INSTITUT PENDIDIKAN GURU KAMPUS SARAWAK, MIRI

COURSEWORK ASSESSMENT - PROJECT

(TASK SPECIFICATION SCHEDULE, TASK AND MARKING RUBRICS)

CODE AND COURSE :TSL 3073 TEACHING OF WRITING SKILLS IN THE PRIMARY ESL CLASSROOM

TIME FRAME : 6 WEEKSDATE SET : 22nd July 2014

DATE OF SUBMISSION: 2nd September 2014

PROGRAMME :

PISMPSEMESTER / YEAR: 2/ Year 2

INTAKEJAN 2013

GROUP :TESLR1 & TESLR2

PREPARED BY : CAMILLUS ONG HOCK SIEW

CONFIRMED BY :COURSE COORDINATORHEAD OF DEPARTMENT

NAME AND SIGNATURE :CAMILLUS ONG HOCK SIEW

CHUA GEOK KWEE

DATE

17th July 301418th July 2014

INSTITUT PENDIDIKAN GURU KAMPUS SARAWAK, MIRI TASK SPECIFICATION SCHEDULE FOR PROJECT

DEPARTMENT :Languages Department CODE AND COURSE:TSL3073 Teaching Of Writing Skills in the Primary ESL ClassroomPROGRAMME:PISMP TESL SEMESTER/ YEAR: Sem 2 Year 2

Date Set :22nd July 2014Date Of Submission :2nd September 2014

Course Learning Outcomes:

1. Demonstrate an understanding of the approaches and techniques of teaching writing skills in the primary ESL classroom.2. Use appropriate evaluation strategies in assessing writing in the primary ESL classroom.3. Select, design and evaluate materials for teaching writing in the primary ESL classroom.4. Plan, teach, and subsequently evaluate the implementation of lessons to develop writing skills based on the current Malaysian English Language syllabus for primary schools.5. Design remedial and enrichment activities for developing writing skills in the primary ESL classroom.

This coursework will evaluate the learning outcomes 1,2,3,4 and 5.

Objectives of Project:

1. Source for materials on approaches to teaching writing in the Primary ESL classroom2. Source for appropriate activities and materials for teaching writing3. Plan and teach writing lessons according to the KSSR English language syllabus4. Write a reflection of your strengths and weaknesses of your lesson and provide suggestions to improve your lesson .

Task SpecificationTOPIC

TASKWEIGHTAGENOTES/REMARKS

1. Approaches and Techniques For Teaching Writing Skills in the Primary ESL classroom

1. Approaches and Techniques For Teaching Writing Skills For Year 4 in the Primary ESL Classroom

3. Approaches and Techniques For Teaching Writing Skills 4. Selection and Adaptation of Materials and Activities 5. Planning and Lesson Planning for Teaching Writing Skills6. Remedial and Enrichment Activities for Developing Writing Skills

8. Microteaching

1. Nature and Purpose of Writing2. Developmental Stages of Writing3. Approaches and Techniques For Teaching Writing Skills 4. Selection and Adaptation of Materials and Activities 5. Assessing Writing Skills6. Planning and Lesson Planning for Teaching Writing Skills7. Remedial and Enrichment Activities for Developing Writing Skills8. Microteaching

1. Portfolio (Individual)

Collect and read 2 articles on each of the three approaches to teaching writing (product, process and genre). These articles should be accessed from different resources. Arrange the articles systematically in a portfolio. Include the 6 references on the approaches to teaching writing using the APA system

2. Graphic Organiser (Individual)

Based on your reading, produce a graphic organiser for each approach. Attach the graphic organisers together with your articles.

3. Lesson Plan (Group)

Prepare a 60-minute lesson plan to teach a writing lesson for a Year 4 KSSR class. The lesson must reflect the genre, process or the product approach. Prepare all teaching and learning resources and submit together with the lesson plan.

4. Micro teaching (Individual)

Conduct a micro teaching session of the lesson plan and record the session.

5. Reflection (Individual)

Select and analyse one recorded microteaching session. Your reflection should focus on the strengths and weaknesses of the lesson and suggestions to improve your lesson. Length of essay is 1000 words (not more than 5 pages)

20%

20%

20%

20%

20%

Assessment Criteria:Based on Marking Scheme (refer Rubrics)

Choice of articles Content Organisation

1. INSTITUT PENDIDIKAN GURU KAMPUS SARAWAK, MIRI

PROJECT TASK

PROGRAMME : PISMP TESL

TRAINEE TEACHERS NAME :

CODE & COURSE : TSL3073 TEACHING OF WRITING SKILLS IN THE PRIMARY ESL CLASSROOM SEMESTER/YEAR : 2/ Year 2

DATE SET :

22 JULY 2014DATE DUE :2 SEPTEMBER 2014

LEARNING OUTCOMES:

2. Demonstrate an understanding of the approaches and techniques of teaching writing skills in the primary ESL classroom.3. Use appropriate evaluation strategies in assessing writing in the primary ESL classroom.4. Select, design and evaluate materials for teaching writing in the primary ESL classroom.5. Plan, teach, and subsequently evaluate the implementation of lessons to develop writing skills based on the current Malaysian English Language syllabus for primary schools.6. Design remedial and enrichment activities for developing writing skills in the primary ESL classroom. This coursework will evaluate the learning outcomes 1,2,3,4 and 5.

Objectives of Project:

1. Source for materials on approaches to teaching writing2. Source for appropriate activities and materials for teaching writing3. Plan and teach writing lessons according to the KSSR English language syllabus4. Write a reflection of your strengths and weaknesses of your lesson and provide suggestions to improve your lesson.STIMULUSWe assume here that your pupils can already write in their own language or are in the process of learning to write. However, since the process is a long one, we also assume that most of your pupils will still be coping with the mechanics of writing as well as thinking about what to write (Scott & Ytreberg, 1995)ASSIGNMENT:PROJECT (100 marks)This project assesses your ability to complete the four tasks below.Task 1 PortfolioIndividual work (20 marks)

Collect and read 2 articles on each of the three approaches to teaching writing (product, process and genre). These articles should be accessed from different resources. Arrange the articles systematically in a portfolio. Include the 6 references on the approaches to teaching writing using the APA system

Task 2 Graphic Organiser Individual work (20 marks)

Based on your reading, produce a graphic organiser for each approach. Attach the graphic organisers together with your articles.

Task 3Lesson Plan Group work (20 marks)

Prepare a 60-minute lesson plan to teach a writing lesson for a Year 4 KSSR Year. The lesson must reflect the genre, process or the product approach. Prepare all teaching and learning resources and submit together with the lesson plan.

Task 4Micro teachingIndividual (20 marks)

Conduct a micro teaching session of the lesson plan and record the session.

Task 5ReflectionIndividual (20 marks)

Select and analyse one recorded microteaching session. Your reflection should focus on the strengths and weaknesses of the lesson and suggestions to improve your lesson. Length of essay is 1,000 words (not more than 5 pages)

Procedure:

Detailed requirements for the assignment

1. Length of written essay should be 1,000 words. It should be typed using font Arial size 11, and 1.5 spacing.

2. References should include journals, reference books and internet sources.

3. Referencing procedures must follow the APA (American Psychological Association).

4. Essay should show your depth of reflection, maturity and academic quality.

5. Plagiarism is strongly prohibited.

6. The front page/cover of the report consists of:

Name of student Index number Identity Card number Course code Title of coursework Group Name of Academic Lecturer Date of submission

Please refer to the cover page attached.

7. Please refer Guidelines for Assignment

The assignment will be assessed based on the following criteria: Coverage and content Quality of Review Organisation Quality of Sources8. Please refer to the marking criteria

Prepared by: Checked by:

_______________________________ __________________________(CAMILLUS ONG HOCK SIEW) (HAIRANI BT BUJANG) Penyelaras Kursus TSL3073Subject Matter ExpertJabatan Bahasa, Jabatan Bahasa, IPGKSIPGKS

Validated by:

____________________________(CHUA GEOK KWEE)

Ketua JabatanJabatan Bahasa, IPGKSTarikh: 17 July 2014

INSTITUT PENDIDIKAN GURU KAMPUS SARAWAK, MIRI

TSL 3073 : TEACHING OF WRITING SKILLS IN THE PRIMARY ESL CLASSROOM

ASSESSMENT RUBRICS

PROGRAMME : PISMP

SEMESTER : 2/2014

Task 1: Portfolio (20%)

Criteria

High DistinctionDistinctionCreditPassFail

18 - 2015 - 1713 - 1410 - 12< 10

Excellent compilation of 6 articles from a wide range of sources.

Excellent choice of references and selection of articles highly relevant to teaching writing skills.

Items are clearly introduced, highly organised, paginated with table of contents, and creatively displayed, showing connection. Good compilation of 6 articles from a wide range of sources.

Good choice of references and selection of articles relevant to teaching writing skills.

Items are introduced and well organised, paginated with table of contents showing connection between items.

Fair compilation of 6 articles from a wide range of sources.

Fair choice of references and selection of articles fairly relevant to teaching writing skills.

Items are introduced and organised, paginated with table of contents showing some connection between ite Adequate compilation of 6 articles from a wide range of sources.

Adequate choice of references and selection of articles adequately relevant to teaching writing skills.

Items are introduced and fairly organised, with table of contents showing little connection between items.

Poor compilation of 6 articles from a wide range of sources.

Poor choice of references and selection of articles irrelevant to teaching writing skills.

Items are not introduced and lack organisation.

Task 2: Graphic Organiser (20%)

Criteria

High DistinctionDistinctionCreditPassFail

18 2015 - 1713 - 1410 - 12< 10

Very clear presentation of notes using appropriate graphic organiser(s) on the approaches

Notes are very comprehensive with important points highlighted.

Excellent linguistic ability. Ideas are very effectively represented with very/almost always accurate grammar, vocabulary and spelling. Very well organised and in logical sequence.

Hardly any errors.

Clear presentation of notes using appropriate graphic organiser(s) on the approaches.

Notes are comprehensive with important points highlighted.

Good linguistic ability. Ideas are very effectively represented, good grammar, vocabulary and spelling.

Well organised in logical sequence.

Very few minor errors.

Fair presentation of notes using graphic organiser(s) on the approaches.

Fairly adequate coverage of main points.

Fairly good linguistic ability. Ideas fairly well-presented. Some errors in vocabulary and spelling.

Fairly well-organised.

Communicates quite well with some errors that do not impede comprehension

Adequate presentation of notes using graphic organiser(s) on the approaches.

Adequate coverage of main points and linguistic ability.

Ideas presented are not quite organised with some errors in grammar, vocabulary and spelling that do impede some comprehension

Little relevance to the approaches.

Hardly any evidence of note making using graphic organiser.

Notes, if any, are irrelevant & incomplete.

Poorly organised.

Limited ability to communicate. Inadequate control of the language.

Gross errors.

Task 3 : Lesson Plan (40%)

Criteria

High DistinctionDistinctionCreditPassFail

36- 4030 - 3524 - 2920 - 23< 19

The lesson plan is very comprehensive and very well prepared. Skills & approaches are very appropriate for topic and target group ability. The topic and the curriculum specifications selected are based on the KSSR syllabus The objectives are expressed in behavioral terms Teaching steps are well-sequenced. Teaching-learning materials are varied, interesting and relevant. Activities are varied and very interesting & relate directly to the lesson objectives. Overall, the lesson is very interesting and reflects teachers creativity. The lesson plan is comprehensive and well prepared. Skills & approaches are suitable for the topic, & target group. The topic and the curriculum specifications selected are based on the KSSR syllabus The objectives are expressed in behavioral terms Teaching steps are well-sequenced. Teaching-learning materials are generally interesting and relevant. Activities are interesting & related to lesson objectives. Overall, the lesson is mostly interesting and reflects teachers creativity.

The lesson plan is fairly comprehensive. Skills & approaches are fairly suitable for topic & target group in terms of ability and year. The topic and the curriculum specifications based on the KSSR syllabus. The objectives are mostly expressed in behavioural terms Teaching steps are fairly well sequenced. Teaching-learning materials are satisfactory. Activities are fairly interesting & relevant to the lesson objectives. Overall lesson is fairly interesting & shows some creativity. The lesson plan lacks coherence. Skills & approaches and the curriculum specifications are poorly linked to the KSSR syllabus. The objectives are not clear and show limited relevance. Teaching steps are not logically sequenced. There is some mismatch in the activities and materials to the target group. Teaching-learning activities & materials lack relevance to skills and objectives. Overall the lesson shows limited creativity and lacks interest value.

The lesson is poorly planned & lacks flow. The skills & approaches are inappropriate for the topic and the curriculum specifications. The objectives are inappropriate. No teaching steps can be identified or extremely vague. The activities and materials do not match the topic, target group & objectives. Overall the lesson is haphazardly implemented, boring and does not reflect any creativity.

Task 4:ANALYSIS OF MICROTEACHING (20%)

Criteria

High DistinctionDistinctionCreditPassFail

18 - 2015 - 1713 - 1410 - 12< 10

Demonstrates deep understanding of the processes involved in a teaching learning situation

Able to analyse critically and identify clearly strengths and weaknesses.

Able to identify clearly problems (challenges or constraints) faced during the teaching-learning process and provide very practical and effective solutions to the problems identified.

The analysis is very well supported by relevant & extensive range of literature Demonstrates good understanding of the processes involved in a teaching learning situation.

Able to analyse quite critically and identify quite clearly strengths and weaknesses.

Able to identify most problems/constraints faced during the teaching and learning process and provide some practical and effective solutions.

The analysis is well- supported by relevant & a wide range of literature Demonstrates fair understanding of the processes involved in a teaching learning situation.

Able to analyse fairly critically and identify fairly clearly strengths and weaknesses.

Able to identify fairly clearly problems / constraints faced during the teaching and learning process and provide fairly practical and effective solutions to a few of the problems identified.

The analysis is supported by relevant literature

Demonstrates a vague understanding of the process involved in a teaching learning situation. Limited ability to identify strengths and weaknesses.

Poor ability to identify problems and provide solutions to the problems identified.

Analysis is mostly a description of events. Support, if any, is mostly irrelevant.

Extremely limited ability to critically reflect on experience.

Hardly able to demonstrate any understanding of the process involved in a teaching learning situation. Hardly able to identify strengths and weaknesses in teaching and learning. Unable to identify problems and to provide solutions.

Analysis is merely a description of events.

TOTAL100%