LESSON
1
Introduction to Writing
Instruction:
Discuss the different purposes
of writing. Explain the reason for the writing assessment.
Writing Activity:
Writing assessment. Have the students write an essay based on a picture prompt. (30 minutes).
Vocabulary
Exploration:
1. Write 5 words on the board.
2. Have students look up the meanings of the
words in the
dictionary.
3. Discuss the literal and figurative meanings
of the words.
4. Have students write each word in a sentence.
5. Have students write their sentences on the board
and have
the class discuss the meaning
of each word as contained in
the sentence.
6. Discuss using context clues to determine the
meanings of
words in a sentence.
7. Form groups of 2 – 3 students.
8. Give students a short passage containing underlined
vocabulary words.
Activity:
1. Have students determine the meaning of
the underlined
words through the use of context clues.
2. Have students provide the meanings of the
words.
3. Have students use the dictionary to look up
the meanings
and compare how close their
meaning was to the actual
meaning of the words.
4. Highlight any idioms or idiosyncrasies that
may be
indigenous to the vocabulary
word.
Homework Activity:
Have students read
an article that highlights specific vocabulary words, and complete the activities that go along with the article:
reading
comprehension questions,
matching
vocabulary word with its definition,
placing
the vocabulary word into the appropriate sentence
(cloze
method),
crossword
puzzle using the vocabulary words and definitions,
and
word search using vocabulary words
LESSON
2
Introduction to the Thesaurus: more elaborate word usage
Review homework and discuss. Schedule time to meet with each student
individually to review writing prompt score. Collect homework.
Vocabulary
Development:
Students
will be introduced to the Thesaurus and synonyms. Discuss the need to use more
sophisticated wordage in essay writing. Write several sentences on the board,
and then replace basic words in the sentences with more enhanced words. Explain
to the students that writing is more formal than speaking; therefore, the words should be more sophisticated.
Students
will be given 10 sentences with vocabulary words underlined, and asked to:
1. Look up the meaning of the word in the dictionary, and
2. Look up a synonym (similar word) for the underlined word.
Students
will be asked to find a synonym that can be substituted into the sentence so that the meaning of the sentence does not change. The responses will be analyzed to determine if the synonym fits appropriately into
the sentence to retain its meaning.
Writing
Activity:
Students
will be put in groups of 2. They will be given a sample of a paragraph and asked
to try the same activity by replacing the basic underlined words with words found in the Thesaurus. Responses will be discussed as to the appropriateness of the choices.
The instructor will provide additional suggestions for word choice.
Homework
Activity:
Students
will be asked to select 5 vocabulary words from a list of 20 words. They will
need to:
1. Look up the meaning of each word in the dictionary.
2. Write out the definition of each word.
3. Use each word in a sentence.
4. Replace each word with a synonym by using the Thesaurus.
LESSON 3
Synonyms and Antonyms; words often confused.
Review answers to the homework
assignment by having students choose one of the words they selected and write all the information about the word on the board. Discuss the appropriateness of the use of the word in the sentence. Discuss any areas of difficulty. Collect homework.
Instruction:
Given a handout containing 20 words, the students will be asked to provide synonyms and antonyms for the given
words. The teacher will write their responses onto an overhead transparency. The students will be encouraged to use their dictionaries and thesauruses if they
have difficulty with the vocabulary.
Writing Activity:
The students will be asked to create a sentence for each word in the list. These will be written on the board
and discussed.
Instruction:
The teacher will provide a handout containing the words affect/effect, advice/advise, thorough/through, loose/lose,
except/accept, proceed/precede, admit/submit, elicit/illicit, accidentally/incidentally with their appropriate definitions
and usage in sentences.
Writing Activity:
Students will be placed in groups of 3 and given short essays containing incorrect vocabulary words to analyze
for correct word usage and correct grammar/syntax. The students will be told
the number of errors contained in each essay, and then asked to make the appropriate corrections.
After the students have completed the activity, the teacher will review the corrections with the students by
placing a copy of the essay onto an overhead projector and ask the students to identify each error and the correction necessary.
Homework Activity:
Students will be given a copy of a paragraph and asked to proofread and make the corrections. Students will also be asked to provide synonyms or antonyms for underlined words in the essay.
LESSON 4
Introduction to Prefixes and Suffixes
Review
and collect homework
Instruction:
The
students will be given a handout containing the most common prefixes with their meanings and examples of words containing
those prefixes. The teacher will list several root words and their definitions
on the board. Then she or he will place a prefix at the beginning of each root
word to show how the meaning of the word is changed by the addition of the prefix. The
teacher will then refer to “family groups” (ex. Root – “port”; family words – deport,
report, support, import, export, rapport, transport, etc.) and ask the students if they can determine the meaning of the words
by the definition of the root – “port” meaning “to carry”.
The teacher will also illustrate how use of the suffix may alter the meaning of the word (ex. port – porter; farm – farmer; wait – waiter, waitress; etc.), and the part of speech
(transport – verb – “to carry across”; transportation – noun – “the act of carrying
across”).
Writing
Activity:
The
class will be given 20 definitions of words with their roots and asked to add a prefix to each root to satisfy the definition
of the word. Students will then use the dictionary to locate a word using each
common prefix and write the definition for each word.
Homework
Activity:
Students
will continue the writing activity by locating 5 words for each prefix and writing a definition for each word.
LESSON 5
Complete
sentences, fragments, and run – on sentences
Review homework by having
students write one word for each prefix with its definition on the board. Discuss
answers. Collect homework.
Instruction:
Discuss
the components of a sentence (subject/predicate). Explain that if a group of
words is considered a complete sentence, it should answer 2 questions:
1. What or who are we talking about?
(Indicates the subject of the sentence).
2. What is happening? (Indicates
the predicate).
Write
complete and incomplete sentences on the board. Have students distinguish the
difference between the complete sentences and sentence fragments. Have students
correct the fragments by adding the missing information. Write the responses
on the board.
Writing
Activity:
Give
the students a handout with 20 fragments listed. Have students add the missing
information and then have them write their responses on the board. Discuss the
command statement, and why the subject is not stated in the sentence. Have students
cite examples of command sentences and write these examples on the board.
Discuss
run – on sentences. Explain that there is more than one complete thought
within the sentence, and the thoughts need to be separated into 2 or more sentences.
Discuss the use of different punctuation in separating the thoughts into complete sentences. Using an overhead projector,
have 10 examples of run – on sentences that need to be corrected. Ask students
to correct these sentences, and assist the students with appropriate punctuation suggestions, if needed. Mark the transparency with the corrections.
Writing
Activity:
Give
the students a paragraph containing complete sentences, fragments, and run – on sentences. Form groups of 2 – 3 students. Have them determine what
corrections need to be made. Using an overhead projector, have a copy of
the paragraph on a transparency. Ask groups to provide corrections and mark transparency,
as needed.
Homework
Activity:
Provide
students with 3 activities:
1. Have students change sentence fragments into complete sentences.
2. Have students change run – on sentences into complete sentences.
3. Have students proofread and correct a paragraph containing run –
on sentences and fragments.
LESSON 6
Using conjunctions, coordinators, and transition words
Review
homework assignment and collect.
Instruction:
Given
a chart listing coordinating and subordinating conjunctions, discuss the uses of the common coordinators (and, but, or, yet,
so, if), and the uses of the subordinating conjunctions (however, therefore, as though, nonetheless, moreover, etc.) to enhance
essay writing. Given 10 sentences with coordinating conjunctions, show students
how to substitute the conjunctions with subordinating conjunctions.
Writing
Activity:
Given
20 sentences, students will substitute the coordinators as modeled in the lesson. Answers
will be reviewed.
Second
Writing Activity:
Given
a paragraph, students will be asked to repeat the activity by replacing the coordinators.
Transition
words will be discussed. The class will assist the teacher in completing
a task analysis project. The teacher will ask the students to tell her step –
by – step how to tie a pair of shoes. As the students tell the steps, the
teacher will write them down on a large easel pad. After completion of the activity,
the students will copy the steps into their notebooks for reference when completing their homework assignment.
Homework
Activity:
Each
student will be asked to do a task analysis describing how to do something. Examples
may be: changing a flat tire, baking a cake, doing laundry, etc.
LESSON 7
Writing Activity: Analysis of Tasks
Instruction:
(Reviewing the Homework Assignment.)
Have
each student take a magic marker and a large piece of easel paper. Have each
student write the steps to the task they were to explain on the paper and post around the room. After students have written the steps onto the paper, the teacher will ask a student to read what
he or she wrote. After the student reads the steps, the teacher will ask the
other students to determine what corrections need to be made. Students will be
asked to proofread the written information and offer corrections. The instructor
will make the corrections on the paper. Each student will have a turn reading
his or her work, and allowing corrections to be made. Upon completion of the
activity, students will be asked to make the necessary corrections in their notebook.
Computer
Writing Activity:
Students
will be provided basic instruction on logging onto the computer, opening up Microsoft Word, saving to a floppy disk, and printing. Each student will be provided their own floppy disk on which to save their written
work. Students will be asked to type their corrected assignment on the computer,
save to the floppy disk and print 2 copies - one for the student and one for the teacher.
Homework
Activity:
Complete
another task analysis to be handed in to the teacher.
LESSON 8
The Writing Process
Collect homework. (Task analysis)
Instruction:
Discuss
the steps involved in the Writing Process:
1. Choose a topic
2. Brainstorm ideas and write them down
3. Organize information into main ideas and supporting details
(at
least 4 main ideas with 3 supporting details each)
4. Place into outline form (weakest to strongest point)
5. Write the rough draft
6. Proofread and correct
7. Rewrite the essay making corrections
The
teacher will have students pick a topic, then will have students brainstorm ideas as she or he writes the ideas on the board. The teacher will then show the students how to state the main ideas and place supporting
details under them. The main ideas with supporting details will be numbered
as to order of presentation. This will be accomplished through the use of the
outline form (Roman numerals, alphabet letters).
Pre
- Writing Activity:
After
the teacher has modeled the lesson, the students will be placed in groups of 4, asked to pick a topic from a list given to
them, and brainstorm for ideas. As the students are completing this, the teacher
will circulate around to the groups to assist with the wording and/or the ideas. The
teacher should allow ample time to complete this activity and allow the use of dictionaries and thesauruses. (20 – 30 minutes is good.)
After
the time has lapsed, the teacher will ask students to provide the main ideas and supporting details that they were able to
generate. These will be placed on the board.
The teacher will review the information and make changes in wording or ideas as needed.
The
students will copy this information into their notebooks in preparation for the next lesson.
Homework
Activity:
The
teacher will give the students another essay topic to brainstorm and to come back to class with their main ideas and supporting
details.
LESSON 9
Proofreading an essay; looking for key components; logical sequencing.
Instruction:
Using
an overhead projector, the teacher will place a transparency with a model essay of the topic chosen in the previous lesson
on the overhead. The teacher will discuss several points required for good essays:
1. the key elements of the essay (main ideas/supporting details).
(These
will be underlined and marked on the transparency)
2. logical sequencing of ideas
3. use of transition words to connect paragraphs
4. use of sequential words for time order
5. methods to use to proofread for errors in spelling, punctuation,
and word usage.
This
activity will be repeated using 2 other essays on the same topic.
Writing
Activity:
The
students will then be asked to write their own essay using the information given.
The
teacher will circulate around the classroom to help students in need of assistance.
Homework:
Finish
writing the essay.
LESSON 10
Using the Writing Process to create another essay.
Computer
Writing Activity:
Students
will be asked to type their essay into Microsoft Word. Completed essays will
be saved to their floppy disks and then 2 copies printed. One copy will be handed
in to the teacher for corrections.
Pre – Writing Activity:
The teacher will write the topic on the board. The students will
provide main ideas and supporting details for the topic. The information will
then be numbered in order of presentation. The students will copy the outline
into their notebooks in order to complete their homework assignment.
Classroom Activity:
Students will write their task analysis homework assignment (lesson 6) onto easel paper. The teacher will repeat the instructional activity from lesson 6 for correcting the task analysis assignment.
Writing Activity:
Students may elect to handwrite their corrected task analysis or type onto the computer. These will be handed in to the teacher.
Homework Activity:
Write an essay using the main ideas and supporting details’ outline generated in class.
Students wishing to type their essay onto the computer may use the computer lab during their free time.
LESSON 11
Researching a Topic; taking notes.
Collect homework: essay.
Instruction:
Students will be shown how to navigate the Internet and locate information.
Students will be told that they will research a topic in order to gather information that will assist them in writing
a report to be presented to the other students in the class.
Internet Activity:
Each student will choose a topic to research (narrow down the topic for students, if necessary) and locate 3
– 4 articles on their topic. The students will be asked to print out their
information in order to take notes on the topic.
Instruction:
Students will be given a short demonstration on highlighting text for gathering information, note – taking,
and using note cards.
Reading and Writing Activity:
Students will be given time to read some of the information gathered.
Students will be asked to place notes on note cards.
Homework Activity:
Complete reading and taking notes on gathered material.
LESSON 12
Review of verb tense and irregular verbs; using gerunds and
infinitives
Writng the Report
Instruction:
Students will be given sample sentences with incorrect verb usage and asked to determine the correct tense. (A review of verb tenses may be needed depending on the ability level of the students). Students will be given a chart of irregular verbs and told that when using the past
participle tense, the verb needs a helper, such as “has” or “was”(for singular verbs), “have”
or “were” (for plural verbs), and “had” (for past tense).
Writing Activity:
Given a worksheet with 30 sentences, the students will use the cloze method to provide the appropriate tense
of each verb listed under the blank. Students will complete the worksheet
individually and then share answers.
Instruction:
Students will be instructed on the use of gerunds and infinitives.
Writing Activity:
The students will be given a worksheet of 20 sentences containing gerunds and infinitives and asked to:
1) underline the gerund or infinitive in each sentence,
2) write their own sentences: 10 containing gerunds and 10 containing infinitives.
The teacher will ask each student to cite the gerund or infinitive underlined in each sentence. The students will then be asked to write two of the sentences they created (one containing a gerund and
one containing an infinitive) on the board to be analyzed.
Instruction:
Students will be shown how to organize their note cards into subtopics and supporting details and then create
an outline for their report.
Research Activity:
Students will use the Internet to gather additional information and pictures for their report that is due on
the last class.
Homework Activity:
Write report to be handed in during last class (Lesson 14).
LESSON 13
Regular and irregular rules for pluralizing nouns; Homonyms
Instruction:
The teacher will give the students a handout of spelling rules and review each rule with them. Then the teacher will give students a list of nouns that require different spelling rules and apply the
spelling rules to them to pluralize the words.
Proofreading Activity:
Students will be asked to proofread and correct a paragraph containing 20 misspelled words. Students will refer to the chart for assistance.
Instruction:
Irregular spelling of plural nouns will be discussed, and strategies for determining the spelling of specific
words. A chart of pluralized nouns will be distributed to the students.
Writing Activity:
The students will be given 2 paragraphs containing 20 underlined misspelled words. The students will be asked to provide the correct spelling for each misspelled word.
Instruction:
The students will be given a worksheet containing 40 homonyms. The
students will be asked for definitions to several of the homonyms (to check for comprehension). The students will then be asked to provide alternative spellings for the words and their definitions.
Writing Activity:
The students will be given 30 sentences containing homonyms with different spellings and asked to underline
the correct spelling for the word as it is used in each sentence.
Lesson 14
Presentation
of reports
Each student
will be given 5 - 10 minutes to present his or her report to the rest of the class.
