Full TEXAS Paragraphs

Overview

Lesson 6 of 6 consolidates the TEXAS paragraph structure. Students reflect on prior learning, create a practical checklist, and give focused peer feedback on a complete analytical paragraph using an agreed text or class topic.

Learning intentions

• WALT identify and use every element of a TEXAS paragraph.
• WALT explain how evidence supports a clear idea.
• WALT give specific, respectful feedback on one writing component at a time.
• WALT use feedback to improve our own analytical writing.

Success criteria

• I can write a complete paragraph with a clear topic sentence, evidence, explanation, analysis and link.
• I can explain how my evidence supports my main idea.
• I can use a checklist to identify strengths and a specific next step.
• I can give peer feedback that is useful, respectful and focused.

Curriculum links

• Create and develop ideas in writing for a clear purpose and audience.
• Organise, structure and link ideas coherently in an analytical paragraph.
• Use evidence and language features to support interpretation and meaning.
• Develop the key competencies of thinking, managing self, relating to others and participating and contributing.
• Supports NCEA English skills in crafting controlled, coherent written responses and responding critically to texts.

Lesson structure (90 minutes)

1. 0–10 minutes – Do Now: reflect and retrieve

Open with the reflection and retrieval prompt. Students independently respond to three questions: What does each letter in TEXAS represent? Which part is easiest for you? Which part still needs attention? Students then compare answers with a partner and correct or add to their notes.

2. 10–22 minutes – Revisit the model

Display the TEXAS model paragraph and read it once as a class. Ask students to identify the topic sentence, evidence, explanation, analysis and link. Clarify that the explanation answers “What does the evidence show?” while the analysis explores significance, authorial choices, audience impact or the wider idea.

Briefly model improving a weak sentence. For example, change “This shows the character is angry” to a more precise explanation of how a word or technique reveals anger and why that matters.

3. 22–35 minutes – Mini task: build the checklist

In pairs, students use the TEXAS checklist and planning sheet to turn the class discussion into a short checklist. They must write one observable question for each component, such as “Does my evidence directly support my point?” or “Have I explained why this matters?”

Invite pairs to share one strong checklist question. Combine suggestions into a class version on the board or in the slides. Students keep their completed checklist for the peer-editing activity.

4. 35–43 minutes – Teacher model: focused peer feedback

Show the sample paragraph and feedback instructions in the peer-editing demonstration. Think aloud while checking only the topic sentence, then demonstrate feedback that is precise and kind: identify what works, name what is missing, and suggest one improvement.

Establish three rules: refer to the writing, not the writer; give evidence for your comment; and focus on the assigned component before commenting on anything else.

5. 43–68 minutes – Activity: component-by-component peer edit

Students draft or use a complete TEXAS paragraph in the paragraph drafting and peer-editing sheet. Pair students with someone they can work productively with. Complete five short editing rounds, spending approximately four minutes on each component: Topic, Evidence, eXplanation, Analysis and So what/link.

In each round, the reviewer highlights or underlines the relevant part, records one strength and writes one specific next step. The writer listens, asks clarifying questions and makes a small improvement before moving to the next component. Circulate to check that feedback is analytical rather than limited to spelling or punctuation.

6. 68–80 minutes – Revise and confer

Students independently revise their paragraph using the feedback. They should prioritise one substantial improvement, such as adding a quotation, developing analysis, making the link more specific or improving the connection between evidence and the main idea.

Ask students to complete the self-check on the TEXAS checklist and reflection section. Confer briefly with selected students, especially those whose paragraphs lack explanation or analysis.

7. 80–90 minutes – Plenary and exit ticket

Return to the plenary prompts. Students share one useful peer-feedback phrase and explain why it helped. For the exit ticket, students write: “One thing I learned about peer feedback is…” and “One writing improvement I will make next time is…”. Collect responses before students leave.

Resources

• the full lesson slide deck, including the opening reflection, TEXAS model, checklist task, peer-editing demonstration and plenary.
• the TEXAS checklist and paragraph peer-editing sheet.
• A suitable class text, extract or previously studied topic.
• Students’ previous TEXAS notes and drafted paragraphs.
• Projector or interactive whiteboard.
• Highlighters or coloured pens.
• Timer visible to the class.
• Board space for the shared checklist.

Assessment

• Formative observation during retrieval, checklist construction and peer-editing conversations.
• Review completed checklists and paragraph drafts for clear structure, relevant evidence and developed explanation and analysis.
• Use exit tickets to assess students’ understanding of effective peer feedback and identify the next teaching focus.

Differentiation

• Provide a colour-coded TEXAS model, sentence starters and a word bank for students who need writing or processing support.
• Allow students to use a familiar short quotation or teacher-provided evidence rather than selecting evidence independently.
• Pair students strategically and assign one component at a time to reduce cognitive load; read instructions aloud and provide a quiet working space where possible.
• Extend confident writers by asking them to evaluate the quality of their evidence, integrate a language feature, and make a more sophisticated link to the writer’s purpose, audience or wider theme.
• Support EAL learners with bilingual dictionaries, vocabulary prompts and feedback stems such as “This is effective because…” and “You could develop this by…”.