Module 6 Esp

Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.:IM-ELECTIVE 1-1ST SEM-2020-2021
College Teacher Education

Bayombong Campus
DEGREE BSED COURSE NO. ELECTIVE 1

PROGRAM
SPECIALIZATION ENGLISH COURSE TITLE ENGLISH FOR SPECIFIC PURPOSES
YEAR LEVEL 1 TIME FRAME 9 WK 13-18 IM 06
hrs NO. NO.
I. CHAPTER TITLE
Teaching ESP to Junior High School Students
II. LESSON TITLE

Narrative Writing
III. LESSON OVERVIEW
Writing is a crucial skill that will benefit the rest of the students’ lives. Introducing and practicing
writing with attractive activities in schools, could increase students’ confidence and they will fall in
love with writing in a long run. Immediately, writing skills are vital for lower primary students to
continue learning in all academic areas, communication and self-expression.
Writing exercises in schools promote the improvement of penmanship as well as overall academic
development through troubleshooting and critical thinking. The writing process also is applicable
to other areas such as Mathematics and Sciences, where the learned traits of planning, research
and review is applied as well. General knowledge and vocabulary are also improved as a
subsequent effect.
Through journals and personal story writing, students can discover themselves and work
through their real-life problems. A study by the U.S. Department of Health and Human Services states
that writing can provide a therapeutic outlet to help students cope when they are facing hard time in
their life such as having problems with their parents or feeling sad.
Writing assists students with their social development. Writing connects the students to be in tune
with what happens in the world around them. Students need to consider the audience and
purpose in writing. This will help the students with their verbal communication at the same time.
Writing with friends’ feedback, makes students to learn among themselves.
As students’ progress through their school years, they will need to be both literate and computer
literate to succeed. While the two skills complement each other, some computer tools such as
spelling and grammar checks, can prevent them from developing their writing skills. As an
example, students who are not practicing their handwriting when they are writing with a keyboard. It
is also important for the students to know that they need to use their own knowledge, not by replacing
their knowledge with computers, because computers can make mistakes too.
Today, due to the evolution of information technology, writers are in demand to create digital media
content. A content writer is needed for digital marketing corporations. News websites, social media
marketing corporations and other related and non-related IT corporations need writers to help them
through writing for digital marketing channels such as brand quotes, advertisement, social media
posts, blogs etc.
In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be
reproduced for educational purposes only and not for commercial distribution.”
IM-ELECTIVE1-1STSEM-2020-2021
NVSU-FR-ICD-05-00 (081220) Page 1 of 5

Teaching writing in high school can be very difficult. Depending on what your common core is, you
may have to teach creative writing (a.k.a. fictional stories), persuasive writing, nonfiction writing,
poetry, descriptive writing, and personal narratives. It can seem hard, or even impossible, to teach
students so they don't just pass the test, but improve upon their own writing.
IV. DESIRED LEARNING OUTCOMES

After you read through the pages, it is expected that you are able to:
1. develop a plan on what and how to write a narrative.
2. develop creativity and artistry in writing narratives.
3. Draw a narrative structure using the story map.
V. LESSON CONTENT
A Step-by-Step Plan for Teaching Narrative Writing
“Those who tell the stories rule the world.” With a well-told story we can help a person see things
in an entirely new way. We can forge new relationships and strengthen the ones we already have. We
can change a law, inspire a movement, make people care fiercely about things they’d never given a
passing thought.
But when we study storytelling with our students, we forget all that. When students asked why we read
novels and stories, and why we wrote personal narratives and fiction, our defense is to say something
about the importance of having a shared body of knowledge, or about the enjoyment of losing yourself
in a book, or about the benefits of having writing skills in general.
Telling a captivating story is one of the things that makes human beings extraordinary. It’s how we
connect to each other. It’s something to celebrate, to study, to perfect. If we’re going to talk about how
to teach students to write stories, we should start by thinking about why we tell stories at all. If we can
pass that on to our students, then we will be going beyond a school assignment; we will be doing
something transcendent.
Now. How do we get them to write those stories? Let us share the process used for teaching narrative
writing. This process with high school students, but it would work with most age groups.
A NOTE ABOUT PROCESS: WRITE WITH YOUR STUDENTS
One of the most powerful techniques was to do students’ writing assignments with them. Teacher and
students would start their draft at the same time as they did, composing “live” on the classroom
projector, and doing a lot of thinking out loud so they could see all the decisions a writer has to make.
The most helpful parts for them to observe were the early drafting stage, where they just scratch out
whatever came in messy, run-on sentences, and the revision stage, where they crossed things out,
rearranged, and made tons of notes on writing. Doing this over and over again and witnessing that
process can really help to unlock a student’s understanding of how writing actually gets made.
STEP 1: SHOW STUDENTS THAT STORIES ARE EVERYWHERE
Getting our students to tell stories should be easy. They hear and tell stories all the time. But when
they actually have to put words on paper, they forget their storytelling abilities: They can’t think of a
topic. They omit relevant details, but go on and on about irrelevant ones. Their dialogue is bland. They
can’t figure out how to start. They can’t figure out how to end.

So the first step in getting good narrative writing from students is to help them see that they are
already telling stories every day. They gather at lockers to talk about that thing that happened over the
weekend. They sit at lunch and describe an argument they had with a sibling. Without even thinking
about it, they begin sentences with “This one time…” and launch into stories about their earlier
childhood experiences. Students are natural storytellers; learning how to do it well on paper is simply a
matter of studying good models, then imitating what those writers do.
So start off the unit by getting students to tell their stories. In journal quick-writes, think-pair-shares, or
by playing a game like Concentric Circles, prompt them to tell some of their own brief stories: A time
they were embarrassed. A time they lost something. A time they didn’t get to do something they really
wanted to do. By telling their own short anecdotes, they will grow more comfortable and confident in
their storytelling abilities. They will also be generating a list of topic ideas. And by listening to the
stories of their classmates, they will be adding onto that list and remembering more of their own
stories.
And remember to tell some of your own. Besides being a good way to bond with students,
sharing your stories will help them see more possibilities for the ones they can tell.
STEP 2: STUDY THE STRUCTURE OF A STORY
Now that students have a good library of their own personal stories pulled into short-term memory,
shift your focus to a more formal study of what a story looks like.
Use a diagram to show students a typical story arc like the one below. Then, using a simple story—fill
out the story arc with the components from that story. Once students have seen this story mapped out,
have them try it with another one, like a story you’ve read in class, a whole novel, or another short
video.

STEP 3: INTRODUCE THE ASSIGNMENT
Up to this point, students have been immersed in storytelling. Now give them specific instructions for
what they are going to do. Share your assignment rubric so they understand the criteria that will be
used to evaluate them; it should be ready and transparent right from the beginning of the unit. As
always, I recommend using a rubric for this.
STEP 4: READ MODELS
Once the parameters of the assignment have been explained, have students read at least one model
story, a mentor text that exemplifies the qualities you’re looking for. This should be a story on a topic
your students can kind of relate to, something they could see themselves writing.
They will be reading this model as writers, looking at how the author shaped the text for a purpose, so
that they can use those same strategies in their own writing. Have them look at your rubric and find
places in the model that illustrate the qualities listed in the rubric. Then have them complete a story arc
for the model so they can see the underlying structure.
Ideally, your students will have already read lots of different stories to look to as models. If that isn’t
the case, this list of narrative texts recommended by Cult of Pedagogy followers on Twitter would be a
good place to browse for titles that might be right for your students. Keep in mind that we have not
read most of these stories, so be sure to read them first before adopting them for classroom use.

STEP 5: STORY MAPPING
At this point, students will need to decide what they are going to write about. If they are stuck for a
topic, have them just pick something they can write about, even if it’s not the most captivating story in
the world. A skilled writer could tell a great story about deciding what to have for lunch. If they are
using the skills of narrative writing, the topic isn’t as important as the execution.
Have students complete a basic story arc for their chosen topic using a diagram like the one below.
This will help them make sure that they actually have a story to tell, with an identifiable problem, a
sequence of events that build to a climax, and some kind of resolution, where something is different by
the end. Again, if you are writing with your students, this would be an important step to model for them
with your own story-in-progress.

STEP 6: QUICK DRAFTS
Now, have students get their chosen story down on paper as quickly as possible: This could be
basically a long paragraph that would read almost like a summary, but it would contain all the major
parts of the story. Model this step with your own story, so they can see that you are not shooting for
perfection in any way. What you want is a working draft, a starting point, something to build on for
later, rather than a blank page (or screen) to stare at.
STEP 7: PLAN THE PACING
Now that the story has been born in raw form, students can begin to shape it. This would be a good
time for a lesson on pacing, where students look at how writers expand some moments to create
drama and shrink other moments so that the story doesn’t drag. Creating a diagram like the one below
forces a writer to decide how much space to devote to all of the events in the story.
Before students write a full draft, have them plan out the events in their story with a pacing diagram, a
visual representation of how much “space” each part of the story is going to take up.
STEP 8: LONG DRAFTS
With a good plan in hand, students can now slow down and write a proper draft, expanding the
sections of their story that they plan to really draw out and adding in more of the details that they left
out in the quick draft.

STEP 9: WORKSHOP
Once students have a decent rough draft—something that has a basic beginning, middle, and end,
with some discernible rising action, a climax of some kind, and a resolution, you’re ready to shift into
full-on workshop mode. This could be done for at least a week: Start class with a short mini-lesson on
some aspect of narrative writing craft, then give students the rest of the period to write, conference
with you, and collaborate with their peers. During that time, they should focus some of their attention
on applying the skill they learned in the mini-lesson to their drafts, so they will improve a little bit every
day.
Topics for mini-lessons can include:
 How to weave exposition into your story so you don’t give readers an “information dump”
 How to carefully select dialogue to create good scenes, rather than quoting everything in a
conversation
 How to punctuate and format dialogue so that it imitates the natural flow of a conversation
 How to describe things using sensory details and figurative language; also, what to describe…
students too often give lots of irrelevant detail
 How to choose precise nouns and vivid verbs, use a variety of sentence lengths and structures, and
add transitional words, phrases, and features to help the reader follow along
 How to start, end, and title a story
STEP 10: FINAL REVISIONS AND EDITS
As the unit nears its end, students should be shifting away from revision, in which they alter
the content of a piece, toward editing, where they make smaller changes to the mechanics of the
writing. Make sure students understand the difference between the two: They should not be correcting
each other’s spelling and punctuation in the early stages of this process, when the focus should be on
shaping a better story.
One of the most effective strategies for revision and editing is to have students read their stories out
loud. In the early stages, this will reveal places where information is missing or things get confusing.
Later, more read-alouds will help them immediately find missing words, unintentional repetitions, and
sentences that just “sound weird.” So get your students to read their work out loud frequently. It also
helps to print stories on paper: For some reason, seeing the words in print helps us notice things we
didn’t see on the screen.
To get the most from peer review, where students read and comment on each other’s work, more
modeling from you is essential: Pull up a sample piece of writing and show students how to give
specific feedback that helps, rather than simply writing “good detail” or “needs more detail,” the two
comments I saw exchanged most often on students’ peer-reviewed papers.
STEP 11: FINAL COPIES AND PUBLICATION
Once revision and peer review are done, students will hand in their final copies. If you don’t want to
get stuck with 100-plus papers to grade, consider using Catlin Tucker’s station rotation model, which
keeps all the grading in class. And when you do return stories with your own feedback, try using Kristy
Louden’s delayed grade strategy, where students don’t see their final grade until they have read your
written feedback.

Beyond the standard hand-in-for-a-grade, consider other ways to have students publish their stories.
Here are some options:
 Stories could be published as individual pages on a collaborative website or blog.

 Students could create illustrated e-books out of their stories.
 Students could create a slideshow to accompany their stories and record them as digital storytelling
videos.
VI. LEARNING ACTIVITIES

1. Using the story map sample, choose any Philippine narrative and draw a structure
VII. ASSIGNMENT: (Just look for this and get an idea of it because this will be your next lesson)
How does a teacher teach English to Junior High School students?
VIII. EVALUATION (Note: Your activity will serve as evaluation)
IX. REFERENCES
Alcantara, R. D., et al (2003). Teaching Strategies for Teaching the Communication Arts. Katha
Publishing Co., Inc. Makati City.
Bell, D (2002) ‘Help! I've been asked to teach a class on ESP!' in IATEFL Voices, Issue 169,
Oct/Nov
Brown, D. 2007. Principles of language learning and teaching. (Fifth edition). White Plains, NY:
Pearson Education.
Dudley-Evans, T (2001) ‘English for Specific Purposes' in The Cambridge Guide to TESOL,
Cambridge University Press
Gonzales, Jennifer. (2018). A Step by Step Teaching of Narrative Writing.
Retrieved: https://www.cultofpedagogy.com/narrative-writing/ 12/14/20
Harding, K (2007) English for Specific Purposes, Oxford University Press
Hermosa, N. N. (2005) The Psychology of Reading. University of the Philippines. OPEN

UNIVERSITY
Hutauruk, BS (2015). Teaching Module for English for Specific Purposes: A Compilation. FKIP UHN.
Pematangsiantar
Lamri, CE. 2016. An Introduction to English for Specific Purposes. Abou Bekr Belkaid University.
Tlemcen, Algeria.
Murcia, M.C., Brinton, D., Snow, A. (2014). Teaching English as a Second or Foreign Language.
Heinle and Heinle. Thomson Learning, Inc. USA
Rosales, R. DG. 2016. English for Specific Purpose. Jimczyville Publications. Malabon City
No author. Teaching English for Specific Purposes

Retrieved from ons.infocollections.org, September, 17, 2020

https://www.3plearning.com/blog/how-to-teach-vocabulary/
The Three Tiers of Vocabulary Development – ASCD.org
Concept Development and Vocabulary – Education Victoria
www.locusassignments.com › role-of-primary-education-in-development

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Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

College Teacher Education

DEGREE BSED COURSE NO. ELECTIVE 1

II. LESSON TITLE

III. LESSON OVERVIEW

NVSU-FR-ICD-05-00 (081220) Page 1 of 5

IV. DESIRED LEARNING OUTCOMES

A NOTE ABOUT PROCESS: WRITE WITH YOUR STUDENTS

STEP 1: SHOW STUDENTS THAT STORIES ARE EVERYWHERE

NVSU-FR-ICD-05-00 (081220) Page 2 of 5

STEP 2: STUDY THE STRUCTURE OF A STORY

NVSU-FR-ICD-05-00 (081220) Page 3 of 5

STEP 3: INTRODUCE THE ASSIGNMENT

STEP 4: READ MODELS

NVSU-FR-ICD-05-00 (081220) Page 4 of 5

STEP 5: STORY MAPPING

NVSU-FR-ICD-05-00 (081220) Page 5 of 5

STEP 6: QUICK DRAFTS

STEP 7: PLAN THE PACING

STEP 8: LONG DRAFTS

NVSU-FR-ICD-05-00 (081220) Page 6 of 5

Topics for mini-lessons can include:

STEP 10: FINAL REVISIONS AND EDITS

STEP 11: FINAL COPIES AND PUBLICATION

NVSU-FR-ICD-05-00 (081220) Page 7 of 5

 Stories could be published as individual pages on a collaborative website or blog.

VI. LEARNING ACTIVITIES

VIII. EVALUATION (Note: Your activity will serve as evaluation)

Harding, K (2007) English for Specific Purposes, Oxford University Press

Hermosa, N. N. (2005) The Psychology of Reading. University of the Philippines. OPEN

No author. Teaching English for Specific Purposes

NVSU-FR-ICD-05-00 (081220) Page 8 of 5

The Three Tiers of Vocabulary Development – ASCD.org

Concept Development and Vocabulary – Education Victoria

NVSU-FR-ICD-05-00 (081220) Page 9 of 5

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