tsl3107!6!2 lesson planning

8/12/2019 Tsl3107!6!2 Lesson Planning

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COURSE: TSL3107

TEACHING WRITING SKILLS IN THE ESL

PRIMARY CLASSROOM

TOPIC 6 PART 2:

LESSON PLANNING

OPTION: PPG TESL SEM 4

AMBILAN KHAS FEB 2013


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SYNOPSIS

Topic 6 introduces you to lesson planning. It also

provides you with information on the pedagogical

principles for a writing lesson using the Product

Approach, as well as the stages of a writing lesson

using the Process Approach.


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LEARNING OUTCOMES

By the end of Topic 6, you will be able to:

state the pedagogical principles for a writing lesson

using the product approach

describe the stages of a writing lesson using the

process approach


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FRAMEWORK


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PEDAGOGICAL PRINCIPALS FOR A WRITING

LESSON USING THE PRODUCT APPROACH

Controlled Writing:

are tasks that provide practice in writing error- free

sentences or paragraphs on a given topic

is the first step towards writing composition is useful for learners with relatively little knowledge of

English, to gain mastery of sentence patterns

is characterised by maximal teacher input and minimal

learner input

learners neither contribute ideas nor organise the

writing


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Techniques for Controlled Writing:

Substitution tables

Parallel writingQuestion and answer technique

Filling in blanks

Dictation


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Guided Writing:

It acts as a bridge between controlled and free writing

Theres more learner input in guided writing than incontrolled writing

The context and form of the sentences is not imposed

upon by the teacher, but can be generated by the class

together as a pre-writing activity (i.e. short notes, list

of questions, arguments for/against an issue on the

board)


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Guided Writing Activities:

Writing from class generated guidelines

Picture composition with skeleton outlineWriting from short notes

Dicto-comp (combines dictation and composition)


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STAGES OF A WRITING LESSON USING THE

PROCESS APPROACH-3 BROAD STAGES

Stage 1-Prewriting:

The teacher/the class collectively selects a topic

Learners generate ideas through discussion (wholeclass initiated by teacher/pair/small group),

brainstorming, listing, quickwriting and mind- mapping

Learners organise ideas generated to be placed at the

beginning, the middle or the end of their writing.


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Stage 2-Writing:

Learners write the first draft, and make changes as

they progress into the writing stage

Learners need to be reminded of their writing purpose

(e.g. to persuade, to invite etc.) and the audience they

are targetting (their parents, their friends etc.) so that

they can select the most suitable words, style and

sentence construction


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Stage 2-Writing:

Feedback is where pupils receive most guidance on

how to improve their writing skills, through questionsposed by teachers and peers

What is the essay about?

Why are you writing about it?

Who is your audience?

What is your favourite part?

Feedback also includes comments raised by teachers

or peers


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Stage 2-Writing:

Learners rewrite/revise their compositions

incorporating insights from the feedback session.The teacher ideally gives individual oral feedback to

learners in order for them to edit their revised

compositions.

Learners proof read the revised version of their

writing. The teacher collects the work and edits them,

focusing on their content, organisation, grammar and

sentence structure.


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Stage 3-Publication:

Publishing involves sharing learners writing with an

audience. It is pertinent for learners to proof-read theirfinal piece of writing to ensure they are error-free

Learners final writing products are best displayed on

the bulletin board, or published in the class newsletter.


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WHAT IS GENRE?

Genre is:

Anything from a menu to a wedding invitation, from a

newspaper article to an estate agent's description of a

house

Pieces of writing of the same genre share somefeatures

These features are more fixed in formal genre, for

example letters of complaint and essays, than in more

'creative' writing, such as poems or descriptions The more formal genre often feature in examinations,

and may also be relevant to learners' present or future

'real-world' needs


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The stages are:

Generating ideas

Focusing ideas

Focus on a model textOrganising ideas

Writing

Peer evaluation

Reviewing


PROCESS APPROACH-BASED ON GENRE


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WRITING CORRECTION CODE


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THE END

tsl3107!6!2 lesson planning

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