Lesson Plan of Guided Paragraph in English Language

 

Lesson Plan of Guided Paragraph in English Language

Grade V

Students` Learning Outcomes

• Write a guided paragraph using ideas gathered and organized through various strategies.

Information for Teachers

• A paragraph is an organized block of sentences that develops one part of a piece of writing
• A good paragraph includes following elements: Topic – This is the subject of the writing

-          A Topic Sentence- This is the main idea or subject of the writing.

-          Detail Sentences or Supporting Detail- These are the sentences which describe and give more detail about the main idea.

-          Logical Order – The sentence s have to be arranged in such a way that makes sense sequentially.

• You also have to make sure that all the sentences are about the main idea.

Material/Resources

Writing board, chalk/marker, duster, textbook, chart, pencil, permanent marker, attached worksheet

Introduction

• Draw the picture of the flower pot on a chart/board with the given words:

• Ask the students to share different ideas about the picture, e.g.

    -What do they understand?

   -What do they see?

   -What is a flower pot?

  -How does flower grow in the pot? Etc.

• Make them remember their science lessons about plants.

Development

Activity 1

• Divide the class into pairs or small groups of 3-4 members each.
• Ask the students to make some sentences using the vocabulary written on the board/chart i.e. water, put I light, care, prune, bushes, buy a pot, put soil, sow seeds, etc.
• Some volunteer students read their sentences aloud in class.
• Ask them to organizes the sentences in order of importance and sequence, for example, buy a pot, put soil in it, etc.
• Read the sentences one by one.
• Students should help each other to make corrections in order of sentences, i.e.

What should come first?

What should come after?

What should come in the end?

• Ask them to review and edit their work for correct spellings, grammar, and appropriate vocabulary.
• Discuss the mistakes while checking students` work in groups/pairs.

Activity 2

• Do individual work in notebooks.
• Ask the students previous knowledge about how a paragraph is written. (Take help from the lesson plans on paragraphs to understand the meaning of the following template.)
• Draw the following template on the board.

Main idea:

1. Supporting detail: 1
2. Supporting detail: 2
3. Supporting detail: 3 (you can add more supporting details)
4. Closing Sentence

• Ask the students to use the above given template and write a paragraph on how you would grow a plant at your home.
• Use the sentences made in activity 1 and organize them according to the template.
• Teacher should help the students while writing.

Activity 3

• Ask the students to use the following checklist to exchange, check each other`s work and give feedback.
• Tell the students to write a second draft after the feedback has been given by their peers.

Friend Check	Writing Checklist
	Are basic words spelled correctly?
	Is there a punctuation mark after each sentence?
	Does everything make sense?
	Is there a good topic sentence?
	Is there a good closing sentence?
	How many sentences were written?
	Is the handwriting neat’s?
	Capitalization
	Correct use of pronouns
	Grammar-subject verb agreement

Activity 4

• Display a paragraph on a chart (you must have made this before this lesson) that doesn`t include all the elements of the paragraph and includes an off-topic sentence.
• Ask the students to find mistakes.

Sum up/Conclusion

1. What is a topic sentence and what should be written in it?
2. What do we write after the topic sentence?
3. What do we write in the closing sentence?

• Ask some students to read a topic sentence and a closing sentence. And tell the number of supporting / detail sentences.

Assessment

• Use the activity given in the textbook about paragraph writing as a test or ask students to write a paragraph with the help of given words.

Follow up

• Students write paragraphs using the information given on the wrappers of biscuits, chips or juice packs, etc.
• Involve the students in solving the exercise related to this topic given in the textbook.