Unit 6 Lesson plan.

Subject: English as a Second Language

Teacher : Tahir Elshazli
Session title Analysing writing rubric Exercise 6 Date 17-1-2023 Location Classroom,2nd floor

Learner group Year 10 Duration 90 minutes Group size 14 learners

Learning aims This lesson is the first of a series of two lessons introducing how to approach the extended article writing in terms of
A statement which provides the scope of identifying different subjects, purpose, audience and layout.
the subject and the overall intent of the

•
course

Learning objectives By the end of this session , students will:

What are learners expected to learn after
completing the lesson? These should be
specific and able to be assessed.
• Identify the different “subjects” that can be asked to cover in exercise 6.
• Distinguish between different purposes for this question (write to describe, narrate, persuade , advice, etc…..)
• Differentiate between different target audience (friend, teacher, parent, school principal, etc …)
• Show the correct layout and structure for writing an email.
• Plan writing task in consideration to different subjects , purposes, audiences and layout
• Produce a 150-200 word email that covers all the aspects of the writing exercise mentioned above.

Time Content and teacher activity Learner activity Formative assessment Learning materials and resources

How are you explaining and What are the learners doing to help How do you plan to assess learning What resources will you use that will
illustrating the topic? them understand the topic? as it is happening? support the teaching and learning
activities?

5 mins Warm up Activity: T sticks some word cards on board White board
Observing and monitoring learners
and draws a table of subject,
Write the acronyms “SPA” on the while categorizing the words. word cards
purpose, audience, lay out.
board and elicit from learners what (individual assessment)
blue tack
does this stands for. SUBJ PURP AUD LAY
15-20 out Discuss with the learner (L) the markers
Answers will vary as they will relate it reason behind his/her choice.
mins
to the place where they relax.
Draw their attention that this is
acronym and is related to their
writing exercise.
 Time Content and teacher activity
Some learners will start relating and
will say what each letter stands for.
(whole class instruction)
20-25 2nd Activity :
Group work Activity
(Each group will be four L chosen
according to different abilities)
L will identify the SPA and the layout
through several exam questions
10-15 3rd Activity:
T makes sure that L are able to
demonstrate their understanding of
the question by designing and
creating same type of question which
can be used in Cambridge Exam.
10 mins 4th Activity:
(Peer checking )
Give L the ability to have a look at
the other group’s work and in the
same time solve the question.
5 mins Closure:
Learner activity Formative assessment Learning materials and resources
Ask students to come to the board to
Check the answer for each pair
categories each one under the
correct category.
Help some pairs who struggle to get
Ask students in pairs to add to each two other new suggestions by asking
category two different examples and other pair to brain storm with them
come to the board to write them. (think, pair, share)
T asks L to sit in groups of four and Open-ended questions Different samples of exercise 6 from
T projects a sample of exam past paper.(authentic materials)
Discussions
question and makes a competition
copybooks
between groups, the fastest to Table on the board to write the score
identify the elements (SPA) of the of each group White board
question are the winners. T. repeats
Gp 1 Gp2 Gp3 Gp4 Gp5 Markers
this game two times
Chocolate for the winner group
(praising and positive reinforcement)
T asks each group to create a Group work Notes Book
sample of exam question following
T gives verbal feedback to each Copybooks
the same technique like the samples
group and draw their attention to
projected. A4 paper
their mistakes if found.
(Student –Generated Test Question)
pens
Allow time for L to correct their work
Collect L work.
Collect the five samples and shuffle Check the answers by the help of the A4 paper
them and give them to other groups. group who created the question.
Pens
Ask the other groups to identify SPA Give oral feedback.
and the layout in only 2 mins
T ask L by choosing the names Ask open-ended questions White bard
 Time Content and teacher activity Learner activity Formative assessment Learning materials and resources
haphazardly to answer some posed
Recap with student s orally what Thumbs up activity Markers
questions.
they covered through the lesson
T goes through the objectives written
on the board and checks the ones
that are done.

Lesson Evaluation: Include what you feel went well and what you would like to improve.

Areas of strengths:
The objectives were clear and serve the aim of the lesson.
The beginning of the lesson was hooking and it grabbed the learners’ attention
The lesson was coherent and move from one stage to the other in a smooth transition
Through active learning, the learners were fully engaged and were always encouraged to participate.
Variety of activities was tailored to cater for different learning styles.
Kagan’s strategies like (think-pair and share, peer assessment) enhanced students’ gaining of knowledge.
Formative Assessment (open-ended questions, discussion, feedback, thumbs up) was done continuously to ensure areas of strength and areas that
need further development.
Areas of improvements:
Focus more on individual work to make sure each and every learners has his/her fair share of participation.
Design more techniques for individual formative assessment.
Give more detailed instruction and ask L to repeat instructions to make sure they all know what they are doing.
Allocate more time for certain activities. Enhance time management.