lesson plan: writing problem and solution paragraph trhough interactive writing process approach
DESCRIPTION
Lesson Plan: WRITING PROBLEM AND SOLUTION PARAGRAPH TRHOUGH INTERACTIVE WRITING PROCESS APPROACH. This lesson plan has been submitted by Sandi Ferdiansyah to the Language Learning Lesson Plan Competition organised by the social media promotion team of the Master of Arts in Digital Technologies for Language Teaching.More information about the Competition: http://dt4lt.blogspot.com/search/label/Language%20Learning%20Lesson%20Plan%20CompetitionTRANSCRIPT
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WRITING PROBLEM AND SOLUTION PARAGRAPH TRHOUGH INTERACTIVE
WRITING PROCESS APPROACH
LESSON PLAN
Course : Writing
Grade : 12th
Number of class : 1
Teacher : Sandi Ferdiansyah
School : Islamic High school of Banyuwangi, Indonesia
Time allotment : 2 x 45 minutes
Course Description : Genre based writing course provides a series of writing activities that
focus on making a good impression with academic writing. Further,
through this course, the students are trained to develop their writing
skill ranging from various types of paragraph that have been taught in
the previous semester to essay writing more accurately and
comprehensively.
Course Objectives : 1. the students will be able to develop their academic writing skill
ranging from simple paragraph to complex essay writing
2. the students will be aware of lexico-grammatical resources as the basis for building and developing students writing skill
Teaching and learning media: White board, worksheet and LCD
Activities : activities throughout the course include brief lectures, presentation,
and discussion of assigned topics, practice, and project.
a. Blog project: the students are assigned to create a blog where they can post their writing tasks and create interaction amongst students
for the sake of peer evaluation
A. Materials: The topics of the course include the types of paragraphs and essay writing
B. Contents
Meeting Topics
#6 Unit 5 Argumentative writing 2: Problem and Solution paragraph
C. Teaching strategies:
Process writing approach
Cooperative learning
D. Teaching activities
Steps Lecturers activity Students activity Time
allotment
Teaching
media
(1) (2) (3) (4) (5)
Pre
activity
1. Greeting 2. Introduction 3. Checking the students
presence
4. Motivating the students to keep practicing their English
Paying attention and
giving response
10 minutes -
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Steps Lecturers activity Students activity Time
allotment
Teaching
media
(1) (2) (3) (4) (5)
Warming-
up activity
5. Guiding the students towards the material discussed:
a. asking the students to observe the picture
b. comparing the students opinions with others
c. Giving the feedback and providing the examples
d. Asking two students (voluntarily) to join a
guessing game
- Observing the picture
- Giving opinion
- Paying attention
- Joining the game -
2 minutes
3 minutes
2 minutes
6 minutes
Pre-
writing
Drafting
6. Exploring the principles of the course contents:
a. Asking the students to make a group (4 students
in a group)
b. Distributing a text and worksheet for the students
to discuss
The topic
The content
The linguistic features
Cohesive device c. Asking the students to
present the result of the
discussion
d. Giving appreciation and feedback
7. Starting to write: a. Asking the students to
make a pair group
b. Asking each pair to select a topic
c. Distributing a mind mapping worksheet
d. Encouraging the students to generate their ideas to
write a problem and
solution paragraphs based
on the mind-map
Making a group
Discussing the task
with the group
Presenting the result
of the discussion
Paying attention
Making a pair group
Choosing a topic
Receiving the
worksheet
Starting to make a
writing draft
2 minutes
8 minutes
4 minutes
3 minutes
2 minutes
2 minute
2 minute
13 minutes
white board
worksheet 1
Worksheet
2
LCD
Problem
and
solutions
Worksheet
3
Worksheet
4
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Steps Lecturers activity Students activity Time
allotment
Teaching
media
(1) (2) (3) (4) (5)
Revising
Rewriting
8. Reviewing through peer review:
a. Asking the students to give their writing draft to
the other pairs
b. Distributing the peer-review worksheet
c. Asking the students to do peer-review based on the
worksheet
9. Finishing and polishing the writing
a. Asking students to rewrite the paragraph based on the
revision by the other pair
b. Asking students to polish the writing on its writing
element such as mechanics
and spelling
c. Asking them to submit the writing
Giving the writing
to other pairs
Receiving the
worksheet
Revising (if any) the
other pairs work
Writing the
paragraph
Polishing the writing
Submitting the work
1 minute
1 minute
10 minutes
15 minutes
3 minutes
1 minute
Worksheet
5
Worksheet
6
Closing
10. closing the meetings a. giving some conclusions
of the materials
b. asking questions to check the students understanding
c. requiring the students to post their writing in their
own blog
d. leave-taking
Paying attention and
responding
2 minutes
1 minute
1 minute
1 minute
E. Evaluation: 1. An instrument of scoring the students writing
F. Reference:
Swales, J.M. and Feak, C.B. 2001. Academic Writing for Graduate Students: Essential Tasks and Skills. University of Michigan: University of Michigan Press.
Zemach, D. E. and Rumisek, L. A.2005. Academic Writing: from Paragraph to Essay. McMillan: McMillan Publishers Ltd.
Other related materials
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BIODATA
Sandi Ferdiansyah currently teaches at the University of 17 Agustus 1945 Banyuwangi, East
Java-Inodnesia. He also serves as an English teacher at Islamic Senior High School in the same
region. He earned his Master of Education at the university of Islam Malang, Indonesia, in
2012. He has served as a teacher of English for nearly 5 years. He has so far been interested in
the following academic interests such as developing innovation in teaching writing, applicable
ICT for classroom use, and assessment.
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WORKSHEET #1
MODEL OF TEXT (MOT)
2014 / 2015
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Read the following text carefully!
Extracted from:Zemach, D. E. and Rumisek, L. A (2005)
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WORKSHEET #2
STRUCTURE IDENTIFICATION
2014 / 2015
Name : ........................................... Text type : ..........................................
Date : ........................................... Time allotment : 4 minutes
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Read the text and answer the following questions!
1. What is the topic of the passage?
_____________________________________________________________________
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2. What is the text about?
_____________________________________________________________________
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3. What kinds of verb are used? Give 3 examples each!
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4. What kinds of tense are used? Give 2 examples each!
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5. What transitional signals are used? Give two examples!
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WORKSHEET #3
MIND MAPPING
ROBLEM AND SOLUTION
TITLE: _______________________________________________
PROBLEM: SOLUTIONS:
CONCLUSION:
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WORKSHEET #4
WRITING DRAFT
2014 / 2015
Name : ........................................... Text type : .....................................
Date : ........................................... Time allotment : 13 minutes
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Instructions:
1. Write a draft of problem and solution paragraph. You may choose overcrowded classroom, watching TV for children, or beach reclamation as the topic of your
writing.
2. Begin your paragraph with a topic sentence, a clear supporting sentences and concluding sentence. Organize the steps in order by using an appropriate transitional
signal
3. Write your writing in the space provided.
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WORKSHEET #5
PEER ASSESSMENT (READERS RESPONSE) 2014 / 2015
Name : ........................................... Text type : .....................................
Date : ........................................... Time allotment : 10 minutes
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1. Is the problem explained in the paragraph interesting? (yes / no)
Write a comment about a part that is especially interesting to you
_____________________________________________________________________
_____________________________________________________________________
2. Do you understand the solution? (yes / no)
Circle or underline any part that you do not understand, and write a comment on it!
_____________________________________________________________________
_____________________________________________________________________
3. Copy the topic sentence here and circle the words that tell you that this is a problem
paragraph!
_____________________________________________________________________
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_____________________________________________________________________
4. Copy the topic sentence here and circle the words that tell you that this is a problem
paragraph!
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5. Would you like more information about the problem or solution? ............. (yes / no)
If your answer is yes, write down what would you like to know more about!
_____________________________________________________________________
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WORKSHEET #6
WRITING TASK 5 (POST-WRITING)
2014 / 2015
Name : ........................................... Text type : .....................................
Date : ........................................... Time allotment : 15 minutes
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Instructions:
1. Rewrite your problem and solution paragraph in approximately 150 words. 2. Begin your paragraph with a topic sentence, a clear supporting sentences and
concluding sentence. Organize the steps in order by using an appropriate transitional
signal
3. Write your writing in the space provided.
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Table of scoring rubrics of writing from Anderson (2003:92)
Criteria/ description of rating Score
Ideas and development
Extensive development of topic, strong support of main idea with details
Good development of topic, many supporting details
Adequate development of topic, listing of details
Weak development of prompt; fewer or no details
4
3
2
1
Organization
Completely organized, smooth flow with strong sequence (fulfilling the
structure of descriptive writing, identification and description)
Fairly well organized, flow and sequence evident (fairly fulfilling the
structure of descriptive writing, identification and description)
Sparsely organized, lack of sequence (weakly fulfilling the structure of
descriptive writing, identification and description)
Not organized (poorly fulfilling the structure of descriptive writing,
identification and description)
4
3
2
1
Vocabulary (lexical and functional vocabularies)
Vivid and imaginative word choice, appropriate use of vocabulary
Good word choice, meaning is clear
Fair word choice; simple words
Poor or inappropriate word choice
4
3
2
1
Sentence structure
Excellent, no errors and a variety of lengths
Adequate, few errors and some variety of lengths
Fair, choppy with no variety
Poor, many errors
4
3
2
1
Capitalization and punctuation
Error free
Very few errors (1-5)
Some errors (6-10)
Many errors (over 10)
4
3
2
1
Spelling
Error free
Very few errors (1-5)
Some errors (6-10)
Many errors (over 10)
4
3
2
1