Writing Project

Unit 2, Lesson 1

WRITE AN
ADVICE COLUMN
objectives
Writing
Mode: Expository
Analyze Model

INTRODUCE
A Writing Mode Read aloud the

Writing Mode

Expository

When you give someone advice, you explain ways to solve problems.
A For this project, you will think about a problem and use your own

experiences to give someone advice.

Write an Advice Column

1

Connect Writing to Your Life

B What do friends do when they have problems they cannot figure out? They ask
for help.

introductory paragraph. Explain that

a problem is a difficult question or
situation. Tell students that advice
columnists try to get readers to
follow their advice by making their
answers clear and interesting. Point
out rhetorical devices such as connecting to the audience and numbering points. Have students chorally
reread the paragraph.

Understand the Form

Some writers help others solve problems. They answer letters in newspapers,
magazines, or online. Writers try to make their answers clear and interesting. There
are lots of ways to do this. Study this example. The writer includes an introduction
and connections between ideas. The writer has a clear purposeto solve a problem.

Dear Problem-Solver:

Each letter has a greeting.

Every day my friend Jane sits and plays video games. How can
I get her to do something else? I miss her!

The writer states a

problem.

Lonely

ENGAGE & CONNECT

B

Connect Writing to Your Life

Give Advice Point out that stu-

dents have probably given advice

to a friend. Say: When someone asks
What should I do? and you share
ideas, you are giving advice.
Read aloud Step 1. Have students tell
what they ask advice about and who
gives them advice.

Provide language frames: I ask advice

. When I need advice, I
about
.
ask

Dear Lonely:
The writer
connects with
the audience.

It is hard to compete with video games. This happened to me,

too! There are things I did. Try this.
1. Tell her you miss her.

The writer
numbers
suggestions
for clarity.

The person giving the advice

restates the problem in the
introduction.
The writer suggests
ways to solve the
problem in the
conclusion. Note the
use of the word playing
as an adjective.

2. Ask her over to your house.

3. Suggest a new activity you can do together. For example,
buy a pack of playing cards and teach her a new game.
4. Keep trying.
Problem-Solver

152 Unit 2 Writing Project

TEACH
C

Understand the Form

Writing an Advice Column Next,

have students list and define the

relevant parts of an advice column.
Read aloud the model and callouts.
Explain that two people wrote this.
Point out greetings and signatures.
Point to the question and the advice
as the two parts of an advice column.
Also point out the participle playing
as the -ing form of the verb used as
an adjective.

Ongoing Assessment
Have students name the two parts of
an advice column. (a question about the
problem and a reply with advice)

T152 Unit 2 Writing Project

academic VOCABULARY
Use the Make Words Your Own routine (PD 25) to introduce the words advice and
column one at a time.
1. Pronounce each word and have students
repeat it.
2 . Study examples:
advice: Advice is someones ideas
about how to solve a problem.
column: A column is an article that
appears regularly in a newspaper or
magazine.
3. Encourage elaboration:
When do you ask for advice? Who do
you ask?
What are some columns you read in a
newspaper, magazine, or online? Would
you rather read a sports column or a
movie review column?
4. Practice the words: Create a Word Map.

What It Means
an idea about how to solve a problem
advice

tips for training

your dog

saying
I dont know

Example

Non-example

Lesson 2

Plan and write

Write Together
Plan and Write

objectives
Writing
Writing Process: Prewrite
Mode: Expository

Read about Couch Potatos problem. Then follow the steps.

Dear Problem-Solver:
I watch too much TV! I dont get enough sleep because I
always stay up too late watching TV. My mom always bugs
me about it. What should I do?

TEACH

Couch Potato

D
1

Discuss Chorally read the letter.

Then ask: Who has a problem? (Couch
Potato) What problem does Couch
Potato have? (watches too much TV)

Talk About the Problem

Who is asking for advice? What does the person need to know? What is your
purpose for writing? How will you reply? Discuss the problem with a group.

Brainstorm Solutions

Brainstorm Post a Problem-andSolution Chart. Provide questions

to help small groups brainstorm
solutions to the problem: What could
Couch Potato do instead of watching
TV? How could Couch Potato watch less
TV? Record their ideas in the chart.

Who is your reader? Think about your experience with the problem or a similar one.
Discuss how you will communicate with your reader. Brainstorm solutions with your
group. Use a Problem-and-Solution Chart to record ideas to solve the problem.
Problem-and-Solution Chart

He can
make
a sign.

Yes!
Or he can
go . . .

Solution:

use StopDo
Not Watch sign

Problem:

watching too
much TV

Plan the Description Point to the

chart and ask: Which ideas would help
Couch Potato most? Put a checkmark
next to the advice you like best.

Solution:

Write the Advice

Write a greeting. Restate the readers problem. Use the notes in your Problemand-Solution Chart to suggest ways the person can solve the problem. Work with
your group. Make sure your advice has accurate information and is organized in
an order that makes sense. Sign the response with your name or a made-up one.

greeting

Dear Couch Potato:

I know it is hard to turn off that TV. Here are some
things that might help.
1. Put a sign on the TV that says STOPDO
NOT WATCH.

Talk About the Problem

Write the Advice

Analyze the Model Chorally read

Reflect on
Your Draft
Talk with your group. What
helped you write your
advice column?

Advice Column 153

How to Write Advice

Use the chart below and the sample letter from Couch Potato to model how to
write advice.
What to Do
Identify the problem.
Write a greeting to start your response.
Restate the problem in your own words.

Example
I watch too much TV.
Dear Couch Potato:
I enjoy watching TV, too, but it is possible
to watch too much.

Give your advice. If you are offering more

than one solution, use a numbered format
for clarity.
End by signing your name.

1. Turn the TV off by 7:30.

2.

the student model. Point to the

greeting. Say: Begin with a greeting.
Then point to and reread aloud the
first sentence. Say: This sentence
restates the problem. It shows Couch
Potato that you understand the problem. Finally, point to the first numbered idea. Say: This is one idea for
helping Couch Potato. It is advice. Point
out that the information is organized
in a way that makes sense. First, the
problem is restated, and then an idea
is given to solve it.
Share the ideas and examples in the

How-To chart at the left to model

how to write advice. Ask if the solution is accurately conveyed based on

the ideas on the chart.
Have students identify and analyze
the parts of the writing process such
as introduction, organization, and so
on, as shown in the How-To chart.

Problem-Solver
Ongoing Assessment
Have students share one piece of advice
they gave Couch Potato.

Advice Column T153

Lesson 3

write on your
own

Write on Your Own

Your Job as a Writer

objectives
Writing
Writing Process: Prewrite; Draft
Generate Ideas Before Writing
Plan and Organize Ideas
Write a Draft

Prompt Read the letter to Problem-Solver or go to

www.hbedge.net and pick another letter.
Write an advice column to share with your group. Be sure to
restate the problem
offer solutions to the

Dear Problem-Solver:

TEACH
A

problem.

I have to pass an important test next week. But I have not

been paying attention in class. Help! What can I do?

Your Job as a Writer

Worried

Writing Prompt Choral read the

prompt and letter. Restate restate

the problem as write the problem
again in your own words. and paying
attention as listening.
B

Think About the Problem

Analyze the Problem Choral

Prewrite
Get ready to give your advice.
1

read the directions and the thought

balloon. Then write and ask these
questions to help students think
about the problem.

This happened to
me, too . . .

Did you ever miss important

information because you werent
paying attention?
What did you do about it?
How did it help?
C

Brainstorm Solutions
Use a Graphic Organizer Read

aloud the statement and the example

in the Problem-and-Solution Chart.
Then say: These are two good suggestions for Worried. Think about your own
experience. What other solutions can
you think of?
I kept forgetting what homework
to do, so I started taking notes.
Have students brainstorm solution
ideas. Ask volunteers to share ideas.
Record the ideas on the chart. Say:
These are some ideas. You may have
other solutions. Write the solutions you
think would best help Worried on your
own Problem-and-Solution Chart.

Ongoing Assessment
Have students restate Worrieds
problem and give one piece of advice.
Provide this frame: The problem is that
Worried
. Worried might find it
helpful to
.

T154 Unit 2 Writing Project

Think About the Problem

Think about your experience with the problem or a similar one. What wisdom can
you share with the writer?

Brainstorm Solutions

Use a Problem-and-Solution Chart to record ideas to solve the problem. Add as

many solutions as you can think of.

Problem-and-Solution Chart
Solution:

get study buddy

Problem:

is not ready for a test

Solution:

review notes

154 Unit 2 Writing Project

DIFFERENTIATED INSTRUCTION

Support for Writing

Interrupted Schooling

Literate in L1

Understand Problem and Solution Help

students understand more about problems
and solutions. Provide examples:
Rub your stomach. Say: I am hungry.
Explain that this is a problem. Then say:
I can eat a healthy snack. Explain that this
is a solution. It is how you solved the
problem.
A problem is something that makes you
sad, worried, or unhappy. (frown) When
you give advice, you offer a solution. You
tell someone how to fix the problem.
(smile)

Review Commands Review with students

that most sentences in English begin with a

subject. Commands are different. The first
word in a command is usually a verb.
To reinforce commands, write and say:
Hop on one foot; Touch your head. Underline
the verb that begins each command, and
have students choral read it. Then have
students give commands.
Tell students to use commands when they
list their advice.

TEACH

Write

Begin the Advice Column Have

students choral read the greeting. Explain that letters start with
or
a greeting such as: Dear
. Have students write
Hello
the greeting.

Write your response.

1

Write the Greeting

Use the made-up name of the person asking for advice in the greeting.

Write the Greeting

Dear Worried:

Restate the Problem

Write the Response Read aloud

the model. Tell students that the

first sentence of the response
should show that you understand the
problem. Have students choral read
the example sentences. Mention
that phrases like I know or I
understand show that you relate
the problem to your personal
experience.

Restate the Problem

Use the notes in your Problem-and-Solution Chart to start your letter. In the first
sentence, restate the problem.
Use sentences like these:

Dear Worried:
I totally understand what it is like not to be ready for a test.

I understand what it is like to [Restate

the problem] .

I know what you are going through.

Then have students write problem

restatements of their own. For
example:

I know it is hard when [Describe the problem] .

Present the Solutions

I understand what it is like to have

trouble paying attention.
I know what its like to feel worried
about a test.

Turn the notes in your Problem-and-Solution Chart into sentences. Present

your advice.

Solution:

get study buddy

Problem:

is not ready for a test

Dear Worried:
I totally understand what it is like not to be ready for a
test. Here are some things you must try:

F
F

Give Advice Choral read the model

advice letter. Point out that the
advice is written as a command and
starts with a verb. Then model writing advice: I think one thing Worried
could do is to review class notes. I write
that as a command: Review your notes.
Write the sentence and identify the
initial verb.

1. Get a study buddy in your class. Ask him or her to

help you study.

Sign Your Name

End by signing your name. You can use your real name or a made-up one.

Then have students use the Solutions

section of their Problem-and-Solution Chart to write their advice. Tell
them that each new piece of advice
should get a separate number.

Advice Column 155

focus on writers craft

Provide these sentence frames to help students write their advice.
Dear Worried:
I know how it feels to [Restate the problem]. Here are some solutions you
can use.
1. Ask [Name a kind of person] to help you [Describe a positive action].
2. Instead of [Describe activity using ing], try [Describe another activity
using ing].
3. Dont [Describe an action].

[Name]

Present the Solutions

Refer students to the Writing Handbook to

access a list of action verbs they can use to
begin their advice, p. 605.
G

Sign Your Name

End the Advice Column Have students sign their responses. Remind
them that they can use their own
name or a made-up name.

Ongoing Assessment
Have students share one piece of advice
they included in their advice column.

Advice Column T155

Lesson 4

Check your work

Check Your Work

After you have finished your draft, make it better and check it for mistakes.

objectives
Writing
Form: Advice Column
Writing Process: Edit and Proofread
Grammar
Subject-Verb Agreement
Spelling
Spelling: Plurals
Mechanics
Capital Letters

A
The students shares advice.
They solves the problem.
2

Rules

Check for Capital Letters

The names of people, their titles, and names of places are called proper nouns.

Check Spelling of Plurals

Rules
Capitalize proper nouns.

Examples
Steve Eddins

Capitalize the pronoun I, every time it

appears in a sentence.

tionships between sounds and letters

in the English language. Have students write -s, -es, and -ies on cards.
Then display singular nouns from p.
156 and have students hold up the
correct plural ending.

I was shocked when I heard about

the test.

Dr. Grover

es
i met three friendsat one of our favorite beach.

Check for Capital Letters

Introduce Read the rules aloud.

Mark Your Changes

Use your textbook and other style guides to check your work.

Clarify that a proper noun names a

specific person or place. Give
examples. To check understanding,
have students write the name of
their community and a friend.

D
Add.

Take out.

Replace Check
with this. spelling.

Capitalize. Make
lowercase.

Make new
paragraph.

156 Unit 2 Writing Project

Mark Your Changes

Edit the Draft Tell students that
some writers use The Chicago Manual
of Style and Modern Language
Association guides. Point to the marks
in the chart as you read the chart
aloud. Monitor as students use the
marks to edit their own papers.
Offer feedback to students. Have
them mark changes based on that
feedback.

Writing Transparency 3

Writing Transparency 4

Check Your Spelling

Rules

Check for Capital Letters

student
letter

If the noun ends in s, sh,

ch, x, or z, add -es.

glass
dish

If the noun ends in y, change

the y to i and add -es.

Rules

Examples

Capitalize proper nouns.

I am nervous because I
have a big test tomorrow.

Do not capitalize common

nouns.

cry
cries
puppy
puppies

Anthony Barbosa
Mrs. Coulter

Capitalize the pronoun I

every time it appears in
a sentence.

students
letters
glasses
dishes

The teacher helps me

study.

Try It

Try It

A. Edit each sentence. Correct capitalization errors.

A. Complete each sentence. Write the plural of the noun in parentheses.

1. Cara has many

goals

2. She wants to get good

3. Jamal wants to write

1. I ask mr. Castillo for help.

. (goal)
grades

stories

4. I am not sure of my desires and

NGSP & HB

WRITING

Always capitalize the names of people and their titles. Also,

remember to capitalize the pronoun I.

Examples

Make most nouns plural by

adding -s to the end.

G
 rammar & Writing Practice Book,
pp. 6163

T156 Unit 2 Writing Project

Plural nouns name more than one person, place, thing, or

idea. Use these rules for forming plural nouns:

Writing Transparencies 34 (also online)

Ongoing Assessment
Have students give one example of a
change they made to their writing.

WRITING

Plural Nouns

3. He suggests i nd a study buddy.

. (story)
wishes

B. (58) Edit the advice column. Find and x four

spelling errors.
dreams
friends
activities

2. He is my Counselor at school.

. (grade)

classes

Mark Your Changes

Capitalize.
i will miss school tomorow.
Make lowercase.
Tell the Principal.

4. Jacob yang is my new study buddy.

. (wish)

B. Complete each sentence. Remember to capitalize correctly.

Sentences will vary.

Mark Your Changes

Replace with this.
The student give advice.

NGSP & HB

baby babies
city cities

Review Remind students of the rela-

beach beaches
bus buses

If the word ends in a y, change the y to an

i and add -es.

and verbs. Have students choose

the correct form of the verb (share;
solve). Then have students check their
drafts for subject-verb agreement.

author authors
crowd crowds

If the word ends in s, sh, ch, x, or z,

add -es.

Check for Subject-Verb

Agreement

Examples

Make most nouns plural by adding -s to

the end.

Review Identify the plural subjects

Check Spelling of Plurals

Circle each word that may not be spelled right. Sound words out to help you check
spelling. Look it up in the dictionary or ask for help. Fix the spelling if you need to.

TEACH
A

Check for Subject-Verb Agreement

Remember that the subject and verb in a sentence must agree in number. Use a
plural verb with a plural noun.

5.

gives me advice.

6. I learn about

7. Now I can help

8. I am happy because

Lesson 5

publish, share,
and reflect

Publish, Share, and Reect

Publish and Share
Now you are ready to publish your advice column. Print or write a clean copy
on a large sheet of paper. Then post it in your classroom.

objectives
Writing
Form: Advice Column
Writing Process: Publish; Reflect
Listening and Speaking
Have a Discussion; Listen Attentively

Read at least one advice column by a classmate. Was that persons advice
different or the same as yours? How?
Which advice for the problem do you think is the best? Discuss the advice
with your classmates.

HOW TO HAVE A DISCUSSION

1. Read Each Advice Column Read each advice column to see if it
restates the problem and presents a solution.

TEACH
E

2. Discuss the Advice in Your Group Give your opinion. Listen to other
opinions. Try to finish these sentences:
I think the best advice is
I think this because

Publish and Share

Explain that the final stage in the
writing process is to publish the
work. Say: You will post your advice
column in the classroom. You will also
read your classmates advice columns.
Discuss them with your classmates to
decide which gives the best advice.

.
.

3. Dont Interrupt Wait until another person has shared ideas before
you speak. As you listen, take notes to help you understand.
4. Vote on the Best Advice Give everyone a chance to speak. Then
decide which advice you all agree with. There is no single correct
answer. Different advice may be better for different people. Share your
groups decisions with the class.

Model How to Have a Discussion

Work through the steps in the

How-To box one at a time.

Point to the first step and say: First,

I read each advice column. I identify
the problem and the solutions.
Point to the second step and say:
Next, I discuss the advice with my
classmates. I tell which advice I think
is best. Then I explain my opinion.
Point to the third step and say:
When you have a discussion, listen to
everyone. Make sure everyone in the
group has a chance to speak. Take
notes as you listen to make sure you
understand.
Point to the fourth step and say:
End your discussion by voting on the
best advice. Share that advice with
your classmates. Have one member
of each group present its choice of
advice to the class.

Reflect on Your Work

Think about your writing.
What did you learn
about writing that you
didnt know before?
What did you like best
about writing an advice
column?

Save a copy of your

work in your portfolio.

Advice Column 157

Writing Rubric
Scale

Advice Column

Use the rubric below to assess students work.

Content of Presentation

3
Great

Accurately restates problem;

offers clear solutions
Subjects and verbs agree; all
spelling and punctuation are
correct

Expressed and supported opinions

Listened respectfully to the
opinions of others
Voted on each piece of advice

2
Good

Restates problem with few mistakes; offers a solution

Subjects and verbs mostly agree;
mostly correct spelling and punctuation

Expressed at least one opinion

Listened most of the time
Voted on most pieces of advice

Problem and solutions are vague

or missing
Many errors throughout

Reflect on Your Work

Did not offer opinions or vote

Did not listen attentively

1
Needs
Work

Think About Writing Have partners discuss the questions. Provide

sentence frames: I learned that
. What I liked best was
.

Remind students to save their advice

columns in their portfolios.

Ongoing Assessment
Have students recall two steps they
followed to publish or present their
advice columns.

Advice Column T157