The Third Task- Writing by rB1fs7

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									                           The Third Task- Writing



Advanced Organizer for Unit Planning

 Targeted      Targeted Benchmark(s)           Performance Task(s)          Assessment Tool(s)
 Domain(s)
              Present an argument for or      Write compositions in         RUBRIC- Bagrut table for
 Presentati   against a particular point of    which the pupils state       assessing written
 on           view.                           their opinion about a         presentation- Module D
                                              given subject.




                             Enabling Skills for Benchmark 1

    Objectives                        Activities                      Assessment Tools
Teach the pupils     Talking with the pupils about common         Frontal teaching
an introduction-     problems:
                         1. you don't have enough to say
                             about the topic
                         2. You don't know how to begin.
                         3. You don't know how to organize
                             your ideas.
                         4. you are unsure about the
                             grammar, spelling, punctuation
                             and vocabulary
                         5. you don't know how to end your
                             composition
                         6. you don't have enough time
Getting the most     1. talking about the key information: The          Board, text. Frontal
from the writing     format, the audience, purpose and                  teaching.
topic and plan the   content.
composition          2. working with : writing topic 2- p.65 +
Step 1               pause for practice (p.65+66) (The
                     Complete Guide To 4 Points Bagrut).
                     3. doing activity number 1 below.

Step 2:writing a                   Writing a plan: reading the         Board, text. Frontal
                                    two examples on page 67             teaching.
plan
                                    (The Complete Guide To 4
                                    Points Bagrut)
                                   Pause for practice :
                                    informal letter + opinion
                                     composition.
                                    Working with different
                                     activities to practice finding
                                     and circling the key
                                     information + writing a
                                     plan.
                                    doing activity 2 below
Step 3: writing a                                                     Frontal teaching + text
rough draft                      Writing a draft –reading the
                                 example page 70 (The
                                 Complete Guide To 4 Points
                                 Bagrut )
                                     doing activity 3 below.

Step 4: corrections             Reading the example on page          Frontal teaching+ texts
                                 70 (The Complete Guide To 4
                                 Points Bagrut)
                                Pause for practice p.70. (The
                                 Complete Guide To 4 Points
                                 Bagrut) – doing step 3,4 and
                                 5.

Writing the final                    Give the students the           Frontal teaching + texts
version                               checklist for their writing
                                      task page 86 The
                                      Complete Guide To 4
                                      Points Bagrut.
Teaching How the              The students are given the                 Frontal teaching +
pupil's writing is            Bagrut table for assessing written          texts+ rubric for module
marked                        presentation- Module D. the                 D
                              teacher will explain the different
                              main criteria with examples.               A QUIZ with checklist
                              Content and organization,                  for the writing task (The
                              vocabulary, language use and               Complete Guide to 4
                              mechanics.                                 point Bagrut).
                            Doing the activity : how your            The bagrut table with the
                             writing is marked pages 76+77.           grades will be given back
                             The complete guide 4 points.             to them with their quiz.
                         Doing activities 4+5 below.

The formats of the           Reading different kinds of               Frontal teaching + texts
composition                  compositions: informal letters,
                             formal letters, speeches,                All different writing types
                             discussing issues, expressing            jumbled together because of
                             opinion, reporting events,               lack of time???
                             describing people, place and             It would be better to separate
                             things.                                  them into different lessons
                                  Pause for practice- giving         according to different types.
                                     the students different tasks
                                        to practice writing different
                                        kinds of composition.
                                       A quiz (see activity 6
                                        below)




Instructions for pupils:
Good! You are addressing the pupils!
Today we are going to learn how to write a composition. You are going to learn 5 steps that will

help you to write a good composition.

We are going to write a composition using the cause and effect strategy that we focused on at in

some of our lessons.

Before starting with our activities, let’s do a little revision for of the connectors of cause and effect:

Cause: Since, because, as, because of, duo to, owing to….

Effect: therefore, as a result (of), consequently, thus….




   1. The first step is: Getting the most from the writing topic and plan the composition.
When we read the writing topic we should pay attention to the key information. The writing
topic tells us about :
             the type of the writing task (the format)
             who you are writing for (the audience)- this information is often given, but
               not usually)
             why you are writing (the purpose)
             what to write about (the content).


Activity 1: read carefully the following topic and fill in the missing information at the chart below:



Write your opinion to to the mayor of your city and tell him about the air pollution.

You may relate to the following points:

                                              results for pollution

                                              reasons for pollution
                                           possible solutions




Format

Audience

Purpose

Content

Excellent!

But where are the other practice exercises?

   2.    The second step is: writing a plan.
   The writing topic can help you think of ideas and plan your writing. You need at least 4
   paragraphs for your composition. You need an opening, a body (contains at least 2
   paragraphs) and a conclusion.


   Activity 2: write a plan for the composition air pollution.
We can explain what the causes of this pollution are and suggest a solution. We can use the

following ideas to help you.

           Fish and birds die

           Oil spills in oceans

           Cities dump waste in sea

           People eat poisoned fish

           Pay heavy fines for breaking the law.

           Reward towns and businesses that don't harm environment

           Need laws against dumping

           Beaches dirty and polluted

           Bad for tourism
           Factories dump poisonous waste in rivers and sea

     Again, practice more with the plan. Use the activities in the guidebook.
     3. The third step is writing a rough draft. Writing your rough draft quickly.
     Activity 3: you have 10 minutes to write a draft for your plan (for the same composition
     air pollution).
     Again, practice more with the plan. Use the activities in the guidebook.


     4. The forth step is correcting.
     Activity 4: I will give you some examples for from pupils that were asked to write about
     air pollution. Let's look at the checklist that I gave you (taken from page 86)
     and at the rubric for assessing module d. Please do the following:


   i.   Circle the errors in the composition

 ii.    Give a grade to each one of the criteria on the table- Please mark on the checklist the

        criteria that the student used successfully

 iii.    Calculate the final grade.

Very good!


     Activity 5: Now rewrite your composition with the corrections.



Activity 6: a quiz

Read the following topic and write a composition about it. You have to use the steps that we

discussed earlier. * Getting the most from the topic, writing a plan, writing a draft, correcting,

writing the final version



     Write your opinion about the problem of physical and psychological bullying.

     You can relate to:

                           The causes and the effects of psychological and physical bullying.
                        Solutions for the problem




          The teacher will grade the composition according to the Bagrut table of assessing

             written composition (Module D). The students You will get their your composition

             graded back with the table to show them you exactly how their your composition was

             graded. (We will copy some of the problematic sentences (without mentioning the

             pupil who made the mistake). We will ask the pupils to find the mistakes and to

             correct them.)




Very good, except that I would have liked to see much more practice of each and every step in the

process. (If you had handed your task in on time, you would have had time to do this unit in class

leisurely with all the extra practice that you needed.)

								
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