Carolina Anaya
Thurs. & Fri. - R&W: First task
Thurs. & Fri. - R&W: First task
Materials
Main Aims
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By the end of the lesson, students will be able to write a well-organized paragraph describing their ideal community. They will support their opinion with logical reasoning and relevant details, demonstrating critical thinking by explaining why certain values, features, or systems are important.
Subsidiary Aims
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By the end of the lesson, students will be able to integrate key reading skills by engaging with a selected text. They will predict content using titles, images, and prior knowledge; identify and understand main ideas; and distinguish supporting details.
Procedure (83-110 minutes)
The teacher writes on the board: What does community mean to you? Then, addresses the students’ attention to Activities A and B and explains that they will now watch a video of people answering the same question. She instructs the students to focus carefully while watching, as they will need to complete both activities based on the content presented in the video.
The teacher introduces Activities A and B. In Activity A, students predict the content based on the title and visuals. After reading, they complete Activities B, C, and D, which focus on identifying the main ideas and supporting details. The teacher guides them through each step and reviews answers as a class.
The teacher introduces Activity A and asks students to read the paragraph and share their ideas with a partner. For Activity B, she instructs them to underline the topic sentence and the concluding sentence, then check three supporting ideas. In Activity C, students complete the outline model based on the paragraph’s structure. The teacher monitors their work and reviews the responses with the class.
The teacher asks students to complete Activity J by brainstorming ideas to fill in the concept map. Then, in Activity K, they use their brainstorm to complete the outline, organizing their ideas into a clear paragraph structure. The teacher provides support as needed and checks their progress.
The teacher introduces Activity L and explains that students will now write their first draft based on the completed outline. She reminds them to include a clear topic sentence, supporting details, and a concluding sentence. Students work independently while the teacher monitors and provides feedback encouraging the students to use discourse markers to connect their ideas.
The teacher introduces Activity M and asks students to revise their first draft using the revision checklist, focusing on content, organization, and clarity. Then, in Activity N, students edit their revised draft using the editing checklist to correct grammar, punctuation, and spelling before writing the final version. The teacher offers guidance throughout the process.
