WRITING PROBLEM AND SOLUTION PARAGRAPH TRHOUGH INTERACTIVE

WRITING PROCESS APPROACH

LESSON PLAN

Course : Writing

Grade : 12th

Number of class : 1

Teacher : Sandi Ferdiansyah

School : Islamic High school of Banyuwangi, Indonesia

Time allotment : 2 x 45 minutes

Course Description : Genre based writing course provides a series of writing activities that

focus on making a good impression with academic writing. Further,

through this course, the students are trained to develop their writing

skill ranging from various types of paragraph that have been taught in

the previous semester to essay writing more accurately and

comprehensively.

Course Objectives : 1. the students will be able to develop their academic writing skill

ranging from simple paragraph to complex essay writing

2. the students will be aware of lexico-grammatical resources as the

basis for building and developing student’s writing skill

Teaching and learning media: White board, worksheet and LCD

Activities : activities throughout the course include brief lectures, presentation,

and discussion of assigned topics, practice, and project.

a. Blog project: the students are assigned to create a blog where they

can post their writing tasks and create interaction amongst students

for the sake of peer evaluation

A. Materials: The topics of the course include the types of paragraphs and essay writing

B. Contents

Meeting Topics

#6 Unit 5 Argumentative writing 2: Problem and Solution paragraph

C. Teaching strategies:

Process writing approach

Cooperative learning

D. Teaching activities

Steps Lecturer’s activity Students’ activity Time

allotment

Teaching

media

(1) (2) (3) (4) (5)

Pre

activity

1. Greeting

2. Introduction

3. Checking the student’s

presence

4. Motivating the students to

keep practicing their English

Paying attention and

giving response

10 minutes -

-

-

Steps Lecturer’s activity Students’ activity Time

allotment

Teaching

media

(1) (2) (3) (4) (5)

Warming-

up activity

5. Guiding the students towards

the material discussed:

a. asking the students to

observe the picture

b. comparing the students’

opinions with others

c. Giving the feedback and

providing the examples

d. Asking two students

(voluntarily) to join a

guessing game

- Observing the

picture

- Giving opinion

- Paying attention

- Joining the game

-

2 minutes

3 minutes

2 minutes

6 minutes

Pre-

writing

Drafting

6. Exploring the principles of the

course contents:

a. Asking the students to

make a group (4 students

in a group)

b. Distributing a text and

worksheet for the students

to discuss

The topic

The content

The linguistic

features

Cohesive device

c. Asking the students to

present the result of the

discussion

d. Giving appreciation and

feedback

7. Starting to write:

a. Asking the students to

make a pair group

b. Asking each pair to select

a topic

c. Distributing a mind

mapping worksheet

d. Encouraging the students

to generate their ideas to

write a problem and

solution paragraphs based

on the mind-map

Making a group

Discussing the task

with the group

Presenting the result

of the discussion

Paying attention

Making a pair group

Choosing a topic

Receiving the

worksheet

Starting to make a

writing draft

2 minutes

8 minutes

4 minutes

3 minutes

2 minutes

2 minute

2 minute

13 minutes

white board

worksheet 1

Worksheet

2

LCD

Problem

and

solutions

Worksheet

3

Worksheet

4

Steps Lecturer’s activity Students’ activity Time

allotment

Teaching

media

(1) (2) (3) (4) (5)

Revising

Rewriting

8. Reviewing through peer

review:

a. Asking the students to

give their writing draft to

the other pairs

b. Distributing the peer-

review worksheet

c. Asking the students to do

peer-review based on the

worksheet

9. Finishing and polishing the

writing

a. Asking students to rewrite

the paragraph based on the

revision by the other pair

b. Asking students to polish

the writing on its writing

element such as mechanics

and spelling

c. Asking them to submit the

writing

Giving the writing

to other pairs

Receiving the

worksheet

Revising (if any) the

other pair’s work

Writing the

paragraph

Polishing the writing

Submitting the work

1 minute

1 minute

10 minutes

15 minutes

3 minutes

1 minute

Worksheet

5

Worksheet

6

Closing

10. closing the meetings

a. giving some conclusions

of the materials

b. asking questions to check

the students’

understanding

c. requiring the students to

post their writing in their

own blog

d. leave-taking

Paying attention and

responding

2 minutes

1 minute

1 minute

1 minute

E. Evaluation:

1. An instrument of scoring the students’ writing

F. Reference:

Swales, J.M. and Feak, C.B. 2001. Academic Writing for Graduate Students: Essential

Tasks and Skills. University of Michigan: University of Michigan Press.

Zemach, D. E. and Rumisek, L. A.2005. Academic Writing: from Paragraph to Essay.

McMillan: McMillan Publishers Ltd.

Other related materials

WORKSHEET #1

MODEL OF TEXT (MOT)

2014 / 2015

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Read the following text carefully!

Extracted from: Zemach, D. E. and Rumisek, L. A (2005)

WORKSHEET #2

STRUCTURE IDENTIFICATION

2014 / 2015

Name : ........................................... Text type : ..........................................

Date : ........................................... Time allotment : 4 minutes

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Read the text and answer the following questions!

1. What is the topic of the passage?

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2. What is the text about?

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3. What kinds of verb are used? Give 3 examples each!

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4. What kinds of tense are used? Give 2 examples each!

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5. What transitional signals are used? Give two examples!

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WORKSHEET #3

MIND – MAPPING

ROBLEM AND SOLUTION

TITLE: _______________________________________________

PROBLEM: SOLUTIONS:

CONCLUSION:

3

2

1

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WORKSHEET #4

WRITING DRAFT

2014 / 2015

Name : ........................................... Text type : .....................................

Date : ........................................... Time allotment : 13 minutes

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Instructions:

1. Write a draft of problem and solution paragraph. You may choose overcrowded

classroom, watching TV for children, or beach reclamation as the topic of your writing.

2. Begin your paragraph with a topic sentence, a clear supporting sentences and

concluding sentence. Organize the steps in order by using an appropriate transitional

signal

3. Write your writing in the space provided.

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WORKSHEET #5

PEER ASSESSMENT (READER’S RESPONSE)

2014 / 2015

Name : ........................................... Text type : .....................................

Date : ........................................... Time allotment : 10 minutes

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1. Is the problem explained in the paragraph interesting? (yes / no)

Write a comment about a part that is especially interesting to you

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2. Do you understand the solution? (yes / no)

Circle or underline any part that you do not understand, and write a comment on it!

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3. Copy the topic sentence here and circle the words that tell you that this is a problem

paragraph!

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4. Copy the topic sentence here and circle the words that tell you that this is a problem

paragraph!

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5. Would you like more information about the problem or solution? ............. (yes / no)

If your answer is yes, write down what would you like to know more about!

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WORKSHEET #6

WRITING TASK 5 (POST-WRITING)

2014 / 2015

Name : ........................................... Text type : .....................................

Date : ........................................... Time allotment : 15 minutes

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Instructions:

1. Rewrite your problem and solution paragraph in approximately 150 words.

2. Begin your paragraph with a topic sentence, a clear supporting sentences and

concluding sentence. Organize the steps in order by using an appropriate transitional

signal

3. Write your writing in the space provided.

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Table of scoring rubrics of writing from Anderson (2003:92)

Criteria/ description of rating Score

Ideas and development

Extensive development of topic, strong support of main idea with details

Good development of topic, many supporting details

Adequate development of topic, listing of details

Weak development of prompt; fewer or no details

4

3

2

1

Organization

Completely organized, smooth flow with strong sequence (fulfilling the

structure of descriptive writing, identification and description)

Fairly well organized, flow and sequence evident (fairly fulfilling the

structure of descriptive writing, identification and description)

Sparsely organized, lack of sequence (weakly fulfilling the structure of

descriptive writing, identification and description)

Not organized (poorly fulfilling the structure of descriptive writing,

identification and description)

4

3

2

1

Vocabulary (lexical and functional vocabularies)

Vivid and imaginative word choice, appropriate use of vocabulary

Good word choice, meaning is clear

Fair word choice; simple words

Poor or inappropriate word choice

4

3

2

1

Sentence structure

Excellent, no errors and a variety of lengths

Adequate, few errors and some variety of lengths

Fair, choppy with no variety

Poor, many errors

4

3

2

1

Capitalization and punctuation

Error free

Very few errors (1-5)

Some errors (6-10)

Many errors (over 10)

4

3

2

1

Spelling

Error free

Very few errors (1-5)

Some errors (6-10)

Many errors (over 10)

4

3

2

1

BIODATA

Sandi Ferdiansyah currently teaches at the University of 17 Agustus 1945 Banyuwangi, East

Java-Inodnesia. He also serves as an English teacher at Islamic Senior High School in the same

region. He earned his Master of Education at the university of Islam Malang, Indonesia, in

2012. He has served as a teacher of English for nearly 5 years. He has so far been interested in

the following academic interests such as developing innovation in teaching writing, applicable

ICT for classroom use, and assessment.