Organizing Body Paragraphs: Lesson Plans I. Introductory (10-15 minutes !.

"eacher should e#plain that most paragraphs that $e $rite are organized similarly% e&en though their content is not the same. "here are e#ceptions as $ith most things in 'nglish. Paragraphs that introduce or contrast may not (ollo$ the same pattern. "oday% $e are going to learn the general outline (or (orming a paragraph. B. )eparate students into groups o( three *. +i&e each mem,er an inde# card that de(ines a type o( sentence used in paragraphs (topic% supporting% conclusion -. .a&e each mem,er o( the group share their de(inition and as/ the group to line up in the order that the sentences should appear in a paragraph. '. 0andomly choose group mem,ers to share the de(inition o( each $ord $ith the entire class% in the order o( topic sentence% supporting sentences% then conclusion sentence. !s/ students to ta/e their seats once their de(inition has ,een read aloud. 1a/e sure to ac/no$ledge that the cards are read in the order that sentences most o(ten appear in a paragraph. -e&elopmental (25-35 minutes !. )ho$ an e#ample o( a paragraph% la,eling the sentence using the terminology 4ust re&ie$ed ,y the students. B. Pro&ide each group $ith a set o( sentences. !s/ them to put the sentences in a paragraph in the order o( topic% supporting% conclusion. *. .a&e groups share their paragraphs $ith the class and discuss $hy they arranged the sentences in stated order. -. 0e&ie$ the original paragraph% e#plaining $hy sentences appear in the order that they occur. '. '#plain 5Ba/e the *a/e6 handout. *ulminating (5-15 minutes !. )tudents should re&ie$ paragraphs (rom their 4ournal $riting to ma/e sure that their paragraphs (ollo$ the correct order then re&ise any errors. B. )tudents should $rite a paragraph that (ollo$s the gi&en outline ((inal &ersion o( the re&ised paragraph or another paragraph on the same topic i( the (irst paragraph is correct .

II.

III.

Organizing Body Paragraphs: )ample

The following paragraph presents the main idea, a childhood memory and offers sentences to support this idea.

)ome o( my earliest memories are o( the storms% the hot rain lashing do$n and lightning running on the s/y7and the storm cellar into $hich my mother and I descended so many times $hen I $as &ery young. 8or me that little room in the earth is an un(orgetta,le place. !cross the years I see my mother reading there on the lo$% narro$ ,ench% the lamplight (lic/ering on her (ace and on the earthen $alls9 I smell the dan/ odor o( that room9 and I hear the great $eather raging at the door. I ha&e ne&er ,een in a place that $as li/e it e#actly9 only no$ and then I ha&e ,een reminded o( it suddenly $hen I ha&e gone into a ca&e% or $hen I ha&e 4ust caught the scent o( (resh% open earth steaming in the rain.
--:. )cott 1omaday% The Names

"opic )entence- a sentence that states the main idea or topic o( a paragraph )upporting details- (acts or e#amples (rom relia,le sources that can ,e used as e&idence to e#plain a particular thought;idea. *onclusion- a rephrased or summing up o( ideas in a paragraph that ,rings it to a close.

)ome o( my earliest memories are o( the storms% the hot rain lashing do$n and lightning running on the s/y7and the storm cellar into $hich my mother and I descended so many times $hen I $as &ery young.

8or me that little room in the earth is an un(orgetta,le place.

!cross the years I see my mother reading there on the lo$% narro$ ,ench% the lamplight (lic/ering on her (ace and on the earthen $alls9 I smell the dan/ odor o( that room9 and I hear the great $eather raging at the door.

I ha&e ne&er ,een in a place that $as li/e it e#actly9 only no$ and then I ha&e ,een reminded o( it suddenly $hen I ha&e gone into a ca&e% or $hen I ha&e 4ust caught the scent o( (resh% open earth steaming in the rain.

Organizing Body Paragraphs: Bake the Cake :ame <<<<<<<<<<<<<<<<<<< *lass <<<<< -ate <<<<<<<<<<

= >hen $riting ,ody paragraphs (or an essay% another $ay to thin/ a,out them is to organize them &isually. I( $e loo/ at a ,ody paragraph as a three-layer ca/e% $e can di&ide it up as (ollo$s: 1. Top Layer (Topic Sentence): Statement and/or eason "his layer is thic/ since it can usually ,e accomplished in one or t$o sentences. ?ey @uestion: >hyA (some topic sentence(s o((er the topic and ans$er this @uestion Ex. One reason I hate taking out the garbage is that it smells to high heaven. !. "idd#e Layer (S$pporting Sentences): %&amp#es/'escriptions "his layer is the thic/est o( the three ,ecause it $ill contain particular details supporting the topic. ?ey @uestion: .o$A (this should relate to the @uestion $hy Ex. or example, the kitchen trash is really nasty. That plastic bag always bulges full of things like last week!s meatloaf surprise, old moldy tuna fish cans, moldy cheese, and gobs of mushy turnip greens. This whole mess floats in a pool of spoiled milk. (. Bottom Layer: (Conc#$sion Sentence): S$mmation "his layer is also thin ,ecause% li/e the top layer% it can ,e accomplished in one or t$o sentences. ?ey @uestion: >hat di((erence does this ma/eA (conse@uences o( .o$A Ex. That smell almost always soaks into my clothes, and, when I get to school, nobody will be my friend.

Bake the Cake)

Top Layer (Topic Sentence) eason

"idd#e Layer (S$pport 'etai#s): %&amp#es Bottom Layer (Conc#$sion Sentence): S$mmation

* Cake+ one ,ody paragraph Organizing Introductory Paragraphs: Lesson Plans

I. II.

Introductory !. 0e&ie$ the type o( paragraphs handout -e&elopmental !. )ho$ students the sample paragraph $or/sheet. *hose a student to read aloud the (irst paragraph $hile e&eryone (ollo$s along. "hen as/ students to decide (or themsel&es $hat type o( paragraph it represents. B. *hoose a corner o( the room (or each paragraph and display them so that students can read them easily. *. In groups ha&e students approach and read each paragraph and as/ students to go to $hiche&er corner represents their ans$er. -. .a&e one or t$o representati&es (rom each group e#plain $hy he;she chose the corner. '. .a&e each group sit once their paragraph representati&e has spo/en% and lea&e the correct corner as the last e#planation. 8. Praise the last group (or their correct ans$er and ela,orate on $hy the ans$er is correct. +. *ontinue until all three paragraphs are e#plained. *ulminating !. 0e&ie$ an essay and la,el the parts re&ie$ed during the lesson. B. )tudents should la,el their essay as the teacher la,els hers on the o&erhead.

III.

Organizing %ssays: Types o- paragraphs

:ame <<<<<<<<<<<<<<<<<<<< .ntrod$ction Paragraph

*lass <<<<<

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1. >hat is an introduction paragraphA The introduction paragraph is the first paragraph of your essay. 2. >hat does it doA It introduces the main idea of your essay. " good opening paragraph captures the interest of your reader and tells why your topic is important. 3. .o$ do I $rite oneA a. #rovide some background information about your topic. $ou can use interesting facts, %uotations, or definitions of important terms you will use later in the essay. b. &rite the thesis statement. The main idea of the essay is stated in a single sentence called the thesis statement. $ou must limit your entire essay to the topic you have introduced in your thesis statement. '#ample:
.oc/ey has ,een a part o( li(e in *anada (or o&er 120 years. It has e&ol&ed in to an e#tremely popular sport $atched and played ,y millions o( *anadians. "he game has gone through se&eral changes since hoc/ey $as (irst played in *anada.

Body (S$pporting) Paragraphs 1. >hat are supporting paragraphA 'upporting paragraphs make up the main body of your essay. They are the middle paragraphs that appear after the introduction paragraph and before the conclusion paragraph. 2. >hat do they doA They develop the main idea of your essay by establishing subtopics of the main idea. One subtopic is discussed per body paragraph. 3. .o$ do I $rite themA a. (ist the points that develop the main idea of your essay. b. #lace each supporting point in its own paragraph. c. )evelop each supporting point with facts, details, and examples. '#ample:
Langston .uges lo&ed the 4azz e#perience. In :e$ Bor/% .arlem% and >ashington -.*. he listened to the 4azz greats ma/e music at learge clu,s and small ca(es. .ughes recognized the paride o( ,lac/ !merica in the ,eats and rhythms o( 4azz. .e heard the essence o( the $or/ing ,lac/ manCs li(e in the $ords o( the ,lues. .e $as determined to carry the intensity o( the 4azz e#perience into the $orld o( poetry. 8rom 1D2E until his death in 1DEF% .ughes penned hundreds o( poems $ith the rhymes and rhythms o( 4azz in mind. ! proli(ic author in all styles% .ughes ,ecame (amous (or his 4azz-inspired poetry.

Conc#$sion (S$mmary) Paragraphs *. &hat is a conclusion paragraph+ "he conclusion paragraph comes at the end o( your essay a(ter you ha&e (inished de&eloping your ideas. ,. &hat does it do+ It summarizes or restates the main idea o( the essay. Bou $ant to lea&e the reader $ith a sense that your essay is complete. -. .ow do I write one+ a. *onclude your essay ,y restating the main idea in di((erent $ords. ,. 0estate the strongest points o( your essay that support your main idea. c. +i&e your personal opinion or suggest a plan (or action. d. 1a/e a re(erence to your introduction '#ample:
O&erall% the changes that occurred in hoc/ey ha&e helped to impro&e the game. .oc/ey is (aster and more e#citing as a result o( changes in the past 120 years. 8or these reasons% modern hoc/ey is a ,etter game than hoc/ey in the 1GD0Cs.

. ha/e a#0ays ,een -ascinated ,y carni/a# rides. .t amazes me that a/erage1 ordinary peop#e eager#y trade in the serenity o- the gro$nd -or the chance to ,e tossed thro$gh the air #ike /egeta,#es in a -ood processor. .t amazes me that at some time in history someone tho$ght that peop#e 0o$#d en2oy this1 and that person in/ented 0hat m$st ha/e ,een the -irst o- these terri-ying machines. 3or me1 it is precise#y the thri## and e&citement o- ha/ing s$r/i/ed the ride that keeps me coming ,ack -or more.
%ach ne0 rotation ga/e me more con-idence in the ch$rning machine. %/ery ascent #e-t me e#ated that . had s$r/i/ed the pre/io$s death4de-ying -a##. 5hen another ner/e4 0racking c#im, -ai#ed to -o##o0 the #ast e&hi#arating descent and the ride 0as o/er1 . kno0 . 0as hooked. Physica##y and emotiona##y drained1 . -o##o0ed my -e##o0 passengers do0n the c#anging meta# steps to reach the sa-ety o- my -ormer -ooting. . had ,een spared1 ,$t on#y to ha/e the opport$nity to ride again.

The -irst ride on one o- these -antastic ,easts ga/e me an instant r$sh oadrena#ine. *s the death4de-ying ride started1 a #$mp in my throat p$#sed #ike a dis#odged heart ready to 0a#k the p#ank. *s the ride gained speed1 the resistance to gra/ity ,$i#t $p against my ,ody $nti# . 0as $na,#e to mo/e. *n a#most impercepti,#e pa$se as the 0hee# reached the top o- its c#im, a##o0ed my ,ody to re#a& in a ,rie- state o- norma#cy. Then there 0as an assa$#t ostomach4t$rning 0eight#essness as the machine contin$ed its rotation and . descended ,ack to0ard the earth. * cym,a#4#ike crash /i,rated thro$gh the air as the 0hee# reached ,ottom1 and m$ch to my s$rprise . ,egan to rise again.