CPD 2: Writing Workshop

Objectives:
By the end of this CPD, mentees will be aware of:
1.
2.
3.
4.
5.

different types of writing to create lesson plans around.

Word order an easy way to teach ss to create sentences.
Create creative lessons, posters, games, charts..
Focus: Class activity writing a story
Look at some fun posters & wall displays in line with 20 th century teaching.

Early arrivers can create a small plate, stick to wall to make a worm. 3 pegs
representing different teams x 3. Behaviour monitor in charge of moving pegs
forward up the worms body during the CPD. First team to finish worm/make it
the furthest, gets sticker/reward.
Divide room into 3 mentors groups. Allocate a behaviour monitor to give points
to teams.
Ice-Breaker 1 Types of writing charades:
Trainer illicits types of writing from the audience. When a Mentee guesses a type
of writing, they can come stick it, to create a poster. (words x 9 = 3/group)
OR trainer starts a charades game, and the mentee who guesses correctly,
comes to the front, takes a type card (eg. Poem) and must try act it to the group
to guess.
Ice breaker 2: How many adjectives can you write in 30 seconds.
Quickly refresh idea of adjectives. Adjectives describe. For example, big, pretty,
ugly. How many adjectives can you write in 100 seconds? Worksheet. First 3 to
finish, get team points.
Under desks stuck adjective words. Mentees to look under desks and see if they
have an adjective. Come to front to stick on poster. Poster is an organization
chart divided into 3: positive adjectives, negative adjectives, neutral adjectives.
Display. Mentor points out that adjectives often describe how we sense them:
look, feel, smell, touch, sound.
Positive
Xxx

Adjectives
Neutral
xxx

Negative
xxx

Introduction:
1. I can write.. Types of writing. Teacher shows mentees the writing
corner made by the class. And reads out the types of writing with
examples recipe, letter, postcard, email, sentences, words, lists, poem,
story. (for the lesson plan practice component, mentees will have to create
a lesson using one of these examples)
2. The simple sentence: Word order I demonstrate quickly in real
time.
I show Powerpoint on teaching word order again to reinforce.
Concept of teaching word order:

Teacher draws chart on board. Illiciting information from the students for
first column, second, third, teacher completes the chart.
She rubs it off, repeats. Repeats.

If this were a real lesson, teacher get students to write their own sentences and
rewards their efforts. Teacher repeats this every lesson as
revision, adding on teaching points such as subject-verb
agreement.
Activity:

Write about it Bag

On board, adjective words already stuck on poster.

Teacher has big bag on table with items/ pictures of silly
people inside it.
Speaking activity: Mentor takes out a picture from the
bag. Mentees must use adjectives to describe the
picture. Encourage sentences.

Trainer gives 1 demonstration example: He has got big, ugly ears.

Questions to encourage answers from mentees:
1.
2.
3.
4.
5.
6.

What colour is it?

Is it big/ small?
What does it sound like?
What does it smell like?
What it feels like?
What does it taste like?

Points given to teams who offer answers.

IDEA for teachers: Blindfold Volunteer: Teacher asks for a volunteer
to come to be blindfolded turns into a speaking activity. Student who is
blindfolded verbally answers the questions infront of the class.

VIDEO BREAK

Powerpoint slide:
3. Teaching tips: REMINDERS:
OBJECTIVE:
To make all feel confident, included & seen.
Balance dominant and silent students.
Order of practicing anything in the classroom
Class practice
Group Practice
Individual
Order of taking answers from learners.
Strong child who speaks loudly and models answer correctly
Weaker child
Weakest child
MAKE ALL CHILDREN FEEL INCLUDED.

Video Brain Break:

Focus: Story Writing
4. Every story has:

1. Character
2. Problem
3. Solution

Every story starts with Once upon a time.. & ends with The
End.
Rules:
1. Every idea must be included
2. Every time a new part is added, read the story again from the beginning to
the end.
Teacher stands at front of class, and illicits story from class, writing all
information down onto the board using sentences into a story.
Teacher illicits as many adjectives as possible. The funnier the better.
Teacher illicits problem/ what happened. If student answers in L1 language,
teacher should translate and write in English.
Teacher illicits information, and illicit humour. Example. The cat is big. Teacher
asks is it big, or is it very big. Class replies usually: very big Teacher asks it is
very big, or very very big. Inevitably class will keep going, until there are 10
verys written down, and they have a laugh.

Teacher illicits solution from students.

Teacher re-reads constantly through new information and finally concludes The
End.
Teacher asks volunteer to circle the character, problem and solution in red.
Teacher asks volunteer to underline adjectives in blue.
If this were a real class, follow up lessons would be:

Teacher asks students to re-write the story using different words in place
of the marked words in groups.
Teacher checks work.
Teacher asks students to re-do process in groups, then re-do as
individuals.
Groups create a book, individuals create their own book.
Read stories to class
Act out stories
Complete organization charts such as sequence charts or character,
setting, problem, solution, plot etc.

Follow up activities:
Writing Roll-a-story board games
Swap a story with another class of pen pals.
Hand over to Jason & John.
Robynne to distribute: Divide groups into 6 teams: hand out poem, email,
letter, post card, card, recipe to teams. Create lesson plans.