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Lesson Planning

This document provides information about lesson planning and the stages of a writing lesson using the process approach. It discusses factors to consider when planning a lesson such as pupils' prior knowledge and proficiency level. It also outlines the broad stages of pre-writing, writing, and publication. For a writing lesson, it describes specific stages including generating ideas, focusing ideas, using a model text, organizing ideas, writing, peer evaluation, and reviewing. The document concludes with pedagogical principles for writing techniques.

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Aiman Azizan
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25 views

Lesson Planning

This document provides information about lesson planning and the stages of a writing lesson using the process approach. It discusses factors to consider when planning a lesson such as pupils' prior knowledge and proficiency level. It also outlines the broad stages of pre-writing, writing, and publication. For a writing lesson, it describes specific stages including generating ideas, focusing ideas, using a model text, organizing ideas, writing, peer evaluation, and reviewing. The document concludes with pedagogical principles for writing techniques.

Uploaded by

Aiman Azizan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Patrick

Lesso
n
Planni
ng

Efan
Aiman

Lesson
Planning

Whatdoes
does
What
planninginvolve?
involve?
planning
- A teacher plans so that he can
control the learning outcomes.
- Manipulating the factors that
influence learning in specific
circumstances.
To be prepared is half the victory.
Cervantes, Miguel De
1547-1616 Spanish Novelist
Dramatist Poet

What
Whatis
is ititso
so important?
important?
Gives teachers opportunities explore
various option available and make
choices beforehand.
Enable teacher to get necessary
tools to be used in the lesson.
Makes us be more prepared!
Record of your own work.

Factors
to
bear
in
mind
when
Factors to bear in mind when
planningaalesson
lesson
planning

Pupils prior knowledge


Age
Task given (Difficulties)
Proficiency level
Materials
*A man who does not think and plan
long ahead will find trouble right at
Time
his door.
Confucius
BC 551-479 Chinese Ethical Teacher
Philosopher

By failing to prepare, you are


preparing to fail.
Benjamin Franklin
Give me six hours to chop down a
tree and I will spend the first four
sharpening the axe.
Abraham Lincoln

Stages of
A Writing
Lesson

Stages of a Writing
Lesson Using the
Process Approach:
Three broad stages

Stages
Pre-writing

Writing
Publication

Pre-writing
Pick a topic
Think of the genre
Four techniques that will encourage the pupils to
think about and develop a topic and get words on
paper:
i.
ii.
iii.
iv.

Free-writing,
questioning (Why? When? Where? Who? and How?)
making a list
diagramming.

General pre-writing can help you generate ideas and


focused pre-writing can help you to organize and
refine your thoughts.

Writing
It may start with drafting, editing,
rewriting until the final work is
achieved.
Information gathered during the prewriting can be used
Examples: format, structure, words, other
conventions and etc.

Publication
Share ones writing with others
Check for errors
Post-writing activities help pupils
polish their work.
Examples of activities that could be
done after writing:
Read the paper aloud, group critiques,
line editing, reflection essay

Stages of a Writing
Lesson Using the
Process Approach:
Based on genre

Stages of a Writing Lesson Using the Process


Approach: Based on genre

Generating
Ideas
Focusing Ideas
Focus on a
Model Text
Organising Ideas
Writing
Peer Evaluation
Reviewing

Generating Ideas

Set the form of writing


Ask the pupils to think of the ideas

Focusing Ideas

Take the most important or relevant


ideas

Focus on a Model Text

Pupils learn to write a genre of text


using the similar way of writing
Model texts raises up their
awareness in using the convention of
different genres

Organising Ideas

Pupils come up with drafts containing


the content of the text
The framework consists of main
points and paragraphing

Writing

It can be done either individually or


in groups

Peer Evaluation

Get other pupils to comment on a


pupils draft

Reviewing

Ask the pupils to check their writing


to avoid mistakes

Pedagogic
al
Principles
of Writing
Techniques

Incorporate practices of good


writers. Eg:
Focus on a goal or main idea in writing
Perceptively gauge their audience
Spend some time (but not too much)
planning to write
Easily let their first ideas flow onto the
paper

Balance process and product


Writing is a composing process that
requires multiple drafts this leads
to effective product

Account for cultural/literary


backgrounds
Make sure your techniques DO NOT
ASSUME that your students know English
rhetorical conventions
Help them understand different values in
the culture of the target language

Connect reading and writing


Clearly learners learn to write by
carefully observing what is already
written

Provide as much authentic writing as


possible
Whether writing is real writing or display
writing, it can still be authentic through:
Making the purposes of writing very
clear to the learners
Specifying overtly who the audience is
Making at least some intent in
conveying meaning

Frame your techniques in terms of


prewriting, drafting and revising stages
Prewriting stage generating ideas through
reading, brainstorming, listing, collecting
The drafting and revising stages fall under whilewriting stage.
Drafting and revising stages are the CORE
process of writing
Use strategies like free-writing, peerreviewing, editing for grammar, read aloud,
proof-reading, etc

Strive to offer techniques that are as


interactive as possible
Process approach offers interactivity
students work in pairs/groups to
generate ideas, to edit
It is also very learner-centred (students
work together to brainstorm ideas, to
collaborate,)
Writing techniques that focus on
purposes other than compositions
(letters, memos, forms, directions

Sensitively apply methods of


responding to and correcting your
students writing
Error correction in writing must be
approached in different manner- may be
different stages need different
application
Hold conference with the student,
written comment may not suffice

Clearly instruct students on the


rhetorical, formal conventions of writing
Introduce the formal properties of each type of
writing you teach
A reading approach / product based approach
might be useful:
Give model
Analyze features and the language use
Thesis statement / Topic sentence
Development of main ideas
Supporting ideas

Thank You

Danggsche
Mahalo

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