Drafting Introductions

Overview

Year 7 students will develop the introductory paragraph of their reflective writing piece. This lesson advances their skills in setting context and previewing personal reflections, aligning with the National Curriculum English requirements for descriptive and evaluative writing.

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National Curriculum Links

• English - Writing (Years 7 & 8) - Objectives:
  • Plan their writing by identifying the audience, purpose and form [EN2/1a]
  • Draft and write by describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action [EN2/1b]
  • Use a range of organisational devices, including paragraphs, headings and sub-headings, to structure text [EN2/1c]
  • Evaluate the effectiveness of their own and others’ writing and suggest improvements [EN2/1d]
  • Use expanded noun phrases, varied sentence structures and precise vocabulary to create clarity and interest [EN2/4c]
• Spoken Language - Using spoken language confidently to express opinions and articulate ideas clearly, aiding development of writing [EN1/3a].

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Learning Objectives

By the end of this 50-minute lesson, students will:

1. Understand the purpose and elements of an effective introduction in reflective writing.
2. Draft an introductory paragraph that sets the context of their primary school experiences.
3. Begin incorporating their main reflections clearly and engagingly.
4. Demonstrate use of descriptive language to create atmosphere and engage the reader.

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Resources

• Sample introductory paragraphs (anonymous) from previous years' reflective pieces
• Whiteboard/Smartboard
• Student writing journals or laptops/tablets
• Checklist for introductory paragraph features
• "Reflection riddle" prompt cards (optional extension)

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Lesson Outline

Starter (10 minutes) – What Makes a Good Introduction?

• Engage students with a quick "Introduction Detective" activity:
  • Display 3 different introductory paragraphs on the board (including one weak, one average, and one strong example).
  • In pairs, students identify which intro is most effective and justify their answers focusing on context setting and tone.
• Class discussion highlighting key components: context-setting (where, when), introducing reflections/themes, and a hook to interest the reader.
• Link discussion explicitly to their own reflective writing tasks about primary school experiences.

Main Activity (30 minutes) – Drafting the Introduction

• Modelling (10 minutes):
  • Teacher models drafting an introduction on the board using a personal example of primary school reflection.
  • Verbalise thought process: choosing what context to include, framing reflections, engaging language use.
• Guided Practice (15 minutes):
  • Students individually draft their own introduction in writing journals or on devices.
  • Encourage use of descriptive language (similes, expanded noun phrases) learned in earlier lessons.
  • Circulate to support, prompt deeper reflection, and suggest vocabulary improvements.
• Peer Review (5 minutes):
  • In pairs, students exchange drafts and use a simple checklist to provide feedback focusing on clarity of context and presence of main reflections.

Plenary (10 minutes) – Reflect and Share

• Invite 3-4 volunteers to read their introductions aloud.
• As a class, discuss strengths noticed (e.g. vivid descriptions, clear reflections) and areas for improvement.
• Recap the critical role of setting a strong context to frame reflective writing.

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Differentiation

• Support: Sentence starters and word banks for descriptive language and reflection prompts for students who need scaffolding.
• Challenge: Encourage more advanced students to incorporate rhetorical questions or varied sentence lengths to enhance reader engagement.

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Assessment

• Formative assessment through observation during drafting and peer review activities.
• Use of a simple rubric to assess whether introductions provide: clear context, main reflection preview, appropriate tone and engaging language.

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Homework/Extension

• Revise the drafted introduction at home using peer and teacher feedback to bring to next lesson’s full draft writing session.
• Optional: Write a "reflection riddle" summarising their primary school experience in an engaging question format to share next lesson.

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Teacher Notes

• Emphasise the emotional and narrative power of reflective writing over mere recounting.
• Encourage honesty and personal voice in reflections to deepen engagement and authenticity.
• Connect writing skills to speaking by drawing on earlier units focused on oral storytelling and audience awareness.

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This detailed and curriculum-aligned plan will empower Year 7 students to craft meaningful introductions that set strong foundations for their reflective writing journeys.