You will learn
- Plan with a graphic organiser.
- Put ideas in order.
- Group related ideas.
- Write a paragraph in order.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Plan before you write.
- Use a web or chart.
- Group similar ideas.
- Put ideas in a logical order.
Words to know
put in order
a chart or web for planning
put similar things together
the sequence
1. Discover: Planning a paragraph
Ama wants to write about her pet. She draws a web. In the middle she writes My cat. Around it she writes: Looks, Likes, Does. Under Looks: grey fur, green eyes. Under Likes: fish, sunshine. Then she writes her paragraph in order.
Think: How did the web help Ama?
2. Understand: Organising
Idea 1: Plan first
Before writing, plan. A graphic organiser such as a web or chart helps you collect ideas.
Idea 2: Group
Group similar ideas together. Put all the looks together, all the likes together.
Idea 3: Order
Put the groups in a logical order: topic sentence first, then groups of details, then a closing sentence.
3. Worked examples
Example 1 (I show you): Group
Group: grey fur, fish, green eyes, sunshine.
- Looks and likes.
Answer: looks: grey fur, green eyes; likes: fish, sunshine
Example 2 (We do it together): Order
What comes first in a paragraph?
- Topic sentence.
Answer: the topic sentence
Example 3 (You try): Plan
Why plan?
Show the steps and answer
- Easy writing.
Answer: to organise ideas
Did you know?
Professional writers plan before writing, too.
Why this matters
Organised writing is clearer and easier to read.
4. Explore: Make a web
Plan with a web.
- Write the topic in the middle.
- Add groups around it.
- Add details.
- Number the order.
Think about it: what did you notice?
You can organise ideas.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- My topic is ___.
- Group 1 is ___.
- Group 2 is ___.
- I will write ___ first.
Guided practice
Question 1. What is a graphic organiser?
a chart or web
Question 2. What comes first?
topic sentence
Question 3. Why group ideas?
keep them together
Independent practice
Level 1: Start
- To put in order is to ___.
- A web is a graphic ___.
- To put similar things together is to ___.
- Plan before you ___.
- A paragraph starts with a ___ sentence.
Level 2: Grow
- Group: red, big, round, sweet.
- Order: ending, topic, details.
- Plan a paragraph on your school.
Level 3: Stretch
- Why plan?
- Does a web help?
- Where do details go?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Make a web for a paragraph.
Show a sample answer
a web
Another one. Write a paragraph from your web.
Show a sample answer
a paragraph
7. Common mistakes
Fix: Plan first.
Fix: Group ideas.
8. Lesson summary and revision card
- I can plan with a graphic organiser.
- I can order ideas.
- I can group ideas.
- I can write in order.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Plan first.
- Use a web.
- Group ideas.
- Put in order.
11. Next lesson
Next lesson: Descriptive paragraphs. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is a graphic organiser? [1 mark]
- Group these: grey fur, fish, green eyes, sunshine. [2 marks]
- What comes first in a paragraph? [1 mark]
- Why plan? [1 mark]
- Explain how to organise ideas. [3 marks]
Total: 8 marks.
Marking guide and model answers
- a chart or web for planning [1]
- looks [1]; likes [1]
- topic sentence [1]
- to organise ideas [1]
- plan with a web [1]; group similar ideas [1]; put in order [1]
Score guide: 7 to 8 = secure. 5 to 6 = nearly there, revise the parts you missed. Under 5 = work through the lesson again with a grown-up.
Printable worksheet
- To put in order is to ___.
- A web is a graphic ___.
- To put similar together is to ___.
- Plan before you ___.
- A paragraph starts with a ___.
- True or false: planning helps.
- True or false: mix all ideas.
- Group: red, big, sweet.
- Draw a web.
- Write a plan.
Homework
Make a web and write a paragraph.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. To put in order is to ___. | organise | 1 |
| 2. A web is a graphic ___. | organiser | 1 |
| 3. To put similar together is to ___. | group | 1 |
| 4. Plan before you ___. | write | 1 |
| 5. A paragraph starts with a ___. | topic sentence | 1 |
| 6. True or false: planning helps. | true | 1 |
| 7. True or false: mix all ideas. | false | 1 |
| 8. Group: red, big, sweet. | looks and taste | 1 |
| 9. Draw a web. | a web | 1 |
| 10. Write a plan. | a plan | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 organise; 2 organiser; 3 group; 4 write; 5 topic. Level 2: 1 looks: red, big, round; taste: sweet; 2 topic, details, ending; 3 a web. Level 3: 1 organise; 2 yes; 3 after topic.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Plan with a graphic organiser | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Put ideas in order | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Group related ideas | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Write a paragraph in order | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Not planning. Plan first.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Use a ready-made organiser.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child plans and organises writing. You do not need to be an expert to help.
- Help them make a web.
- Read the plan.
- Praise organisation.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: plan with a graphic organiser; put ideas in order; group related ideas; write a paragraph in order.
Prerequisite knowledge. Supporting details.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Review details.
Explanation (10 min). Teach organising.
Guided activity (10 min). Practise.
Independent activity (10 min). Check.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Have I grouped and ordered my ideas?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use an organiser. Extension. Plan a story.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Not planning. Plan first.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 8-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Use a ready-made organiser. Enrichment. Plan a longer piece. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 2 » Writing; Grade 2 » Language. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core W.2.5; EEF Improving Literacy in Key Stage 1 (writing composition: planning); Cambridge Primary English Stage 2 (writing). These sources informed the lesson.