TITLE: SUCCESSFUL PARAGRAPHS
AUTHOR: Martha Adams; Jefferson Elementary, Everette, WA
Adapted from Mitzi Merrill; Staff Development
Specialist,
Snohomish, WA
GRADE LEVEL/SUBJECT: 4-6; Language arts, writing
OVERVIEW: When 4th - 6th graders are asked to write a paragraph,
the result is often a few short, choppy sentences beginning with
The, An, A, or I. This activity guides students through the
writing process for a successful five-sentence paragraph with
varied sentence beginnings. Repeating this process frequently
with many, varied topics teaches students to use variety to
create interesting paragraphs.
OBJECTIVE(s): As a result of this activity, the students will
each write a five-sentence paragraph with varied sentence
beginnings, correct spelling and punctuation, and appropriate
margins.
RESOURCES/MATERIALS: Chalkboard or overhead for teacher sample,
paper and pencil for students
ACTIVITIES AND PROCEDURES: Each step in this activity should be
modeled by the teacher and result in a sample paragraph for the
students.
1. Each student lists three material things they wish for, three
happenings that would make them happy, and three places they
would like to visit.
sample:
THINGS HAPPENINGS PLACES
Ferrari Peace on Earth Australia
Diamonds Energy consciousness Jamaica
Lottery More recycling Italy
2. Each student circles one favorite item from each list. The
following five sentence patterns are used as each student
writes his/her sentences. Sentences are all numbered and
begun at the left margin in this step. A later step puts
them in paragraph form. For each pattern, the teacher models
first, students give oral examples, then students write their
own sentences.
3. a. This is the opening or topic sentence.
samples:
Three things that would make me happy are a Ferrari, and
energy conscious society, and a trip to Australia.
If I had three wishes they would include.......
_______, _________, and ________ are three things that would
make me happy.
Three sure ways to make me happy would be....
b. The second sentence begins with and -ing word and used
the thing wished for.
samples:
Racing down the freeway in my Ferrari, I would be the envy of
everyone I met.
Owning a red Ferrari would probably net me many speeding
tickets.
Driving my zippy Ferrari would be sheer pleasure.
c. The third sentence begins with "To" plus and action word
and uses the happening wished for.
samples:
To live in an energy conscious society would make our lives
healthier.
To know that everyone was energy conscious would make me feel
satisfied.
To be aware of energy conservation should be of importance to
all.
d. The fourth sentence begins with a prepositional phrase
and uses the place desired to visit.
samples:
During a visit to Australia, I would certainly see kangaroos.
For visiting Australia, I would need a new camera.
From a visit to Australia, I would learn about many different
animals and plants.
e. The last sentence is a concluding sentence beginning with a
word such as finally, certainly, surely, etc.
samples:
Certainly my wishes are attainable.
Surely I deserve all I wish for.
Hopefully my wishes will come true before I'm 50.
4. Collect student papers and proof for spelling errors.
5. Return papers and have students rewrite in paragraph form.
Discuss margins and any other criteria you will be using for
scoring (ink, cursive, illustrated, etc.).
TYING IT ALL TOGETHER: By using this step-by-step method
frequently, students begin to use variety in sentence structure
in their paragraph writing. When assigning a paragraph, one of
the criteria could be that no two sentences start with the same
word.
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