Lesson Planning of Paragraph Development
Students` Learning Outcomes
- Students will recognize that:
- Sentences joint to make paragraph.
- Sentences join to make sense in relation to each other.
- Students will identify paragraphs 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 connections 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 a wall or joining the pieces of a jigsaw puzzle to make a picture.
- While teaching the lesson, the teacher should also consult the textbook at all steps where and when required.
Material / Resources
Writing board, chalk /marker, duster, set of sample sentences; template for writing a paragraph, illustration showing connection through joining hands
- Explain the word order in a simple statement.
- Use simple sentences, as such;
- 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 mix the word.
- 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 the 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 makes 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 statements.
- Write the following paragraph on the board:
- Paragraph _1
- Explain to the students that sentences are joined to make a paragraph. All sentences in a paragraph show a relation. Each sentence in a paragraph gives a single idea or thought Activity 1.
- Discuss paragraph 1 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.
- Tell the students that a combination of sentences which don`t have the same idea is not a paragraph, as such;
My school is in Satellite Town Bahawalpur. Ali likes to play with his friends. Ducks are in the pond. My mother cooks delicious food.
- Use paragraph I & II, for practice.
- Arrange the class in small groups of 4-5 students.
- Write five sentences of a paragraph on a paper and cut into strips, each strip containing one complete sentence.
Distribute one set of sentences to each group.
- Students arrange the strips in 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 the students that a topic sentence is the main idea of the paragraph.
- All the sentences in the paragraph are related to the topic sentence.
Draw the following template on the board.
Write the topic sentence and ask the students to organize sentences in order to make a paragraph.
Sum up / Conclusion
- Explain the difference between the sentences that aren`t related to each other and those which are related.
- Ask the students;
- Which are more interesting?
- which are easier to remember?
- Give different topics to the student and encourage them to speak 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.
- Write a paragraph of 4-6 sentences on “At the Fair’
- Ask students to think:
- What kind of thing do they see at a fair?
- What things they lie to do at the fair?
- Ask them to write that in paragraph form by using the words from the word bank.