LIT 102 Podcast

Mearline

LIT 1O2 Podcast

Podcast, LIT 102 Assignment

Video by Marla Theodore

Prewriting

The cycle ended with publish on the 30th November 2016 and the next set of students began the  cycle.  They did pre writing in a new genre of writing.  The introduction to the lesson did gain  my attention, really loved this part. The student who taught the lesson I noticed would be an excellent teacher, she had the right attitude and energy that made the lesson come to live.  Great Job 🙌

The other groups members taught we that we can use pre-writing strategy to help us with the selection and the development a topic:

 • Make lists of ideas on a topic 

• Read and take notes on a topic 

• Make a cluster 

• Ask questions about a topic

• Discuss ideas about a topic with others and take notes 

• Make an outline of your paper
Using the compartments of the train for the "Five W" when students are brainstorming was wonderful, the boys in any classroom would love this.

Excellent work

This process is useful when writing a persuasive piece.

Janelle Melchor

Prewriting

30/11/16
Reflection:5

Key features of the Prewriting stage

1. Students should write on a topic based on their experiences.

2. Engage them in rehearse activities before writing.

3. Identify the audience for whom they will write.

4. Identify the purpose of the writing activity.

5. Choose an appropriate genre or form of their compositions based on audience and purpose.

The review of the pre-writing stage was very interesting in the last class mini lesson. I like the teaching aid that was used to engage the students in the writing process. The introduction was very gaining attention for the students, this gave a feeling of anticipation for the students. The use of the five "W" was a very neat idea for teaching the students to find out ideas for the topic or brainstorm. I love this aid because it will help the students to understand the pre-writing stage. I have try this in my writing and I feel it very good for students to use.

Mearline Hippolyte

After the expository writing we were researching interactive ways to teach this lesson. We came across this video we believe would be very appropriate for the primary grades.

In this session the lecturer modeled the correct way to teaching a lesson.  She engaged us in the writing process, by first brainstorming ideas.  Then she used the writing traits of revising, editing and finally publishing.

On Wednesday 16th November the lecturer decided to teach us an effective way to introducing narrative writing to our students.  Two of my colleagues were given the opportunity to read a narrative piece called "It's Mine."  A story wheel was drawn on the board by the lecturer and we were instructed to copy in our books, then to complete it based on the narrative piece we listened to.

We were placed into groups where we were to create a piece of narrative writing based on a sentence. When we were given the chance to share our narrative pieces so many different ideas were portrayed.  This lesson really realize where my past teachers failed me and I should use this occasion as a newly trained teacher to do a better job, in the creation of good writers.  With the development of the character we could use one of the following:-

In a unisex school of boys, this will make the lesson very exciting.

The word dialogue is the same as Speech

To help improve this session we should be allotted more time when creating our pieces.
Janelle Melchor

Hey guys exams is approaching. Wishing every one the best. Study and do your best.






                                       Marla, Merline, Melchor.

Prewriting



         On December 1st, 2016 my group taught prewriting for a narrative essay to students. We first showed the students a video about  what we wanted the video to be then we guided them into selecting a topic. Different persons had specific parts which was done fairly well. However we could have done much better we were so focused on time that we ignored introducing the students to story elements and focused solely on prewriting. At the end of the lesson I realised that we could have selected some thing that the students were a little more familiar with like a bus ride. My group members and I worked together as a team to complete the presentation.
         I was very much proud of the way I presented. I ensured that I modelled to the students what was expected. I tried my best to not look at the paper I had in my hand. I praised the students when I thought needed. I am especially proud of my self because I get scared when I have to present and always say what is directly on my paper.



                                                                                                                                 Marla Theodore