Paragraph Writing Lesson Plan

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Page1English A Lesson Plan

Grade: 10Duration: 10 periods

Date: September 9- !" 01#

$opi%: Paragraph &riting

Sub-topi%s: 'nit(" )oheren%e" )ompleteness" Prin%iples o* +rgani,ation

General objective: Students ill be able to rite paragraphs hi%h are uni*ied" %oherent and%omplete#

Specific Objectives

At the end o* these lessons students should be able to:

1# De*ine the term paragraph riting#

# State the parts o* the paragraph- topi% senten%e" supporting senten%es" %on%luding senten%e#

!# Dis%uss the *un%tions o* ea%h part o* the paragraph#.# Anal(,e paragraphs *or the *olloing elements- unit(" %oheren%e" %ompleteness

/# 'se transition ords beteen senten%es## 'se the prin%iples o* organi,ation hen riting paragraphs#

Previous Knowledge

$he students should hae prior 2noledge o* senten%e stru%ture and *un%tion#

Methods

1# )lass Dis%ussions

# $ea%her Lead E3planations!# 4uestioning

Introductory Activity

hain Paragraph

$ea%her ill lead students in riting a %hain paragraph# $he tea%her ill rite the name o* an

indiidual" pla%e or ob5e%t" *or e3ample 'sain 6olt# $he tea%her ill then as2 the students to gie

in*ormation about the person" pla%e" or ob5e%t# A*ter this" the tea%her and students ill dis%uss therelean%e and se7uen%e o* the in*ormation 8 unit(" %oheren%e" %ompleteness#

ontent

!hat is a paragraph"

A paragraph is a %olle%tion o* related senten%es dealing ith a single topi%# Learning to rite

good paragraphs ill help (ou as a riter sta( on tra%2 during (our dra*ting and reision stages#Good paragraphing also greatl( assists (our readers in *olloing a pie%e o* riting# ou %an hae

Prepared b( ;rs" Shearea**er


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*antasti% ideas" but i* those ideas aren=t presented in an organi,ed *ashion" (ou ill lose (our

readers 8and *ail to a%hiee (our goals in riting#

#le$ents of a Paragraph

$o be as e**e%tie as possible" a paragraph should %ontain ea%h o* the *olloing: 'nit("%oheren%e" a topi% senten%e% and %ompleteness&As (ou ill see" all o* these traits oerlap# 'sing

and adapting them to (our indiidual purposes ill help (ou %onstru%t e**e%tie paragraphs#

'nity

$he entire paragraph should %on%ern itsel* ith a single *o%us# >* it begins ith a one *o%us or

ma5or point o* dis%ussion" it should not end ith another or ander ithin di**erent ideas#

oherence

)oheren%e is the trait that ma2es the paragraph easil( understandable to a reader# ou %an help%reate %oheren%e in (our paragraphs b( %reating logi%al bridges and erbal bridges#

(ogical bridges

$he same idea o* a topi% is %arried oer

*rom senten%e to senten%e

Su%%essie senten%es %an be %onstru%ted in

parallel *orm

)erbal bridges

?e( ords %an be repeated in seeral

senten%es

S(non(mous ords %an be repeated in

seeral senten%es

Pronouns %an re*er to nouns in preious

senten%es

$ransition ords %an be used to lin2 ideas*rom di**erent senten%es

o$pleteness

$he topi% 8hi%h is introdu%ed b( the topi% senten%e should be dis%ussed *ull( and ade7uatel(#

Again" this aries *rom paragraph to paragraph" depending on the author=s purpose" but riters



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should beare o* paragraphs that onl( hae to or three senten%es# >t=s a prett( good bet that the

paragraph is not *ull( deeloped i* it is that short#

So$e $ethods to $a*e sure your paragraph is well+developed:

'se e3amples and illustrations

)ite data 8*a%ts" statisti%s" eiden%e"

details" and others

E3amine testimon( 8hat other people sa(

su%h as 7uotes and paraphrases

'se an ane%dote or stor(

De*ine terms in the paragraph

)ompare and %ontrast

Ealuate %auses and reasons

E3amine e**e%ts and %onse7uen%es

Anal(,e the topi%

Des%ribe the topi%

+**er a %hronolog( o* an eent 8timesegments

,ow do I *now when to start a new paragraph"

ou should start a ne paragraph hen:

!hen you begin a new idea or point&

@e ideas should ala(s start in neparagraphs# >* (ou hae an e3tended idea

that spans multiple paragraphs" ea%h ne

point ithin that idea should hae its onparagraph#

-o contrast infor$ation or ideas&

Separate paragraphs %an sere to %ontrast

sides in a debate" di**erent points in anargument" or an( other di**eren%e#



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!hen your readers need a pause&6rea2s

in paragraphs *un%tion as a short brea2

*or (our readersBadding these in ill help(our riting more readable# ou ould

%reate a brea2 i* the paragraph be%omes

too long or the material is %omple3#

!hen you are ending your introduction

or starting your conclusion&our

introdu%tor( and %on%luding material

should ala(s be in a ne paragraph#;an( introdu%tions and %on%lusions hae

multiple paragraphs depending on their

%ontent" length" and the riter=s purpose#

Parts of the Paragraph

All paragraphs hae a topic sentenceand supporting sentences" and some paragraphs also hae

a concluding sentence#

A topic sentenceis a senten%e that indi%ates in a general a( hat idea or thesis the paragraph is

going to deal ith# Although not all paragraphs hae %lear-%ut topi% senten%es" and despite the*a%t that topi% senten%es %an o%%ur an(here in the paragraph 8as the *irst senten%e" the last

senten%e" or somehere in the middle" an eas( a( to ma2e sure (our reader understands thetopi% o* the paragraph is to put (our topi% senten%e near the beginning o* the paragraph# 8$his isa good general rule *or less e3perien%ed riters" although it is not the onl( a( to do it#


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A Macedonian coin remains as untarnished today as the day it was made 25

centuries ago.

Another characteristic of gold is its usefulness to industry and science.

The most recent use of gold is in astronauts' suits.

$he concluding sentencesignals the end o* the paragraph and leaes the reader ith importantpoints to remember:

n conclusion, gold is treasured not only for its beauty but also for its utility.

)on%luding senten%es are %ustomar( *or stand-alone paragraphs# oeer" paragraphs that are

parts o* a longer pie%e o* riting usuall( do not need %on%luding senten%es#

Principles of Organi.ation

hronological Order /order of -i$e0

>n chronological order or ti$e order" items" eents" or een ideas are arranged in the order in

hi%h the( o%%ur# $his pattern is mar2ed b( su%h transitions as ne!t, then, the following morning,

a few hours later, still later, that "ednesday, by noon, when she was se#enteen, before the sunrose, that April" and so on#

)hronologi%al order %an suit di**erent rhetori%al modes or patterns o* e3position# >t naturall( *its

in narration" be%ause hen e tell a stor(" e usuall( *ollo the order in hi%h eents o%%ur#)hronologi%al order applies to pro%ess in the same a(" be%ause hen e des%ribe or e3plain

ho something happens or or2s" e usuall( *ollo the order in hi%h the eents o%%ur# 6ut

%hronologi%al order ma( also appl( to e3ample" des%ription" or parts o* an( other pattern o*

e3position#

Spatial Order

Another prin%iple o* organi,ation is spatial order# >n this pattern" items are arranged a%%ording

to their ph(si%al position or relationships# >n des%ribing a shel* or des2" > might des%ribe items on

the le*t *irst" then moe graduall( toard the right# Des%ribing a room" > might start ith hat >

see as > enter the door" then hat > see as > step to the middle o* the room" and *inall( the *ar side#>n e3plaining some politi%al or so%ial problem" > might dis%uss *irst the %on%erns o* the East

)oast" then those o* the ;idest" then those o* the &est )oast# Des%ribing a person" > might startat the *eet and moe up to the head" or 5ust the other a( around# $his pattern might use su%h

transitions as$ust to the right, a little further on, to the south of Memphis, a few feet behind, in

%ew Me!ico, turning left on the pathway" and so on# Spatial order is prett( %ommon indes%ription" but %an also appl( to e3amples" to some %omparisons" some %lassi*i%ations the



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southern spe%ies o* this bird # # # F rhinos in Southeast Asia # # #" some narrations meanhile" out

on the prairie" and other *orms o* e3position as ell#

li$atic Order /Order of I$portance0

A third %ommon prin%iple o* organi,ation is cli$atic orderor order of i$portance# >n thispattern" items are arranged *rom least important to most important# $(pi%al transitions ould

in%lude more important, most difficult, still harder, by far the most e!pensi#e, e#en moredamaging, worse yet, and so on# $his is a *le3ible prin%iple o* organi,ation" and ma( guide the

organi,ation o* all or part o* e3ample" %omparison H %ontrast" %ause H e**e%t" and des%ription#

Still other prin%iples o* organi,ation based on emphasis in%lude:

general+to+specific order"

specific+to general order"

$ost+fa$iliar+to+least+fa$iliar"

si$plest+to+$ost+co$ple1"

order of fre2uency"order of fa$iliarity" and so on#

#valuation #1ercises

3& Paragraph Structure

4ind the topic sentence% supporting details% and conclusion in these paragraphs:

)ir%le the topi% senten%e# @umber the supporting details# 'nderline the %on%lusion#

&inter is m( *aourite season be%ause > li2e the %lothes" the *ood and the a%tiities# >n the

inter" > %an ear a big %oat and m( *aourite seater# &hen it=s %old" > %an eat hot *oods and

soup# > li2e to drin2 hot %ho%olate" too# 6est o* all" > en5o( man( inter a%tiities# > %an pla( in

the sno and ma2e a snoman# > %an go s2iing" i%e s2ating" or sta( at home b( the *irepla%e#

$hese things ma2e inter m( *aourite season#



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Ameri%an *ood is *ast" %heap" and tast(# Some %ountries hae *ood that ta2es a long time

to ma2e" but Ameri%ans li2e to eat *ast *ood" *or e3ample: hot dogs" hamburgers" and sandi%hes#

Ameri%an *ood is not too e3pensie# Some people don=t li2e Ameri%an *ood" but > thin2 it tastes

great# ou %an put ran%h dressing on eer(thing to ma2e it taste deli%ious# >* (ou are loo2ing *or

*ood that is *ast" %heap" and tast(" (ou should tr( Ameri%an *ood#

5o all the sentences in this paragraph stay focused on the topic"

> don=t li2e tests# Eer( time > ta2e a test" > *eel nerous# &hen > stud( *or a test" > don=t

2no i* > ill be able to get a good grade# +*ten > orr( about ta2ing a test and %an=t sleep#

Sometimes > da(dream or dra pi%tures in %lass# A*ter the test is oer" > orr( about m( grade#

&hen m( tea%her gies the test ba%2 to me ith a grade" > still %an=t rela3 be%ause > 2no > ill

hae another test soon# $ests gie me a lot o* stress# $hat is h( > don=t li2e tests#

!rite a topic sentence for this paragraph&

IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII# ou don=t hae to ta2e a %at *or a

al2 eer( da( li2e a dog# ou do not hae to ash %ats be%ause the( 2no ho to %lean

themseles# >* (ou ant to go on a%ation" (ou %an leae some *ood and ater *or (our %at and it

ill be o2a(# A %at %an sleep on (our bed and 2eep (ou arm at night# > thin2 these things ma2e

%ats good pets#

!rite a concluding sentence for this paragraph&

alloeen is a traditional Ameri%an holida(# Ameri%ans %elebrate it eer( (ear on

+%tober !1# )hildren dress in alloeen %ostumes and go tri%2-or-treating# Adults hae parties

and de%orate their homes# $he stores sell a lot o* %and( and bla%2 and orange de%orations# At

parties people eat %up%a2es and drin2 apple %ider# $he( also %are pump2ins to ma2e 5a%2-o-



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lanterns#IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII#

# !rite a paragraph about your favourite *ind of sandwich& 810 points

'sing the illustration belo" rite a topi% senten%e in the top bun" at least ! senten%es o*

supporting details on the lines in beteen and a %on%lusion senten%e in the bottom bun#



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!# Select one of the following topics and write an e1cellent paragraph on a

separate sheet of paper& 810 points

Topics&

Des%ribe (our *aourite thing to do a*ter s%hool#

Des%ribe one o* (our relaties or (our pet#

Des%ribe a pla%e (ou ould li2e to isit#



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Des%ribe an o%%upation that interests (ou#

Des%ribe (our *aourite musi%#

tudent (eminders&

1# ;a2e sure (our paragraph has a topi% senten%e 8top bun#

# ;a2e sure (ou proide at least ! senten%es that support (our main idea 8lettu%e" %heese" meat"

et%##

!# ;a2e sure (ou hae a %losing senten%e 8bottom bun#

.# )he%2 that all (our senten%es *o%us on the main idea#

)ir%le (our topi% senten%e# @umber (our supporting details# 'nderline the %on%lusion#


Paragraph Writing Lesson Plan

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