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Initially, I was rather apprehensive about teaching Exposition because I feel inadequate with writing argumentative essays. After a discussion with my CT, she suggested an activity which the whole level will be implementing – a food tasting session for the class.
For my case, it was actually a series of lessons conducted to teach one topic. This topic stretched across almost 2 weeks due to its experiential nature.
The students, a class of 40, were divided into 10 groups of 4. All the groups took turns to serve their “customers” over 2 days. On the day of serving, the “customers” observed the overall ambience, the attitude and service, as well as the taste and appeal of the food served and gave them their critiques.
In the next lesson, a question related to dining experience was given to them. The students related their real-life experiences as well as those on the food tasting days on a piece of mahjong paper in their own groups by taking a stand.
Following which, I explained that what they have done in their group work may consist of points which can be for or against the question asked before teaching them the structure of an expository essay. An example of an exposition essay was also given. The purpose is to let them have an idea of what an argumentative essay looks like.
The students then attempted to write a piece of individual essay on the given topic, same as that given during their group work.I like the way how students involved themselves actively before being taught the theories. This allowed the students to find joy in learning instead of just throwing the theories and exercises to them. This experiential learning journey helped the students to be immersed in the situation and made them think. Although the trigger activity was pretty long, it helped them to better understand the purpose of the activities given and how to go about writing the argumentative essay. The students will be taught this topic in more detail in Secondary 3.
For my case, it was actually a series of lessons conducted to teach one topic. This topic stretched across almost 2 weeks due to its experiential nature.
The students, a class of 40, were divided into 10 groups of 4. All the groups took turns to serve their “customers” over 2 days. On the day of serving, the “customers” observed the overall ambience, the attitude and service, as well as the taste and appeal of the food served and gave them their critiques.
In the next lesson, a question related to dining experience was given to them. The students related their real-life experiences as well as those on the food tasting days on a piece of mahjong paper in their own groups by taking a stand.
Following which, I explained that what they have done in their group work may consist of points which can be for or against the question asked before teaching them the structure of an expository essay. An example of an exposition essay was also given. The purpose is to let them have an idea of what an argumentative essay looks like.
The students then attempted to write a piece of individual essay on the given topic, same as that given during their group work.I like the way how students involved themselves actively before being taught the theories. This allowed the students to find joy in learning instead of just throwing the theories and exercises to them. This experiential learning journey helped the students to be immersed in the situation and made them think. Although the trigger activity was pretty long, it helped them to better understand the purpose of the activities given and how to go about writing the argumentative essay. The students will be taught this topic in more detail in Secondary 3.
This is the most interesting lesson I've come across.
ReplyDeleteIt involves the students in a fun manner, as well as provides a real world context for them to based their writing on.
--Angeline Ng
Yes, I like this hands-on session. I taught Exposition writing through a class debate and showed them videos and newspaper articles to supplement their arguments for the debate. Class enjoyed it especially when I gave out prizes to best debater
ReplyDeleteSimilarly to Angeline, I really like this lesson! It's not your conventional argumentative lesson, and it also allows students to use their five senses, instead of the usual one/two dimensional lesson using the brain and the eyes.
ReplyDeleteTwo thumbs up for this lesson!
i like the activities! it's great when you have colleagues and HOD who are supportive. i think this is a form of authentic learning which the students will remember for life.
ReplyDelete-hui min
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ReplyDeleteThis is a rather interesting pre-writing activity for students to work on. I know for sure that students who cannot sit still would appreciate such a lesson. Singaporeans love food, and many of us eat out frequently. Through this activity, students can thus rely on their personal experiences to help them come up with a list regarding what defines an excellent or memorable dining experience.
ReplyDelete- Francis