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INSTITUT PENDIDIKAN GURU KAMPUS SARAWAK, MIRI

COURSEWORK ASSESSMENT - PROJECT

(TASK SPECIFICATION SCHEDULE, TASK AND MARKING RUBRICS)

CODE AND COURSE :

TSL 3073 – TEACHING OF
WRITING SKILLS IN THE
PRIMARY ESL
CLASSROOM


TIME FRAME : 6 WEEKS

DATE SET :
22
nd
July 2014

DATE OF SUBMISSION:
2
nd
September 2014

PROGRAMME :


PISMP SEMESTER / YEAR: 2/ Year 2
INTAKE JAN 2013
GROUP : TESLR1 & TESLR2
PREPARED BY : CAMILLUS ONG HOCK SIEW
CONFIRMED BY : COURSE COORDINATOR HEAD OF DEPARTMENT
NAME AND
SIGNATURE :
CAMILLUS ONG HOCK SIEW

CHUA GEOK KWEE



DATE

17
th
July 3014 18
th
July 2014




INSTITUT PENDIDIKAN GURU KAMPUS SARAWAK, MIRI
TASK SPECIFICATION SCHEDULE FOR PROJECT

DEPARTMENT : Languages Department
CODE AND COURSE : TSL3073 Teaching Of Writing Skills in the Primary ESL Classroom
PROGRAMME : PISMP TESL
SEMESTER / YEAR : Sem 2 Year 2

Date Set :
22
nd
July 2014
Date Of
Submission :
2
nd
September 2014


Course Learning Outcomes:

1. Demonstrate an understanding of the approaches and techniques of teaching writing skills in the primary ESL classroom.
2. Use appropriate evaluation strategies in assessing writing in the primary ESL classroom.
3. Select, design and evaluate materials for teaching writing in the primary ESL classroom.
4. Plan, teach, and subsequently evaluate the implementation of lessons to develop writing skills based on the current Malaysian
English Language syllabus for primary schools.
5. Design remedial and enrichment activities for developing writing skills in the primary ESL classroom.

This coursework will evaluate the learning outcomes 1,2,3,4 and 5.
Objectives of Project:

1. Source for materials on approaches to teaching writing in the Primary ESL classroom
2. Source for appropriate activities and materials for teaching writing
3. Plan and teach writing lessons according to the KSSR English language syllabus
4. Write a reflection of your strengths and weaknesses of your lesson and provide suggestions to improve your lesson .

Task Specification
TOPIC


TASK

WEIGHTAGE

NOTES/REMARKS



1. Approaches and Techniques
For Teaching Writing Skills in
the Primary ESL classroom














1. Portfolio (Individual)

 Collect and read 2 articles on each
of the three approaches to teaching
writing (product, process and genre).
 These articles should be accessed
from different resources.
 Arrange the articles systematically in
a portfolio.
 Include the 6 references on the
approaches to teaching writing using
the APA system











20%













Assessment Criteria:
Based on Marking
Scheme (refer Rubrics)

 Choice of articles
 Content
 Organisation










Task Specification
TOPIC


TASK

WEIGHTAGE

NOTES/REMARKS

1. Approaches and Techniques
For Teaching Writing Skills For
Year 4 in the Primary ESL
Classroom






3. Approaches and Techniques
For Teaching Writing Skills
4. Selection and Adaptation of
Materials and Activities
5. Planning and Lesson
Planning for Teaching Writing
Skills
6. Remedial and Enrichment
Activities for Developing Writing
Skills









2. Graphic Organiser (Individual)

 Based on your reading, produce a
graphic organiser for each
approach.
 Attach the graphic organisers
together with your articles.



3. Lesson Plan (Group)

 Prepare a 60-minute lesson plan to
teach a writing lesson for a Year 4
KSSR class.
 The lesson must reflect the genre,
process or the product approach.
 Prepare all teaching and learning
resources and submit together with
the lesson plan.













20%











20%













































Task Specification
TOPIC


TASK

WEIGHTAGE

NOTES/REMARKS


8. Microteaching








1. Nature and Purpose of Writing
2. Developmental Stages of Writing
3. Approaches and Techniques For
Teaching Writing Skills
4. Selection and Adaptation of
Materials and Activities
5. Assessing Writing Skills
6. Planning and Lesson Planning
for Teaching Writing Skills
7. Remedial and Enrichment
Activities for Developing Writing
Skills
8. Microteaching





4. Micro teaching (Individual)

 Conduct a micro teaching session of
the lesson plan and record the
session.



5. Reflection (Individual)

 Select and analyse one recorded
microteaching session.
 Your reflection should focus on the
strengths and weaknesses of the
lesson and suggestions to improve
your lesson.
 Length of essay is 1000 words (not
more than 5 pages)



20%










20%


























INSTITUT PENDIDIKAN GURU KAMPUS SARAWAK, MIRI

PROJECT TASK

PROGRAMME : PISMP TESL

TRAINEE TEACHER’S NAME :

CODE & COURSE :
TSL3073 – TEACHING OF WRITING
SKILLS IN THE PRIMARY ESL
CLASSROOM
SEMESTER/YEAR : 2/ Year 2


DATE SET :

22 JULY 2014 DATE DUE : 2 SEPTEMBER 2014

LEARNING OUTCOMES:

1. Demonstrate an understanding of the approaches and techniques of teaching writing skills
in the primary ESL classroom.
2. Use appropriate evaluation strategies in assessing writing in the primary ESL classroom.
3. Select, design and evaluate materials for teaching writing in the primary ESL classroom.
4. Plan, teach, and subsequently evaluate the implementation of lessons to develop writing
skills based on the current Malaysian English Language syllabus for primary schools.
5. Design remedial and enrichment activities for developing writing skills in the primary ESL
classroom.
This coursework will evaluate the learning outcomes 1,2,3,4 and 5.

Objectives of Project:

1. Source for materials on approaches to teaching writing
2. Source for appropriate activities and materials for teaching writing
3. Plan and teach writing lessons according to the KSSR English language syllabus
4. Write a reflection of your strengths and weaknesses of your lesson and provide
suggestions to improve your lesson.
STIMULUS
“We assume here that your pupils can already write in their own language or are in the
process of learning to write. However, since the process is a long one, we also assume
that most of your pupils will still be coping with the mechanics of writing as well as
thinking about what to write” (Scott & Ytreberg, 1995)
ASSIGNMENT:
PROJECT (100 marks)
This project assesses your ability to complete the four tasks below.
Task 1 Portfolio
Individual work (20 marks)

 Collect and read 2 articles on each of the three approaches to teaching
writing (product, process and genre).
 These articles should be accessed from different resources.
 Arrange the articles systematically in a portfolio.
 Include the 6 references on the approaches to teaching writing using the APA
system

Task 2 Graphic Organiser
Individual work (20 marks)

 Based on your reading, produce a graphic organiser for each approach.
 Attach the graphic organisers together with your articles.


Task 3 Lesson Plan
Group work (20 marks)

 Prepare a 60-minute lesson plan to teach a writing lesson for a Year 4 KSSR
Year.
 The lesson must reflect the genre, process or the product approach.
 Prepare all teaching and learning resources and submit together with the
lesson plan.

Task 4 Micro teaching
Individual (20 marks)

 Conduct a micro teaching session of the lesson plan and record the session.




Task 5 Reflection
Individual (20 marks)

 Select and analyse one recorded microteaching session.
 Your reflection should focus on the strengths and weaknesses of the lesson
and suggestions to improve your lesson.
 Length of essay is 1,000 words (not more than 5 pages)

Procedure:

Detailed requirements for the assignment

1. Length of written essay should be 1,000 words. It should be typed using font Arial
size 11, and 1.5 spacing.

2. References should include journals, reference books and internet sources.

3. Referencing procedures must follow the APA (American Psychological
Association).

4. Essay should show your depth of reflection, maturity and academic quality.

5. Plagiarism is strongly prohibited.

6. The front page/cover of the report consists of:

 Name of student
 Index number
 Identity Card number
 Course code
 Title of coursework
 Group
 Name of Academic Lecturer
 Date of submission

Please refer to the cover page attached.

7. Please refer Guidelines for Assignment

The assignment will be assessed based on the following criteria:
 Coverage and content
 Quality of Review
 Organisation
 Quality of Sources
8. Please refer to the marking criteria




Prepared by: Checked by:

_______________________________ __________________________
(CAMILLUS ONG HOCK SIEW) (HAIRANI BT BUJANG)

Penyelaras Kursus TSL3073 Subject Matter Expert
Jabatan Bahasa, Jabatan Bahasa,
IPGKS IPGKS


Validated by:


____________________________
(CHUA GEOK KWEE)

Ketua Jabatan
Jabatan Bahasa,
IPGKS
Tarikh: 17 July 2014
INSTITUT PENDIDIKAN GURU KAMPUS SARAWAK, MIRI


TSL 3073 : TEACHING OF WRITING SKILLS IN THE PRIMARY ESL CLASSROOM

ASSESSMENT RUBRICS


PROGRAMME : PISMP


SEMESTER : 2/2014

Task 1: Portfolio
(20%)

Criteria
High Distinction Distinction Credit Pass Fail
18 - 20 15 - 17 13 - 14 10 - 12 < 10

 Excellent compilation of
6 articles from a wide
range of sources.

 Excellent choice of
references and
selection of articles –
highly relevant to
teaching writing skills.


 Items are clearly
introduced, highly
organised, paginated
with table of contents,
and creatively
displayed, showing
connection.

 Good compilation of 6
articles from a wide
range of sources.

 Good choice of
references and
selection of articles –
relevant to teaching
writing skills.


 Items are introduced
and well organised,
paginated with table of
contents showing
connection between
items.


 Fair compilation of 6
articles from a wide
range of sources.

 Fair choice of
references and
selection of articles –
fairly relevant to
teaching writing
skills.

 Items are introduced
and organised,
paginated with table
of contents showing
some connection
between ite

 Adequate compilation of
6 articles from a wide
range of sources.

 Adequate choice of
references and selection
of articles – adequately
relevant to teaching
writing skills.


 Items are introduced
and fairly organised,
with table of contents
showing little connection
between items.


 Poor compilation of 6
articles from a wide
range of sources.

 Poor choice of
references and
selection of articles –
irrelevant to teaching
writing skills.


 Items are not
introduced and lack
organisation.


Task 2: Graphic Organiser
(20%)

Criteria
High Distinction Distinction Credit Pass Fail
18 – 20 15 - 17 13 - 14 10 - 12 < 10

 Very clear presentation
of notes using
appropriate graphic
organiser(s) on the
approaches

 Notes are very
comprehensive with
important points
highlighted.

 Excellent linguistic
ability. Ideas are very
effectively represented
with very/almost always
accurate grammar,
vocabulary and spelling.

 Very well organised and
in logical sequence.

 Hardly any errors.



 Clear presentation of
notes using
appropriate graphic
organiser(s) on the
approaches.

 Notes are
comprehensive with
important points
highlighted.

 Good linguistic ability.
Ideas are very
effectively
represented, good
grammar, vocabulary
and spelling.

 Well organised in
logical sequence.

 Very few minor errors.




 Fair presentation of
notes using graphic
organiser(s) on the
approaches.

 Fairly adequate
coverage of main
points.

 Fairly good linguistic
ability. Ideas fairly
well-presented. Some
errors in vocabulary
and spelling.

 Fairly well-organised.

 Communicates quite
well with some errors
that do not impede
comprehension



 Adequate presentation of
notes using graphic
organiser(s) on the
approaches.

 Adequate coverage of
main points and linguistic
ability.

 Ideas presented are not
quite organised with
some errors in grammar,
vocabulary and spelling
that do impede some
comprehension


 Little relevance to the
approaches.

 Hardly any evidence of
note making using
graphic organiser.

 Notes, if any, are
irrelevant & incomplete.

 Poorly organised.

 Limited ability to
communicate.
Inadequate control of
the language.

 Gross errors.





Task 3 :
Lesson Plan (40%)

Criteria
High Distinction Distinction Credit Pass Fail
36- 40 30 - 35 24 - 29 20 - 23 < 19

 The lesson plan is very
comprehensive and very
well prepared.
 Skills & approaches are
very appropriate for
topic and target group
ability.
 The topic and the
curriculum
specifications selected
are based on the KSSR
syllabus
 The objectives are
expressed in behavioral
terms
 Teaching steps are well-
sequenced.
 Teaching-learning
materials are varied,
interesting and relevant.
 Activities are varied and
very interesting & relate
directly to the lesson
objectives.
 Overall, the lesson is
very interesting and
reflects teacher’s
creativity.

 The lesson plan is
comprehensive and
well prepared.
 Skills & approaches
are suitable for the
topic, & target group.
 The topic and the
curriculum
specifications selected
are based on the
KSSR syllabus
 The objectives are
expressed in
behavioral terms
 Teaching steps are
well-sequenced.
 Teaching-learning
materials are
generally interesting
and relevant.
 Activities are
interesting & related to
lesson objectives.
 Overall, the lesson is
mostly interesting and
reflects teacher’s
creativity.



 The lesson plan is
fairly
comprehensive.
 Skills & approaches
are fairly suitable for
topic & target group
in terms of ability
and year.
 The topic and the
curriculum
specifications based
on the KSSR
syllabus.
 The objectives are
mostly expressed in
behavioural terms
 Teaching steps are
fairly well
sequenced.
 Teaching-learning
materials are
satisfactory.
 Activities are fairly
interesting &
relevant to the
lesson objectives.
 Overall lesson is
fairly interesting &
shows some
creativity.

 The lesson plan lacks
coherence.
 Skills & approaches and
the curriculum
specifications are poorly
linked to the KSSR
syllabus.
 The objectives are not
clear and show limited
relevance.
 Teaching steps are not
logically sequenced.
There is some mismatch
in the activities and
materials to the target
group.
 Teaching-learning
activities & materials
lack relevance to skills
and objectives.
 Overall the lesson
shows limited creativity
and lacks interest value.



 The lesson is poorly
planned & lacks flow.
 The skills & approaches
are inappropriate for the
topic and the curriculum
specifications.
 The objectives are
inappropriate.
 No teaching steps can
be identified or
extremely vague.
 The activities and
materials do not match
the topic, target group &
objectives.
 Overall the lesson is
haphazardly
implemented, boring
and does not reflect any
creativity.






Task 4:
ANALYSIS OF MICROTEACHING (20%)

Criteria
High Distinction Distinction Credit Pass Fail
18 - 20 15 - 17 13 - 14 10 - 12 < 10

 Demonstrates deep
understanding of the
processes involved in a
teaching learning
situation

 Able to analyse critically
and identify clearly
strengths and
weaknesses.

 Able to identify clearly
problems (challenges or
constraints) faced during
the teaching-learning
process and provide
very practical and
effective solutions to the
problems identified.

 The analysis is very well
supported by relevant &
extensive range of
literature

 Demonstrates good
understanding of the
processes involved in
a teaching learning
situation.

 Able to analyse quite
critically and identify
quite clearly strengths
and weaknesses.

 Able to identify most
problems/constraints
faced during the
teaching and learning
process and provide
some practical and
effective solutions.

 The analysis is well-
supported by relevant
& a wide range of
literature

 Demonstrates fair
understanding of the
processes involved in
a teaching learning
situation.

 Able to analyse fairly
critically and identify
fairly clearly strengths
and weaknesses.

 Able to identify fairly
clearly problems /
constraints faced
during the teaching
and learning process
and provide fairly
practical and effective
solutions to a few of
the problems
identified.

 The analysis is
supported by relevant
literature


 Demonstrates a vague
understanding of the
process involved in
a teaching learning
situation.
 Limited ability to identify
strengths and
weaknesses.

 Poor ability to identify
problems and provide
solutions to the
problems identified.

 Analysis is mostly a
description of events.

 Support, if any, is
mostly irrelevant.


 Extremely limited ability
to critically reflect on
experience.

 Hardly able to
demonstrate any
understanding of the
process involved in
a teaching learning
situation.
 Hardly able to identify
strengths and
weaknesses in
teaching and learning.

 Unable to identify
problems and to
provide solutions.

 Analysis is merely a
description of events.

TOTAL

100%