Writing Skill Lesson Plan

Murtaza Malekzada / Zabihullah Zyar
TESOL Course Freshman (A) Instructor(s):
Date: 15/04/2021
Dates: Hours / Days Tuesday from 10:30 am to 12:00 pm
Student’s Name:
University:
Observation Number:
Date:
Assignment Title:
Class Name:
Location:
Time:
Number of students in the class:
Observer’s Name:
SAF20011CA017 Kabul Education University’s M.Ed. TESOL Program Pg. 1 of 14

Drafted on: 24/03/2021 09:28:00 Drafted by Jerrad Langlois/ Sarah Hampton Finalized on: 4/21/21
Date: 15/04/2021
You can complete this section narratively. Refer to the model for further guidance.
Background Information
The class
This is a freshmen class which consists of 22 students who are studying English course for 20 hours a week (4 hours daily). I have been teaching this class
writing skill. National Agriculture Education College (NAEC) runs a system of year based enrollment. However, all the students are newly enrolled to this class
through passing Kankoor examinations. The university year is divided in to two semesters, each semester is 16 week, in which the teacher is expected to cover
all the materials appropriately. The results of per-semester tests decide who is going to move to next level and who will repeat the class or semester again. The
students speak different native languages in this class such as; Pashto, Dari, Uzbaki, and Pashaie. This makes a nice mix and means that they can usually work
with a partner from another language speaker. Most of the student are studying the course for academic purposes. All of the students in the class are of quite
strong personalities and have desire to acquire writing skill for the purposes of to getting a job or to become a good language writer in the future. Moreover, I
would like to help in how to improve writing skill effectively through more structure tasks that will assist them to achieve goals in academic writing.
The course book

The course book we are currently using is First steps in academic writing, 2nd edition by Ann Hague. I have taught this for the fourth time and the way writing is
presented, I am really satisfied with it. I have found that it is a really useful book to teach academic writing to freshman student’s classes. The lesson today is
taken from this textbook.
The learners
Date: 15/04/2021
The majority of the students learn English for getting jobs, but some of them learn the language for academic purposes. Both categories of students are well
motivated to learn the language. Students are of pre-intermediate level and almost the same age, so they can easily deal with each other well. All students are
new to the class, so we do not have any student left from the previous cohort. All the students need a challenge to keep them interested in the class. Some
students say they can write some sort of topics but not well and they are eager to improve their academic writing. They also told me that they want to be writer
of English language in the future. I have notice that these students have much awareness of writing. The students have not study writing skill professionally, so
they have found writing skill a bit difficult to death with. Moreover, these students need lots of review too and this is something I have been building into my
lessons, both at the beginning and end of the class.
Lesson Plan

Date: 15/04/2021
Aims: By the end Main Aim: practiced academic paragraph writing about the best friend to improve writing skill in a class discussion.
of the Session the
Ss will have: Sub-aims:
 Recognized topic sentence, supporting sentences, and concluding sentence.
 Differentiated between parts of a paragraph.
Teacher Aim:  To manage the time properly.
 To monitor students activities.
Materials / Aids: Ho1, Ho2 and the textbook,
Timetable Fit: The lesson before: was about subject, verb and object to improve writing skill in the context of a passage about a city.
The lesson after: will be about coordinating and subordinating conjunctions to improve writing skill in the context of comparing and
contrasting people social life.
Assumptions: Students might not have prior knowledge about how to write a paragraph and this lesson will enable the students to practice writing a
paragraph about a friend.
Anticipated 1) Problem: Students might not have some information about paragraph parts.
problems & Solution: The teacher will give a handout which includes useful information about the parts of paragraph. (Murtaza change this
possible problem if have another one.
solutions:
2) Problem: The time of the class is a bit long enough, so students might get tired in doing an activity in a groups.
Solution: The teacher will change the members of the group or do some movement activities.
Procedure
Stage of the Time: Stage Aims: T. Activity S. Activity: I/A Materials:

Lesson: Patterns:
Date: 15/04/2021
Brainstorming 7m To activate -T writes the topic of the day (best -Ss write the topic (best friend) in their
student’s friend) on the board and ask students to notebooks and then generate some ideas T>S
Stage 1 : prior think about the topic individually and about it individually. S>S
Generating ideas knowledge write some ideas about it. S>T
and set the -T asks students to discuss the issue -Ss discuss their ideas with a partner.
context to with a partner.
generate The teacher asks students to share their -Ss share their ideas with whole class.
some ideas ideas with the whole class.
about -Teacher provides supportive language -Ss need note the feedback of teacher.
paragraph if needed.
writing.
Rationale Because the teacher would like to bring student attention and observe their previous knowledge.
Stage 2: 7m To record -T tells the students’ extend your ideas -Ss work on their ideas in forms of T>S
Extending ideas and select the into note forms. sentences. S>S
best ideas -T asks students to select the ideas that -Ss choose the best and relative ideas.
about their are useful and relative to the topic. S>T
best friend. -T monitors the students work and -Ss work on to extend their ideas and ask
provide some feedback if needed. the teacher to help them in necessary
language.
- T asks students to share your work -Ss share their present work with a
with a partner and compare them. partner and compare their ideas.
T checks the students’ responses. -Ss share their answer with the whole
-T provides some feedback to the whole class.
class on their work. -Ss note the feedback of the teacher.
Rationale To give students a chance to convert their ideas into forms of sentences.
Present 10 m To define a -T gives students a handout about the -Ss take the handout and read it T – Ss Ho 1
paragraph definition of a paragraph and the parts individually and silently.
Date: 15/04/2021
and of a paragraph and asks them read the Ss>Ss

recognize its handout individually and silently.
parts though -T asks students to form groups and Students form the groups and share their Ss>T
a passage. share the ideas you have got form the ideas of the paragraph and its parts in
handout in your groups. their groups.
-Teacher asks students to share your -Ss share their ideas with whole class.
ideas with the whole class.
Teacher checks students answers and Students listen and take note of teacher
provide feedback if needed. feedback
Rationale To familiar students with organization of a paragraph and to give them an idea about how a paragraph is formed.
Control practice 5m To arrange -T distribute students a handout about -Ss take the handouts about the best Ho 2
parts of a the best friend where the parts of a friend.
paragraph paragraph are scrambled.
about the -T asks students to arrange the -Ss arrange the parts of the paragraph
best in a paragraph in terms of topic, supporting collaboratively.
proper way. and concluding sentences in your
groups.
-T checks students’ answers. Students share their answers with whole
class.
-T provides feedback if needed. -Ss listen to the teacher and note the
feedback.
Rationale To enable students how the different parts of a paragraph are organized.
Stage 3 7m To organize - T asks students to organize your -Ss individually work on their extended T>S White
Organizing ideas their own extended notes which you have written notes and organize their sentences S>S papers
writing in about your best friend in terms of according to the parts of a paragraph. S>T
terms of different parts of a paragraph.
different T tells students to share your work with -Ss share their work with a partner and
parts of a a partner and give feedback. gives feedback on each other work.
paragraph. -T monitors and helps students who -Ss work in pairs and ask help if needed.
need feedback.
Date: 15/04/2021
Rationale It enables and provokes students how to arrange their own ideas according to parts of paragraph writing and also to share their ideas with
each other to effectively discuss their work.
Stage 4: 10 To construct -T divides students into new groups and -Ss forms new groups and start working T>S White
Writing first draft the first draft ask them to construct the first draft on the first draft of their paragraphs about papers
of writing a about the best friend. the best friend. Ss>Ss
paragraph -T monitors the class and assist the -Ss collaboratively work on their first S>T
about the group which needs help if required. drafts in groups and if they need any
best friend. assistance, teacher will help them.
Rationale This stage gives students an opportunity or idea to start writing the first draft of their paragraphs about the best friend in collaboration.
Stage 5: 7 To give a -T asks students to exchange your first -Ss exchange their first drafts to the other T>S
Revision chance to the drafts to the other groups. groups.
students how -T tells students to read their fellow -Ss read their fellow groups first draft and Ss>Ss
to provide groups and provide feedback in terms of revise it in terms of spelling, punctuation,
feedback on spelling, punctuation, grammar, grammar, sentence structures and
each other’s sentence structures and paragraph paragraph organization.
paragraphs organization.
about the -T monitors the class and assist the Ss collaboratively work on the revision of
best friend. group which needs help if required. first drafts in groups and if they need any
assistance, teacher will help them.
Rationale This is done because of giving an awareness to the students that your writing will be read by someone else, so it is better to revise your
own writing by yourself or a partner first and then give it to the reader.
Stage 6: 7 To edit and -T asks students to return their first draft -Ss return their first draft and edit them T>S
Editing revise their after revision and start editing the according to the feedback, their fellow Ss>Ss
paragraphs in feedback your fellow group has given. group has given.
terms of -T monitors the class and assist the Ss collaboratively work on the editing of
spelling, group which needs help if required. first drafts in groups and if they need any
punctuation, assistance, teacher will help them.
grammar,
sentence
Date: 15/04/2021
structures
and
paragraph
organization.
Rationale This is to check whether the students are able to edit and assemble their fellow groups’ feedback and also to judge the correct feedback.
Stage 7: 10 m To construct -T tells student to write down the final -Ss start constructing the final drafts. T>S White
Final draft the final draft draft of your paragraph about the best Ss>Ss papers
of writing a friend.
paragraph -T monitors the class and assist the Ss collaboratively work on constructing
about the group which needs help. the final drafts in groups and if they need
best friend. any assistance, teacher will help them.
Rationale This activity is being practiced for the purpose of enabling students to write down much effective and proper paragraph about the best
friend in collaboration.
Stage 8: 10 To criticize -T asks to students to once again -Ss exchange and read again the T>S
Response or a another exchange their work and write a paragraph of their fellow groups and Ss>Ss
reply person work response or reply to their work. write a response or reply to it.
and write
response to -T monitors the class and assist the Ss collaboratively work on writing a
the work of a group which needs help. response to their fellow groups’
student or paragraphs and if they need any
students. assistance, teacher will help them.
Rationale This stage is to enable students to criticize and write a well-organized paragraph about the best friend in collaboration.
New assignment 5m To ask -T gives an assignment to the students -Ss will write a paragraph about their best T>Ss
students to write a paragraph about their best friend at home and will submit to the
construct friend at home and submit them to me teacher next session. Ss>T
individually next session.
write a
Date: 15/04/2021
paragraph
about their
best friend at
home
Rationale This stage helps students to direct and how write a paragraph about their best friend at home in order to apply all the stages of process
writing and acquire how to write a paragraph effectively.
5m To apply the Calling the attendance and collect their Students pay attention not to be made
Attendance and rules and homework one by one. absent, and give the homework.
collecting check that if
homework they worked
on previous
lesson or not
Rationale To distinguish the present and absent students, to collect the homework and to give them the idea that homework should be submitted on
time.
Appendix
This section will include some/ all of the following:

Date: 15/04/2021
1. Board Plan
Writing a paragraph about the best friend.

(Aim: Students will be able to practice academic paragraph writing about the best friend
to improve writing skill in a class discussion.
Brainstorming and extending the ideas about a topic
Discussing paragraph definition and recognizing it parts
Practicing how to write, revise, and edit a paragraph
Constructing a paragraph and writing a response on a colleague writing a paragraph
2. Seating arrangements: Students set in rows as usual, but they can move and turn their chairs when needed during group or pair discussions.

Date: 15/04/2021
Reference:
www.google.com
3. Language Analysis
Stage 1(Brainstorming): Students are asked to thing about the topic (the best friend) written on the board and list some ideas about it.
1) Thinking about a certain topic (the best friend) ideas.
2) Sharing the ideas with a partner.
3) Discussing the ideas with the whole class.

Date: 15/04/2021
Stage 2: Extending ideas

4) Extending the ideas, the ideas they have writing about the best friend
5) Converting them into note forms and sentences.
Handout 1: Presenting the new lesson and discussing the definition and parts of a paragraph with whole class.

Date: 15/04/2021
Reference:
Hague, A. (2008). First steps in academic writing. (2nd. ed). New York: Pearson Education.
Handout 2: Controlled practice; Students are to arrange the scramble parts of the below paragraph in terms of topic, supporting and concluding sentences.
My Best Friend
To sum up, my best friend is fun to be with, trustworthy, and understanding-even if he is just a dog. Third, Freddie
understands my moods. When I am angry, he tries to make me feel better. When I am sad, he tries to comfort me. When I am
happy, he is happy too. First of all, Freddie is always ready to have fun. Sometimes we play Frisbee in the park. Sometimes
we just sit around in my room, listening to music and talking. Well, I talk. Freddie just listens. My best friend, Freddie, has
three important qualities. Second, he is completely trustworthy. 1 can tell Freddie my deepest secrets, and he doesn't share
them with anyone else.
Reference:
Stage 3 (organizing ideas): Students analyze their ideas about the best friend in terms of topic, supporting and concluding sentences of a paragraph that they
have already written in stage two.
Stage 4 (First draft): Students write the first drafts of their paragraph about the best friend in groups.
Stage 5 (Revision): Students exchange their first drafts to the fellow groups to revise their paragraphs in terms of spelling, grammar, punctuation, sentence
structure, and paragraph organization.
Stage 6 (Editing): Students return their paragraphs about the best friend and they improve them based on the group feedback.

Date: 15/04/2021
Stage 7 (Final draft): Students start wring the final draft of their paragraphs about the best friend in groups.
Stage 8 (Writing a response): Students exchange their final drafts again and write a response or reply to the other groups work.
Assignment: Students are asked to write a paragraph about their best friend at home and bring them to the class next session.
1. Materials (and original materials, if you are using adaptations of materials from books, the internet etc.)
We have used a text book by the name of First steps in academic writing, pages 4 and 5 and also some pictures were adopted from the internet.
2. Reference:


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Murtaza Malekzada / Zabihullah Zyar

TESOL Course Freshman (A) Instructor(s):

SAF20011CA017 Kabul Education University’s M.Ed. TESOL Program Pg. 1 of 14

The course book

SAF20011CA017 Kabul Education University’s M.Ed. TESOL Program Pg. 3 of 14

Stage of the Time: Stage Aims: T. Activity S. Activity: I/A Materials:

and of a paragraph and asks them read the Ss>Ss

This section will include some/ all of the following:

SAF20011CA017 Kabul Education University’s M.Ed. TESOL Program Pg. 9 of 14

Writing a paragraph about the best friend.

Brainstorming and extending the ideas about a topic

Discussing paragraph definition and recognizing it parts

Practicing how to write, revise, and edit a paragraph

Constructing a paragraph and writing a response on a colleague writing a paragraph

SAF20011CA017 Kabul Education University’s M.Ed. TESOL Program Pg. 10 of 14

SAF20011CA017 Kabul Education University’s M.Ed. TESOL Program Pg. 11 of 14

Stage 2: Extending ideas

SAF20011CA017 Kabul Education University’s M.Ed. TESOL Program Pg. 12 of 14

SAF20011CA017 Kabul Education University’s M.Ed. TESOL Program Pg. 13 of 14

SAF20011CA017 Kabul Education University’s M.Ed. TESOL Program Pg. 14 of 14

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