Production and… · SHS1 English Language

Lesson notes

Learning Objectives

Indicator: 1.4.1.LI.2 - Develop a paragraph, focusing on the elements of unity.

By the end of the lesson, learners can:

Define paragraph unity and identify the three essential elements: a clear central idea (topic sentence), supporting sentences that develop that idea, and a concluding sentence.
Analyse sample paragraphs to determine whether each sentence contributes to a single central idea, and identify any sentences that break the unity.
Write a unified paragraph of 6 to 8 sentences on a given topic, ensuring every supporting sentence relates directly to the topic sentence.
Revise a provided paragraph by removing or rewriting sentences that do not support the central idea.
Use linking words and cohesive devices (first, then, in addition, furthermore, finally) to connect ideas within their unified paragraph.

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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.2 - Develop a paragraph, focusing on the elements of unity.
Suggested placement: Semester 2, Week 6 (Week 26 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.72: the assessment cell on this indicator's table row is printed with its four Depth-of-Knowledge levels and no code at all, where every other assessment cell in the document is headed by an AS code. The content is carried; the missing code is not invented
Curriculum reference: NaCCA curriculum document, p. 72

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 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 (code not printed):
Level 1 Recall
Level 2 Skills of conceptual understanding
Level 3 Strategic reasoning
Level 4 Extended critical thinking and reasoning