Eva Pujol Vivo Writing Final Paper

WRITING FROM
HEART

Writing from heart 1

Eva Pujol Vivo Writing Final Paper

INDEX

1. Theory justification……………………………… 3

2. Lesson plan………………………………………. 6
Define the proposal: Think of a purpose, audience and context for writing

Lesson plan (Aims: Content and language aims. Sequence your objectives. How
does one objective prepare the students for learning another?) (Sequence the
time frame for each of the activities)

3. Bibliography……………………………………… 14

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Eva Pujol Vivo Writing Final Paper

1. THEORY JUSTIFICATION

When it’s time for writing lessons, our students should have already read and

discussed topics in class. We have to make sure they have a good grasp on the

spelling and  vocabulary  surrounding the writing topic, with a little grammar

thrown into the mix for added confidence.

For optimal results in our Engish writing lessons, we have to think about the

structure we plan to use when we present the material to the class. The structure

is one of the essential parts of our success as an ESL teacher. We should leave

nothing to interpretation when we present the writing material and tasks.

Another think that we should make sure, is that our students are 100% clear on

what they need to write about, as well as in what format and for how long.

Before the class we have to ask ourself if the material is sufficient to complete

the task, if our students are clear on the intended audience and if the material is

relevant to them. No one wants to write about something they have no interest

in, and that’s a fact.

Model to children how to write

Before children are asked to do writing of any length the teacher should model

how to do so, making explicit reference to the key ingredients list generated as

a class. This sounds obvious, but I have seen in class so many grups that didn’t

have planned this in their lesson plans.

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Eva Pujol Vivo Writing Final Paper

Model writing

Modeled writing is the first step in teaching writing to children. This is when

the teacher is in front of the class doing all of the writing.

Guided writing

Guided writing involves a teacher working with a group of learners on a

writing task. The aims of the task are based on what they have previously

been learning about the writing process.  Guided writing aims to support

learners in this psychologically and cognitively difficult activity.

Allow planning time before drafting

This could take many forms and the amount of time we need to dedicate to this

stage can vary. It can be in the form of a story map (sequencing the story in

pictures), a boxed-up plan (listing the key details to be included in each

paragraph), an exploded plan for more advanced writers (sequencing the piece,

then expanding on the most important sections in more detail) or using a story

mountain or other graphical organiser.

Encourage to use of word banks

Children who do little independent reading tend to lack the strong vocabulary

and writer’s voice that come from extensive reading. Teachers should provide

word or phrase banks for those children who lack their own mental word bank,

and all pupils should be encouraged to use the shared banks generated in the

reading part of the unit.

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Eva Pujol Vivo Writing Final Paper

Why using strategies for writing

Writing is learned through apprenticeships, as teachers assist students during

writing using guided practice. Many students need this expert guidance in a

small-group context, particularly as they attempt to bridge the gap between the

teacher's demonstration and modeling and their own independent writing.

Helping our students with spelling

While there’s obviously much more to good writing than correct spelling, if

children are worrying about spelling a particular word or having to stop

frequently to think about spelling it can prevent them from concentrating on the

other aspects of writing, including communicating their ideas.

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Eva Pujol Vivo Writing Final Paper

2. LESSON PLAN
Teacher: Eva Pujol Grade: 3rd Date: —

Lesson Topic: Writing from heart

Lesson objectives/Aims

- By the end of the unit the students will be able to express the ideas, things, places,

and people that are meaningful to them through the use of writing and illustrations.

Timing

3 LESSONS: 150 minutes in total.

- 1rst and 2nd lesson are going to be done in 50 minutes.

- 3rd (afternoon class) is going to be done in 45/50 minutes.

Skills Speaking Listening Writing

Secondary skill / system Speaking

objective:

This activity is prepared for students of 3rd

grades. Is an activity which takes into account

the level of each student, so each student in

whichever level they are can be able to write

Age more or less words at the same time that they

are able to write better or worse. The important

thing is that each student can write without

being afraid of making mistakes or feeling

observed by other students.

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Eva Pujol Vivo Writing Final Paper

Copies of the worksheets we need for the lesson.

If necessary we can make individual whiteboards.

Te x t b o o k pages /
Worksheets / etc.

• Writing heart template (graphic organizer)

• Coloring materials
• Pencils
• Board
• Chart paper
Materials / Resources /
• Markers
Supplies / Flashcards / etc.
• Appropriate magazines
• Scissors
• Individual whiteboards
• Computer and projector
• Memo game (familiar words about feelings,
family, friends…)

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 Eva Pujol Vivo Writing Final Paper

SUMMARY OF MY LESSON PLAN

Lesson 1 (50 minutes)

Introduction of writing lesson.

- What are we going to learn through this lesson?
- What are we going to do?
- How?
Starting the lesson
Divide the class in groups.
Share ideas.
Model writing.
————————————————————————————————————————————————————————————————————————
Lesson 2 (50 minutes)

Backup: All together we have to remember what we have done and what we have
left to do.

Keeping the groups

Working in grups in order to finish the activity of the day.
————————————————————————————————————————————————————————————————————————

Lesson 3 (50 minutes) - (afternoon class)

During this short class we are going to finish the writing and get the final result.


Finish and sharing
For the final result, the groups are going to share in front of the class the results and
explain their hearts.

Board Plans:

Each group is
Model writing at the begining in the going to have their
blackboard. own whiteboard
in which have to
draw their hearts.
Age

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Eva Pujol Vivo Writing Final Paper

Lesson 1 - 50 min

Stage Procedure Resources (if Time

needed)

• Draw a large heart on the chart paper

with a marker.

1 • Explain to your students that they will Introduction 5 min

write meaningful topics and keep these
topics in their desks for the entire year to
refer back to when they can't think of
things to write about.
2 • Divide the class in small groups (MIN 2
and MAX 3 students). 5 min

3 • Once we have the groups done and the

class divided in areas of groups, the
teacher is going to prepare the students
to watch a video.
Computer and
• We are going to share ideas of what is projector 15 min
the video about.
• Teacher is going to project the video to
the class (the video is a shortstory about
friendship and family).

• Teacher is going to prepare a graphical

organizer in the whiteboard. And with
this organizer we are going to collect
4
sentences and words. Graphical 15 min
• Each group will share their ideas and organizer
teacher is going to help with the
definition and will help them to
understand each word.
• Teacher is going to take a picture of the
final graphical organizer.

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Eva Pujol Vivo Writing Final Paper

5 • In order to finish the first lesson we are

going to play a memo game (pairs with Memo game
spanish word) with familiar words. 10 min

• After we will save the material and do the

goodbye routine.

Lesson 2 - 50 min

Stage Procedure Resources (if Time

needed)

• As we want to remember what we have

done during the other class, we will ask
the children what they remember.
1 Memo game 10 min
• Then we will play again the memo game
because with this, the children will be
able to remember some words and their
meaning.
2 • The teacher will model the process of
thinking of ideas to put in the writing
Explicit
heart. Show examples of adding family
Instruction/ 10 min
members, pets, and favorite things to do
Teacher
such as read, run, and travel. Modeling
• Explain that once half of the writing heart
is filled in, it can be decorated.
3 • Once the teacher have shown how to fill
the heart, it’s the turn of the students. Writing heart
template 30 min
• Teacher will give the writing heart
template to each group and they will
start filling it.

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Eva Pujol Vivo Writing Final Paper

3 • Once they finish the heart and they

decorate it, they will start writing a super
short story.
• We want each child to write one
sentence about their common heart. And
this sentence have to be a part of this
short story. So they have to think a bit
and they can also ask to the teacher for
small help.
• After that, we will finish the lesson.

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Eva Pujol Vivo Writing Final Paper

Lesson 3 - 50 min

Stage Procedure Resources (if Time

needed)

• We are going to give our students 10

minutes to organize their work and finish
it.

1 • Rotate around the classroom and Group writing 10 min

observe the students. heart template

• Ask students who came up with creative

ideas to stand and share, as it may help
struggling students.
2 Have a look to each group work and give
them the teacher’s opinion in order 5 min
to motivate them.
3 • Invite each group one by one to explain
to the rest of the class their heart
Computer and 25 min
template and their short story. (Why did
projector
they choose each word, and explain the
story with extra help of the teacher if
needed).
• Comment on their ideas and make
connections between students who
picked similar people, places, activities
and things.

• In closing, explain to our students that

4 these writing hearts will prove to be a 10 min
great resource to help them to come up
with writing ideas throughout the year.
• Ask if they did like the writing activity.
• Good bye routine.

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Eva Pujol Vivo Writing Final Paper

Extend

Differentiation

• Enrichment: Direct your students to write complete sentences.

For example, they could write  I love going to the beach with my sister

instead of beach.

• Support:  Leave small whiteboards on your students' desks. When you

rotate around, if they ask you to help with a word, write the word on

the whiteboard. Give these students access to appropriate magazines

to cut and paste pictures that inspire them onto their writing hearts.

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Eva Pujol Vivo Writing Final Paper

3. BIBLIOGRAPHY

Calkins, L. M. (1986). The art of teaching writing. Heinemann Educational Books

Inc., 70 Court St., Portsmouth, NH 03801.

Graham, S. (2008). Effective writing instruction for all students.  Renaissance

Learning.

Graham, S., & Harris, K. R. (2006). Strategy instruction and the teaching of
writing. Handbook of writing research, 187-207.

Ilona Leki. (1992).  Understanding ESL writers: A guide for teachers. Boynton/
Cook.

Owocki, G., & Goodman, Y. (2002). Kidwatching: Documenting children's literacy

development. Heinemann, 88 Post Road West, PO Box 5007, Westport, CT
06881.

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