Teal Vitler 2016

Lesson Focus: Paragraphs

CQU

Learning Area /
Strand: English

Year
Level: 2

Implementation Date: 19/10/16

Duration: 30min

Prior knowledge of learners (What do they already know?):

How to write Sentences (Simple and compound)

About butterflies and frogs

Lesson objective/s:

Learners are able to identify the basic features of a paragraph. Then apply this knowledge to
create their own paragraph.

Evidence of learning:
Know
The students will know...
* features of a paragraph
* when to use a paragraph and start a new paragraph
Do
The students will be able to...
* write in a simple paragraph structure
Resources:

Informative texts about frogs and butterflies

Lesson
Introductio
n 10min
Introducing
the topic
Engagement
of the
learners

*WALT: Write in paragraphs.

*WILF: Understanding of structure of paragraph and when to start a new paragraph.
*TIB: writing in paragraphs makes it easier for the reader to understand.
*Set teacher expectations:
We know that my expectation is to listen (looking at the person talking), talk in turn,
hands up and wait to share.
I also want to remind you that when we have equipment on our desks you need to sit
the pencils and pens at the top of your desk, and cross your arms when you are ready.
IF you become a disruption to the learning of others I will warn you and your name will
be moved on the chart.
*Activate prior knowledge:
- Ask learners if any know what a paragraph is. Make sure to acknowledge and examine
any prior knowledge. Other prompting questions: What does a paragraph look like?
Where do you see them? What do they do?
Links to reading books and any other texts.

Teal Vitler 2016

CQU

Writers write in paragraphs to break the text into different ideas. Each paragraph has
one main idea. Sometimes authors break the paragraphs up under subtitles to make it
clear what the paragraph is explaining (Show Fact File page 22, on Cairns Birdwing
Butterfly naming the subsections and showing the paragraphs under). Other texts will
write new paragraphs without titles. We know that a new paragraph has started
because it is on a new line (Show Incredible amphibians book: Read through page 38
and at least two paragraphs)
-

After reading section of the text, question the learners what was the first
paragraph about? Why would the author make another paragraph for the next
piece of information and not just continue on?

**move over to desks now if learners restless if not stay for the next part then move.
Nothing needed on desks yet. **
After analysing this look further into the paragraph. Identify what a topic sentence is:
every paragraph must start with a topic sentence it introduces and tells the audience
what the paragraph will be about. Look at the paragraph on mother frogs from the
incredible amphibians book (Open on the projector on Word with highlighter).
Questioning: Where is the first sentence? This is the topic sentence, if we highlight the
key words it tells us that this paragraph will be about (Highlight the key words on
document). When we write our own paragraphs, we need to know the main idea that
we want to tell the audience.
Will move to desks to look at topic sentences and try to identify the main idea.
In a minute you will return to your desks Explicit instruction for equipment and quiet
moving.
**Back to desks number 3 collect whiteboards for table these students move first. **
Lesson
Body 15min
Delivering
the content
through
specific
strategies

We are going to have a game and see if you can find

the main idea that the topic sentences are about.
(Remember that the topic sentence tells the reader
what the paragraph is about so it should not have
irrelevant information).
Tell student that I will draw 1 name from the jar to
share an answer each question. Model the first one,
the students try. Students use whiteboard to write
down the key words from the topic sentence.
-- A paragraph also has a middle and conclusion.
The topic sentence tells the audience(readers) what
the paragraph is about. So when we write the middle
part of the paragraph the author does not write about
something else: For instance, I wrote the topic
sentence Turtles lay eggs on the beach that they
were born on. Then write about how cockroaches
clean themselves. Or that turtles can swim as fast as
15 miles per hour. I would write information that
builds on or is about turtles laying eggs.

Differentiation
Checks for learning
throughout lesson
Not always first hand up: Jar to
choose answer; Share with
shoulder partner to allow all
students a chance to share
ideas.
Checks for learning throughout:
answers and asking students.
Check learning at end.
Main behaviours to watch:
Nicholas (talker, plan); Riley
give warnings if plays up;
Jayden and Miah and Zoe
(wrigglers and distract each
other); Niamh (wriggler).

Teal Vitler 2016

(formative assessment of learning. Note those who

were unsure)
Put hand up if you can tell me what a topic sentence
does (Choose hand, maybe the first one that was
up).
-The next step now that we know what paragraph
looks like is to make our own. Say I wanted to write a
paragraph about what butterfly wings. I know: that
they come in many different colours and patterns.
This is the main idea. Can you help me write a topic
sentence?
**Depending on time: if the students are confident.
Give them another topic to write a sentence for
(Preferably written on slip of paper). Warn that they
need to have their sentences written to share if
pulled from the name jar.

About what frogs eat. (Frogs are carnivores. It

means they eat meat. They eat insects such
as flies, mosquitoes, moths and dragonflies)
Where butterflies live. (In warmer and hot
places. Found almost everywhere.)

Hold up finished sentences, the students first share

with elbow partner and then choose 3 to share with
the group from the jar.

Lesson
Conclusion
5min
Concluding
activities
Summarizin
g the lesson

CQU

{proximity, cueing with parallel

acknowledgement, descriptive
praise, choice, follow through}
Peer evaluation checking
through work. Independent work
to show comprehension.
Model work on the board.
Provisions for slow learners:
help and moving around the
room.
Cueing gain to the attention of
students.
Explicit instruction.
Check Jasper and Seth put on
glasses.
Behaviour:
Selective attending, giving
choice, warning chart, following
through, defusing, refer to
expectations and follow through
consequences.

CONCLUDE:
(Note names of students unsure and any topics that majority did not understand)
Thumbs up/down/cosi-cosi Do you know
-

When to use a paragraph?

What a paragraph start with?

*extra question: Why should we write in paragraphs?

Teal Vitler 2016

Evaluation / Reflection

CQU