CONTENT	PROCEDURE
Step 1: Topic: The Big Wave Plan: 1.Buildup of wave 2.The ride 3.Success or failure Mood of tension, excitement.Wave as character.Immediate setting of scene without preliminary rambling.	Preparation for Experience The topic, possible events and attempted mood of recent writing, is recalled through reference to a photograph used for stimulation. Teacher comments on class standards, commending improved or high standard work.
Step 2: Improved: Richards, Parker, Jackson (i.e.student names) Well expressed: Hassal, Borrowman, Duller	The Experience Selected children read sections or entire compositions as class listens for evidence of items listed in Step1 content.
Step 3: Alternative titles: The Surfer's Giant, The Challenge, Wave of the Day, The Cautious Move Well expressed sentences, imagery,apt vocabulary: "The waves thrashed and scarred the rocks." "The board clawed through the waves.As I curved the frothy foam sprayed everywhere." "The wave began to spill over me like steam from a boiling kettle." "Man and board seem like one, fleeing in front of a towering giant of foam and fury, the fin of the board ripping a thin white line down the face of the wave ... The wave, as if in its dying agony, topples and crashes and man and board skim into the beach, proud and exhilarated." "Mean and fearful as it was, the giant did not frighten the surfer." Sentences for improvement: "I took a chance.I was on it. I was screaming down the wave.It was breaking." (Try using conjunctions or participial phrase) "I spotted a wave it was getting closer it was like he was going to fall on me." (Punctuation and/or use of conjunctions, rearrangement) "I got a firm grip on my board and I was off slicing through it." (Ambiguity) Misuse of words: I was riding famously well. I paddled till I reached there. Spelling: monstrous, break -brake, tidal Tense changes: "The surfer was sitting on the board.He's getting ready and he's caught it."	Discussion Children comment freely on compositions, teacher extending observations through questioning.Sentences or paragraphs are re-read where necessary. Examples from other sources are read from the board and examined for literary merit or for grammatical / spelling errors. The latter are examined for improvement, and corrections are carried out on the board with pupils' assistance.
Step 4: Individual comments.       Errors in books.	Summing Up Students attempt oral evaluation of class or individual achievement, suggesting possible changes in approach to future work. Teacher commends individuals for contribution to discussions. Children commence individual correction of their work, teacher giving aid where necessary.

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