New lesson plan: Problem/Solution Writing Productive Skills Lesson

Cheyanne

Problem/Solution Writing Productive Skills Lesson - Upper Intermediate/Advanced level

Problem/Solution Writing Productive Skills Lesson
Upper Intermediate/Advanced level

Materials

Lead in and

Main Aims

To introduce and provide practice of formal writing in the context of a problem-solution evaluation essay. Students develop the sub-skill of reading for detail and gist.

Subsidiary Aims

Students will practice and develop the skill of scanning text for details.
Students will develop the skill of brainstorming, drafting and writing essays.

Procedure (36-46 minutes)

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

T will display Google Slides with Big Question and begin contextualization of lesson. T will ask S to read the lead-in paragraph to introduce a background for the sample text and make connections/assumptions relating to the sample text.

Exposure/Content (8-10 minutes) • To provide a model of production expected in coming tasks.

T will share task link and provide instructions. Ss will have HOW MANY MINUTES to read sample text to find the answers to two questions: How many problems does he list? What solution is offered? T will elicit from students the appropriacy of the style of writing, asking questions such as “When would you write an essay like this? When complaining to a friend? Writing to your boss? Completing a college exam? T will ask follow-up questions to identify writing style, language use, etc. which leads to Ss to assume appropriacy. T provides new task instructions, specifying to click submit upon completion. Ss then work with partners in BOR for 3 minutes to complete a matching activity to identify unique writing stages. T will review Ss responses to identify areas of misconceptions and strengths.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

T will display Google slides addressing meaning. T will facilitate responses from Ss during the matching activity. T will>>>>>>WHHHAAAAAT

Productive Task(s) (12-15 minutes) • To provide an opportunity to practice writing productive skills

T will provide task link and instruction and model thinking for steps 1 and 2 of the writing task. While giving instructions for step 2, T will specificy to take notes, not write complete sentences. Ss will stay in the main room and have 1 minute to decide on a problem. After 1-2 minutes T will check back with students to confer essay topics. Ss will have 2-3 minutes to fill in the chart to organize their essay ideas/stage topics. T will draw attention to the essay checklist and demo how teacher essay fulfills requirements. Ss will have 10-12 minutes to write an essay (approx.50 words). T will provide assistance to Ss if needed.

Feedback and Error Correction (5-7 minutes) • To provide feedback on students' production and use of language

Ss will join BORs for 3-4 minutes to share writing progress and offer feedback based on T provided rubric. Upon return to the main room, T will ask for a volunteer to display their essay in order to discuss the structure, use of TL, and appropriacy of their essay. T will point out areas of growth and areas of strength.