Introduce the writing challenge: The teacher asks students what makes writing a good paragraph difficult and records answers on the board (e.g., organisation, finding ideas, concluding). This activates prior knowledge and sets the lesson’s purpose. Brainstorm topics: In pairs, students brainstorm topics they know about (e.g., recycling, healthy habits, favourite place). Each pair shares one idea. These ideas will be used later when choosing a writing topic. State lesson goal: Teacher clearly states that today’s lesson will introduce strategies to plan and write a paragraph effectively

Explain explicit instruction: The teacher briefly explains that s/he will model a writing strategy step by step and that students will practice it. Introduction of POW & TIDE: The teacher writes the acronyms POW and TIDE on the board and goes over each step. The teacher emphasizes that POW (Pick ideas, Organize notes, Write and say more) can be used for any writing task, while TIDE structures informational paragraphs. Teacher highlights that concrete strategies help writers who struggle with abstract instructions. Model paragraph analysis: Then, the teacher distributes the sample paragraph on “The benefits of recycling” and displays it on the screen. The teacher reads it aloud and asks students to underline the topic sentence, evidence, explanation and ending. This phase integrates reading and writing. Demonstration of TIDE using think‑aloud: The teacher fills in the TIDE organiser for the model paragraph, verbalising the thought process. For example: “My topic sentence should clearly state my main idea”; “I need a piece of evidence, such as a statistic”; “Now I will explain why this evidence supports my idea”; “Finally, I conclude by restating the main point.” Demonstrating and explaining decision‑making helps students understand why and how strategies are applied.

The teacher provides each pair with a blank TIDE worksheet and assigns a simple topic (e.g., “Healthy breakfast” or another brainstormed idea). Students collaborate to complete the organiser (topic sentence, one piece of evidence, an explanation, and an ending). The teacher circulates, monitors, and gives immediate feedback at this stage. (6-7 mins.) The teacher asks pairs to share their organizers with one another. Pairs discuss how their evidence supports the topic and how the explanation clarifies the evidence. The teacher encourages peers to ask clarifying questions. (2-3 mins.)

Independent writing: Students individually write a short paragraph (5–6 sentences) using their TIDE organiser. Teacher reminds them to use transitional phrases and to write in complete sentences. During writing, the teacher monitors and provides support, prompting students who are stuck and ensuring each component is included. This guided practice with feedback is a key element of explicit instruction

Peer review: Students exchange paragraphs with a partner and use the reflection checklist to evaluate the paragraph. They discuss one strength and one area for improvement. Whole‑class reflection: The teacher asks students to share what they found challenging or helpful about using the organizer. The teacher emphasizes that evaluating and reflecting upon their writing helps learners internalise strategies and improve future writing.