Course: Triton College ESL 024-005 Advanced Writing

Date: Week 10
Length of Class: 4 hours
Level: Advanced
Class Profile: Multicultural
Course Goal:

Read a paragraph or story and demonstrate comprehension.

Write paragraphs with a topic and correct sentence structure.
Write a cohesive multi-paragraph essay with connectors and logical progression.
Speak with classmates about different topics; express ideas orally and in written formats.
Listen and respond to questions in everyday conversations.

Terminal Objectives: At the end of this lesson, students will be able to:

Distinguish between writing for different audiences by examining genre writing

Outline an opinion essay
Demonstrate understanding of an opinion essay by answering comprehension questions
Start outlining an opinion essay
Materials:

white board
markers
doc cam
computer
SmartBoard
Writing Power 3
opinion essay outline handout
Yelp! review of T's choice
STAGE TIMING AIM PROCEDURE INTERACTION POTENTIAL
PROBLEMS & SOLNS

Warm- Warm-up Ss journal/free write for 15 minutes Indiv. P: Ss don't know what to
up write.
S: T writes prompt on the
board: Agree or disagree:
people need a college
education to be
successful.
Pre-task Scaffolding, T asks Ss when they write in everyday life Whole class, small P: Ss are taking too much
schema (i.e. notes for kids' school, to fill out forms, groups time.
activation an email to the boss, etc; goal is to elicit S: T brings the class back
different genres) together and highlights 2
T asks if Ss would write the same thing to activities that are typical
their best friend as they would to their of both texts and
boss; says that this is called writing for an assignments
audience
T displays Writing Power p. 91 and groups
Ss; T asks Ss to discuss which of the
activities in A Ss would use in a text
message or a school assignment.
Ss explain why they would do an activity
in a text vs. an assignment & vice versa
Task Practice T displays Writing Power p. 92 & has S Whole class, small P: Ss don't understand the
read Writing for an Audience. groups abbreviations in #2.
Ss complete Exercise 1 A in small groups S: T explains about text
& compare answers as a class speak.
Post- Expansion T asks why how Ss would write differently Whole class P: Ss don't know how
task in this situation: complaining to both a they would make changes
spouse and boss about having to work to their message.
overtime. S: T directs their attention
to the difference in
 language used between
#1 and #4.
Pre-task Scaffolding T points out that what Ss just gave were Whole class P: T can't find a good
opinions. T asks in what other everyday review of a restaurant on
situations do Ss give opinions (i.e. Yelp!
suggestions; recommendations; reviews) S: T quickly writes an
T displays Yelp! and searches for a popular example of a good review
restaurant in the area (i.e. a suggestion of a restaurant that T
from a S) and displays a review. T reminds knows well.
Ss that this is a form of an opinion essay,
just written with a different audience in
mind.
T asks what Ss look for in a good review
(i.e. specific examples, specific
complaintsconvincing evidence to
support the reviewer's opinion)
Task Presentation T explains that the fourth essay in an Whole class P: Ss don't want to write
& Practice opinion essay in which Ss must give their about option #1.
opinion and support it with facts and S: While Ss should be
examples. highly encouraged to
T writes definition of opinion essay on the write about option #1
board: an essay in which an opinion in (especially if they want to
presented and supported with facts and get their GED), T reminds
examples Ss that option #2 is less
T writes the assignment on the board (Ss formal.
have a choice): Write an opinion essay of 3
at least paragraphs (about 200 words)
about 1) the educational opportunities for
immigrants in the U.S., or 2) your favorite
restaurant, place, or product. Convince
me!
T hands out opinion essay outine.
Post- Assimilatio T asks Ss if there is a difference in Whole class P: Ss don't see the
task n audience between options #1-2 & how that difference in audience.
could affect Ss' writing S: T redisplays the Yelp!
add and asks if Ss would
use that type of language,
grammar in an essay.
Pre-task Scaffolding, In order to prime Ss who want to choose Whole class
schema option #2, T displays Writing Power p. 228
activation and asks Ss to read aloud to the class about
the format of a review.
Task T puts Ss into small groups, and Ss read Small groups P: Ss are having trouble
Writing Power p. 229 and answer the understanding the
comprehension questions/create an outline. technical vocabulary.
S: T can provide a quick
glossary on the board.
Post- T asks Ss if there is any crossover between Whole class P: Ss don't see any
task the requirements/format of a review and crossover.
option #1. S: T points out that
bulletpoint #3 is likely to
include examples to
support the reviewer's
point of view.
If there is time, Ss can start brainstorming
& outlining their essay.
Afterwards: Remind Ss that their essay is due (by email) in 3 weeks.

General Comments: