Unit/Lesson Title: Paragraphing _[Stage: 3 __ | Year: 5/6 Aim for the lesson: Syllabus Outcomes: To teach students how to write and structure paragaphs. EN3-2A — Composes, edits and Presents well-structured and coherent texts. For students to have selected their first object/symbol for the CAT task EN3-7C ~ Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts. Use complex punctuation to engage the reader and achieve purpose. EN3-8D ~ Identifies and considers how different viewpoints of their a world, including aspects of culture, are represented in texts. Prior Knowledge: Resources: Basic sentence structuring (TEEL or Trafic lights) Interactive Whiteboard, workbooks, pens/pencils Learning Experiences Introduction (Engagement) 5 - 7 minutes Assessmen ~ Briefly outline current CAT task given to students and engage students by enquiring about their prior knowledge of || t TEEL or the Traffic Light system. Ask “how big you believe your paragraph needs to be?” Topic sentence Green ~ Topic Sentence Explanation/expand Orange - Supporting sentences Example Red - Concluding Sentence Link ~ Read and present model example on the interactive whiteboard to guide students with a structure and sequence to model their own paragraphs off. This will be left on the interactive whiteboard so students always have a model to work off if they find it challenging. - “Any questions?” “Does everyone understand the task?” Body 20 minutes ~ Have students work out what their first object/symbol will be, they may initially communicate with the person sitting next to them so they may talk about their qualities as a person and general life so they may identify an object that represents them. ~ Following student conversation with one another, they will find their own space and silently begin to work on their Paragraphs. It is essential that the environment around them remain silent so students may reflect upon theobject/symbol they have chosen and how they are represented by it. ~ Teacher will float around during this time and engage in conversation with students making sure they are on the right track and assisting with students who are having trouble with sentence structure. ~ There may be an opportunity to take a small group during this time if a number of students are struggling with paragraph writing, | Conclusion (Presentation/Refiection) 5 — 10 minutes PEE - Have students who want to share their Paragraphs read them out and provide constructive feedback. Eg (‘I especially like...” ~ Remind students “that they must respect the student sharing their paragraph by listening and not engaging in conversation with any other students around them” Dhl wtiod of [grr