Writing Introductions and Conclusions

Active learning works for this topic because crafting hooks and conclusions requires students to experiment with language and structure in real time. When students swap, discuss, and revise their writing together, they internalise the difference between generic statements and compelling arguments.

• Class 10
• English
• 4 activities
• 20 min–40 min

Learning Objectives

1. Design an introductory paragraph for an argumentative essay that includes a hook, background information, and a clear thesis statement.
2. Create a concluding paragraph that effectively restates the thesis, summarizes main points, and offers a final thought or call to action.
3. Evaluate the effectiveness of different opening strategies (e.g., anecdote, statistic, rhetorical question) in engaging a reader for a specific argumentative topic.
4. Analyze how the concluding paragraph of a model essay reinforces the author's argument and leaves a lasting impression on the reader.

RAFT Writing

⏱ 25 min·Pairs

Pairs: Hook Swap Activity

Students write three different hooks for the same argumentative topic. They swap papers with a partner, select the most effective hook from each set, and discuss why it works. Pairs then combine the best hooks into model introductions.

Prepare & details

Design an effective introductory paragraph that captures reader attention and presents a clear thesis.

Facilitation Tip: During the Hook Swap Activity, circulate and ask pairs probing questions like, 'Which hook makes you curious to read further?' to guide reflection.

Setup: Standard classroom arrangement; students work individually during writing phase and in structured pairs during peer-sharing. No rearrangement required.

Materials: Printable RAFT combination grid (one per student), Worked modelling example (displayed or distributed), Rubric aligned to board assessment criteria, Printable exit ticket for formative assessment

• Apply
• Analyze
• Create
• Social Awareness
• Self-Awareness

RAFT Writing

⏱ 30 min·Small Groups

Small Groups: Conclusion Relay

Provide a thesis and key arguments. Each group member adds one sentence to a shared conclusion: restate thesis, summarise points, add final thought. Groups read aloud and vote on the strongest version, explaining choices.

Prepare & details

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

Facilitation Tip: For the Conclusion Relay, provide sentence starters on the board to scaffold students who struggle with creating fresh closings.

Setup: Standard classroom arrangement; students work individually during writing phase and in structured pairs during peer-sharing. No rearrangement required.

Materials: Printable RAFT combination grid (one per student), Worked modelling example (displayed or distributed), Rubric aligned to board assessment criteria, Printable exit ticket for formative assessment

• Apply
• Analyze
• Create
• Social Awareness
• Self-Awareness

RAFT Writing

⏱ 40 min·Whole Class

Whole Class: Introduction Gallery Walk

Students post their introductions on walls with topics. Class walks around, notes sticky feedback on strengths and improvements. Debrief as whole class to identify top strategies and common issues.

Prepare & details

Evaluate different strategies for opening and closing an argumentative essay.

Facilitation Tip: Set a strict 10-minute timer for the Introduction Gallery Walk so students focus on comparing hook styles rather than getting distracted by length.

Setup: Standard classroom arrangement; students work individually during writing phase and in structured pairs during peer-sharing. No rearrangement required.

Materials: Printable RAFT combination grid (one per student), Worked modelling example (displayed or distributed), Rubric aligned to board assessment criteria, Printable exit ticket for formative assessment

• Apply
• Analyze
• Create
• Social Awareness
• Self-Awareness

RAFT Writing

⏱ 20 min·Individual

Individual: Revision Workshop

Students draft full intro and conclusion for an essay. Using a checklist from class examples, they revise independently, then share one change with a partner for quick affirmation.

Prepare & details

Design an effective introductory paragraph that captures reader attention and presents a clear thesis.

Facilitation Tip: In the Revision Workshop, project a sample introduction and model how to tighten the hook and strengthen the thesis for impact.

Setup: Standard classroom arrangement; students work individually during writing phase and in structured pairs during peer-sharing. No rearrangement required.

Materials: Printable RAFT combination grid (one per student), Worked modelling example (displayed or distributed), Rubric aligned to board assessment criteria, Printable exit ticket for formative assessment

• Apply
• Analyze
• Create
• Social Awareness
• Self-Awareness

Teaching This Topic

Experienced teachers approach this by first modelling strong hooks and conclusions, then giving students time to practise varied strategies. They avoid teaching formulaic structures and instead focus on purpose and audience. Research shows that when students analyse model essays, they adopt effective techniques faster than through direct instruction alone.

What to Expect

Successful learning looks like students confidently selecting varied hooks, placing thesis statements correctly, and ending essays with thought-provoking insights. By the end, they should critique their own and peers' introductions and conclusions using clear criteria.

Watch Out for These Misconceptions

Common Misconception

During the Hook Swap Activity, watch for students who default to dictionary definitions or clichéd phrases.

What to Teach Instead

Provide a list of varied hook examples (anecdotes, statistics, questions) on the board during the activity. Ask pairs to categorise their swaps and explain which type of hook would best suit their essay topic.

Common Misconception

During the Conclusion Relay, watch for students who copy the introduction word-for-word.

What to Teach Instead

Remind groups to use the relay structure: the first student writes a thesis restatement, the next adds a summary, and the last crafts a fresh final thought. Collect examples and display them to highlight how repetition can be avoided.

Common Misconception

During the Introduction Gallery Walk, watch for thesis statements placed in the middle or beginning of paragraphs.

What to Teach Instead

Display two model introductions side by side, one with the thesis at the end and one without. Ask students to note the difference in clarity and guide them to place their thesis at the end of their own introductions during the walk.

Assessment Ideas

Exit Ticket

After the Revision Workshop, provide students with an incomplete argumentative essay. Ask them to write one potential hook for the introduction and one sentence for the concluding thought. Collect these to check for engagement and closure.

Peer Assessment

During the Hook Swap Activity, students exchange their drafted introductions. Using a checklist (e.g., 'Does it have a hook?', 'Is the thesis clear?'), they provide feedback. Then, they swap conclusions and check for thesis restatement and a strong final thought.

Quick Check

After the Introduction Gallery Walk, present two different introductory paragraphs for the same topic. Ask students to vote for the more effective one and briefly explain why, focusing on the hook and thesis clarity. Discuss responses as a class.

Extensions & Scaffolding

• Challenge students who finish early to rewrite their introduction using two different hook types and compare their effects on a peer.
• Scaffolding: Provide sentence frames for students struggling with conclusions, such as 'Based on the evidence, one possible outcome is...' or 'To address this issue, I recommend...'.
• Deeper exploration: Ask students to research a current social issue, draft an essay with a strong introduction and conclusion, and peer review each other’s work for impact.

Key Vocabulary

Thesis Statement	A single sentence, usually at the end of the introduction, that clearly states the main argument or position of the essay.
Hook	An attention-grabbing opening sentence or phrase in an introduction designed to interest the reader immediately. Examples include a startling statistic, a relevant anecdote, or a thought-provoking question.
Concluding Thought	The final sentence or two of a conclusion that provides a sense of closure, often offering a prediction, recommendation, or a broader implication of the argument.
Restatement of Thesis	Rephrasing the main argument of the essay in the conclusion, using different words to remind the reader of the central point without direct repetition.