Hi. This is Marvin Morales, i hope this slide will help you in your studies in as an Bachelor of Secondary Education Major in English. i just want to share.
The document discusses dimensions and techniques for effectively teaching literature at different educational levels, highlighting key elements like message, cultural features, characterization, aesthetic techniques, and language use. It also suggests using multimedia and innovative assessment methods to modernize literature education and make it more engaging for learners.
This document outlines strategies for using reading materials to promote speaking in the ESL classroom. It discusses how reading and speaking skills are connected and can be developed together. The document provides theoretical background on reading and communicative language teaching. It also gives guidelines and an example lesson plan for using literature to increase vocabulary, cultural knowledge, and generate in-depth classroom discussions. The lesson plan example walks through preparing students, discussing a Langston Hughes poem, and having students engage in role plays or writing to demonstrate comprehension.
The document discusses using literature as a technique for teaching English language skills. It provides reasons for incorporating literature such as exposing students to authentic materials, facilitating cultural understanding, and enriching students' language skills. Literature can foster personal involvement from students. The document also outlines criteria for selecting literary texts, such as matching students' language level and interests. It explores how literature can be used to teach reading, writing, listening and speaking skills in an integrated way.
This document provides an overview of literature and its use in language teaching. It begins by outlining the objectives of the presentation, which are to define literature from generic and functional perspectives, describe models for using literature in language teaching, discuss criteria for selecting literary texts, and provide an example evaluation of a grade 5 English textbook. It then introduces literature and provides definitions from various scholars. The main body discusses oral and written literature, their forms and genres. It explains key elements of fiction like setting, characters, plot, conflict, theme, and style. It also defines short stories and novels. The overall document serves to define literature and analyze its components to understand how it can be incorporated into language teaching.
Learning literature through English Language TeachingIfrad Mahbub
ELT or 'English Language Teaching' indicates to teaching of English to people whose first language is not English. In the process of learning literature, teaching of English comes forward as the most powerful tool in the school bag. The larger portion of people learn English for practical rather than ideological reasons in non-native English speaking nations.
The celebration of
The Centenary of Birth of
M.L. Boonlua Debyasuvan,
January 2012
Nomination proposed by Thailand to UNESCO concerning the celebration of anniversaries with which UNESCO could be associated during the 2012-2013 biennium
A. Information concerning the personality to be celebrated
1. Family name: Debyasuvan, ( ne’e Kunjara)
First name: Boonlua , titled M.L. ( female)
2. Born: 13 December 1911, (but an annual event celebrating her Day has always been held in January as explained in 5(a)
Died: 7 June 1982
3. Field of activity:
a) Secondary and Tertiary Education Expansion and Development;
b) Languages and Literature Teaching and Learning;
c) Culture and Cultural Expressions, especially Music and Performing Arts; Creativity;
d) Intercultural Understanding and Dialogue;
e) Communication, Cross-cultural Communication--- through languages and comparative literature, writing, criticism
f) Women and Gender Issues,
g) Culture of Peace
4. Brief Description of the personality and her most important works:
-- a teacher at many secondary schools, colleges and universities, including private, governmental, Buddhist and Catholic schools; teaching Thai language, English, Botany, and promoting extra-curricular activities;
-- a leading female educator and educational administrator in the Ministry of Education particularly in 1950’s through 1970’s, active in the expansion and quality development of secondary and tertiary education. ( On the role and thoughts of M.L. Boonlua concerning Education and university Development, read: ML Boonlua and her ideas on Education by Paitoon Silaratana, former Dean of the Faculty of Education, Chulalongkorn University, first printed in Varasarn Kru Magazine, February- May, BE 2000, reprinted in Boon Bampen; and Sippanondha Ketudat, “Future of Thai Tertiary Education,reprinted in Boon Bampen)
-- an advocate for the preservation and promotion of the Thai language and literature considered as an integral part of the preservation of Thai culture; a founding member of the Thai Language Club of the Faculty of Arts, Chulalongkorn University; curriculum developer for Thai language and Thai literature teaching; writer of textbooks on Thai teaching
-- a recognized national and regional expert in the studies of languages and literature for better intercultural dialogue and understanding; involved in curriculum development and textbook writing for the teaching and learning of Thai and foreign languages and literature; initiated and promoted the teaching and learning of literary criticism in school and at college and university levels.
-- instrumental in the founding of The Language Center, now LANGUAGE INSTITUTE OF CHULALONGKORN UNIVERSITY
-- an advocate and a major discussant of woman and gender issues, reflecting and discussing the issues and roles of tradit
This document provides a scheme of work for Form 2 English language students at SMK Lahar over 15 weeks. It outlines the weekly themes, learning outcomes, activities, assessments, educational emphasis on grammar and sounds. The themes covered include people, environment, jobs, cities, friendship, daily routines and precious moments. Learning outcomes involve interpersonal, informational and aesthetic language uses. Activities include discussions, interviews, readings, descriptions and writing. Assessments evaluate listening, reading and writing skills. The educational emphasis is on grammar structures and pronunciation of sounds.
Hi. This is Marvin Morales, i hope this slide will help you in your studies in as an Bachelor of Secondary Education Major in English. i just want to share.
The document discusses dimensions and techniques for effectively teaching literature at different educational levels, highlighting key elements like message, cultural features, characterization, aesthetic techniques, and language use. It also suggests using multimedia and innovative assessment methods to modernize literature education and make it more engaging for learners.
This document outlines strategies for using reading materials to promote speaking in the ESL classroom. It discusses how reading and speaking skills are connected and can be developed together. The document provides theoretical background on reading and communicative language teaching. It also gives guidelines and an example lesson plan for using literature to increase vocabulary, cultural knowledge, and generate in-depth classroom discussions. The lesson plan example walks through preparing students, discussing a Langston Hughes poem, and having students engage in role plays or writing to demonstrate comprehension.
The document discusses using literature as a technique for teaching English language skills. It provides reasons for incorporating literature such as exposing students to authentic materials, facilitating cultural understanding, and enriching students' language skills. Literature can foster personal involvement from students. The document also outlines criteria for selecting literary texts, such as matching students' language level and interests. It explores how literature can be used to teach reading, writing, listening and speaking skills in an integrated way.
This document provides an overview of literature and its use in language teaching. It begins by outlining the objectives of the presentation, which are to define literature from generic and functional perspectives, describe models for using literature in language teaching, discuss criteria for selecting literary texts, and provide an example evaluation of a grade 5 English textbook. It then introduces literature and provides definitions from various scholars. The main body discusses oral and written literature, their forms and genres. It explains key elements of fiction like setting, characters, plot, conflict, theme, and style. It also defines short stories and novels. The overall document serves to define literature and analyze its components to understand how it can be incorporated into language teaching.
Learning literature through English Language TeachingIfrad Mahbub
ELT or 'English Language Teaching' indicates to teaching of English to people whose first language is not English. In the process of learning literature, teaching of English comes forward as the most powerful tool in the school bag. The larger portion of people learn English for practical rather than ideological reasons in non-native English speaking nations.
The celebration of
The Centenary of Birth of
M.L. Boonlua Debyasuvan,
January 2012
Nomination proposed by Thailand to UNESCO concerning the celebration of anniversaries with which UNESCO could be associated during the 2012-2013 biennium
A. Information concerning the personality to be celebrated
1. Family name: Debyasuvan, ( ne’e Kunjara)
First name: Boonlua , titled M.L. ( female)
2. Born: 13 December 1911, (but an annual event celebrating her Day has always been held in January as explained in 5(a)
Died: 7 June 1982
3. Field of activity:
a) Secondary and Tertiary Education Expansion and Development;
b) Languages and Literature Teaching and Learning;
c) Culture and Cultural Expressions, especially Music and Performing Arts; Creativity;
d) Intercultural Understanding and Dialogue;
e) Communication, Cross-cultural Communication--- through languages and comparative literature, writing, criticism
f) Women and Gender Issues,
g) Culture of Peace
4. Brief Description of the personality and her most important works:
-- a teacher at many secondary schools, colleges and universities, including private, governmental, Buddhist and Catholic schools; teaching Thai language, English, Botany, and promoting extra-curricular activities;
-- a leading female educator and educational administrator in the Ministry of Education particularly in 1950’s through 1970’s, active in the expansion and quality development of secondary and tertiary education. ( On the role and thoughts of M.L. Boonlua concerning Education and university Development, read: ML Boonlua and her ideas on Education by Paitoon Silaratana, former Dean of the Faculty of Education, Chulalongkorn University, first printed in Varasarn Kru Magazine, February- May, BE 2000, reprinted in Boon Bampen; and Sippanondha Ketudat, “Future of Thai Tertiary Education,reprinted in Boon Bampen)
-- an advocate for the preservation and promotion of the Thai language and literature considered as an integral part of the preservation of Thai culture; a founding member of the Thai Language Club of the Faculty of Arts, Chulalongkorn University; curriculum developer for Thai language and Thai literature teaching; writer of textbooks on Thai teaching
-- a recognized national and regional expert in the studies of languages and literature for better intercultural dialogue and understanding; involved in curriculum development and textbook writing for the teaching and learning of Thai and foreign languages and literature; initiated and promoted the teaching and learning of literary criticism in school and at college and university levels.
-- instrumental in the founding of The Language Center, now LANGUAGE INSTITUTE OF CHULALONGKORN UNIVERSITY
-- an advocate and a major discussant of woman and gender issues, reflecting and discussing the issues and roles of tradit
This document provides a scheme of work for Form 2 English language students at SMK Lahar over 15 weeks. It outlines the weekly themes, learning outcomes, activities, assessments, educational emphasis on grammar and sounds. The themes covered include people, environment, jobs, cities, friendship, daily routines and precious moments. Learning outcomes involve interpersonal, informational and aesthetic language uses. Activities include discussions, interviews, readings, descriptions and writing. Assessments evaluate listening, reading and writing skills. The educational emphasis is on grammar structures and pronunciation of sounds.
The document discusses several key issues in reading in English language teaching (ELT). It addresses 1) bottom-up and top-down reading approaches, 2) schema theory and its implications for reading, and 3) reading as an interactive, purposeful, and critical process. Additional topics covered include extensive reading, types of reading texts in terms of genre and register, and implications for EFL reading programs. The document provides an in-depth overview of reading pedagogy and considers how to effectively structure reading courses and select texts to develop students' reading abilities.
Teaching English Literature in India (TELI)Shranti Hake
The document discusses the teaching of English literature in India as a non-native literary text. It notes that English literature has been taught in India for over a century since British rule. It also discusses various approaches to teaching English literature produced in former British colonies, including Indian literature in English. The document argues that a stylistic approach, where students analyze literary texts based on stylistic features, can help students better understand how language works in literature when teaching English literature at the college level in India.
This document discusses the traditional approach to teaching literature, where learners explore the social, political, literary, and historical context of texts. This represents how literature can increase understanding of different cultures and ideologies while developing perceptions of feelings and art. The pros are that it helps learners comprehend other cultures and ideologies, appreciate diversity, and gain cultural insight. However, it is largely rejected in TEFL as it tends to be teacher-centered with little language practice, keeps students detached from the text and language, and misses intertextual references. An example provided is analyzing Dr. Jekyll and Mr. Hyde based on its social context of the characters' occupations and the historical setting in the 19th century.
This document discusses using literature as content for teaching English as a second or foreign language. It defines literature and provides reasons for its use, including that it is valuable authentic material that enhances language, culture, and personal involvement. When selecting literary texts, teachers should consider students' needs, interests, and language level. Literature can be used for reading, writing, speaking, and listening activities. Poems, novels, plays and songs are examples of literature used. The roles of both teachers and learners are important, with teachers guiding the process and learners actively participating. Overall, literature is seen as an effective tool for ESL/EFL teaching.
This document provides summaries of different text genres that can be used to teach grammar, including descriptive, procedure, narrative, recount, report, news items, spoof, explanation, analytical exposition, and hortatory expression texts. For each genre, it outlines the purpose/social function, generic structure, and key language features. The overall purpose is to explain how using a genre-based approach can help teachers collect real text examples, design genre-specific activities, and draw attention to relevant grammar structures in context.
This document provides the curriculum guide for English 8 for the first three quarters. It outlines the program, grade level, content and performance standards for each quarter. The standards cover key areas like listening comprehension, oral fluency, vocabulary, reading comprehension, literature, viewing comprehension, writing, grammar and study strategies. For each standard, it provides learning competencies and examples of how students can demonstrate their understanding. It also lists specific skills and strategies students should develop for each standard by quarter.
Literature should be taught in EFL classrooms for several reasons:
1) It provides authentic language input that exposes learners to real-world language use and helps develop their interpretive abilities.
2) Studying literature enhances critical thinking skills as learners analyze multiple meanings and perspectives.
3) Literary texts enrich culture learning by depicting society and communication across different contexts.
4) Literature encourages language acquisition by presenting language in meaningful, contextualized ways similar to first language learning.
1) The document provides a scheme of work for an English class at SMK Lahar over 40 weeks. It outlines the weekly themes, learning outcomes, activities and assessments.
2) The themes cover topics about people, environment, health, social issues, and science/technology. Learning outcomes focus on interpersonal, informational and aesthetic uses of language.
3) A variety of activities are planned like discussions, interviews, readings and writings. Assessments measure students' ability to understand texts, communicate effectively and apply grammar.
This document outlines competencies and content standards for mother tongue development in grades 1-3. It covers oral language skills like listening comprehension, sequencing events, relating stories to personal experiences, and discussing texts. It also covers phonological skills, book and print knowledge, alphabet knowledge, word recognition, fluency, spelling, handwriting, and composing. The standards progress from basic skills like identifying letters and sounds in grade 1 to more advanced skills like inferring characters' feelings and predicting outcomes in grades 2-3. The overall purpose is to develop students' competency in their mother tongue across multiple literacy domains.
The document contains advice from various authors on taking action and responsibility for one's actions. It also discusses different language learning techniques, including integrating skills, brainstorming, graphic organizers, and hands-on learning. Specific skills mentioned are reading, writing, speaking, listening, spelling, and pronunciation. Examples given include a writing activity where students chose topics from magazines to write short descriptions or stories, allowing for an integrated approach to language learning.
This document discusses the English as a Foreign Language curriculum for the elementary level of basic general education in Ecuador. It aims to lay the foundation for developing students' reading, writing, and oral communication skills through meaningful contexts. Students will learn English through fun and engaging tasks and texts rather than rote memorization. The curriculum focuses on introducing students to English in an authentic way through various subjects, activities, songs, and cultural contexts. It emphasizes communication, cultural awareness, listening skills, and developing oral production through repetition, movement, and encouragement.
This document outlines the objectives and approaches for teaching English as a foreign language at the elementary school level in Ecuador. It discusses three main curricular threads: 1) communication and cultural awareness, with a focus on introducing learners to different cultures through the English language; 2) oral communication, including developing listening, speaking, and interaction skills through songs, games, role plays and partner/group work; 3) reading, with an emphasis on developing comprehension, study skills, creating a literacy-rich environment, and incorporating cross-curricular content. The overall goal is to help learners establish a foundation for lifelong English language learning through meaningful, authentic contexts and a learner-centered approach.
The document provides guidance for students working on an essay assignment, including prompts for discussion, examples of student responses, and notes on key elements to address such as form, language, audience, purpose, and context (FLAPC). It encourages unpacking the prompt, stating intentions, and discussing choices in writing. Sample activities include completing a grouping prompt, reading example essays, and creating a statement of intention or explanation.
The document provides guidance for students working on an essay assignment, including prompts for discussion, examples of student responses, and notes on key elements to address such as form, language, audience, purpose, and context (FLAPC). It encourages unpacking the prompt, stating intentions, and discussing choices in writing. Sample activities include completing a grouping prompt, reading example essays, and creating a statement of intention or explanation.
This document summarizes a journal article about using prose fiction in language teaching. The article argues that literary texts can enhance students' language skills by exposing them to exemplary uses of language. It demonstrates this using extracts from two novels - Things Fall Apart by Achebe and The Last Duty by Okpewho. A variety of language learning activities are described that teachers could use with these extracts, such as discussing characters' attitudes, vocabulary work, writing descriptions, and working with adjectives and figurative language. The conclusion emphasizes the need to better exploit the link between language and literature in language instruction.
1. The document outlines the competencies in the mother tongue for grades 1 through 3 of the K to 12 curriculum in the Philippines.
2. It includes competencies for oral language, phonological skills, book and print knowledge, alphabet knowledge, word recognition, fluency, spelling, and handwriting.
3. The competencies become more advanced each grade, building on skills from the previous grade, such as being able to sequence more events in a story and read more advanced texts with greater fluency.
The document discusses the importance of an interactive integrated-skills approach to language teaching where reading ability is best developed alongside writing, listening, and speaking activities. It emphasizes that even in courses labeled as "reading", goals are best achieved by capitalizing on the interrelationships between reading, writing, and other skills. The bottom-up process of reading involves readers recognizing linguistic signals from text and using their language knowledge to impose order and infer meanings from these signals through a "guessing game".
ASLA XXIII Biennial Conference - Jenni Connor - Jenni discusses shifts in the Australian Curriculum: English learning area and the implications for teacher and student knowledge. Jenni will use quality literature to investigate the Literature strand of the curriculum for students at primary level and invite librarians to consider their role in enhancing student learning outcomes.
This document outlines the K to 12 curriculum guide for teaching Mother Tongue (the learner's first language) in Grade 1 in the Philippines. It includes the overall goal of developing functionally literate and holistically developed Filipino learners. It describes the desired learning outcomes and core standards for oral language, phonological skills, book and print knowledge, alphabet knowledge, word recognition, and fluency. Performance standards and competencies are provided for each area to guide teaching students basic communication and literacy skills in their first language.
The document outlines a 50-minute English lesson for 9th grade students examining a speech from Shakespeare's play "The Merchant of Venice". The lesson involves students translating the Shakespearean text into modern language and presenting their translations, demonstrating their understanding of the language and themes. The learning objectives are for students to analyze and synthesize the text as well as develop their reading, speaking, and creative skills.
This document contains a daily lesson log for an English teacher covering grades 8 and 10. It outlines the objectives, standards, procedures, and activities for lessons taught over the course of a week. The lessons focus on developing students' understanding of literature from East Asia, expository and narrative texts, listening strategies, and speech delivery. Activities include analyzing passages, discussing biases, outlining speeches, and practicing vocabulary. The log also includes reflections on students' mastery and needs for remediation.
LAC: Classroom discourse: the verbal exchange of ideas and information within...Maunas Thaker
Classroom discourse, the verbal exchange of ideas and information within an educational setting, is a dynamic and integral aspect of the learning process. Its nature encompasses various communication functions that contribute to the construction of knowledge, development of critical thinking skills and establishment of a collaborative learning environment.
The document discusses several key issues in reading in English language teaching (ELT). It addresses 1) bottom-up and top-down reading approaches, 2) schema theory and its implications for reading, and 3) reading as an interactive, purposeful, and critical process. Additional topics covered include extensive reading, types of reading texts in terms of genre and register, and implications for EFL reading programs. The document provides an in-depth overview of reading pedagogy and considers how to effectively structure reading courses and select texts to develop students' reading abilities.
Teaching English Literature in India (TELI)Shranti Hake
The document discusses the teaching of English literature in India as a non-native literary text. It notes that English literature has been taught in India for over a century since British rule. It also discusses various approaches to teaching English literature produced in former British colonies, including Indian literature in English. The document argues that a stylistic approach, where students analyze literary texts based on stylistic features, can help students better understand how language works in literature when teaching English literature at the college level in India.
This document discusses the traditional approach to teaching literature, where learners explore the social, political, literary, and historical context of texts. This represents how literature can increase understanding of different cultures and ideologies while developing perceptions of feelings and art. The pros are that it helps learners comprehend other cultures and ideologies, appreciate diversity, and gain cultural insight. However, it is largely rejected in TEFL as it tends to be teacher-centered with little language practice, keeps students detached from the text and language, and misses intertextual references. An example provided is analyzing Dr. Jekyll and Mr. Hyde based on its social context of the characters' occupations and the historical setting in the 19th century.
This document discusses using literature as content for teaching English as a second or foreign language. It defines literature and provides reasons for its use, including that it is valuable authentic material that enhances language, culture, and personal involvement. When selecting literary texts, teachers should consider students' needs, interests, and language level. Literature can be used for reading, writing, speaking, and listening activities. Poems, novels, plays and songs are examples of literature used. The roles of both teachers and learners are important, with teachers guiding the process and learners actively participating. Overall, literature is seen as an effective tool for ESL/EFL teaching.
This document provides summaries of different text genres that can be used to teach grammar, including descriptive, procedure, narrative, recount, report, news items, spoof, explanation, analytical exposition, and hortatory expression texts. For each genre, it outlines the purpose/social function, generic structure, and key language features. The overall purpose is to explain how using a genre-based approach can help teachers collect real text examples, design genre-specific activities, and draw attention to relevant grammar structures in context.
This document provides the curriculum guide for English 8 for the first three quarters. It outlines the program, grade level, content and performance standards for each quarter. The standards cover key areas like listening comprehension, oral fluency, vocabulary, reading comprehension, literature, viewing comprehension, writing, grammar and study strategies. For each standard, it provides learning competencies and examples of how students can demonstrate their understanding. It also lists specific skills and strategies students should develop for each standard by quarter.
Literature should be taught in EFL classrooms for several reasons:
1) It provides authentic language input that exposes learners to real-world language use and helps develop their interpretive abilities.
2) Studying literature enhances critical thinking skills as learners analyze multiple meanings and perspectives.
3) Literary texts enrich culture learning by depicting society and communication across different contexts.
4) Literature encourages language acquisition by presenting language in meaningful, contextualized ways similar to first language learning.
1) The document provides a scheme of work for an English class at SMK Lahar over 40 weeks. It outlines the weekly themes, learning outcomes, activities and assessments.
2) The themes cover topics about people, environment, health, social issues, and science/technology. Learning outcomes focus on interpersonal, informational and aesthetic uses of language.
3) A variety of activities are planned like discussions, interviews, readings and writings. Assessments measure students' ability to understand texts, communicate effectively and apply grammar.
This document outlines competencies and content standards for mother tongue development in grades 1-3. It covers oral language skills like listening comprehension, sequencing events, relating stories to personal experiences, and discussing texts. It also covers phonological skills, book and print knowledge, alphabet knowledge, word recognition, fluency, spelling, handwriting, and composing. The standards progress from basic skills like identifying letters and sounds in grade 1 to more advanced skills like inferring characters' feelings and predicting outcomes in grades 2-3. The overall purpose is to develop students' competency in their mother tongue across multiple literacy domains.
The document contains advice from various authors on taking action and responsibility for one's actions. It also discusses different language learning techniques, including integrating skills, brainstorming, graphic organizers, and hands-on learning. Specific skills mentioned are reading, writing, speaking, listening, spelling, and pronunciation. Examples given include a writing activity where students chose topics from magazines to write short descriptions or stories, allowing for an integrated approach to language learning.
This document discusses the English as a Foreign Language curriculum for the elementary level of basic general education in Ecuador. It aims to lay the foundation for developing students' reading, writing, and oral communication skills through meaningful contexts. Students will learn English through fun and engaging tasks and texts rather than rote memorization. The curriculum focuses on introducing students to English in an authentic way through various subjects, activities, songs, and cultural contexts. It emphasizes communication, cultural awareness, listening skills, and developing oral production through repetition, movement, and encouragement.
This document outlines the objectives and approaches for teaching English as a foreign language at the elementary school level in Ecuador. It discusses three main curricular threads: 1) communication and cultural awareness, with a focus on introducing learners to different cultures through the English language; 2) oral communication, including developing listening, speaking, and interaction skills through songs, games, role plays and partner/group work; 3) reading, with an emphasis on developing comprehension, study skills, creating a literacy-rich environment, and incorporating cross-curricular content. The overall goal is to help learners establish a foundation for lifelong English language learning through meaningful, authentic contexts and a learner-centered approach.
The document provides guidance for students working on an essay assignment, including prompts for discussion, examples of student responses, and notes on key elements to address such as form, language, audience, purpose, and context (FLAPC). It encourages unpacking the prompt, stating intentions, and discussing choices in writing. Sample activities include completing a grouping prompt, reading example essays, and creating a statement of intention or explanation.
The document provides guidance for students working on an essay assignment, including prompts for discussion, examples of student responses, and notes on key elements to address such as form, language, audience, purpose, and context (FLAPC). It encourages unpacking the prompt, stating intentions, and discussing choices in writing. Sample activities include completing a grouping prompt, reading example essays, and creating a statement of intention or explanation.
This document summarizes a journal article about using prose fiction in language teaching. The article argues that literary texts can enhance students' language skills by exposing them to exemplary uses of language. It demonstrates this using extracts from two novels - Things Fall Apart by Achebe and The Last Duty by Okpewho. A variety of language learning activities are described that teachers could use with these extracts, such as discussing characters' attitudes, vocabulary work, writing descriptions, and working with adjectives and figurative language. The conclusion emphasizes the need to better exploit the link between language and literature in language instruction.
1. The document outlines the competencies in the mother tongue for grades 1 through 3 of the K to 12 curriculum in the Philippines.
2. It includes competencies for oral language, phonological skills, book and print knowledge, alphabet knowledge, word recognition, fluency, spelling, and handwriting.
3. The competencies become more advanced each grade, building on skills from the previous grade, such as being able to sequence more events in a story and read more advanced texts with greater fluency.
The document discusses the importance of an interactive integrated-skills approach to language teaching where reading ability is best developed alongside writing, listening, and speaking activities. It emphasizes that even in courses labeled as "reading", goals are best achieved by capitalizing on the interrelationships between reading, writing, and other skills. The bottom-up process of reading involves readers recognizing linguistic signals from text and using their language knowledge to impose order and infer meanings from these signals through a "guessing game".
ASLA XXIII Biennial Conference - Jenni Connor - Jenni discusses shifts in the Australian Curriculum: English learning area and the implications for teacher and student knowledge. Jenni will use quality literature to investigate the Literature strand of the curriculum for students at primary level and invite librarians to consider their role in enhancing student learning outcomes.
This document outlines the K to 12 curriculum guide for teaching Mother Tongue (the learner's first language) in Grade 1 in the Philippines. It includes the overall goal of developing functionally literate and holistically developed Filipino learners. It describes the desired learning outcomes and core standards for oral language, phonological skills, book and print knowledge, alphabet knowledge, word recognition, and fluency. Performance standards and competencies are provided for each area to guide teaching students basic communication and literacy skills in their first language.
The document outlines a 50-minute English lesson for 9th grade students examining a speech from Shakespeare's play "The Merchant of Venice". The lesson involves students translating the Shakespearean text into modern language and presenting their translations, demonstrating their understanding of the language and themes. The learning objectives are for students to analyze and synthesize the text as well as develop their reading, speaking, and creative skills.
This document contains a daily lesson log for an English teacher covering grades 8 and 10. It outlines the objectives, standards, procedures, and activities for lessons taught over the course of a week. The lessons focus on developing students' understanding of literature from East Asia, expository and narrative texts, listening strategies, and speech delivery. Activities include analyzing passages, discussing biases, outlining speeches, and practicing vocabulary. The log also includes reflections on students' mastery and needs for remediation.
LAC: Classroom discourse: the verbal exchange of ideas and information within...Maunas Thaker
Classroom discourse, the verbal exchange of ideas and information within an educational setting, is a dynamic and integral aspect of the learning process. Its nature encompasses various communication functions that contribute to the construction of knowledge, development of critical thinking skills and establishment of a collaborative learning environment.
1. The document discusses the development of language skills, including oral and written comprehension and expression. It covers listening, speaking, reading, and writing skills.
2. It defines language and the skills needed to master a language: listening, speaking, reading, and writing. These can be classified as receptive skills (listening and reading) or productive skills (speaking and writing).
3. The document also discusses integrated skills activities that combine multiple language skills and the concept of communicative competence, which has four subcompetencies: linguistic, sociolinguistic, discourse, and strategic competence.
This document outlines a unit plan for an English as a Second Language class focusing on Australian values. Over four weeks, students will explore how narratives, films, and other texts portray Australian values through conventions like structure, language, and visual techniques. They will closely analyze the film "Australia" and short story "The Rabbits" to identify values presented and how composers use techniques to convey meaning. Assessment will include tasks analyzing how a value is portrayed in a text, a viewing representation, and reflection on learning. The unit aims to improve students' English skills while learning about Australian culture and values.
This document provides 10 ideas for including students with disabilities in literacy instruction. It discusses adapting read alouds, standards, texts, and assessments to meet individual student needs. Strategies include using visual supports, collaborative learning structures, technology, and alternative modes of communication and expression. The overall message is that with adaptations, all students can participate meaningfully in literacy activities.
The document provides a daily lesson log for an English teacher covering grades 7-10 over a one week period from January 16-20, 2023.
It outlines the objectives, content standards, and performance standards for lessons on Anglo-American literature, Philippine literature, listening strategies, grammar, and writing.
Specific lesson plans and activities are detailed for each day, including tasks, readings, and assessments. Formative and summative assessments are used to evaluate student learning and mastery of concepts like literary devices, grammar, and writing skills. Reflection on teaching effectiveness and opportunities for improvement are also included.
This document discusses the relationship between language and education. It covers three main points:
1) Students learn both spoken and written language in educational settings, developing communication skills, vocabulary, and ways to express themselves.
2) Learning in classrooms is primarily accomplished through language, as teachers instruct and students participate through reading, writing, discussions, and other activities.
3) Classroom language practices like scaffolding, initiation-response-feedback sequences, and sharing time provide opportunities for students to learn through language and learn about language.
Plannig for the Use of the second year of Baccalaureate. There students will be able to prepare the topics and advance likewise see the level and the skills they have performed.
Teaching speaking; a text based syllabus approachAtaMSaeed
1) The document presents a text-based approach for teaching speaking skills, focusing on analyzing spoken texts and the differences between spoken and written language.
2) A text-based syllabus is structured around authentic language samples that are held together by meaning and social context.
3) Spoken language differs from written in features like grammar, vocabulary, cohesion and purpose. A text-based approach helps identify important speaking genres and design coherent speaking tasks for learners.
The document discusses various aspects of the reading process including top-down and bottom-up approaches, the role of schema and background knowledge, and reading strategies and skills. It provides definitions and examples from multiple sources on topics such as reading comprehension, extensive and intensive reading, and developing reading ability through decoding, vocabulary knowledge, and use of strategies.
1. The document outlines a learning plan for teaching Grade 11 students about the concept of "text as connected discourse" using the novel "To Kill a Mockingbird" as a reference text.
2. Key topics to be covered include defining text, discourse, and the difference between the two. Students will learn that text as connected discourse means all ideas in a text must be related and express a single main idea.
3. Activities include a pre-test, discussion of examples, and exercises identifying texts and discourses and their purposes. The goal is for students to understand how language conveys meaning and ideas in a logical way through connected discourse.
This document discusses the benefits of using different types of literature in language teaching, including short stories, poems, novels, plays, and song lyrics. It outlines several key benefits such as:
1) Literature provides authentic materials that engage learners cognitively and emotionally.
2) Literary texts can expand language awareness by examining sophisticated language examples.
3) Learners can make personal connections that increase involvement and interpretation.
The document discusses teaching speaking skills and oral fluency activities. It provides examples of different types of speaking activities that can be used, including discussions, role plays, dialogues and simulations. It notes the characteristics of successful speaking activities, as well as common problems that can occur. The document also discusses how to design speaking topics and tasks, and considers both the benefits and challenges of assessing students' oral skills through testing.
The document discusses various aspects of analyzing and understanding texts. It defines what constitutes a text and explains that texts must be cohesive, coherent, and have a communicative purpose. It describes different ways that texts can achieve cohesion through lexical, grammatical, and rhetorical devices. It also discusses how context, register, genre, and the interaction between the reader and the text all contribute to a text's coherence and meaning. The document provides examples of activities teachers can use to help students understand and produce coherent texts.
This lesson plan outlines a unit for 4th grade students focused on choosing a book to base a dramatic production on in small groups. The teacher will be reading Where the Red Fern Grows aloud daily and discussing story elements. The media specialist will help groups choose an appropriate book based on their interests and teach research skills. Students will work in groups to design a script and performance based on their chosen book. The media specialist will provide lessons on effective group work and researching books before guiding individual group work. Students will be assessed on their ability to identify challenges in adapting texts, use the catalog to research, and final group presentations of their dramatic productions.
The document discusses the development of linguistic skills including oral and written expression and comprehension. It covers four main language skills - listening, speaking, reading, and writing. For each skill, it outlines principles for practice, including input preceding output, realism, and variety. It also discusses communicative competence and subcompetences including grammatical, discourse, sociolinguistic, strategic, and sociocultural competence.
The document discusses discourse analysis and discourse-based language teaching. It defines discourse as stretches of language that are meaningful, unified, and purposive. It emphasizes teaching communicative competence through developing students' linguistic, sociolinguistic, discourse, and strategic competence. It discusses applying a discourse perspective to listening, reading, speaking, and grammar instruction using authentic materials to make formal learning as natural as possible.
The document provides a daily lesson log for an English teacher covering grades 7-9 over one week. It includes:
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- Details of the lessons each day, including readings, activities to introduce and practice concepts like similes and determiners, and formative assessments.
- Learning resources like textbooks, pictures, and handouts used to support the lessons.
- Procedures for each lesson covering reviewing prior knowledge, modeling skills, group discussions, and opportunities for application.
- Reflections on students' mastery of the objectives and need for remediation.
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ENGLISH LESSON PLAN - KEY PRINCIPLES
1. With your hosts:
Jeremy Cotton, Shriya Selli
and Charlene Robertson
Module EE601: Tuesday May 15th 2012
2. Text: “Ice Trap” by Meredith Hooper
Illustrated by M.P. Robertson
Non-Fiction but written in the style of fiction.
Main principle: “Imagination, play and drama are central to
learning, talk, listen, feel, think, read and write”.
Strongly linked principles:
“Literacy is a set of social practices best learnt in meaningful
contexts”
“Talking, listening, reading and writing are inter-dependant:
each is enriched by the other”
“Learning to read, write and talk are
active, creative, meaning-making processes”
“Drama provides genuine contexts for reading and
writing, speaking and listening”
Most teaching principles are in some way linked, some more loosely than others.
Principles mentioned here suggest the stronger links between them.
3. Teaching should ensure that work in „speaking and listening‟, „reading‟ and
„writing‟ is integrated.
In English, during Key Stage 2, pupils learn to change the way they speak
and write to suit different situations, purposes and audiences.
They read a range of texts and respond to different layers of meaning in
them. They explore the use of language in literary and non-literary texts and
learn how language works.
Pupils are also required to extend and enrich their vocabulary through
drama and role play.
National Curriculum
http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary
/b00198874/english/ks2/en1
4. EN1: Speaking
a. use vocabulary and syntax that enables them to communicate more
complex meanings
EN1: Listening
b. ask relevant questions to clarify, extend and follow up ideas
d. identify features of language used for a specific purpose [for example, to
persuade, instruct or entertain]
e. respond to others appropriately, taking into account what they say.
EN1: Group discussion and interaction
b. vary contributions to suit the activity and purpose, including exploratory
and tentative comments where ideas are being collected together, and
reasoned, evaluative comments as discussion moves to conclusions or
actions
e. take up and sustain different roles, adapting them to suit the
situation, including chair, scribe and spokesperson
http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary
/b00198874/english/ks2/en1
5. EN1: Drama
a. create, adapt and sustain different roles, individually and in groups
b. use character, action and narrative to convey
story, themes, emotions, ideas in plays they devise and script
c. use dramatic techniques to explore characters and issues [for
example, hot seating, flashback]
Other elements of EN1 will feature within module. Listed above are the
stronger links.
National Curriculum:
http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary
/b00198874/english/ks2/en1
6. EN2: Reading Strategies
c. knowledge of grammatical structures
d. contextual understanding.
EN2: Understanding Texts
a. use inference and deduction
b. look for meaning beyond the literal
c. make connections between different parts of a text [for example, how
stories begin and end, what has been included and omitted in information
writing]
d. use their knowledge of other texts they have read.
EN2: Reading for information
b. skim for gist and overall impression
c. obtain specific information through detailed reading
d. draw on different features of texts, including print, sound and image, to
obtain meaning
f. distinguish between fact and opinion [for example, by looking at the
purpose of the text, the reliability of information]
7. EN2: Literature
a. recognise the choice, use and effect of figurative language, vocabulary
and patterns of language
b. identify different ways of constructing sentences and their effects
c. identify how character and setting are created, and how plot, narrative
structure and themes are developed
d. recognise the differences between author, narrator and character
h. respond imaginatively, drawing on the whole text and other reading
i. read stories, poems and plays aloud.
Other elements of EN2 will feature within module. Listed above are the
stronger links.
National Curriculum:
http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary
/b00198874/english/ks2/en2
8. EN3: Composition
c. use language and style that are appropriate to the reader
d. use and adapt the features of a form of writing, drawing on their reading
EN3: Planning and Drafting
a. plan - note and develop initial ideas
b. draft - develop ideas from the plan into structured written text
c. revise - change and improve the draft
d. proofread - check the draft for spelling and punctuation errors, omissions
and repetitions
e. present - prepare a neat, correct and clear final copy
f. discuss and evaluate their own and others' writing.
EN3: Punctuation
3. Pupils should be taught to use punctuation marks correctly in their
writing, including full stops, question and exclamation
marks, commas, inverted commas, and apostrophes to mark possession
and omission.
9. EN3: Language Structure
a. word classes and the grammatical functions of words, including
nouns, verbs, adjectives, adverbs, pronouns, prepositions, conjunctions, arti
cles
b. the features of different types of sentence, including
statements, questions and commands, and how to use them [for
example, imperatives in commands]
c. the grammar of complex sentences, including clauses, phrases and
connectives
d. the purposes and organisational features of paragraphs, and how ideas
can be linked.
Other elements of EN3 will feature within module. Listed above are the
stronger links.
The language structure input will be variable depending on activities.
National Curriculum:
http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary
/b00198874/english/ks2/en3
10. Class numbers likely between 28-30
Unit of work will be 2-3 lessons, but this is flexible
3rd lesson on standby if activities overrun, and dependant
on engagement and enjoyment of the children
Speaking and Listening
Shared Reading
Literature Circles
Shared Writing
Drama
Guided Writing
Poetry
Independent writing (possibly)
Planning for progression from shared writing to independent
writing
11. The main focus of pedagogy will be to adopt the social
constructivist approach.
Ensures that imagination, play and drama are central to
a child‟s learning.
Create real world environments that employ the context in which
learning is relevant. (Choice of text).
Provide multiple representations or perspectives on the content.
(Drama and emotions)
Instructional goals and objectives should be negotiated and not
imposed.
Provide tools and environments that help learners interpret the
multiple perspectives of the world.
Learning should be internally controlled and mediated by the learner.
Shared reading, guided reading and shared reading are social
platforms.
Jonassen, D. (1994, April). Thinking technology. Educational
Technology,34(4), 34-37
12. Lesson one to focus on:
- Story Boxing (using props for talk and imagination)
- Shared Reading
- Drama – emotions and hypothesis
- Speaking and Listening
Story-Boxing:
Hall, N. (1989). Cited in Bromley, H. (2006). The Magical World Storybox
“If it is the experience of authorship that helps authors
develop, then it follows that children should, from the start, be given
opportunities to explore what it means to be an author” (p.3).
“Pupils are likely to achieve well as the context for talk is
purposeful, with a strong sense of audience, and is taking place in
a playful, relaxed context”
Bromley, H. (2006). The Magical World Storybox
14. Story-boxing activity
Barnes, D. (1992)
“Exploratory talk provides an important means of working on
understanding, but learners are unlikely to embark on it unless they feel
relatively at ease, free from the danger of being aggressively contradicted or
made fun of.”
Links to Story-boxing theory of “playful, relaxed context”.
15. Feedback from the class to create some key words that, based on the
props, could be important. (Speaking and listening as a class)
Key words written onto IWB in mind map fashion.
First half of text is then read aloud to the class (Shared Reading)
Discussion on what kind of text it is, and examples / ideas as to why. Eg – Fiction
/ Non-Fiction (Speaking and Listening as a class)
Particular focus on the emotions of the characters: Why might something have
been said, and how are the characters feeling?
Children then spend a few minutes in their table groups to discuss what might
happen next. (Speaking and listening in groups)
This hypothesis will later be used for drama.
Barnes, D. (1992). Discussing Vygotsky‟s social constructivist theory:
“…our ability to talk and think is in the first instance social and only later becomes
individual.”
This part of our lesson uses a social constructivist approach when discussing ideas
and the emotions involved in the book. E.G. Why something was said.
Myers, J and Burnett, C. (2004) Teaching English 3-11. London: Continuum.
“One of the most powerful strategies that teachers can use involves demonstrating and
making explicit their own use of exploratory talk and attentive listening. This helps the
children understand that it is acceptable to contribute to discussions with suggestions
that are not fully formed; it helps them realise that there is no fixed answer and that their
ideas matter”
16. The text is read to the class by the teacher. (The first half of the
text).
Teacher scaffolds the reading by asking questions about the
text.
Discussion on what kind of text it is, and examples / ideas as to
why. Eg – Fiction / Non-Fiction
Relationship between the author and the reader
How is it written? EG: Why do we get the feeling of desperation
from the plight of the men at sea?
Their answers help towards hypothesising the next part of the
text and for drama.
Barrs, M. (2002). The Reader in the Writer.
“…reading is always an act of relationships between reader and writer with the text
as a meeting place.”
17. Drama activity
Gallas, K. (2003).
“When literacy and imagination are paired it can lead to joy, ecstasy, and
encounters with the sublime, and that is what education is about. Children
should be open to a world full of curiosity, wonder, joy, and exploration.”
(p.167).
All of these things can be met with the help of teacher.
18. Drama activity | Reasoning
Maley, A. and Duff, A. (1982). Drama techniques in language learning.
Medwell, J., Moore, G., Wray, D. and Griffiths, V. (2009)
“Active role play…places children firmly into the situations of others
and almost obliges them to see the world from different points of
view. By being placed in this situation children discover aspects of
human motivation and behaviour” (p.164).
19. Lesson two to focus on:
- Literacy Circles and feedback
- Shared Writing
- Guided Writing
- Potential for independent writing depending on
time and engagement
- Speaking and listening of other pupil‟s work
Pupils finish reading the rest of the text in their literacy circles
Pupils form groups and choose discussion topics according to
their interests
They participate in reflective discussions about literature within
supportive group environments
The teacher serves as a facilitator, not a group member or
instructor.
20. Shared Writing:
- Teacher acts a scribe while the children compose the text
- This task prepares the children for their independent writing extension if there
is time.
Shared writing is also a powerful method for direct teaching of key skills and
concepts needed in the writing process.
Activity detail:
- The key words from the previous lesson, identified when discussing the
text, are displayed on the IWB again
- Discussion on the different types of poems. EG Acrostic poems.
- Can the children remember how they are formed and what they are?
- Children work together initially to begin their poems about the text. EG:
Imagining they are in the situation or using the text‟s characters as the basis
- First verse of poem written together on IWB. Children can either continue this
or start their own.
Graves, D. (1983). Writing: Teachers and Children at work.
“The objective of composing before children is to make explicit what children can’t
ordinarily see: how words go down on paper, and the thoughts that go with the
decisions made in the writing. Thus the teacher writes so the children can see the
words, and gives a running monologue of the thinking that goes with the writing.”
(p.45)
21. Guided Writing:
Enables the teacher to tailor the teaching to the needs of the group;
- facilitates the teaching and learning of individual children. Although guided
writing is a group activity focused on the needs of the group, the teacher is
able to observe and respond to the needs of individuals within the group;
- provides the teacher with the opportunity to extend and challenge more-
able groups of children;
- encourages the children to be active participants in discussions about
writing;
- builds confidence – the group are all grappling with the same issues;
- allows the teacher to give immediate feedback on success and the
opportunity to discuss further areas for improvement.
Primary National Strategies 2007.
Activity detail:
- Children begin working on their poems in their groups on table or
separately depending on ability and independence.
(Children sat in ability groups)
- Teacher moves round tables and facilitates ideas, focusing more
time on the lower ability but not excluding the higher. (Inclusion and
ECM)
- Other children may wish to extend vocabulary. Make sure
dictionaries and thesauruses are available
22. Potential Extension / Lesson 3:
- It is possible that independent writing may come of the
lesson.
- This would be based on the poetry or stories in the same
context as „Ice Trap‟
- Poems / stories would then be read out to the class enabling
peer and group assessment
- Reading aloud and discussing in assessment ties back to
speaking and listening, completing a cycle.
23. AfL
Module lends itself to AfL strategies including:
- Open questioning about text
(Rich questioning designed to probe children‟s
understanding)
- Peer assessment
- Self assessment
- Group assessment – group presentations with
opportunities for more peer and self assessment
- Success criteria / Learning objectives
- Formative assessment on all aspects of module
Black, P. and Wiliam, D. (1998). Inside the Black Box. Raising Standards Through Classroom Assessment.
“Opportunities for pupils to express their understanding should be designed
into any piece of teaching, for this will initiate the interaction whereby
formative assessment aids learning.” (p.7).
25. Barnes, D. (1992). “The Role of Talk in Learning", in Norman, K. (Ed) Thinking Voices. London: Hodder & Stoughton.
Barrs, M. (2002). The Reader in the Writer”. Centre for Language in Primary Education.
Black, P. and Wiliam, D. (1998). Inside the Black Box. Raising Standards Through Classroom Assessment. London: GL Assessment, part of the
Granada Learning Group
Bromley, H. (2006). The Magical World Storybox. Cambridge: Yellow Door.
DfE. (2011). English: En1 Speaking and listening. [online]. Crown copyright. Available: <
http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00198874/english/ks2/en1>. [Accessed May 2012].
DfE. (2011). English: En2 Reading. [online]. Crown copyright. Available: <
http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00198874/english/ks2/en2>. [Accessed May 2012].
DfE. (2011). English: En3 Writing. [online]. Crown copyright. Available: <
http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00198874/english/ks2/en3> . [Accessed May 2012].
Gallas, K. (2003). Imagination and literacy: A teacher’s search for the heart of learning. USA: Teachers College Press
Graves, D. (1983). Writing: Teachers and Children at work.
Jonassen, D. (1994, April). Thinking technology. Educational Technology, 34(4), 34-37
Maley, A. and Duff, A. (1982). Drama techniques in language learning. London: Cambridge University Press.
Medwell, J., Moore, G., Wray, D. and Griffiths, V. (2009). Primary English: Knowledge and Understanding – Forth Edition. Exeter: Learning Matters
Myers, J and Burnett, C. (2004) Teaching English 3-11. London: Continuum.
National Literacy Trust. (2012). Early Reading Connects. [online]. Crown copyright. Available: <
http://www.literacytrust.org.uk/assets/0000/3211/Story_box_guide.pdf>. [Accessed May 2012].
Primary National Strategy. (2007). Improving writing with a focus on guided writing. [online]. Crown copyright. Available:
<http://public.merlin.swgfl.org.uk/establishments/803/QandS/Literacy/Literacy%20website%20content%20%20library/Improving%20Writing%20-
%20Guided%20Writing.pdf>. [Accessed May 2012].
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SHRIYAFocussing on imagination as a key component of instruction completely changes the classroom.Read pptAll of these things can be met with the help of teacher. This is where the act of drama contributes to the learning of pupils and stimulates active learning as mentioned before. Role play is a way of taking the students out of the classroom for a while and showing them how English can be useful to them in certain situations.
SHRIYADrama can help the teacher to achieve reality in several ways. It can overcome the students resistance to learning the new language:Read pptAs teachers we aim to implement scaffolding as this allows students to perform tasks that would normally be slightly beyond their abilities without the assistance and guidance from the teacher. Appropriate teacher support can allow students to function at the cutting edge of their individual development. Scaffolding is therefore an important characteristic of constructivist learning and teaching.By allowing the reading of ice trap and getting the children to act out their prediction of the last scene and by adding some characterisation to the text, learners become personally and fully involved in the learning process, in a context in which it is possible for learners to feel less self-conscious and more empowered to express themselves through multiple voices of the differing characters.
SHRIYAThe pupils will finish reading the rest of the text in literacy circles.As the construction of knowledge will take place in a social context where the learners previous knowledge and assumptions will be built upon . Higher order thinking skills are emphasised as a deep understanding of the text is a major learning outcome. Collaborative and cooperative learning are favoured in order to expose the learner to alternative viewpoints.
SHRIYAThe purpose of shared writing is to model the thought process involved in writing and allow students to engage in and focus on the process. The teacher, acting as scribe, frees students from that aspect of the writing process so that they can focus exclusively on the thinking involved in writing. Shared writing is also a powerful method for direct teaching of key skills and concepts needed in the writing process.The purpose of shared writing is to modal the thought process involved in writing and allow students to engage in and focus on the process. The teacher, acting as a scribe, frees students from that aspect of the writing process so that they can focus exclusively on the thinking involved in writing. Shared writing is also a powerful method for direct teaching of key skills and concepts needed in the writing process. The prominent structures and forms of poetry arise interest and invite investigation. Teachers can also explain what to expect from poem writing and help children to understand the techniques from which poetry is constructed.