Abby Swinney Abby Swinney

TP5 - Writing
Upper Intermediate level

Description

In this lesson learners will be guided through the process of writing a mystery story. First, learners will look at an example text of a mystery story. Learners will analyze the layout to become more aware of the organizational elements of a mystery story. Then, learners will analyze useful language of the text. This will be a combination of grammar and lexis elements being analyzed through meaning, form, and appropriacy. Last, students will have an opportunity to write their own mystery story and participate in an evaluation process with peers.

Materials

No materials added to this plan yet.

Main Aims

  • To provide product writing practice of a brief mystery story.

Subsidiary Aims

  • To recycle useful language with the purpose of connecting ideas, providing background information, and describing events of a story.
  • To provide gist practice in the context of a mystery story.

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Show Google Jamboard slide 2: Teacher introduces the lesson. Teacher lets students read the prompts briefly. Then, teacher sends students to breakout rooms for 3 minutes to discuss the prompts. FB: Teacher elicits responses from a member of each group. Teacher introduces topic of mystery stories.

Layout (5 minutes) • To provide a model of production; focus on the organization of content

Show Google Jamboard slide 3: Teacher will explain that Ss need to read the story and identify the 3 sections of the story. Teacher can encourage students to move text boxes and/or use drawing tool to divide story. Teacher will explain that this is completed with group in breakout rooms. Teacher will explain that Ss will have 3 minutes in group to complete task. Teacher will share each group's Jamboard via chat box. Teacher will send Ss to breakout rooms. FB: Teacher will elicit responses from each group and complete task on model Jamboard. Teacher will explain key elements of each section: Introduction - background info/setting the scene Description of events - detailed events of story (i.e. plot line) Conclusion - closure/resolution of story

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

Show Google Jamboard slide 3&4: --> Let's identify some useful language you can include in your mystery story. Meaning/Form Task: Teacher explains task on slide 4. Teacher clarifies Ss need to reference text and highlighted words on slide 3. Teacher demos one example with Ss. Teacher explains Ss will work on their team Jamboard in breakout rooms. Teacher sends Ss to breakout rooms for 5 minutes. FB: Teacher shows completed Jamboard from group On Google Slides: Teacher reviews past continuous form and uses CCQ's Teacher reviews phrases for expressing doubts Teacher reviews phrases for closure Teacher reviews linking words Appropriacy: Teacher elicits response on formal/informal/neutral language used

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

Go to Google Jamboard slide 7: Teacher introduces task to Ss. --> Now you have the opportunity to write your own brief mystery story. Teacher reviews slide with Ss Teacher sends Google Doc with space for writing Teacher gives students 15 minutes to individually write mystery story.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

Show Google Jamboard slide 8: --> Now we will read and review a peer's story. Use this checklist to analyze your partner's writing. --> You will read someone's writing from your breakout group. If you finish with one peer continue on reading/analyzing another --> You will have 5 minutes to read and review FB: Elicit responses on the most entertaining story. DEC

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