assign Finding Out More as homework. Finding Out More gives students a
chance to do research on their topic, if desired, and get additional information they
may want to include in their writing. This section also offers them a chance to
change the topic they write about if they find something more interesting. At the
end of most subsections is a Your Own Writing planning section. Students plan,
outline, and organize each part of their writing assignment using the strategies and
following the models in the Focused Practice activities. Breaking the process down
in manageable chunks helps students gain confidence in their writing skills.
5. Make sure students understand that they are not finished! Emphasize that writing is
a process and that they will be looking at their writing, revising, and editing in the
next steps.
Variations
• If your classroom has computers or your school has a media center/computer lab,
have students work in pairs to research their topics.
• Collect the first drafts. Give students feedback.
• Before students hand in their first draft, you may want to have them work in pairs to
share their first drafts and give feedback to each other.

Step 3 Revising (50–60 minutes)
In this section, students use a Revision Checklist to analyze model sentences or a
complete model paragraph based on sample sentences and paragraphs for the assignment.
This analysis provides a carefully guided review of the material presented and practiced
in the unit. An additional Building Word Knowledge and Tip for Writers offer further
practice with targeted vocabulary and writing skills. Students use the Revision Checklist
to examine their first draft and revise their writing.
1. Ask students to silently read the sample assignments and model sentences or
paragraph. Then read (or have a student read) it a second time aloud.
2. Answer any questions about the vocabulary or content.
3. Have students work with a partner to complete the exercises following the
sentences or paragraph. Discuss the answers as a class.
4. Have students read Building Word Knowledge and Tip for Writers (if included in
the Revision section) and complete the tasks. Have them work in pairs or small
groups to check their answers.
5. Go over the Revision Checklist as a whole class. Encourage students to consult one
another as they revise. Work with individual students as needed.
Variations
• Before using the Revision Checklist for their own writing, have students exchange
their work and use the Revision Checklist to give each other feedback.
• Have students revise their first drafts as homework.
Step 4 Editing (30–45 minutes)

Step 4 presents and practices a grammar point relevant to the assignments and
organizational structure in each unit. This helps students make the connection between
grammar and writing. At the end of Step 4, students use the Editing Checklist to edit their
writing for grammar, spelling, punctuation, capitalization, vocabulary use, and other key
points from the unit.
1. Go through the Grammar Notes and Examples with students.
2. Have students complete the Focused Practice activities and compare their answers
with partners.
3. Call students’ attention to Your Own Writing, Editing Your Draft. Encourage
students to consult one another. Work with individual students, as needed.
Variations
• Assign the Grammar Presentation and related Focused Practice as homework.
Briefly check answers and allow time for students’ questions in the next class.
• Before they use the Editing Checklist to revise their own writing, have students
exchange their sentences or paragraphs and use the Editing Checklist to give each
other feedback.

unit notes
1
names
UNIT
Overview
Writing Focus Writing simple sentences about a name
Reading Let’s Name the Baby “@”
Using word partners: adjective + “name”

Building Word Knowledge
Using words about names
Capitalizing names
Tip for Writers
Capitalizing and punctuating sentences
Putting subject-verb in order

Language Focus
Writing simple sentences
Present of be: statements

Grammar For more about the grammar in this unit, see Focus on Grammar 1,
3e, Unit 3.
In this unit, students will be writing complete simple sentences about a name.
Writing Assignments and Sample Sentences

Assignment 1: Write about your name or a friend’s name.
My full name is Maxson Jett Robert. Robert is my last name.

Some people call me Max. Robert is usually a first name.
Max is short for Maxson. My name is confusing.
My mother calls me Jett.
Jett is my middle name.
My friend’s name is Jamila. Some people call her Mila for short.
It is a traditional name in I use her real name.
Arab countries.
It means “beautiful.”
Assignment 2: Write about a name you like.
I like the first name August for a boy. It is not a made-up name.
It is an uncommon name in the United I think it is popular in France.
States.
Ping is a good name for a girl. Apples are very sweet and Ping is a sweet
name.
It means “apple” in Chinese. Ping is easy to say for American people.
It is a traditional name in China.
Unit 1 Answer Key
Planning for Writing: Brainstorm (page 3)

Bob is: a traditional name, a nickname, a popular name, a first name, a common name,
a male name
Bob is not: a made-up name, a full name, an unpopular name, a last name, an unusual
name, a female name
Planning for Writing: Read
Building Word Knowledge (page 6)

1. unusual name 3. good name
2. made-up name 4. uncommon name
Comprehension (pages 6–7)
A.
United
States China Sweden Germany
1. Male names 4 4 4 4
2. A car name 4
3. The name “A” 4
4. A name with Chinese characters 4 4
5. The name “McDonald’s Restaurant” 4
6. A grandmother’s name 4 4 4 4
7. An unusual name 4
8. A traditional name 4 4 4 4
B.
Answers will vary. Possible answers:
a common name a good name in China
a male name a family name
a traditional name a full name
a popular name
C.
Answers will vary.
Tip for Writers (page 7)
A.
abcDEfGhIjKlmnOPQRsTuvWXyZ

Focused Practice (pages 10–11)

A.
1. Yoshi is a common name.
2. I like the name Morgan.
3. It is a popular name.
4. Chinese names use Chinese characters.
5. Google is an untraditional name.
6. My first name is Al.
B.
1. It is a Thai name.
2. “Surasawadee” means knowledge.
3. My friends call me Dee.
4. The name Dee is short and easy.
5. I like my name.
C.
1. Joe is my nickname.
2. My name is a made-up name.
3. It sounds like “love him.”
4. It is a Chinese name.
5. My name is popular.
Step 3 Revising
Building Word Knowledge (pages 14–15)
B.
2. f 3. d 4. c 5. b 6. a 7. e
C.
1. Call him JP. JP are his initials.
2. Call her Rose. Rose is her middle name.
3. Call him Elvis. Elvis is his nickname.

1. Fred is a popular name in our family.
2. My grandfather’s name is Fred too.
3. Fred is short for Frederick.
4. It is a German name.
5. My grandfather comes from Germany.
6. My father’s real name is not common in our family.
Focused Practice (page 16)

1. Natasha
2. eight sentences
3. The sentences answer:
• What does the name mean? • Is it a traditional name?
• What country is it from? • Does it have a nickname?

The sentences do not answer: What is the name short for?
4. There are seven words:
First name For short
Traditional name Real name
Untraditional name Nickname
Calls me
5.
My first name is Natasha.
It means Christmas.
It is Russian, but I am not Russian.
Natasha is a traditional name in Russia.
It is an untraditional name in the United States.
My name is a girl’s name in the movie War and Peace.
My sister calls me Tash for short.
I like my real name and my nickname.
Step 4 Editing

A.
1. She isn’t from Australia.
2. They aren’t from my country.
3. Our names are famous artists’ names.
4. My name is a common French name.
B.
1. are 2. am 3. are 4. is
C.
1. They are Brazilian names.
2. The nickname for Gabriel is Gabe.
3. My name is not unusual.
4. I am called Joe for short.
5. We are from Canada.
Scoring Rubric
Print and complete the checklist on page 12 to give your students feedback on their
writing. Change the numeric values as desired. In addition, note strengths in students’
writing and suggestions for improvement.

Focus on Writing 1
Unit 1 Names
Sentences
Your Possible
Points Points The writer . . . Teacher Comments
writes three or more sentences about

30
a name.
includes interesting information about the

name. (For example, Where is it from?
30
What is it short for? What kind of name
is it?)
20 uses complete sentences.
10 uses new vocabulary from the unit.
© 2012 by Pearson Education, Inc. Permission granted to reporduce for classroom use.
10 uses capital letters and periods correctly.
_____ / 100 Additional Comments:

2
unit 2 do-it-yourself
UNIT
Overview
Writing Focus Writing simple sentences about a process
Reading The Maker Faire
Using reflexive pronouns

Building Word Knowledge Building dictionary skills and using word families
Using word categories
Using ordinal numbers

Tip for Writers
Using time-order words
Recognizing the subject of a simple sentence

Language Focus Using time order
Writing complete sentences
Simple present: statements

3e, Units 9, 10, and 27.
In this unit, students will be writing complete simple sentences about a process.

Assignment 1: Write about a fun do-it-yourself project, for example, making
a new dessert.
Happy Pancakes
First you mix the pancake batter.
Then you heat your pan on the stove.
Get some batter in a small spoon.
Make a small happy face with pancake batter in the pan.
Let the face cook for one minute.
Pour a large pancake batter on the face.
Cook for one minute.
Cook on the other side for one minute.
Finally, eat your happy-face pancake.

Assignment 2: Write about a serious do-it-yourself project, for example, building a
bookcase [or making a book cover].
A Book Cover
First of all, get a big brown paper bag and a pair of scissors.
Then, cut the paper bag.
Cut a big piece.
Next, fold the piece of paper over the inside cover.
Then, tape it.
After that, cut a big piece of paper for the back cover.
Fold the paper over the back cover and tape it.
Finally, write the name of the book on the paper cover.
Unit 2 Answer Key
Planning for Writing: Brainstorm (pages 21–22)

B.
7 Add two teaspoons of sugar.
1 Pick fresh mint.
4 Boil water in a kettle.
8 Pour the tea into a teacup and enjoy!
3 Put the mint leaves in a teapot.
6 Wait 5 minutes.
2 Wash the mint leaves carefully.
5 Pour boiling water into the teapot.
C.
Step 1 Pick fresh mint.
Step 2 Wash the mint leaves carefully.
Step 3 Put the mint leaves in a teapot.
Step 4 Boil water in a kettle.
Step 5 Pour boiling water into the teapot.
Step 6 Wait 5 minutes.
Step 7 Add two teaspoons of sugar.
Step 8 Pour the tea into a teacup and enjoy!
A.
1. themselves 2. themselves 3. yourself
14 Focus on Writing Teacher’s Manual
B.
1. ourselves 3. myself 5. yourself
2. themselves 4. herself
A.
1. a 2. b 3. c
B.
Just-for-Fun Serious DIY Things Visitors

DIY Projects Projects Can Learn
1. cupcake cars 1. space museum in a 1. build a guitar

2. unicycle with two seats rocket 2. build a table
2. car projects 3. cook
4. knit
5. fix things
C.
1.
Make-It-
Fix-It-Yourself Sewing In-the-Kitchen Yourself Car and Bike
Workshop Workshop Workshop Workshop Workshop
repair a watch make a winter make cupcakes make a birdhouse build an electric
coat from scratch car
fix a sewing build your own
machine make yogurt shelves build a bicycle
with two seats
2. Answers will vary.
B.
first two three fourth five sixth seven eighth ninth ten
C.
Answers will vary. Note: “You” is not necessary in these answers. For example, the
alternate acceptable answer: First, find an old hardcover book.
First, you find an old hardcover book.
Second, you cut a hole in the middle of each page.
Third, you glue all the pages together.
Fourth, you glue the back cover to the pages.
Fifth, you hide something in your secret book box.

Step 1 Prewriting

1. nail
(noun) a thin, pointed piece of metal with a flat end that you hit with a hammer
(verb) to fasten something with a nail
2. tape
(noun) a long band of sticky material used to stick things together
(verb) to stick something onto something else using tape
3. sew
(verb) to use a needle and thread to make or repair clothes or to attach something
such as a button to them
4. tie
(verb) to fasten something using rope, string, etc.
5. staple
(noun) a small piece of thin metal that is used to fasten pieces of paper together
(verb) to fasten pieces of paper together with a staple
6. attach
(verb) to fasten one thing to another
B.
What do people usually . . . Paper Wood Cloth String
1. nail together? 4
2. glue together? 4
3. tape together? 4
4. sew together? 4
5. staple together? 4
6. tie together? 4

A.
1. He makes them himself.
2. He calls them double bikes.
3. He attaches two bicycles together.
4. There is one seat on top.
5. It is very high.
6. Double bikes are dangerous.

B.
Imperative sentences:
1. Don’t go to the store yourselves.
2. Nail the pieces of wood together.
3. Fix the bicycle yourself.
4. Mix the eggs and milk together.
C.
1. There is a do-it-yourself instruction book.
2. It is a very easy project.
3. Do not use a lot of sugar.
4. I like arts and crafts.
5. I am a DIYer.
6. There are lots of interesting things at the Maker Faire.
Step 3 Revising
A.
1. To cook scrambled eggs
bowl
pan
spoon
2. To knit a simple scarf
yarn
needles
tape measure
A.
Answers may vary. Possible answers:
1. First, / First of all,
2. Second, / Then, /Next, / After that,
3. Then, / Next, / After that,
4. Finally

1. make my own window cleaner
2. 11 sentences
3. The sentences answer all three questions.
4. All imperative sentences have a verb. All other sentences have a subject and a verb.
I make my own window cleaner.
You can make window cleaner yourself too.
There are many ways to make it.
Here’s one simple way.
First, you measure 1 cup of water.
Pour it into a bottle. (No subject—imperative sentence)

Add ½ measuring cup of vinegar and ½ cup of rubbing alcohol. (No subject—
imperative sentence)
Add 1 small spoonful of lemon juice. (No subject—imperative sentence)
After that, mix it all very well. (No subject—imperative sentence)
Finally, add 1 more cup of water. (No subject—imperative sentence)
Now you are ready to clean your windows.
5. All capital letters at the beginning of sentences and periods at the end should be
circled:
I make my own window cleaner.
You can make window cleaner yourself too.
There are many ways to make it.
Etc.
Step 4 Editing

A.
1. I am not a DIYer.
2. They are DIYers.
3. They grow vegetables in their garden.
4. They put the fresh vegetables in a pot.
5. Then, they add water.
6. They make homemade soup themselves.
7. It tastes delicious.
B.
1. makes 3. checks 5. build
2. come 4. watches
C.
I like to give parties.
First, you invite people.
Next, clean your house.
Then, put good music on.
Finally, you have fun.
Scoring Rubric

Focus on Writing 1
Unit 2 Do-It-Yourself
Sentences about a Process

Your Possible
writes five or more sentences about a do-it-

30
yourself project.
includes the most important steps for

30
the project.
20 uses complete sentences.
10 uses new vocabulary from the unit.
10 uses capital letters and periods correctly.

© 2012 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

3
food
UNIT
Overview
Reading The Restaurant Critic
Using opposites; adjectives

Building Word Knowledge Using the suffix -ed to form cooking adjectives
Using the prefix un-
Using short lists with and or or

Tip for Writers Including short lists in sentences
Including descriptive adjectives
Formatting a paragraph
Language Focus Using capitalization and end punctuation
Writing the topic of a paragraph
Noun and adjective modifiers

3e, Unit 28.
In this unit, students will be putting sentences together to write a simple paragraph
about food.
Assignment 1: Write about your favorite food.
Delicious Mangoes
Mangoes are my favorite food. They are bright orange on the inside. They are
yellow and green on the outside. They are sweet, juicy, and delicious. They are
also healthy. There are a lot of mangoes in my country, Cape Verde. Sometimes
we eat them with lime juice. Usually I like them plain.
Assignment 2: Write about your favorite dish.
Chicken Tikka Masala

Chicken tikka masala is my favorite dish in the world. It is Indian. I am not
from India, but I love this dish. It is very rich, thick, and spicy. You eat it with
rice, chutney, and Indian bread (“nan”). There are pieces of chicken in a thick
sauce. The sauce has spices and a lot of cream in it. It is delicious!

Unit 3 Answer Key

1. a. crunchy b. salty c. plain
2. a. light b. plain c. cold
3. a. rich b. sweet c. creamy
Comprehension (page 43)
A.
1. a 2. c 3. b 4. a
B.
Answers will vary.
A.
1. I don’t like carrots, potatoes, or peas.
2. Jellyfish, octopus, and prawns come from the ocean.
3. Do you want chocolate, mint, vanilla, strawberry, or coffee ice cream?
4. I’m full! I ate turkey, potatoes, gravy, sausages, vegetables, and chocolate cake.
B.
1. Paco’s Tacos, Mel’s Diner, and Noodle House
2. Mel’s Diner, Roma, and Noodle House
3. healthy, expensive, and tasty
4. Paco’s Tacos, Mel’s Diner, Roma, Noodle House, and Chow
5. fancy, expensive, and OK
Step 2 Writing the First Draft: The Topic

A.
Paragraph 1. b
Paragraph 2. a
B.
Paragraph 1. 4
Paragraph 2. 6

A.
1. f 3. d 5. e 7. g
2. a 4. c 6. b
B. Answers will vary.
A.
1. salt 2. sour 3. vegetables 4. healthy
B.
1. Peanut butter is sticky, rich, and crunchy.
2. Tangerines, apples, and pomegranates are delicious winter fruits.
3. Please buy milk, butter, and bread at the store.
4. These grapes are sweet, fresh, and juicy.
Step 3 Revising: Indenting Paragraphs

A.
b and d
B.
French fries are popular everywhere. Almost every country makes French fries. Good
fries are crispy outside, soft inside, not greasy, and not dry. Some people eat them with
vinegar. Some people eat them with ketchup. Some people like them salty. I like them
plain and hot.
Step 3 Revising: Spacing

Paragraph 1
Bibimbap is a typical Korean dish. / Bibimbap is warm white rice with cooked
fresh vegetables. / Sometimes the vegetables are spicy. / There is usually meat
or plain tofu on top of the rice. / A raw egg is a common addition. / It is always
colorful, and it is very delicious.
Paragraph 2
Potatoes are my favorite food. / They are a popular food throughout the world. /
They are healthy. / They taste good, and they are easy to cook. / I like them boiled,
steamed, and fried. / I like stewed potatoes in dishes with meat and other
vegetables. / Plain baked potatoes are especially delicious with a little bit of
butter, salt, and cheese.

A.
1. popular 3. unfamiliar 5. healthy
2. untraditional 4. unusual 6. unforgettable
B.
1. Salty fish is unpopular in my town.
2. Fish and rice is untraditional in England.
3. Mexican food is unfamiliar to people in Russia.
4. Pad thai is uncommon in Italian restaurants.
C.
Answers will vary.
Step 3 Revising: Capitalization and Punctuation

A.
Breakfast at Sue’s Bed and Breakfast is always delicious. She usually makes
baked pancakes with stewed fruit. Her fried potatoes are always crispy and
delicious. There are always hard-boiled eggs and toast. You can eat as much as
you want! Do you want to come to breakfast at Sue’s?
B.
Turducken is an unusual dish. It is popular in the south of the United States.

Some people eat the traditional turkey at Thanksgiving. Some untraditional
families eat turducken. What is turducken? This dish is a chicken in a duck in a
roasted turkey. It makes a delicious, unforgettable meal.
A.
1. b 2. a 3. b
B.
1. My friend makes his own hot, sweet bread.
2. My favorite dish is crisp green salad with tomatoes and cucumbers.
3. I love sweet, homemade chocolate candy.

Step 3 Revising: Revising the Paragraph

1. bananas
2. seven sentences
3. The writer has done all four of the items on the list:
indent the first sentence, use one space between sentences, write sentences on the
same line, use capital letters and correct punctuation.
4. The writer has included four new vocabulary words:
sweet, plain, baked, fried
Step 4 Editing

A.
1. In Brazil, people eat heavy, cheesy bread balls called pão de queijo.
2. We had a wonderful spaghetti dinner last night.
3. Do you have a recipe for that rich, creamy mushroom soup?
4. “Jerk chicken” is a spicy dish from Jamaica.
5. Pho is a light noodle soup from Vietnam.
B.
1. Bibimbap is a traditional dish from Korea.
2. “Maffe sauce” is a popular peanut sauce in dishes from West Africa.
3. Gazpacho is a healthy vegetable soup.
4. Umm Ali is a creamy holiday dessert from Egypt.
C.
1. I want a hot cup of tea.
2. These cookies are very sweet.
3. You can have chicken kebabs or vegetable kebabs.
4. This is a juicy orange.
5. I love spicy cheese sandwiches.
Scoring Rubric

Focus on Writing 1
Unit 3 Food
A Paragraph about One Idea

Your Possible
30 writes a paragraph about a food or dish.
uses correct paragraph format (indenting,

30
spacing).
includes at least five sentences with correct

20
subject-verb agreement.
uses new vocabulary from the unit to

10
describe the food or dish.
uses complete, correctly capitalized and

10
punctuated sentences.

4
clothes
UNIT
Overview
Reading Baseball Caps for Everyone
Using synonyms
Building Word Knowledge Using word categories to describe clothing
Using expressions with keep
Tip for Writers Writing paragraph titles
Writing the topic sentence and controlling idea

Language Focus Capitalizing titles
Using descriptive language
A, an, and the

3e, Unit 20.
In this unit, students will be putting sentences together to write a simple paragraph with
a strong topic sentence.

Assignment 1: Write about your favorite piece of clothing.
My New Fedora
My aunt gave me a fedora for my birthday, and it is my favorite piece of
clothing. A fedora is an old-fashioned hat. Men wore them in old American
movies. My fedora is black and gray plaid. It fits me perfectly. I think it looks
nice. I wear it every day. It is not very formal.
Assignment 2: Write about a practical piece of clothing.
Practical Pagnes
Pagnes are very practical, traditional African clothing. Women wear colorful
pagnes in West Africa. A pagne is a simple piece of cotton cloth. Its shape is
a rectangle. Women often wear them like skirts. The also carry babies on their
backs in pagnes. Sometimes, they put pagnes over their heads. It keeps their head
protected from the sun.

Unit 4 Answer Key
A.
1. b
2. Answers may vary. Possible answers:
black leather boots, tight jeans, leather belt, dark glasses
C. Answers may vary. Possible answers:
Ties – conservative
Shirts – white
Shoes – trendy
Suits – blue, black, or gray, classic
Colors – blue, black, gray

1. plain 3. conservative 5. dressy
2. useful 4. out of date 6. tailored
A.
1. c 2. c
B.
Opinions from the article are: 1., 2., 3.
C.
1. (a baseball cap for a New York sports team) a fan, you, your teacher
2. (a cartoon cap) a young girl, your friend
3. (a costly Elita baseball cap) a famous actress, a writer
Step 1 Prewriting

1. My big nylon rain boots are my favorite piece of clothing.
2. I don’t like this itchy wool sweater.
3. I want a silk evening dress.
4. He likes soft cotton work pants.
5. I really like my comfortable nylon baseball cap.
6. This cotton scarf is my favorite.

Step 2 Writing the First Draft: The Topic Sentence

A.
Paragraph 1. a My favorite black scarf is practical and fashionable.
Paragraph 2. b My favorite T-shirt is very old, but I love it.
B.
Paragraph 1. a
Paragraph 2. b
C.
Paragraph 1. I love my old blue jeans.
Paragraph 2. Flip-flops are very practical shoes.
Paragraph 3. Maria is getting a lovely wedding dress.

and Controlling Idea
A.
1. c 2. b 3. b
B.
1. My favorite T-shirt is very old, but I love it.
2. Baseball caps are popular all over the world.
3. My favorite casual sweater shows my personality.
4. I don’t like business suits because they are very formal.
C.
Answers will vary.
Tip for Writers (pages 71–72)

A.
1. My First Pair of Boots
2. My Favorite Pajamas
3. A Skirt from South Africa
4. Flip-Flops for the Beach
5. Every Man Needs a Tuxedo

B.
1. My Grandma’s Handmade Sweater
2. My Practical High Heel Shoes
3. The Bookbag I Always Carry
4. My Favorite Shirt in the World
5. A Formal Wedding Gown
C.
1. c 2. e 3. a 4. b 5. d
Step 3 Revising
A.
1. feet 2. me 3. neck 4. head
B.
1. coats, gloves, jackets 3. shorts, T-shirts
2. raincoats, rain hats 4. Answers will vary.

Paragraph 1. b
Paragraph 2. b
Paragraph 3. c

1. The writer’s soft cotton apron
2. My soft cotton apron is a very useful piece of clothing.
3. a very useful piece of clothing
4. Title: A Very Useful Apron
The title tells the reader that the paragraph is about a practical piece of clothing (an
apron).
5. cotton, keeps my clothes clean, old-fashioned, practical
Step 4 Editing

A.
1. an, [no article] 3. [no article] 5. a, an, [no article]
2. a 4. an, [no article], a
B.
1. a 3. an
2. a, an 4. the, the (OR no articles)

C.
Dear Aunt Diana,

the
Thank you so much for clothes. We love them! Andy needed some nice
^
the
clothes, so he took a tailored jacket and the dress shirts. (I already have a
a
tailored jacket and the dress shirt.) Sarah really likes the dresses. She
the the
especially likes an red and yellow everyday dress. I took a leather boots. I also
the
took the jeans and an orange T-shirt.
an
I am sending you a orange T-shirt too! The T-shirt has my band’s name and
logo on it. I hope you can come and hear us soon.
Say hello to our cousins!
Sincerely,
Daniel
Scoring Rubric

Focus on Writing 1
Unit 4 Clothing
A Paragraph with a Topic Sentence

Your Possible
30 writes a paragraph about clothing.
begins the paragraph with a topic sentence

30
(topic + controlling idea).
uses correct sentences and paragraph

20
format.
10 includes a correctly punctuated, good title.

10
describe clothes.

5
amazing nature
UNIT
Overview
Reading The Storm Chaser
Using word partners (noun + storm)

Creating a vocabulary log
Using sense verbs
Using antonyms
Using time-order words (before, during, and after)

Tip for Writers
Connecting ideas with and, but, and so
Ordering events Describing events

Language Focus
Explaining events Writing body sentences
Simple past: regular and irregular verbs

3e, Units 7–8.
In this unit, students will be putting sentences together to write a paragraph with a topic
sentence and body sentences that all support the controlling idea.

Assignment 1: Describe an amazing weather event you experienced.
A Frightening Camping Trip

A few years ago my friend and I had a frightening camping trip. Before a
terrible windstorm, it was a beautiful day. We walked up a mountain on an island
in Cape Verde. There was a little wind. We set up our tent and ate dinner. The
wind got stronger, so we got in the tent. Then the wind became very violent. It
sounded like a huge motor. It was very loud. During the storm, my friend and I
were very scared. The tent poles broke, but we did not get out of the broken tent.
After many hours, the wind finally stopped, and we slept. The next morning, the
weather was calm again, and we were calm too.
Assignment 2: Describe an amazing natural event you experienced (not a weather event).
Amazing Caves
I took a tour of amazing caves in Oregon last summer. During the tour, I saw
beautiful rocks in the caves. The rocks looked like faces, animals, rivers, and
many other interesting things. The special rocks in caves grow very slowly. You
cannot touch the rock. If you touch it, it stops growing. So you stay on the path
with a guide. There is a lot of water in caves. The air in the cave felt cool and
damp. Before my cave tour, I thought mountains were just rocks. Now I always
wonder, “What is inside that mountain?”

Unit 5 Answer Key
Planning for Writing: Brainstorm (page 82)
C.
Answers may vary. Possible answers:
Who was there? I = The writer was there.
What was the event? There were some beautiful snowflakes.
When was it? It was in January.
Where was it? It was in Toronto.
How did it look? It looked like snowflakes in cartoons. Some looked like stars.
Some looked like frozen drops of water.
A.
1. lightning storm 2. hailstorm 3. snowstorm
B.
1. snowstorm 3. rainstorm 5. thunderstorm
2. hailstorm 4. dust storm
A.
storm chaser, photographer, weather expert, storm safety expert, author
B.
Nickname: The Storm Chaser Country of residence: USA
First famous photo: lightning Likes to take photographs of: all natural events

1. was outside 3. walked home 5. stayed awake
2. waited in a store 4. rushed home 6. slept
Step 1 Prewriting
A.
Eclipse
Meaning: There are two kinds of eclipses: Lunar: the earth creates a shadow on the moon
for a short time; Solar: the moon blocks part of the sun for a short time.
Example: The sky became completely dark during the lunar eclipse.

Hurricane
Meaning: A tropical storm with winds more than 74 miles per hour and heavy rain,
occurring in the North Atlantic and Northeast Pacific oceans.
Example: Hurricane Katrina destroyed much of New Orleans in 2005.

A.
1. In Yosemite National Park, I saw an amazing waterfall last spring.
2. A few years ago there was a terrible heat wave in Europe.
3. The 1991 Oakland wildfires were frightening.
4. In December 1978, there was a long, very cold snowstorm.
5. The ocean waves last summer were huge and exciting.
Step 2 Writing the First Draft: The Body Sentences

A.
How did
it look, Why
What feel, did it
was Who When Where sound, happen?
the was was was or How did
Body Sentences event? there? it? it? smell? it end?
1. I was on the lake in a sailboat

4 4
with my friends.
2. At first, the weather was

4
beautiful.
3. But suddenly a strong storm

4
started.
4. The thunder was loud, and

4
the lightning very bright.
5. After one hour, the storm

stopped, and there was a 4
beautiful rainbow.
6. The storm damaged the boat,

4
but luckily everyone was OK.
7. That was an unforgettable

4
summer!

B.
How
did it
look, Why This
What feel, did it does not
was Who When Where sound, happen? support
the was was was or How did the topic
Body Sentences event? there? it? it? smell? it end? sentence.
1. My friends stood
at the bottom
of the waterfall 4
and looked and
listened.
2. They had
backpacks and 4
lunch with them.
3. The waterfall was

4
very loud.
4. It sounded like
4
thunder.
5. I also saw a big

thunderstorm last 4
summer.
6. They felt like the

sound was in 4
their body.
7. The falling water

created rainbows
4
at the bottom of
the fall.
C.
Rainstorms in Singapore
I love the short but powerful rainstorms in Singapore. Before the storms, it is
usually warm. Singapore is a large, very clean city in Asia. The air feels heavy
and smells like rain. Then the rain begins. The rain feels like a huge bucket of
water. It pours down suddenly, and my clothes, hair, and sandals get completely
wet, but I do not mind. The rain in Portland, Oregon, is very cold too. That
is where I am from. Rain in Singapore always feels good. After the storm,
everything smells fresh. The best thing about Singapore is the food!
Focus on Writing Teacher’s Manual 35

A.
1. The ocean smelled fishy.
2. The eclipse looked colorful.
3. The light rain feels like feathers on my skin.
4. The meteor looked like a bright line in the sky.
5. The ocean waves taste salty.
6. The volcano looked like an explosion in a movie.
Step 3 Revising

1. normal 3. gray 5. calm 7. peaceful
2. icy 4. relaxing 6. quiet 8. smooth
B.
1. and 3. so 5. but
2. but 4. so

A.
1. glacier
2. beautiful and surprising
3. There are nine body sentences.
4. Yes, all of the body sentences support the controlling idea.
5. There are nine vocabulary words and phrases: glacier, icy, looked like, looked,
peaceful, calm, sounded, noisy, sounded like

Step 4 Editing

A.
1. liked 3. didn’t get 5. was 7. was, felt
2. grew 4. chased 6. was 8. didn’t stop
B.
1. had 5. sounded 9. decided
2. was 6. hit 10. bought
3. looked 7. broke 11. felt
4. blew 8. was
C.
Watching Waves
was sat
The first time I saw the ocean, it is amazing. I was in California. I sit on
watched
a wall above the beach for an hour and just watch. I smelled the fresh, salty air.
were looked
The waves are very violent and strong. At first, they look like big, gentle bumps
came was
of water. But then they come close to the sand and they crashed! The noise is
sounded
frightening. The water sounds angry. I did not know the ocean was so strong.
Scoring Rubric

Focus on Writing 1
Unit 5 Amazing Nature
A Paragraph with a Topic Sentence and Body Sentences

Your Possible
writes a paragraph about the weather or

20
another natural event.

20
includes only body sentences that support

20
the topic sentence.

20
describe the event.
uses correct sentences, paragraph format,

20
and paragraph title.

6
helping hands
UNIT
Overview
Reading The Thorn Tree Project
Using word families with help

Using the suffix -ful
Expressing reasons with because

Tip for Writers
By + verb + -ing to explain how
Giving reasons
Language Focus Describing experiences
Writing the concluding sentence
Subject and object pronouns

3e, Unit 20.
In this unit, students will be putting sentences together to write a paragraph with a topic
sentence, body sentences that all support the controlling idea, and a concluding sentence.

Assignment 1: Write about a time you helped someone.
Helping an Old Man

I helped an old man in the street last month. I saw the man on the corner. He
looked very old, weak, and sick. He started to cross Foothill Boulevard. That is a
very wide street! Suddenly, he fell down in the street! I ran into the street to help
him. I shouted “Stop!” to the cars. I called other people to help me. Soon more
people came to help. Together, we helped him stand up and walk home. We were
thankful because he was not hurt.
Assignment 2: Write about a time someone helped you.
The Best Roommate

I was very sick last month, but luckily my roommate helped me. I had a very
bad flu. My doctor gave me some medicine, but it did not work. I woke up in
the middle of the night because it was difficult to breathe. I was scared. My
roommate helped me be calm. Then she drove me to the hospital. She waited
with me for three hours at the hospital. I was very grateful for her help. She is not
just a roommate. She is like a sister to me.

Unit 6 Answer Key

A.
Answers will vary. Answers may include:
1. Doctors Without Borders are doctors, nurses, and other helpers from all countries.
They give free emergency medical help to people all over the world.
2. Other organizations include: Habitat for Humanity, the Red Cross, the Peace Corps
B.
They work in hospitals, give important medicines, feed hungry people, and teach about
diseases.
They give free emergency help to people all over the world.
C.
People donate food.
Volunteers organize food.
Volunteers give food to the poor or hungry.
Volunteers help at the food bank.
Volunteers help give healthy food to people in their community.
A.
1. helps 3. helps 5. help 7. help
2. help 4. helpful 6. helps
B.
1. take care of your children
2. cook and do laundry
3. drive your children to school / pick your children up from school / take your
children to sports practices
4. them with homework / them a lot / feed the children dinner most nights
A.
1. F 2. F 3. T 4. F 5. T 6. T

B.
1. It increased.
2. about 130
3. almost 800
4. It starts preschools near nomadic children.
It builds dormitories and buys food for children at primary schools.
It gives scholarships to children for high school.

A.
1. Who do you help? 4. Who helped you?
2. Who did you help? 5. Who do you help?
3. Who do you help?
B.
3. Doctors Without Borders is a large organization.
5. I visited my friends Amy and Jack yesterday.
8. I like to build houses.
C.
1. He looked for help with me.
2. I teach soccer.
3. I help him fix and learn things on the computer.
4. She feeds and cares for my daughter during the day.
5. We volunteer and try to help children feel better.
Step 2 Writing the First Draft: Body Sentences

1. a. yes c. yes e. yes g. no
b. yes d. yes f. no h. yes
2. a. yes c. yes e. no g. no
b. no d. yes f. yes h. no
A.
1. Because 2. because 3. Because 4. because
B.
1. Many small villages have preschools because the Thorn Tree project helped get
teachers and school supplies. OR
Because the Thorn Tree project helped get teachers and school supplies, many
small villages have preschools.
2. Thousands of people were homeless because the tornado destroyed many houses. OR
Because the tornado destroyed many houses, thousands of people were homeless.
3. My older neighbor, Mary, needs help shopping because she can’t drive.
Because she can’t drive, my older neighbor, Mary, needs help shopping.
4. I passed my Spanish test because Stella helped me study for it.
Because Stella helped me study for it, I passed my Spanish test.
Step 2 Writing the First Draft: The Concluding Sentence

A.
1. a 2. b 3. b 4. a 5. a
B.
Paragraph 1. a
Paragraph 2. a
Paragraph 3. a
Paragraph 4. a
Step 3 Revising
A.
1. successful 3. painful 5. forgetful
2. thankful 4. beautiful 6. powerful
B.
1. thoughtful 3. painful 5. beautiful
2. thankful 4. forgetful 6. helpful
A.
1. by sending doctors to places without doctors
2. by sending money
3. by organizing games at lunchtime
4. by teaching them to use and fix computers

A.
1. my aunt (the writer’s aunt)
2. I help my aunt take care of her new babies.
3. five body sentences
4. Yes, all of the body sentences support the topic sentence.
5. Concluding sentence: I love babies, and I think helping family members is
important.
6. The concluding sentence answers: Why was this experience important?

Step 4 Editing

A.
S O
1. Zoe and I bought food.
S O O
2. Zoe and I bought food for our neighbor, Jose.
S O O
3. Sun Mee and Maria always bring the mail to Mr. Rodriguez.
S O
4. John helped the boys after school.
B.
1. We bought it.
2. We bought it for him.
3. They always bring it to him.
4. He helped them after school.
C.
They
I help my uncle and aunt with their computer. He do not understand
computers. I understand them well. My uncle needs help with Facebook and
He
email. She likes to stay in touch with family on email and Facebook. My aunt
She
is an artist. She has a website for her art. They often wants to add new paintings
to her website. Sometimes I teach my aunt and uncle to do things themselves.

them them
Sometimes I just do things for her. I like helping they. They are always thankful
them
for my help. I often learn new things when I am helping us.
Scoring Rubric

Focus on Writing 1
Unit 6 Helping Hands
A Paragraph with a Topic Sentence, Body Sentences, and a

Concluding Sentence
Your Possible
10 writes a paragraph about a time of helping.

20
includes only body sentences that support

20
the topic sentence.
includes a concluding sentence that

tells the importance of the paragraph, a
20
personal idea about it, or the ending of the
story in the paragraph.

20
describe the event.

10

7
home sweet home
UNIT
Overview
Writing Focus Writing an opinion paragraph
Reading New Houses for the Lower Ninth Ward
Using expressions with home

Using expressions with make (+ noun + adjective)
Introducing examples
Tip for Writers
Supporting opinions
Language Focus Writing reasons and examples
Count and non-count nouns

3e, Unit 19.
In this unit, students will be writing an opinion paragraph. An opinion paragraph tells
your ideas or feelings about something.

Assignment 1: Describe what makes your house or apartment a home.
A Couch and a Lamp

For me, an extra long, comfortable couch and a good reading lamp make a
house a home. I love reading, so in the evening I lie down on my couch and read.
But I am very tall, so I need an extra long couch. I also need a lot of light. So
a good lamp is important. I do not need a TV. It does not make my house feel
homey. I do not need a rug or pictures. They do not make me feel at home. But
my extra long couch and my bright lamp make my house feel like home.
Assignment 2: Describe what makes your space homey when you are away from home.
Away from Home with My Purse

I like to have my purse around me when I am away from home. I have many
important things from home in my purse. For instance, I have two photos of
my family in my purse. I have a souvenir from my country. I always have a
book from home in my purse. My cell phone with email from my friends is also
always in my purse. My purse is not pretty, but it is like home. It always makes
me feel less homesick.

Unit 7 Answer Key
A.
2. c 3. a 4. f 5. d 6. e 7. g
B.
1. homeless 4. homesick
2. away from home 5. make my house a home
3. feel at home 6. homey
A.
1. a 2. c
Step 1 Prewriting
A.
1. happy 3. angry 5. modern
2. colorful 4. big

A.
1. a 2. b 3. a 4. a
B.
Paragraph 1. a
Paragraph 2. b
C.
Paragraph 1. c
Paragraph 2. b
Step 2 Writing the First Draft: Body Sentences

Paragraph 1
Reasons:
They make me laugh at work
They make me relax.

Examples:
comics and jokes
toys
a tiny robot
Paragraph 2
Reasons:
It’s big, old, and soft
Examples:
watch TV
fall asleep
sit
read
Paragraph 3
Reasons:
It makes it easy to work in a cheerful office.
There are no windows
Examples:
colorful poster
red flower vase
fresh flowers
A.
For instance may be used instead of For example in all items. See #1:
1. I love my computer for many reasons. For example, it helps me stay in touch with
friends. OR
I love my computer for many reasons. For instance, it helps me stay in touch with
friends.
2. I always take a few things from home on business trips so that I don’t feel
homesick. For example, I bring a photo of my family.
3. I painted my room bright purple. Then I made some green curtains for the
windows.
4. Books always make a house a home for me. For example, I always bring my
favorite book of poems with me to a new place.
5. We need to make this house homey. We also need to meet our neighbors.
Focus on Writing Teacher’s Manual 47


1. a 2. c 3. b
Step 3 Revising
A.
1. a, b 2. a, b 3. b, c
B.
Paragraph 1
Droopy
Droopy is a very old stuffed animal, but he makes my bedroom cozy and
safe. Droopy is a dog. I got Droopy when I was two years old. He kept me safe
at night, so I slept with him for many years. He is not a real dog, but he still
makes me feel safe. He also reminds me of many happy times when I was a
child. My room was small, but it had a big window with lots of light. Now,
Droopy stays in a small basket on a shelf. He is very old and ragged, but he is
full of memories.
Paragraph 2
Colorful Things
Colorful things make me feel comfortable in unfamiliar places. At home, my
walls are all different colors: green, red, and orange. In my apartment now, I
cannot paint the white walls, so I find other ways to add color. Sometimes I put
a piece of colorful cloth on the wall. Last year, I did not have cloth, so I used
yellow and orange paper on one wall in my room. Two years ago, I hung some of
my favorite colorful shirts and scarves on my wall. Adding color is not difficult
or expensive, and it makes me happy. Also, I have some beautiful scarves that I
bought in my hometown.

1. The “Home Sweet Home” sign
2. It reminds me of my grandmother and grandfather and our family farm.
3. It’s about making a space homey.
4. Reasons the author needed the sign:
grandmother made it
makes me happy
reminds me of my grandparents and our family farm
5. The conclusion summarizes the opinion paragraph.

Step 4 Editing

A.
1. furniture 3. art 5. paint 7. books
2. pictures 4. paintings 6. wood 8. plants
B.
1. b 3. a 5. b 7. b
2. b 4. a 6. a
C.
Some
Any pictures of my friends and family on my wall make my dorm room a
any
home for me. My roommate and I are very different. He doesn’t like pictures on
^
the walls. He likes white walls and no decorations. I try to make our room homey
some some
with any* comfortable chairs, but he only sits at his desk. I like to invite a
any
friends to our room on weekends, but he doesn’t like to have some* parties. He
a
only likes a TV. I do not feel at home in my dorm room. Next year, I need some
different roommate!
*(or no word)
Scoring Rubric

Focus on Writing 1
Unit 7 Home Sweet Home
An Opinion Paragraph with a Topic Sentence, Body Sentences, and a

Concluding Sentence
Your Possible
writes a paragraph about what makes a

10
place homey.

20
that includes an opinion.
includes body sentences that support the

20
topic sentence with reasons and examples.
includes a concluding sentence that adds

20 a final opinion, summarizes the paragraph,
or talks about the future.

20
10
describe the event.

8
luck
UNIT
Overview
Writing Focus Writing a narrative paragraph
Reading The Flight of the Gossamer Albatross
Using word families with luck

Using expressions for writing about luck
Using time expressions

Tip for Writers Using descriptive language
Avoiding sentence fragments
Writing complete sentences

Language Focus Ordering events
Describing background and important events
Prepositions of time: in, on, at

3e, Unit 20.
In this unit, students will be writing a narrative paragraph with a topic sentence, body
sentences, and a concluding sentence.

Assignment 1: Write a story about a time you felt lucky.
My Lucky Lunch
Last week I got a lucky lunch at the deli near my work. I forgot to bring my
lunch from home. I needed to buy lunch at the deli, but I only had $5.25. I was
so hungry! I really wanted a meatloaf sandwich, but it was $8.50. Suddenly, one
of the workers in the deli said, “Does anyone want a free meatloaf sandwich? We
made a mistake on an order.” “Yes, please!” I said. I thought it was a dream! I
had a rich, delicious meatloaf sandwich for lunch. Later, I had money to buy a
cookie for dessert. I was in the right place at the right time on that day!
Assignment 2: Write about someone who was lucky.
Sherise’s Visa Luck

A few months ago my friend Sherise met the right person at the right time!
Sherise is an international student. One day, her school called and told her she
had to go back to Taiwan. They said her visa was not good. It expired. She
was surprised and very sad. She wanted to finish her school year. She told her
apartment manager, “I have to go back to Taiwan.” The manager’s wife happened
to work at the visa office. Luckily, she helped Sherise fix her visa problem.
Sherise was very thankful and cried with happiness. Now Sherise always checks
the dates on her student visas very carefully!

Unit 8 Answer Key

A.
1. The plane lost power because it hit a large group of birds.
2. An airplane crash usually ends badly. People die. Some people get hurt.
3. Flight 1549 was lucky because the pilot was Captain Sullenberg. He has a lot of
experience. All 155 passengers and crew escaped safely.
B.
3:25 p.m. — Flight 1549 left La Guardia
3:27:01 p.m. — hit birds
3:27:15 p.m. — engines stopped / plane lost power
3:27:30 p.m. — pilot turned the plane around
3:30 p.m. — plane landed on water
3:30–3:40 p.m. — everyone escaped
4:30 p.m. — everyone was rescued
C.
Six months ago:
Naomi was at a park.
saw a boy fall
took boy to the hospital
woman hired Naomi
2 weeks after that:

went to office party
won a new bike

1. luck 3. lucky 5. Luckily 7. lucky
2. Luckily 4. lucky 6. luck 8. lucky
A.
1. F 2. T 3. T 4. F 5. F 6. T

B.
1977 — began design of Gossamer Albatross
Summer 1978 — very short flights
April 1979 — flew for 69 minutes
Before 6 a.m. June 12, 1979 — left England
8:49 a.m. June 12, 1979 — landed in France
C.
Answers will vary.

1. Andy found some money on the ground.
2. Calvin was a careless driver.
3. I was worried.
4. I exercise for one hour every morning.
5. I wish her “Good luck!”
6. I found a shiny penny on the ground.
7. I didn’t have a job.

A.
1. lucky person
2. lucky person, lucky situation
4. lucky person
5. lucky situation
7. lucky situation
B.
1. b 2. a 3. a
Step 2 Writing the First Draft: The Body Sentences

1. c 2. d 3. c
A.
1. a. S, b. T 2. a. T, b. S 3. a. T, b. S 4. a. T, b. S

B.
1. The last train started to leave, but Anders ran and jumped on it just in time.
2. Alexis got a flat tire, lost her keys, and finally got home to see the last two minutes
of her favorite TV show.
3. Mariko interviewed at three grocery stores, seven offices, and three clothing stores,
and finally she got a job at a small bakery.

A.
1. a 2. b 3. b 4. b
B.
Paragraph 1. d
Paragraph 2. a
Step 3 Revising
A.
1. Add a subject
2. Add a subject and verb
3. Add a subject
4. Add a subject and verb
B.
Smells from Home

am am Il
I really lucky. I live above a Mexican restaurant. I from Mexico. Love
^ ^ ^
Mexican food and the smell of Mexican spices. They remind me of home.
I am
Sometimes homesick, but the delicious smells from the restaurant make me feel
^
comfortable in my American home.
A.
1. happened to be
2. Just by chance
3. in the right place at the right time

B.
Answers will vary.

1. Juan (He felt unlucky at first, but we find out later that he was lucky.)
2. In 2003, Juan felt unlucky because he lost his job.
3. Yes, the body sentences tell what happened, give background information, and tell
the story in correct order.
4. Concluding sentence: In the end, Juan was lucky to lose his job.
5. The conclusion adds an opinion.
Step 4 Editing

A.
1. in 2. in 3. at 4. on 5. on 6. in
B.
1. on 2. On 3. at 4. on 5. in 6. in 7. in
C.
Tony and Scot spent a week’s vacation at a small hotel at the beach. It wasn’t
In
a very good week. On the mornings, they got up and went for walks, but it was
At
always cold and windy. In lunchtime, they usually went to a restaurant, but the
food was never good. It rained every afternoon, so they played games in the hotel
in In
on the afternoons. Scot usually lost. At the evenings, they watched TV, or they
played more games. On the last night of their vacation, they went to dinner at a
Chinese restaurant. Tony found a note in a fortune cookie that said: You will be
in
lucky at March. Your lucky number is 15. Scot’s fortune said, Home is a good
place to be now. Your lucky number is 47. Tony wants to come back to the beach
on
in March 15, but he needs to find another friend to go with him!
Scoring Rubric

Focus on Writing 1
Unit 8 Luck
A Narrative Paragraph with a Topic Sentence, Body Sentences, and a

Concluding Sentence
Your Possible
writes a paragraph about a lucky person or

10
situation.
introduces the lucky person or situation in

20
a topic sentence.
includes body sentences with background

20 information about the lucky situation or
person.
includes a concluding sentence that

repeats the main idea, adds an opinion,
20
adds a comment, or ends the story with a
lesson learned.

20

10
“show” the story.

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Pearsonelt.com offers online resources for

Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

Model Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Unit 5 Amazing Nature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Unit 6 Helping Hands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Unit 7 Home Sweet Home . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

A Process Approach to Writing

Predictable Step-by-Step Units

Planning for Writing

iv Focus on Writing 1 Teacher’s Manual

Helpful Writing Tools

Carefully Targeted Grammar Instruction

Focus on Writing 1 Teacher’s Manual v

• Using a word web • Writing simple sentences

Focus on Grammar Level 1, Third Edition

vi Focus on Writing 1 Teacher’s Manual

• Using a process chart • Writing simple sentences

• Using word categories • Reviewing simple present statements

Focus on Grammar Level 1, Third Edition

Focus on Writing 1 Teacher’s Manual vii

• Using a ranking chart • Writing the topic

• Formatting a paragraph • Reviewing adjective and noun modifiers

• Using descriptive adjectives

Focus on Grammar Level 1, Third Edition

viii Focus on Writing 1 Teacher’s Manual

• Using expressions with keep • Reviewing a, an, and the

Focus on Grammar Level 1, Third Edition

Focus on Writing 1 Teacher’s Manual ix

• Using antonyms • Reviewing the simple past of regular and

• Analyzing a model paragraph • Incorporating the grammar in sentences

Focus on Grammar Level 1, Third Edition

x Focus on Writing 1 Teacher’s Manual

• Using the suffix -ful • Reviewing subject and object pronouns

Focus on Grammar Level 1, Third Edition

Focus on Writing 1 Teacher’s Manual xi

• Using an E-chart • Writing a topic sentence that states an opinion

Focus on Grammar Level 1, Third Edition

xii Focus on Writing 1 Teacher’s Manual

• Using a timeline • Writing a topic sentence that introduces

• Brainstorming for the assignment • Writing a concluding sentence that comments

• Avoiding sentence fragments • Reviewing the prepositions in, on, at +

Focus on Grammar Level 1, Third Edition

Focus on Writing 1 Teacher’s Manual xiii

The Opener (5–10 minutes)

2 Focus on Writing 1 Teacher’s Manual

Brainstorm (10–20 minutes)

Read (20–30 minutes)

Step 1 Prewriting (20–30 minutes)

4 Focus on Writing 1 Teacher’s Manual

Step 2 Writing the First Draft (45–90 minutes)

Focus on Writing 1 Teacher’s Manual 5

Step 4 Editing (30–45 minutes)

6 Focus on Writing 1 Teacher’s Manual

Writing Focus Writing simple sentences about a name

Reading Let’s Name the Baby “@”

Using word partners: adjective + “name”

Putting subject-verb in order

Present of be: statements

Writing Assignments and Sample Sentences

My full name is Maxson Jett Robert. Robert is my last name.

Assignment 2: Write about a name you like.