Lesson Plan for Writing Class Students level : Second Baccalaureate Lesson objective : write a letter to a friend of yours from U.S.A informing about historical monument in Morocco. Time : 50mns Writing lesson main stages: 1. the prewriting stage : !. the writing stage ". the rewriting or postwriting stage #e$aluate% structuring and editing& : '. the final draft : Teaching materials: pictures about the Moroccan famous historical monuments Points to keep in mind : • ( ha$e to )eep in mind and ma)e students aware that composing is a nonlin generating process whereby writers disco$er and formulate their ideas as they construct meaning. • ( ha$e to )eep in mind and ma)e students aware that writing is an ongoing and that it goes through different stages. • ( ha$e to )eep in mind and ma)e students aware that these stages are $alua learners to grow as independent writers in a pressurefree atmosphere with th the role of a guide% a facilitator and interested reader is necessary.
Students level : Second Baccalaureate
Lesson objective: write a letter to a friend of yours from U.S.A
informing him
about historical monument in Morocco.
Time : 50mns
!. the writing stage
". the rewriting or postwriting stage #e$aluate% structuring and
editing& :
'. the final draft :
Points to keep in mind :
• ( ha$e to )eep in mind and ma)e students aware that composing is
a nonlinear and
generating process whereby writers disco$er and formulate their
ideas as they attempt to
construct meaning.
• ( ha$e to )eep in mind and ma)e students aware that writing is an
ongoing process
and that it goes through different stages.
• ( ha$e to )eep in mind and ma)e students aware that these stages
are $aluables for
learners to grow as independent writers in a pressurefree
atmosphere with the teacher in
1. *enerating the topic of writing through prewriting acti$ities
brainstorming% open
discussion% etc.
!. Ma)ing the purpose or the ob+ecti$e of writing suit the
audience: to inform your friend
about the famous historical monuments.
". writing a first draft with the necessary components of a
specific genre and
style #informal letter&.
• organi,ation
5. diting #or peerediting& the re$ised draft.
/. roofreading the re$ised draft indi$idually% in pairs or in
groups.
. presenting the final copy according to the purpose and the
topic
The pre-writing stage:
(n this stage i shall try to prepare students for the writing stage
$ia eliciting ideas and
acti$ating necessary schemata. Actually% prewriting acti$ities aim
at raising students2 interests
and alle$iate the an3iety of students when the writing will be
assigned.
4irstly% ( will present some pictures about the famous Moroccan
historical monuments
students are as)ed to guess the topic of the writing lesson.
hese pictures are:
8outoubia Marra)ech
After ma)ing sure that the students guessed the top cog the writing
lesson% ( will represent
the picture and other ones if student )now the monuments names or
not.
hen% a class discussion about the historical monuments is
opened to stimulate students
ideas.
;e3t% ( shall gi$e the students a chart to fill in:
he name of the historical
monument
===========.. ============ ============
===========.. ============ ============
he purpose of this tas) is to ma)e students write in groups and
write as many ideas as they
can < generating lists of ideas about the topic.
hen% ( shall as) students to read what they ha$e written in
the chart. Students are as)ed to
reflect on and discuss their classmates2 ideas and answers.
(n fact% this discussion will help students to de$elop their
ideas in a positi$e and
encouraging way.
As far as ( am concerned% ( shall help students through
gi$ing them appropriate information
about the monuments.
>ast but not least% ( will inform the students about the writing
lesson ob+ecti$es:
• writing a letter to a friend of yours from U.S.A informing him
about historical
monuments in Morocco.
ideas):
Students are as)ed to ma)e a plan before starting composing.
Students2 planes will be
compared and discussed in groups before the writing process.
hen% to generate ideas% students are as)ed to write as 7uic)ly as
possible about the topic for 5
or minutes without worrying about correct language and
mechanisms.
he purpose is to ma)e students write and )eep writing #disco$er
writing&% as the te3t
will be re$ised later.
Students ha$e to )eep in mind that they are writing with a specific
purpose to a
Specific audience:
• Specific purpose: writing to inform about famous historical
monuments in Morocco.
• Specific audience: writing to a friend of yours from the United
States of America.
Students ha$e also to )eep in mind the writing genre: descripti$e
writing.
(n this stage% students may write either indi$idually or in groups
to share ideas about the
topic. (n fact% the collaborati$e writing is $aluable as it
in$ol$es other s)ills #spea)ing in
particular&.
structuring and editing
):
(n this stage% students are as)ed to put what they ha$e written in
a cohesi$e and coherent way.
Actually% students reread to re$ise% edit and get feedbac) from
each other and from the
teacher.
Ordering:
Students are as)ed to order and organi,e their ideas. hey should
)now the order
through which they will compose. 4or e3ample% students may start
their ideas with the ones
which tal) about the well)nown historical monument and% then% mo$e
to the less famous
ones.
Students ha$e to organi,e their ideas ta)ing into consideration the
format of their
writing: the informal letter.
Self-editing:
Students should )now how to e$aluate their own language. *ood
students ha$e to
impro$e their writing through:
• -hec)ing spelling
• -hec)ing punctuation
• -hec)ing capitali,ation
• -hec)ing the clarity of the te3t structure with an effecti$e
beginning. Middle and end
• -hec)ing cohesi$e de$ices and transitions to organi,e content at
the le$el of
paragraphs and the whole te3t effecti$ely.
• -hec)ing sentences structures: compound<comple3 structures%
the acti$e<passi$e% etc.
Peer-editing and proof-reading:
his means that te3ts produced so far are e3changed so that students
e$aluate each
other and ser$e as audience for each other.
he purpose of peerediting and proofreading is to ma)e students
chec) and loo) for
errors concerning grammar% $ocabulary% mechanisms% organisation%
style% etc.
As a matter of fact% the teacher is part of the writing process in
that he helps students
with his comments mo$ing from one group to another. he purpose is
to ma)e sure that
students are doing the tas) correctly. Mo$ing around the classroom
will enable me to obser$e
how well students in general seem to ha$e gotten the instructional
point. (f the there is any
confusion% ( should stop the class and clarify instructions or
pro$ide additional e3planation.
The final draft:
in this stage% students should present the final copy which is a
re$ised $ersion of the
different drafts produced in the writing stage. his final draft is
supposed to be grammatically
correct% wellorgani,ed% coherent% appropriate in terms of purpose
and audience.
4inally% students2 final copies are collected to be returned to
them with my feedbac).