Lesson VOS1: Planning phase of writing

• Engels
• Middelbare school
• havo
• Leerjaar 4

Checking in - What staple of New Year do you feel like most?

Goals

At the end of this lesson you have brainstormed about an upcoming writing task and you have decided

1. why you are writing

2. who you are writing for

3. you have developed some ideas and outlines for your task 

Hour 1

• Check in (5 min)
• Goals and planning
• Looking Back (5 min) - Task 1
• School newspaper assignment - Kleurweek
• Lets take a look at examples for succes - Task 2
• What is Brainstorming - Theory
• Are you ready (hinge question)? - Task 3
• Practice round - or real brainstorm - Task 3/4
• Short break

Hour 2

• Brainstorm for real or research - Task 4 / finished
• Peer feedback - Task 5
• Use feedback - Task 6
• Lets wrap it up and looking forward - Task 7
• The end

Turn and talk

1. How does New year celebration differ between the Netherlands and the UK? 
2. What do you remember from the article on Dutch New Year?
3. How was New Year in the Uk affected this last year?

As a group 

• One of 2 assignments which you will find on your desk .
• Groups White andYellow: news item either about: the positives or negatives of fireworks
• Group purple: Write an opinion piece on why fireworks should or should not be banned in the Haarlemmermeer. 
  
  Today first brainstorm

2 examples

What: What do you feel is the best brainstorm session and why?

Why: Introduction into brainstorming

How: Look at two clips and take notes.

Time: 2 clips
Help: You can compare with your group afterwards

Outcome: Discussed right away and idea about brainstorming

Finished: You can't be

Task 2

What is/Why  brainstorming?

• First of all: Take notes!
• Creative  thinking technique to come up with new ideas to     solve problems - (in this case how to start writing well)
• Generate as many ideas and thoughts as you can
• Encourages creativity
• Collaborating
•  Different perspectives and ideas

How do you Brainstorm?

Also see Task 3

1. Assign a 'leader'  
2. Context and understanding
3. Define objective: In our case why and who we are writing and what ideas do we already have
4. Time limit
5. Technique: Our case post-its so everyone can think. 1 colour for each objective. 
6. Ground Rules: Only write/talk about the 3 goals, listen to each other and let each other finish. You can react but play nice.
7. Capture all ideas: Through post-its but who writes down overview/plan of action?
8. Discuss and come to final ideas: Does everyone feel heard?
9. Turn into action: Probably not today but a plan of action

A: Assign a facilitator: Who is going to make sure everyone contributes?

B: Establish context and understanding: Have you read and understood the text above? Now is the time for clarification.

C: Define the objective: Decide why we are writing, who for, and what ideas you have.

D: Set a time limit: 15 minutes (5+10)

E: decide on the brainstorming technique (How): Just an example; Everyone take 3 colours post its (Yellow=why, Orange = Who, Blue = Ideas). Write down and post your ideas in the 3 boxes on the A3. Then discuss.

F: set ground rules for focus and speaking: Only write/talk about the 3 goals, listen to each other and let each other finish. You can react but play nice.

G: capture all ideas: Because you post sticky notes this will automatically happen. Who is going to write down what comes up later?

H: discuss and vote on ideas: Come to a group answer and make sure everyone feeIs heard

Hinge question: Before we move on to working guided or independently, can you explain in your own words the key ideas we discussed for effective brainstorming? - as a group

Task 3 - need some extra help

Lets do a run through of a similar assignment and see if we can Brainstorm together. 

In the end the two streams will go together again.

Task 4 - You are doing great

Go straight on with the brainstorm for task 4. On you table there is a form assigned to your colour that you got at the door.

Quick! What did we just do?

Task 4

It is time for your actual brainstorm

Finished see right.

Task 4: 

Including I. Put your brainstorm into action! 

Peer-feedback (task 5)

What: You are giving and receiving peer-feedback

Why: Useful source for ideas and constructive criticism

How: See Task 5 - Lets break up and reconnect

Help: Use Matrix for feedback

Time: 2x 4 minutes

Outcome: Task 6 - shared with table and incorporated

Finished: No way

Task 6 - Use feedback

What: Use feedback

Why: To use what you learned from feedback

How: Take your notes and compare/discuss to your groupmembers. What are you changing?

Help: Each other, me

Time: 8 minutes

Outcome: Uses in next lessons research and planning

Finished: See extra step task 4

Task 7 - The exit ticket

Have we met our goals? Answer with: Completely – Mostly – only Partially – Not at all

Our goals were: At the end of this lesson you have brainstormed about an upcoming writing task and you can describe

1. why you are writing.

2. who you are writing for.

3. you have developed some ideas and outlines for your task.

Step 2: Fill in exit ticket

What's next (lesson)?

We will continue our writing  journey for the school newspaper with:

1. More brainstorming if needed
2. doing research on the subject
3. Make an outline for your article