Patrick Ammerman Patrick Ammerman

Ammerman TP7


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Main Aims

  • To provide process writing practice of a for and against essay in the context of TV and movies

Subsidiary Aims

  • To provide clarification of linking expressions in the context of writing an essay


Lead in (2-3 minutes) • To set lesson contexts and engage Ss

I will ask students which is their favorite streaming platform

Text Analysis (14-15 minutes) • To help Ss identify different sections of a for/against essay

T asks Ss to read the model text and asks them to read it. T asks Ss to match each paragraph with what part of the essay it contains. CCQ: Is the language formal or informal? (formal) T asks Ss to go through the text with partners in breakout rooms and underline examples of linking words. T asks Ss for examples of what kind of linking words they found in the text T shares with Ss a list of linking words they can use in their essays.

Writing (15-15 minutes) • Ss obtain practice writing a for and against essay

Students have 15 minutes to write their own for and against essay in 50 words or less. CCQs: Do you need to include the four parts of a for and against essay? (yes) How much time do you have? (15 minutes) How many words should it be? (50 words or less) Example ideas: For and against going to movie theaters to watch fils For and against making more Marvel/Star Wars movies For and against listening to movies with subtitles For and against the new Game of Thrones series

Feedback (10-10 minutes) • Provide peer feedback on writing

T instructs Ss to go into BO rooms to give feedback on each other's writing. In BO rooms, both will share their writing in the chat Use a Google form to provide feedback on each others' text. Students have 5 minutes to read the texts and provide feedback ICQs: What's the first thing you will do in breakout rooms? (share essays) How long do you have to read your partner's essay (5 minutes) What do you use the Google form for? (giving feedback) OCFB to check answers

Delayed Error Correction (2-2 minutes) • To provide Ss delayed feedback on their writing

T asks students how they felt about the assignment T conducts feedback and addresses any delayed error correction.

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