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Writing sentences based on a picture stimulus and ten words.
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INTERNSHIP INNOVATION : USING WRITING TEMPLATE TO TEACH WRITING Rani a/p Arumugam (PISMP PJJ TSL 1A)
Subject: English Language (Lesson 3/4)Class: Year 6Day: ThursdayDate: 9th 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): Respect and love among family members
AVA: (1) 4 sets of jigsaw puzzle of the picture based on the picture stimulus of the day (Appendix 3.a)
(2) Writing Task Sheet 3 (Appendix 3.b)
(3) Writing Template (Appendix 3.c)
Grammar: (10) SIMPLE PRESENT TENSE - Simple, compound and complex sentences.Vocabulary list : family / busy / prepare / dinner / kitchen / fry / cook / cut / vegetables / apron)
TEACHING-LEARNING STEPSCONTENTRATIONALE
SET INDUCTION ( 5 minutes)
1. Teacher introduces Activity 1.
2. Teacher gets the pupils to sit in groups.
3. Teacher explains that the pupils are going to solve a jigsaw puzzle.
4. Teacher distributes 1 envelope each containing 1 set jigsaw puzzle to each group.
5. The pupils solve the jigsaw puzzle to reveal a picture stimulus of a family preparing a meal in their kitchen.
6. Teacher uses pupils answers to introduce the lesson of the day.
Activity 1: Solving jigsaw puzzle
Working mode :group work
Materials : 4 sets of jigsaw puzzle of the picture based on the picture stimulus of the day (Appendix 3.a)
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 3 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 3 A picture stimulus based on a scene of a family preparing a meal in their kitchen and 10 words are given as guidance.
vocabulary list : (1) family (2) busy(3) prepare(4) dinner(5) kitchen(6) fry(7) cook (8) cut(9) vegetables(10) apron
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 2 simple and 3 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 2 simple and 3 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 3
Activity 4:(Graded)Pupils edit their composition through peer or teacher-assisted checking.
Working mode :individual work, peer
Materials : Writing Template Writing Task Sheet 3
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 on the moral of showing respect and love towards each member of their own family.
Values and Citizenship:Showing respect And love towards family members.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.