Course Title:English- Nada AbiSamra
Grade Level:9 (Brevet)
Duration of Unit:10 to 12 cycles
Take advantage of opportunities to use new words:
Use a variety of cues to extract meaning from a text (e.g., cues such as headings, subheadings, graphics, questions).
Identify the parts of an essay;
Understand the components of a well-written essay;
Demonstrate the linguistic and stylistic quality of good writing;
Apply process writing skills;
Utilise a wide range of vocabulary and grammar;
Communicate a coherent thesis that conveys a clear perspective on a subject and remain consistent throughout the piece of writing (Organization and focus);
Write an essay using evidence in support of a thesis and making distinctions between the relative value and significance of specific facts;
Revise written work independently and collaboratively, with a focus on support for ideas and opinions, accuracy, clarity, and unity;
Edit and proofread to produce final drafts, using correct grammar, spelling, and punctuation;
Identify the mistakes in a poorly written essay;
Practice error analysis in own/peer work.
Participate fully and effectively in casual conversations;
Choose effective verbal and nonverbal techniques (e.g. voice, gestures, eye contact) for presentations.
Do a web search on the essay writing process (several sites are provided).
Reflect on the importance of collaboration/Team Work in our world.
How do I start planning my essay?
The essay needs to be a certain length, how do I work to that?
How should an essay be set out?
What is a good structure?
What are the different parts of an essay?
Why write a thesis statement?
What does a thesis statement include?
How do we write a good thesis?
Which are the common errors in writing a thesis?
How do we evaluate a thesis statement?
What is a topic sentence?
What does the conclusion include?
How do we write a good introduction?
Which are the common methods of introduction?
Which are the common methods of conclusion?
What is an expository essay? a persuasive essay? What are their characteristics?
Why should we provide specific evidence and how do we do that?
What is my line of argument?
Do my arguments flow smoothly?
Is there a logical progression of ideas in my essay?
·A concise, well-written essay.
·An oral/written presentation (respect the essay format in written presentation, including the outline.)
·An interactive notebook containing journal entries and reflections.
Activities may take the form of individual or group effort.
·Students will do a research on Essay Writing.
·Students will share their findings with their peers.
·Students will do a series of exercises that prepare them for good essay writing.
·Students will file materials in their portfolios/writing folders.
·Students will edit their own/peers’ essays.
·Handout prepared for this unit; compiled from “Introduction to Academic Writing” by Oshima & Hogue (1988)- Addison-Wesley.
·Handout: Linking/transition words & exercises
3."Animals in captivity"
4."The Computer Revolution" part I
5."The Computer Revolution" part II
·Several web sites:
1.http://nadabs.tripod.com/writing/(developed for this unit)
2.http://nadabs.tripod.com/presguide.html (developed for oral/written presentations)
Art: Include in the journal drawings that illustrate reflections.
Music: Find a song in which the essay writing format is respected.
Most of the written presentations ended up being very well done. The essay format was well respected, especially in the introduction and conclusion.
The oral presentations were an excellent learning experience.