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Writing Effective Body Paragraphs

Grade Level: Beginning University ESL Subject: Writing Prepared by: Clark Davis Overview and Purpose: The purpose of this lesson is to introduce effective body paragraphs for a beginning English Writing class in a university foundation program for native Arabic speakers. The corollary purpose is to then elicit effective body paragraphs after the introduction. Educational Standards The standards students are supposed to achieve are not standards per se, but expressed in success bands from the International English Language Testing System, or IELTS. Students must receive an average band 5 on the four language components of Listening, Speaking, Reading, and Writing to pass foundation and enter faculty. However, they are aiming for band 9. There are two tasks on the General Writing exam. In Task 1, candidates are asked to respond to a situation by writing a letter. For example, requesting information or explaining a situation. In Task 2, candidates write an essay in response to a point of view, argument or problem. The achievement rubric for band 9 General Writing Task 1 states: Fully satisfies all the requirements of the task Clearly presents a fully developed response Uses cohesion in such a way that it attracts no attention Skilfully manages paragraphing Uses a wide range of vocabulary with very natural and sophisticated control of lexical features; rare minor errors occur only as slips Uses a wide range of structures with full flexibility and accuracy; rare minor errors occur only as slips The achievement rubric for band 9 General Writing Task 2 states: Fully addresses all parts of the task Presents a fully developed position in answer to the question with relevant, fully extended and well supported ideas Uses cohesion in such a way that it attracts no attention Skilfully manages paragraphing Uses a wide range of vocabulary with very natural and sophisticated control of lexical features; rare minor errors occur only as slips Uses a wide range of structures with full flexibility and accuracy; rare minor errors occur only as slips Objectives: At the end of this lesson, students will be able to:

order an effective body paragraph. produce an effective body paragraph complete with a topic sentence, three supporting sentences, and a concluding sentence.

Materials Needed for Teacher: iPad iBrainstorm App Pages for iPad Smartboard iPad>Smartboard VGA cable Brainstorm topic Materials Needed for Student: iPad iBrainstorm App Pages app for iPad Other Resources: Dropbox iPad app to submit finished paragraphs Information:

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The instructor should guide the students on downloading and using the iBrainstorm app. Prior to this lesson, the instructor should have guided students on entering text into the Pages app and submitting Pages documents through the Dropbox app.

Verification:

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Classroom observation of created paragraphs. Additional supportive instruction if a majority of students are misunderstanding the task or doing it incorrectly. Evaluation of the final submitted paragraph.

Activity: Students will listen to and view an introductory presentation on body paragraphs. The teacher will present examples of effective body paragraphs on the Smartboard via his/her iPad, identifying the topic sentence, the supporting sentences, and the concluding sentence. After this presentation the teacher will: Present the iBrainstorm app and brainstrom his/her paragraph on the advantages of being Emirati. Elicit answers from the class on the advantages of being an Emirati citizen. Iintially write down only ideas, not complete sentences. After all ideas have been gleaned, choose three advantages. Order the topic sentence (advantages of being Emirati), supporting sentences, and concluding sentence (These are three reasons why . . . )

At the conclusion of the iBrainstorm presentation, the teacher will then open the Pages app and write the topic sentence, supporting sentences, and concluding sentence. The teacher will then exhibit how to submit the paragraph through the Dropbox App At the completion of the teacher presentation, students will launch the iBrainstorm app and brainstorm a topic of their own to write a paragraph about. Via the iBrainstorm app, the students will Identify a topic for a topic sentence Brainstorm supporting ideas for the topic Order the topic, supporting details, and conclusion. After brainstorming, the students will open the Pages app and produce a body paragraph complete with a topic sentence, three supporting sentences, and a concluding sentence, all based on the information from their brainstorm activity.

Notes While this lesson utilizes the iBrainstorm app, there are multiple brainstorming apps available like popplet lite, Inkflow: Think Visually, SimpleMind+, and Inspiration Maps Lite. These apps are free, but there are also many paid apps that would work with this lesson, and while the paid apps have numerous added abilities, the free versions suffice for this particular lesson. Pages is Apples proprietary word-processing program. If Pages is not available for students, any program with the capability to enter text would suffice. In the event that a student has difficulty thinking of a topic to write about, the teacher can offer suggestions. If this is done, though, care should be made to offer the topic only and no supporting details so the student may complete the stated objectives of the lesson, and the teacher can effectively assess success.

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