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Subject: English

Class: 2 Berlian

Date/Day: 5/07/2011

Time: 2.55 4.00pm (65 minutes)

Theme: Environment/ Health (Public health)

Topic: Dirty school toilets

Focussed Skill: Writing (Process writing)

Integrated Skills: Speaking

Curriculum Specifications: 2.3 (a) writing composition using appropriate format and conventions, (c) revising and editingdrafts and checking for grammatical, spelling, and punctuation accuracy [Process writing level 3]

Lesson Objectives:

1. Produce a composition for the school magazine about how to keep the school toilets clean.2. Apply process writing in writing (brainstorming for ideas, preparing for an outline and editing draft for grammar and

spelling accuracy before submitting the final work).

Education Emphases: Moral values (civic awareness and responsibility).

Language Content: Vocabulary groups related to dirty toilets (e.g. stench, filthy), language skills (process writing skills)

Teaching Aids: Pictures of dirty toilets to stimulate thinking and help produce relevant ideas for the composition,mahjung papers

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Previous Knowledge: Learners have been exposed to some texts related to dirty toilets previously and therefore possesssome needed vocabulary and background knowledge for the composition.

Anticipated Problems: Some students might not be familiar with the process of process writing. Model the steps in process writing and show examples to guide students.

Stage/Time Content Teaching-Learning Activity Rationale RemarksSet Induction(5 minutes)

Picturesviewing andelicitation of relevant ideasand vocabularyfor thecomposition.

Activity 11.1 Teacher shows pictures of dirty

toilets and call upon somestudents randomly to ask whatthey see in the pictures.

1.2 Teacher utilizes questioning toguide students tell what they seein the pictures and some possiblecauses for dirty toilets.

1.3 Students are then asked whether they have had similar badencounters with their schooltoilets.

1.4 As students produce relevantvocabulary related to dirtytoilets, teacher writes them downon the blackboard (words likeclogged, stinky and disgusting)

Pictures viewingactivate relevantschemata for thewriting and preparestudents for thelesson.

Picturesviewing serveas a useful toolto find out aboutstudentsexistingknowledge aswell as tocaptivate their attention.

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Introduction(Pre-writing)(20 minutes)

The preparation of an outline for thecomposition.

Activity 22.1 Teacher tells students they

have to write a compositionfor the school magazineabout how to keep their school toilets clean.

2.2 Teacher calls a few studentsrandomly to tell the class the

correct format for writing for school magazine. (No rigidformat just a tile with thetile underlined and the nameof the writer written belowthe title).

2.3 Teacher tells students that thecomposition has to follow thesequence of an introduction,followed by the elaborationof points and end with aconclusion.

2.4 In pairs, students are asked todiscuss what some possible

points they can include for the essay (the body of theessay should include causes,effects and recommendationsto keep the school toiletsclean.

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Activity 33.1 Teacher pastes a mahjung

paper on the blackboard. Themahjung paper consists of atable. The table is dividedinto five columns consistingof introduction, causes,effects, recommendations,

and conclusion.3.2 Students are divided into fivegroups. Each group in in-charge of one column. Ingroups, students are asked to

brainstorm for the points theycan write for their respective

column (one group is in-charge of introduction andetceteras).

3.3 Groups are then asked to fillup their respective column onthe blackboard later.

Students brainstormfor ideas as a classand learn to producean outline.

An outline suchas a table helpsorganize ideasinto clear andlogicalsequence.

Other forms of

outline can beused as wellsuch as mind-maps, or diagrams.

Development(While-Writing) (35minutes)

Production of thecomposition.

Activity 44.1 Using the points generated

from the table, students produce their essays

To develop theability of constructing a pieceof coherent writing,

Studentsinvolve in the

production of their first draft.

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(organized into different paragraphs according to thecolumns listed).

4.2 Teacher monitor students progress and provides helpwhere needed.

guided by an outline.

Closure (5minutes)

Collection of the

compositionsand a summaryof the itemslearnt for theday.

Activity 55.1 Students are told that they

their works will be markedand returned at the end of theweek. They will have torevise their first work andmake corrections beforesubmitting their work again.

Revising the errorsand making

corrections (editing)is another important process of processwriting.