1. 38
Appendices

2. 39
Appendix 1: Detailed planning of the actions taken during the action research

3. 40

4. 41

5. 42
Checklist : I write Texts
Put a check mark in the circle
1. I prepare to write
o I think of the instructions.
o I take out the resources I need. (My books, my dictionary, my bank of
expressions…)
o I look at the model.
o I write down ideas in English.
o I put them in order.
2. I write a draft.
o I look at the model again.
o I follow the instructions.
o I use my ideas.
o I write short sentences in English. (Subject / Verb / Object)
o I use the vocabulary and expressions I know.
o If I have a problem:
 I ask for help.
3. I revise my text.
o Did I follow the instructions?
o Did I follow the model?
o Are my ideas original?
o I check the spelling, the word order and punctuation with the resources I have.
o I ask a friend to revise my text.
• I correct my text.
4. I write my final text.
o Is it OK?
o Is it neat?
o Is it easy to read?

6. 43
Outline for a five-paragraph text
Title: ___________________________
I. Introduction
A. Introductory statement
B. Thesis statement:
_______________________________________________
II. Body
A. First supporting idea
1.
___________________________________________________________
2.
___________________________________________________________
3.
___________________________________________________________
III. Conclusion
A. Closing statement
B. Restate thesis:
_________________________________________________

7. 44

8. 45

9. 46
The Mt. Mercury Adventure
1. Our hero’s name:
2. What are the hero’s physical characteristics and character traits?
Physical characteristics Character Traits
3. Why is he/she going to Mt. Mercury? :
_____________________________________________________
4. On his/her way to Mt. Mercury the hero comes upon 3 major obstacles. What are
the names of the 3 obstacles that the hero encounters?
Obstacle 1 Obstacle 2 Obstacle 3
_______________ _______________ _______________
The Storyboard:
Introduction
Obstacle one:
(How does the
hero get out of
the situation?)
Obstacle two:
(How does the
hero get out of
the situation?)
Obstacle three:
(How does the
hero get out of
the situation?)
Conclusion
The Mount Mercury Adventure

10. 47
Once upon a time there was a man. His name was Achilles. He was tall and
strong. He had long blond hair. He had green eyes. He wore an armor, an axe, a bow with
arrows, a sword and a shield. Achilles went to Mount Mercury because he wanted to save
his princess
Achilles left for Mount Mercury. He found a maze. He met a Minotaur. He killed
the Minotaur and then found the exit.
He walked towards the mountain. He climbed up the mountain. He
saw a dragon of ice; he got his sword out, and attacked the dragon of ice. The
dragon of ice froze his sword. Then he got his axe out and threw the axe in the
dragon’s neck. The dragon collapsed. The dragon of ice was dead.
He continued his way and he found a troll archer, he continued his way
and there was an ambush by the smurfs. Achilles and his troll arrived in front
of an army of smurfs. He set his bow with magic arrows. He shot the magic
arrows and the smurfs died.
He continued his way and found a magic potion. He put it in
his bag. Suddenly he saw the magnificent lost city of smurfs.
The two guards of the lost city blocked the way. Achilles got
out his axe and he fought. He killed them easily. He went back in the
lost city. He climbed the stairs. The king of smurfs left lost city and Achilles found the
princess. Achilles freed the princess. He went back to his castle.
THE END
Corentin, Théo, Jérôme and Hugo wrote this story.

11. 48

12. 49

13. 50

14. 51
Self-Evaluation Questionnaire
1. List the most successful actions you did in writing this story. List the things that a
reader will think are successful.
2. List the things you were unable to do in this paper that would have made it more
successful.
3. In the process of writing this paper, what aspects were easier than when you have
written previous papers?
4. In the process of writing this paper, what aspects were more difficult than when
you have written previous papers?

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Rubric for Text Evaluation
1 2 3 4
Visual * There was no There was little There was some There was clear and
evidence of evidence of pertinent concrete evidence of
relation links between evidence of the understanding of the
between the the text and the connection text and the subject.
writing and subject. between the text
the subject. and the subject.
Quality The text is The writing is The text has The text is
of written in difficult to many interesting interesting to read
writing poor English understand. things in it. The and holds the
and needs to writing is attention. Writing is
be re-written. understandable, simple, clear, direct,
but there are and in an active
some places voice. It is well
where it may be structured and there
hard to is a logical flow.
understand.
Details There is a variety of supporting There is a rich variety of relevant
information, much of which is supporting information that is useful,
useful, adds interest and adds interest and contributes to an
contributes to an understanding understanding of the text's main idea.
of the text's main idea. Some of
the information may not seem to
fit or doesn't seem to make any
important contribution.
*Visual aids are required in the first story students will write.
Characteristics of Students Writing Skills

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Focus: writing
Emerging ¥ uses single words, pictures, and patterned phrases
¥ copies from a model
¥ exhibits little awareness of spelling, capitalization, or punctuation
Beginning ¥ writes predominantly phrases and patterned or simple sentences
¥ uses limited or repetitious vocabulary
¥ uses temporary (phonetic) spelling
Developing ¥ writes in present tense and simple sentences; has difficulty with
subject-verb
agreement; run-on sentences are common
¥ uses high-frequency words; may have difficulty with word order;
omits endings or words
¥ uses some capitalization, punctuation, and transitional spelling;
errors often interfere with meaning
Expanding ¥ able to write an entire paragraph
¥ writing exhibits inconsistent use of a variety of verb tenses, subject
verb agreement errors, and limited use of transitions, articles, and
prepositions
¥ vocabulary is appropriate to purpose, but sometimes awkward
¥ uses punctuation, capitalization, and mostly conventional spelling;
errors
sometimes interfere with meaning
Proficient ¥ writes multiple paragraphs, as necessary
¥ is generally able to present a main idea with supporting detail
¥ uses appropriate verb tenses; errors in sentence structure do not
detract from
meaning
¥ uses varied vocabulary appropriate fro the purpose
¥ makes few mechanical errors (errors of spelling, punctuation, and
capitalization) and seldom any that detract from meaning
Independent ¥ Writes for enjoyment
¥ Writes and completes a wide variety of texts
¥ responds personally and critically to texts
¥ matches a wide variety of writing strategies to purpose
Fluent ¥ writes single or multiple paragraphs with a clear introduction, fully
developed ideas, appropriate transitions, and a conclusion
¥ uses appropriate verb tenses and varied sentence structures
¥ uses varied, precise vocabulary
¥ makes only occasional mechanical errors, none of which detract from
meaning

17. 54
School: Notre-Dame-des-Bois-Francs, St-Christophe, and Saint-David
Dates covered by this plan: January to March
Pedagogical context Subject: English second language, regular group
Cycle & Grade: Elementary cycle 3, grade 6
School Board: Commission scolaire des Bois-Francs
Group characteristics. Group 610: 26 students
Homeroom teacher: Stéphane Lemieux
2 students have an attention deficit
5 students are enriched in English
1 student is bilingual
6 students are weak in English
1 student speaks only Spanish
Themes - Writing process
- Revising and correcting
- Narrative Text
- Simple future + Conditional
- What would you do if you won 9 million dollars?
- What will you do during the summer?
Lesson 1 Objective: Methods & activities:
Introduce the writing process and Lecture about the steps to follow
Theme: layout they should follow. in order to write a text.
Writing process Disciplinary competencies:
-Reinvests understanding of texts
Cross-curricular competencies:
- Adopt effective work methods
- Uses information
Material: Evaluation: Link to next lesson:
Checklist: I write Texts - Observations Steps to write a text.
Outline for a five-paragraph - Read Outline
text
Lesson 2 Objective: Methods & activities:
Give techniques on how to revise and Lecture about strategies to edit
Theme: correct a text. and proofread. Show students how
to find the translation of a word in
Revising and correcting Disciplinary competencies: a bilingual dictionary.
-Reinvests understanding of texts
Cross-curricular competencies:
- Adopt effective work methods
- Uses information
Material: Evaluation: Link to next lesson:

18. 55
Dictionaries - Observations Steps to write a text.
- Correct the activities
Lesson 3 Objective: Methods & activities:
Introduce The Mount Mercury Lecture and activities to motivate
Adventure. students to write.
Theme:
Disciplinary competencies:
Narrative Text -Reinvests understanding of texts
-Writes and produces texts
Cross-curricular competencies:
- Adopt effective work methods
- Uses information
- Achieves his potential
- To solve problems
Material: Evaluation: Link to next lesson:
Handouts - Observations Introduction of a writing activity.
- Direct feedback
Lesson 4 Objective: Methods & activities:
Give time to students to write their Students write with their partner.
Theme: stories. They have access to tools in order
to help them in their writing
Narrative Text Disciplinary competencies: process.
-Reinvests understanding of texts
-Writes and produces texts
Cross-curricular competencies:
- Adopt effective work methods
Material: Evaluation: Link to next lesson:
Handouts previously given -Observation The writing process continues
Dictionary -Provide direct feedback
Lesson 5 Objective: Methods & activities:
Give time to students to write their Students write with their partner.
Theme: stories. They have access to tools in order
to help them in their writing
Narrative Text Disciplinary competencies: process.
-Reinvests understanding of texts
-Writes and produces texts
Cross-curricular competencies:
- Adopt effective work methods
Material: Evaluation: Link to next lesson:
Handouts previously given -Observation Give corrected texts
Dictionary -Provide direct feedback
-Correct texts
Lesson 6 Objective: Methods & activities:
Theme: Introduce the base form of the Lecture about the verb tense
simple future ‘’will’’ and ‘’be going simple future
Simple future to’’ and the negative form and the
contracted form of the future. Activity Book ‘’Kick Off’’
chapter 3.

19. 56
Disciplinary competencies:
-Interacts orally in English
-Reinvests understanding of texts
-Writes and produces texts
Cross-curricular competencies:
- Adopt effective work methods
- Uses information
- To cooperate with others
- Communicates appropriately
- Achieves his potential
Material Evaluation: Link to the next lesson where the
- Observations correction of the chapter 3 will be
Activity Book ‘’Kick Off’’ - Activity Book correction done.
chapter 3.
Lesson 7 Objective: Methods & activities:
Write a text.
Get the students to write using the Introduce them the subject.
Theme: future tense.
Give instructions.
What will you do if you won Disciplinary competencies:
9 million dollars? -Writes and produces texts Guide them through their
brainstorming.
Cross-curricular competencies:
- Adopt effective work methods
- Uses information
- Uses creativity
- Achieves his potential
Material Evaluation Link to next lesson
Dictionary - Provide direct feedback Overview of mistakes done and
give back corrected texts.
Lesson 8 Objective: Methods & activities:
Writing continues
Theme: Provide a quite classroom in
Disciplinary competencies: which students can concentrate.
What will you do if you won -Writes and produces texts
9 million dollars?
Cross-curricular competencies:
- Adopt effective work methods
- Uses information
- Uses creativity
- Achieves his potential
Material: Evaluation: Link to next lesson:
Dictionary Correct texts and provide feedback Students will receive their
corrected texts and continue their
writing process.
Lesson 9 Objective: Methods & activities:
Write a text.
Get the students to write using the Introduce them the subject.
Theme: future tense.
Give instructions.
What will you do during the Disciplinary competencies:
summer? -Writes and produces texts Guide them through their

20. 57
brainstorming.
Cross-curricular competencies:
- Adopt effective work methods
- Uses information
- Uses creativity
- Achieves his potential
Material Evaluation Link to next lesson
Dictionary Correct texts and provide feedback Overview of mistakes done and
Text give back corrected texts.
Lesson 10 Objective: Methods & activities:
Writing continues
Theme: Provide a quite classroom in
Disciplinary competencies: which students can concentrate.
What will you do during the -Writes and produces texts
summer?
Cross-curricular competencies:
- Adopt effective work methods
- Uses information
- Uses creativity
- Achieves his potential
Material: Evaluation: Link to next lesson:
Dictionary Correct texts and provide feedback Students will receive their
corrected texts.