This writing project is designed for adult English language learners at the high intermediate proficiency level. Students will write about someone they consider a superhero who has positively impacted their life. They can present their writing in various formats, such as a video, PowerPoint, or photo slideshow. The teacher will guide students through the writing process, focusing on storytelling, showing versus telling, and voice. Areas of language that will be addressed include sentence structure, verb tense, and punctuation. Students' work will be assessed using a rubric measuring creativity, language usage, grammar, and content.

1. Discussion 2
english project and need the explanation and answer to help me learn.
Complete the assignment
Sample attached
Requirements: 1
Design a writing project for elementary English language learners in which the English
language learners share their voice and their story. It is like a model sample that could be in
the format of creating a video or photo slides with captions, a PowerPoint presentation, a
website, etc. that you would show your elementary students. You can create a model or
sample or take pictures or screenshots of model products you may already have.
Take into consideration the language proficiency level, age, grade, and literacy background
of the students. The final project will consist of:
a written narrative that includes a rationale for the project, a detailed description of the
intended learners and their learning needs, the instructional goals, and the focused
language structures;
a rubric that contains measures for creativity, language usage, grammar, and content for
which the project will be graded;
directions for completing the project;
a sample of the project.
Final Project: My Superhero
Sample Project
TSL 502: Literacy Development in Multilingual communities: Writing
Narrative
This writing project is for my adult ESL students. They are between the ages of 35 and 73
years old. They are high intermediate learners, and they meet the content standards for
intermediate learners as set forth by the Maryland Department of Labor (2008):
Speaking: Learners can organize thoughts, provide information, and monitor
communication in a conversation on a variety of day-to-day subjects with firm control of
basic grammar, and are able to express thoughts creatively. Listening: Learners can
comprehend conversations on day-to-day subjects that are supported by repeating,
restating, and adjusting rate of speech and can incorporate information from listening with
prior knowledge. Reading: Learners can read narrative prose and descriptive essays if the
topic or context is familiar and analyze the meaning or purpose. Learners can use

2. appropriate reading strategies, context clues and inference skills with familiar materials.
Writing: Learners can produce and edit well-developed descriptive and narrative
paragraphs using basic punctuation and basic and complex grammar structures.
Many of my students were professionals in their countries; therefore, they have a strong
command of their L1, and undoubtedly, their L1 abilities have helped them to also have a
strong command of English; nonetheless, they struggle with writing to an extent. For
example, they know what they want to say, and they can verbally communicate it, but they
struggle with expressing themselves clearly in writing. As intermediate learners, I believe it
is important for my students to write as well as they speak; therefore, to help them become
better writers, my goal is to incorporate more writing activities into my lesson plans, and I
believe this writing project is a good way to begin accomplishing my goal
The title of this writing project is “My Superhero”. Students are being asked to think about
someone who they would consider a superhero and to write about what this person did for
them or has done for them to improve and or change their lives for the better and to tell us
why he or she is their superhero. To introduce the assignment, I provide students with the
definition of a superhero then I mention that a superhero can also be anyone who displays
amazing strength and courage. I use my dad as an example of someone I consider my
superhero. Students are allowed to present their writing in multiple formats—videos,
PowerPoint presentations, photo slideshows, illustrated picture books, websites, etc. To
give students an idea of what is expected, I provide them with a writeup about my dad and
why I consider him my superhero and a sample from my photo slideshow that I use to
present my superhero story.
My students are fairly new to writing; therefore, they need clear directions on how to
approach the assignment and writing in general. As such, I plan to teach them about process
writing and the five phases—prewriting, drafting, revising, editing, and publishing. My goal
in teaching students about process writing is to provide them with a strategy that they can
use for all their writing assignments. As the students begin prewriting and drafting, one
specific language area that I plan to focus on is storytelling, which is especially important
for this kind of assignment because good storytelling will help the reader to see why the
persons my students selected are superheroes. To focus on this aspect, I will introduce
students to the idea of showing and not telling. I will provide them with examples of what it
means to both show and tell and allow them to practice showing versus telling. Voice would
also be a good subject to briefly introduce at this point because showing is one of the best
ways for writers to express their voice in writing. I would use my superhero writeup as an
example. I would have students listen to me read the story then identify my voice. Next, I
would expose them to other writings to practice identifying the authors’ voice. As practice, I
would have students use words and phrases from a list to put together very short stories
that capture different voices.
When students enter the revising and editing phase, specific language areas that I plan to
focus on include sentence structure, verb tense, and punctuation. To address these areas, I
will work with students in their peer editing groups and individually. If a majority of the
students struggle in one or more areas, I will conduct mini lessons.
The writing assignment will be assessed both formally and informally. Informal assessment

3. includes observing students and offering guidance and suggestions. For the formal
assessment, I will use a rubric to determine if students have met the goals of the writing
assignment. The rubric will measure creativity, language usage, grammar, and content.
Rubric
Value: 20 points
Some language taken from:
Beare, Kenneth. “ESL Essay Writing Rubric.” ThoughtCo, Aug. 27, 2020,
thoughtco.com/esl-essay-writing-rubric-1212374.