Weaving It Together

ainstorm ideas. Those who work
fast can start writing; those who need
more time to develop ideas may discuss
in pairs or groups. (Note: Essays are
assigned starting in Chapter 5 of Book 3.)
Lesson 3 (90 minutes)
Weaving It Together
This page is composed of a Timed Writing
activity, an Internet activity, and an
opportunity to complete the What Do You
Think Now? activity after having gathered
the information from the readings. These
activities provide an opportunity for
further practice and are optional.
1. Timed Writing (50 minutes)
At the end of each unit, you will fi nd
a Timed Writing activity. It is optional
and may be used at different stages of
the unit, as appropriate. Review the
organizing principles introduced in the
Writing Skills section. Have students
choose a topic that they have not
written about in the Writing Practice
activity. Ask students to take 5 minutes
to brainstorm ideas that they would
like to address in their essay. Set a time
limit for students to write their essay.
2. Internet Activity (30 minutes)
At the end of each unit, you will fi nd
an Internet activity. One of the aims of
Internet activities is to provide students
with an opportunity to develop the
skills needed for independent study.
These tasks, therefore, are designed for
students to complete on their own time,
bringing the results of their research
to class for discussion or using the
information in their writing. Encourage
8 Sample Lesson Plan
students to share tips and advice on
how to search for and to be critical of
the information they obtain. Advise
students to use a search engine
such as www.google.com or
www.yahoo.com. Suggestions for
alternative keywords are given in the
teaching hints. Note: Be careful to warn
students of the dangers of giving up any
personal information on Websites or
downloading any fi les from unknown
sources.
3. What Do You Think Now?
Activity (10 minutes)
At the end of each unit, you will fi nd
a What Do You Think Now? activity.
This activity provides an opportunity
for fi nal discussion of the topic and
the readings covered. Have students
complete the activity individually
without referring to the readings. Match
students with a partner and have them
compare their answers and identify one
item of information that they strongly
agree or disagree with. Do a class check.
Elicit opinions from student pairs and
write them on the board. Choose one or
two of the most prevalent opinions and
have a class discussion.
Journal (optional)
The journal can be used in a variety of
ways—as a personal record the student
uses for brainstorming ideas; as a dialog
between the teacher and the student;
or as a class journal in which each
member of the class takes a turn writing
his or her opinions and ideas. However
you decide to use the journal, you will
fi nd many suggestions for journal
writing topics in the teaching hints.
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