Building Explanation Paragraphs

Overview

In this 60-minute lesson, students analyse an explanation paragraph, then draft and revise a further section of their own procedure or explanation. They build each main point with relevant facts, examples and causal language, while practising paragraph layout, spelling of -ide words, cliché awareness and horizontal joins.

Learning intentions

• WALT analyse how a paragraph groups and develops one main idea.
• WALT draft an explanation paragraph using facts, examples and causal language.
• WALT revise writing so ideas connect and flow logically.
• WALT apply paragraphing, spelling and handwriting conventions accurately.

Success criteria

• I can identify the main point and supporting details in a paragraph.
• I can use linking words such as because, therefore, as a result and this means.
• I can add a fact or example that explains, rather than simply lists, a detail.
• I can start a new paragraph for a new main idea and check my spelling and joins.

Curriculum links

• Writing Processes — Drafting: organising notes into paragraphs based on categories or ideas.
• Writing Processes — Drafting: using layout conventions to indicate paragraphs.
• Writing to Inform: using linking words and phrases to connect ideas and create flow.
• Writing to Persuade: grouping related ideas and reasons to organise an argument logically.

Lesson structure (60 minutes)

1. 0–5 min · Hook and connect. Display a deliberately weak paragraph using the opening comparison slide: “Plants need sunlight. They need water. They have roots. They grow.” Students discuss with a partner: “Why does this sound like a list rather than an explanation?” Gather two or three responses and explain that today they will make ideas connect and teach the reader how or why something happens.

2. 5–15 min · Analyse a model. Use the model paragraph slides to show a strong paragraph about how a seed grows. Read it aloud, then model marking the main point, facts, example and causal links. Ask students to identify where the writer explains a relationship, rather than adding an unrelated detail. Briefly highlight paragraph layout: one main idea, indented or separated opening, and a new paragraph when the focus changes.

3. 15–25 min · Improve the flow together. Give pairs the paragraph analysis and drafting sheet. Students sort or label sentences from a mixed-up explanation, then choose suitable linking words from the word bank. Co-construct one improved paragraph, thinking aloud: “Does this sentence explain the previous one? Would because, for example or as a result make the relationship clearer?” Invite pairs to justify one change.

4. 25–38 min · Guided drafting. Students use notes from their current Procedures and Explanations writing to select a further main point. They draft one paragraph on the worksheet, including a clear topic sentence, at least two relevant facts or examples, and causal language. Encourage precise connections: When…, this causes…; As a result…; For example…; This is important because… Confer with students who are unsure whether a detail belongs in the paragraph.

5. 38–47 min · Transcription focus. Pause drafting for a short spelling and handwriting practice. On the board, students read, segment and write -ide words such as inside, outside, beside, provide, decide and divide. Discuss the meaning of the base word where useful. Students copy one sentence containing an -ide word, concentrating on letter formation, spacing and smooth horizontal joins. Clarify that clichés are overused expressions such as quiet as a mouse or at the end of the day; writers should replace them with specific, informative wording.

6. 47–56 min · Revise for logical flow. Students reread their paragraph using the checklist on the revision checklist section. They underline the main point once, circle a fact or example, box a causal/linking word, and place a mark where a new paragraph is needed. Partners read each other’s writing and answer: “What did this paragraph teach you?” and “Where did the ideas stop flowing?” Writers make at least two revisions, including one to improve connection and one to replace a vague phrase or cliché.

7. 56–60 min · Share and exit check. Return to the reflection and exit slides. Invite two students to read a revised sentence and name the change they made. Students complete the final box on the worksheet: write one linking sentence explaining why a chosen fact matters, then rate their paragraph against the success criteria. Collect sheets for planning the next lesson.

Resources

• the explanation paragraph slide deck
• the paragraph analysis and drafting sheet
• Current student notes and drafts from the unit
• Whiteboard and pens
• Highlighters or coloured pencils
• Exercise books or writing devices
• Spelling and handwriting display showing -ide words and horizontal joins

Assessment

• Listen to partner discussions and check whether students can distinguish a main point, supporting detail, example and causal link.
• During drafting, conference with selected students and use the checklist to assess paragraph organisation, development, linking language and layout.
• Use the exit response to identify students who can explain a relationship, rather than merely list facts; review spelling and handwriting samples for next-step teaching.

Differentiation

• Support students with a paragraph frame: “The main point is ____. This happens because ____. For example, ____. As a result, ____.” Provide a reduced choice of linking words and scribe or speech-to-text support where needed.
• EAL learners may rehearse the explanation orally with a partner before writing and use the visual word bank on the worksheet. Explicitly model the meaning and position of each linker.
• Students with fine-motor needs may type, use a pencil grip or complete a shorter handwriting sample while focusing on accurate joins and spacing.
• Extend confident writers by asking them to combine two related facts into a cause-and-effect chain and deliberately vary their linking phrases without making the paragraph repetitive.