Ashley Pasiciel

How to Write A Catchy Introduction

Grade/Subject: Language Arts 7 Lesson Duration: 55 Minutes
Unit: Expository Essays Date: Lesson 4 & 5
KSA’s: 2, 3, 5, 6, 7, 9, 11
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
3) Students will listen, speak, read, write, view and represent to manage ideas and
information.
4) Students will listen, speak, read, write, view and represent to enhance the clarity
and artistry of communication.
Specific Learning Outcomes:
3.1.2 – Use note-taking, outlining, or representing to summarize important ideas.
3.1.3 – Discuss the types and sources of information appropriate for topic, audience,
form, purpose and point of view.
3.3.4 – Reflect on ideas and information to form own opinions and evidence to
support them.
4.1.3 – Revise introductions, conclusions and the order of ideas and information to
add and clarify meaning.
4.1.5 – Use paragraphs appropriately to organize narrative and expository texts
4.2.3 – Distinguish between formal and informal conventions of written language and
use each correctly.
4.3.3 – Identify and use explicit techniques to arouse and maintain interest and to
convince the audience.
LEARNING OBJECTIVES
Students will:
1. View different clips that “hook” the viewer.
2. Discuss different ways to write an catchy introduction sentence in the intro
paragraph – funnel, quotation, turnabout, statistic, question, description.
3. Practice writing catchy introduction sentences for an intro paragraph that ‘hook’
the reader.
ASSESSMENT
Observations: Key Questions:
 Students will look at different  How can we “hook” a reader’s
examples of “hooks”. attention?
 Students will complete notes to  What “hooks” your attention when
help them understand the types of reading something?
“hooks” and how they work.  What are the types of “hooks”?
 Students will practice writing their  What are some examples of
own “hooks”. “hooks”?

Written/Performance Assessments:
Students will be formatively assessed on their own examples of “hooks” in Learning
Activity #2. This will allow students to get feedback and practice before they write their
essay.
LEARNING RESOUCES CONSULTED
 Ashley Pasiciel

The Alberta Program of Studies.

Various YouTube Videos
Expository Writing Interactive Notebook – Fun teaching (2013).
MATERIALS & EQUIPTMENT
 Fill-in-the-Blank Notes (100 copies)
 Hooks Worksheet (100 copies)
 Glue
 Smartboard Presentation
 Notebooks
PROCEDURE
Introduction:
Hook/Attention Grabber: Ask students to pull out piece of paper. Write down anything
in the video that shows expository writing. Show video – describes what it means to
live and how sometimes it’s hard to follow your dreams. How did the video “hook”
your attention? If the video was based on an essay topic, what would the topic mean?
What kinds of things were in the video?
https://www.youtube.com/watch?v=ja-n5qUNRi8 – Everybody Dies, But Not
Everybody Lives
Assessment of Prior Knowledge: Ask students what they remember about expository
essay writing.

Expectations for Learning & Behaviour: No speaking when I’m speaking. I want your
attention when the videos are playing and no discussion in between.

Advance Organizer/Agenda: Have worksheets copied in advance. Videos pulled up

and ready to go.

Transition to Body: Let’s get started.

Body:
Key Questions: (L.O # 1 & 2).
 How can we “hook” a reader’s attention?
 What “hooks” your attention when reading something?
 What are the types of “hooks”?
 What are some examples of “hooks”?

Learning Activity #1: Smartboard Presentation & Fill-in-the-Blanks Note-taking

 Hand-out students Fill-In-the-blank notes – they will glue it into their notebook (3
mins).
 As a class we will look at each way to write an catchy introduction sentence in
the intro paragraph – funnel, quotation, turnabout, statistic, question,
description. Students will be provided with the ‘blanks’ for their notes, examples
from commercials and short clips from TV shows, and examples from literature.
 This will give students and idea of different ways to “hook” the reader when
writing introduction paragraphs.
https://www.youtube.com/watch?v=QmhhbJIBoNs – Asks a question
 Ashley Pasiciel

https://www.youtube.com/watch?v=a1KGsv-pvtU - Statistic.
https://www.youtube.com/watch?v=WaaANll8h18 – Question, statistic
https://www.youtube.com/watch?v=HMGK61Jqq3c - Description
https://www.youtube.com/watch?v=45mMioJ5szc - quotation
https://www.youtube.com/watch?v=9zSVu76AX3I – funnel
https://www.youtube.com/watch?v=wczSzDT57Ns - question

Assessments/Differentiation: students will be shown text and visual examples of the

various hooks – this will accommodate different kinds of learners.

Key Questions: (L.O #3).

 How can we “hook” a reader’s attention?
 What are the types of “hooks”?
 What are some examples of “hooks”?

Learning Activity #2: Practice Writing “Hooks”

 Students will be given a worksheet where they will practice writing each type
of ‘hook’ on a given topic.
 Students will be allowed to use their phones/iPad to look up statistics/more
information about the topic if needed.

Assessment/Differentiation: Taken in as a formative assessment. I’m looking to see if

students understand the types of “hooks” and mostly want them to get some practice.

Sponge Activity: Vocabulary Booklets

Closure:
Consolidation/Assessment of Learning: Great job! You have all come up with some
creative examples, I look forward to reading more of them!

Transition to Next Lesson: Next lesson, we will look into the next part of the
introduction paragraph, which is creating a thesis statement.