Lesson Plan for 2 Days workshop on creative writing.

1) Day 1 lesson plan worksheet

Topic : Creative writing

Language Focus : Writing

Level : Elementary

Aims : To obtain baseline understanding of what students know about creative writing and qualities of
good writing.

Objectives : Help students to (i) explore topics via mind-mapping

(ii) able to recognize adjectives
(iii) work in pairs

Methodology: PPP approach

Materials: Whiteboard, Markers, Pictures, Worksheets

Legend: T-Teacher, ss-Students

Procedure:-

Steps Teaching procedure/steps Time

Pre-activity T will start the class by talking briefly about food, more 9.00am to 10.30pm
precisely, its significant role in human life and how important it
is to eat healthy food.

First, in order to generate a general discussion and engage

students in participating in the content of the class, ss will be
shown some pictures of food e.g.; chocolate, pizza, cakes .
(Refer to page 1)
T asks questions to ss;
What do you see in the picture?
What is your favourite food?

T then, gives out worksheets on filing in the missing letters as a

fun activity. (Refer to page 2 )
T goes through the answers with ss. (answer page 3)

Break for snack 10.30am to 11.00pm

While-activity After the break, T asks ss to discuss with a partner, what you 11.00am to 1.00pm
like to eat, why and think about the reasons you enjoy food and
dishes.

After thought and discussion, T asks ss to list down five of sss

favourite food dishes :-

1. _____________
2. _____________
3. _____________
4. _____________
5. _____________

Then from the list of five foods, T asks ss to think about and
picture sss food in their mind e.g.

How is it served?
How does it get prepared?
What does its look like?
Think about the way each favourite dish tastes, looks,
smells and feels.

Here, T explains that; an adjective modifies a noun or a

pronoun by describing words. Adjectives make sentences more
descriptive and more interesting.

T asks ss to find at least three words to describe their five

favourites and write them. T gives an example:-

Favourite Describing words (adjectives)

food
Ice-cream Sweet, cool, smooth
1.
2.
3.
4.
5.

Then T goes through the answers with ss.

T introduces action words (verb) e.g; - cut, grind, peel, fry and
etc

T gives out worksheets on action words and asks ss to write

sentences for pictures shown on the worksheets.
(Refer to page 4, 5 & 6)
 T then goes through the answers with ss. (refer to page 7)

Break for lunch 1.00pm to 2.00pm

While-activity T asks ss to write about their favourite food by asking 2.00pm to 4.00pm
questions.
e.g:-
Consider what the food looks like, how it tastes, smells,
feels and sounds when cooking or eating it.
Where would you eat it?
At a restaurant?
At home?
At a friends house?
How often do you eat?
Is it an expensive or inexpensive dish?

T does mind mapping on the board. T discusses ideas with ss
and writes them on the board. (Refer to page 8)

After the mind mapping on the board. T tells ss that they are
going to write an essay about their favourite food.

T asks ss to use some of the describing words to write the

essay.

T goes round to see if ss need any guidance.

4.00pm to 4.45pm
Post-activity T collects the essays for correction

T asks ss about the difficulties they faced while writing.

T provides appropriate solutions

T summarises the importance of writing clearly without

grammatical errors.
Follow-up
activity T tells ss that the next days workshop is on hobbies. 4.45pm to 5.00pm
 2) Day 2 Lesson Plan Worksheet

Procedure:-
Steps Teaching procedure/ steps Time

Pre-activity T starts the class by asking ss about the things or activities they 9.00am to 10.30am
like doing during their free time.

T writes on the board; e.g:-

How do you pastime?

Do you have a hobby?
What kinds of activities are good?
What kinds of activities are not good?

T asks ss to discuss about their hobbies.

T, then asks ss, one by one to share their hobbies with the rest
of ss.

T shows pictures of various hobbies.

(Refer to page 9)

T discusses with ss about the hobbies shown in the picture.

Break for snack 10.30am to 11.00am

While-activity After the break, T gives out a puzzle activity on hobbies for ss to 11.00am to 1.00pm
do. (Refer to page 10)

T goes through with ss the answers. (answer page 11)

Then T gives out another Scrambled Words activity

worksheet on hobbies for ss to do.( Refer to page 12 )

T goes through with ss the answers. (answer page 13)

T hen, T lists down five hobbies and asks ss to describe those

using adjectives words.
T asks ss to come out with at least three words to describe
them.
 T gives example:-
My hobby Describing words (adjectives)
Gardening Happy, muddy, homely
1.Camping
2.Cycling
3.Collecting stamps
4.Travelling
5.Video games

T goes through the answers with ss.

Break for lunch 1.00pm to 2.00pm

While-activity T tells ss that they going to write an essay on My Hobby. 2.00pm to 4.00pm

T does mind-mapping on the board. (Refer to page 14)

After the break, T continues the mind-mapping and uses some

ideas as a starting point to write the essay. (Refer to page 15)

T goes round to see if ss need any guidance

Post-activity T collects the essays for correction 4.00pm to 4.45pm

T asks ss about the difficulties they faced while writing.

T provides appropriate solutions

T summarises the importance of writing clearly without

grammatical errors.

Follow-up T encourages ss to attend more on creative writing workshops. 4.45pm to 5.00pm

activity
Answer sheet ( Page 7)

1. Cut
2. Weigh
3. Fry
4. Puree
5. Steam
6. Pour
7. Grill
8. Boil
9. Grind
10. Percolate
11. Roll
12. Peel
13. Shake
14. Squeeze
15. Mix
16. Poach
17. Open
18. Cook
19. pound