Strong Introduction Paragraphs

Overview

Students learn to build effective introduction paragraphs for narrative, informative, explanatory, and opinion writing. They begin by examining hooks and practicing several opening techniques, then add background information and a clear thesis, focus, or story direction. The lesson builds on prior experience identifying writing purposes and organizing ideas.

Learning intentions

Students will be able to:

• Identify the purpose of a paragraph and choose an appropriate hook.
• Write a hook that engages a specific audience.
• Add background information that prepares the reader.
• Write a clear thesis, focus statement, or narrative direction.
• Organize an introduction for narrative, informative, explanatory, or opinion writing.

Success criteria

• I can identify whether an introduction is narrative, informative, explanatory, or opinion writing.
• I can write an engaging hook that matches my topic and purpose.
• I can provide useful background information without giving every detail.
• I can end my introduction with a clear thesis, focus statement, or story direction.
• I can revise my introduction so the ideas are logical and easy to follow.

Curriculum links

• Introduce a topic clearly, provide a focus, and group related information logically.
• Develop an informative topic with facts, definitions, concrete details, and examples.
• Introduce an opinion clearly and organize reasons to support the writer’s purpose.
• Establish a situation, narrator or characters, and a natural event sequence in narrative writing.
• Provide a concluding statement or section related to information presented.

Lesson structure (60 minutes)

1. 0–8 min · Hook and notice. Display a striking question: “Would you rather explore the deepest ocean or travel to Mars?” Open with the hook and comparison slides and read four short introductions about the same topic. Students turn and talk to identify which opening makes them want to read more and explain why.

2. 8–18 min · Teach the introduction structure. Use the introduction structure slides to model the three-part structure: hook, background, and thesis or direction. Explain that a narrative introduction establishes the situation, characters, and problem; an informative or explanatory introduction names the topic and focus; and an opinion introduction states the issue and the writer’s position. Students help label each part in a projected model.

3. 18–28 min · Hook practice. Present four age-appropriate topics: school gardens, an unusual animal, a lost object, and whether students should have more recess. Refer to the hook practice slides for examples of questions, vivid descriptions, surprising facts, and dialogue. In pairs, students write two different hooks for one topic, then share one with the class. Invite students to explain which hook best matches the intended purpose.

4. 28–42 min · Guided classwork. Distribute the introduction paragraph practice worksheet. Students complete a planning task by selecting one purpose and recording a topic, audience, hook, two background details, and a thesis, focus statement, or narrative direction. Model the first example aloud, then circulate among the nine pairs, checking that background information leads logically to the final sentence. Pause halfway for students to compare plans with a partner.

5. 42–53 min · Independent writing and revision. Students draft a complete introduction of five to seven sentences on the worksheet. Their writing must include a clear hook, relevant background, and a final sentence that states an opinion, explains the focus, or introduces the narrative situation and direction. Students use the worksheet checklist to revise for clarity, logical order, and punctuation. Early finishers write a second introduction for the same topic using a different purpose.

6. 53–60 min · Share, assess, and assign homework. Invite two or three students to read introductions while classmates identify the hook, background, and thesis or direction. Students complete the success criteria exit ticket slips by indicating which criteria they met and naming one revision they made. Assign homework: revise today’s introduction neatly and write a second introduction on a new topic, using a different writing purpose.

Resources

• the complete introduction writing slide deck
• the introduction paragraph practice worksheet
• the success criteria exit ticket slips
• Projector or interactive display
• Pencils and colored highlighters
• Timer
• Whiteboard and markers
• Student writing notebooks for homework

Assessment

• During hook practice, listen for students matching a hook to the intended writing purpose; ask students to justify their choices.
• Review worksheet plans and drafts for the three required parts: engaging hook, relevant background, and clear thesis, focus, or narrative direction.
• Collect the exit tickets and use them to group students for the next writing conference. Check homework for a complete introduction using a different purpose.

Differentiation

• Support writers with a word bank and sentence starters: “Have you ever…?”, “Many people do not realize…,” “In my opinion…,” and “One day….” Allow students to orally rehearse before writing.
• Provide a partially completed model for students who need additional structure, and conference with students who confuse background information with supporting details.
• EAL students may discuss ideas with a partner, use a bilingual dictionary, and draw or list vocabulary before drafting. Read models aloud and highlight the function of each sentence.
• Advanced learners should write two introductions for the same topic in different genres, then explain how the hook, background, and final sentence change to suit audience and purpose.