Paragraph Development · B4 English Language

Lesson notes

Learning Objectives

Indicator: B4.4.6.1.1

By the end of the lesson, learners can:

Identify the mode of writing in a given paragraph (narrative, descriptive, expository, or argumentative).
State the purpose and the intended audience of a sample paragraph.
Rearrange jumbled sentences into a coherent paragraph that follows the correct mode of writing.
Match text features (such as topic sentence, supporting details, conclusion) to the appropriate mode of writing.
Write one short paragraph in a chosen mode for a given purpose and audience.

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Curriculum details

Strand: Writing (Strand 4)
Sub-strand: Paragraph Development (4.6)
Content standard: B4.4.6.1 - Develop, organise and express ideas cohesively in writing for a variety of purposes, audience, and contexts
Indicator: B4.4.6.1.1 - Choose appropriate ways and modes of writing for a variety of purposes, audiences, and contexts, and organise facts, ideas and/or points of view in a way appropriate to the mode of delivery, using appropriate text features
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.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

exemplars - p.48
Curriculum reference: English Language Curriculum (Basic 4-6), 2019, p. 48
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

- Select sample essay types/texts showing a variety of modes of writing from learners' readers and/teacher's resource.
e.g.
i. Expository Writing - how something works.
ii. Narrative - how something happened.
iii. Description - how something/someone appears.
iv. Argument - how an opinion can be stated and supported.
- Put learners into groups of five. For each mode of writing, give a sample text to each group to study and, through appropriate questions, guide them to identify the following:
i. the main idea(s);
ii. the mode of writing;
iii. the purpose;
iv. the audience.
Note: Present one mode of writing at a time. For each mode of writing, select a paragraph, jumble the sentences and have learners rearrange them into a coherent piece. (Rearrangement of jumbled sentences). You may also use other controlled composition strategies such as matching, completion and blank filling. This indicator is printed "B4. 4.6.1.1.", with the grade token split off, at the top of the second table on printed p.48 - the table the column calibration cuts wrongly. Neither the extraction nor INVENTORY.md could see it; both this row and B4.4.2.1.2 were rebuilt from the printed page, and its exemplars continue on printed p.49 under a CONT'D standard cell.