Writing Task : Unit 1 Form 5

I completed the first writing task in unit one (pg14)  with my form 5 students this week. Before the lesson, I prepared a task sheet for them as I did not want them to scribble on the textbook. If you are interested in using the modified task sheet, you may click here. If you are interested to 

Preparation 

a) Task sheets 

b) Mini whiteboards 

c) Marker pens 

d) Post - it notes

Lesson introduction 

Teacher begins the lesson by asking pupils to sit facing their should partners. Pupils are then asked to answer the following questions to each other. They are given five minutes. the questions are: 

a) Tell your friend about the most important person in your life? 

b) Who is the person? ( describe the person)  

c) What is your relationship with the person? 

d) Why is that person important to you? 

After five minutes, teachers uses the ice - cream stick to pick names random to share what their friends has shared with them ( this is fun as they have to tell the class the information that was shared by their partners with them). Pupils are then directed to the textbook page 14. 

Lesson Development 

Activity 1 

Pupils are asked to read the email from the English - speaking friend and identify all the questions that they are required to answer (students are given 4 to 5 minutes to do this depends on their proficiency level). After identifying the questions, students are to volunteer to read each and every question that was asked in the email. Teacher then directs students to the notes on the top of the textbook and explains on the importance of reading for details properly and understanding important points. Students are then directed to the questions given in the textbook to identify SITUATION, REASON, TOPIC AND LANGUAGE in the email. 

Activity 2  

In activity one, the pupils with guidance from the teacher have explored and dissected the email received from the English - speaking  friend. In the second part of the lesson development, the teacher,  with the students should explore on how to reply to the email. In this part of the lesson, the teacher shows a sampler to the students to read and identify the answers to the questions asked in the email. The sample is shown below : 

This is a sampler shared with the students for discussion purposes

Note : 

While discussing the sampler, I usually do not allow my pupils to take notes or copy down the important words. I just allow them to read, and discuss. I will only share the printed version of the sampler with them after they have submitted their work. Why do I show a sampler? I want my students to know what is expected from them. It is unfair to tell the students your expectation if you can't show what is expected from them. The sampler above is for a good class. If you are teaching students with low proficiency, you should simplify the essay to suit their proficiency level. 

As students read the essay, they are to discuss in groups, the questions that are answered and if there are any unanswered questions (Teachers, you may leave some parts unanswered if you want your pupils to identify them). 

Activity 3 

 In the first part of the lesson development, the question was dissected, in the second part the teachers explores the nuances of writing a reply to the email through a sampler and what's next ? 

It is important to practice what students have gathered thus far. So, pupils are required to work in pair and write a reply based on the email that they have received from their English - speaking friend. 

First pupils  are given a few minutes to plan and write their drafts on the mini - whiteboard. This is a pair - work. 

Pupils are working on their email.

Once they have completed their replies, pupils are required to do gallery walk. They are to spend 1 to 2 minutes (I used a whistle and blow it every two minutes to indicate the time) at each station reading and responding to their friends work. Pupils are asked to write one good thing that they have learnt and one improvisation that can be done to their friends essays ( this will work well with high proficiency students, if you are working with the lower proficiency ones, just ask them to identify whether their friends have responded to all the questions asked in the email, and leave a note which one they have not responded to) 

Pupils are in the midst of analysing their friends' work

A piece of work that has received four responses

 After the gallery walk, pupils are to reflect on their own work based on their friends' responses. Teacher responds to some of the outstanding work and also points out the areas that need improvisation. Pupils are then required to write an email responding to their English - speaking friend in about 140 - 190 words, as their homework. 

Post - Lesson 

Pupils are to write a 20-word reflection on three new things that they have learnt today.

Teacher's Reflection 

 When I look back at my lesson, I believe I have adhered to the learning standards and ensured that the students learnt what they are suppose to learn. As a teacher, when I plan my lessons, I don't plan it to make it impressive to others but plan it in such a way that learning occurs. That's all for now! 

Happy Teaching!