Outlining as a Class

• Explain that paragraphs need a topic sentence, supporting sentences and a concluding sentence. Write a simple topic sentence, such as "Today we learned about math, reading and science in class," on the board. Label this as the topic sentence. Ask the class to form supporting sentences, like "We learned about multiplication." Write these sentences beneath the topic. Write one additional detail for each supporting sentence, such as "We learned that three times three equals nine," under each respective supporting sentence. Finish by asking students for a sentence that restates the topic. Write that at the bottom of the board and label it as the concluding sentence.
  
  

Color Coding

• Use a color coding system to simplify the difference in purpose between the topic sentence, supporting sentences and concluding sentences. Pass around handouts of sample outlines with these sentences highlighted in a three-color system. Assign the same color to both the topic sentence and concluding sentence. Explain to your class that these two sentences both summarize the topic. Assign the same color to all supporting sentences and explain that each one elaborates on the main topic. Use a third color to highlight all the additional detail sentences that add information to the supporting sentences.
  
  

Hamburger Organizer

• Use the visual imagery of a hamburger or sandwich to explain how an outline must flow. The top bun represents the topic sentence and the bottom bun represents the concluding sentence. Both "buns" hold the "meat" or "filling" of the outline, representative of the supporting information. After explaining this concept, pass around blank pictures of hamburgers or sandwiches. Instruct students to write a topic sentence in the top bun. In the bottom bun, students must rephrase the same sentence in a different way. Inside the burger or filling, students must write several brief points that support the main topic.
  
  

Example Outlines

• After explaining how a good outline must appear, show students examples of good and bad outlines and ask them to identify which outlines work. Good outlines must have similar topic and concluding sentences. Good outlines must also include supporting sentences that elaborate on the topic, as well as additional detail sentences that elaborate on these supporting sentences. Bad outlines can have mismatched topic and concluding sentences or supporting sentences that stray from the topic. Bad outlines can also list supporting details as the topic or concluding sentences. Discuss, as a class, why the bad outlines are bad and why the good outlines provide a solid structure.