One Clear Topic

Overview

This is lesson 2 of 4 in Building Information Texts. Students examine how a single paragraph stays focused on one main idea, then collaboratively identify, order, and colour-code the topic sentence, supporting facts, and concluding sentence in a model paragraph. They build on prior learning about information texts and prepare to write their own organised paragraph in later lessons.

Learning intentions

• WALT organise related information into a clear paragraph.
• WALT identify the topic sentence, supporting facts, and concluding sentence.
• WALT order sentences so that ideas make sense to the reader.
• WALT explain how a topic sentence tells the reader the paragraph’s main idea.

Success criteria

• I can identify the main idea.
• I can group facts that belong together.
• I can order sentences logically.
• I can explain the role of a topic sentence.

Curriculum links

• Writing to inform: a well-structured paragraph has a topic sentence, supporting details, and a concluding sentence.
• Writing to inform: writing a paragraph about a topic using a topic sentence, supporting details, and a conclusion.
• Planning and composition: using a simple organiser to plan a single-paragraph text.
• Composition: writing a single-paragraph text that follows from planning.

Lesson structure (60 minutes)

1. 0–7 min · Hook and connect. Display a picture of a kiwi and ask, “If we are teaching someone about kiwi, which facts belong together?” Open with the hook and learning intention slides. Students think, pair, and share one related fact, explaining why it belongs with the topic.

2. 7–17 min · Model paragraph. Show the model paragraph on the model paragraph slide: Kiwi are special birds that live in Aotearoa New Zealand. They cannot fly because their wings are very small. Kiwi use their long beaks to find insects in the soil. They are mainly active at night. These unusual features make kiwi fascinating birds. Read it aloud twice. Think aloud: “The first sentence tells me the paragraph’s main idea. The middle sentences give facts. The final sentence rounds off the information.” Students identify the topic and explain what all the sentences have in common.

3. 17–27 min · Notice and colour-code. Display the colour key on the paragraph parts and colour-code slide: blue for topic sentence, green for supporting facts, and red for concluding sentence. Teacher models highlighting the first and final sentences, then invites students to justify the colours for the middle sentences. Students use the paragraph parts worksheet to highlight or colour-code the model paragraph and label each part.

4. 27–42 min · Collaborative sentence sort. Give each student or pair the cut-apart sentences from the mixed-up sentence sort. Reveal the sorting instructions on the collaborative sort slide. Students first read the sentences aloud, find the sentence that introduces the main idea, group related facts, and arrange the sentences into a logical paragraph. They explain their choices to the group before gluing or recording the order.

Use this paragraph about penguins: Penguins are birds that are well suited to life in cold oceans. Their thick feathers help keep them warm. Their wings work like flippers when they swim. Penguins cannot fly, but they can move quickly through the water. These adaptations help penguins survive in their habitat. Circulate and ask: “What is this paragraph mostly about?” “Which sentence gives a fact about the topic?” “What could come last to finish the paragraph?”

5. 42–52 min · Check, revise, and explain. Display the completed order on the answer and discussion slide. Students compare their paragraph, make any changes, and colour-code each sentence using the agreed key. Each student explains one sentence’s role using a stem such as, “The topic sentence is ___ because it tells the main idea,” or “This fact belongs because ___.” Discuss why a true fact may still not belong if it is about a different topic.

6. 52–60 min · Independent application and exit check. Students complete the short task on the independent paragraph check: choose which of three facts belongs in a paragraph about how bees help plants, then write or say why. Finish by asking each student to orally complete: “A topic sentence is important because ___.” Collect the worksheet for assessment.

Resources

• the complete teaching slide deck
• the paragraph parts and sentence sort worksheet
• Coloured pencils or highlighters: blue, green, and red
• Scissors and glue sticks
• Large display or interactive whiteboard
• Optional mini-whiteboards and pens
• Teacher model paragraph enlarged or displayed

Assessment

• Listen during the hook and model discussion for students identifying the main idea and distinguishing related from unrelated facts.
• During the sentence sort, check whether students can select a topic sentence, group supporting facts, and justify a logical order.
• Use the independent paragraph check and oral exit response to record whether each student can explain the purpose of a topic sentence and identify information that belongs in one paragraph.

Differentiation

• Support students with fewer sentence cards, teacher modelling, colour-coded prompts, and a visual paragraph planner showing main idea → facts → ending.
• Read all sentences aloud and provide oral rehearsal before students sort or write. Allow students to explain their reasoning verbally, point to evidence, or work with a supportive partner.
• For EAL learners and students needing additional language support, pre-teach topic, fact, main idea, supporting, and concluding. Use sentence stems and simple picture cues for kiwi, penguins, and habitats.
• Extend confident writers by asking them to improve the penguin paragraph with one precise fact and a linking sentence, such as In addition, or Because of these features, while checking that the new sentence still matches the topic.