Students level : Second Baccalaureate
Lesson objective: write a letter to a friend of yours from U.S.A informing him
about historical monument in Morocco.
Time : 50mns
!. the writing stage
". the rewriting or postwriting stage #e$aluate% structuring and editing& :
'. the final draft :
Points to keep in mind :
• ( ha$e to )eep in mind and ma)e students aware that composing is a nonlinear and
generating process whereby writers disco$er and formulate their ideas as they attempt to
construct meaning.
• ( ha$e to )eep in mind and ma)e students aware that writing is an ongoing process
and that it goes through different stages.
• ( ha$e to )eep in mind and ma)e students aware that these stages are $aluables for
learners to grow as independent writers in a pressurefree atmosphere with the teacher in
 
1. *enerating the topic of writing through prewriting acti$ities brainstorming% open
discussion% etc.
!. Ma)ing the purpose or the ob+ecti$e of writing suit the audience: to inform your friend
about the famous historical monuments.
". writing a first draft with the necessary components of a specific genre and
style #informal letter&.
• organi,ation
5. diting #or peerediting& the re$ised draft.
/. roofreading the re$ised draft indi$idually% in pairs or in groups.
. presenting the final copy according to the purpose and the topic
The pre-writing stage:
(n this stage i shall try to prepare students for the writing stage $ia eliciting ideas and
acti$ating necessary schemata. Actually% prewriting acti$ities aim at raising students2 interests
and alle$iate the an3iety of students when the writing will be assigned.
4irstly% ( will present some pictures about the famous Moroccan historical monuments
students are as)ed to guess the topic of the writing lesson.
hese pictures are:
8outoubia Marra)ech
 
 
After ma)ing sure that the students guessed the top cog the writing lesson% ( will represent
the picture and other ones if student )now the monuments names or not.
  hen% a class discussion about the historical monuments is opened to stimulate students
ideas.
  ;e3t% ( shall gi$e the students a chart to fill in:
he name of the historical
monument
===========.. ============ ============
===========.. ============ ============
he purpose of this tas) is to ma)e students write in groups and write as many ideas as they
can < generating lists of ideas about the topic.
  hen% ( shall as) students to read what they ha$e written in the chart. Students are as)ed to
reflect on and discuss their classmates2 ideas and answers.
  (n fact% this discussion will help students to de$elop their ideas in a positi$e and
encouraging way.
  As far as ( am concerned% ( shall help students through gi$ing them appropriate information
about the monuments.
>ast but not least% ( will inform the students about the writing lesson ob+ecti$es:
• writing a letter to a friend of yours from U.S.A informing him about historical
monuments in Morocco.
ideas):  
Students are as)ed to ma)e a plan before starting composing. Students2 planes will be
compared and discussed in groups before the writing process.
hen% to generate ideas% students are as)ed to write as 7uic)ly as possible about the topic for 5
or minutes without worrying about correct language and mechanisms.
he purpose is to ma)e students write and )eep writing #disco$er writing&% as the te3t
will be re$ised later.
 
Students ha$e to )eep in mind that they are writing with a specific purpose to a
Specific audience:
• Specific purpose: writing to inform about famous historical monuments in Morocco.
• Specific audience: writing to a friend of yours from the United States of America.
Students ha$e also to )eep in mind the writing genre: descripti$e writing.
(n this stage% students may write either indi$idually or in groups to share ideas about the
topic. (n fact% the collaborati$e writing is $aluable as it in$ol$es other s)ills #spea)ing in
 particular&.
structuring and editing
 
 ):
(n this stage% students are as)ed to put what they ha$e written in a cohesi$e and coherent way.
Actually% students reread to re$ise% edit and get feedbac) from each other and from the
teacher.
Ordering:
Students are as)ed to order and organi,e their ideas. hey should )now the order
through which they will compose. 4or e3ample% students may start their ideas with the ones
which tal) about the well)nown historical monument and% then% mo$e to the less famous
ones.
Students ha$e to organi,e their ideas ta)ing into consideration the format of their
writing: the informal letter.
Self-editing:
Students should )now how to e$aluate their own language. *ood students ha$e to
impro$e their writing through:
• -hec)ing spelling
• -hec)ing punctuation
• -hec)ing capitali,ation
• -hec)ing the clarity of the te3t structure with an effecti$e beginning. Middle and end
• -hec)ing cohesi$e de$ices and transitions to organi,e content at the le$el of
 paragraphs and the whole te3t effecti$ely.
• -hec)ing sentences structures: compound<comple3 structures% the acti$e<passi$e% etc.
 Peer-editing and proof-reading:
his means that te3ts produced so far are e3changed so that students e$aluate each
other and ser$e as audience for each other.
he purpose of peerediting and proofreading is to ma)e students chec) and loo) for
errors concerning grammar% $ocabulary% mechanisms% organisation% style% etc.
As a matter of fact% the teacher is part of the writing process in that he helps students
with his comments mo$ing from one group to another. he purpose is to ma)e sure that
students are doing the tas) correctly. Mo$ing around the classroom will enable me to obser$e
how well students in general seem to ha$e gotten the instructional point. (f the there is any
confusion% ( should stop the class and clarify instructions or pro$ide additional e3planation.
The final draft:
in this stage% students should present the final copy which is a re$ised $ersion of the
different drafts produced in the writing stage. his final draft is supposed to be grammatically
correct% wellorgani,ed% coherent% appropriate in terms of purpose and audience.
4inally% students2 final copies are collected to be returned to them with my feedbac).