Paragraph Development

            Lesson Plan of Paragraph Development

                                English Grade 3

          Paragraph Development Students’ Learning Outcomes



Students will recognize that:


·         Sentences join to make a paragraph.


·         Sentences join to to make sense in relation to each other.


·         Students will identify paragraph as larger meaningful unit of expression, representing unity of thought.


·         Students will show the relationship between sentences in a paragraph(plus reinforcement)


                    Information for Teachers


·         Words, in a meaningful arrangement, make a sentence.


·         The sentences, related to a common idea, make a paragraph.


·          The Main idea of the paragraph is expressed in a sentence, known as the topic sentence . It helps the reader to guess what the paragraph is about.


·         The greater part of the paragraph (body) deals with the details about what is stated in the topic sentence.


      The conclusion or the final part.


        Summarizes the corrections between the information discussed in the body of the paragraph and the topic sentence.


·         Relate the process of combining sentences to make a paragraph with a familiar activity, like joining bricks to make wall or joining the pieces of a Jigsaw puzzle to make a picture.


·         While teaching the lesson, the teacher should also consult textbook at all steps where and when needed.


                                Material / Resources


               Set of sample sentences,template for writing a paragraph, illustration showing connection through joining hands, board chak/marker


                                      Development                                                                                               Activity 1


·         Explain the word in a simple statement.


·         Use simple sentences.


             For example:


My cat is fat.


Ahmad is a farmer.


I go to school.


·         Divide a chart paper in four pieces to make square cards.


·         Write one word on separate card and mix the words.


                For example:





               My            cat            is             fat




·         Now pick four students and ask them to come to the front of the class.


·         Tell them to hold a card and stand in a line facing the class.


·         Tell rest of the class to decide who needed to move where to make a sensible sentence.


·         Ask the students to re – read the sentence each time to see if it make sense until it is finally in the right order.


·         Use set, I, given in the resource for introductory activity to discuss coherence or interlink among simple statemwent.


Activity 2


·         Write the following paragraph on board.


1.       Clocks tell us time. They have different sizes. The clocks of big size are placed on high building and on towers, like one in Multan and the Big Ben  in Londan. Clocks are also places at public places. At the change of the hour a big bell rings in these clocks that everyone can hear. Table clocks are kept on table.                                                                              or


2.       It was sunny day. Huma went in the garden. There she started running after a butterfly. Soon she was far away from her home. She was now in a beautiful garden with brightly coloured butterflies. There were so many of them!


·         Explain to the students that sentences are joined to make a paragraph show a relation. Each sentence in a paragraph gives a single idea or thought Activity 1.


·         Discuss paragraph I with the students.


·         Explain to the students that usually the first sentence of a paragraph shows the main idea of the paragraph. It can also be called topic sentence.


·         My school is in Johar Town. Ali likes to play with his friends. Ducks are in the Pond. My mother cooks delicious food.


Activity 3


·         Use paragraph 1&11, for practice.


·         Arrange the class in small groups of 4 – 5 students.


·         Write 5 sentences of a paragraph on a paper and cut into strips, each strip containing one complete sentence. ( see sample at the end of the lesson plan).


·         Distribute one set of sentences to each group.


·         Students arrange the strips in a sequence. This will form a paragraph.


·         Ask one student from each group to read out the completed paragraph.


·         The whole class claps for the group which correctly completes its task first.


·         Ask each group which sentence is the most important in their paragraph. Define this as the topic sentence.


·         Explain to the students that a topic sentence is the main idea of the paragraph.


·         All the sentences in the pargraph are related to the topic sentence.( see worksheet – 1, 2)


Activity 4


·         Draw the following template on the black board ( template is attached  with this plan)


·         Write the topic sentence and ask the students to organize sentences in order to make a paragraph.


                               Sample contents for template

   Topic sentence (centre)


 Muhammad Ali Jinah was great leader.


   Further information:


             He was born in Karachi.


             He studied law in England.


            He worked for the independence of the Muslim of India.


           He got the title of Quaid – e – Azam.


·         Write the paragraph on the board and explain it.


The same procedure should be followed to develop a paragraph on any given topic.


                                  Sum Up /Conclusion


·         Explain the difference between the sentences that are not related to each other and those which are related.


·         Ask the students


Which are more interesting ?




Which are easier to remember ?




·         Give different topic to the students and encourage them to ask 4 – 5 sentences on each topic. Make a note of common errors while the students are speaking and discuss them at the end of the class so that the students know their mistakes.  Appreciate students


·         Involve the students in solving problems given in exercise at the end of unit/ chapter.


                                         Follow Up


·         Write a paragraph of 4 – 6 sentences on ‘ At the fair’


           Ask students to think:


·         What kind of things do they see at a fair ?


·         Ask them to write that in paragraph form by using the words from the word bank.                          


At the Fair



      Food   Juice       camel ride      swings      games   toys                    


            Set 1

The mother alligator lays eggs in the nest and covers them up.
The mother alligator builds a nest of plants and mud.
When she hears a noise, she digs open the nest.
The baby aligaters make a noice when they hatch.
The babies get out.

       Set 2 

I got up early and dressed quickly.
I lay in bed for another 20 minutes.
It was my last day in the village.
The alarm clock woke  me  from a long night’s sleep.
After breakfast I returned to my room and started packing.

        Set 3

There are green fields all around the village.
The names of his village is Jamal pur.
There is also big mosque in the village.
Raheem is a farmer.
He lives in village.






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