| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | English |
| What topic | Paragraphs |
| What length (min) | 30 |
| What age group | Year or Grade 3 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Paragraphs
Grade 3 (8-9 years old)
English Language Arts
20 students
This lesson supports the development of writing skills and understanding of text structure as outlined in the English Language Arts national curriculum standards for Grade 3.
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction to Paragraphs | 5 | Discuss what a paragraph is; introduce the topic sentence, details, and concluding sentence. Use examples on the whiteboard. |
| 2 | Group Activity | 10 | Distribute printable cards to students. Each card will have prompts to help them plan a paragraph. Students work in pairs to brainstorm ideas. |
| 3 | Writing Paragraphs | 8 | Students individually write a paragraph using their cards as a guide. Encourage them to check for the structure discussed. |
| 4 | Peer Review | 5 | In pairs, students exchange paragraphs for peer feedback focusing on clarity and structure. Provide a checklist for guidance. |
| 5 | Collection of Work | 2 | Randomly collect students' paragraphs or conduct a quick check of their cards to assess understanding without presentations. |
| 6 | Conclusion and Homework Assignment | 5 | Recap key points about paragraphs. Assign students to write a new paragraph at home on a different topic, using the format learned in class. |
"Good morning, class! Today, we are going to learn about paragraphs. First, can anyone tell me what a paragraph is? That's right! A paragraph is a group of sentences that all talk about one idea. Now, let’s think about what makes a strong paragraph.
A paragraph usually starts with a topic sentence. This is the first sentence that tells us what the paragraph is about.
Next, we have the supporting details. These sentences provide more information and examples about the idea in our topic sentence.
Finally, we have a concluding sentence, which wraps everything up. It can summarize the main idea or give a final thought.
Let’s look at this example on the whiteboard. [Write a sample paragraph on the board.] Can you see how it has a clear topic sentence, supporting details, and a concluding sentence? Great! Now let's move on to our next activity."
"Now that we understand what a paragraph is, it's time to get to work! I am going to give each of you a printable card. Each card has prompts to help you plan your paragraph.
Please find a partner and work together. Brainstorm some fun ideas based on the prompts. You have 10 minutes to discuss and write down your thoughts on the card. Remember to think about your topic sentence, the details you want to include, and how you will conclude your paragraph.
Ready? Go!"
"Okay, everyone! Now that you’ve brainstormed some ideas with your partner, it’s time to write your paragraph. You’ll have 8 minutes to write your own paragraph using the ideas from your cards.
Make sure you follow the structure we talked about: start with a topic sentence, include supporting details, and finish with a concluding sentence.
If you get stuck, look back at your card for help. You can do it! Let’s begin writing!"
"Time’s up! Now, let’s help each other improve our paragraphs. Please find your partner again and exchange your paragraphs.
Take turns reading each other's work. As you read, I want you to think about these questions: Is it clear? Does it follow the paragraph structure we’ve discussed?
I’m handing out a checklist that will guide you through your feedback. Make sure to provide at least one compliment and one suggestion for improvement. You have 5 minutes to complete this. Go ahead!"
"Thank you for all your hard work during the peer review! Now, it's time to collect your paragraphs. I would like everyone to pass their paragraphs to me, or if you prefer, show me your cards while I check off your completion.
This is just to see how well you understood the structure of a paragraph today. I won’t be reading them out loud; I just want to ensure that you’ve practiced what we learned today.
Thank you!"
"Alright, class, let’s wrap up! Today we learned that a paragraph consists of a topic sentence, supporting details, and a concluding sentence.
I’m really proud of how you all engaged in our activities today! For your homework, I’d like you to write a new paragraph on a topic of your choice. Make sure it includes your clear topic sentence, supporting details, and a concluding sentence.
Please bring your homework to class next time, so we can review it together. Have a wonderful day, and I can’t wait to read your paragraphs!"
| Question | Answer |
|---|---|
| What is a paragraph? | |
| What is the purpose of a topic sentence? | |
| What role do supporting details play in a paragraph? | |
| How does a concluding sentence add value to a paragraph? | |
| Can you name the three main components of a paragraph? | |
| Why is it important to follow the structure of a paragraph? | |
| How can brainstorming help when writing a paragraph? | |
| What should you do if you get stuck while writing a paragraph? | |
| How can you provide constructive feedback to a peer's paragraph? | |
| What were the key takeaways from today's lesson on paragraphs? |