Lesson Planning of Guided Paragraph

Students` Learning Outcomes

  • Use appropriate vocabulary and tense to write a simple guided paragraph by explaining a process or procedure.

Information for Teachers

  • Guided paragraph means to write with the help of some guidelines provided.
  • Process or procedure means the steps involved in carrying out the activity. For example, to making of a kite, sandwich, fruit chat, lemon water, etc.
  • In such types of writings, the steps are written in sentences using action verbs.
  • Action verbs are the verbs that tell us something about the action. For example, ‘take’, ‘put’, ‘add’, ‘mix’, ‘paste’, ‘join’, etc.
  • For developing connection and making the steps clear connectives or conjunctions like firstly, secondly, thirdly, then, next, after that, finally, etc. are used. This explains and describes the steps easily.


  • This is a revision of the skills being developed in the previous lessons.
  • Select an activity which is familiar to the students and easy to perform.
  • While teaching the lesson, the teacher should also consult textbook at all steps where and when required to do.

Material / Resources

Writing board, chalk / marker, duster, textbook, charts, if possible the ingredients to demonstrate the activity

a.       a. For a sandwich: 4 slices of bread, some butter, one cucumber, two tomatoes, some powdered black pepper, and salt

b.      b. For lemonade: 1 fresh lemon, 2 tablespoon sugar, some salt, water, ice and transparent jug/container.


  • Ask the class about the routine tasks they do at home.(brushing teeth, making up the bed, polishing shoes, etc.).


  • “How do you perform ablution before offering prayers?” ask a student to relate the steps followed for the activity.
  • Ask them what do you learn from this? (That certain steps have to be followed in an order / a specific procedure has to be followed).
  • Explain that this is called sequencing.
  • Discuss the action verbs and connectives with them. (For reference, see information for teachers)
  • If possible, ask the students to bring a wrapper of washing powder, medicine, custard or any other item on which steps of how to use it / instructions are written and read aloud to make it easier for students to understand.
  • Take a wrapper where instructions are written.


Activity 1

  • If resources allows, tell the students that they will be making sandwich / lemon water in the class.
  • If the activity isn`t possible practically, ask the students to come forward and describe the process.

Process 1:

  • Put two slices of bread, flat on a plate. Now take a knife and spread butter on both the slices.
  • After that, cut the cucumber and tomatoes in thin slices.
  • Now put these on one slice of bread and sprinkle some salt and pepper; then cover it with the second slice of bread. Place the sandwich on a plate and cut it with the knife into two triangles.

Process 2:

  • Stir two table spoons of sugar in a jug with two glasses of water.
  • Now add a pinch of salt and stir again.
  • After removing the seeds from the lemon squeeze th lemon juice into water.
  • This is te time to add crushed ice.
  • Your cool, refreshing drink is ready.
  • Note down the process on the writing board as the students explain it, underlining all the words showing transition / steps followed.

Activity 2

Divide the class into groups of 4-5 students.

Allot a separate activity to each group (e.., how to polish shoes, how to brush teeth, how to wash dishes / clothes, how to boil an egg, how to make an omelet, grow a plant, change a flat tyre.)

Word bank for growing a plant is given below:

Dig the soil.

Add fertilizer.

Plough it.

Sow the seed.

Water it.

Wait for it to grow.

  • Ask the students to write down the process / procedure to be followed.

Sum up / Conclusion

  • Ask the students about other processes, such as washing a car, making a bed, packing bag for school, etc.



  • Revise with them the vocabulary that is to be used. That is action verbs and conjunctions.
  • Ask them, “What are action words and conjunctions?”
  • Discuss with them where else we see and read the instructions on besides washing powders.
  • Ask them “Why are instructions written or given on the wrappers?”
  • Find the exercise related to the topic in the textbook. Students must to do this exercise in the notebook or on the textbook.


  • Assess the students` responses to know how much they have learnt.
  • Students` work can be marked.
  • Ask the students to write a guided paragraph on “Wheat Harvest and Cultivation”.

Follow up

  • Ask the students to write down a simple recipe in their notebooks. They may consult their mothers, a cooking channel or newspaper recipe. They may paste a supporting picture if possible or draw one in their notebooks.
  • Ask them to write a paragraph on “How to water the plants”.



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