Writing Strong Introductions

Grade: 5

Duration: 10 minutes

Subject: English Language Arts (ELA)

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Learning Objectives

By the end of this lesson, students will be able to:

• CCSS.ELA-LITERACY.W.5.2.A: Introduce a topic clearly and provide a general observation and focus on the topic in an introductory paragraph.
• CCSS.ELA-LITERACY.W.5.2: Write informative/explanatory texts to examine a topic and introduce a topic clearly.

I can statements:

• I can write an introductory paragraph that clearly tells my reader what my writing will be about.
• I can include a hook and a clear topic sentence in my introduction.

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Success Criteria

• I have written an introductory paragraph that includes a hook to grab the reader’s attention.
• I have clearly stated the topic of my writing.
• My sentences are organized logically and flow smoothly.
• My introduction gives the reader a good idea of what I will explain.

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Materials Needed

• Whiteboard or chart paper
• Markers
• Printed example introductory paragraphs (dyslexia-friendly fonts and formatting)
• Student writing journals or paper
• Pencils

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Lesson Procedure

1. Engage (2 minutes)

• Ask students what they think the first paragraph of an expository piece should do.
• Share the I can statements and success criteria aloud.
• Write these on the board for reference.

2. Explain & Model (3 minutes)

• Show an example of a strong introductory paragraph on the board. (Use dyslexia-friendly font such as OpenDyslexic on printed copies.)
• Break it down:
  • Hook sentence (to grab attention)
  • Topic sentence (clearly tells the reader what the piece is about)
  • A “preview” sentence that hints at important points to come
• Model brainstorming a hook and topic sentence aloud, thinking through how to introduce a simple topic (e.g., "The importance of trees").

3. Guided Practice (3 minutes)

• In pairs, students brainstorm a hook and topic sentence for a given topic from the teacher (e.g., "Why plants need sunlight").
• Teacher circulates and supports diverse learners with visual aids and sentence starters as needed.

4. Independent Practice (2 minutes)

• Students write their own introductory paragraph about a familiar expository topic (e.g., "How to care for a pet").
• Encourage students to use the success criteria checklist on their desks.

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Differentiation Strategies

• For struggling learners: Provide sentence starters like “Have you ever wondered…” or “Many people believe…” and graphic organizers that visualize paragraph structure. Use dyslexia-friendly fonts and spacing on all handouts.
• For English Language Learners (ELLs): Give word banks with key vocabulary (hook words, topic-specific nouns and verbs) and visuals to support comprehension.
• For advanced learners: Challenge them to write a multi-sentence hook using a question and an interesting fact that smoothly transitions into a detailed topic sentence.

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Extension Activity

• Advanced students create two different hooks (question, fact, or anecdote) for the same topic and share which is more effective and why.
• Students can illustrate their introductions with simple drawings that reflect their topic to deepen understanding.

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Assessment and Reflection

• Collect student introductory paragraphs to check for inclusion of hook, clear topic sentence, and logical flow.
• Exit ticket: Students write one “I can” statement about what they learned and one question they still have.
• Use observations during pair work to inform the next lesson focus on body paragraphs.

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Teacher Notes

• Keep the pace brisk but supportive, as 10 minutes is brief.
• Use positive reinforcement and remind students that introductions set the stage for the rest of their writing.
• Emphasize the difference between writing to explain vs. writing a story.

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This tightly focused lesson follows Common Core Standards, supports diverse learners, and engages students actively in crafting effective introductory paragraphs.