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
CD Materials to Gather Vocabulary Objectives
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
40–41 33 • Colored pencil for each student (optional)
• 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
English 2, 2nd. ed. Lesson Plan Overview © BJU Press
Chapter 3: Nouns Lesson Topic TE Pages Worktext
Teacher’s Toolkit
CD Materials to Gather Vocabulary Objectives
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
English 2, 2nd. ed. Lesson Plan Overview © BJU Press
Chapter 4: Writing Instructions Lesson Topic TE Pages Worktext
Teacher’s Toolkit
CD Materials to Gather Vocabulary Objectives
Bridge: Linking Literature to Writing
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
English 2, 2nd. ed. Lesson Plan Overview © BJU Press
Chapter 5: Action Verbs Lesson Topic TE Pages Worktext
Teacher’s Toolkit
CD Materials to Gather Vocabulary Objectives
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
English 2, 2nd. ed. Lesson Plan Overview © BJU Press
Chapter 6: Writing Poetry Lesson Topic TE Pages Worktext
Teacher’s Toolkit
CD Materials to Gather Vocabulary Objectives
Bridge: Linking Literature to Writing
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
English 2, 2nd. ed. Lesson Plan Overview © BJU Press
Chapter 7: Study & Reference Skills Lesson Topic TE Pages Worktext
Teacher’s Toolkit
CD Materials to Gather Vocabulary Objectives
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
69 Chapter 7 Review 158–59 127–28 46–47 70 Cumulative Review 160–61 129–30
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
English 2, 2nd. ed. Lesson Plan Overview © BJU Press
Chapter 8: Writing a Book Report Lesson Topic TE Pages Worktext
Teacher’s Toolkit
CD Materials to Gather Vocabulary Objectives
Bridge: Linking Literature to Writing
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
138 • Colored pencil for each student (optional)
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
English 2, 2nd. ed. Lesson Plan Overview © BJU Press
Chapter 9: More Nouns Lesson Topic TE Pages Worktext
Teacher’s Toolkit
CD Materials to Gather Vocabulary Objectives
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
English 2, 2nd. ed. Lesson Plan Overview © BJU Press
Chapter 10: Writing a Friendly Letter Lesson Topic TE Pages Worktext
Teacher’s Toolkit
CD Materials to Gather Vocabulary Objectives
Bridge: Linking Literature to Writing
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
177 • Colored pencil for each student (optional)
97 Letter: Proofreading 224–25, S97
178 • Colored pencil for each student (optional)
98 Letter: Publishing 226–27, S97
179–80 • Envelope and postage stamp for each student
99 Chapter 10 Review 228–29 181–82 60–61 100 Cumulative Review 230–31 183–84
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
English 2, 2nd. ed. Lesson Plan Overview © BJU Press
Chapter 11: More Verbs Lesson Topic TE Pages Worktext
Teacher’s Toolkit
CD Materials to Gather Vocabulary Objectives
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
109 Chapter 11 Review 250–51 201–2 70–71 110 Cumulative Review 252–53 203–4
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
English 2, 2nd. ed. Lesson Plan Overview © BJU Press
Chapter 12: Writing a Make-Believe Story Lesson Topic TE Pages Worktext
Teacher’s Toolkit
CD Materials to Gather Vocabulary Objectives
Bridge: Linking Literature to Writing
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
216 • Colored pencil for each student (optional)
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
English 2, 2nd. ed. Lesson Plan Overview © BJU Press
Chapter 13: Adjectives Lesson Topic TE Pages Worktext
Teacher’s Toolkit
CD Materials to Gather Vocabulary Objectives
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
English 2, 2nd. ed. Lesson Plan Overview © BJU Press
Chapter 14: Writing a Description Lesson Topic TE Pages Worktext
Teacher’s Toolkit
CD Materials to Gather Vocabulary Objectives
Bridge: Linking Literature to Writing
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
• Colored pencil for each student (optional)
135 Description: Drafting 312–13, S104
250 • Each student’s object to describe
136 Description: Revising 314–15, S104
251 • Each student’s object to describe
• Colored pencil for each student (optional)
137 Description: Proofreading
316–17, S105
252 • Colored pencil for each student (optional)
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
English 2, 2nd. ed. Lesson Plan Overview © BJU Press
Chapter 15: Sentences Lesson Topic TE Pages Worktext
Teacher’s Toolkit
CD Materials to Gather Vocabulary Objectives
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
English 2, 2nd. ed. Lesson Plan Overview © BJU Press
Chapter 16: Writing a Research Report Lesson Topic TE Pages Worktext
Teacher’s Toolkit
CD Materials to Gather Vocabulary Objectives
Bridge: Linking Literature to Writing
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
• Colored pencil for each student (optional)
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
358–59 286 • Colored pencil for each student (optional)
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
English 2, 2nd. ed. Lesson Plan Overview © BJU Press