First Language 1: English
FEN151S
Ms. G. Lentz
Process Writing
This lesson focuses on teaching learners how to plan their writing using one of the following
strategies:
• A writing frame
• A mind map
1. Tell learners that very few writers start their process without planning.
2. Start this lesson by modelling the planning process for learners, so that they know exactly
what
to do. The lesson plan guides you on how to do this.
3. Write up your plan on the board to see, following this process:
Planning Explain to learners that writers always think about what they are going to write.
Model this by explaining your thoughts out loud, so that learners can hear them.
Use the planning template to create your own writing plan.
4. Next, give learners a few minutes to think about what they are going to write.
5. Allow learners to turn and talk, and share their ideas with a partner.
6. Remind learners that their personal dictionaries, the theme wall in the classroom, and the
class dictionary are all resources that may be used.
7. Finally guide and support learners as they use the planning template to complete their own
plans.
Planning
cont.
1. Explain to learners that once they have completed their plan, they need to
complete a draft of their writing.
2. Before the lesson begins, rewrite your completed plan from the previous lesson
on the board.
3. Then, write the drafting frame on the board.
4. Briefly model how you use your completed plan to write a draft.
Start by explaining the drafting frame.
Next, model how you use your plan to create a draft by following the
guidelines in the
Drafting drafting frame.
Show learners that a draft is not the final piece of writing. Demonstrate
that it is okay to make mistakes, or to change your mind and rewrite
something.
Explain that a draft may look messy, but that is okay, as this is when you
figure out sentence structure, the best words to use, the order of your
thoughts, etc.
5. Then, tell learners to start writing their own draft.
6. Remind them that a draft is meant to have changes and
errors, that there is no need to feel any fear or anxiety about
committing their ideas to paper – they are supposed to have
doubts and to make changes.
Drafting
7. As learners complete their draft, walk around the classroom,
and hold mini-conferences.
cont. 8. As you hold mini-conferences, take note of any common
challenges that learners seem to be experiencing.
Call learners to attention, and re-explain the area where learners are experiencing
challenges.
9. Tell learners to complete their drafts for homework, should
they not finish in class.
10. Ensure that learners have copied down the drafting frame to work from.
1. At the start of the term, find some time for learners to copy down
the standard editing checklist below:
Standard Editing Checklist
1. Is my spelling correct?
2. Is all punctuation correct? (capitals, full stops, commas, speech marks, etc.)
Editing 3. Have I left any words out?
4. Have I used the correct format?
5. Is my writing the correct length?
6. Is my writing original? (my own idea)
7. Have I used the LSC correctly? (which LSC?)
2. Explain to learners that they will complete their draft and then
edit their work for homework.
3. Explain that they should use this standard editing checklist to
Editing help them with each writing task.
Cont. 4. Remember to tell learners which specific LSC must be edited.
Publishing:
1. Explain to learners that once they have edited their writing,
they must publish it as part of their homework.
2. Tell learners that it is important for us to finalise our writing,
after the editing phase.
3. Tell learners to do this by rewriting their drafts as final pieces,
Publishing ensuring that they incorporate all the edits that were made.
4. Remind learners that it is human nature to want to read work
that is well presented, so encourage learners to set out their
writing properly, and to write as neatly as possible.
Presenting:
1. Tell learners to read their writing to a family member or friend.
2. Finally, collect learners’ books in order to assess their writing.
Presenting 3. Even though you are not required to formally assess all writing
tasks completed, please read and comment on the learners’
published writing at the end of each writing cycle.
African Characters
Elements of African Setting
African Themes
a Folklore African Plot
Parts of a
Paragraph
This Photo by Unknown Author is licensed under CC BY-SA-NC
You should always consider the following guidelines when writing a descriptive paragraph:
Create a picture in words.
Guidelines
Choose words and expressions carefully to create the desired effect.
Images of sight, sound, hearing, taste and touch can be used to make your description vivid.
for writing a Use figures of speech in original ways.
Paragraph Make use of a mind-map during the planning stage.
You must plan, edit and proof-read your work.
[Link]
How to write
a Folklore
Write an African Folklore in 3 paragraphs
Homework 120 words
Reminder! T2 is due next week!