Paragraphing Practice

Overview

Today’s one-off reliever lesson focuses on paragraphing in a Languages context: students will plan and write a short connected paragraph in the target language using a simple structure (topic sentence + supporting detail + reason/opinion). This builds on learners’ ability to produce straightforward connected texts about immediate personal relevance.

Learning intentions

• WALT write a straightforward connected paragraph about a familiar topic using clear structure.
• WALT use basic linking words and punctuation to help ideas flow.
• WALT check and improve writing for clarity and accuracy using a simple checklist.

Success criteria

I can:

• I can write a paragraph with a clear opening sentence about my topic.
• I can add 2–3 sentences with details (who/what/where/when/why).
• I can include at least one simple linker (e.g., and/because/also) and end sentences with correct punctuation.
• I can revise my paragraph using a checklist (spelling of key words, sentence endings, and readable spacing).

Curriculum links

• Writing: Produce straightforward connected texts about matters of immediate personal relevance, expressing opinions and giving reasons in a simple way.
• Communication: Communicate meaning through writing by using simple sentence structures and familiar language.
• Literacy in Languages: Use strategies to organise ideas so the reader can follow the text (paragraphing and sentence boundaries).

Lesson structure (45 minutes)

1. 0–5 min · Warm-up (model reading). Teacher displays a short model paragraph (2–3 sentences) on the board and reads it aloud, pointing to where the paragraph starts and where sentences end. Students do a quick “spot the structure” chat: “What is the first sentence saying?”

2. 5–12 min · Direct teach (paragraph blueprint). Teacher introduces a simple paragraph frame in the target language:

• Sentence 1: “Today/I am…” (topic sentence)
• Sentence 2: “I like… because…” (reason/opinion)
• Sentence 3: “Also/Then…” (extra detail) Students underline the matching part in the model paragraph and say one sentence starter they could use.

3. 12–18 min · Planning (quick mind-map + sentence stems). Teacher provides a planning sheet with prompts (e.g., My favourite activity/place/food; With who; Where; When; Why I like it). Students choose a topic and fill in 3 idea boxes, then select 3 sentence stems to match the blueprint.

4. 18–30 min · Guided writing (write the first draft). Teacher circulates with a checklist and offers sentence-by-sentence support (suggesting linking words, checking key vocabulary, reminding about punctuation). Students write a single paragraph of 3 sentences in their own words using their stems.

5. 30–38 min · Revision sprint (dyslexia-friendly support). Teacher explains a “Revision Checklist” and models how to fix one common issue (e.g., missing full stops, unclear spacing, repeated words). Students revise their own paragraph by:

• Reading it once for meaning
• Reading it again for sentence endings
• Replacing one “because” idea with a clearer reason (if possible)

6. 38–45 min · Share and exit ticket. In pairs, students read their paragraph to a partner and give one “Glow” (one thing done well). Teacher collects an exit ticket: students circle which sentence is their topic sentence and tick the checklist items they met.

Resources

• Model paragraph printed (large font, high contrast)
• Paragraph blueprint frame (topic sentence + reason/opinion + extra detail)
• Sentence stem strip in the target language (laminated or on paper)
• Planning sheet (3 idea boxes + checklist)
• Revision checklist (3–4 items max)
• Coloured pencils or highlighters (for underlining structure)
• Writing paper with clear margins and line spacing (or lined templates)
• Word bank of high-frequency words relevant to today’s topic

Assessment

• Teacher formative checks during guided writing: paragraph structure present (3 sentences aligned to frame) and basic linking/punctuation attempt.
• Peer check during share: partner confirms which sentence is the topic sentence.
• Exit ticket: identifies topic sentence and indicates which success criteria were achieved.

Differentiation

• Support for diverse learners:
• Provide sentence starters and a word bank tailored to the chosen topic (allow copy-first then personalise).
• Use a scaffolded template with sentence frames and pre-set linker options.
• Allow oral rehearsal before writing: students speak their 3 sentences in pairs, then write.
• Dyslexia-friendly reading options:
• Use large-font printouts and a ruler/underline guide to track text while reading.
• Offer audio read-aloud of the model paragraph (teacher reads or recorded audio on a device).
• Encourage using fewer words with clear sentences rather than complex sentences.
• Extension for advanced learners:
• Add a fourth sentence that gives a second reason or a time detail (e.g., “On Saturdays… / Next week…”).
• Improve accuracy: replace one general verb with a more precise verb from the word bank.
• Use an additional linker (e.g., “but/however/also/then”) if already using one successfully.

Extension (optional)

• SKIP (not requested).