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K–12 teaching and learning · from the UNC School of Education

Getting paragraphing down P-A-T

One way to remember when to indent and begin a new paragraph is when (P) the place changes, (A) the action changes, and (T) the time changes (P-A-T). In this lesson, students will learn how to identify appropriate places to indent new paragraphs in their writing.

A lesson plan for grades 3–4 English Language Arts

By DPI Writing Strategies

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  • Getting paragraphing down P-A-T: One way to remember when to indent and begin a new paragraph is when (P) the place changes, (A) the action changes, and (T) the time changes (P-A-T). In this lesson, students will learn how to identify appropriate places to indent new paragraphs in their writing.
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  • Mumbling together: "Mumbling together" is a strategy students can use to edit their own writing and develop an ear for correct language. Students learn to proofread by reading their first drafts aloud to identify left-out words and other errors.

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Learning outcomes

Students will:

  • learn to identify appropriate places to indent paragraphs.
  • learn to use the paragraph indentation editing symbol.

Teacher planning

Time required for lesson

1 hour

Materials/resources

  • 2 Overhead transparencies of 4 or 5 paragraphs from a book your students are currently reading
  • My Crazy Hat Adventure (without paragraph indentations): pdf | rtf
  • My Crazy Hat Adventure (with paragraph indentations): pdf | rtf
  • Trip to Disney World Story: pdf | rtf
  • Small Stickers
  • Editing Symbols Chart

Technology resources

Overhead projector or some other projection device

Activities

Modeling/Mini-lesson

  1. Assess what students already know about paragraphing. Have students use reading materials such as library books, reading texts, etc. to locate paragraph indentations.
  2. On the overhead, show the sample from the book you are reading without paragraphs. Brainstorm a list of places authors decide make new paragraphs. A list might include the following:
    • at the beginning of a story,
    • when the topic changes,
    • when the speaker changes,
    • when the setting changes, etc…
  3. Tell students that one way to remember when to indent to begin a new paragraph is when (P) the place changes, (A) the action changes, and (T) the time changes (P-A-T). (In a later lesson, add (S) for when the speaker changes.)
  4. On using the transparency, ask students where to indent new paragraphs, using the P-A-T strategy. Mark the indentations on the transparency, using the paragraphing editing symbol. Compare their choices for indenting with the author’s choices on the second transparency. Lead students to see the reasons writers need to indent. For example, paragraphs assist readers by:
  • indicating when a change is coming in the story.
  • helping readers organize the story in their minds.
  • providing a place to pause and reflect.
  • assisting readers in finding their places when they lose them while reading.

(Add others reasons as appropriate.)

Guided Practice

  1. Give students copies of My Crazy Hat Adventure without paragraphs. Examine the text and discuss how hard it is to read. Remind students of the P-A-T idea.
  2. Pass out small colored stickers. Have students place a sticker at each place where they see a need to indent because the place changes (P). Have students place a different color/type of sticker at each place where the time changes. Ask small groups to compare the places where they would indent with the transparency of My Crazy Hat Adventure with paragraphs. Discuss the (P)lace, (A)ction, and (T)ime reasons for the indentations.

Independent Practice

  1. Follow up by having students look at their own writing and put stickers where they would start new paragraphs. Eventually have them use colored markers to use the paragraph indentation editing symbol.
  2. Repeat the lesson several times as appropriate. Remind students about using the P-A-T strategy and the indentation editing symbol.

Assessment

Can students:

  • identify appropriate places to indent new paragraphs?
  • use the paragraphing editing symbol correctly?

North Carolina curriculum alignment

English Language Arts (2004)

Grade 3

  • Goal 5: The learner will apply grammar and language conventions to communicate effectively.
    • Objective 5.04: Compose two or more paragraphs with:
      • topic sentences.
      • supporting details.
      • appropriate, logical sequence.
      • sufficient elaboration.

Grade 4

  • Goal 5: The learner will apply grammar and language conventions to communicate effectively.
    • Objective 5.04: Compose multiple paragraphs with:
      • topic sentences.
      • specific, relevant details.
      • logical progression and movement of ideas.
      • coherence.
      • elaboration.
      • concluding statement related to the topic.

  • Common Core State Standards

    • English Language Arts (2010)

      • Language

        • Grade 3
          • 3.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 3.L.1.1 Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. 3.L.1.2 Form...
        • Grade 4
          • 4.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 4.L.1.1 Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). 4.L.1.2 Form and use the progressive (e.g.,...