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Designing a seminar on how to teach writing


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teaching writing

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Designing a seminar on how to teach writing

  1. 1. Blida 26th Nov.2014 Designing a seminar on how to teach Presented by : Mrs Samira Benkhira
  2. 2. , Session objectives: 1.To elicit concepts related to developing writing. 2.To produce a set of tips to be used to teach the think, pair, share session. 3.To determine the role of the teacher in developing writing as a skill
  3. 3. Procedure Task1: Work in a group of four or five to answer this question.  Why are most secondary school students unable to write?  Suggest some reasons .  the trainer nominates a trainee to conduct the discussion.  A focus is made on the common answers to be displayed on the board.
  4. 4. Task 2: Suggest solutions Trainees work in group to exchange ideas.  A group representative conducts the feedback.  The trainer monitors.  Suggestions are displayed on the board.
  5. 5. ,Task 3: Material: A. a text of five jumbled paragraphs. Part A. skim through the following paragraphs and order them into a coherent text.  The trainer monitors.  A group representative conducts the feedback.  The trainer asks a question to draw the trainees’ attention towards the following concepts :  Key words  Topic sentences .
  6. 6. What a person wore also depended on class in which they were born. The Nobleman’s wife wore a dress of fine linen and jewelry made of glass. Also, she applied ‘Kohl’ to her eyelids (Kohl was a powder used as eye makeup). A farmer’s family had coarse linen sheets that had been woven by his wife and a basket that held their clothes. The farmer wore a kilt made of linen and sandals made of reeds. Person’s life style also dependedon which social class you were in. Firstly, there was the Nobleman’s family .Next, there were the craftsmen and the shopkeepers. . Most of the time, the craftsmen were scribes or artists, which were highly prized in society. After them, there were the peasants and the farmer. The taxes made it very difficult for the peasant and farmers, especially the ones that affected the crops. Lastly, there were the slaves. The slaves worked for the rich people but performed the role of servants more than slaves. They worked humiliating and degrading positions, which included building the pyramids. (Slaves mean ‘One bound in servitude as the property of a person or household. Without slaves the rich people would not have been able to live their opulent lifestyles. The family life of ancient Egypt was very valued by all family members no matter what class they belonged to. The children were very treasured and regarded as a great blessing. Also, women in ancient Egypt were equal to men in many ways. In lower class families the mother raised the children, while in wealthy and noble families the slaves and servants took care of the children by attending to their daily needs. If parents were rich the boys could be sent to school. There was no evidence of school for girls, but some were taught to read and write at home There are many ways that Ancient Egyptian daily life can be connected to the Ancient Egyptian religion and the modern life today. Ancient Egyptian daily life connects to Ancient Egyptian religion because there were many days of the year that were devoted to the gods and the daily life revolved around the pharaoh, who was the peoples’ version of a ‘living god’. This also means that the laws were set around what the ‘gods’ wanted. The daily life of Ancient Egypt is connected to the modern life today. Ancient Egypt was a highly civilized society. This is demonstrated through the family life, clothing and social classes of the people. Today, we can still see the many ways Ancient Egypt has impacted our society.
  7. 7. Part B.  Material: a set of statements related to the text.  Part B: 1. Match these statements with their topic sentences. 2. Group work: Scan the text and insert the statements. Exchange ideas.  A group representative conducts the feedback. The concept of supporting ideas is elicited at that time.
  8. 8.  Supporting sentences: 1. Women would not only face the same penalties as men; also, they could become queen or Pharaoh 2. to study religion, reading, writing and arithmetic 3. The farmer’s wife wore a coarse linen dress and an amulet of the goddess Tawaret on a piece of papyrus string. 4. These people would hold parties and live their life in comfort with other people taking care of the house, kids and meals 5. These people lived off the lands’ agriculture (land was owned by the Pharaoh 6. because we still value our children, women are equal to men, women face the same penalties as men and finally, young girls and boys both get taught things 7. Couples that had no children would beg to the gods and goddesses for help and, sometimes, would place letters on the tombs of dead relatives for them to help influence the gods. 8. however a person’s daily life very much depended on the class in to which he or she was born
  9. 9. Task 4: Material: a list of guidelines on how to theteach think, pair and share session. Task 4: A:Here are 06 instructions on how to develop writing. Which ones develop : a: the Think phase? b: the Pair phase? c: the Share phase? Trainees work in groups, discuss answers then one volunteer gives feedback.
  10. 10. B: Add 01 instruction to each phase.  The trainer gives feedback.  Then he/she distributes a list of guidelines to writing and a handout about the role of a teacher in developing the writing skill. Special thanks to Mr John McMahon
  11. 11. Tips to develop writing Think phase :  The main message of your writing: determine the audience, purpose and genre.  Brainstorm, plan,and organise  Make an outline  Write a first draft and use prompts  Include main ideas and details or supporting details  Stay on topic.  Care about what you are writing.  Write like you speak.  Add your own flavor to the writing. The pair phase  Read your work to a classmate.  Review punctuation,grammar and spelling.  Revise for organisation and content. The share phase  Did i use sentences?  Do my sentences begin in differently ways?  Did i use some long and some short sentences  Does my writing sound smooth as i listen to it. Create a final draft.
  12. 12. Group members  Benghina Hayet Mostefai Salima Hadji Ahcene Gatel Nouari Benredouane Ramdane Baghdadi Mohamed Slimanou Lounis Benkhira Samira