1. The lesson plan outlines an approach to teaching writing using both process writing and parallel writing methods to develop a positive attitude towards writing. 2. Students will brainstorm about camping, read a sample text, and work in groups to rewrite the text from their own perspective using the writing process of drafting, editing and revising to produce a final piece. 3. The goal is for students to gain familiarity with the writing process and collaboration to improve their writing skills and reduce frustration with writing assignments.

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LESSON PLAN: (PARALLEL) PROCESS WRITING: CAMPING ( May18th, 2011 )
Teacher’s Name Houcine Chelbi
Number of students 20
Class 2718
level 4
The present lesson is an original attempt to integrate two types of writing approaches to develop a positive attitude regarding writing with
regards to the multiple problems noticed during the presentation of ‘First Steps in Academic Writing’content.
MATERIALs and supplies
- E-podium
- PowerPoint Presentation (with visual aids)
- Smart board
- Blank sheets
LESSON OBJECTIVES
GLOBAL OBJECTIVES
1. Implementing the Writing Process Approach to write about ‘Camping’
2. Using Parallel Writing to scaffold learning to write a descriptive narrative essay
3. Integrating the two aforementioned approaches to
LEARNING OUTCOMES
By the end of the session, the learners are expected to
1. Read and use a text about ‘Camping’ as a model to write their own essays related to ‘Camping’
2. collaborate to create a positive classroom climate to eliminate some frustration and reticence related to writing essays
3. Apply writing process strategies to produce pieces of published writing.
4. Become better writers by becoming more familiar with the writing process. Students will develop a positive attitude toward writing!
NEW active VOCABULARY
camp - camping – desert – sand - tent – sleeping bag - compass – backpack – boots – first-aid kit - rope – lantern – stove –
flashlight - trip – outdoors -

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STAGE AIM MODE OF
INTERACTION
TIMING ACTIVITY PROCEDURE
1. Warming Up - Review of the seven stages of
the Process Writing Approach
SS - T 5 minutes The teacher shows the students a
PowerPoint presentation related to the
seven steps of ‘Process Writing’ that will
serve as a roadmap for the whole session.
The students have to specify what is
required in each of these steps.
2. lead-in 1 Introduction of the topic SS - SS 5 minutes With a focus on visual aids, the students
have to guess the topic that is to be
tackled.
3. Pre-Writing -
Brainstorming
- Activation of the prior
knowledge related to
‘Camping’
- Elicitation of the lexical items
related to ‘Camping’
- Mindmapping and clustering
ideas
T – SS
(Buzz groups)
20 minutes - Operating in buzz groups and using a
spidergram, the students have to jot down
the main points and details related to
‘Camping’ that are going to be developed
into sentences in stage 5. A Panel
Discussion serves to select and reorder the
ideas that have been suggested.
4. Lead-in 2:
Modeling: Reading
for Parallel Writing
- Analyzing the reading
passage structure: topic
sentence; Supporting Details
and Concluding sentence
SS - SS 10 minutes - Rather than writing from scratch, the ss
read a passage about ‘camping’ to be
familiar with the construction of a
narrative essay based on the TS-SS-CS
model taught previously when introducing
the concept of ‘Academic Writing’. Then,
while keeping the main prompts in the
original text, the teacher and the students
delete the unnecessary details so as to be
able to change the focus from the point of
view of the learners themselves.
5. Writing the First
Draft – Parallel
Writing
- Selecting the prompts
necessary for rewriting the
text with a change of focus,
purpose and audience
SS – SS
(Group Work):
Cooperative
Learning
10 minutes Using the semantic web in stage 3 and the
different types of sentences in stage 4, the
students proceed to construct
grammatically correct sentences in order

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Rewriting the reading passage
from the point of view of the
learners
-
to write a paragraph demonstrating
knowledge of appropriate grammar and
usage.
- Students will be placed in cooperative
learning groups, use their mindmaps to
complete a rough draft of their essay.
6. Editing and
Proofreading
- Polishing grammar and
spelling
SS – T – SS
(Group Work):
Cooperative
Learning
10 minutes - The students will edit fellow group
members’ rough drafts.
- Teacher shows one of the rough drafts on
the smartboard and class will make
corrections as a whole. Students will add
illustrations 9Supporting Sentences) to
further convey meaning to their text.
7. Writing the final
draft
- Redrafting the written final
product
SS
(Group Work):
Cooperative
Learning
10 minutes - The students will try to polish what they
wrote adding some of the already taught
connectors for coherence and cohesion.
8. Plenary
Presentation of the
finished Written
Products
- (Publishing) SS
(Groups
Spokespersons
)
10 minutes Groups’ spokespersons read aloud their
finished products getting feedback from
their peers.
9. Roundup
Feedback: Self +
Teacher Evaluations
- Metacognitive evaluation of
the session
T – SS 10 minutes The teacher asks the students to provide
their personal feedback regarding the
session and the quality of their
performance stating the difficulties they
encountered and the possible ways to
overcome them.
EXPECTED PROBLEMS
- Ss reticence to write on their own
- More-able students to monopolize writing
- Recurrence of language fossilized errors related to grammar and to the overall mechanics of language
- Poor quality of the students’ finished products due to a general reduced range of vocabulary