Language Arts · Grade 6

Active learning ideas

Argumentative Writing: Introductions and Conclusions

Active learning helps students internalize the distinct roles of hooks, claims, and conclusions in argumentative writing. When students practice these elements in low-stakes, collaborative settings, they build confidence before tackling full drafts. This approach mirrors real-world writing processes where revision and peer feedback shape stronger arguments.

• Ontario Curriculum Expectations
• CCSS.ELA-LITERACY.W.6.1.A
• CCSS.ELA-LITERACY.W.6.1.E

• 25–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Peer Teaching
• 25 min · Pairs

Pairs: Hook Exchange

Partners brainstorm three hooks for a shared claim, then exchange papers. Each rates the partner's hooks on engagement and clarity, noting one strength and one suggestion. Pairs discuss feedback and revise together.

Design an introduction that effectively hooks the reader and presents a clear claim.

Facilitation Tip

During Hook Exchange, provide sentence stems like 'Did you know...' or 'Picture this...' to guide students who struggle with creating hooks from scratch.

What to look for

Provide students with three different introductory paragraphs for the same argumentative topic. Ask them to circle the claim in each and underline the hook. Then, have them write one sentence explaining which hook is most effective and why.

• Understand
• Apply
• Analyze
• Create
• Self-Management
• Relationship Skills

Activity 02

• Peer Teaching
• 35 min · Small Groups

Small Groups: Conclusion Relay

Each group member writes one part of a conclusion (restate, summarize, impact). Pass papers around; final versions are read aloud for group votes on most persuasive. Revise based on votes.

Analyze how a strong conclusion can reinforce the argument and leave a lasting impression.

Facilitation Tip

In Conclusion Relay, model how to rephrase the claim and add a broader implication before groups share their evolved endings.

What to look for

Students exchange drafts of their argumentative essay introductions. Using a checklist, they identify the claim and the hook. They then provide one specific suggestion for improving the hook's engagement or the claim's clarity.

• Understand
• Apply
• Analyze
• Create
• Self-Management
• Relationship Skills

Activity 03

• Peer Teaching
• 40 min · Whole Class

Whole Class: Intro Showdown

Students submit anonymous introductions; project on screen. Class discusses and votes thumbs up/down with reasons. Top three analyzed for traits to emulate.

Critique different argumentative essay introductions for their effectiveness.

Facilitation Tip

For Intro Showdown, assign roles such as 'Hook Critic' or 'Claim Checker' to keep all students engaged during the gallery walk.

What to look for

Ask students to write a one-sentence claim about a given topic (e.g., 'School uniforms should be mandatory'). Then, have them write one sentence that could serve as a hook for that claim, and one sentence that could be a call to action in the conclusion.

• Understand
• Apply
• Analyze
• Create
• Self-Management
• Relationship Skills

Activity 04

• Peer Teaching
• 30 min · Individual

Individual: Claim-to-Close Challenge

Students select a claim, draft intro and conclusion in 10 minutes. Self-assess using a checklist, then pair-share one for quick peer input.

Design an introduction that effectively hooks the reader and presents a clear claim.

What to look for

Provide students with three different introductory paragraphs for the same argumentative topic. Ask them to circle the claim in each and underline the hook. Then, have them write one sentence explaining which hook is most effective and why.

• Understand
• Apply
• Analyze
• Create
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Teach argumentative writing by separating introductions and conclusions into distinct skills rather than overwhelming students with full essays early. Use mentor texts to highlight how professional writers hook readers and leave lasting impressions, then apply those techniques in micro-writing tasks. Avoid focusing solely on rhetorical questions; expose students to facts, anecdotes, and contrasts to build repertoire.

Students will identify effective hooks and claims in samples, revise their own introductions for clarity and engagement, and craft conclusions that reinforce arguments without repetition. Successful work shows precise claims, varied hooks, and conclusions that end with purpose rather than summary.

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Watch Out for These Misconceptions

• During Hook Exchange, students may assume hooks must include surprising statistics or questions.

  Use the gallery walk format to display diverse hooks, including facts, anecdotes, and contrasts, and have students discuss which techniques fit their topics best.

• During Conclusion Relay, students might repeat introductions word-for-word to ensure consistency.

  Ask groups to use a color-coding strategy to compare repetitive vs. evolved endings, then revise their own conclusions to include broader implications or calls to action.

• During Intro Showdown, students think rhetorical questions are the only effective hooks.

  Provide a voting sheet where students rank hooks by engagement, then discuss why certain hooks align better with specific topics or audiences.

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Methods used in this brief

• Peer Teaching