INTERNSHIP INNOVATION : USING WRITING TEMPLATE TO TEACH WRITING Rani a/p Arumugam (PISMP PJJ TSL 1A)

Subject: English Language (Lesson 2/4)Class: Year 6Day: ThursdayDate: 6th April 2015Time: 0850 - 0950 (2 X 30 minutes)No. of pupils: 12 (2 high proficiency pupils / 5 intermediate proficiency / 5 low proficiency pupils )

* Focus: WritingTheme: World of KnowledgeTopic: (5) Sounds of Music

Learning Outcome: (4.3) Construct simple and compound sentences with guidance and independently.

Skills Specification: (4.3.2) Construct simple sentences and compound sentences based on: (i) words and phrases given, and (ii) on a picture stimulus.

Learning Outcomes: By the end of the lesson pupils will be able to : (1) write 5 sentences based on given words and a picture stimulus (2) get at least (i) High proficiency level pupils (at least 7 / 10 marks)(ii) Medium proficiency level pupils (at least 5 / 10 marks)(ii) Low proficiency level pupils (at least 3 / 10 marks)

Previous Knowledge: Pupils have used the guided wring approach and processed writing technique before in order to construct 5 sentences based on given words and a picture stimulus.

CCTS: Making associations and connection, identifying.

Moral value (s): Cooperation and accountability among friends.

AVA: (1) 12 sets of word maze Word Maze Worksheet (Appendix 2.a)

(2) Writing Task Sheet 2 (Appendix 2.b)

(3) Writing Template (Appendix 2.c)

Grammar: (10) SIMPLE PRESENT TENSE - Simple, compound and complex sentences.Vocabulary list : friend / camping / river / fish / sit / rock / collect / firewood / tent / excited

TEACHING-LEARNING STEPSCONTENTRATIONALE

SET INDUCTION ( 5 minutes)

1. Teacher introduces Activity 1.

2. Teacher distributes the Word Maze Worksheet to each pupil.

3. Teacher explains that the pupils are going to look for ten hidden words in a maze.

4. The pupils search for the ten words in the maze

5. Teacher uses pupils answers to introduce the lesson of the day.

6. Teacher explains that the ten words introduced are going to be used in todays lesson.

Activity 1: Searching for ten hidden words in a word maze.

Working mode :individual work

Materials : 12 sets of word maze.(Appendix 2.a)The hidden words are as in the vocabulary list : (1) friend (2) camping(3) river(4) fish(5) sit(6) rock(7) collect(8) firewood(9) tent(10) excited

SET INDUCTIONAccording to Perrott,E. (1982), a set induction helps the pupils to: 1. focus their attention on what is to be learned by gaining the interest of them.2. move from old to new materials and linking of the two.3. provide a structure for the lesson and set expectations of what will happen.4. give meaning to a new concept or principle

TEACHING-LEARNING STEPSCONTENTRATIONALE

PRE- WRITING - (10 minutes)

1. Teacher introduces Activity 2 to the pupils.

2. Teacher gets the pupils to work in groups.

3. Teacher distributes Writing Task Sheet 2 to each pupil.

4. Teacher explains the procedure of the activity to the pupils.

5. Teacher guides the pupils to recap the routine writing technique that have been taught by the teacher.

6. Pupils identify the nouns, verbs and adjectives based on the ten words given.

7. Pupils identify and match the given nouns and verbs to the picture stimulus.

8. Teacher facilitates pupils discussion.Activity 2 : Pre-writing activity

Working mode :group work

Materials : Writing Task Sheet 2 A picture stimulus based on a group of friends camping by a river bank and 10 words are given as guidance.

vocabulary list : (1) friend (2) camping(3) river(4) fish(5) sit(6) rock(7) collect(8) firewood(9) tent(10) excited

VISUAL AIDSIn 1983, Psychologist Howard Gardner identified seven intelligences. Among these was spatial (visual) intelligence, the tendency to learn through images. Using visual aids can help a teacher to achieve his or her objectives by: * making the teaching and learning process more interesting and meaningful* providing emphasis in a different way than speaking* reinforcing learning* clarifying points* creating and provoking interest* increasing pupils understanding and retention level when interacting in smaller groups.

In other words, it helps them to reduce pupils anxiety and boost their confidence level to carry out the activity

TEACHING-LEARNING STEPSCONTENTRATIONALE

WHILE WRITING (25 minutes)

1. Teacher introduces Activity 3 to the pupils.

2. Teacher distributes the Writing Template to each pupil and gets the pupils to work individually.

3. Teacher explains the procedure of the activity to the pupils.

4. Teacher asks the pupils to construct 5 sentences based on the given words and picture stimulus using the Writing Template given.

5. Teacher gets the pupils to construct : (a) five simple sentences (low proficiency) (b) at least 3 simple and 2 compound sentences (intermediate proficiency pupils) (c) at least 1 simple, 2 compound and 2 complex sentences (high proficiency pupils)

Activity 3:(Graded)Pupils construct 5 sentences based on the words given and picture stimulus.

Working mode :individual work

Materials : Writing Template

Graded activity :

(a) five simple sentences (low proficiency) (b) at least 3 simple and 2 compound sentences (intermediate proficiency pupils)

(c) at least 1 simple, 2 compound and 2 complex sentences (high proficiency pupils)

Graded activity is essential, as through this strategy the teacher is able to cater and satisfy the learning needs of pupils with different proficiency levels.

It is desired that through graded activities, low proficiency pupils are motivated as they are given the correct dose of guidance and chance to experience learning success.

TEACHING-LEARNING STEPSCONTENTRATIONALE

POST WRITING ( 15 minutes)

1. Teacher introduces Activity 4 to the pupils.

2. Teacher explains the procedure of the activity to the pupils.

3. Pupils edit their work with the help of their peers or teacher (writing template)

4. Pupils write the final draft of their composition onto Writing Task Sheet 2

Activity 4:(Graded)Pupils edit their composition through peer or teacher-assisted checking.

Working mode :individual work, peer

Materials : Writing Template Writing Task Sheet 2

Process Writing Stages adopted : Pre-writing

Writing

.Editing

Final draft

Following the same basic steps of the writing process across written assignments builds consistency and develops learner independence. Initially, pupils need much guidance in order to complete each step. As they progress through several writing activities, some pupils will need limited support, while others may need to continue with the maximum level of assistance. The repetition and uniformity of the scaffolding approach help to cement the writing concepts into pupils thought processes.

TEACHING-LEARNING STEPSCONTENTRATIONALE

CLOSURE 5 minutes

1. Teacher concludes the lesson of the day by discussing with pupils the importance of the value of cooperation and accountability among friends especially when they go camping.

Values and Citizenship:The importance of being cooperative and accountable among friends especially when they go for outdoor activities like camping.As stated in the Primary English language syllabi, In addition, moral values should also be infused in lessons through the selection of appropriate materials and activities.

By ending the days lesson with a fun and exciting activity, a teacher has made his or her lesson more interesting and appealing to the pupils.

It is a good practice to conclude the days lesson with a cognitive closure. This is to ensure that pupils are able to retain the information longer.