Production and… · SHS2 English Language

Lesson notes

Learning Objectives

Indicator: 2.4.1.LI.2 - Develop a paragraph, focusing on the elements of coherence-direct references and transitional words.

By the end of the lesson, learners can:

Define direct references and transitional words and explain how each contributes to paragraph coherence.
Identify direct references (pronouns, synonyms, repeated key words) and transitional words (first, then, further, finally, besides, moreover) in a sample paragraph.
Revise a given incoherent paragraph by inserting appropriate direct references and transitional words.
Compose a coherent body paragraph on a provided topic, using at least two direct references and three transitional words correctly.
Justify their choice of transitional words in a short peer feedback activity, explaining how each link improves cohesion between sentences.

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Curriculum details

Strand: Writing (Strand 4)
Sub-strand: Production and Distribution of Text (4.1)
Content standard: 2.4.1.CS.1 - Develop, organise and express ideas coherently and cohesively in writing. 2.4.1.LO.1 Employ cohesive devices, including connectors that demonstrate contrasts, results and other relationships, with the purpose of enhancing the coherence between paragraphs. 2.4.1.LO.2 Engage in critical analysis and construct concluding paragraphs pertaining to a provided topic.
Indicator: 2.4.1.LI.2 - Develop a paragraph, focusing on the elements of coherence-direct references and transitional words.
Suggested placement: Semester 2, Week 7 (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: NaCCA curriculum document, p. 141

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, 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 (2.4.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.
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