middle School: Sid Al Haj Bahouss MS Teacher: Chetti Asmaa
Level:MS1 Number of learners: 36 Sequence:School Life
learners, mixed-ability.
Session: Write Alone (Individual Assessment and Teaching material: poster paper/large sheets for group work,
Production) Model Text (The Lily Text from Read & Interpret), simplified Peer
Checklist.
Session outcomes: By the end of this session, learners will be able to:
1. Apply the writing process (planning, outlining, drafting) independently.
2. Produce an individual descriptive message (about 35 words) about an ongoing school event.
3. Self-assess and peer-review their drafts for accuracy in the Present Continuous structure and overall coherence.
4. Express their specific identity features related to school activities in writing.
Target competencies: Produce simple written Subsidiary objectives:
messages of predominantly descriptive type of about 35
words related to school life, using the reading message as a
model and writing skills.
Anticipated Problems: Problem: Learners solutions/plan B: Solution: Stress that the goal
is to produce the best possible final product.
may stop writing after the first draft due to
Stage( Allocate clear time slots for Drafting (20 min) and Tim
Interactio
pressure, failing to follow the review steps.
Procedure/Tasks Reviewing/Redrafting (15 min) and monitor the use
s) n e
of the review checklist.
Stage Stage 1:learners
Problem: Struggling Pre-writing
may experience high T → SsSs 15
1:anxiety
Pre- in this individual
Objective: To plan
assessment phasethe
. content and structure
Solution: Allowof the to quietly reference
them (Individual) min
their Write
writin descriptive message individually. Together group's outline and the Lily Text structure
(model reference) for scaffolding. Use the "Feedback
g
Sandwich" approach during monitoring.
Lead-in and Task Setting
Teacher reviews the writing phases (Brainstorm, Outline,
Draft, Review) (Diagnostic assessment).
Teacher sets the individual writing task:
o Context: A new student is joining your class next
week. They want to know what a typical, fun afternoon
class is like.
o Task: Write a short descriptive message (about
35 words) to this student about your favorite class
event (e.g., Art class, a group project) that is
happening now.
o Structure: Mention:
1. Name the class/event.
2. Describe what you are doing.
3. Describe what your classmates are doing.
4. Give your opinion (using adjectives).
ICQ: "Are you working alone or in a group?" (Alone). "Are
you describing a past event or a current event?"
(Current event).
Planning: Brainstorming & Outlining
Teacher's instruction: "Take five minutes to brainstorm
key verbs (with -ing), places, and adjectives. Then, create
a simple outline (3 points) following the Lily Text
structure."
Teacher’s Monitoring: Teacher monitors planning,
offering non-linguistic support and guidance.
Stage 2: Writing
Objective: To draft the message using the target grammar
and refine it through guided self and peer-correction.
Drafting (Individual)
Teacher's instruction: "Write your first draft now, focusing
only on getting your ideas down. Remember to use the
Present Continuous structure."
Teacher's Monitoring (Formative Assessment): Teacher
walks around, observes work, and notes recurring gaps
(e.g., punctuation, auxiliary errors) without interrupting
fluency.
Revising & Redrafting
Stage Task 1: Self-Revision (Teacher-led Sample Correction) Ss
2: Teacher writes 2-3 anonymous sample errors (gathered (Individual) 30
Writin while monitoring) on the board (e.g., I is paint in the Art T → SsSs ↔ min
g room). Ss
Teacher's instruction: "Look at the mistakes on the board.
Let's correct them together. Now, go back and re-read
your own text silently. Check for those same three
mistakes in your draft." (Self-assessment).
Task 2: Peer Review
Learners exchange their drafts with one neighbor (peer
assessment).
Teacher's instruction: "Use the checklist provided
(Relevance, Coherence, Correct Use of English) to
review your partner's work. Give constructive feedback."
Final Version: Learners receive their paper back and write
their final, corrected version (Redrafting).
Stage Stage 3: Post writing Ss 15
3: Objective: To share the final product and finalize the (Individual) min
Post assessment process. Ss → TT →
writin Ss
g Publishing (Sharing the Final Product)
Task 1: Oral Sharing
Teacher's instruction: "Stand up and read your final,
polished message aloud to the class, as if you are talking
to the new student. Speak clearly!"
Teacher collects the final products for detailed assessment
and tracking against the target competence. Teacher
emphasizes how every step leads to better writing.
Follow-up/Feedback
Teacher summarizes the main strengths observed (e.g.,
good use of adjectives, few auxiliary errors).
What Worked Well What Was Challenging / Action Plan for Next Time
Hindered Learning
The structured planning phase The individual drafting phase Incorporate a dedicated micro-
meant very few learners failed to revealed that errors related to lesson on Discourse Markers
meet the 35-word length sentence connectors (and, but) (connectors) during the next
requirement, and the descriptive were common, leading to run-on sequence's Read & Consider
focus was maintained. sentences. phase.
The Self-Revision led by the Students struggled to transition For Sequence 3 (Narrative),
teacher using anonymous samples from the descriptive mode back to introduce a model text that explicitly
was very effective for fixing the a simple greeting/closing (text highlights the formal opening and
common be + V-ing structural error features) for the message, often closing conventions (e.g., Dear
immediately before the final draft. just starting with a plain sentence. Brian, Love, Leo). 21212121