THEORETICAL FRAMEWORK

Writing is the precursor to learning. It is also vital for developing various human skills, such as attention, concentration, memory, organization, and methodology.

Because of this, without the essential psychomotor development associated with writing, people would have less ability to assimilate subjects and study material.

White (1993) considered that writing encompasses a wide range of skills, from the mechanics of punctuation and spelling to the systematic or even creative development

of ideas, and high-order communication skills necessarily involve critical thinking and Problem resolution. This indicates that an assessment of advanced student writing will

encompass these other high-order skills. According to the author, writing helps people to better remember and visualize characters. In addition, it improves the attention we give

to information, which allows our brain to better evaluate the data it receives, and to organize it better, which in turn helps to better cement ideas and concepts in the mind, which

means that critical thoughts will develop.

On the other hand, Walsh (2010) said that writing is important because it’s used extensively in higher education and in the workplace. If students do not know how to

express themselves in writing, they will not be able to communicate well with professors, employers, peers, or just about anyone else. This indicates that much of professional

communication is done in writing: proposals, notes, reports, requests, preliminary interviews, emails, and more are part of the daily life of a successful college student or

graduate, so they should write correct way.

Maley (2009), emphasizes the following benefits of creative writing:

-It aids language development at all levels: grammar, vocabulary, phonology, and discourse. It also requires learners to manipulate the language in interesting and

demanding ways as they attempt to express uniquely personal meanings;

 -It requires a willingness to play with the language, and

-It concentrates more on the right side of the brain, with a focus on feelings, physical sensations, intuition, and musicality and it also affords scope for learners who in the

usual processes of formal instruction are therefore often at a disadvantage.

In this way, it is understood that the good handling of writing can be within the reach of anyone who intends it and it says a lot about our written communication

capacity, level of education, reading and knowledge of each one.

Lesson topic: Means of Grade: 4th Time: 70 minutes

communication

Communication goal: Students will be able to write shorts paragraphs with

vocabulary that they recognize.

By the end of the lesson, Ss will be able to identify the means of communication
and compare them according to their use.

Running clock Teacher’s action Students’ action

Resources/Materials

Warm up/Motivation
(To generate motivation and activate
schemata in the context of the lesson)
The teacher will give some Ss pieces Ss will represent that mean of transportation Pieces of papers with the names.
of paper with the name of a mean of and their partners should figure out which one
communication. is.
 (5 - 6 minutes)

Building Background (Pre teach lexis Ss will answer the questions.

and connect learners’ past experiences
The teacher will ask students about
with the new learning)
the means of communication they
use every day.

__5_ mins  Which mean of

communication do you like
the most?
 Which mean of
communication do you use
frequently?
 Do you like write letters?

Presentation
(Presentation of the topic; Learners are
provided with support such as visual
aids prediction, etc)
The teacher will play a video about
the means of communication.
After that the teacher will make a
dictation of some sentences.
Ss will pay attention and write the names on https://www.youtube.com/watch?v=SicInaLwH8c
their notebooks, they must draw something
relate to each mean of communication.
Ss will write the dictation on their notebooks.

 We can listen music with the

radio.
_20 mins
 We can watch our favorites
programs on TV.
 The newspaper print the
latest news.
 We write letters to our
family and friends.
 We can talk to people who
are far away by a telephone.
 Practice (Small group activities for Notebooks
learners to interact involving hands-on
The teacher will ask Ss to make Ss will write the news on their notebooks and Newspaper
material containing relevant information
groups of three people, after that they will try to figure out which is being
about the lesson to practice)
the teacher will give Ss a piece of a reported in the news and they will write a
newspaper in which there’s a short paragraph about it in Spanish.
news in English.
__20__ mins

Review /Assessment To finish the class, the teacher will Ss will write the letter. Notebooks
give them a paper in which they
(Review key concepts; what are you
have to write a letter to their moms.
assessing, how?)

__20__ mins

Adapted template 2020-I. By LGalván.

Members of the group:

1. _____Inés Castro Mier______________
2. ____Jaidivis Coneo Payares___________
3. _____Karen Contreras Hadechini___________

REFERENCES

Maley, A. (2009). Creative writing for language learners (and teachers). Retrieved from:
https://www.teachingenglish.org.uk/article/creative-writing-language-learners-teachers
Walsh, K. (2010). The importance of writing skills: Online tools to encourage success. Retrieved from:
https://www.emergingedtech.com/2010/11/the-importance-of-writing-skills-online-tools-to-encourage-success/

White, M. (1993). Assessing higher-order thinking and communication skills in college graduates through writing. The Journal of General Education 1(3), 105-122.