Building Strong Paragraphs

Overview

Today’s lesson is Lesson 4 of 6 in “Exploring My Learning Journey”. Students will practise writing an effective body paragraph using the “burger plan” structure: topic sentence, supporting details, and a concluding statement. They will use peer feedback to improve clarity and respectful communication about learning.

Learning intentions

• WALT write a body paragraph with a clear topic sentence.
• WALT add supporting details that match the topic sentence.
• WALT end a paragraph with a concluding statement that links back to the main idea.
• WALT use peer feedback to make purposeful edits to improve writing.

Success criteria

• I can write a topic sentence that tells the reader what my paragraph is mainly about.
• I can include 2–3 supporting details (facts, examples, or explanations) that fit my topic sentence.
• I can write a conclusion sentence that connects back to the topic sentence.
• I can use a peer checklist to give helpful feedback and apply at least one edit.

Curriculum links

• English: writing clear ideas in organised paragraphs, using a structure to support the reader.
• English: using feedback from others to revise writing.
• Thinking: making sense of a writing structure and choosing content that matches the purpose.
• Communication: expressing ideas clearly and respectfully during peer feedback.

Lesson structure (45 minutes)

1. 0–5 min · Hook (model). Teacher displays a short sample body paragraph about “How I learned something new in class” and asks: “What is the main idea, what evidence supports it, and how does it end?” Students turn-and-talk, then share one observation.

2. 5–12 min · Direct teach (burger plan). Teacher introduces the “burger plan” as three parts of a body paragraph:

• Topic sentence (top bun): main idea
• Supporting details (meat/cheese): reasons, examples, facts, explanations
• Conclusion (bottom bun): wrap-up + link back to main idea Students label a paragraph on their worksheet with the three parts, using highlighters or pens.

3. 12–22 min · Guided practice (sentence building). Teacher gives three topic sentences starters (e.g., “One time I improved in my learning journey was…”, “I learned best when…”, “A strategy that helped me was…”). Students choose one starter and write:

• one topic sentence
• two supporting details Teacher circulates and prompts: “Does your first supporting detail match your topic sentence?” and “How could your conclusion remind the reader of the main idea?”

4. 22–32 min · Independent write (first draft). Students write their full body paragraph using the burger plan on a “draft” template. They complete one paragraph only, aiming for clear sentences and relevant details (2–3 supporting details). Teacher reminds them to leave space for edits.

5. 32–40 min · Peer feedback (checklist). Students swap paragraphs with a partner and use a simple checklist to give feedback:

• Topic sentence is clear (Yes/No + one improvement)
• Supporting details match the topic (Yes/No + one suggestion)
• Conclusion connects back to the topic sentence (Yes/No + one improvement)
• One “glow” (what’s working) and one “grow” (what to improve) Teacher models respectful language stems on the board (e.g., “I noticed…”, “I think you could…”, “Have you considered…?”). Students provide feedback and listen actively.

6. 40–45 min · Revision and share. Students return their paragraph, make at least one edit that improves the burger plan fit, then do a quick teacher-check: they underline their topic sentence and circle their conclusion sentence. Two or three students share one edit they made.

Resources

• Sample paragraph (teacher copy) printed or displayed
• “Burger plan” paragraph template (draft + final space)
• Highlighters/pens for labelling topic/supporting/conclusion
• Peer feedback checklist with “glow and grow” lines
• Sentence starter cards for topic sentences
• Writing paper or exercise books
• Timer for timed sections
• Teacher observation checklist for success criteria

Assessment

• Teacher observation during guided practice: check whether students can place topic/supporting/conclusion correctly.
• Peer feedback checklist: look for accurate, specific comments that align to the burger plan.
• Exit check in the final 5 minutes: topic sentence underlined and conclusion circled; teacher confirms supporting details match the topic.

Differentiation

• Support: provide sentence stems for topic sentence and conclusion (e.g., “This shows that…”, “In summary…”, “For example…”). Offer a word bank for supporting details (because, for example, I noticed, this helped me).
• Support: pre-highlight one model paragraph with labels so students can imitate structure before writing.
• Extension: challenge students to add a “why” explanation in one supporting detail (not just an example), and to make their conclusion more specific by naming the learning strategy again.
• EAL/SEN: allow sentence-level responses (one strong sentence per section) before expanding; provide additional time for drafting and editing; use a one-on-one prompt during circulation.
• Peer feedback scaffolds: if needed, assign partners and limit to one “grow” edit to keep feedback manageable and supportive.

Extension (optional)

SKIP