Republic of the Philippines

Laguna State Polytechnic University

Province of Laguna

STUDENT
TEACHING
LESSON PLAN
Paragraph Development by
Narration, Description and
Exemplification

Maria Cecilia Jhadziah B. Diva Prof. Elaine Rose G. Nachon

Student Teacher Student Teaching Coordinator
Grade Level: Grade 11
Content Area; Reading and Writing Skills
Time Frame: 1 hour

I. Objectives:
At the end of the lesson, students must be able to:
• identify how a paragraph is developed through narration, description and exemplification;
• analyse a narrative based on its structure and meaning;
• realize that information in a written text may be selected and organized to achieve a particular
purpose and
• write paragraph according to a given paragraph development.

II. Subject Matter:

A. Subject: Kinds of Paragraph Development
B. Materials: Power point Presentation, Multi-media materials
C. Reference: Read Critically and Write Effectively in School and at Work (Mely M. Padilla)

Teacher’s Activities Students’ Activities and Expected

Responses
Good morning class! Good morning, Ma’am!

How are you doing today? We’re doing well, Ma’am.

That’s good to hear. Before we begin, will Prayer

Student A lead the prayer first?

Thank you, Student A. Last meeting we Techniques for selecting and organizing
discussed techniques in selecting and information includes creating a brainstorming
organizing information. What are these list, graphic organizers, topic outlines and
techniques? Yes, Student B? sentence outlines.

Very good, Student B. How can these It helps us determine which are the most
techniques help us in selecting and important and the least important when we
organizing information, Student C? start writing.

Well said, Student C. She also mentioned I hate wet and reiny days.
writing. Now, I want you to read this short
paragraph and tell how it is written. Please It rained a lot in 1866…a lot like everyday;
read, Student D. the weather in Europe was abnormally wet
because it rained in Switzerland on 130 out
of 183 days from April to September. If I was
Mary Shelley I might decide to write a book
too. Afterall, it is the only thing you could do
without TV or anything. She said that she
“passed the summer of 1816 in the environs
of Geneva…we occasionally amused
ourselves with some German ghost
stories…So, people stuck inside were bored.
Mary Shelley decided to write a book
because ot was awful outside. I can totslly
see her point you know? I guess I would
write a novel if there is nothing else to do.
 Teacher’s Activities Students’ Activities and Expected
Responses

Thank you, Student D. What have you Student E: It was full of spelling errors.
noticed in the paragraph that I showed you? Student F: It also lacks proper punctuations.
Student G: There is also no coherence in the
paragraph. It was quite hard to understand
what the writer is trying to say.

Indeed, all your observations are correct. Student H: It is important to know what you
What can this paragraph say about effective are exactly writing about and it is important
writing? to organize ideas correctly when writing.

Sixteen is a prideful age when a young man

needs respect, not charity. One day, I found
myself in the General Store making
Exactly. Just like in selecting and organizing purchases on credit for father. I was hesitant
ideas, we also have ways to create effective because I had seen friends ask for credit and
paragraphs. These are called paragraph then stand heads bowed, as the storeowner
developments. We have 10 kinds but today questioned whether they were “good for it”.
we will be discussing the first 3. Take a look Mr. David, the storeowner, was standing
at the first kind of paragraph development. behind the cash register, talking to a middle-
Please read, Student I. aged farmer. When I bought my purchases to
the counter, I said sheepishly, “I need to put
them on credit, Mr. David.” The farmer threw
me an amused, cynical look. But Mr. David’s
face didn’t change a bit. “Sure he said with a
firm nod of his head. “Your daddy has always
been ‘good for it’, then nodded in a friendly
way. I was filled with pride. Sotero Garcia’s
son! Those words opened a door to an
adult’s respect and trust. (The Power of a
Good Name, adapted from Williams, 1996).

What have you observed in the paragraph? Student I: It is narrating or telling a story.

Very good, and what can you say about the Student J: It is written in a chronological
order of events in paragraph? order.

Good observation! How can you now Student K: A narrative paragraph accounts or
determine a narrative paragraph? tells a story and it is written in a chronological
order. A narrative paragraph is best used in
story-telling.
Excellent, Student K. So our first paragraph
development is paragraph by narration.

Now, take a look at this new paragraph.

Student L, please read it
 Teacher’s Activities Students’ Activities and Expected
Responses

Peggy’s Cove lies along what is known as

Lighthouse Route in Nova Scotia’s southern
coast. Images of the tiny fishing village
comes to my mind. Perched on granite rocks
that were left behind by receding glaciers ten
thousand years ago, it looks picturesque.
The rocks on which the cove stands have
been smothered by the constant lashing of
waves from the Atlantic Ocean. The stark
whiteness of the rocks makes a striking
contrast to the color of the quaint cottages
with roods painted in bright red of varying
shades. Below the rocks, fishing boats that
are no less brightly colored ply the waters. A
little up there, the Atlantic Ocean, comes in
full view. Its water is so placid that it might as
well be named Pacific. Its hue of brilliant blue
seems mysteriously hypnotic. It beckons the
onlooker to come closer to the edge and be
engulfed in its majestic beauty. The charm of
Peggy’s Cove is the village itself (Adapted
from Goloy, as cited in Dagdag et al., 2010).

Now, what have you observed in this Student L: It seems to be creating an image
paragraph? in my mind.

It is, what can you say about the descriptions Student A: The description is very vivid and
given? it used certain words to create a clear picture
to those who are reading the paragraph.

Great! Can you now tell what paragraph Student B: I think it is paragraph by
development this is? description, Ma’am.

Very good. How can you determine a Student C: A paragraph written by

descriptive paragraph? description is achieved by putting into words
a picture of an object, picture, person, place,
event, scene, etc.

Well said. Now for the last paragraph Strong moralistic men stamped and defined
development, take a look at this one and their generation in unforgettable fashion.
please read, Student D. Take for example Abraham Lincoln, an
imposing giant of man with sad gaunt
features that must have been carved from
granite. His emancipation of slaves in
America, his immortal prose Gettysburg
Address, and an assassin’s bullet catapulted
him to greatness. Another one is Britain’s
Winston Churchill whose bulldog tenacity
and flair for dramatic and rhetorical brilliance
caused his historical ascent.
 Western allies to fight on. And as for
Mohandas Gandhi, his non-violent civil-
disobedience approach to win independence
from Britain galvanized a dispirited people to
greater heights. His novel way of confronting
British guns with democratic language and
ideals forced Britain to surrender, thus
confirming the adage that the pen is mightier
that the sword. History cannot forget the
unforgettable fashion by which these
unforgettable men achieved their
unforgettable goals (adapted from Reyes,
2015).

What can you say about this paragraph, It presents an idea and gives examples to
Student D? support the given idea.

Keen observation, very good! Do you have Student E: I think, this is paragraph by
any idea what kind of paragraph example , Ma’am.
development is this?

Correct. This is an example of paragraph by Student F: A paragraph developed by

example. Student F, how can we determine if example makes use of several samples or
it is a written using paragraph by example? illustrations to support or explain an idea or
topic. An example may mean one of the
many things taken to show or illustrate the
characteristics of a whole.

Brilliant! Let’s review what are the 3 Student G: We have discussed paragraph
paragraph developments we have discussed development by narration, description and
today. exemplification.

Very good! Do you have any questions or None, Ma’am. (Teachers answers questions
clarifications? and clarifications if there are any.)

Okay, let us proceed to our activity for today.

Create 3 groups with 4 members each and Students group themselves with minimal
each group will have an assigned paragraph supervision from the teacher.
development and topic to write about. You
will present your work next meeting before
we proceed with the discussion.

Group 1: The Best Tourist Spot in San Pablo

Laguna (paragraph by description)
Group 2: San Pablo’s Hometown Heroes
(paragraph by example)
Group 3: The Legend of the Seven Lakes
(paragraph by narration)

Do you have any questions before we end None, Ma’am.

our meeting?

Alright, good bye class. I’ll see you next Thank you, Ma’am. Good bye.
meeting.