INTERNSHIP INNOVATION : USING WRITING TEMPLATE TO TEACH WRITING

Rani a/p Arumugam

(PISMP PJJ TSL 1A)

Subject

: English Language (Lesson 4/4)

Class

: Year 6

Day

: Thursday

Date

: 16th April 2015

Time

: 0850 - 0950 (2 X 30 minutes)

No. of pupils

: 12 (2 high proficiency pupils / 5 intermediate proficiency / 5 low proficiency pupils )

* Focus

: Writing

Theme

: World of Knowledge

Topic

: (5) Sounds of Music

Learning Outcome

: (4.3)

Skills Specification

: (4.3.2) Construct simple sentences and compound sentences based on:

(i) words and phrases given, and
(ii) on a picture stimulus.

Learning Outcomes

: By the end of the lesson pupils will be able to :

(1) write 5 sentences based on given words and a picture stimulus
(2)

Construct simple and compound sentences with guidance and independently.

get at least
(i) High proficiency level pupils

(at least 7 / 10 marks)

(ii) Medium proficiency level pupils (at least 5 / 10 marks)

(ii) Low proficiency level pupils

(at least 3 / 10 marks)

INTERNSHIP INNOVATION : USING WRITING TEMPLATE TO TEACH WRITING

Previous Knowledge

Rani a/p Arumugam

(PISMP PJJ TSL 1A)

: Pupils have used the guided wring approach and processed writing technique before in order to
construct 5 sentences based on given words and a picture stimulus.

CCTS

: Making associations and connection, identifying.

Moral value (s)

: Respect and honesty

AVA

: (1) 4 sets of jigsaw puzzle of the picture based on the picture stimulus of the day
(Appendix 4.a)
(2) Writing Task Sheet 4 (Appendix 4.b)
(3) Writing Template (Appendix 4.c)

Grammar

: (10) SIMPLE PRESENT TENSE - Simple, compound and complex sentences.

Vocabulary list

: family / visit / zoo / take / photographs / afraid / lion / zookeeper / feed / cage )

INTERNSHIP INNOVATION : USING WRITING TEMPLATE TO TEACH WRITING

TEACHING-LEARNING STEPS

Rani a/p Arumugam

(PISMP PJJ TSL 1A)

CONTENT

SET INDUCTION ( 5 minutes)

Activity 1:
1. Teacher introduces Activity 1.

Solving jigsaw puzzle

RATIONALE

SET INDUCTION
According to Perrott,E. (1982), a
set induction helps the pupils
to:

2. Teacher gets the pupils to sit in groups.

Working mode :
group work

3. Teacher explains that the pupils are going to solve a

jigsaw puzzle.

Materials :
4 sets of jigsaw puzzle of

4. Teacher distributes 1 envelope each containing 1 set

jigsaw puzzle to each group.

1. focus their attention on what

is to be learned by gaining the
interest of them.
2. move from old to new

the picture based on the

materials and linking of the

picture stimulus of the day

two.

(Appendix 4.a)
5. The pupils solve the jigsaw puzzle to reveal a picture
stimulus of an outing at the zoo.

3. provide a structure for the

lesson and set expectations of
what will happen.

6. Teacher uses pupils answers to introduce the lesson of

the day.

4. give meaning to a new

concept or principle

INTERNSHIP INNOVATION : USING WRITING TEMPLATE TO TEACH WRITING

TEACHING-LEARNING STEPS

Rani a/p Arumugam

(PISMP PJJ TSL 1A)

CONTENT

RATIONALE

Activity 2 :
PRE- WRITING - (10 minutes)

Pre-writing activity

In 1983, Psychologist Howard

. Teacher introduces Activity 2 to the pupils.

2. Teacher gets the pupils to work in groups.

VISUAL AIDS

Working mode :

Gardner identified seven

group work

intelligences. Among these was

spatial (visual) intelligence, the

3. Teacher distributes Writing Task Sheet 4 to each pupil.

4. Teacher explains the procedure of the activity to the
pupils.

Materials :

tendency to learn through images.

Writing Task Sheet 4

Using visual aids can help a

A picture stimulus based on a

teacher to achieve his or her

scene at a zoo and 10 words

objectives by:

are given as guidance.

* making the teaching and

learning process more
interesting and meaningful
* providing emphasis in a
different way than speaking
* reinforcing learning
* clarifying points
* creating and provoking interest
* increasing pupils
understanding and retention
level when interacting in
smaller groups.

5. Teacher guides the pupils to recap the routine writing

technique that have been taught by the teacher.
6.

Pupils identify the nouns, verbs and adjectives based on

the ten words given.

7. Pupils identify and match the given nouns and verbs to

the picture stimulus.
8. Teacher facilitates pupils discussion.

vocabulary list :
(1) family
(2) visit
(3) zoo
(4) take
(5) photograph
(6) afraid
(7) lion
(8) zookeeper
(9) feed
(10) cage

In other words, it helps them to

reduce pupils anxiety and boost
their confidence level to carry out
the activity

INTERNSHIP INNOVATION : USING WRITING TEMPLATE TO TEACH WRITING

TEACHING-LEARNING STEPS

Rani a/p Arumugam

(PISMP PJJ TSL 1A)

CONTENT

RATIONALE

WHILE WRITING (25 minutes)

1. Teacher introduces Activity 3 to the pupils.

Activity 3:(Graded)
Pupils construct 5 sentences
based on the words given
and picture stimulus.

2. Teacher distributes the Writing Template to each pupil

and gets the pupils to work individually.

Working mode :
individual work

3. Teacher explains the procedure of the activity to the

pupils.

Materials :
Writing Template

Graded activity is essential, as

through this strategy the teacher
is able to cater and satisfy the
learning needs of pupils with
different proficiency levels.
It is desired that through graded
activities, low proficiency pupils
are motivated as they are given

4. Teacher asks the pupils to construct 5 sentences based

on the given words and picture stimuli using the Writing
Template given.
5. Teacher gets the pupils to construct :
(a) five simple sentences (low proficiency)

Graded activity :
(a) five simple sentences
(low proficiency)

the correct dose of guidance and

chance to experience learning
success.

(b) at least 2 simple and 3

compound sentences
(intermediate proficiency
pupils)

(b) at least 2 simple and 3 compound sentences

(intermediate proficiency pupils)
(c) at least 1 simple, 2 compound and 2 complex
sentences (high proficiency pupils)

TEACHING-LEARNING STEPS

(c) at least 1 simple, 2

compound and 2 complex
sentences (high proficiency
pupils)

CONTENT

RATIONALE

INTERNSHIP INNOVATION : USING WRITING TEMPLATE TO TEACH WRITING

Rani a/p Arumugam

(PISMP PJJ TSL 1A)

1. Teacher introduces Activity 4 to the pupils.

Activity 4:(Graded)
Pupils edit their composition
through peer or teacherassisted checking.

2. Teacher explains the procedure of the activity to the

pupils.

Working mode :
individual work, peer

and develops learner

Materials :
Writing Template
Writing Task Sheet 4

need much guidance in order to

POST WRITING ( 15 minutes)

3. Pupils edit their work with the help of their peers or

teacher (writing template)

Following the same basic steps of

the writing process across written
assignments builds consistency
independence. Initially, pupils
complete each step. As they
progress through several writing

4. Pupils write the final draft of their composition onto

Writing Task Sheet 4

Process Writing Stages

activities, some pupils will need

limited support, while others may

adopted :
Pre-writing

need to continue with the

maximum level of assistance. The
repetition and uniformity of the

Writing

scaffolding approach help to

cement the writing concepts into

pupils thought processes.

Editing

Final draft

TEACHING-LEARNING STEPS

CONTENT

RATIONALE

INTERNSHIP INNOVATION : USING WRITING TEMPLATE TO TEACH WRITING

Rani a/p Arumugam

(PISMP PJJ TSL 1A)

CLOSURE 5 minutes
1.

Teacher concludes the lesson of the day by

discussing with pupils on the moral
value of cooperating with each other to edit their work
and honesty in completing their tasks.

As stated in the Primary English

Values and Citizenship:

language syllabi, In addition,

Cooperation among peers

moral values should also be

and honesty in completing

infused in lessons through the

a certain task.

selection of appropriate materials

and activities.

By ending the days lesson with a

fun and exciting activity, a teacher
has made his or her lesson more
interesting and appealing to the
pupils.
It is a good practice to conclude
the days lesson with a cognitive
closure. This is to ensure that
pupils are able to retain the
information longer.