B6 English Language · Term 3 Week 3: Paragraph Development

Lesson notes

Learning Objectives

Indicator: B6.4.6.1.4 - Use cohesive devices pronoun references, repeated key terms or grammatical structures to link ideas in a paragraph. E.g. use connectors to link contrasting ideas. Show results and purpose.

By the end of the lesson, learners can:

Identify cohesive devices (connectors, pronoun references, and repeated key terms) in a given paragraph and explain what each one does.
Classify common cohesive devices by function: sequencing (first, next, finally), adding (also, besides, furthermore), contrasting (but, however, on the other hand), showing results (so, therefore, as a result), and showing purpose (so that, in order to).
Complete a paragraph by filling in missing cohesive devices with appropriate transitions.
Write a short paragraph of 5 to 7 sentences that uses at least three different types of cohesive devices to link ideas smoothly.
Revise a given paragraph by replacing weak or missing links with stronger cohesive devices to improve flow.

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Curriculum details

Strand: Writing (Strand 4)
Sub-strand: Paragraph Development (4.6)
Content standard: B6.4.6.1 - Develop, organise and express ideas cohesively in writing and representing for a variety of purposes, audience, and contexts
Indicator: B6.4.6.1.4 - Use cohesive devices pronoun references, repeated key terms or grammatical structures to link ideas in a paragraph. E.g. use connectors to link contrasting ideas. Show results and purpose.
Suggested placement: Term 3, Week 3 (Week 27 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: English Language Curriculum (Basic 4-6), 2019, p. 199
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

- Display a sample paragraph.
- Underline the cohesive devices/transitional words.
- Have learners read the paragraph and discuss with their peers what the underlined words are doing in the paragraph.
- Lead them in a general discussion on what the underlined words are and their roles in the paragraph.
E.g. First, second, third, finally, again, also, and, besides, further, in the first place, last, likewise, next, then, too. Provide a paragraph and leave out the cohesive devices. Have learners complete the paragraph with appropriate transitional words.