Module Five Assignment Two-Writing Lesson Plan Develop a lesson plan based on the following criteria
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Module Five Assignment Two-Writing Lesson Plan 1. Develop a lesson plan based on the following criteria: * The teachers at your school have informed you that all low intermediate classes need to learn to write a letter in correct business format, and that includes your class. Therefore you will be expected to teach these skills to your students. * What will students need to learn in order to write a letter? How will you teach those concepts? How can you incorporate all learning styles into the presentation? * How can you make writing the letter an authentic purposeful experience? * Design a PPP Writing Lesson using the lesson format from module three for your low intermediate level students. * Include all your needed materials and S>T interactions * Include a general idea of the timing for each segment of the lesson. * Describe how you will elicit relevant personal experiences * What vocabulary or grammar will students need to know in order to write the letter? * Consider the four language components described in Module 5, when designing your lesson. * Will the students get a response to their letter? * How will you provide feedback to their assignment? 2. Comment on two of your classmates’ submissions. * Can you suggest any additional areas the lesson could extend into? Module 5 Reading Developing Writing Skills Developing Writing Skills
Writing Systems - DIfferent Languages Writing Systems Different Languages Basic Script Chinese is written using some five thousand characters, each of which represents a word. Arabic is written from right to left using an alphabet of 24 consonants and 4 long vowels. Each letter has three forms, according to whether it occupies an initial, middle or final position in a word. English is written left to right using an alphabet of twenty-six letters, each of which has an upper and lower case form. Sets of letters are combined to form words. Accent and Stress Marks French writing contains accent marks placed above certain vowels. A written vowel which carries an accent mark is pronounced differently from the same vowel written without an accent mark. In Spanish, word stress generally follows fixed rules. When a word does not follow these rules, the stressed syllable carries a special stress mark so that the reader knows how to pronounce the word. Written English does not use accent or stress marks, except with a few words imported from other languages. Capitalization In German, all sentences start with a capital letter. All proper and common nouns are capitalized, regardless of where they occur in a sentence. The formal you pronoun is always capitalized. All sentences begin with a capital letter, as do all proper nouns. The personal pronoun I is always capitalized. Basic Punctuation In Spanish, statement sentences end with a period/full-stop. Questions end with a question mark and begin with an inverted question mark. Exclamations end with an exclamation mark/point and begin with an inverted exclamation mark/point. Except in cases involving quotations, English sentences do not have initial punctuation. They always end with a full-stop/period, question mark or exclamation mark/point. Spelling In French, one sound may be spelled in a variety of ways. For example, er and et are pronounced the same. It is therefore difficult to take dictation in French. On the other hand, each spelling pattern is always pronounced one way, irrespective of the words in which it occurs. So it is easy to read written French aloud. As happens with some other languages, many sounds in English can be spelled in different ways. For example, the same spoken vowel is represented by different spellings in the words green, bean, siege, and seize. Unlike in other languages, one English spelling can represent greatly differing sounds in different words. For example, ough in the words through, although, tough, and cough. The fact that there is no simple correlation between sounds and spelling makes reading and writing English extremely difficult. Paragraphs In Italian, longer pieces of writing are usually divided into paragraphs, each consisting of one or more sentences. Each paragraph normally contains one major topic or idea. In English, longer pieces of writing are usually divided into paragraphs, each consisting of one or more sentences. Each paragraph normally contains one major idea or topic. Each paragraph starts on a new line. Module 5 Reading Types of Writing Types of Writing Most of the writing which is produced in everyday life can be divided into three types according to the intended recipient of the finished product. 1. Notes, Lists, Journal entries, etc. which are written for oneself * The writing which is done for ourselves does not have to conform to any rules or conventions whatsoever, except those which we choose to use. 2. Notes, Lists, Postcards, Letters, etc. which are written for and to friends or family members * The written language which is produced for family and friends will generally closely reflect our spoken language, and those who read it will normally be concerned only with the content of what we have written. 3. Pieces of writing which are to be read by other people. * This type of writing is quite different from the other types. * It must conform more closely to rules or conventions of writing. It is normally written with more care and is read with a more critical eye. * It is this type of writing which is most relevant to foreign learners of English. * Outside the classroom, most learners rarely if ever produce writing of the first two types. Even if they do produce such informal writing, how they write will usually be unimportant, provided that the content is comprehensible. The types of writing that teachers need to help their students to deal with include the following: * Shorter pieces of writing * Longer pieces of writing * Notes and messages * Official forms such as immigration forms, bank account applications, etc. * Job application forms * University application forms * Resumes * Invoices and bills * Business letters * University entrance exams (e.g., essays) * Cover letters for university application * Cover letters for job applications * Inquiry letters (e.g., to hotels) * Papers or articles for professional journals * Business reports * Papers or reports to be read at conventions or meetings * Instruction manuals
Additional Resources: ER With Adult Learner's of English "The best way to improve one's knowledge of a foreign language is to go and live among its speakers. The next best way is to read extensively in it." -Renandya, W.A., Rajan, B.R.S., & Jacobs, G.M. (1999), Extensive reading with adult learners of English as a second language. RELC Journal, 30, 39 - 61.
"Here you can find tools for improving your students' writing." Pat Byrd Department of Applied Linguistics & ESL Georgia State University Atlanta, GA PIZZAZ!...People Interested in Zippy and Zany Zcribbling An online resource since 1995 for Scribblers and Teachers of English of as a Second Language by Leslie Opp-Beckman Module 5 Reading The Components of Writing Four Major Language Components Success in formal writing involves more than familiarity with the spoken language and with our alphabet and its punctuation system. It also requires proficiency in at least four major language areas or language components. 1. Language component grammatical structures vocabulary items 2. Mechanical component penmanship spelling
punctuation layout
3. Discourse component ordering and linking together of ideas 4. Stylistic component choosing language items and other devices which are appropriate to our purpose in writing choosing language items and other devices which are appropriate to our readership. A Writing Sample The following essay was written by a high intermediate ESL student in Chicago. The student is attempting a three paragraph academic style essay on the topic: Someone I Admire. My Father and my Mother They are the best parents on the World and my life.
Error Analysis Teachers use writing as a means of assessing their students' abilities with the four language components, and helps teachers to shape their writing lessons. It also demonstrates which grammar points may need to be reviewed in class. Grammar is often taught as a sub skill of writing. Though there are quite a few lessons that could be designed to help this student craft his future writing. The following general analysis of the errors in this particular essay exposes the needs of this student, and offers clues to future lesson planning for the teacher. 1. Language Component a education/was baby-student needs to know when to use articles a, an
2. Mechanical Component Us/Education-student needs to review some capitalization rules for common and proper nouns
3. Discourse Component The ideas in this essay follow a logical order. The student is well developed in this area. 4. Stylistic Component That thinks are important because when I think on my father urge to be always better. That's moments was the most important in my life. They're the most important persons in my life forever. They're always in my mind and in my heart. -the student needs to know that this is in fact one paragraph and is the conclusion to this essay. The lesson Plan on the following page offers one idea of what a teacher might develop as a result of this error analysis. Module 5 Reading Providing Written Feedback Written Feedback
(This was good because...Be careful about....) 7. When responding to the assignment, would you express any opinions of your own? (I agree with this point...Yes, but have you thought about..) 8. Try rereading your corrections and imagine you are the student. How do you think the student will feel? Conclusions What conclusions can you draw about what makes feedback effective? What are the three principles you consider most important about feedback? Adapted from Penny Ur-A Course in Language Teaching: Practice and Theory Module 5 Reading Writing Lesson Plan Based on Needs Analysis PPP Teaching Writing: Sample Lesson Plan Objectives: 1. Students Will Be Able To write a story by creating a dialog for supplied storyboard pictures 2. Students Will Be Able To peer evaluate portions of each other’s work 3. Students Will Be Able To practice pre-writing skills 4. Students Will Be Able To write conclusions for other student’s stories Aims: Writing Short Stories, Writing Conclusions. Creating a storyboard. Levels: Low-Intermediate Materials: Seven (one for each class member) copies of blank storyboards illustrating a first date story that takes place in England. Storyboards contain ten scenes. Preparation: 20 minutes Time: 90 minutes Interaction: Student to Student, Student to Teacher Potential Problems: Writing skills such as sentence and/or paragraph structure, vocabulary, and spelling. Presentation Step One: Preview of storyboards (5 minutes) Interaction: T>S S>T a. Explain how storyboards work b. Who uses them (ad agencies, Hollywood, etc.)? c. Discuss Beginning, Middle and End of a Story d. Discuss introductions and conclusions Practice Step One: Pass out “First Date” storyboards (a series of cartoon pictures showing a couple on their first date) (30-45 minutes) Interaction S>S a. Give students five minutes to look at the storyboard pictures b. Ask students to try and come up with a title for the story based solely on the pictures presented c. Students will review each scene individually and write three adjectives next to the scene d. Students will have to write a script for each of the first seven scenes of the storyboard. Minimum of two lines, maximum four lines for each script e. Keep or rewrite original title Step Two: Peer evaluation (15-20) minutes Interaction S>S a. Each student will exchange their storyboard with another student b. Students will edit grammar mistakes for each other and make suggestions Production Step One. Writing Conclusions (20 minutes>homework> Interaction S>S a. Each student will be responsible for writing a conclusion to another student’s story using the last three blank scenes of the storyboard. b. Begin this exercise in class and finish for homework Next Class-Step Two: Feedback Tomorrow’s class will begin with students giving their storyboards back to original writer. Adjectives and simple past tense will be reviewed and conclusions discussed. Module 5 Reading Writing Lesson Ideas _ Patterned Poetry Writing Through Patterned Poetry Much of what teaching writing entails is also the teaching of grammar. It is in the context of writing that students present the best sample of their language abilities. This chart offers some ideas on how to use poetry as a form of writing and a means of applying previously taught grammar concepts. ACROSTIC
Furry face Red hair
Intelligent eyes Ears that hear everything Nose that sniffs Dog of my dreams Few people are Real friends In my life. I Enjoy seeing true, not New friends every Day.
• spelling • vocabulary • dictionary usage ADJECTIVE POEM Guacamole Guacamole is delicious Guacamole is delicious, spicy Is delicious, spicy, smooth Delicious, spicy, smooth, creamy Snack
Line 1: Noun Line 2: Same noun + is or are + adjective 1 Line 3: Same noun + is or are + Adjective 1, adjective 2 Line 4: Is or are + adjective 1, adjective 2, adjective 3 Line 5: Adjective 1, adjective 2, adjective 3, adjective 4 Line 6: New related noun Teaching points • adjectives • adjectives after linking verbs • Thesaurus usage
And we’re taking along our favorite things: My fun, rectangular, old, blue, Japanese Game Boy, My big, sharp-beaked, old, singing, white and yellow cockatoo, My soft, playful, short, small-eared, female black lab, And we’ll have fun. Pattern Line 1: I’m (we’re) taking a trip to_____, Line 2: And I’m (we’re) taking all of my (our) favorite things: Line 3: Noun clauses with descriptive adjectives Line 4: “ “ “ “ “ Line 5: “ “ “ “ “ Line 6: “ “ “ “ “ Line 7: (Last line begins with “and”) Order of Adjectives 1. determiners 5. general description 9. color 2. possessive words 6. size, height, length 10. origin 3. ordinal numbers 7. shape 11. nouns as adjectives 4. cardinal numbers 8. age, temperature 12. head noun a beautiful big old brown Italian leather sofa 1 5 6 8 9 10 11 12 Teaching Points
• order of adjectives in a noun phrase • vocabulary
Cats creep slowly Cats creep slowly, quietly Cats creep slowly, quietly, sneakily Slowly, quietly, sneakily, nimbly To catch mice. Pattern Line 1: Noun Line 2: Same noun + verb + adverb 1 Line 3: Same noun + verb + adverb 1, adverb 2 Line 4: Verb + adverb 1, adverb 2, adverb 3 Line 5: Adverb 1, adverb 2, adverb 3, adverb 4 Line 6: Phrase or clause showing condition, time, or place Teaching Points • adverbs • dictionary skills • thesaurus usage
Big basketball players Cold hallways Daily work Exercise center French fries at lunch Good grades Happy students I love LVHS stickers Jackets with letters Keys to the school Language class My favorite friends Nice teachers Open doors Principal’s office Quick learners Room 828
Soccer balls Tough security guards Unusual hair colors Volleyball nets Wildcat people “X” on my test Yellow school bus Zero errors Teaching Points • order of letters in the alphabet • parts of speech, phrases, or sentence structures • dictionary usage
Two people watched it. Three owls flew by it. Four dogs howled at it. And the moon just sat there.
Line 2: Two_____. Line 3: Three_____. Line 4: Four _____. Continue with as many numbers as desired. Final line: Ending to the idea begun. Note: Numbers can be counted backwards. Teaching Points • number words • complete sentences • logical sequence
Hello to tennis lessons. Farewell to rainy days. Hello to sunshine. It’s spring, spring, spring.
Hello to_____. No to_____. Farewell to_____. Yes to_____. Hello to_____. No to_____. It’s _____, _____. _____. It’s _____, _____, _____.
• opposites • contrast
Honest, able, intelligent,. humble Husband of Mary Todd Lover of freedom, justice, and peace Who felt destined to make history, determined to free the slaves, dedicated to make men equal Who needed to make people listen, win the war, reunite the country Who feared the hatred in men’s eyes, ignorance bred by prejudice, social injustice Who gave his dreams, his hopes, and his life Who would have liked to have had more days Resident of the White House Lincoln
Line 1: First name Line 2: Four traits that describe the character Line 3: Relative of___(brother, sister, daughter, etc.) Line 4: Lover of ___ (list 3 people, things, or ideas) Line 5: Who feels ___(list 3 emotions) Line 6: Who needs____(list 3 items) Line 7: Who fears___ (list 3 items) Line 8: Who gives___(list 3 items) Line 9: Who would like to see___(list 3 items) Line 10: Resident of___ Line 11: Last name
• relative clauses • items in a series BLOTZ POEM This is a bugaboo. Bugaboos live on baking beaches off the Bay of Bengal. Bugaboos eat bacon, beef, bologna, burgers, bread, and especially bugs. Bugaboos like to bake gingerbread, play basketball and baseball, and squish bombing bugs. Bugaboos teach biology, ride bicycles, play with butter, and draw blond babes. This bugaboo bleached our beautiful bodacious hair and baked us burgers with bacon. Pattern Line 1: Name your creature (This is a ___.) Line 2: Tell where your creature lives (using 4 or more words that begin with the same beginning sound of the creature’s name) Line 3: Tell what your creature eats (using 4 or more words that begin with the same beginning sound of the creature’s name) Line 4: Tell what your creature likes (using 4 or more words that begin with the same beginning sound of the creature’s name) Line 5: Tell something about your creature (using 3 or more words with the same beginning sound of the creature’s name) line 6: Tell something about what your creature did to you (using 3 or more words with the same beginning sound of the creature’s name)
• dictionary skills COLOR METAPHOR POEM White is paper waiting for a pencil. White is snow falling from the sky. White is polar bears playing on the ice. White is the clouds floating in the sky. White is a cat playing with yarn. Pattern Line 1: Color name is (noun). Line 2: Beginning of a phrase describing noun Line 3: End of the phrase describing noun Teaching Points • vocabulary associated with colors • sentences using the verb “to be” • metaphors
Furry, cuddly Running, playing, barking Always loyal and loving Friends
Line 2: Two adjectives Line 3: Three present participles Line 4: Four-word phrase Line 5: Synonym for noun or closely related noun
• adjectives • participles • synonyms FIVE SENSES POEM Soccer games are black and white because you start clean and end dirty. They taste like dry mouth. They sound like bombs exploding. They smell like sweat and dust. They look like crazy people running around. They make me feel excited. Pattern Line 1: (An emotion or idea) is (one or two colors). Line 2: It tastes like_____. Line 3: It sounds like _____. Line 4: It smells like_____. Line 5: It looks like _____. Line 6: It makes me feel (like)_____. Teaching Points • sensory verbs • basic sentence structure • metaphors and similes • phrases “I LIKE” POEM
I like cats. I like horses, but I don’t like rats. Pattern I (we) like_____. I (we) like_____. I (we) like_____, but I (we) don’t like _____. Teaching Points • simple and compound sentence structure • conjunction “but” • negatives • active verbs DAYS-OF-THE-WEEK POEM
On Tuesday I heard his name. On Wednesday I touched his hand. On Thursday I tasted chocolate. On Friday I smelled roses. On Saturday we went on a date. Pattern On Monday I saw_____. On Tuesday I touched_____. On Wednesday I heard_____. On Thursday I tasted_____. On Friday I smelled_____. On Saturday I_____. (sensory verb) On Sunday I _____. (any verb)
• days of the week (sequence and spelling) • paragraphing concepts (unity and coherence) • sensory verbs “I AM” POEM I am a studious girl who loves to read. I wonder if I could someday be an author, too. I hear the voices of characters talking as I read. I see what they look like and what they are doing. I want to be able to create my own stories and have other people read them. I am a studious girl who loves to read. I pretend that I am a character in a book. I feel what she feels. I touch the people she touches. I worry that I won’t be able to bring my characters to life. I cry when I think my eyes won’t be able to see the printed page some day. I am a studious girl who loves to read. I understand that I may not be a successful writer. I say that success is in me and I must pursue it. I dream of the joy my writing could bring to others. I try to keep reading and writing to learn to do both better. I hope my dream can come true. I am a studious girl who loves to read. Pattern I am (two special characteristics you have) I wonder (something you are curious about) I hear (an imaginary sound) I see (an imaginary sight) I want (an actual desire) I am (the first line of the poem repeated) I pretend (something you pretend to do) I feel (a feeling about something imaginary) I touch (an imaginary touch) I worry (something that really bothers you) I cry (something that makes you very sad) I am (the first line of the poem repeated) I understand (something you know is true) I say (something you believe in) I dream (something you really dream about) I try (something you make an effort about) I hope (something you actually hope for) I am (the first line of the poem repeated) Teaching Points • sentences • subordinate clauses • relative clauses HERO POEM Big Bird Huge, yellow, fluffy Friend to children Dancing, singing, entertaining Every day on Sesame Street He’s more than a bird—he’s my buddy. Pattern Line 1: The name of a person (or other creature) you admire Line 2: Three adjectives to describe that person Line 3: Place, group, or activity identified with that person Line 4: Three action words (-ing words) for the person Line 5: When or where the person’s actions take place Line 6: Thoughts or feelings about the person Teaching Points • proper nouns, capitalization • adjectives • noun phrases • prepositional phrases Adapted from: Writing Simple Poems by Vicki L. Holmes and Margaret R. Moulton Cambridge Handbooks for Language Teachers, 2001 PreviousNext You are logged in as Sean Saly (Logout)
Journals
Journal Writing One really great way to get students writing is to encourage them to use journals. Many teachers ask students to write journals as a sort of diary of what they do, or what they've done. The students write and the teacher makes comments about the content of the writing. Journals are very informal and grammar is never corrected. The emphasis is on the flow of the writing and the content. Since many students have never written in English, confidence building is essential. The journals are generally private, between teacher and student and offer an additional opportunity to foster a one on one relationship with each student. Benefits of Journal Writing Clarity of thought Define values and goals Consideration of other perspectives Summarize experiences Read past journals to see personal growth Learn by hearing other people's responses Possible Journal Topics With a little creativity, teachers can develop all sorts of appropriate writing prompts for journal activities. Here are some starters. 1. What is your favorite time of year? 2. Describe a place from your past. 3. Describe your concept of luxury. 4. Describe a family member. 5. Describe sloppy. 6. Describe your ride home. 7. Nothing can be worse than. . . . 8. Describe the most comfortable spot you can find. 9. The problem is. . . . 10. Compare the personalities of two of your friends. 11. The place I would most like to be is. . . . 12. I was happiest when. . . . 13. I felt the most inadequate when. . . . 14. How do you feel about competition? (sports, school, friends, etc.) 15. What is the most important thing you will ever do? 16. I know better now. 17. If my desk could talk. . . . 18. Write about an incident that illustrates shyness. 19. Write about an incident that illustrates kindness. 20. I'll never forget_______. 21. The new me. . . . 22. Ten years from today. . . . 23. I always wanted to _____ 24. How I can earn money 25. I took the blame. All in all journaling is an excellent teaching strategy for helping students to overcome writer's block. Creating personal journal topics for students gets them writing in English on topics of personal interest to them. Yüklə 95,69 Kb. Dostları ilə paylaş:
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