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Writing Lesson Framework Guide

The document outlines a framework for a writing lesson, which includes generating interest in the topic, providing a model text for analysis, preparing vocabulary and content, having students write their own versions, and providing feedback on both the content and language. Key parts of the framework are leading students in with questions, having them analyze an example text, planning their own writing, producing a draft with monitoring, and getting feedback from peers and teachers.

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CraigFeris
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18 views2 pages

Writing Lesson Framework Guide

The document outlines a framework for a writing lesson, which includes generating interest in the topic, providing a model text for analysis, preparing vocabulary and content, having students write their own versions, and providing feedback on both the content and language. Key parts of the framework are leading students in with questions, having them analyze an example text, planning their own writing, producing a draft with monitoring, and getting feedback from peers and teachers.

Uploaded by

CraigFeris
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Writing lesson framework

A. Lead-in (Generate interest in your topic and ‘hook’ your class)

Lead- in questions

1. Do you recognize any of the food in the pictures?  Bobotie


2. Do you know how to make any of these? Can you name the ingredients? How do you
know how to make them?
3. How often do you cook?

B. Reading (optional) – provide a model/example of the text type


[Link]

C. Language preparation – vocabulary, expressions, etc. that are introduced through the
reading or by the teacher. These include specific features of the text type (e.g., layout)

Writing model for analysis (important features, style, structure, formality)

Set analysis questions for to complete as they read the text. (guided discovery)

1. Analyse the structure and important features (Title, paragraphs, rating etc.)
2. Analyse the language used (discourse markers)
3. Look at the style / tone of the text (if applicable)
4. Look at the formality (if applicable) very formal  semi-formal  informal

D. Content preparation – students’ think of ideas via a mind map, notes, etc. SS can discuss
their plans with a partner. (5 – 10 min)

Give SS a topic to write their own version of the text that was analysed (some SS might have
their own ideas but providing topics will help save time if SS are perhaps not that creative).

Planning helps SS write more smoothly.


E. Writing – the production stage (main aim) 15 – 30 min depending on your time constraints
and the length of your text.

SS have the chance to write their own versions. Monitor to check progress, assist and note errors.

F. Feedback to content

Allow SS to present what they have written as a fluency task (no error correction yet and allow SS
to speak freely. You should note errors, however)

G. Feedback to language (error correction)

Teachers could collect written work and mark them as time permits with feedback to SS. Peer
correction is also an option although SS may feel the teacher is the best person for the job. You
could allow for peer correction initially and then follow up with more detailed teacher correction.

The use of marking codes is useful but it is time consuming.


[Link]

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