ENGLISH LESSON PLAN: LANGUAGE LEVEL: FAL GRADE: 11 ...
ENGLISH LESSON PLAN: LANGUAGE LEVEL: FAL GRADE: 11 DURATION: 3 HOURS (3 WEEKS)
THEME/CONTEXT:
TOPIC: REFLECTIVE ESSAY POSSIBLE INTEGRATION………………………………
|Los, ASs and Sub skills |Teaching activities |Learning activities |Evidence produced |Assess. Method+ tools |
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|Lo3 |The teacher brainstorms by asking learners types of|Learners give answers which |Suggested topics like ‘This is |Teacher+ |
|AS1 Demonstrate planning skills for writing|essays they know. |may include all the types of |how I remember the best teacher|Self |
|for a purpose, audience, and context | |essays. |I ever had.’ ‘Give your views |Checklist+ |
|SS1 Explain the requirements of a range of | | |on life and how it should be |Rubric |
|tasks. |The teacher focuses on the reflective essay, | |lived’ | |
|SS2 Identify the target audience and the |highlighting the fact that ‘In a reflective essay |Learners take some notes on | | |
|specific purpose such as narrating, |the writer contemplates or conceives an idea and |aspects to consider when | | |
|entertaining, persuading, arguing, |gives his /her emotional reactions and feelings.’ |writing an essay. | | |
|explaining, informing, describing and |The teacher also cites things to consider when | | | |
|manipulating. |writing a reflective essay: | | | |
|SS8 Develop coherent ideas and organise |1. A reflective essay is subjective. | | | |
|these by using technique such as mindmaps, |2. Feelings and emotions play a major role. | | | |
|diagram, lists of key words and flow |3. A substantial part of the essay may be | | | |
|charts. |descriptive. These descriptions should be vivid and| | | |
|AS2 Demonstrate the use of writing |aim to recreate recollections or feelings of the | | | |
|strategies and techniques for first drafts.|reader. | | | |
|SS1 Use main and supporting ideas |4. The ideas, thoughts or feelings expressed | | | |
|effectively from the planning process. |should reveal sincerity and personal involvement. | | | |
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|Los, ASs and Sub skills SS2 Use a |Teaching activities |Learning activities |Evidence produced |Assess. Method+ tools |
|variety of sentence types, and sentences of|The teacher gives an example of a topic ‘This is |The learners brainstorm on |Written mind maps/ flow charts |The teacher + |
|different lengths and structures |how I remember the best teacher I ever had’. |the given topic. | |Peer |
|appropriately. |The teacher asks the learners to brainstorm using |All learners contribute to | | |
|SS5 Apply paragraph conventions to ensure |mindmaps, spider diagrams/ list of key words or |the list of key words/ mind | |Checklist+ |
|coherence by using topic sentences, |flow charts. |map done by the whole class. | |Marking rubric |
|introduction and ending, logical |The teacher asks each group to use the mind map for|Groups write own first drafts| | |
|progression of paragraphs, cause and effect|the use of main and supporting ideas effectively |using main and supporting | | |
|, comparison and contrast. |for from the planning process to write the first |ideas effectively. | | |
|SS6 Use conjunctions, pronouns and adverbs |drafts. | | | |
|to ensure cohesion. |The teacher reminds the learners of the use of a |Learners write using a | | |
| |variety of sentence types and topic sentences, |variety of sentence types. | | |
|AS3 Reflect on, analyse and evaluate own |introduction and ending. |Learners evaluate and edit | | |
|work, considering opinion of others, and |The teacher asks learners to reflect on, analyse |their work using a checklist | | |
|present final draft. |and evaluate own work. |provided. | | |
|SS1 Use set criteria for overall evaluation|The teacher gives learners a copy with a checklist | | | |
|of own and others writing for improvement. |entitled ‘Assessment of writing process checklist | | | |
|SS5 Refine word choice and sentence and |on pg.11 of the learners’ book –My clever –FAL. | | | |
|paragraph structure, and eliminate obvious |The teacher asks learners to write the final draft | | | |
|errors, slang, offensive language, and |under controlled conditions. | | | |
|unnecessary jargon. | |Learners make comments after | | |
|SS7 Prepare a final draft by proof-reading | |editing. | | |
|and editing. | | | | |
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| | |Learners prepare the final | | |
| | |draft and make submissions to| | |
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