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Writing Lesson Plan

The lesson plan aims to teach second baccalaureate students how to write an informal letter to a friend in the U.S. informing them about historical monuments in Morocco. The 50-minute lesson involves pre-writing, writing, and rewriting stages. In pre-writing, the teacher presents pictures of monuments and leads a class discussion to generate ideas. Students then fill out a chart describing various monuments. In writing, students draft the letter individually or in groups. For rewriting, students revise by organizing ideas, self-editing, providing peer feedback, and creating a final draft for submission. The goal is for students to practice the writing process and improve their descriptive writing skills.

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Lahcen Tassaouti
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757 views7 pages

Writing Lesson Plan

The lesson plan aims to teach second baccalaureate students how to write an informal letter to a friend in the U.S. informing them about historical monuments in Morocco. The 50-minute lesson involves pre-writing, writing, and rewriting stages. In pre-writing, the teacher presents pictures of monuments and leads a class discussion to generate ideas. Students then fill out a chart describing various monuments. In writing, students draft the letter individually or in groups. For rewriting, students revise by organizing ideas, self-editing, providing peer feedback, and creating a final draft for submission. The goal is for students to practice the writing process and improve their descriptive writing skills.

Uploaded by

Lahcen Tassaouti
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Lesson Plan for Writing Class

Students level : Second Baccalaureate


Lesson objective: write a letter to a friend of yours from U.S.A informing him
about historical monument in Morocco.
Time : 50mns
Writing lesson main stages:
1. the pre-writing stage :
2. the writing stage
3. the rewriting or post-writing stage (evaluate, structuring and editing) :
4. the final draft :
Teaching materials: pictures about the Moroccan famous historical monuments.
Points to keep in mind :

I have to keep in mind and make students aware that composing is a non-linear and

generating process whereby writers discover and formulate their ideas as they attempt to
construct meaning.

I have to keep in mind and make students aware that writing is an ongoing process

and that it goes through different stages.

I have to keep in mind and make students aware that these stages are valuables for

learners to grow as independent writers in a pressure-free atmosphere with the teacher in


the role of a guide, a facilitator and interested reader is necessary.

The writing lesson strategies:


1. Generating the topic of writing through prewriting activities brainstorming, open
discussion, etc.
2. Making the purpose or the objective of writing suit the audience: to inform your friend
about the famous historical monuments.
3. writing a first draft with the necessary components of a specific genre and
style (informal letter).
4. revising the content of the first draft:

organization

relevant details

Clarity, etc.

5. Editing (or peer-editing) the revised draft.


6. Proof-reading the revised draft individually, in pairs or in groups.
7. presenting the final copy according to the purpose and the topic

The pre-writing stage:


In this stage i shall try to prepare students for the writing stage via eliciting ideas and
activating necessary schemata. Actually, prewriting activities aim at raising students interests
and alleviate the anxiety of students when the writing will be assigned.
Firstly, I will present some pictures about the famous Moroccan historical monuments
students are asked to guess the topic of the writing lesson.
These pictures are:
Hassan the 2nd mosque-Casablanca
Koutoubia - Marrakech

Chellah- Rabat

Hassan Tower- Rabat

Sidi Mousa Tower- Sal

Oudaas- Rabat

After making sure that the students guessed the top cog the writing lesson, I will represent
the picture and other ones if student know the monuments names or not.
Then, a class discussion about the historical monuments is opened to stimulate students
ideas.

Next, I shall give the students a chart to fill in:

The name of the historical


monument
Hassan Tower
..
..

The place/city

description

The purpose of this task is to make students write in groups and write as many ideas as they
can / generating lists of ideas about the topic.
Then, I shall ask students to read what they have written in the chart. Students are asked to
reflect on and discuss their classmates ideas and answers.
In fact, this discussion will help students to develop their ideas in a positive and
encouraging way.
As far as I am concerned, I shall help students through giving them appropriate information
about the monuments.
Last but not least, I will inform the students about the writing lesson objectives:

writing a letter to a friend of yours from U.S.A informing him about historical
monuments in Morocco.

The writing stage (writing and rewriting to focus


ideas):
Students are asked to make a plan before starting composing. Students planes will be
compared and discussed in groups before the writing process.
Then, to generate ideas, students are asked to write as quickly as possible about the topic for 5
or 7 minutes without worrying about correct language and mechanisms.
The purpose is to make students write and keep writing (discover writing), as the text
will be revised later.

Students have to keep in mind that they are writing with a specific purpose to a
Specific audience:

Specific purpose: writing to inform about famous historical monuments in Morocco.

Specific audience: writing to a friend of yours from the United States of America.

Students have also to keep in mind the writing genre: descriptive writing.
In this stage, students may write either individually or in groups to share ideas about the
topic. In fact, the collaborative writing is valuable as it involves other skills (speaking in
particular).

The rewriting or post-writing stage (evaluate,


structuring and editing):
In this stage, students are asked to put what they have written in a cohesive and coherent way.
Actually, students reread to revise, edit and get feedback from each other and from the
teacher.

Ordering:
Students are asked to order and organize their ideas. They should know the order
through which they will compose. For example, students may start their ideas with the ones
which talk about the well-known historical monument and, then, move to the less famous
ones.
Students have to organize their ideas taking into consideration the format of their
writing: the informal letter.

Self-editing:
Students should know how to evaluate their own language. Good students have to
improve their writing through:

Checking writing mechanisms

Checking spelling

Checking punctuation

Checking capitalization

Checking the clarity of the text structure with an effective beginning. Middle and end

Checking cohesive devices and transitions to organize content at the level of


paragraphs and the whole text effectively.

Checking sentences structures: compound/complex structures, the active/passive, etc.

Peer-editing and proof-reading:


This means that texts produced so far are exchanged so that students evaluate each
other and serve as audience for each other.
The purpose of peer-editing and proof-reading is to make students check and look for
errors concerning grammar, vocabulary, mechanisms, organisation, style, etc.
As a matter of fact, the teacher is part of the writing process in that he helps students
with his comments moving from one group to another. The purpose is to make sure that
students are doing the task correctly. Moving around the classroom will enable me to observe
how well students in general seem to have gotten the instructional point. If the there is any
confusion, I should stop the class and clarify instructions or provide additional explanation.

The final draft:


in this stage, students should present the final copy which is a revised version of the
different drafts produced in the writing stage. This final draft is supposed to be grammatically
correct, well-organized, coherent, appropriate in terms of purpose and audience.
Finally, students final copies are collected to be returned to them with my feedback.
Actually, errors correction and feedback serves to build students confidence.

I have to keep in mind that students will make mistakes in all areas of the language.

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