Teacher Practice 6 Writing
To provide product writing practice of a a short story utilizing sequencers in the context of of a funny story
To provide clarification and practice of of several sequecers in the context of of telling a funny story
Procedure (33-45 minutes)
The teacher announces students that this class is about incredible true stories. Then the teacher asks students if they have had a short incredible anecdote to share. If the class is too shy the teacher shares a short anecdote to break the ice and for the students to model after. Then requests them to tell one to their classmate in pairs and sends them to breakout rooms for 3 minutes. During this time the teacher monitors. After the time is over the teacher may ask the sudents to retell some notable story they were told if time allows in OCFB.
The teacher congratulates the students for the previous stage and comments on them that there are words that the speaker uses to signal a change in the story or to request it by the listener. So now their task is to read the text and find the words that do this function in the text of Handout 1. This task is to be done in pairs with one looking for the words of M and the other for the words of W. Students are sent to the Breakout Rooms again and then the teacher monitors and helps with any vocabulary doubt that they may have if they are blocked during the reading. After 5 minutes the Breakout rooms are disssolved and the activity is checked in OCFB with an answer key.
For this stage after congratulating the students for their previous work the teacher tells them that now they will review a few phrases/words that do this job and that they are called sequencers. To begin the process students are given Handout 2 which is a guided discovery activity for the students to find out the meaning of the words. Again this is done in pairs in BORs, with 3 minutes for the activity. After it the class does OCFB on the answers, with any doubt assessed by the teacher. For form the phrases are reviewed on the board and students are elicited to decipher the correct formula, these CCQs are to be found in the TLA Sheets of the lesson. At the sme time when asking for a new item in the form department the correct pronunciation is modelled and elicited from students. With IPA displayed on the board. This process should not take more than 10 minutes
For this section the teacher sends to the students Handout 3, which is a Controlled Practice of sequencers.The teacher shows it and demos it if necessary, again the students are set to work in pairs and after 3 minutes the pairs are dissolved. After this the exercise is checked with OCFB, eliciting answers from students if necessary to ensure a more even participation. After this is done the teacher instructs the students to write in Handout 4 a surreal story with at least 3 connectors and a maximum of 150 words. For this they will work in pairs again.Then, after 6 minutes the BORs are dissolved and the stories are checked. With the students reading them aloud and voting for the best one if time allows. Also allowing to check the writings.
Taking into account the errors observed in both the controlled and the freer practice the teacher offers advice on how o prevent them. At the same time the teacher praises the correct use of sequencers and language in the writings of the students. After this concludes the teacher wishes everybody a nice weekend.