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Paragraph Writing |
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I. Content topic: Effective writing Unit topic: compositions Lesson topic: paragraph construction |
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III. Objective: Domain: Cognitive Bloom's taxonomy level: Application and synthesis. Material being taught are rules.
For students to understand the construction of a paragraph so that given a topic they will be able to write a paragraph with clear, logical construction. Clear, logical construction will consist of a topic sentence, a minimum of three supporting sentences that are relevant to the topic, and a concluding sentence that summarizes the entire paragraph. |
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IV. Materials: Cheeseburger (all the way), Paragraph/cheeseburger model, blackboard and wet wipes. |
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V. Directions: 1. With all the cheeseburger ingredients spread out upon the table, announce that we are going make a cheeseburger. Construct it starting with the patty, and add the vegetables and condiments. Exclude the bun- this is an important point. This will be messy, but that is the purpose.
2.Prompt the class with questions such as "Is this very effective?" "Why not?" The point is to steer the class towards the fact that the bun is needed to hold the cheeseburger together. "You see, the buns are important because it holds the cheeseburger together, and gives it a top, middle and bottom. With the buns, the cheeseburger is made into a cohesive, self contained unit."
3. (Clean hands) "Well, if you think about it, a cheeseburger is a lot like a paragraph. Can any one tell me why?" If any responses are given, use them as a lead-in to the cheeseburger/paragraph model.
4. The model is a visual aid that is to be used to identify the components of a paragraph. Cardboard cutouts in the shape of the various parts of a cheeseburger will be used. They will be labeled "topic sentence" and so on. These will be placed on the board.
Top bun: This is where some of the condiments go, which give flavor to the entire cheeseburger. This is like the TOPIC SENTENCE, which contains the main idea of the paragraph .
Tomato: This gives the cheeseburger texture and body and adds a unique taste to it. This is a SUPPORTING SENTENCE. Just like everybody likes their cheeseburger different, supporting sentences should be different, according to the main idea.
NOTE: Although this lesson deals strictly with the construction of a paragraph, the model can be used later when the students' writing skills increase.
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Supporting sentences reinforce the main idea:
Pickles: SUPPORTING SENTENCE Lettuce: SUPPORTING SENTENCE Patty: SUPPORTING SENTENCE Cheese: SUPPORTING SENTENCE Bottom bun: The bottom bun "wraps up" the cheeseburger and gives it something it can sit upon. This is the CONCLUDING SENTENCE. The concluding sentence should summarize the entire paragraph, wrapping it up in a nice, neat package.
5. Pass out copies of the paragraph, and give students a chance to read it. Have a volunteer pick out a topic sentence and write it on the board next to the top bun of model. Do the same for the supporting sentences and the concluding sentence. 6. Review the paragraph on the board, explaining what each sentence is and its function. 7. Write a list of topics on the board that students can write a paragraph about. Try not to choose the typical standardized test stuff, i.e. "A good place to visit." Some examples are; "What I would do if I won six million dollars in the lottery.", "I agree/disagree with the school's policy on body piercing." and " Should only seniors be allowed to go off-campus for lunch?" This assignment could be due the next day, or done in class the next day and peer reviewed in class. |
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