Table of Contents
Lesson Overview
Collaborative Writing Lesson Plan
- Level: Intermediate (B1-B2)
- Objectives:
- Students will improve their ability to write coherent texts by organizing ideas logically.
- Students will identify and use linking words to connect ideas in writing.
- Students will collaborate effectively in small groups to produce a well-structured narrative.
- Students will engage in the writing process: drafting, reviewing, editing, and producing a final draft.
- Materials:
- Pens or pencils
- Blank sheets of paper
- A short model story text
- Chart with linking word categories (addition, contrast, sequencing, summing up)
- Writing process checklists (for reviewing and editing)
- Duration: 80 – 90 minutes
Collaborative Writing Lesson Plan: Lesson Procedure
1. Introducing the Lesson (10 minutes)
Introduce the concept of linking words and their importance in creating logical flow in writing. Briefly explain that the lesson will focus on using linking words effectively and writing collaboratively to create a cohesive story.
Highlight the objectives of the lesson, emphasizing the importance of group collaboration and the writing process.
2. Activity A: Reading a Model Text and Comprehension (15 minutes)
Provide students with a short story (about 100-150 words) to serve as a model text that includes examples of linking words such as “however,” “firstly,” “in addition,” “therefore,” etc.
After reading, students answer a few comprehension questions to ensure understanding of the story. Example questions:
A Day at the Park
Yesterday, my friends and I decided to go to the park because the weather was beautiful, and we wanted to enjoy the sunshine.
First, we spread out a large blanket under a shady tree and had a delicious picnic with sandwiches, fruit, and lemonade. Afterward, we played some games like frisbee and soccer. However, just as we were about to start another game, it suddenly began to rain, so we quickly packed our things and ran to find shelter under a nearby pavilion.
While we waited for the rain to stop, we shared funny stories and laughed a lot. After about 20 minutes, the sky cleared, and the sun came out again. In addition to the games, we decided to take a walk around the park to enjoy the fresh air. We visited the small lake, where we saw ducks swimming happily, and even fed them some leftover bread. Then, we followed the winding path through the park, which led us to a beautiful garden filled with colorful flowers.
Finally, as the sun began to set and the sky turned orange, we realized it was time to head home. We packed up our things, took one last look at the peaceful park, and left feeling tired but very happy.
True/False Questions:
- We ate sandwiches and fruit during our picnic. (True)
- We didn’t find shelter when it started to rain. (False)
- We visited a garden with colorful flowers before heading home. (True)
3. Activity B: Identifying Linking Words and Categorizing (10 minutes)
- Identifying Linking Words:
In pairs, students re-read the model story and underline or highlight the linking words used. - Categorizing Linking Words:
Provide a chart with different categories for linking words: addition, contrast, sequencing, and summing up. As a class, work together to categorize the linking words from the model story into this chart.
Linking Words from the Story:
| Category | Linking Words |
|---|---|
| Addition | and, in addition to |
| Sequencing | first, afterward, after, then, finally |
| Contrast | however |
| Cause/Effect | because, so |
| Time | yesterday, after about 20 minutes, as, when, while |
Ask them to add more linking words in groups. When done, initiate a class correction.
4. Activity C: Writing Process (40 minutes)
Writing Practice
A. Exercise on Linking Words (10 minutes):
Students complete a worksheet with sentences that require them to insert appropriate linking words from different categories. This practice ensures they know how to use these words before writing.
Exercise: Fill in the Blanks with the Correct Linking Words
Instructions: Choose the correct linking word from the list below to fill in each blank. Use each linking word only once.
Linking Words: however, because, finally, after, in addition, then, first
A Day at the Museum
(1) (_____), we visited the museum to see the new art exhibit. We walked through the different galleries, (2) (_____), we stopped at the café for a snack. (3) (_____), we decided to explore the outdoor sculpture garden. It started to rain, (4) (_____) we had to leave earlier than planned. We didn’t mind leaving early (5) (_____) we had already seen most of the exhibit. (6) (_____), we went to a nearby bookstore to browse some books. (7) (_____), we went home, tired but satisfied with our day.
Answer Key:
- First
- Then
- After
- However
- Because
- In addition
- Finally
B. Gap-Filling Vocabulary Exercise (5 minutes):
Provide a list of words related to the topic they’ll write about. Students complete gap-fill sentences using this vocabulary, preparing them for the collaborative writing activity.
Gap-Fill Exercise: Vocabulary for Writing a Story
Instructions: Fill in the blanks with the correct words from the box below. Use each word only once.
Word Bank: startled, quickly, courtyard, crowd, stumbled, shocked, immediately, rushed, awkwardly, pavement
Story:
Suddenly, the teacher fell while walking in the (1)____. The students were (2)____ by what had happened and gathered around him. As he (3)____, his foot caught on a loose stone, and he landed (4) on the hard (5). One of the students (6)___ went to help, while others (7)___ to find a teacher or a nurse. A small (8)___ of students formed, all looking (9)___ at the scene. Luckily, the teacher wasn’t hurt badly, and he stood up (10)___, brushing the dust off his clothes.
Answer Key:
- courtyard
- startled
- stumbled
- awkwardly
- pavement
- immediately
- rushed
- crowd
- shocked
- quickly
Writing the Collaborative Story (30 minutes)
A. Assigning the Writing Topic:
Introduce the sentence that will serve as the starting point for each group’s story. Example: “Suddenly, the teacher fell while walking in the courtyard.”
B. Drafting the Story in Small Groups:
- Divide the class into groups of 5-6 students.
- Each student contributes one sentence to the story, making sure to build logically on the previous sentence and using appropriate linking words.
- This continues until the story is complete or time is up.
C. Reviewing Using a Checklist:
Provide a checklist that includes criteria such as:
- The logical flow of the story
- Relevancy of ideas
Group members should review the story together using the checklist.
D. Editing Using a Checklist:
Groups work on editing their story by checking for grammatical errors, improving sentence structure, and ensuring the story has a cohesive ending.
- Correct use of linking words
- Consistency in verb tense and narrative style
- Correct spelling
- The correct choice of words
- Correct punctuation.
Group members should work collaboratively to edit the story together using the checklist.
E. Writing the Final Draft and Reporting:
Groups write their final version of the story on a clean sheet of paper and assign a representative to present it to the class.
Closing(10 minutes)
Wrap up by having groups share their stories with the class. Discuss which stories had the best logical flow, use of linking words, or creative elements. Emphasize the importance of planning and linking ideas logically in both writing and everyday communication.
Homework
Students rewrite the story individually as homework, improving it based on feedback and applying any missed linking words. This final draft is to be submitted to the teacher for correction.
More on ideas about this type of Collaborative Writing Lesson Plan.
Conclusion
This collaborative writing lesson plan combines reading, vocabulary, grammar, and writing practice while promoting collaboration and peer review in the classroom.
