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Lesson Planning for Teaching Writing
Planning for teaching writing
-interpreting the writing skills in the syllabus
-select and prepare activities (including those using
technology and social media such as edublog,
facebook and others) for teaching writing skills
Lesson planning
-stages of a writing lesson
-pedagogical principles (reference to current
Malaysian English Language school curriculum
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Planning for Teaching Writing – interpreting the
writing skills in the syllabus
CURRICULAR AIMS
-To equip pupils with basic language skills to enable them to
communicate effectively in a variety of contexts.
-English – 2nd. language
-Why English? - to gain access to information, knowledge written in
English.
-Use in daily lives, to further their studies, for work purposes.
-Hence students should be proficient.
-For personal growth; function as productive member of society.
-Critical literacy also stressed – question and evaluate texts.
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KURIKULUM STANDARD
SEKOLAH RENDAH (KSSR)
BAHASA INGGERIS SK
Planning for Teaching Writing – interpreting the
writing skills in the syllabus
OBJECTIVES
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Planning for Teaching Writing – interpreting the
writing skills in the syllabus
Underlying Pedagogical Principles
Back to basics
It is essential for teachers to begin with basic
literacy skills in order to build a strong foundation
of language skills. Basic listening and speaking
are introduced in order to help pupils enrich their
understanding of the language. The strategy of
phonics is introduced in order to help pupils
begin to read and a good foundation in
penmanship will definitely help pupils acquire
good handwriting.
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Planning for Teaching Writing – interpreting the
writing skills in the syllabus
Underlying Pedagogical Principles
Back to basics
Learning is fun, meaningful and purposeful
Lessons, which emphasise meaningful
contexts and the integration of language
skills, allow pupils to learn by doing in fun-
filled activities. Contextualised as well as
purposeful activities will promote the fun
element in language learning.
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Planning for Teaching Writing – interpreting the
writing skills in the syllabus
Teaching is learner-centred
Teaching approaches, lessons and curriculum
materials must suit the differing needs and
abilities of pupils. It is important that appropriate
activities and materials are used with pupils of
different learning profiles so that their full potential
can be realized. The mastery learning strategy will
ensure that pupils master all learning standards
in order to help them acquire the language.
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Planning for Teaching Writing – interpreting the
writing skills in the syllabus
Underlying Pedagogical Principles
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Planning for Teaching Writing – interpreting the
writing skills in the syllabus
Underlying Pedagogical Principles
Character-building infused
An important principle which needs to be
inculcated through the curriculum is
character building. Lessons based on
values have to be incorporated in
teaching and learning in order to impart the
importance of good values for the
wholesome development of individuals.
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CURRICULUM ORGANISATION
Four modules in years 1 and 2:
Module One : Listening and Speaking
Module Two : Reading
Module Three : Writing
Module Four : Language Arts
Thinking Skills
Critical and creative thinking skills incorporated
Solve simple problems, make decisions, & express
creatively
Mastery Learning
Ensure mastery of a learning standard before proceeding
with the next learning standard; requires quality teaching &
learning
Information and Communication Technology Skills (ICT)
Use of multimedia resources - use of computer-related
activities (e-mail activities, networking and interacting with
electronic courseware)
Multiple Intelligences
Incorporate interpersonal, kinaesthetic, musical intelligence
EDUCATIONAL EMPHASES (contd)
Constructivism
Help pupils acquire new knowledge & concepts based
on existing knowledge or schema; problem solving
and pupil-centred active learning
Contextual Learning
Connects the contents being learnt to the pupils’ daily
lives, the community around them and the working
world; new knowledge acquired in meaningful manner
Learning How to Learn Skills
Incorporate study skills & information skills to equip
them to become independent life-long learners
Values and Citizenship
Values contained in the KSSR moral syllabus are
incorporated e.g. love for nation
EDUCATIONAL EMPHASES (contd)
Knowledge Acquisition
Content from subject disciplines such as science, geography, and
environmental studies; from daily news items & current affairs
Creativity and Innovation
Pupils produce simple creative and innovative works in relevant
contexts
Entrepreneurship
Foster entrepreneurial mindset at young age; linked to creativity,
innovation and initiative; employ group work activities
Assessment
Pupils’products & performance are assessed through multiple
sources of evidence like checklists, observations, presentations,
quizzes & tests; build profile of pupils’ language development &
assess them individually; attainment/competence in the language
assessed by formative & summative assessment methods.
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Content and Learning Standards for Year 1, 2 and 3 - Writing
CONTENT STANDARD LEARNING STANDARDS LEARNING STANDARDS LEARNING STANDARDS
Year One Year Two Year Three
3.1 By the end of the 3.1.1 Able to demonstrate 3.1.1 Able to 3.1.1 Able to write in
6-year primary fine motor control of hands write in neat legible print: neat legible print with
schooling, pupils will and fingers by: (a) words correct spelling:
be able to form letters (a) handling objects and (b) phrases (a) words
and words in neat manipulating them. (c) simple sentences (b) phrases
legible print including (b) moving hands and fingers (c) simple sentences
cursive using writing apparatus
writing. (c) using correct posture and
pen hold grip
(d) scribbling in clockwise
movement
(e) scribbling in anti-
clockwise movement
(f) drawing simple strokes up
and down
(g) drawing lines from left to
right
(h) drawing patterns.
CONTENT LEARNING LEARNING LEARNING
STANDARD STANDARDS STANDARDS STANDARDS
Year One Year Two Year Three
3.2 By the end of the 3.2.1 Able to complete 3.2.1 Able to complete 3.2.1 Able to
6 year primary with guidance: with guidance: complete with
schooling, pupils will (a) forms with personal (a) lists guidance:
be able to write details (a) simple
using appropriate messages
language, form and (b) posters
style for a range of
purposes. 3.2.2 Able to write 3-5 3.2.2 Able to write
3.2.2 Able to write
word sentences with simple sentences with with guidance:
guidance. guidance. (a) simple
sentences
(b) questions
3.2.3 Able to
3.2.3 Able to punctuate 3.2.3 Able to punctuate punctuate
correctly: correctly: correctly:
(a) capital letters (a) capital letters (a) exclamation
(b) full stop (b) full stop mark
(c) question mark (c) question mark (b) comma
CONTENT LEARNING LEARNING LEARNING
STANDARD STANDARDS STANDARDS STANDARDS
Year One Year Two Year Three
3.3 By the end of 3.3.1 Able to create 3.3.1 Able to create 3.3.1 Able to create
the 6-year primary simple simple non-linear texts simple texts using
schooling, pupils non-linear texts using a using a variety of a variety of media
will be able to write variety of media with media with guidance : with guidance :
and present ideas guidance :
through a variety of (a) lists (a) simple
media using (a) greeting cards messages
appropriate (b) posters
language, form and
style.
Lesson Planning for Teaching Writing –
select and prepare activities
using technology
- IT, PPT, online resources
social media
- edublog, facebook, twitter, instagram
activities
- correcting reversals, computer games, spelling lists,
self-correction, classroom games , auditory, visual, and
kinesthetic activities, proofreading, oral composition,
dictation, capitalization, creative writing,
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Lesson Planning – stages and pedagogical
principles
Lesson planning
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Stages of a Writing Lesson
A typical writing lesson consists of three
basic phases of
Pre-writing
Writing
Post-writing/Publishing
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Pre-writing
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Writing
The aim is to help learners develop the
necessary writing skill.
The activities carried out at this stage are
not meant to be used as a form of
assessment, instead, they are to help
learners to write and develop the skill.
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Post-writing/Publishing
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IMPORTANT CONSIDERATIONS FOR
TEACHING
• Learner-Centredness
– approaches, activities, materials to suit the differing
needs and abilities of pupils.
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IMPORTANT CONSIDERATIONS FOR TEACHING
• Integration
– adopt an integrated approach. For example, a particular
lesson may begin with a story about the daily happenings
around a family. The teacher can take off from the reading
to teach social expressions as found in these stories.
Teachers can also use everyday situations to teach
expressions such as “Please come in I’ll get my mother.”
These statements can be used later gets pupils to write
about life at home or about their friends.
– moral values are infused through the selection of
appropriate materials and activities; integrate elements of
patriotism, environmental/health education
• Teaching-Learning Activities
– every opportunity to take part in activities that require
them to use the language taught; some activities have
been suggested; be creative and set challenging tasks
and activities
• Evaluation
– continuous formative evaluation provides important
feedback of learners’ progress; enable teachers to
plan activities for further development or remedial
work.
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References
Brown. H.D. & Lee, H.Y. (2015). Teaching by principles:
An interactive approach to language pedagogy (4th.
ed). New York: Pearson
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TUTORIAL TASK
In groups of three:
Analyse the sample writing lesson plan.
Comment on its strengths and weaknesses.
Suggest ways for improvement.
Present your findings during your tutorial on
09.08.2016.
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