Share with students a funny or interesting story from your own life. Then show them a written version of the story in the form of a paragraph. Inform them that this paragraph tells a true story. Ask them if they can find the topic and two or three interesting details. Then read the chapter introduction.
“Write about what makes you want to write more.”
—Tamora Pierce
Read and discuss this page, which identifies the three parts of a paragraph: the topic sentence (beginning), body (middle), and ending sentence. Ask students to identify the three parts in the paragraph you shared with them for page 52.
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After discussing this information, share with students a picture of a piece of pie and show them how it relates to the parts of a paragraph. The top and bottom crusts hold the filling in place, just as the topic and ending sentences hold the body sentences in place. Ask students if they can think of and/or draw pictures of other foods that illustrate the parts of a paragraph. (Possible responses: a filled donut, a pot pie, a sandwich, etc.)
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Pages 55–58 include narrative, descriptive, explanatory, and persuasive paragraphs. Page 55 includes a narrative paragraph—or a paragraph that tells a story. As you read this paragraph aloud, ask students to listen for the details: Do the details help them enjoy the story? Then consider having students write a paragraph about their own funny experience. Refer them to pages 59–60 for writing guidelines.
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This descriptive paragraph shares details about a favorite restaurant. Display the words smells, sights, and sounds. As you read this paragraph aloud, ask students to listen for words that share these types of details. After the reading, list some of these details. Then consider having students write a paragraph describing one of their favorite places. Refer them to pages 59–60 for writing guidelines.
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This explanatory paragraph explains the challenges of living with a younger brother. Before you read this paragraph aloud, display the topic in a circle. As you read this paragraph aloud, ask students to listen for examples that explain the topic. After the reading, cluster the examples and other details about the topic. Then consider having students write a paragraph explaining something. Refer them to pages 59–60 for writing guidelines.
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This persuasive paragraph gives an opinion about the need for sidewalks in a neighborhood. Before you read this paragraph aloud, display the opinion. As you read this paragraph aloud, ask students to listen for reasons that support the opinion. Then after the reading, have students identify the reasons. Consider having students write a paragraph in which they support an opinion about their neighborhood or community. Refer them to pages 59–60 for writing guidelines.
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The next two pages provide step-by-step guidelines for writing any type of paragraph. Page 59 covers prewriting and writing a draft. Make sure students understand the specific form presented in each writing assignment. Narrative, descriptive, explanatory, and persuasive paragraphs require different types of ideas and details. Review the strategies for collecting details for the different forms.
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Read and discuss the questions students should ask as they revise and edit their paragraphs. Afterward, have students follow all of the steps to write a new paragraph.
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