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Appendix 1
Appendix 1
Appendix 1
Appendix 1
Appendix 1
Appendix 1
Appendix 1
Appendix 1
Appendix 1
Appendix 1
Appendix 1
Appendix 1
Appendix 1
Appendix 1
Appendix 1
Appendix 1
Appendix 1
Appendix 1
Appendix 1
Appendix 1
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Appendix 1

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  • 1. 38 Appendices
  • 2. 39 Appendix 1: Detailed planning of the actions taken during the action research
  • 3. 40
  • 4. 41
  • 5. 42 Checklist : I write Texts Put a check mark in the circle 1. I prepare to write o I think of the instructions. o I take out the resources I need. (My books, my dictionary, my bank of expressions…) o I look at the model. o I write down ideas in English. o I put them in order. 2. I write a draft. o I look at the model again. o I follow the instructions. o I use my ideas. o I write short sentences in English. (Subject / Verb / Object) o I use the vocabulary and expressions I know. o If I have a problem:  I ask for help. 3. I revise my text. o Did I follow the instructions? o Did I follow the model? o Are my ideas original? o I check the spelling, the word order and punctuation with the resources I have. o I ask a friend to revise my text. • I correct my text. 4. I write my final text. o Is it OK? o Is it neat? o Is it easy to read?
  • 6. 43 Outline for a five-paragraph text Title: ___________________________ I. Introduction A. Introductory statement B. Thesis statement: _______________________________________________ II. Body A. First supporting idea 1. ___________________________________________________________ 2. ___________________________________________________________ 3. ___________________________________________________________ III. Conclusion A. Closing statement B. Restate thesis: _________________________________________________
  • 7. 44
  • 8. 45
  • 9. 46 The Mt. Mercury Adventure 1. Our hero’s name: 2. What are the hero’s physical characteristics and character traits? Physical characteristics Character Traits 3. Why is he/she going to Mt. Mercury? : _____________________________________________________ 4. On his/her way to Mt. Mercury the hero comes upon 3 major obstacles. What are the names of the 3 obstacles that the hero encounters? Obstacle 1 Obstacle 2 Obstacle 3 _______________ _______________ _______________ The Storyboard: Introduction Obstacle one: (How does the hero get out of the situation?) Obstacle two: (How does the hero get out of the situation?) Obstacle three: (How does the hero get out of the situation?) Conclusion The Mount Mercury Adventure
  • 10. 47 Once upon a time there was a man. His name was Achilles. He was tall and strong. He had long blond hair. He had green eyes. He wore an armor, an axe, a bow with arrows, a sword and a shield. Achilles went to Mount Mercury because he wanted to save his princess Achilles left for Mount Mercury. He found a maze. He met a Minotaur. He killed the Minotaur and then found the exit. He walked towards the mountain. He climbed up the mountain. He saw a dragon of ice; he got his sword out, and attacked the dragon of ice. The dragon of ice froze his sword. Then he got his axe out and threw the axe in the dragon’s neck. The dragon collapsed. The dragon of ice was dead. He continued his way and he found a troll archer, he continued his way and there was an ambush by the smurfs. Achilles and his troll arrived in front of an army of smurfs. He set his bow with magic arrows. He shot the magic arrows and the smurfs died. He continued his way and found a magic potion. He put it in his bag. Suddenly he saw the magnificent lost city of smurfs. The two guards of the lost city blocked the way. Achilles got out his axe and he fought. He killed them easily. He went back in the lost city. He climbed the stairs. The king of smurfs left lost city and Achilles found the princess. Achilles freed the princess. He went back to his castle. THE END Corentin, Théo, Jérôme and Hugo wrote this story.
  • 11. 48
  • 12. 49
  • 13. 50
  • 14. 51 Self-Evaluation Questionnaire 1. List the most successful actions you did in writing this story. List the things that a reader will think are successful. 2. List the things you were unable to do in this paper that would have made it more successful. 3. In the process of writing this paper, what aspects were easier than when you have written previous papers? 4. In the process of writing this paper, what aspects were more difficult than when you have written previous papers?
  • 15. 52 Rubric for Text Evaluation 1 2 3 4 Visual * There was no There was little There was some There was clear and evidence of evidence of pertinent concrete evidence of relation links between evidence of the understanding of the between the the text and the connection text and the subject. writing and subject. between the text the subject. and the subject. Quality The text is The writing is The text has The text is of written in difficult to many interesting interesting to read writing poor English understand. things in it. The and holds the and needs to writing is attention. Writing is be re-written. understandable, simple, clear, direct, but there are and in an active some places voice. It is well where it may be structured and there hard to is a logical flow. understand. Details There is a variety of supporting There is a rich variety of relevant information, much of which is supporting information that is useful, useful, adds interest and adds interest and contributes to an contributes to an understanding understanding of the text's main idea. of the text's main idea. Some of the information may not seem to fit or doesn't seem to make any important contribution. *Visual aids are required in the first story students will write. Characteristics of Students Writing Skills
  • 16. 53 Focus: writing Emerging ¥ uses single words, pictures, and patterned phrases ¥ copies from a model ¥ exhibits little awareness of spelling, capitalization, or punctuation Beginning ¥ writes predominantly phrases and patterned or simple sentences ¥ uses limited or repetitious vocabulary ¥ uses temporary (phonetic) spelling Developing ¥ writes in present tense and simple sentences; has difficulty with subject-verb agreement; run-on sentences are common ¥ uses high-frequency words; may have difficulty with word order; omits endings or words ¥ uses some capitalization, punctuation, and transitional spelling; errors often interfere with meaning Expanding ¥ able to write an entire paragraph ¥ writing exhibits inconsistent use of a variety of verb tenses, subject verb agreement errors, and limited use of transitions, articles, and prepositions ¥ vocabulary is appropriate to purpose, but sometimes awkward ¥ uses punctuation, capitalization, and mostly conventional spelling; errors sometimes interfere with meaning Proficient ¥ writes multiple paragraphs, as necessary ¥ is generally able to present a main idea with supporting detail ¥ uses appropriate verb tenses; errors in sentence structure do not detract from meaning ¥ uses varied vocabulary appropriate fro the purpose ¥ makes few mechanical errors (errors of spelling, punctuation, and capitalization) and seldom any that detract from meaning Independent ¥ Writes for enjoyment ¥ Writes and completes a wide variety of texts ¥ responds personally and critically to texts ¥ matches a wide variety of writing strategies to purpose Fluent ¥ writes single or multiple paragraphs with a clear introduction, fully developed ideas, appropriate transitions, and a conclusion ¥ uses appropriate verb tenses and varied sentence structures ¥ uses varied, precise vocabulary ¥ makes only occasional mechanical errors, none of which detract from meaning
  • 17. 54 School: Notre-Dame-des-Bois-Francs, St-Christophe, and Saint-David Dates covered by this plan: January to March Pedagogical context Subject: English second language, regular group Cycle & Grade: Elementary cycle 3, grade 6 School Board: Commission scolaire des Bois-Francs Group characteristics. Group 610: 26 students Homeroom teacher: Stéphane Lemieux 2 students have an attention deficit 5 students are enriched in English 1 student is bilingual 6 students are weak in English 1 student speaks only Spanish Themes - Writing process - Revising and correcting - Narrative Text - Simple future + Conditional - What would you do if you won 9 million dollars? - What will you do during the summer? Lesson 1 Objective: Methods & activities: Introduce the writing process and Lecture about the steps to follow Theme: layout they should follow. in order to write a text. Writing process Disciplinary competencies: -Reinvests understanding of texts Cross-curricular competencies: - Adopt effective work methods - Uses information Material: Evaluation: Link to next lesson: Checklist: I write Texts - Observations Steps to write a text. Outline for a five-paragraph - Read Outline text Lesson 2 Objective: Methods & activities: Give techniques on how to revise and Lecture about strategies to edit Theme: correct a text. and proofread. Show students how to find the translation of a word in Revising and correcting Disciplinary competencies: a bilingual dictionary. -Reinvests understanding of texts Cross-curricular competencies: - Adopt effective work methods - Uses information Material: Evaluation: Link to next lesson:
  • 18. 55 Dictionaries - Observations Steps to write a text. - Correct the activities Lesson 3 Objective: Methods & activities: Introduce The Mount Mercury Lecture and activities to motivate Adventure. students to write. Theme: Disciplinary competencies: Narrative Text -Reinvests understanding of texts -Writes and produces texts Cross-curricular competencies: - Adopt effective work methods - Uses information - Achieves his potential - To solve problems Material: Evaluation: Link to next lesson: Handouts - Observations Introduction of a writing activity. - Direct feedback Lesson 4 Objective: Methods & activities: Give time to students to write their Students write with their partner. Theme: stories. They have access to tools in order to help them in their writing Narrative Text Disciplinary competencies: process. -Reinvests understanding of texts -Writes and produces texts Cross-curricular competencies: - Adopt effective work methods Material: Evaluation: Link to next lesson: Handouts previously given -Observation The writing process continues Dictionary -Provide direct feedback Lesson 5 Objective: Methods & activities: Give time to students to write their Students write with their partner. Theme: stories. They have access to tools in order to help them in their writing Narrative Text Disciplinary competencies: process. -Reinvests understanding of texts -Writes and produces texts Cross-curricular competencies: - Adopt effective work methods Material: Evaluation: Link to next lesson: Handouts previously given -Observation Give corrected texts Dictionary -Provide direct feedback -Correct texts Lesson 6 Objective: Methods & activities: Theme: Introduce the base form of the Lecture about the verb tense simple future ‘’will’’ and ‘’be going simple future Simple future to’’ and the negative form and the contracted form of the future. Activity Book ‘’Kick Off’’ chapter 3.
  • 19. 56 Disciplinary competencies: -Interacts orally in English -Reinvests understanding of texts -Writes and produces texts Cross-curricular competencies: - Adopt effective work methods - Uses information - To cooperate with others - Communicates appropriately - Achieves his potential Material Evaluation: Link to the next lesson where the - Observations correction of the chapter 3 will be Activity Book ‘’Kick Off’’ - Activity Book correction done. chapter 3. Lesson 7 Objective: Methods & activities: Write a text. Get the students to write using the Introduce them the subject. Theme: future tense. Give instructions. What will you do if you won Disciplinary competencies: 9 million dollars? -Writes and produces texts Guide them through their brainstorming. Cross-curricular competencies: - Adopt effective work methods - Uses information - Uses creativity - Achieves his potential Material Evaluation Link to next lesson Dictionary - Provide direct feedback Overview of mistakes done and give back corrected texts. Lesson 8 Objective: Methods & activities: Writing continues Theme: Provide a quite classroom in Disciplinary competencies: which students can concentrate. What will you do if you won -Writes and produces texts 9 million dollars? Cross-curricular competencies: - Adopt effective work methods - Uses information - Uses creativity - Achieves his potential Material: Evaluation: Link to next lesson: Dictionary Correct texts and provide feedback Students will receive their corrected texts and continue their writing process. Lesson 9 Objective: Methods & activities: Write a text. Get the students to write using the Introduce them the subject. Theme: future tense. Give instructions. What will you do during the Disciplinary competencies: summer? -Writes and produces texts Guide them through their
  • 20. 57 brainstorming. Cross-curricular competencies: - Adopt effective work methods - Uses information - Uses creativity - Achieves his potential Material Evaluation Link to next lesson Dictionary Correct texts and provide feedback Overview of mistakes done and Text give back corrected texts. Lesson 10 Objective: Methods & activities: Writing continues Theme: Provide a quite classroom in Disciplinary competencies: which students can concentrate. What will you do during the -Writes and produces texts summer? Cross-curricular competencies: - Adopt effective work methods - Uses information - Uses creativity - Achieves his potential Material: Evaluation: Link to next lesson: Dictionary Correct texts and provide feedback Students will receive their corrected texts.

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