Lesson Plan Overview for English 2, 2nd ed. - BJU Press · guide words ; synonym . plan . web . draft . revise . insert . delete . proofread . publish • Learn to use a thesaurus

Chapter 1: Sentences Lesson Topic TE Pages Worktext

Teacher’s Toolkit

CD Materials to Gather Vocabulary Objectives

1 Sentences 4–5 1–2 1 • Picture of a watermelon

2 Sentence Subjects 6–7 3–4 2 • Ten long strips of paper or tagboard

• Pocket chart 3 Sentence Actions 8–9 5–6 3 • Pocket chart 4 Telling Sentences and

Commands 10–11 7–8 4

5 Exclamations 12–13 9–10 5 6 Questions 14–15 11–12 6 7 Which Kind of

Sentence? 16–17 13–14 7 • Ball

• Erasable board for each student or four 3" x 5" index cards for each student

8 Fragments 18–19 15–16 8 9 Language Link:

Reference Skills (Alphabetizing)

20–21 17–18 9 • Classroom display of alphabet

• Red paper arrow • Plasti-Tak

10 Chapter 1 Review 22–23 19–20 10–11 • Items for optional Food Connection

Bridge: Producing Meat

24–25 21

sentence

subject

action

telling

sentence

command

exclamation

question

fragment

alphabetical order

• Define sentence • Distinguish complete thoughts from incomplete thoughts • Write complete sentences • Add beginning capitalization and ending punctuation to a sentence • Define and identify the subject part of a sentence • Match subjects with sentence endings • Define the action part of a sentence • Divide sentences into subject parts and action parts • Identify telling sentences • Identify commands • Identify exclamations • Distinguish among kinds of sentences: telling, command,

exclamation, question • Punctuate each kind of sentence correctly • Listen for comprehension • Define and identify fragments • Change fragments into complete sentences • Alphabetize words by the first letter • Alphabetize words by the second letter

English 2, 2nd. ed. Lesson Plan Overview © BJU Press

Chapter 2: Writing a Personal Story Lesson Topic TE Pages Worktext

Teacher’s Toolkit


Bridge: Linking Literature to Writing

22

11 Using the Thesaurus 28–29, S78

23–24

12 Planning & Writing Together

30–31, S78

25

13 Revising & Proofreading Together

32–33, S77

26–27

14 Personal Story: Planning

34–35 28–29 • Writing folder for each student

15 Personal Story: Drafting

36–37 30–31

16 Personal Story: Revising

38–39 32 • Colored pencil for each student (optional)

17 Personal Story: Proofreading


• Student dictionary (optional)

18 Personal Story: Publishing

42–43 34–36 • Several published picture books

• Construction paper (optional)

• Drawing paper (optional 19 Chapter 2 Review 44–45 37–38 12–13 20 Cumulative Review 46–47 39–40

thesaurus

guide words

synonym

plan

web

draft

revise

insert

delete

proofread

publish

• Learn to use a thesaurus when finding exact words • Choose a topic for a personal story • Use a word web to generate details for a story • Determine which details to include in a story • List the details in the order they will go in a story • Write the first draft of a story • Understand the purpose for revision • Recognize sentences that do not belong in a paragraph • Participate in a conference with another student • Recognize errors • Use proofreading marks to correct mistakes • Revise, proofread, and publish a story


Chapter 3: Nouns Lesson Topic TE Pages Worktext

Teacher’s Toolkit


21 Nouns 50–51 41–42 14

22 Nouns & Compound Words

52–53 43–44 15

23 Adding s to Nouns 54–55 45–46 16 24 Adding es to Nouns 56–57 47–48 17 25 Plural Nouns that

Change Spelling 58–59 49–50 18 • Seven student

dictionaries (optional) 26 Common & Proper

Nouns 60–61 51–52 19 • Two small bean bags

• Poster board 27 Capitalizing Titles 62–63 53–54 20 • Reading book or short-

story anthology 28 Language Link:

(Punctuation) Commas in a Series

64–65 55–56 21

29 Chapter 3 Review 66–67 57–58 22–23 • Items for optional Environment Connection

30 Cumulative Review 68–69 59–60 Bridge: Visiting

Aquariums 70–71 61

noun

singular

plural

common noun

proper noun

comma

• Identify nouns in sentences • Categorize nouns as people, places, or things • Recognize that two words may be put together to form a compound

word • Understand that many nouns form their plurals by adding s • Understand that nouns ending in ch, sh, s, x, and z form their

plurals by adding es • Recognize nouns that form their plurals by changing their spellings • Write the correct plural form of a noun • Distinguish between common nouns and proper nouns • Capitalize proper nouns • Capitalize important words in titles of books and stories • Capitalize the names of God • Capitalize names for the Bible, its divisions, and its books • Understand that commas tell the reader to pause between words

that they separate • Insert commas in sentences containing words in a series of three or

more words


Chapter 4: Writing Instructions Lesson Topic TE Pages Worktext

Teacher’s Toolkit



62

31 Using the Thesaurus 74–75, S82

63–64 • Several shiny silver objects

• Ink pad (optional) 32 Planning Together with

a Time-Order Chart 76–77,

S82 65 • Two slices of bread,

peanut butter, jelly, knife, and spoon

33 Making Yourself Clear 78–79, S83

66 • Recipe card • Blank overhead

transparency 34 Instructions: Planning 80–81,

S83 67

35 Instructions: Drafting 82–83, S84

68

36 Instructions: Revising 84–85, S84

69 • Prop for each student • Colored pencil for each

student (optional) 37 Instructions:

Proofreading 86–87,

S85 70 • Colored pencil for each

student (optional) 38 Instructions: Publishing 88–89,

S85 71–72 • Several published How to

books for children • Colored paper (optional)

39 Chapter 4 Review 90–91 73–74 24–25 • Five sentence strips 40 Cumulative Review 92–93 75–76

thesaurus

topic sentence

plan

time-order words

draft

conference

revise

proofread

publish

computer

keyboard

insert

delete

• Use a thesaurus to find exact words when writing • Recognize time-order words • Sequence instructions • Complete a time-order chart to plan instructions • Draft an interesting topic sentence • Write the first draft of instructions • Participate in a conference with another student • Revise instructions • Increase awareness of commonly misspelled words • Proofread and publish instructions


Chapter 5: Action Verbs Lesson Topic TE Pages Worktext

Teacher’s Toolkit


41 Verbs 96–97 77–78 26 • Large picture of animals entering Noah’s ark

42 Adding s or es to Verbs

98–99 79–80 27

43 Verbs in the Past 100–1 81–82 28 44 Now or Past Verbs 102–3 83–84 29 45 Special Verbs: Tell,

Give, & Sing 104–5 85–86 30

46 Special Verbs: See, Do, & Go

106–7 87–88 31

47 Using Exact Verbs 108–9 89–90 32 • Timer or stopwatch 48 Language Link:

(Vocabulary) Homophones

110–11 91–92 33

49 Chapter 5 Review 112–13 93–94 34–35 • Beanbag (optional) 50 Cumulative Review 114–15 95–96

Bridge: Playing Baseball

116–17 97

verb

present

past

homophone

• Identify the verb in a sentence • Add s or es to verbs • Distinguish between present-tense and past-tense verbs • Change present-tense verbs to past-tense verbs • Use present-tense and past-tense verbs correctly • Learn the past-tense forms of tell, give, sing, see, do,

and go • Use the past-tense forms of tell, give, sing, see, do, and

go correctly in sentences • Write sentences using exact words • Define and recognize homophones • Choose the correct word from a homophone pair to fit in a sentence


Chapter 6: Writing Poetry Lesson Topic TE Pages Worktext

Teacher’s Toolkit



116–17 98

51 Writing Poems that Rhyme

120–21, S86

99 • Colored pencil for each student (optional)

52 Couplet: Planning & Drafting

122–23, S86

100 • Drawing paper for each student (optional)

• Pictures showing activities done in various types of weather (optional)

53 Couplet: Revising & Proofreading

124–25, S87

101 • Piece of candy for each student

• Colored pencil for each student (optional)

54 Couplet: Publishing 126–27, S87

102 • Recording of a poetry reading

• Recording equipment, such as tape recorder or computer

55 Writing Poems with Shape

128–29, S88

103

56 Shape Poem: Planning & Drafting

130–31, S88

104

57 Shape Poem: Revising & Proofreading

132–33, S89

105–6 • Colored pencil for each student (optional)

58 Shape Poem: Publishing

134–35, S89

• Published collection of shape poetry for children (optional)

• White bulletin board background paper (optional)

59 Chapter 6 Review 136–37 107–8 36–37 60 Cumulative Review 138–39 109–10

poem

couplet

rhyme

shape poem

colorful words

draft

revise

proofread

publish

• Appreciate poetry • Recognize rhyme • Recognize a couplet • Generate pairs of rhyming words associated with a picture • Draft, revise, proofread, and publish a couplet • Recognize association between shapes and ideas • Choose a topic for a shape poem • Generate colorful words to describe an animal • Draft, revise, proofread, and publish a shape poem


Chapter 7: Study & Reference Skills Lesson Topic TE Pages Worktext

Teacher’s Toolkit


61 Tips for Good Listening 142–43 111–12 38 • Globe or world map 62 Listening for the Main

Idea 144–45 113–14 39

63 Parts of a Book 146–47 115–16 40 • Several different types of books with an author, illustrator, and table of contents

• Jar of marbles or any container with small objects in it

64 The Dictionary 148–49 117–18 41 • Dictionary • Twenty-four 4" x 6" index

cards • Eight business-sized

envelopes 65 More About the

Dictionary 150–51 119–20 42 • Dictionary

66 The Library 152–53 121–22 43 • Books (fiction and nonfiction)

67 Telephone Directory 154–55 123–24 44 • Telephone directory for each group of two or three students

• List of the students’ telephone numbers (optional)

68 Tips for Taking a Message

156–57 125–26 45


Bridge: Sightseeing in London

162–63 131

title page

author

illustrator

publisher

alphabetical order

dictionary

entry word

guide words

definition

sample

sentence

library

fiction

nonfiction

card catalog

telephone

directory

white pages

yellow pages

• Identify and use good listening strategies • Apply the four questions to listening • Identify the title page, author, illustrator, and publisher of a book • Use a table of contents for information • Identify guide words and entry words on a dictionary page • Locate definitions • Locate sample sentences within an entry • Write a sample sentence that matches a definition • Demonstrate an understanding of basic library information • Use respect in handling library materials • Identify fiction and nonfiction and their arrangement in a library • Demonstrate knowledge of the card catalog • Alphabetize a list of names • Use alphabetical order to determine entry words that come between

guide words • Contrast the different definitions for an entry word • Develop an understanding of the information and layout of a

telephone directory • Locate emergency numbers • Use the white pages and yellow pages to locate information • Apply Bible principles when speaking • Recognize good tips for taking telephone messages • Record accurate telephone messages


Chapter 8: Writing a Book Report Lesson Topic TE Pages Worktext

Teacher’s Toolkit



162–63 132

71 Parts of a Book Report 166–67, S90

133 • Book that can be read aloud in one sitting

72 Telling Just Enough 168–69, S90

134 • Saltshaker and peppershaker

73 Book Report: Planning 170–71, S91

135 • Teacher’s favorite children’s book

• Two favorite books for each student

74 Book Report: Planning & Drafting

172–73, S91

136 • Each student’s chosen book

75 Book Report: Revising 174–75, S92

137

76 Book Report: Proofreading

176–77, S92


77 Book Report: Publishing

178–79, S93

139–40 • Teachers’ magazine, newsletter, or journal containing children’s book reviews

• Clothesline and clothespins

78 Language Link: Listening & Speaking

180–81, S93

141–42

79 Chapter 8 Review 182–83 143–44 48–49 • Two 3" x 5" note cards for each student

80 Cumulative Review 184–85 145–46

title

author

summary

opinion

oral book report

self-evaluation

bestsellers

• Recognize the parts of a book report • Plan, draft, revise, and proofread a book report together • Choose a book for a book report • Plan, draft, revise, proofread, and publish a book report • Distinguish between fiction and nonfiction • Understand the balance of too much or too little detail in a summary • Recall main points to include in the book report • Use a revising checklist • Write book titles correctly • Identify good speaking strategies • Give an oral book report


Chapter 9: More Nouns Lesson Topic TE Pages Worktext

Teacher’s Toolkit


81 188–89 147–48 50 • Map of your town or city • Globe or world map

82 190–91 149–50 51 83 192–93 151–52 52 • Calendar for the entire

year 84 194–95 153–54 53 85 196–97 155–56 54 86 198–99 157–58 55 87 200–201 159–60 56 88 202–3 161–62 57 • Several items borrowed

from various students with their permission

89 Chapter 9 Review 204–5 163–64 58–59 • Items for optional Culture Connection

90 Cumulative Review 206–7 165–66 Bridge: Ministering in

Latin America 208–9 167

common noun

proper noun

abbreviation

pronoun

singular

pronoun

plural pronoun

• Differentiate between common nouns and proper nouns • Capitalize names of streets, cities, states, and countries • Use a comma between the names of cities and states • Capitalize initials and place a period after each initial • Capitalize names of months, days of the week, and holidays • Use commas correctly in dates • Learn abbreviations for the days of the week and the months of the

year • Learn the abbreviations for titles of people • Understand that the pronoun you may be singular or plural • Recognize and write nouns that show ownership • Use possessive nouns in sentences • Develop an understanding of singular and plural pronouns • Use an apostrophe to make nouns possessive • Use the pronouns he, she, it, you, they, we, I, and me

in sentences • Name themselves last when writing or speaking about themselves

and another person


Chapter 10: Writing a Friendly Letter Lesson Topic TE Pages Worktext

Teacher’s Toolkit



208–9 168

91 Addressing Envelopes 212–13, S94

169–70 • Ten to fifteen envelopes in which you have received correspondence

• Copy of students’ mailing addresses from the school office (optional)

92 Parts of a Letter 214–15, S94

171–72

93 Reasons for a Letter 216–17, S95

173

94 Letter: Planning 218–19, S95

174 • Two blank overhead transparencies

95 Letter: Drafting 220–21, S96

175–76 • One or two sheets of notebook paper for each student

96 Letter: Revising 222–23, S96


97 Letter: Proofreading 224–25, S97


98 Letter: Publishing 226–27, S97

179–80 • Envelope and postage stamp for each student


mailing address

return address

heading

greeting

body

closing

signature

• Differentiate between a return address and a mailing address on an envelope

• Write a mailing address and return address • Use street abbreviations in addresses • Identify the parts of a letter • Recognize the use of commas in a letter • Identify the reason and audience for a letter • Identify details in the body of a letter that support the reason for the

letter • Plan and draft a class letter together • Address an envelope together • Revise and proofread the class letter and the envelope together • Choose the audience for a personal letter • Complete an individual planning chart for a thank-you letter • Draft, revise, and proofread a personal letter • Participate in a writing conference • Revise the first draft of a personal letter • Proofread the revised personal letter • Make a neat final draft of the personal letter and envelope • Develop an understanding of the Writing Process


Chapter 11: More Verbs Lesson Topic TE Pages Worktext

Teacher’s Toolkit


101 Helping Words with Come & Run

234–35 185–86 62 • Six index cards

102 Helping Words with Gone & Seen

236–37 187–88 63 • Pictures of Christ and His ministry on earth

• Toy car 103 Linking Verbs: Is &

Are 238–39 189–90 64 • Large box of crayons

104 Linking Verbs: Was & Were

240–41 191–92 65

105 Linking Verbs: Is, Are, Was, & Were

242–43 193–94 66 • Red and blue overhead transparency pens

106 Contractions with Not 244–45 195–96 67 • Pictures of bicycles from different time periods (optional)

107 More Contractions 246–47 197–98 68 • Box of elbow macaroni 108 Language Link:

(Usage) Double Negatives

248–49 199–200 69


Bridge: Touring Factories

254–55 205

verb

helping word

linking verb

contraction

apostrophe

negative words

double negative

• Distinguish between came and come and ran and run • Identify helping words have and has • Differentiate when a subject is about one or more than one • Recognize when a verb shows action or does not show action • Determine when to use is and are • Determine when to use was and were • Know that is/are and was/were are linking verbs and do not show

action • Know that is/are refer to now • Know that was/were refer to the past • Write contractions • Use contractions in sentences • Recognize negative words no, never, not, and none • Recognize double negatives • Learn to write using only one negative word in a sentence • Learn to speak using only one negative word in a sentence


Chapter 12: Writing a Make-Believe Story Lesson Topic TE Pages Worktext

Teacher’s Toolkit



254–55 206

111 Parts of a Make-Believe Story

258–59, S98

207–8

112 Planning a Character 260–61, S98

209–10

113 Planning the Problem, Solution, & Setting

262–63, S99

211–12

114 Planning with a Story Map

264–65, S99

213–14 • Road map

115 Story: Drafting 266–67, S100

• Two or three books or stories to illustrate interesting beginnings and satisfying endings

116 Story: Revising 268–69, S100

215

117 Story: Proofreading 270–71, S101


118 Story: Publishing 272–73, S101

217–18 • Several anthologies of children’s stories

• Two pieces of 81/2" x 11" colored paper for you (and for each student [optional])

119 Chapter 12 Review 274–75 219–20 72–73 • Several stories to read aloud

120 Cumulative Review 276–77 221–22

nonfiction

fiction

paragraph

indent

problem

solution

characters

setting

story map

anthology

• Recognize parts of a story • Identify sources of ideas for stories • Identify paragraphs • Identify the main character in a story • Generate ideas for characters • Choose and develop a main character for a story • Plan the main character’s problem and solution to the problem in a

story • Plan the setting in a story • Identify the elements in a story’s beginning, middle, and end • Map a story • Understand the purpose of the beginning and the ending of a short

story • Draft a make-believe story based on a story map • Participate in a writing conference • Revise, proofread, and publish a make-believe story • Identify the correct form for writing paragraphs • Recognize errors using a proofreading checklist


Chapter 13: Adjectives Lesson Topic TE Pages Worktext

Teacher’s Toolkit


121 Describing Sight 280–81 223–24 74 122 Describing Sound &

Smell 282–83 225–26 75 • Recording of rainforest

sounds (optional) 123 Describing Taste

& Touch 284–85 227–28 76 • Two or three M & M’s or

Skittles candies for each student

124 Using Adjectives to Compare

286–87 229–30 77 • Construction paper in various colors

125 Comparing with er & est

288–89 231–32 78 • Masking tape • Three different-sized

stacks of Unifix cubes, Lego blocks, or books

126 Telling How Many 290–91 233–34 79 • Pictures of ants, an ant farm, or a jar of harmless ants

• Set of five books • Set of four pencils

127 Finding Colorful Adjectives

292–93 235–36 80

128 Language Link: (Punctuation) Commas in a Series

294–95 237–38 81

129 Chapter 13 Review 296–97 239–40 82–83 • Assorted animal pictures • Items for Art Connection

(optional) 130 Cumulative Review 298–99 241–42

Bridge: Exploring Rainforests

300–1 243

adjective

series

comma

• Identify adjectives that tell about the size, shape, and color of an object

• Identify and write adjectives that tell about the senses • Recognize adjectives used to compare two items • Recognize adjectives used to compare three or more items • Compare regular adjectives by adding er and est • Identify adjectives that tell what kind and how many • Describe an object using adjectives that tell what kind and how many • Replace uninteresting adjectives with more colorful adjectives • Use a thesaurus • Use commas when writing three or more adjectives in a series • Combine short sentences using words in a series


Chapter 14: Writing a Description Lesson Topic TE Pages Worktext

Teacher’s Toolkit



300–1 244

131 Writing Similes 304–5, S102

245–46

132 Using Senses to Describe

306–7, S102

247 • Enough unusual fruit for each student to have a piece

• Knife • Drawing paper for each

student 133 Topic Sentences 308–9,

S103 248

134 Planning with a Senses Chart

310–11, S103

249 • Each student’s object to describe


135 Description: Drafting 312–13, S104


136 Description: Revising 314–15, S104



137 Description: Proofreading

316–17, S105


138 Description: Publishing 318–19, S105

253–54 • Each student’s object • Construction paper or card

stock for each student 139 Chapter 14 Review 320–21 255–56 84–85 • 5" x 7" note cards or pieces

of paper 140 Cumulative Review 322–23 257–58

similes

sensory words

paragraph

topic

topic sentence

details

organize

description

• Complete similes by recognizing similarities between unlike things • Write similes • Recognize sensory words • Generate sensory words to describe an object • Identify topic sentences • Write an interesting topic sentence • Draft, revise, and proofread a descriptive paragraph together • Organize details • Draft a descriptive paragraph • Understand the purposes for revision • Participate in a writing conference with another student • Recall the correct form for writing titles and paragraphs • Revise and proofread the descriptive paragraph


Chapter 15: Sentences Lesson Topic TE Pages Worktext

Teacher’s Toolkit


141 Subject Part & Action Part

326–27 259–60 86 • Eight sentence strips, four of one color and four of another color

142 Main Word in the Subject

328–29 261–62 87

143 Main Word in the Predicate

330–31 263–64 88 • Overhead transparency pen

144 Rewriting Sentences 332–33 265–66 89 • Sixteen sentence strips, eight of one color and eight of another color

145 Expanding Sentences 334–35 267–68 90 146 Combining Subjects 336–37 269–70 91 147 Combining Predicates 338–39 271–72 92 • Student inch ruler

• Three sentence strips (optional)

148 Language Link: (Punctuation) Run-On Sentences

340–41 273–74 93 • Pair of socks sewn together at the toes

149 Chapter 15 Review 342–43 275–76 94–95 • Two small bells • Recording of handbell

music (optional) 150 Cumulative Review 344–45 277–78

Bridge: Viewing Church Architecture

346–47 279

subject part

action part

fragment

predicate

verb

expanded

run-on sentence

• Divide sentences into subject parts and action parts • Distinguish between sentences and fragments • Change a fragment to a complete sentence • Identify the subject part of a sentence • Identify the main word in the subject part • Identify the predicate of a sentence • Identify the main word (verb) in the predicate • Rewrite a sentence by changing the subject or the predicate • Insert adjectives to expand sentences • Join two subjects with and to form a new sentence • Join two predicates with and to form a new sentence • Recognize and correct run-on sentences • Combine sentences


Chapter 16: Writing a Research Report Lesson Topic TE Pages Worktext

Teacher’s Toolkit



346–47 280

151 Choosing a Topic for a Research Report

350–51, S106

281

152 Main Idea 352–53, S106

282 • Examples of nonfiction and fiction about one type of animal


153 Topic Sentences 354–55, S107

283 • Index cards with the names of various animals written on them

154 Gathering Information & Taking Notes

356–57, S107

284–85 • Informational books about a chosen animal for each student

155 Research Report: Drafting


156 Research Report: Revising

360–61 287–88 • Colored pencil for each student (optional)

157 Research Report: Proofreading

362–63 289–90 • Colored pencil for each student (optional)

158 Research Report: Publishing

364–65 291–92 • Two sheets of 9" x 12" colored construction paper for each student

• Hole punch • Brass fasteners or yarn for

each student 159 Chapter 16 Review 366–67 293–94 96–97 • Four sentence strips 160 Cumulative Review 368–69 295–96

research report

topic

topic sentence

facts

main idea

supporting details

• Identify the major parts of a research report • Choose a topic for the research report • Identify the topic sentence of a paragraph • Differentiate between main ideas and supporting details in a paragraph • Write a topic sentence that tells about a group of details • Identify details that support one main idea • Take notes from a nonfictional source • Participate in a writing conference • Use proofreading marks to correct errors • Draft, revise, proofread, and publish a research report


Lesson Plan Overview for English 2, 2nd ed. - BJU Press · guide words ; synonym . plan . web . draft . revise . insert . delete . proofread . publish • Learn to use a thesaurus

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