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SE1 Unit 2

Writing, Page 41

This is an SE1 Unit 2 Writing lesson in which students write a paragraph about someone they admire, focusing on word choice, organization and writing more than one draft, using feedback from their classmates.

This is the plan for this lesson, and if you would like your own copy, please click on the blue attachment link below.

Lesson Plan SE.2 Writing

Lesson focus:
Which language skill(s) will the students work on (speaking, listening, reading, writing)?
·         Writing (including the writer’s process of writing multiple drafts, word choice, organization, etc.)


Which aspects of language will students focus on?  e.g. vocabulary (words, phrases, idioms, etc.),  pronunciation (phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar point(s), etc.
·         None – the focus is on practicing writing using English that students are familiar with. 

Will you explicitly teach an aspect of culture in the lesson? If so, describe it:

·         No


Objective:  Students Will Be Able To…. 

·         Write a paragraph about someone they admire, focusing on word choice, organization and writing more than one draft, using feedback from their classmates
Competencies:  Which competencies in the AEF are you working toward or plan for the learners to achieve today?  (They should be adapted from the AEF to reflect the specifics of your lesson.)
·         Can write short narratives, descriptions and factual reports on personal and/or concrete topics (e.g. diary entries, imaginative stories, reports, advice letters).
·         Can plan for, use and evaluate the effectiveness of several writing strategies related to each step of the writing process.


When and how will I check my students’ progress toward the objective(s)?
·         I will be able to see their vocabulary lists, their editing of classmates’ work, and their written drafts.

Required materials and/or resources:

·         SE1.2 Pg. 41, Activity 1
·         Pens/pencils, paper



Personal Goals:  What aspect of your teaching are you trying to improve?  Which teacher competency is this related to?

·         The teacher introduces grammar, pronunciation and vocabulary in context[1], with a focus on communicating meaning.
·         The teacher breaks down functions, genres and skills into smaller component/skills/parts in order to present realistic ‘chunks’ of the language for learners to process.
·         The teacher plans lessons that are interconnected and work together as a series to build toward short term goals and long term competencies.





By the end of the stage, students will be able to


(Why do we want our students to do this?)

Interaction Pattern &




5 min

Discuss and remember the text, descriptive language from it and the discussion about qualities of heroes from the previous reading class


Ss need an opportunity to warm up and remember what they learned during the last class.  The reading is important because it gives the context for this lesson.
Ss-Ss, Ss-T, T-Ss

Review (link to previous reading lesson)

·         T asks Ss what the previous reading text was about.

·         T asks Ss to look back at the passage grid (Pg 41) from the reading class to help them remember descriptive words and to discuss why the writer believed Okonkwo was a hero, whether they agreed or disagreed, and why.

·         T monitors while Ss discuss in pairs/groups.

·         Whole class: 2-3 Ss share their thoughts



SE1.2 Textbook

Pg 41,

Act 1

10 min

Brainstorm and write lists of people they admire.


Ss need time thinking time so that they can be successful in the upcoming task.
T-Ss, Ss-Ss

Brainstorm who they admire

·         On board, T brainstorms and writes names of some people they admire, explaining why while writing.  (The people can be historical or current, famous or unknown, or a mixture).

·         Ss individually brainstorm a list of people they admire.

·         In pairs/groups, Ss share the names of people they wrote, and the reasons why.

·         Whole class: 2-3 students share the names and reasons with the class.





10 min


Choose someone they admire and brainstorm descriptive language for the person’s physical appearance, personality, and likes and dislikes.

Ss need thinking time so that they can be successful in the upcoming task.
T-Ss, Ss-Ss

Choose and Brainstorm

·         T models the next activity by choosing one person from their own list and lists some character words for each of the Pg 41 grid categories.   T answers any questions the Ss may have.

·         Ss individually choose one person from their list and write character words for each of the categories in the grid. T writes on board, “How do I say ….. in English?” and reminds students to ask each other or T if they need help.   

·         Ss share in pairs/groups their lists of traits, adding words that they didn’t think of, correcting each other, clarifying meaning.  T monitors and helps students as necessary, either individually, or for common problems, with the whole class.




10 min

Write a first draft of a paragraph about someone they admire.


Showing Ss examples of the kind of text the T wants them to write is useful.
It is useful to help Ss remember that a first draft doesn’t have to be perfect.    
Ss have an opportunity to practice organizing their ideas in writing. 
Ss-Ss, T-Ss

Writing:  1st Draft

·         T asks Ss to look at the reading passage from the previous class to see how the writer describes Okonkwo, the person he admires.

·         As a second model, T shows Ss a sample paragraph that he/she has written about the person the T admires, using language that the T listed earlier.

·         Individually, Ss write a 1st draft of the person they admire/a hero, using the language of description from their brainstorming sessions.  T tells Ss that their text doesn’t have to be perfect and that they will have a chance to improve it later. 




5 min

Review and give feedback on each other’s written work

Asking Ss to read each other’s work helps to give them new ideas about content, helps them to understand that they can learn from each other, as well as from the teacher, and gives them practice in identifying errors. 
Ss-Ss, T-Ss

Peer Review

·         Ss exchange their written passages.   Ss circle words or expressions they like and underline words or expressions that they think might be incorrect.  You could also ask them to check each other’s writing for paragraph form, or coherence and cohesion if these are things you have previously taught.


5 min

Discuss and be sure they understand their peer’s  suggested corrections


Ss need the opportunity to learn from the feedback of their peers.
Ss-Ss, T-Ss

Peer Exchange/Discussion

·         Ss return drafts and examine their own. 

·         Ss work with the person who made the comments, asking for and giving clarification.



5 min

Rewrite their paragraphs a 2nd time.

Ss need the opportunity and practice of doing multiple revisions and to understand that good writing involves a process  
Ss-Ss, T-Ss


·         T asks Ss to do a second draft of their paragraph for homework.  T makes clear that they will read each other’s writing at the beginning of the next class.

·         To the Teacher:  Some of the next class will need to be spent reviewing work done in this class, with classmates reviewing 2nd draft of the paragraph, and Ss writing a final version that is then given to T for correction  and comments.




[1]  In context: language introduced in context is first “met” as part of oral or written communication,  not in isolation, such as in a list.  .

[2] VAKT = Visual, Auditory, Kinesthetic, Tactile

Brian Long,
Oct 18, 2009, 2:06 PM