Lesson plan to Diagnose on Narrative writing Junior 1

Class Objectives:

Write a story out of cartoon images

Describe your neighborhood

Greeting: Write the date and objectives on the board. Take attendance.

Warm-up: Story Making (30m). To activate vocabulary from last class, take flashcards to the classroom, each portraying one of the following objects and paste them on the walls:

A machine A ferret A balcony A street Somebody leaving A neighbor The world A Building

To remember their names, divide the class in 8 groups and give each the letters of one of the aforementioned words for them to (1) organize the letters in the correct order and (2) paste them next to the corresponding picture. Once all pictures have been labeled, ask Ss to stand up making a circle, then assign each word a mimic –chosen by Ss themselves – and start telling a story which then will continue the St next to you, and so on. The objective is to use all of the words from the vocabulary and every time one of them is used, Ss will do the mimic agreed upon moments ago. Raise awareness on using verbs in past tense, if necessary.

“Last class we talked about movies. What about TV cartoons? Is there any cartoon you like?” Have Ss name some. (5m)

A. Cartoon Episode. (Pre) Mention the name of the cartoon The Fairly Oddparents; ask Ss what they know about it and to share it in pairs. Write on the board Ss’ conclusions.

(While) Give each couple a set of pictures from the episode The Masked Magician from the aforementioned cartoon and tell them to organize the pictures as they want and paste the sequence on a sheet of paper. Get Ss to write a story in which they describe how their own idea of the story goes.

(Post) Have groups sit on the floor and choose a representative. These representatives will stand up and go to the group on the left when the teacher blows a whistle; will show and tell his/her group’s story and will continue rotating as the teacher whistles. Once all the representatives are back, their groups will tell them the other stories they heard.

“Do you remember the new characters from the Book? [Luke & Mia] Ok, and do you remember where they live? [USA] And what countries are neighbors to the USA?” Have Ss answer this question.

B. Describing Neighborhoods (Pre) Ask Ss if they know something about Canada. Then, when all the ideas have been written on the board, tell then to open their Student’s Books in page 7 and have them look at the picture of the Niagara Falls and read/answer the questions at the bottom of the page. Ask Ss if they know anything about the animals that live in Canada. Write them also on the board.

(While) Tell Ss to close their books. Play the conversation from page 9 (Track 3) and have Ss identify what animals Luke says live in Canada. Write on the board their catches and listen again, this time reading from the book too. Compare how accurate their answers before listening were.

Grammar Focus: Tell Ss to read the Grammar Stop chart at the lower right corner of the page and answer the question there asked. Once the meaning of the word Which has been clarified, have them look for examples of its use in the conversation. For further practice, have Ss write three questions using the word which, e.g. Which animal is scary? Or, Which movies do you like? Have them ask each other and write their answers. Share out loud.

(Post) Ask which buildings Mia can see in the conversation. Remind Ss of the expressions There is / There are and make a description of your own using these expressions and different names of buildings. Play some music and have Ss walk around the classroom. Every time you stop the music Ss are to get in couples or trio and tell each other what their neighborhoods are like using the expressions There is/are. Have them also say what they usually do in their neighborhood. Illustrate with an example.

Wrap-up: Have Ss write on a piece of paper the description they just did of their neighborhoods. Once they have finished the draft, have Ss exchange papers and peer-assess them taking into account the following aspects –write them on the board:

Is the name of the neighborhood mentioned in the text? Are enough buildings mentioned in the text, or just one or two? A good number is 5. Are the buildings described or not? Are activities in the neighborhood mentioned or not? Is the text well organized in a paragraph, or is it just a list? Does the classmate use the expressions THERE IS/THERE ARE?

Have Ss return their papers and add the necessary changes according to the suggestions they got. If there’s still time, provide them with materials for them to create a nice poster describing their neighborhood. If not, assign such work as homework.

Homework

Workbook, page 4.

Student’s CD-Rom homework > Unit 1 > Lesson 1

Rewrite the description of your neighborhood in a nice, neatly presented poster, using pictures of the surroundings of your house.

Supplementary Material List

Flashcards of: A machine, a ferret, a balcony, a street, somebody leaving, a neighbor, the world, and a building and these words cut into individual words

Paper sheets, glue, scissors, Cartoon episode pictures, and whistle

M A C H I N E F E

R R E T B A L C O

N Y S T R E E T L

E A V E N E I G H

B O R W O R L D B

U I L D I N G

Narrative Writing Rubric

Stud

ent:

Element to be Assessed Grade Comment

FOCUS / ORGANIZATION The story achieves the objective

of telling an interesting story. The story is appropriate for the

target audience. The story has a clear and well-

sequenced order The story has an attractive and

engaging beginning.

E

VG

G

A

N2I

STYLE Context and characters are

properly introduced and described

The story is as long as previously agreed

Logical connectors are effectively used

E

VG

G

A

N2I

GRAMMAR & PUNCTUATION The text presents good spelling

and proper use of capital letters The ideas presented are

complete and are correctly punctuated

The text is well organized and easy-to-read

E

VG

G

A

N2I