This week
1.
2.
3.
4.
5.
Wrap up of class activity
Modelling Presentation
Peer Assessment review
Class survey & future assessment plan.
Time to work on presentation.
Stages
• You don’t need to do all the stages or have them defined. Some overlap is
often needed.
Anticipatory Set / Stimulus:- activate the students prior knowledge, and
present a brief summary of what they will be learning.
Modelling:- Direct instruction providing examples of language, style, etc
Eliciting information and providing key objectives.
Guided Practice:- Teacher involvement. This part of the lesson outlines how
your students will demonstrate that they have grasped the skills, concepts,
and modelling that you presented to them in the Direct Instruction portion
of the lesson.
• following and as an additional check for understanding & to determine the
level of mastery.
• to provide individual remediation and non-evaluative feedback.
• Interactive approaches.
• Provide scaffolding
Independent: - Without Teacher involvement. Show understanding of the
lesson objectives without needing guided help.
Extension activities.
Lesson Plan – Mini Saga
• Mini sagas provide an excellent vehicle for a
short writing lesson. This is because:
• they are easy to read
• it is an easy task for the learner to understand
• to the learner, writing fifty words does not
sound difficult (not at first!)
• they focus on accuracy (in the editing stage)
• like all creative writing, they have the
potential to be very motivating
Context: Pre-Intermediate and above. Creative
writing syllabus.
Objective: For students to write their own mini
saga having learned about the concept.
Anticipatory set:
1. Watch short youtube saga clip. “Star Wars” or
something appropriate to the students.
2. Write the word “saga” on the board. Discuss
the idea. A long, involved story, account, or
series of incidents (heroics)
3. Speaking(?) – Students retell a movie / book
Modelling:
3. Chalkboard the Star Wars / Romeo and Juliet
story. Elicit the story from students (board).
4. Read Mini saga
A. Read once and get students to retell the story.
B. Fill in:1.Remove title
2. Remove ending
Word
Limit
Obviously – I would make these age appropriate!
Guided Practice #1:
Show a series of pictures in a story (or comic strip)
Fill in the story.
Guided Practice: Write mini-saga in pairs.
A. Brainstorming with:1. Pictures
2. Proverbs
3. Human Interest
(jealousy, love, hate)
B. Block their story. (Outline)
C. Write the saga. Word limit lifted.
D. Peer Review
E. Re-write with word limit and corrections.
F. Read aloud to class.
Independent: H/W?
Alternative Approaches? Fractured Fairy Tales or Second Example
Lesson
Lesson Plan
Context: mid-high students.
Objective: Students should be able to write a
short story using sentences written by others
using linking words and phrases.
Materials: 1 piece of paper and pen per student.
Vocab: …
Sequence:
1. Warm up.
Teacher gets student to talk about clothes they
like or dislike. Teacher models activity.
Teacher gives examples of pick-up lines.
• 2. Game is explained. After each answer is written, the
paper is folded and given to the next student. (St’s can
write sentences or words given their level)
- Q’s. A boy’s name, A girls name, where they met, what
he was wearing, she was wearing, What he said first,
What she said back, etc … consequence.
3. Student’s write up the story using a template /
direction.
Matt met Jane at a convenience store. He was wearing
skinny jeans and a purple top, she was wearing … He
said to her, She said back… In the end…
4. Student’s read out the story to each other.
Alternative. Paired story.
Students take turns writing a sentence from a well know
story.
Assessment Plan
This can change depending on the survey results and the negotiation
that we are going to have. Suggestions are welcome!
1. Logically structured Paragraph.
2. Lesson Presentation (5 min presentation)
Or
Curriculum / syllabus Plan. (5 min presentation)
Peer assessment review
• As we have 2 nights of 5 presentations, I don’t
want to waste the opportunity for you to
assess your peers.
You will:1. Ask questions.
2. Give suggestions. Positive feedback.
3. Fill out an assessment review. (Which I will
collect)