Language Learning Support Section

Abstract

R & D Background

Purpose & Design

Action Plan

Findings & Analysis

Implications

Remarks

> Action Plan

The following action plan exemplifies the flow of an e-writing lesson based on Gagne's theory of instruction, similar to that of a traditional writing lesson but with the utilisation of purposefully selected e-resources. This in turn reminds us of the quote in the Curriculum Guide that e-learning and the traditional mode of learning complement, rather than replace, each other. With various e-resources being used at different stages of the writing process, the teacher was playing a key role in guiding students to use the e-resources on their own in a focused and appropriate manner. Also, what is worth mentioning is that in the sample e-lesson, students were asked to complete a piece of e-homework by constructing their own popplets before the writing lesson, extending the students' e-learning to out-of-the class lesson preparation.

Stages & Duration

Objectives

Steps

e-Tools Used

Pre-lesson stage: Brainstorming ideas about a theme at home

2-4 days before the lesson

Students are able to use Popplet to brainstorm ideas for the writing topic.

-	Before the lesson, students are asked to do some pre-study at home. They use Popplet to produce a simple mind-map.
-	Instruction
	- If your mum's birthday is coming, what will you buy for her?
	1.	What do you buy for your mum?
	2.	Did e-learning resources facilitate in-class peer learning and sharing?
	3.	How much is it?
	4.	What colour is it?

Screenshot: Pre-study

Popplet

Lead-in & pre-writing stage: Identifying the story structure and writing the beginning of the story

10 mins

(5 mins for sequencing the pictures + 5 mins for writing the beginning of the story)

Students are able to organise the ideas by sequencing the pictures.

-	Show 4 pictures of the story writing task.
-	Tell the students that a piece of writing can be divided into three parts: beginning, middle and ending
-	Ask students to re-arrange the pictures into a sensible sequence.
	Guiding questions:
	- Which picture can come first? - Why do the children go shopping? - What do they buy?
-	Ask students which picture(s) can go under each part.
-	Encourage students to write the story in paragraphs.
-	Instructions:
	- Look at picture 1. There is a cake in the picture. Do you know why? - If your mother's birthday is coming, what do you do? (free response)
	1.	What do you buy for your mum?
	2.	Did e-learning resources facilitate in-class peer learning and sharing?
	3.	How much is it?
	4.	What colour is it?

Screenshot: Sequencing

PowerPoint slides
Pictures saved in Google Classroom

Pre-writing stage : Writing the middle of the story

30 mins

Students are able to use Google slides to generate suitable dialogues for the story.

-	Instructions:
	- Look at pictures 2 and 3. There are two speech bubbles. If you are the characters, what will you say? - Yesterday, you came up with some ideas about what you would like to buy for your mum on her birthday by using Popplet. Share your ideas in pairs. - Pair work (with 1 iPad when working on Google slides)
	1.	You are going to work in pairs and write down the ideas in the assigned space on Google slides.
	2.	You now have 10 minutes to finish it.
-	Share the ideas in class. Ask students to act out the conversation in class.
Screenshot: Popplet sharing

-	Writing the middle of the story
	Instructions:
	- Now you know how to write dialogues in speech bubbles. - But when you write in the essay, you have to remember some format. (Teacher will use PowerPoint slides to teach the correct format of dialogue writing). - Now you have 10 minutes to write the middle of the story (2nd paragraph).
Screenshot: Giving instructions + Student writing + Dialogue sharing

PowerPoint slides
Google Slides
Popplet

Final application
Stage: Writing the end of the story and recording the dialogues

15 mins

Students are able to use Puppet Pals to record the dialogues with appropriate intonation.

-	Instructions:
	- What do you and your brother/sister want to buy at the end? - How does your mum feel? (free response) - Now you have 5 minutes to write the ending. (paragraph 3) - Work in pairs. - Share the writing and choose 1 piece that your pair likes. - Record your dialogues. Remember to read it with appropriate intonation.

Screenshot: Ending

PowerPoint slides
Puppet Pals

Celebration of achievements:
Sharing & peer evaluation

5 mins

Students are able to appreciate and evaluate their peers’ writing.

-	Instructions:
	Choose some pairs to AirPlay their dialogues in class and do some peer evaluation.

Puppet Pals