Lesson Plan
Session 1 Lesson Plan
Student will learn to identify and craft clear, focused topic sentences by analyzing sample sentences, sorting topic vs. detail cards, and writing original topic sentences.
A strong topic sentence organizes ideas and sets writing direction, boosting structure skills and confidence—critical for students with dysgraphia to gain writing fluency.
Audience
Individual Student with Dysgraphia
Time
30 minutes
Approach
Model, sort, guided then independent practice.
Materials
Topic Sentence Practice Worksheet, Topic Sentence Sorting Cards, Topic Sentence Graphic Organizer, Whiteboard and Markers, Timer, Reward Stickers, and Writing Journal
Prep
Review Materials and Set Up
10 minutes
- Print enough copies of Topic Sentence Practice Worksheet and Topic Sentence Graphic Organizer.
- Prepare one set of Topic Sentence Sorting Cards on a table or tray.
- Gather whiteboard, markers, timer, writing journal, and reward stickers.
- Review examples of strong vs. weak topic sentences to ensure clarity during instruction.
Step 1
Warm-Up Discussion
5 minutes
- Ask student: “What makes a sentence tell you what a paragraph will be about?”
- Write two example sentences on the whiteboard—one clear topic sentence and one vague sentence.
- Discuss why the first sentence sets up the paragraph better.
- Differentiate: Offer sentence starters (e.g., “In this paragraph, I will explain…”) if needed.
Step 2
Teacher Modeling
7 minutes
- Display a short sample paragraph on the whiteboard.
- Highlight and underline the topic sentence in the first line.
- Think aloud: explain how it previews the paragraph’s main idea.
- Show how to fill in the first box of the Topic Sentence Graphic Organizer with that idea.
- Encourage questions and clarify any confusion.
Step 3
Guided Sorting Activity
8 minutes
- Spread out the Topic Sentence Sorting Cards.
- Ask student to pick each card and decide: topic sentence or supporting detail.
- For each choice, prompt explanation: “How do you know?”
- Correct gently and reteach if student struggles.
- Reinforce with praise and a reward sticker for each correct sorting.
Step 4
Independent Writing Practice
7 minutes
- Provide the Topic Sentence Practice Worksheet.
- Student writes three original topic sentences using three different picture prompts.
- Encourage use of Topic Sentence Graphic Organizer to plan each sentence.
- Differentiate: Offer speech-to-text option or sentence starters if handwriting is challenging.
Step 5
Quick Topic-Sentence Game & Wrap-Up
3 minutes
- Set timer for one minute. Student chooses one picture prompt and writes one topic sentence as quickly as possible.
- Read and celebrate success; award a final reward sticker.
- Summarize: “A good topic sentence tells readers what your paragraph will explain.”
- Preview next session: adding supporting details under the topic sentence.
Activity
Topic Sentence Sorting Cards
Description: Use these cards to practice identifying strong topic sentences versus supporting details. Each card has a front with a sentence and a visual hint; the back includes a brief instructional note to guide student thinking.
Materials:
- Printed and laminated cards (10 cards total)
- Velcro dots or paperclips (optional for sorting)
Instructions:
- Shuffle the cards and place them face-up so the student can read the front and see the visual hint.
- Ask the student to read each sentence and decide: “Is this a topic sentence or a supporting detail?”
- After sorting into two piles, have the student flip each card to read the back instructional note and self-check their choice.
- Provide praise, corrective feedback, and stickers for correct sorts.
Cards Data:
{
"cards": [
{
"front": "Dogs make wonderful pets because they are loyal and playful.",
"visualHint": "Image of a happy dog",
"type": "Topic Sentence",
"back": "Instructional Note: This sentence tells the main idea of a paragraph. It previews what you will read about."
},
{
"front": "My dog greets me at the door with a wagging tail.",
"visualHint": "Image of a dog wagging its tail",
"type": "Supporting Detail",
"back": "Instructional Note: This sentence gives extra information to support the topic. It adds a specific example."
},
{
"front": "Recycling helps protect the environment and conserve resources.",
"visualHint": "Symbols for recycling bins",
"type": "Topic Sentence",
"back": "Instructional Note: This sentence introduces the main idea of a paragraph. It tells why recycling is important."
},
{
"front": "I always separate paper, plastic, and glass into different bins.",
"visualHint": "Three colored bins",
"type": "Supporting Detail",
"back": "Instructional Note: This sentence provides a specific action that supports the main idea."
},
{
"front": "Mountains can be challenging but rewarding to climb.",
"visualHint": "Silhouette of a mountain",
"type": "Topic Sentence",
"back": "Instructional Note: This sentence gives the main idea of a paragraph about mountain climbing."
},
{
"front": "The steep trails tested my endurance and strength.",
"visualHint": "Icon of a hiker on a trail",
"type": "Supporting Detail",
"back": "Instructional Note: This sentence adds detail by describing what makes climbing mountains challenging."
},
{
"front": "Eating a balanced diet is important for good health.",
"visualHint": "Plate with fruits and vegetables",
"type": "Topic Sentence",
"back": "Instructional Note: This sentence introduces the main idea about healthy eating."
},
{
"front": "Fruits and vegetables provide vitamins and fiber.",
"visualHint": "Basket of produce",
"type": "Supporting Detail",
"back": "Instructional Note: This sentence supports the main idea by giving examples of nutrients."
},
{
"front": "My favorite hobby is painting landscapes on canvas.",
"visualHint": "Paintbrush and easel",
"type": "Topic Sentence",
"back": "Instructional Note: This sentence states the main idea of a paragraph about painting."
},
{
"front": "I use brushes and bright colors to create sunset scenes.",
"visualHint": "Palette with bright colors",
"type": "Supporting Detail",
"back": "Instructional Note: This sentence gives a specific detail that supports the topic."
}
]
}
Script
Session 1 Script
Objective Reminder (30 seconds)
Teacher (smiling): “Hi, [Student Name]! Today our goal is to learn how to write a clear topic sentence. A topic sentence tells readers what your paragraph will be about. Are you ready to get started?”
1. Warm-Up Discussion (5 minutes)
Teacher (writes on whiteboard):
• Sentence A: “Dogs make wonderful pets because they are loyal and playful.”
• Sentence B: “Dogs are fun.”
Teacher (pointing): “Look at these two sentences. Which one tells you clearly what a whole paragraph will be about?”
Wait for response.
Teacher (prompting): “What words or ideas helped you decide?”
If student hesitates, offer sentence starter:
• “In this paragraph, I will explain…”
Teacher (praise): “Great thinking! Sentence A lets readers know the main idea—dogs are wonderful pets.”
2. Teacher Modeling (7 minutes)
Teacher (displays a short paragraph on whiteboard):
"Dogs make wonderful pets because they are loyal and playful. My dog greets me at the door with a wagging tail. He loves to fetch balls in the park."
Teacher (underlines first sentence): “This is our topic sentence. It previews what all the sentences below will explain.”
Teacher (holds up Topic Sentence Graphic Organizer): “I’m going to fill in the first box with the main idea I see here. I’ll write: ‘Dogs make wonderful pets because they are loyal and playful.’”
Teacher writes that line in the organizer box.
Teacher (think-aloud): “I chose these words because they tell readers exactly what the paragraph will discuss—why dogs are great pets.”
Teacher (offers check): “Do you see how that works? Any questions before we try sorting some sentences?”
3. Guided Sorting Activity (8 minutes)
Teacher (spreads out Topic Sentence Sorting Cards): “Now it’s your turn. Pick up one card, read the sentence, and tell me: ‘Topic sentence’ or ‘Supporting detail’?”
For each card:
• Student reads aloud.
• Teacher asks: “Why do you think that?”
• If correct: “Exactly! That previews the paragraph.”
• If incorrect: “Let’s look at the words. Does it preview everything or give one example?”
Teacher (each correct): Hands student a reward sticker and says, “Awesome job!”
4. Independent Writing Practice (7 minutes)
Teacher: “Here is your Topic Sentence Practice Worksheet. There are three pictures. For each one, write a topic sentence that tells what the paragraph would be about. Use your organizer if you need planning space.”
Teacher (offers help): “If writing is hard, you can use speech-to-text or start with: ‘In this paragraph, I will explain…’”
Teacher sets timer for 7 minutes and monitors.
During writing, offer encouragement:
• “You’re doing great!”
• “Remember: tell the main idea.”
5. Quick Topic-Sentence Game & Wrap-Up (3 minutes)
Teacher: “Let’s play a one-minute game. Choose any picture prompt and write one topic sentence as fast as you can!”
Set timer for one minute.
After timer: Teacher (reads student’s sentence): “Fantastic! Your sentence tells me exactly what your paragraph would explain.”
Teacher (reward): “Here’s a sticker for your effort.”
Teacher (wrap-up): “Today we learned that a good topic sentence tells readers what your paragraph will discuss. Next time, we’ll learn how to add supporting details under our topic sentence. Great work today!”
Transition Cue: “Let’s put our materials away and look forward to our next session!”
Game
Topic Sentence Relay
Objective: Build speed and confidence in identifying and crafting topic sentences under time pressure.
Materials:
- Topic Sentence Sorting Cards (face down in a tray)
- Topic Sentence Graphic Organizer (blank)
- Writing journal or lined paper
- Timer
- Reward stickers
Setup:
- Place the tray of shuffled sorting cards at one end of your table or work area.
- At the opposite end, lay out the blank graphic organizer and writing journal.
- Have the timer and stickers within easy reach.
How to Play:
- Student stands by the tray of face-down cards. Teacher says, “Ready… Set… Go!”
- Student picks one card, reads the sentence aloud, and runs to the organizer.
- At the organizer, student places the card under the correct heading: Topic Sentence or Supporting Detail.
- If the card is a Topic Sentence, student then writes an original topic sentence for one chosen picture prompt in the organizer’s planning box, all within 30 seconds. If the card is a Supporting Detail, no writing is needed—student simply places the card and returns.
- Student returns the card to a discard pile, races back to the tray, and repeats steps 2–4 until all cards are sorted or time is up (recommended: 5–7 minutes).
Scoring & Rewards:
- 1 sticker for each correctly sorted card.
- An extra sticker for each original topic sentence that clearly previews a paragraph idea.
Wrap-Up:
- Review any mis-sorted cards with the student: discuss why they’re topic sentences or details.
- Read aloud the student’s original topic sentences and highlight what makes them strong.
- Celebrate success and remind the student how today’s speed practice helps in real writing tasks!