This week 1.Wrap up of class activity 2.Modelling Presentation 3.Peer Assessment review 4.Class survey & future assessment plan. 5. Time to work on presentation.

Stages You don’t need to do all the stages or have them defined. Some overlap is often needed. Anticipatory Set / Stimulus:- activate the students prior knowledge, and present a brief summary of what they will be learning. Modelling:- Direct instruction providing examples of language, style, etc Eliciting information and providing key objectives. Guided Practice:- Teacher involvement. This part of the lesson outlines how your students will demonstrate that they have grasped the skills, concepts, and modelling that you presented to them in the Direct Instruction portion of the lesson. following and as an additional check for understanding & to determine the level of mastery. to provide individual remediation and non-evaluative feedback. Interactive approaches. Provide scaffolding Independent: - Without Teacher involvement. Show understanding of the lesson objectives without needing guided help. Extension activities.

Lesson Plan – Mini Saga Mini sagas provide an excellent vehicle for a short writing lesson. This is because: they are easy to read it is an easy task for the learner to understand to the learner, writing fifty words does not sound difficult (not at first!) they focus on accuracy (in the editing stage) like all creative writing, they have the potential to be very motivating

Context: Pre-Intermediate and above. Creative writing syllabus. Objective: For students to write their own mini saga having learned about the concept. Anticipatory set: 1. Watch short youtube saga clip. “Star Wars” or something appropriate to the students. 2. Write the word “saga” on the board. Discuss the idea. A long, involved story, account, or series of incidents (heroics) 3. Speaking(?) – Students retell a movie / book

Modelling: 3. Chalkboard the Star Wars / Romeo and Juliet story. Elicit the story from students (board). 4. Read Mini saga A. Read once and get students to retell the story. B. Fill in:- 1.Remove title 2. Remove ending Word Limit

Obviously – I would make these age appropriate!

Guided Practice #1: Show a series of pictures in a story (or comic strip) Fill in the story.

Guided Practice: Write mini-saga in pairs. A. Brainstorming with:- 1.Pictures 2.Proverbs 3.Human Interest (jealousy, love, hate) B. Block their story. (Outline) C. Write the saga. Word limit lifted. D. Peer Review E. Re-write with word limit and corrections. F. Read aloud to class. Independent: H/W? Alternative Approaches? Fractured Fairy Tales or Second Example Lesson

Lesson Plan Context: mid-high students. Objective: Students should be able to write a short story using sentences written by others using linking words and phrases. Materials: 1 piece of paper and pen per student. Vocab: … Sequence: 1. Warm up. Teacher gets student to talk about clothes they like or dislike. Teacher models activity. Teacher gives examples of pick-up lines.

2. Game is explained. After each answer is written, the paper is folded and given to the next student. (St’s can write sentences or words given their level) -Q’s. A boy’s name, A girls name, where they met, what he was wearing, she was wearing, What he said first, What she said back, etc … consequence. 3. Student’s write up the story using a template / direction. Matt met Jane at a convenience store. He was wearing skinny jeans and a purple top, she was wearing … He said to her, She said back… In the end… 4. Student’s read out the story to each other. Alternative. Paired story. Students take turns writing a sentence from a well know story.

Assessment Plan This can change depending on the survey results and the negotiation that we are going to have. Suggestions are welcome! 1. Logically structured Paragraph. 2. Lesson Presentation (5 min presentation) Or Curriculum / syllabus Plan. (5 min presentation)

Peer assessment review As we have 2 nights of 5 presentations, I don’t want to waste the opportunity for you to assess your peers. You will:- 1.Ask questions. 2.Give suggestions. Positive feedback. 3.Fill out an assessment review. (Which I will collect)