Coherence and Cohesion Lesson Plan
Level/Stream/Class:
Lesson No.: Unit/Topic: Lesson Duration: Lesson Objectives: |
Secondary 2 Express
2 Academic Writing- Coherence and Cohesion 90 Minutes By the end of the lesson, students should be able to: 1) Generate logical and reasoned arguments revolving around a given question from the expository writing type 2) Organize their ideas systematically using an online mind mapping tool 3) Draw links between each individual idea making use of online outlining tools |
Duration
Introduction + Warm-Up Activity (10 Minutes)
Main Activity- Part 1 (30 Minutes) Main Activity- Part 2 (40 Minutes) Lesson Closure (10 Minutes) |
Content/Activity
- Teacher to revise essay question as introduced from Lesson 1
- Teacher elicits responses from students about what they can recall and briefly recaps on the requirements of an expository writing from Lesson 1 - Teacher to inform students of the lesson objectives: 1. To generate logical and reasoned arguments for substantiating their claims specific to the expository writing and question provided 2. To learn how to organise these ideas and link them up for structural flow - Teacher elicits responses from pupils as to how Information Communication Technology (ICT) can be used to help them generate and organise ideas for their writing - Teacher introduces software to be used for generation of ideas: http://freemind.sourceforge.net/wiki/index.php/Download#Download - Teacher explains how to use the software to create a word splash/generation of ideas revolving around the essay question and their arguments -Students experiment and start to utilize the tools in creating a simple mind map with all of their arguments noted down. (At this point, the arguments need not be organised systematically) - Teacher to walk around to observe pupils as they explore the mapping tools - Students work on the essay with the aid of the outlining tool: http://www.readwritethink.org/files/resources/interactives/essaymap/ OR http://essayoutliner.jonathanwthomas.net/ -Teacher guides students and models how to structure their essays with an example. (At this stage, some students may find that some of their ideas do not link up and can be deleted) -Introduce list of commonly used cohesive devices (Appendix) that can help to link ideas/paragraphs smoothly - Students are to think of one learning point and share with the class -Teacher randomly chooses a few pupils to share their takeaways from the lesson -Teacher summarizes what they have learned from the day: Emphasize upon the importance of using cohesive devices to enhance the structural flow of the essay -Teacher briefs students on the take away activity: Finish organizing the flow of the essay as a take-home activity, making sure that the links are made clear between each point |
Objective
- As a form of recap and to ensure that students are in the loop of the lesson focus
- To tap on students' prior knowledge from the previous lesson and as a form of informal assessment to check for understanding -To set the context of the lesson - To identify pupils' shared context on the knowledge of ICT and encourage students to participate in class discussions - To expose students to the mind mapping tools online - To teach students how to use the tools provided to stimulate their generation of ideas - To familiarize with the online mind mapping tool and to draw links between each idea in the mind map - To provide help to students when needed and ensure that pupils are on task -To ensure that students write with a systematic flow by organizing and linking up their ideas in an orderly fashion -To provide additional help to students -This is done as an informal summative assessment -To ensure individual accountability -To highlight the learning points of the lesson -To ensure that students are aware of the requirements of the task and as a form of summative assessment |
Resources
Worksheet with essay question and brief guidelines
Internet Tools |
Lesson Plan Checked by:
Date:
Date:
Appendix
Cohesion: linking words and phrases (retrieved from: http://library.bcu.ac.uk/learner/writingguides/1.33.htm )
You can use words or short phrases which help to guide your reader through your writing, and to link sentences, paragraphs and sections both forwards and backwards. Good use will make what you have written easy to follow; bad use might mean your style is disjointed, probably with too many short sentences, and consequently difficult to follow. Your mark could be affected either way.
The best way to "get a feel" for these words are through your reading. Most textbooks and articles are well-written and will probably include a lot of these cohesive devices. Note how they are used and try to emulate what you have read. Do make sure though that you fully understand their meaning: incorrect use could change completely what you're trying to say. Try to use a variety of expressions, particularly in longer pieces of writing.
Don't forget "AND"! Two short sentences are often best connected together with this little word.
There follows a list of words and phrases that can be used. The list is not exhaustive, and BE CAREFUL: although grouped together, none is totally synonymous. Their position in the sentence can also vary; this is where your reading and dictionary come in.
Cohesion: linking words and phrases (retrieved from: http://library.bcu.ac.uk/learner/writingguides/1.33.htm )
You can use words or short phrases which help to guide your reader through your writing, and to link sentences, paragraphs and sections both forwards and backwards. Good use will make what you have written easy to follow; bad use might mean your style is disjointed, probably with too many short sentences, and consequently difficult to follow. Your mark could be affected either way.
The best way to "get a feel" for these words are through your reading. Most textbooks and articles are well-written and will probably include a lot of these cohesive devices. Note how they are used and try to emulate what you have read. Do make sure though that you fully understand their meaning: incorrect use could change completely what you're trying to say. Try to use a variety of expressions, particularly in longer pieces of writing.
Don't forget "AND"! Two short sentences are often best connected together with this little word.
There follows a list of words and phrases that can be used. The list is not exhaustive, and BE CAREFUL: although grouped together, none is totally synonymous. Their position in the sentence can also vary; this is where your reading and dictionary come in.
Here are just a few examples of some of the words in action:
REINFORCEMENT
Desktop computers are cheaper and more reliable than laptops; furthermore, they are more flexible.
RESULT/CONSEQUENCE
Prices fell by more than 20% last year. As a result, sales increased by 15%.
GENERALISING
On the whole, his speech was well received, despite some complaints from new members.
CONTRAST
The South East of the UK often has the coldest weather in the winter. Conversely, the North West of Scotland frequently has the mildest temperatures.
CONCESSION
It was a very expensive holiday, the weather was bad and the people weren’t very friendly. Nevertheless, we would probably go back to the same place.
REINFORCEMENT
Desktop computers are cheaper and more reliable than laptops; furthermore, they are more flexible.
RESULT/CONSEQUENCE
Prices fell by more than 20% last year. As a result, sales increased by 15%.
GENERALISING
On the whole, his speech was well received, despite some complaints from new members.
CONTRAST
The South East of the UK often has the coldest weather in the winter. Conversely, the North West of Scotland frequently has the mildest temperatures.
CONCESSION
It was a very expensive holiday, the weather was bad and the people weren’t very friendly. Nevertheless, we would probably go back to the same place.
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