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Dapdap St., Poblacion III, Carcar City, Cebu

S.Y. 2019 – 2020

A Lesson Plan in Language 6

Teacher: Annabelle R. Gako
Grade & Section: 6 – Our Lady of Rule

Lesson: Paragraph and Kinds of Paragraph

Performance Standard:
 Publishes texts using appropriate text types for a variety of audiences and purposes

Learning Competency:
 Distinguish the different parts of paragraph and its different kinds.
 Write his or her own paragraph.
Institutional Values: Planned institutional value/ values covered: Responsibility

Learning Experiences:

A. Activation
Explore
 The teacher will let the students read the paragraph below. The teacher will
allow the students to note how the superstition of knocking on wood began.

Knock on Wood

The superstition about knocking on wood is very old. Down through the
ages, people believed that trees were the homes of gods. The gods were kind if they
were approached in the right way. To ask a favor of a tree god, one would touch the
bark. After the favor was granted, one would knock on the tree as a sign of thanks.

 After reading the paragraph, the teacher will ask the students some
questions.
1. What is a superstition?
2. What superstitious belief was mentioned in the paragraph? Does it
relate to people’s idea about nature?
3. Who were believed to live in trees?
4. How did the people ask favor of a tree god?
5. Should you believed in superstitions? Why?

 The teacher will let the students share their thought about the text that they
have read. Let them describe its form and structure.

6. What is the genre of that text?

(Paragraph)
B. Building – Up
Firm-Up
 The teacher will then introduce, paragraph.
 Paragraph – is a group of sentences about one main idea.

 The teacher will present the paragraph that they have read in the activation.

Knock on Wood

The superstition about knocking on wood is very old. Down through the
ages, people believed that trees were the homes of gods. The gods were kind if they
were approached in the right way. To ask a favor of a tree god, one would touch the
bark. After the favor was granted, one would knock on the tree as a sign of thanks.

 The teacher will ask the students, what is the main idea of the article? Does
the first sentence state the main idea?
 The teacher will then have a discussion.
The first sentence pf the article usually states the main idea. It is
called the topic sentence.
The topic sentence is usually the first sentence of the paragraph. It
may also be found in the middle or at the end, or it may not be in
the paragraph at all. Thus, every paragraph has a main idea but
may not have a topic sentence.
The beginning sentence is the attention-getting part of the
paragraph.
The middle sentences of a paragraph support its main idea.
The ending sentence clinches the paragraph.
 As the teacher have the discussion, an instructional material which is a
Manila Paper with a written sample paragraph on it will be used in order for
the students to follow and be able to see an actual sample of each part.
 After the presentation and discussion of the different parts of paragraph, the
kinds of paragraph will then be followed. The class will be divided into four
groups. Each group will be given a sample paragraph that differ from each
other.
 Each group will be given time to read the paragraph assigned to them
together and then discuss what is it all about, label the parts and decide
which is the topic sentence and/or the main idea.
 The groups will then present their paragraph in front in their own way of
reading it and then will share the different parts and the topic sentence and
the main idea.
 After all the presentations and sharing, the teacher will present the different
kinds of paragraphs. Then, will let the students decide to which kind their
paragraph belongs to.
 Kinds of Paragraphs

1. Descriptive paragraphs are paragraphs that build up thoughts

using descriptive words.
2. Narrative paragraphs are paragraphs that tell events in order.
3. Expository paragraphs are paragraphs that give information.
4. Argumentative paragraph are paragraphs that show different
points of a specific issue or argument and persuade the
readers to agree with the writer’s stand.

Deepen

 With the same group that they have the teacher will let each group examine
different paragraphs and determine its type and label its parts.

C. Culmination
Transfer
 The teacher will give a worksheet to the students.

A. Think of four or five words or phrases that are related to each given
topic. Draw a graphic in your notebook to show those words or phrases.
1. Storm
2. Tree
3. Birthday Party
4. Human face

Example:

Rolling plains
Colorful wildflowers
Refreshing breeze

Beauty of Countryside

Verdant fields Abundant trees

Clear rivers

B. Choose three from the given topic and compose a topic sentence for
each of those three topics.
 C. Choose one from the three topic sentence that you have composed in the
previous exercise and develop it into a paragraph. Use the details that
you have already given.

Materials:

- Instructional Materials (Manila Paper, Marker, Scotch tape)

- Books
- Handouts
- Worksheet

References:

Alfaro, A. M., & Piang, Y. D. (2014). English Language Power, Sibs Publishing
House., pages (304-312)

Healey, P., McGuire, A. B., Kervick, I. & Saybolt, A. (2018). Voyages in English
Grammar and Writing, Loyola Press., pages (400 – 426)

Gutierrez, T. B., Garcia, M.L.G. (2012). English Encounters Language, Rex Book
Store, pages (186-190)