Curriculum Portfolio

Course Description

 This course helps students master the basics of writing paragraphs and writing target structures accurately. 

Course Emphasis

• Timed Writing - 30%
• Drafted Writing - 30%
• Grammar - 40%

Course Books and Materials

• Great Writing 2: Great Paragraphs, 5th edition, ISBN: 978-0357020838

Course Learning Outcomes

1. Writes level appropriate* drafted and timed text.
   1. Writes groups of sentences.
   2. Connects sentences with similar meaning or purpose
   3. Formulates yes/no questions.
   4. Formulates wh- questions.
2. Produces target structures accurately.
   1. Uses subject, verb object statement structure.
   2. Demonstrates subject/verb agreement in controlled contexts.
      
   3. Uses a variety of regular and irregular verbs
   4. Uses capitalization correctly.
   5. Uses punctuation correctly.
   6. Uses basic syntax correctly.
3. Incorporates high frequency general vocabulary in writing.
   1. Recombines learned vocabulary into memorized phrases and structures.
   2. Spells high frequency general vocabulary correctly.

*Level-appropriate text type information is found on the Level Descriptors page.

Assessments and Learning Experiences

Grammar

1. Projects. Projects are a great way to get the students excited about using grammar in real-life situations. They are also useful tools in assessing students’ learning. Similar to presentations, projects can be assigned both a Learning Experience and a Proficiency grade. Teachers should allow class time for students to work on projects and that time should count as a Learning Experience grade. There can be writing and/or speaking components to every project. Click to read more about how to assign projects for grammar classes.


2. Ten Perfect Sentences. Students write a list of ten sentences that is marked for errors and revised until it is error-free.


3. Timed Writing. Students write under time constraints.

Writing

1. Chapter/Unit Assessments. Students demonstrate proficiency in using the sentence patterns they have learned.


2. Drafted Paragraphs. Students revise their writing and respond to feedback.


3. Fluency Writing. Students write to promote fluency.


4. Typing practice. Students build typing skills through practice. 


5. WOOP Writing. Wish Outcome Obstacle Plan (WOOP) is a goal-setting method that uses Mental Contrasting with Implementation Intention (MCII). Writing teachers guide students to make several language learning goals throughout the semester while practicing fluency, brainstorming, main idea identification, and summarizing skills. 

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