SHS1 English Language · Semester 2 Week 5: Production and Distribution of Text

Lesson notes

Learning Objectives

Indicator: 1.4.1.LI.1 (within Content Standard 1.4.1.CS.1) - Use an extended range of cohesive devices (e.g., connectors to show addition) to improve paragraph coherence.

By the end of the lesson, learners can:

Identify at least six additive cohesive devices (e.g., besides, in addition, moreover, furthermore, again) in a given passage and state what relationship each one signals.
Classify given connectors according to their function (addition, sequence, contrast, cause) and select the appropriate connector to link two given sentences.
Revise a sample paragraph by replacing weak or repetitive linking words with an extended range of additive connectors without changing the original meaning.
Write a coherent body paragraph of 6 to 8 sentences on a familiar topic, using at least three different additive cohesive devices to connect supporting ideas to the topic sentence.
Exchange paragraphs with a partner and assess whether each cohesive device used makes the relationship between ideas clear, giving one piece of constructive feedback.

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Curriculum details

Strand: Writing (Strand 4)
Sub-strand: Production and Distribution of Text (4.1)
Content standard: 1.4.1.CS.1 - Develop, organise and express ideas coherently and cohesively in writing. 1.4.1.LO.1 Write clearly, arrange and present ideas in a logical and unified manner through written communication. 1.4.1.LO.2 Generate distinct paragraphs within a composition centered on a specific subject.
Indicator: 1.4.1.LI.1 - Use an extended range of cohesive devices (e.g., connectors to show addition) to improve paragraph coherence.
Suggested placement: Semester 2, Week 5 (Week 25 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.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

indicator text - p.71: the code 1.4.1.LI.1 names 2 different indicators in this year. This document restarts learning-indicator numbering at LI.1 under every content standard, so a code identifies an indicator only together with its content standard - here 1.4.1.CS.1
Curriculum reference: NaCCA curriculum document, p. 71

Exemplars (from the NaCCA curriculum)

Talk for learning (TfL):
- Learners, collaborating with one another in mixed ability groups, examine sample materials (sample essay, passages from books, journals, sample texts from social media) and discuss the structure of a linear narrative essay; i. Introductory paragraph containing
- Central Idea (for the whole essay)
- Supporting sentences (to serve as topic sentences in the body paragraphs) ii. Body paragraphs (containing main ideas-topic sentences) iii. Concluding paragraph
- Learners apply various useful strategies to compose their concluding paragraphs
Note: Learners use the appropriate linking words that show linearity, e.g. first, then, further, finally, ...
Critical Thinking Skills:
- Critical thinking entails analysis and evaluation. Therefore, learners acquire critical thinking and problem -solving skills as they analyse their topics and systematically organise their ideas to develop the plot structure of the story: The beginning, rising action, climax, falling action and conclusion.
- Learners use devices such as metaphors, similes, personification, imagery, hyperbole, and alliteration to bring out the style of a narrative piece.
- Learners use appropriate expressions to link ideas or sentences in a paragraph for coherence. E.g. besides, in addition, moreover, again, furthermore, etc.
- Communication skills are acquired as learners share their ideas with peers and accept constructive feedback through communication and collaboration in order to achieve the basic required skills
Individual Work:
- Learners individually compose an introductory paragraph containing the following: i. Central idea (suitable for an essay) ii. Supporting sentences linked with appropriate cohesive devices (and, before, since, while, as, until etc.), suitable background information and a conclusion
- Learners individually design story maps as guides and compose body paragraphs and concluding paragraphs.
- Learners appreciate the value of respect for one another in their groups.
Teaching and Learning Resources:
- Sample essay,
- Passages from books,
- Journals,
- Sample texts from social media,
- Story map etc.
Assessment (1.4.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.