Writing Text-based Introductions
Grade 7
Lesson Title:
Writing Text-based Introductions
Lesson Overview:
The purpose of this lesson is to learn to write strong introductions by understanding the purpose of introductory
paragraphs, identifying key elements of introductory paragraphs, and utilizing various methods of introduction.
Materials Needed:
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PowerPoint Presentation
Writing Text-based Introductions Handout
Writing Text-based Introductions Answer Key
Instructional Focus:
Produce clear and coherent writing in which the development, organization, and styles are appropriate
to task, purpose, and audience.
Explicit Instruction (steps):
1. Explain to students that the purpose of today’s lesson is to learn to write strong introductions.
2. Explain that students will understand the purpose of introductory paragraphs.
3. Explain that students will identify key elements of introductory paragraphs.
4. Explain that students will utilize various methods of introduction.
Modeled Instruction (steps):
1. Explain to students that the first paragraph in informative/explanatory or argumentative
writing should clearly and effectively introduce the topic. Explain that it should also grab the
reader’s attention so that he or she wants to read on. Explain that a strong introduction also
identifies the topic and presents the thesis statement. Explain that for argument writing the
thesis will include the claim. Finally, explain that a strong introduction will also provide the
reader with a preview of what’s to come.
2. Instruct students to read the sample passage silently.
3. Explain to students that the first step in writing a strong introduction is to develop the thesis
statement. The thesis statement will guide the entire piece; therefore, it is important to write
the thesis before doing anything else. Using the sample writing task, think aloud and model
for students how to write a thesis statement. Explain that it is important to identify the topic
first. Then, think about the point to make about the topic. In this case, the point will be the
claim or position on the topic.
4. Explain to students that the next step is to provide a preview of what’s to come. Explain that
the preview sentence can answer the question why or how. Explain that the preview doesn’t
need to go into extensive details about the reasoning behind the thesis, but it should give the
reader an idea of what he/she will learn.
5. Explain to students that once they develop a strong thesis statement and preview sentence,
they need to think about their introductory sentence(s). This is the sentence that will grab
the reader’s attention. Explain that one way to grab the reader’s attention is by starting with
an interesting statement. Think aloud and model for students how to write a text-based
introduction using an interesting statement as shown in the example.
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6. Explain to students that another method of introduction is to begin with a quote. Point out
that it may be necessary to include another sentence after the attention-grabbing sentence to
act as a bridge between the quote and the thesis statement. The bridge sentence is
underlined in the example.
7. Explain that beginning with a description can also grab the reader’s attention. Think aloud
and model for student’s words and phrases that describe commuting in a busy city. Then,
share the example paragraph with students. Point out that it is okay to add a phrase to the
beginning of the thesis statement to help smooth the transition from one sentence to the
next. The phrase is underlined in the example.
8. Explain to students that an anecdote is a brief story. Explain that it can be real or imagined,
as long as it makes the point. Explain that the anecdote must be limited to just a few
sentences; otherwise, the reader may become confused about the purpose of the writing.
Explain that first-person point of view also should be avoided in order to maintain an
academic tone.
9. Explain that students can also begin with a rhetorical question. Caution students against
“talking” to the reader. Explain that rhetorical questions should only be used if they are
thought-provoking. Explain that it is often more effective to use multiple rhetorical questions
rather than just one.
Guided Instruction (steps):
1. Distribute handouts and tell students to turn to a partner.
a. Read the passage on the handout aloud.
b. Read the writing task aloud.
c. Work together to construct a thesis statement in response to the writing task.
d. Then, write a sentence that provides the reader a preview of what’s to come.
2. Allow students time to discuss.
3. Once all partner groups have finished, have students share their answers in whole group.
4. Check for understanding and correct any misconceptions.
Independent Practice (steps):
1. Now that you have written a thesis statement and preview sentence, write an attentiongrabbing introductory sentence using each method of introduction.
2. Choose the one you like best and write a complete introduction in the space provided on the
handout.
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