Build a Strong Paragraph

Overview

Students examine how an essay paragraph is organised into Subject, Explanation, Example and Conclusion sections. In a small-group colour-coded workshop, they sort and justify mixed-up sentences, revise for cohesion and evidence, then independently write and colour-code a short paragraph about an age-appropriate curriculum topic.

Learning intentions

Students will:

• identify the purpose of four sections in a strong essay paragraph
• explain how sentence order and word associations create cohesion
• use an example as supporting evidence for a main idea
• write and edit a clear paragraph using complex sentences and precise vocabulary

Success criteria

• I can identify the Subject, Explanation, Example and Conclusion in a paragraph.
• I can explain why sentences belong in a particular order.
• I can connect my example to my main idea using clear linking words.
• I can write and colour-code a paragraph with all four sections.

Curriculum links

• Written and multimodal texts: planning, creating, editing and publishing for informative and persuasive purposes.
• Text organisation: explaining how stages and phases are adapted according to purpose and audience.
• Text structures and language features: analysing how they engage audiences and communicate ideas.
• Cohesion and complex sentences: using repetition, word associations and embedded clauses to connect and expand ideas.

Lesson structure (30 minutes)

1. 0–4 min · Hook and purpose. Teacher displays two short paragraphs on the hook and comparison slides—one with a clear main idea and evidence, and one with sentences in a confusing order—and asks, “Which paragraph would persuade or inform a reader more effectively, and why?” Students discuss with a partner, then share one observation about order, evidence or clarity.

2. 4–9 min · Direct teach: paragraph sections. Teacher uses the paragraph structure teaching slides to introduce the four colour-coded sections: Subject (blue: the paragraph’s main point), Explanation (yellow: details that clarify the point), Example (green: specific evidence or an illustration), and Conclusion (pink: a final link back to the subject). Students annotate the four labels on the paragraph-building workshop worksheet and help identify the sections in a model paragraph about why Australian wetlands should be protected.

3. 9–17 min · Sort and justify. Teacher gives each student a set of mixed-up sentence strips from the cut-and-sort paragraph strips and asks the group to arrange them into a logical paragraph, using the four colours as a guide. Students work as a group of five, read each sentence aloud, agree on the order, and justify decisions with prompts such as “What does this sentence explain?” and “Which sentence gives evidence?”

4. 17–22 min · Revise for cohesion and evidence. Teacher reveals the suggested order on the sorting discussion and revision slides and facilitates comparison rather than simply marking answers. Students revise the paragraph on the cohesion revision section, replacing repeated general words with specific word associations, adding a linking word or embedded clause, and checking that the example genuinely supports the Subject.

5. 22–28 min · Independent paragraph writing. Teacher displays the independent writing prompt and checklist slides and offers three curriculum-related choices: “School gardens benefit local wildlife”, “Renewable energy can help Australian communities”, or “First Nations knowledge helps us care for Country”. Students write one short paragraph on the independent writing frame, including one Subject, at least two Explanation sentences, one specific Example and a Conclusion. They highlight each section blue, yellow, green and pink, then reread for punctuation, spelling and clear connections.

6. 28–30 min · Share and assess. Teacher invites two students to read their paragraphs and asks the class to identify the four sections using the colour key. Students complete the self-check on the final colour-coding checklist and state one revision they made to improve clarity or evidence.

Resources

• the complete paragraph-building slide deck
• the paragraph-building workshop worksheet
• Four highlighters or coloured pencils per student: blue, yellow, green and pink
• Whiteboard and markers
• Timer
• Document camera or display screen

Assessment

• Listen during sorting for accurate identification of each section and reasoning about sentence order; ask students to explain at least one decision.
• Check revisions for cohesion, including linking words, useful repetition or word associations, and an example that supports the main point.
• Collect or photograph the final paragraphs. Use the colour coding to check that all four sections are present and review the self-check for a stated editing choice.

Differentiation

• Support students with the four colour labels, a model paragraph, oral rehearsal and sentence starters such as “This shows that…”, “For example…” and “Therefore…”. Allow the group to read sentence strips aloud together.
• Provide a reduced choice of topics or a partially completed writing frame for students who need support with planning, transcription or sustained writing.
• For EAL/D learners, pre-teach terms such as subject, evidence, specific and conclusion; pair each learner with a supportive peer and accept oral explanation before writing.
• Extend confident writers by asking them to include an embedded clause, a precise topic-specific term and a conclusion that links the topic to the intended audience.