Justification Paper OF Design OF Lesson Writing - Assignment 3 -Tài liệu tham khảo Tiếng Anh ( TA8 ISW) | Đại học Hoa Sen

JUSTIFICATION PAPER OF DESIGNED LESSON PLAN FOR WRITING By Nguyễn Thành Công Student’s code: 22205707 Intake: 8
A paper for the degree of Master of Arts in English Studies
At The Graduate & Leadership Institute December 2022
JUSTIFICATION PAPER OF DESIGNED LESSON PLAN FOR WRITING 2 I. INTRODUCTION
I have designed a 120-minute lesson plan for writing which is planned for fifteen low-
intermediate students aged 9-11 to encourage independent writing and help them master writing
skills in a familiar context. The main goals of this lesson plan are to develop sentence structures
in a particular context, form the outline of ideas through writing models and develop writing
skills through structural organization and apply the sample sentences and vocabulary. II. Literature Review 1. Summary of the paper
This paper is divided into four parts. The first part is a brief introduction that introduces target
learners, objectives, and product-based approach that have been integrated into the lesson. The
second part is the definition of the product-based approach in teaching writing that I apply to my
designed lesson plan. In the third part of this paper, I illustrate where the selected pedagogical
approach has been integrated into the lesson plan, provide the rationale for the integration, and
discuss the advantages and disadvantages of the integration. Finally, I state the best part of the
lesson plan and the reason why choosing it.
2. Product-based approach in teaching writing
According to Gabrielatos (2000), a product approach is “a traditional approach, in which
students are encouraged to mimic a model text, which is usually presented and analyzed at an
early stage” In other words, this approach places a premium on final product of writing, students’
achievement during the process of using a language to form the writing text.
According to Steele (2004), there are four stages involved in product-oriented lesson: -
Stage one: Students are provided with model texts that include highlighted important features.
JUSTIFICATION PAPER OF DESIGNED LESSON PLAN FOR WRITING 3 -
Stage two: Controlled practice is provided in which highlight features are included for learners to practice. -
Stage three: Ideas are organized, which helps students control and unite language use and order of paragraphs and ideas. -
Stage four: Individually, each student creates the final product using the skills, structures,
and vocabulary they have learned III.
Product-based approach applied in designed lesson plan
1. Positions where the product-based approach applied
In the stage of pre-writing, students read a model story and answer the questions in the
textbook and worksheet to guide what students are going to write. This model evokes
language uses and gains an understanding of ideas organization or use of language. (Stage one: Model text)
Subsequently, other activities are carried out with sentence building, scramble sentences, and
forming sentences from clues to guide what students write in their actual writing text with
key vocabulary and features mentioned in controlling practice. This stage is good for weaker
JUSTIFICATION PAPER OF DESIGNED LESSON PLAN FOR WRITING 4
students who cannot orientate what they need in the actual writing. (Stage two: Controlling Practice)
JUSTIFICATION PAPER OF DESIGNED LESSON PLAN FOR WRITING 5
JUSTIFICATION PAPER OF DESIGNED LESSON PLAN FOR WRITING 6
In the stage of while-writing, students are asked to review graphic organizer and fill out their
own graphic organizer with a combination of learned vocabulary, structural sentences and their
own ideas, which is very useful for incompetent students who are not able to generate their own
ideas, can use this sample. (Stage three: Organization of Ideas)
At the final stage of product-based teaching, students produce their own texts. Students are
asked to write their story following the paragraph guide and use the information from their
graphic organizer, and can also add more sentences. The teacher provides learners with feedback
on their production. (Stage four: Final Product)
JUSTIFICATION PAPER OF DESIGNED LESSON PLAN FOR WRITING 7 2. Rationale
This approach focuses on classroom activities aiming to have students ‘engaged in imitating,
copying and transforming models of correct language …. Usually occurs at the level of the
sentence’ (Nunan, 1991, p.87). In other words, students who struggle with how arranging
their ideas coherently can acquire language at the sentence level when they are actively
completing the offered practices, such as gap filling, sentences completion, and scramble
sentences. Another reason is that students may manipulate special features such as syntactic
patterns, vocabulary choice, and cohesive devices although whether students excel in writing.
Finally, teachers can control a big-size class with a product approach-oriented classroom to
ensure that students can create a new piece of writing that adhere to the standard and
notification of vocabulary, structures, and organization of ideas. 3. Pros and cons Advantages Disadvantages
This approach places an emphasis on
Students are not able to learn from their
organization of ideas, which play a crucial
peers or classmates when working
role in fixing layout, style, and organization independently.
Low-proficient students are more familiar
The importance of final product is
with important necessary and structures via
prioritized, which devalues students’
controlled practice of highlighted features. potential.
Difficulties and errors are usually
Because of imitation, students’ creativity is
minimized because this is based on impaired.
imitation which helps teachers easily grade and control students. IV. Conclusion
JUSTIFICATION PAPER OF DESIGNED LESSON PLAN FOR WRITING 8
My most favorite part of lesson plan is post-writing when I use the list of symbol corrections
as suggestions for students’ mistakes, and then ask them to correct themselves. The main
reason is that it is considered a source of information about students’ strengths and
weaknesses in their writing to do improvement, which is given to the learners with the
objective of improving their performance. Moreover, students are more proactive to correct
their own mistakes without confusion because of corrective symbols as clues, which helps
them to develop reflective and effective practices and memorize the errors longer. References Articles:
Anastasiadou, A. (November 2010). Implementing the process writing approach in the English language
classroom:Αn innovation for the development of young learners’. 50-63.
Burhansyah, M. (September 2021). A Review of the Effectiveness of Product-Based Approach in the Teaching of Writing.
Kadmiry, M. (March 2021). The Comparison between the Process-oriented Approach and the Product- oriented.
Md. Kamrul Hasan, M. M. (December 2010). Approaches to Writing in EFL/ESL Context:Balancing
Product and Process in Writing Class. Books:
Shawn Despres, P. F. (2011). Write Right 2. Build and Grow.