Lesson Plan: Writing. Complaining letter.
Ø Topic introduction (Engage):
Students from a university are looking for
a room to live in. They go from house to house looking for it. The room
includes: food, internet + TV, clothes wash.
The room offers all
those things, but there is always a ‘BUT’
Students are shown a
picture of the room in rent. It is untidy, dirty, messy and pretty small. They are
asked to tell what they do not like and why.
-Teacher asks
questions like:
·
What can we do?
·
Who can we complain to?
·
How can we do it?
Ø
Introduction of the task:
Sutudents
will be guided trhough the process of writing a complaining letter to the owner
of the apartment they will live in. Students are told to write what the problem
is using some expressions of complaining which are provided in a worksheet.
Ø
Brainstorming:
The
teacher and the students construct a spidergram. It includes what they are
going to do, and the reasons or facts why they are doing it.
Like
this:
Different
colours 230.000.000
0km
Optional:
Mechanic, automatic.
Ø Fast writing:
From the spidergram, students write
well-structured sentences using the expressions for complaining given before.
Ø Selection and rejection:
Students select the most important
sentences rejecting the less important ones.
Ø Sort and order ideas:
As in the process of turning on a
car, students organize the sentences in the order they will go in a paragraph. They
check grammar, and sentences correct structure.
Ø Specific requirements (Study):
Students are shown a set of
transitions to use in narrative paragraphs: first, firstly, to begin, second,
secondly, third, thirdly, finally, to sum up, to conclude, moreover, in the
other hand, furthermore. Students are guided on how to write topic sentences
and concluding sentences for narrative paragraphs as the parts f a new car.
Ø Focus on models:
Students are shown a sample of a
letter which complains about the service in a supermarket. It is similar to the
one they have to do.
Ø Drafting (Activate):
Based in the previous comparison,
students write their first draft of the paragraph.
Ø Feedback:
Students give their work to a
partner to provide feedback based on a rubric designed with the aspects considered
in this type of paragraph.
Ø Editing:
This is the time to return papers
to each other and make corrections based on classmates’ comments.
Ø Final text:
The students write the letter in a
clean paper including all the corrections. Handwriting is quite intelligible,
and the letter is hung in.
I think that the Topic introduction is a good way to introduce your topic. Although the teacher is a guide, in the process writing, but at the same time the teacher is involve inside the writing process in each student. It is a good point to relation the last points to continue the writing in this way the fast writing will be easier for the student.
ResponderEliminarTeacher specified the vocabulary that have to be include in the written, and according to that the examples will be show it.
the student process is particular, but also in the feedback part students could feel that they are involve in the process writing of each partner, but they never left they particular process.