READ A PARAGRAPH AS A LARGER MEANINGFUL UNIT OF EXPRESSION

Lesson Plan of Read a Paragraph

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LESSON PLANNING OF READ A PARAGRAPH AS A LARGER MEANINGFUL UNIT OF EXPRESSION

Subject English

Grade 5th

Students` Learning Outcomes

  • Read a paragraph as a larger meaningful unit of expression to recognize that:

Ø  The main idea in a paragraph is carried in a sentence, called a topic sentence.

Ø  Other sentences in the paragraph support the topic sentence.

Information for Teacher

  • A group of closely related sentences that develop a central idea makes a paragraph.
  • A topic sentence is a paragraph`s main idea. A whole paragraph is developed upon a topic sentence. All the other sentences / supporting sentences explain the main idea given in the topic sentence.
  • Good paragraphs have unity. It means that each sentence in the paragraph is related to the topic sentence.
  • “Transitional words” pull sentences and paragraphs together. They join words to show relationship in sentences in the paragraph. They connect the thoughts.
  • Make a chart of transitional words and display in the class.  Take the words from the textbook or use the chart given with this lesson plan. Also refer to plan on transitional devices.

READ A PARAGRAPH AS A LARGER MEANINGFUL UNIT OF EXPRESSION

  • Generally a paragraph starts with the topic sentence. Sometimes it may come in the middle or in the end.
  • But it is the only sentence in the paragraph which has the main idea and about which all other sentences of the paragraph are written.

READ A PARAGRAPH AS A LARGER MEANINGFUL UNIT OF EXPRESSION

  • “Unity of thought” means that all ideas are connected and related to one topic.

 

Material / Resources

Writing board, chalk / marker, duster, textbook, coloured chalks / chart paper, chart of transitional words

Introduction

  • Write the following paragraph on the board and ask the students to guess the topic:

 

  • When they guess “pencils”, ask them if it is better to start the paragraph with, “We write with pencils”. Ask the class to make more good sentences like this.
  • Tell students about the main idea of a paragraph, i.e. the topic sentence and paragraphs.
  • Tell them that words join together to make sentences; and sentences are arranged in the proper manner to make paragraphs.
  • Show and discuss the ‘Transition Words’ chart. Then display it in the classroom.

 

Development

Activity 1

  • Make 3 columns on the board.
  • Paste a topic sentence strip in each column as shown below:

 

  • Write each detailed sentence given below on separate white paper strip.

 

 

  • Mix up all the strips and tape them on the wall.
  • Now ask the students to match each topic with two relevant supporting details.
  • Ask for one more detail sentence for each topic sentence and write them on the board.
  • Ask them to give a concluding sentence also.
  • All students copy the complete paragraph in their notebooks.

 

Activity 2

  • Ask students to choose a paragraph from their textbook. (pair / individual work)
  • Find and underline the topic sentence. After this circle pronouns and transitional words or joining words.
  • Share work with 3 students in the classroom.
  • Ask some students to share their paragraph, topic sentence, pronouns and transitional words in front of the class.

Sum up/ Conclusion

  • Ask some students what a topic sentence is? Ask to them to share the topic sentence of their selected paragraph (as done in activity 2)

Assessment

  • Assess students` work in class during their responses in the activities.
  • Write the following on the board. The students will copy and fill in. (Worksheets can also be made)

 

Follow up

  • Ask students to underline the topic sentence in each paragraph of the next chapter in their textbook.
  • Also circle the pronouns and transitional devices in each paragraph.

 

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