LESLIE GREENLEE

CURRICULUM FOR WRITING PARAGRAPHS

2/6/16

PRE-UNIVERSITY STUDENTS: INTENSIVE ENGLISH LANGUAGE SCHOOL

Course Description
This course is designed to assist beginner level non-native students in an Intensive
English Language program to improve their writing of paragraphs. The class will
teach skills to develop a basic paragraph with title, topic sentence, supporting
sentences and concluding sentences, and outlines along with short writings. It will
also give the students the confidence to utilize English writing more affectively to
achieve their goals and develop independent learning skills outside of the
classroom.
Writing Skills Goal
Composition focus on assisting students to increase proficiency in English writing
literacy. The students will be provided with strategies to write and understand
sentence and paragraph structure within a variety of contexts.
Main Organizing Theme
1. Students will be able to understand and create topic, topic sentence, supporting
sentences, and conclusion.
2. Students will be able to understand and utilize vocabulary to create a colorful
paragraph.
3. Students will be able to understand and utilize basic grammar to develop a
Standard English sentence and paragraph.
Writing Skills Learning Outcomes
1. Students will be able to understand transitions, adverbs of manner, descriptive
adverbs, adjectives, list order paragraphs and, time-order paragraphs to develop a
paragraph.
2. Students will be able to write an outline to construct a paragraph.
3. Students will be able to understand and compose simple, compound, complex
sentences; sentence fragments; .dependent and independent clauses.
PRE-ASSESSMENT
Write about your favorite hobby.

INSTRUCTOR EXPECTATIONS
1. Arrive to class on time with only 4 absences per session.
2. Complete homework every day before class.
3. Participate in group work and class discussions.
4. Turn off cell phones and I pods.
5. Come to class prepared with paper, pens, pencils, textbooks, and handouts.
6. No eating in class.
INSTRUCTOR EVALUATION
1. Participation in class, class attendance, homework.
2. Quizzes and final exam.
TEACHER REVIEW

1(Weak)

4(Strong)

4 (Strong)

1. Was the teacher prepared for class?

2. Did the teacher include many activities in the lesson?
3. Did the teacher explain the lesson well?
4. Was the teacher professional?
5. Was the teacher on-time for class?
6. Did the teacher have fun and meaningful lessons?
7. Did the teacher assign enough homework?
8. How could the class be improved?
STUDENT REVIEW

1(Weak)

1. Did you come to class on-time?

2. Did you do all the homework?
3. Did you ask teacher to review more difficult parts of lessons?
4. Did you participate in the group activities?
5. Did you learn enough in the class?
SELF-EVALUATION OF TEACHERS LESSON

CLASS___________________________DATE_________
Language
1. Were you teaching any language points?
2. Did you find out what students learned from language points?
3. Did enough students have a chance to re-use target language?
Skills
1. What skills did you practice?
2. Were some tasks appropriate for weaker students and stronger students?
Correction
1. Did you only correct content problems and not errors of form?
2. Was there a satisfactory level of accuracy in language practice?
Stages
1. Did you try to do too much or too little?
Class Management
1. Did you keep control of who spoke?
2. Did students use English with each other?
3. Did everyone participate enough?

Topic sentence, supporting sentences, concluding sentence, examples,

story, general, specific.
2 Paragraph examples:
The cat caused a lot of problems in the house. The cat jumped on the table and
spilled the milk. Then it pushed the dishes with food on the floor. The girl got food
on her lap and some milk on her clothes. Sometimes a cat can make a mess in the
house.

A cat is a good house pet because of its friendliness and mild demeanor. A cat can
provide a companion for a person and cuddle up to people when necessary. A cat

can also calm a person down because of its mild demeanor. A cat can be a good
friend and help a person relax because of its calmness.
1. What is the difference between the paragraphs?
2. What are the main ideas (topic sentence) of each paragraph?
3. What is the difference between the topic sentence and the concluding
sentence?
4. Which paragraph provides a story and which paragraph supplies
examples?
5. Students provide more specific subtopics for each topic.
Flowers

Food

How to Ride a Bicycle

6. What sentences in the 2 paragraphs are general and specific? What sentences
are even more specific than the other sentences?
7. What are all the supporting sentences in the 2 paragraphs?

ORDER OF SENTENCES IN A PARAGRAPH (chronological, importance to writer)

Jim went to school at 7 AM and ate lunch at 12 Noon. After school he went to After
School Program. At 6 PM he did his homework. At 8PM he watched television.
What is the order of the sentences in this paragraph? Why?
LOGICAL ORDER (Arrange sentences in the order that sounds best)
Example: The house is big and old. There are a lot of roses and spruce trees. The
house is a tutor style. It is beautiful and has a lot of gardens. It was built in 1900.
1. Write a sentence in chronological order (Time) and write a sentence in logical
order and compare with partner.
2. What can be changed in sentences? Write sentences on board.
CONTROLLING IDEA
1. What is topic and controlling idea in the examples?
A.Cats like to play and cuddle up to people.
B.I like to play tennis.

C.The day was cold with a lot of snow fall.

2. Write 3 sentences with a topic and controlling idea.
RELEVANT, IRRELEVANT
A cat likes to play and cuddle up to people. A cat jumps on the table. It plays with
people by running after a ball. A cat also likes to get close to people by snuggling
up to them.
1. What sentences are relevant and irrelevant? (What can you take out of the
paragraph because it is irrelevant?
2. Write a topic sentence with 3 things describing topic.
Example: The man was nice, rich and old.
3. Then write a paragraph with this topic sentence. Include supporting sentences
for the 3 things describing topic. Compare with partner.

QUIZ
1. What are the irrelevant sentences?
2. What is the main idea?
3. What is the controlling idea?
The boy is good at sports and playing the piano. He plays video games at night. On
a Saturday he plays tennis and football in the park. He also enjoys playing
volleyball at the beach. The boy searches the internet every night. Playing the
piano is a fun thing for him. He plays in a lot of recitals. He enjoys outside sports in
the park and at the beach and plays the piano at the recitals.
4. Put sentences in logical order.
Jim likes to eat fish. He eats green vegetables every day. He enjoys white fish and
salmon. Broccoli and asparagus is his favorite. Jim loves white fish, salmon,
broccoli and asparagus. The fish must be fresh. Vegetables must be fresh, not
frozen.
5. Write 2 supporting sentences for each characteristic (Total of 4 supporting
sentences) in the topic sentence.
A.Sue is pretty and nice.
B.Bill likes to go to the park and play with his toys.

6. Write a conclusion for the last Activity.

CLUSTER
1. Partners write cluster for subject:

food

2. Students compare cluster with other students.

3. Each student circles 3 parts of cluster to include in their own paragraph.
OUTLINE
Example:
Healthy foods
A.Nutritious
1. Green vegetables
a.Vitamins
2. Fish
A.Health Benefits
B.Help the mind
1. Stay focused
A.Stay alert
B.Think with reason
1. Write topic sentence and write outline for topic sentence.
TRANSITION SIGNALS
First, first of all, second, third, in addition, also, finally, to start, next, then, after
(Each transition signal is related to the previous sentence)
1. Circle the transition signals
To start, the class played a game. Next, students introduced
themselves. After that, the teacher talked about paragraphs. Then,
the students did an activity on topic sentence.
2. Re-write the paragraph putting the other transitions in the paragraph.

3. Write paragraph about event. Use: To start, second, third, finally

4. Write a paragraph using (first of all, second, third, in addition, also, finally)
5. Write paragraph with topic sentence with 3 characteristics of a good teacher.
Write 1 supporting sentence for each characteristic and use transition signals.
SIMPLE AND COMPOUND SENTENCES
Determine if the sentence is a simple or compound sentence
1. Sue likes ice cream.
2. Pam and Nick are going to the store.
3. The man went to the gym and he went out to eat.
4. She likes to eat out on Monday or she goes to the gym.
5. Jim goes to the park to see the nice flowers on a Sunday.
6. She goes to the gym but she eats pizza and dessert afterwards.
7. Write 2 simple and 3 compound sentences using (and, but, or)
SUPPORTING SENTENCES
Sue is pretty, caring and smart. She always looks beautiful with her blond, curly
hair. Sue also wears nice clothes to make her attractive. She always cares about
people and gives them a ride somewhere. Sue also buys coffee or food for people
without expecting reimbursement. She is very smart because she reads a lot. Sue
also writes stories. Sue is nice-looking, caring and very bright.
1. Find the 2 supporting sentences for each adjective: (pretty, caring and smart)
individually. Compare with partner.
Bob likes to play sports and play the piano.
2. Write 2 supporting sentences for sports and piano with partner. Write your
sentences on the board.
HOW TO PARAGRAPHS

(LISTING ORDER, Time Order)

1. Is this paragraph time order or listing order?

Follow these steps to make rice: First, you must put water in a rice cooker.
Then, boil the water. Next, cook the rice for about 40 minutes till the water
dissolves. Finally, take the rice out of the rice cooker.
2. Is this paragraph listing order or time order?

It is easy to learn to study if you follow these steps: First, you must find a
certain time each day to study. Second, you must have an area in the house
that is clean to study. Third, you must not have any distractions. Finally, you
must be serious about getting the best out of the study session.
3. Write a HOW TO paragraph by using 1 of these topics: (Baking a cake, riding a
bicycle, searching the internet, running, cooking chicken, making tea)
Use Time-order OR Listing-order
introductions below:

and Transitions

1. Its easy to___________if you..

and

Use 1 of these

2. It is simple to_________if you.

3. Anyone can learn to___________if he or she..

4. To__________,

just.
5. You can learn to___________by..
4. Decide if topic requires Time Order or Listing Order
1. Making soup
4. Typing a report

2. Succeeding at college

3.Making clothing

5.Learning the computer 6.Learning to speak

7. Learning to dance

8.Learning to design clothes

5. Decide how to put parts in order

(If its Listing order, you dont need to put it in a certain order, it is your own
judgement. If its time-order, you need to put it in a time order).
A.How to be a nice person
______Give gifts to people ____Give small change to people __Dont get angry at
people
_____smile a lot

____Offer to give rides to people

B.How to learn the computer

____Learn how to search _____Learn how to use the mouse
turn on and

_____Learn how to

turn off the computer

send email

_____Learn how to

_____Learn how to type

6. What parts are not relevant for a listing order How To paragraph (How to
Become Successful)?

__Eat enough food. ___Make sure you have enough friends. ___Get good grades in
school.
___Connect with people. ___Be a good worker. ____Quit your job. ____Stay in a job
for a few years.
___Turn your friends off. ___Have the latest computer. ___Make sure computer is
working properly.

QUIZ
1. Write cluster for the topic, Healthy Food.
2. Circle 3 or 4 things in the cluster to write a paragraph.
3. Write outline.
4. Write paragraph with 2 supporting sentences for 3 parts listed (total of 6
supporting sentences), topic sentence, and conclusion.
5. Fill in outline with missing parts.
Tennis is fun and good exercise.
A.Tennis is fun.
1. Its enjoying to demonstrate ones skills.
2.
B.Tennis is good exercise.
1. Exercises legs and arms
a.
2.
a.
6. Complete paragraph with transition signals: First, next, in addition to, also, after
that, finally, second
(You will not use all the transition signals shown)
_____Jim went to the park. ______he went to the gym. ______he rode his bicycle.
______he ate

lunch.______he prepared his meal for dinner. _______he watched T.V. _______he ate
dinner.
7. Write the paragraph again with different transition signals.
8. Write a HOW TO Time-order paragraph for: How to ride a bike. Use transition
signals.
9. Are these topics time-order or listing-order when you write a HOW TO
paragraph? Put a T or a L next to the topic.
a.Cooking rice__

b.Flying an airplane___

d.Applying to college___

e.Planting flowers___

g.Eating healthy___

h.Losing weight___

c.Studying successfully___
f.Washing dishes___

10.What sentences are simple or compound? Write an S

or C.

a.Sue is a girl that goes to kindergarten at Apple Middle School.

b.Jim likes to play soccer.
c.Mary and Jim go to the gym and play volleyball, but they dont go out together.
d.Sue likes to eat at restaurants, and she enjoys making food also.
e.Michael plays the piano every day at his house and plays at recitals.
f.Leslie eats fish a lot, so she eats healthy.

SENTENCE FRAGMENTS
Identify sentence fragments
1.___After I went to the gym
2.___I went to the gym after I ate dinner.
3.___As soon as the driver finished
4.___The girl went to movie after she ate lunch.
5.___Wait until you see the doctor
6. Re-write the sentence fragments above to make Standard English sentences.
7. Now put commas where necessary in your sentences.

SIMPLE/COMPOUND SENTENCES
Make simple sentences into compound sentences. Put in commas and conjunctions.
1. Sue likes ice-cream
2. Bill enjoys eating at the Chinese restaurant.
3. The people went to the concert on Friday.
4. The show was very exciting.
Now underline the independent clause and circle the dependent clause.
COMPOUND/COMPLEX SENTENCES
Decide which sentences are compound and complex.
1.____I was losing weight, but I still ate too much milk chocolate.
2.___While he went to the doctor, he searched the internet.
3.___As soon as the movie was over, he went to eat at a restaurant.
4.___He passed high school, so he was able to go to college.
5.___After she went to the party, she went to her friends house.
6. Underline the independent clauses and circle the dependent clauses.

Make into compound sentences (Include conjunctions: but, so, and, OR or).
7. He went to school every day.
8. She like ice-cream.
9. It was a nice party
10.Sit down
Put commas where necessary.
(Remember 4 rules: series of items, after listing-order and time-order; before
coordinating
conjunctions; in complex sentences when dependent clauses come before
independent clauses)
11.Sue likes ice-cream chicken and spaghetti.

12.Before the game the man ate lunch.

13.First you must study hard to become successful in college.
14.He loves to work-out but he eats junk food a lot.

15.Add commas where necessary in this paragraph (Find 8 places to put commas
necessary).
Sue loves to go to the movies restaurants and concerts. First she really enjoys
horror movies. Sue watches a horror movie every week. Second she frequently
goes to Chinese restaurants but also likes Indian restaurants. Third Sue attends jazz
concerts every month in Philadelphia. After she listens to a jazz musician. she tries
to learn the song he/she plays. Finally Sue enjoys horror movies goes to Chinese
and Indian restaurants and attends old-time jazz concerts.

Use (and, but, or, so) in sentences and put in commas.

16.I like to attend jazz concerts ___play jazz piano.
17.I love Chinese food___it is very greasy.
18.Bill likes to play golf____tennis.
19.Jim failed most of his tests____he passed the class.
DESCRIPTIVE ADVERBS
(Use adverbs in sentences: attractively, cheaply, easily, thoroughly, carefully,
clearly, hardly, well).
1. The woman always dresses__________.
2. I will _______read all documents to purchase the house.
3. The man built a house very______and sold it for a low price.
4. She cleaned the room_______from 1 part to the other.
5. He_____passed the test because he is very smart.
6. She always works_______to get As on her tests.
7. Jim did very______on the test
EDIT OUTLINE

1. What parts of the steps to study affectively can be taken out? What parts are not
necessary?

In order to study affectively you need to follow these steps:

Clean an area for studying
water nearby

Have friend nearby to help

Have something to eat in study area

its warm or

No distractions like radio

cool enough in area

sure have latest

Make sure internet is working

computer
Make sure computer is working
house mate is

Have
Make sure
Make

Make sure your roommate or

away from area

sure you have

Make sure you had enough sleep the night before

enough snacks

Make sure you have enough time to study

Make

2. Put steps in your own order because this is not a time-order outline, it is a listing
order outline (Use format: A, 1, a)
3. Write paragraph with this outline
TIME SUBORDINATORS
1. Circle the time subordinators in the paragraph and put in commas where
necessary.
After I got up I heard the fire alarm outside of my house. Then I went outside to see
what happened. When I saw the fire at my neighbors house I got worried. As soon
as I crossed the street to go to the house I saw my neighbor come out of the house.
While she was coming out of the house the fireman was spraying the house with
water.
2. Re-write the paragraph with other Time subordinators.
Dependent clauses without commas.
Put commas where necessary and show which clause is dependent and
independent.
1. After I went to bed my mother called.

2. The boat was in good condition when we bought it.

3. As soon as my brother got his license he had an accident.
4. The new dog ran away after we opened the door.
5.Since the boy was sick he was not able to play soccer.