Writing as a Process · B3 English Language

Lesson notes

Learning Objectives

Indicator: B3.4.9.1.1 - Select a topic on familiar themes (e.g. Myself), brainstorm and organise before writing

By the end of the lesson, learners can:

Select a familiar topic for writing from a list of options such as My School, My Family, or Myself.
Brainstorm ideas related to the chosen topic and share them verbally with a partner or group.
Group and organise brainstormed ideas into simple categories (for example, things I like, things I do, people in my family).
Arrange organised ideas in a logical sequence to prepare for writing in the next lesson.
Work collaboratively in groups to discuss and select the best ideas for their chosen topic.

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Curriculum details

Strand: Writing (Strand 4)
Sub-strand: Writing as a Process (4.9)
Content standard: B3.4.9.1 - Apply the skills and strategies for idea generation, selection, development, organization and revision in writing
Indicator: B3.4.9.1.1 - Select a topic on familiar themes (e.g. Myself), brainstorm and organise before writing
Suggested placement: Term 3, Week 1 (Week 25 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

exemplars - p.92
Curriculum reference: English Language Curriculum (Basic 1-3), 2019, p. 92
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

Take learners through the writing process: Pre-writing stage
- Consider composition writing as a process. That is, it should be done in stages.
- Take learners through stages such as preparation, writing, editing and publishing.
- Assist learners to prepare for writing by discussing the topic to write on,
e.g. My school.
- In groups, let learners discuss their ideas.
- Use learner strategies such as brainstorming to help learners generate ideas appropriate to the topic. The document sets the first line above at the indicator's own left margin rather than indented with the exemplars, so it reads as part of the indicator on the page; it is an instruction to the teacher and is transcribed as the first exemplar.