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Paragraph Lesson

Paragraph Lesson

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Published by niljimen33

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Categories:Topics, Art & Design
Published by: niljimen33 on Sep 24, 2011
Copyright:Attribution Non-commercial


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Writing a “How to” Paragraph
Behavioral Objective
: When asked the four critical features of how to write a“How to” paragraph, the students will be able to state the critical componentsfeatured in writing a “How to” paragraph from a model presented by the teacher with 100% accuracy for one day.2.
: “We just completed learning how to write a descriptive paragraph.What are the critical components of a descriptive paragraph?” Everyone did agreat job of paying attention and using the correct format in writing their  paragraph. Today, we are going to learn how to write a new type of paragraph.The type of paragraph we are going to learn is a “How to” paragraph. Theexpectations for today are to pay attention to the model I am going to present. Wewill go through all the critical components that are in the “How to” paragraph.When I finish modeling the process you should be able to state the steps that needto be taken when writing the paragraph. After learning how to write this type of  paragraph, you will be able to explain in writing the steps someone needs tocomplete a task.3.
Description of Lesson
:1. Model the critical features of writing a “How to” paragraph. (Form 1)2. Ask students what the critical features of the “How to” paragraph are.(Overhead is removed and students will be tested on their memory of ideas)3. Tell students: Some paragraphs describe how to do something. Today, Iam going to show you how to write a paragraph for “How to make a hotfudge sundae.”4. Show students the “Things you need sheet” (form 2). On this sheet, wewill come up with a list of the things we need to make a hot fudge sundae.I’ll show you what I mean. (Come up with a few of the materials withouthelp of students and then have the students help coming up with the rest of the materials and the equipment.) When we come up with these materialsand equipment, we write them on the sheet so we can use it later whenwriting the paragraph.5. Show student the Steps to Follow sheet (form 3). On this sheet, we’ll brainstorm and write down the steps needed in making a hot fudge sundae.I’ll model for you how to think of the steps I need to take. You noticesince I am not writing the paragraph yet, I don’t have to use completesentences. When I write the paragraph, I have to make sure that I amwriting complete sentences.6. Now we have to go through the steps we came up with and put them inorder. Let me see, what step would I do first? (Do the first few stepswithout the help of students and then ask for student help)7. Show and describe the keyword sheet to the students (form 4). Key wordsare words that will help us move from step to step in the paragraph. For 
example we might use “first” to let the reader know this is the first step.We might use “last” to let the reader know that they have reached the endof the process.8. Show and explain the think sheet to the students (form 5). Using the think sheet we will be able to organize our paragraph and it will be easier for meto write How to make a hot fudge sundae. What are the key features thatare on this sheet? (Title, topic sentence, steps in order, closing sentence)9. Show process of taking the items from the information sheet and putting iton the think sheet. I will now begin to take the information from theinformation sheet so I can write the paragraph. The first thing I do is towrite the title. Next I have to write my topic sentence. The topic sentencewill be “This is how you make a hot fudge sundae.” After I have the topicsentence I can begin to put the steps in order on the think sheet. (Model putting the steps in the correct order on the think sheet.) For the thinsheet, I want to make sure I am using complete sentences so I can usethem for my paragraph. Now, I have to write the closing sentence. Theclosing sentence for my paragraph is “This is how you make a hot fudgesundae.” Do you see the key words that I used on the think sheet? (Pointout the key words to the students.) These words will help transition fromone step to the next so the paragraph makes sense.10. Show the process from the think sheet to writing the paragraph. Think about what we have done so far today. First, we came up with a topic.Then we came up with the materials and equipment needed. After that Iwrote down the steps that I needed to take. Then, I put the steps in order.After that I put everything on an information sheet. So now, I can take theitems from the information sheet and start to write my paragraph. Thefirst thing I will want to do is write my title at the top of the page. After Iwrite my title I will want to start the paragraph with using my topicsentence. I now want to write down the stps to follow. I have to makesure that I keep the steps in the proper order and I use the keywords so thereader knows when I am moving from one step to the next. Now that Ihave all the steps written down, I want to write my closing sentence. Look at that, I have the complete paragraph written.After the paragraph is written, I read it back to the students and point outthe critical features that are part of the paragraph. This way it will helpthem retain the information that we went over in coming up with the paragraph.11. Review the steps in the process with the students. The first thing I did wascome up with my topic. After I came up with my topic, I used thematerials equipment sheet to come up with what I need to make thesundae. I then wrote down all the steps I need to take. After I came upwith all the steps, I wrote numbers next to them so they would be placed inorder. After I had the steps in order, I moved all the steps to theinformation sheet. When I put the steps on the information sheet, I made
sure that I used keywords so that I would be able to transition from onesentence to the next. I also used complete sentences so I would be able tomove the sentences directly form the information sheet right into the paragraph. After the think sheet was completed, I wrote my paragraph bymoving the sentences from the think sheet right to the regular paper.12. Test the students on the steps. Now, we will test you to see how manysteps you are able to remember. Take out a sheet of paper and try to writethe steps down that you will need to take when writing a “How to” paragraph. Do your best with this. If you forget a step or two today that isalright. We will be going over these steps some more and by the time weare done with learning the “How to” paragraph, you will know all thesteps you need to take.4.
: At the close of the lesson, students will be orally examined on thesteps of a How to paragraph and then they will be asked to write the steps downon paper and hand it in. This will help determine whether the students haveunderstood the components of a “How to” paragraph or if they need moremodeling before we begin the guided practice.5.
: You all did an excellent job today. Our goal was learning the criticalcomponents that make up a “How to” paragraph and based on your feedback, weall seem to understand the process. Tomorrow, we will have some guided practice on writing a “How to” paragraph to provide you with reinforcement of what we learned today.6.
: Overheads that will be used so the process of writing a “How to” paragraph can be modeled for the student (Forms 1-6).7.
Problems that might be encountered
: Students may not be able to understandthe components right away because this will be a new paragraph format for them.To overcome their lack of knowledge, there will be a great deal of repetition of the steps to help them retain the information. Students also might try to use a process that will be too complicated for them to be able to write a good “How to” paragraph. They will be instructed that at first they want to choose a topic thatwill be easy to explain.

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