Lesson Plan of Constructing Sentences and Paragraphs
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.
- Paragraph beginnings are marked with the first line indented or with one line space between two 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)
- Select a small and simple paragraph from any storybook and write it on the board.
- 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.
- This is my house.
- Sana is a nice girl.
- The tree is big.
- The sky is blue.
- 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.
- 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:
- 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.
- Give the students a topic (My Pet, Myself, My House, My School.) and some related words to use in sentences of their own words.
- 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:
- Do all sentences in a paragraph tell about the same thing or do they tell us about different things?
- Do all the sentences in a paragraph begin with capital letters?
- How can we identify paragraph beginnings?
- 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.
- 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?”