New lesson plan: TP7_Writing_Productive Skill Framework

Zariah

TP7_Writing_Productive Skill Framework - UPPER INTERMEDIATE level

TP7_Writing_Productive Skill Framework
UPPER INTERMEDIATE level

Description

Students will learn how to use functional language and structured text to create a biography. The lesson includes brainstorming in the lead-in, identifying how to write a biography in the gist, and identifying language in the writing sample. With the tool given during the lesson, they will be able to create their own biography about someone famous or a family member or friend. Lastly, they will be able to practice skimming and reading their peer' biographies, and as a class, we will highlight errors and good language. Anticipated Problem 1: Students may ask if the biography can be about themselves Solution 1: Explain that a biography is when you write about someone else, and an autobiography is when you write about yourself Anticipated Problem 2: Time may become limited during language focus Solution 2: If so, go through the text just to show students where the language is a move forward; therefore, no time is being lost for preparation and writing Anticipated Problem 3: There may be an even number of students for the publishing BOR Solution 3: Just create pairs in the BOR Anticipated Problem 4: Time may become limited for Feedback Solution 4: Shorten publishing stage if so

Materials

Main Aims

This Productive Skills Framework writing task aim to introduce and provide writing practice for biographies. Personal aims: making sure that all students have a partner during the publishing stage, there is enough time for feedback

Subsidiary Aims

Student will have the language and text structure to create a biography

Procedure (43-51 minutes)

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

T will show the image of Frida Kahlo This is an open class discussion. I will explain to the students that I admire her passion as an artist despite her illness, and I thought it was interesting that she attended her first solo exhibit a year before her death. What do you know about Frida Kahlo? What do you find interesting about her? Has she inspired you in any way?

Gist Task (3-4 minutes) • To provide a model of production expected in coming tasks through reading/listening

This is a drag-and-drop activity we will do as a class. This activity introduces how students should expect to write the biography for today's lesson. Introduction: why the person is famous, what they are known for, why they're important Life Events: Key achievements, family, childhood, education, career, chronological order Closing: Remind the readers of their importance, contributions to society

Language Focus (7-8 minutes) • To highlight and clarify useful language for coming productive tasks

Give students 2 minutes to read the text. Identify who she is, what she is known for, and why her art is important Identify when/where she was born, her family, childhood, younger days, career and key achievements Identify why she is still important and her contributions to society Show students the useful language and text structure AND send the helpful guide link

Planning (2-3 minutes) • To provide an opportunity to practice target productive skills

Give Ss two minutes to plan what they will write about. Tell them that the useful guide includes the outline on the first page. If they are writing a biography about a famous person, advise students to quickly research where they are from, when they were born, death if necessary, and facts about them Resend if necessary. Any questions?

Writing Task (15-16 minutes) • To provide authentic written practice using correct text type structure and target language presented

Write a biography about a famous person or someone you know, like a family member or close friend. Remind students to use the helpful guide for useful language and text structure.

Publishing (8-9 minutes) • To provide practice in skimming & reading for details; to promote interest in what other Ss have written

Ss will go into groups of 3 Tell them to screen share their writing in the BORs so that peers can read and comment on them (on both content and on language accuracy). While students are sharing, visit BOR to note good feedback and opportunities for improvement

Feedback on Content & Language (5-7 minutes) • To sahre a student's work with the whole class; to highlight errors and good language that Ss have used and promote peer correction

Conduct OCFB (ask for a volunteer or nominate a student to screen share their work with the class). Use the whiteboard to rewrite errors Conduct DEC afterwards.