Workshop writing 1

• Engels
• Middelbare school
• vwo
• Leerjaar 4

Goals today: 13th Sept  

You have refreshed the aims and builiding blocks of CLIL 

You are aware of the importance of 5 focused activities for writing output 

You have developed activities that you can use in your lessons that support writing output 

You know where to find digital support materials and access CLIL coaching 

CLIL: Content Language Integrated Learning​

It is NOT teaching in English, but teaching THROUGH English.​

 

David Marsh (1994): "CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content and the simultaneous learning of a foreign language.“​

So it is not a translation of your subject in English

Planning for CLIL / Plan for content 

Plan less per lesson when CLIL is new. ​

Feel comfortable with the content yourself. ​

Find and adapt authentic resources. ​

Use multi-modal input – working with the same information in different ways.​

Build on what learners know. Link to other subjects.​

Plan for language 

Know what vocabulary is needed for the content you’re teaching. ​

Understand your learners’ language needs. ​

Plan hands-on and problem-based activities that involve communication​

writing in your classroom.
What do you think of?

CLIL wheel for planning 

What focus on writing is not...

1. Not writing paragraphs and essays 

2. Not extra correction and marking for the teacher 

3. Not extra time that is taken away from instruction & content 

4. Not something that is done instead of other skills 

Advantages 

"When embedded in the content of the curriculum, writing is a powerful teaching tool"  

Judith Hochmann & Natalie Wexler TWR 

Focus on sentences ...

Sentence work can only be done after the content has been delivered as you are checking for understanding, but using sentence work to do that. 

Advantages 

"When embedded in the content of the curriculum, writing is a powerful teaching tool"  

Judith Hochmann & Natalie Wexler TWR 

What is the question?
The answer is "abolitionists"

Questions to the answer  #1

1. Think of content you have recently taught. 

2. Think of subject terminology that you want your students to understand.

3. Make questions for your answers. Make the questions as detailed as you want your students to produce.

4. Check for understanding by asking the students to write a question for your word/phrase/information. 

Conjunctions basic #2 

Because: for the reason that 

But: contrasting what has been previously stated 

So: cause and its effect 

Conjunctions basic  #2

Practising conjunction activities. Start with basic conjunctions: 

1. Check first that the students have enough content knowledge to complete the activity. 

2. This activity asks the student to think critically and deeply about the content they are studying. 

3. New vocabulary and spelling can be embedded into the stems. 

Conjunctions basic #2

Complete the sentence stems:

George Gershwin is considered a musical genius because ______

George Gershwin is considered a musical genius, but ___________

George Gershwin is considered a musical genius, so ____________

Make, for recent content that you want to check understanding, 3 sentence stems to be completed by your students. Think of/write down the answers you want them to produce.  

Conjunctions advanced  #3

1. before                                                                    6. although 

2. after                                                                       7. since 

3. if                                                                               8. while 

4. when                                                                      9. unless

5 even though                                                       10. whenever 

... and many more

Most students do not use subordinating conjunctions in their spoken language or hear them in their daily lives. Subordinating conjunctions are a feature of academic language. 

Conjunctions advanced  #3

There is a difference between asking a student to answer this question: 

Why was the Industrial Revolution important? 

Or asking them to complete these stems: 

Although the Industrial Revolution was important,______________

Before the Industrial Revolution, ________________________________

Most students do not use subordinating conjunctions in their spoken language or hear them in their daily lives. Subordinating conjunctions are a feature of academic language. 

Conjunctions advanced  #3

Think of a topic that you have recently taught, and create three sentence stems, starting with subordinating conjunctions, that check the understanding that you want the students to show. 

Most students do not use subordinating conjunctions in their spoken language or hear them in their daily lives. Subordinating conjunctions are a feature of academic language. 

Appositives #4 

An appositive is a second noun, phrase or clause that is placed beside another noun to explain it more fully(they do not contain a verb). 

New York City, the largest city in the United States, is a major tourist attraction. 

New York City is a major tourist attraction. 

Appositive = defines or describes a person, place or thing. 

Appositives #4

Level 1:  match the appositives to the nouns. Give 5 nouns and their appositives. 

Level 2: give a sentence and ask the students to add the appositive e.g Natural selection,__________________ , resulting in species with favourable traits. 

Level 3: give an appositive - such as a renewable resource - and ask students to write a sentence that includes it. 

Level 4: ask the students to include an appositive in their answer. 

Appositives #4

Level 1:  match the appositives to the nouns. Give 5 nouns and their appositives. 

Level 2: give a sentence and ask the students to add the appositive e.g Natural selection,__________________ , resulting in species with favourable traits. 

Level 3: give an appositive - such as a renewable resource - and ask students to write a sentence that includes it. 

Level 4: ask the students to include an appositive in their answer. 

Kernel sentence #5

A kernel sentence shows a complete thought and is not a command. You develop a kernel sentence to check understanding of the content you have already taught.

You use these question words to expand your kernel sentence. The question words are used in this order: 

Who? What? When? Where? Why? How?  (not all need to be used) 

Sentence expansion #5 Pyramids

Directions: Expand the following sentence using question words. 

Pyramids were built. 

When: ....................................................................

Where:...................................................................

Why:......................................................................

Expanded sentence: 

_____________________________________________________________________________________________________________________________________________________________

ancient times /2550 - 2490 BC

Egypt

protected body of  deceased pharaoh 

In ancient times/between 2550 and 2490 BC , pyramids were built in Egypt to protect the body of the deceased pharaoh 

Tell the students to start with "when". 

Sentence expansion #5 Animal Farm

Directions: Expand the following sentence using question words. 

He called a meeting 

Who: ....................................................................

Where:...................................................................

When:......................................................................

Why: .......................................................................

Expanded sentence: 

_____________________________________________________________________________________________________________________________________________________________

Old Major 

Manor Farm 

3 days before he died 

Three days before he died, Old Major called a meeting at Manor Farm to encourage the animals to revolt. 

to encourage animals ->  revolt

Tell the students to start with "when". 

Sentence expansion #5

Directions: Expand the following sentence using question words. 

Kernel sentence __________________________

Who: ....................................................................

Where:...................................................................

When:.....................................................................

Why: .......................................................................

Expanded sentence: 

_______________________________________________________________________________

Work backwards from the information that you expect the students to be able to produce. Then consider which question words you will give your students. 

CLIL coaching 

CLIL coaches at school: Priscilla Kauling & Ruth Nusser 

• pre-chat establishes where you would like support 
• lesson observation 
• Post-chat further support & reflection 

CLIL digital materials  

1. Digiplein 

2. Bestanden 

3. Onderwijs algemeen 

4. CLIL 

5. Classroom vocabulary/ workshop presentations/AWL wordlists/support materials