Constructing Sentences/Paragraphs

Lesson Plan of Constructing Sentences and Paragraphs

Subject English

Grade II

Students` Learning Outcomes

  • Identify the paragraph as a graphical unit of expression.
  • Use the texts they read as models for their own writing.
  • Fill in the missing information to complete a simple paragraph.
  • Write a few simple, meaningful sentences of their own written on a given topic.

Information for Teachers

  • A paragraph consists of some sentences which discuss one main idea (one paragraph has only one main idea). Every sentence begins with a capital letter.

    Constructing of Sentences & paragraphs

  • Paragraph beginnings are marked with the first line indented or with one line space between two paragraphs.

Constructing Sentences and Paragraphs

  • While teaching the lesson, the teacher should also consult textbook at all steps where and when applicable.
  • Give positive feedback when children read out their work. Don`t point out mistakes at this point. Make corrections on their copies.
  • Encourage students to listen to each other with respect without making fun of each other.
  • Involve the students in solving the exercise given at the end of unit/chapter.

Material / Resources

Writing board, chalk/marker, duster, short texts (from storybooks and textbook)


  • Recap the concept of ‘sentences’.
  • Take a storybook to the class. Open a page and write the first sentence. Read it out and tell the students that just as words are joined to make a sentence, sentences are joined to make a paragraph.
  • Show the students different paragraphs on that page. You may use any old children`s magazine or any interesting story for this purpose. You may also use the textbook. Ask them if they can see how a set of sentences is divided into paragraphs (indented or spaced)
  • Ask them if they can see and tell where a paragraph is beginning and where it is ending.
  • Give them the information written in paragraph information.
  • Read aloud an interesting paragraph from any story to get the attention of the students.
  • Read it using proper intonation create interest.
  • Now tell them that a paragraph consists of some sentences. Every sentence begins with a capital letter.
  • Ask them to take out their textbook and count the number of paragraphs on a page (tell the page number or title of the story)


Activity 1

  • Select a small and simple paragraph from any storybook and write it on the board.

Sample Paragraph: 

Constructing Sentences and Paragraphs Constructing Sentences and Paragraphs

  • Ask the students to look at the paragraph and the sentences in each paragraph.
  • Tell them that all sentences in the paragraph tell about a single thing. That is how it is a meaningful unit of expression.
  • Ask students to read the paragraph aloud. If they are unable to read some words help them pronounce them.
  • You can also make the activity interesting by reading a paragraph in which each sentence tells about a different thing e.g.
      1. This is my house.
      2. Sana is a nice girl.
      3. The tree is big.
      4. The sky is blue.
      5. The cat ran after the mouse.
  • Now ask them: is this a paragraph? The students may answer: no, this isn`t a paragraph.
  • Encourage them if they give the correct answer. Gently correct them if they give a wrong answer.
  • Tell them that the sentences given above don`t make a paragraph as the sentences tell about different things.
  • Remind them that in a paragraph, all sentences tell about the same thing.

Activity 2

  • Write the following words on the board in the form of a word bank and write the following paragraph (with blanks) under it.
  • Ask the students to fill in the blanks choosing the right word from the word bank given below:

Constructing Sentences and Paragraphs

Activity 3

  • Write the following paragraph on the board and ask one of the students to read it.

I lost my brown pen yesterday. My mother saw it under the table. She gave it to me. I was happy to find my pen.

  • Ask students to suggest which other words may be used in place of the underlined words.
  • Students can give new words and you can put them on the board. If they are unable to give new words help them with the following options.
      • For example, instead of brown, we may use black, blue, pink, red, big, small, new, and old.
      • Instead of ‘table’, we may say, chair, bed, pillow.
      • Instead of mother, we may say father, brother, sister, friend, uncle.
      • Instead of ‘happy’ we may say excited or glad.
  • Ask the students to rewrite the paragraph, using new words to replace the underlined words.

Activity 4

  • Give the students a topic (My Pet, Myself, My House, My School.) and some related words to use in sentences of their own words.

Constructing Sentences and Paragraphs

  • You can give the word bank in an outline of a pet/house/school etc. to make it look interesting.(outline template required)
  • Brainstorm with the students words for the topic. Write them on the board.
  • Encourage them to make short and simple sentences.
  • Remind them to write in paragraphs and also to capitalize and punctuate the sentences properly.
  • Ask students to read their sentences aloud to the whole class, or to read them to the child sitting next to them.

Sum up / Conclusion

  • Ask the students to take out their textbooks and answer the following questions:
      1. Do all sentences in a paragraph tell about the same thing or do they tell us about different things?
      2. Do all the sentences in a paragraph begin with capital letters?
      • How can we identify paragraph beginnings?
      1. Why do we need paragraphs? (Possible answer may be as; they help us in reading & writing because they tell about one single idea.)


  • Activity 4 may be used for assessment.

Follow up

  • Continue to give students ‘practice in writing sentences on a given topic’.
  • Provide them the vocabulary words to make sentences.
  • Remind them the concept of paragraphs as they read stories/paragraphs from the textbook.
  • Ask them: “What is the main idea of the paragraph you have just read?”

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