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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 2–4 English Language Arts

By DPI Writing Strategies

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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 Hours

Materials/resources

  • 2 0verhead transparencies of 4 or 5 paragraphs from a book your students are currently reading
  • Transparency #1 Writing sample with no paragraph indentations: pdf | rtf
  • Transparency #2 Writing sample with paragraph indentations: pdf | rtf
  • Copies of Story #1, Trip to Disney World (without paragraphs): pdf | rtf
  • Small Stickers
  • Editing Symbols Chart

Technology resources

Overhead Projector

Pre-activities

None.

Activities

Modeling/Minilesson:

  1. Assess what students already know about paragraphing. Have students use reading materials such as library books, reading texts, etc. to locate paragraph indentions.
  2. On the overhead, show the sample from the book you are reading without paragraphs (Transparency #1). 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…
  1. 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.)
  2. On Transparency #1, ask students where to indent new paragraphs, using the PAT strategy. Mark the indentations on the transparency, using the paragraphing editing symbol. Compare their choices for indenting with the author’s choices on Transparency #2. 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 Story #1 (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 wherethey 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 Story #1 with paragraphs. Discuss the (P)lace, (A)ction, and (T)ime reasons for the indentions.

Independent Practice:

  1. Follow up by having students look at their own writing and put stickerswhere 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 aboutusing 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?

Supplemental information

Attachments:

  • My Crazy Hat Adventure #1: pdf | rtf
  • My Crazy Hat Adventure #2: pdf | rtf
  • Trip to Disneyworld: pdf | rtf

Related websites

N/A

Comments

None.

North Carolina Curriculum Alignment

English Language Arts (2004)

Grade 2

  • Goal 3: The learner will make connections through the use of oral language, written language, and media and technology.
    • Objective 3.05: Locate and discuss examples of an author's use of:
      • kinds of sentences (declarative, interrogative, exclamatory).
      • capitalization (titles, dates and days, names of countries).
      • punctuation (exclamation marks, commas in dates, and to introduce dialogue and quotations).
      • use of paragraphs in texts and their effects on the reader.
      • genre(s) and specific word choice(s).
  • Goal 5: The learner will apply grammar and language conventions to communicate effectively.
    • Objective 5.03: Use capitalization, punctuation, and paragraphs in own writing.

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.