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LESSON PLAN SE 1.

3 WRITING (LESSON 4 OF 4)

Lesson focus:
Which language skill(s) will the students work on (speaking, listening, reading, writing)?
 Writing (including the writer’s process of writing multiple drafts, word choice, organization,
etc.)

Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.),
pronunciation (phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar
point(s), etc.
 Ss will be asked to notice and analyze language used to report interview findings (asked
someone something/told someone something/said something + past simple in the second
clause) and to use it in their writing.

Will you explicitly teach an aspect of culture in the lesson? If so, describe it:
 No

Objective: Students Will Be Able To….


 Write a three-paragraph report about a survey they conducted in a previous class, focusing on
reported speech, organization and writing more than one draft, using feedback from their
classmates

Competencies: Which competencies in the AEF are you working toward or plan for the learners to
achieve today? (They should be adapted from the AEF to reflect the specifics of your lesson.)
 Can write short narratives, descriptions and factual reports on personal and/or concrete topics (e.g.
diary entries, imaginative stories, reports, advice letters).
 Can plan for, use and evaluate the effectiveness of several writing strategies related to each step of
the writing process.

When and how will I check my students’ progress toward the objective(s)?
 I will be able to see their vocabulary lists, their editing of classmates’ work, and their written drafts.

Required materials and/or resources:


 SE1.3 Pg. 71, reading passage, Act E – H, Pg 74 Act 1, classmates’ answers to their questionnaire (See
SE1.3 Speaking lesson plan. The Speaking lesson should be done before this lesson.)
 Pens/pencils, paper

Personal Goals: What aspect of your teaching are you trying to improve? Which teacher
competency is this related to?
 The teacher introduces writing in context1, with a focus on communicating meaning.
 The teacher breaks down functions, genres and skills into smaller component/skills/parts in order to
present realistic ‘chunks’ of the skill for learners to notice and process.
 The teacher plans lessons that are interconnected and work together as a series to build toward short
term goals and long term competencies.

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In context: language introduced in context is first “met” as part of oral or written communication, not in isolation, such as in a list. .
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Time By the end of Rationale Interaction Procedure Materials
the stage, (Why do we want P
students will our students to a
be able to do this?) tt
e
r
n
&
VAKT2
5 min Discuss and Ss need an Ss-Ss, Ss-T, Review (link to previous reading Textbook
remember the opportunity to T-Ss lesson) SE 1.3
text from the remember what  T asks Ss what the previous Pg 71
previous reading they read during VA reading text was about. T asks
class (Textbook, the last class. Ss to work in pairs/groups and Reading
SE1.3, Pg 71, Act The reading invites Ss to look back at the Passage
1) provides the passage (Pg 71) from the
context for this reading class to help them
lesson. remember the content, what
the points that the writer was
trying to make, and whether
they agreed or disagreed, and
why.
 T monitors while Ss discuss in
pairs/groups.
 Whole class: 2-3 Ss share their
thoughts

15 Analyze the Ss need thinking T-Ss, Ss-Ss Noticing Textbook


min structure of time so that they  T directs Ss, still in SE 1.3
newspaper article can be successful VAT pairs/groups, to look at the Pg 71
reporting the in the upcoming reading passage on pg 71 and
results of a task. to answer two questions: 1) Reading
survey how many paragraphs are Passage
Ss need to there? and 2) what
analyze the information is in each Act E - H
article because it paragraph? Ss discuss in
is a model of the pairs/groups while T monitors
writing they will and assists where necessary.
do. They need to  T asks Ss to complete Pg 71,
understand what Activities E – H. T models
information the with one example and
different answers any questions. T
paragraphs monitors and assists where
contain and what necessary while Ss work in
the verbs and pairs/groups.
sentence patterns  Whole class: T asks Ss what
for reporting the purpose of each
interview paragraph is, and elicits
information are answers to questions about
in order to write reporting language, noting
a similar text. patterns on the board and
addressing any problems.
(Ts, please do not go into
detail about reporting
language. This is not a
grammar lesson!)

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VAKT = Visual, Auditory, Kinesthetic, Tactile
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10 Write a first draft Asking Ss to use Ss-Ss, T-Ss Writing: 1st Draft Textbook
min of the results of a information they  T asks Ss to take out the SE 1.3
survey they gathered in a VAT answers they collected during Pg 71
conducted in a previous class the interviews they did during
previous class. creates links the speaking class (or if the T Reading
between classes collected the answers, the T Passage
and helps make gives them back to the Ss). T
class tasks more asks Ss to read through the
meaningful for answers they got from the Textbook
Ss. interviews. SE 1.3
Ss determined  T asks Ss to outline/make Pg 74
the topic of the brief notes about what will go Act 1
interviews and so into the first, second and
the information third paragraphs, including Answers to
they use for the the number of classmates their
writing has they spoke with and how questionnaire
personal interest people answered the from the
for and relevance questions. speaking
to them.  Individually, Ss write a first class
draft of the results of their
Part of interviews using the language Pen/Pencil
developing Ss’ of reporting and the overall
writing skills structure of the layout of the
involves asking model text on page 71 (Please
for a first draft, note that Ss’ texts may be
which will be shorter than the text on Pg
redrafted based 71). T assures Ss that their
on feedback and draft does not have to be
further thought. perfect and that they will
have a chance to improve it
Ss have an later.
opportunity to
practice
organizing their
ideas in writing.

5 min Review and give Asking Ss to read Ss-Ss, T-Ss Peer Review Pen/Pencil
feedback on each each other’s work  Ss exchange their written
other’s written gives them new VAT passages. Ss circle words or
work ideas about expressions they like and
content, helps underline words or
them understand expressions that they think
that they can might be incorrect, especially
learn from each reporting language. Ss could
other, as well as also check each other’s
from the teacher, writing for paragraph form, or
and gives them coherence and cohesion, if
practice in these things have previously
identifying been taught.
errors.

5 min Discuss and be Ss need the Ss-Ss, T-Ss Peer Exchange/Discussion Pen/Pencil
sure they opportunity to  Ss return drafts and examine
understand their understand and VA their own.
peer’s suggested learn from the  Ss work with the person who
corrections feedback of their made the comments, asking
peers. for and giving clarification.

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5 min Rewrite their Ss need the Ss-Ss, T-Ss Homework Pen/Pencil
texts a second opportunity and  T asks Ss to do a second draft
time. practice of of their paragraph for
improving what homework. T makes clear
they write by that they will read each
doing multiple other’s writing at the
versions. Ss’ beginning of the next class.
writing will  To the Teacher: Some of the
improve if they next class will need to be
have time and spent reviewing work done in
opportunity to this class, with classmates
practice the reviewing 2nd draft of the
writing process. paragraph, and Ss writing a
final version that is then
given to T for correction and
comments.

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