Writing

Students will be able to....

• Discuss a general framework for structuring ESL/EFL writing activities.
• Recognize appropriate amounts/type of feedback for written work

[20 min] Optional Icebreaker 9:30

Work on class unity by starting off with a team game of scattegories. Have 4 copies of the game ready for students. 

TEFL SCATTEGORIES



Have students brainstorm how this activity could work for EFL students. 

[15-20 min]  Review Visual Aids & Song 9:30-9:45
REVIEW HANDOUT: VISUAL AIDS & SONGS

[10 min] Ch 9 Quiz 2  9:45-9:55
If not already complete, have students complete Ch 9 Quiz 2 in pairs. Go over answers a class.
CH QUIZ & GRAPHIC ORGANIZERS

Brief Note on Writing
Discuss the history of writing. It's a learned skill, not innate. Humans started to develop writing around 3000 BC. Chinese Characters started around 1600 BC. What does this mean for us as ESL teachers? Ask yourself if your students have the ability to read/write in their own language. Many returning ESL teachers were surprised at the struggles they had volunteering to teach ESL with immigrants in the US. Why might that be?

Option: Show Students Sample ESL letters/writing

[40 min] Writing Lecture PPT 10:00-10:40
IF time is short, skip  the actual free writing and just discuss the benefits of free writing.Go over PPT with them and cover discussion questions on the end, first in small groups and then as a class. Discuss the difference of learning to write to Practice English versus learning to write to learn Writing Skills.
WRITING PPT

[20 min] Writing Handout  Page One 10:40-11:00
Distribute handout to students and have students complete the first page.
WRITING HANDOUT

BREAK

[20 min] Writing Handout Page Two  11:20-11:40
Then have them fill out by paraphrasing question three. Write paraphrases on the board. Spend some time discussion the three same letters.

Link to EFL student Letters.

1. What would you do in the "Before Writing Stage" to prepare them?
2. How could you monitor/Assist as they write the letters?
3. What would you do after the writing task?

SYMBOLS FOR ERROR CORRECTION

Basic Formatting Emails Handout
Creating A Basic Writing Rubric (this one is for a story)
Sample ESL Rubrics (writing starts after speaking on page nine)


[20 min] Additional Sample Writing Activities 11:40-12:00
 Show sample writing tasks

1. Movie Review
2. Build Newsletter as a Class
3. Write Secret Letters
4. Teach Letter Section Parts /Post Cards
5. Write Poems
6. Fill in Captions for Comic Books/Stories (I would use real comics and remove words)
7. Creative Writing 

Creative Writing Sample Ideas:

• How would you care for a dragon
• Time Travel
• You have been elected the president of XXX with XXXX problems. What will you do?
• Imagine animals can talk? Which animals would you like to talk to? What do you think they would say?
• You have just won XXX millions of dollars in the lottery. Who do you tell? Anyone?  Describe your first week as a millionaire. What would you do?

[20 min] Read to Write: A Natural Disaster 12:00-12:20
A NATURAL DISASTER READING
Have a student Read the short story as the class follows along on the board/on their computers. Ask them what features you could pull out of the reading to teach to students? They can underline certain tenses, box other ones, etc. Then, leave the class and give the students time to write their own natural disaster story in two or three groups (trying to make ESL errors). Come back and rewrite story in correct form.

[20 min] Listen to Write: The Weekends (p. 74 Thornbury) 12:20-12:40
ON THE WEEKENDS LISTENING CLIP
Draw a line on the board and write adverbs of frequency on the top of the board. Have students brainstorm different adverbs. The adverbs in the reading are usually, always, and sometimes. Ask the students to share in pairs three thing that they do on the weekends. Use the three adverbs.Then, tell the class that we are going to listen to a conversation between friends. They will be talking about what they do on the weekend. Listen once....just for the main idea. How often does she do these things?  EVERY weekend. Now, listen again and put the following words into order:

study, have lunch, go to the part, play soccer, take a walk, go out, go to the movies, drive. 

Play tape again and have them match these actions with the three adverbs.

Study ------
Have lunch-----
Go to the Park------

Explain grammar rules for Adverbs of Frequency: (found on page A4 in Azar)

• I sometimes go to the park (1)
• We always have lunch together (1)
• Betsy is always on time (2)
• Betsy has always been on time (3)
• Does Betsy always come on time (4)

1) Put the adverb before the verbs that are not BE  (this is the rule from the tape)
2) Put the adverb after the verbs that are BE
3) Put the adverb between the Aux and the main verb
4) Put the adverb after the subject in basic questions

Now, have the students write a paragraph using Rules 1-3 explaining what they do on the weekend. You need to have at least six sentences Share with your partner.

[10 min] Review Lecture 
Show students these notes to review the main parts of this lesson
WRITING REVIEW

[30-45 min] Homework/Lesson Planning
Provide time at the end of class for homework questions and lesson plan feedback

Lesson Materials
WRITING VIDEO TEFL
REVIEW HANDOUT: VISUAL AIDS & SONGS

WRITING PPT

WRITING HANDOUT

A NATURAL DISASTER
ON THE WEEKENDS LISTENING CLIP  (transcript)

Supplemental Materials:
Writing In ESL Sample Video: Teacher Demo
Chapter Reading: Teaching ESL students Writing

Sample Writing Tasks 
Online Tool to Build Rubrics (this one is for story writing)
GRAMMAR REVIEW HANDOUT
TOEFL WRITING RUBRICS

Backup:

[20-40 min] Have students Build Writing Tasks 12:40-1:00
Have them brainstorm in pairs to create their own "fun" writing tasks in Google Drive folders.

1. Group Collocation
2. Group Present Perfect
3. Group Schwa
4. Group Suggestopdia
5. Group Overhead Projector
6. Group Limit Teacher Talking Time (LTTT)