The teacher shows Slide 1 and asks the students to compare two paragraphs, prompting them to decide which one is better. She elicits the students to support their answers by explaining why they believe one paragraph is more effective than the other, encouraging critical thinking and awareness of paragraph structure and coherence.

Once the students have brainstormed the features of a good paragraph, the teacher presents the formal list using Slide 2, confirming and expanding on the ideas mentioned by the class. She then proceeds to explain what a topic sentence is, using Slide 3 to guide the explanation. After clarifying the concept and answering any questions, the teacher solves Activity 1 of the handout together with the students, modeling how to identify and understand a topic sentence within a paragraph.

The teacher asks the students to solve Activity 2 with their partner, encouraging collaboration and discussion. Once the activity is completed, she explains the features of a topic sentence using Slide 4, drawing the students’ attention to the corresponding section on page 3 of their handout. She then goes through Slides 5 to 8 to explain the concept of controlling ideas in detail, providing examples and clarification as needed. After the explanation, the teacher asks the students to complete Activity 3 from the handout individually and then compare their answers with a partner to reinforce understanding through peer discussion.

The teacher asks the students to solve Activity 4 individually, giving them time to apply what they have learned about topic sentences and controlling ideas. Once the students have finished, the teacher goes over the activity with the whole class, checking their answers and providing clarification or feedback where necessary to ensure comprehension.

The teacher asks the students to solve Activity 5 individually, where they are required to add strong controlling ideas to topic sentences that are too general. After completing the task, she asks them to compare their answers with a partner to encourage peer feedback. She then checks the answers with the whole group, guiding the discussion to highlight effective responses. Following this, the teacher invites the students to analyze a well-written topic sentence from one of the paragraphs provided in Activity 1. She then asks them to complete Activity 6. Once the students finish, the teacher goes over the activity with the class, providing explanations and reinforcing key concepts.

The teacher asks the students to solve Activity 7, where they are required to create an original topic sentence for each of the proposed paragraphs. Once the students finish writing their topic sentences, she projects the features of a strong topic sentence as a reference and asks the students to exchange their papers with a partner. Each pair then evaluates whether their classmate has written effective topic sentences based on the projected criteria. After the peer evaluation, the teacher goes over the activity with the whole group, asking for students’ suggestions and using them to evaluate their performance collectively, providing feedback and reinforcing the characteristics of a good topic sentence.