Informational Writing: Crafting Introductions and Conclusions

Active learning works well for writing introductions and conclusions because these skills require both creativity and structure. Students need to practice generating engaging hooks and meaningful endings in low-stakes ways before revising their own writing. By moving, talking, and revising together, they build confidence and clarity.

• 6th Grade
• English Language Arts
• 4 activities
• 15 min–30 min

Learning Objectives

1. Design an introduction for an informational piece that includes a hook and a clear preview of the main topics.
2. Create a concluding statement for an informational text that synthesizes main points and offers a final thought.
3. Analyze mentor texts to identify effective introductory hooks and concluding strategies.
4. Evaluate the clarity and engagement of introductions and conclusions written by peers.

Gallery Walk

⏱ 25 min·Whole Class

Hook Gallery Walk

Post six to eight different introductions from published informational texts representing different hook types: surprising fact, anecdote, statistic, direct address. Students walk the gallery, rank their top two and bottom two, then discuss as a class what makes certain hooks more engaging, building a shared list of effective strategies.

Prepare & details

Design an introduction that effectively hooks the reader and presents the central idea.

Facilitation Tip: During the Hook Gallery Walk, position students in small groups so they can discuss what makes each hook effective before moving to the next one.

Setup: Wall space or tables arranged around room perimeter

Materials: Large paper/poster boards, Markers, Sticky notes for feedback

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Carousel Brainstorm

⏱ 25 min·Pairs

Introduction Makeover

Pairs receive a weak, formulaic introduction , one that restates the assignment rather than engaging the reader. They identify the problems, collaboratively rewrite it using a strategy from the hook gallery, and share the original and revision with the class, explaining what changed.

Prepare & details

Explain how a strong conclusion reinforces the main points without simply repeating them.

Facilitation Tip: For the Introduction Makeover, provide colored pencils so students can mark where the hook, context, and thesis appear in different samples.

Setup: Charts posted on walls with space for groups to stand

Materials: Large chart paper (one per prompt), Markers (different color per group), Timer

• Remember
• Understand
• Analyze
• Relationship Skills
• Social Awareness

Carousel Brainstorm

⏱ 30 min·Small Groups

So What? Conclusion Workshop

Groups receive three student conclusions for the same essay: one that just summarizes, one that goes off-topic, and one that synthesizes and adds significance. Groups rank them and explain what the strongest conclusion does that the others don't, building criteria for their own revisions.

Prepare & details

Critique an introduction for its clarity and engagement.

Facilitation Tip: In the So What? Conclusion Workshop, display mentor texts on the wall so students can refer to strong examples as they revise their own work.

Setup: Charts posted on walls with space for groups to stand

Materials: Large chart paper (one per prompt), Markers (different color per group), Timer

• Remember
• Understand
• Analyze
• Relationship Skills
• Social Awareness

Carousel Brainstorm

⏱ 15 min·Pairs

Thesis Swap

Students exchange introductions and underline what they believe is the central claim. If the reader cannot find a clear claim, the writer revises. This reveals when introductions feel engaging but lack a clear organizational statement.

Prepare & details

Design an introduction that effectively hooks the reader and presents the central idea.

Facilitation Tip: During Thesis Swap, give each pair a timer so they can practice giving concise feedback within a set time limit.

Setup: Charts posted on walls with space for groups to stand

Materials: Large chart paper (one per prompt), Markers (different color per group), Timer

• Remember
• Understand
• Analyze
• Relationship Skills
• Social Awareness

Teaching This Topic

Teachers approach this topic by first separating the skills of hooks and conclusions from the whole essay. They provide mentor texts with clear labels, such as ‘This hook introduces the topic by…’ and ‘This conclusion connects back by…’. They avoid teaching these as isolated formulas and instead show how they function within a complete piece. Frequent quick writes and revisions help students see progress without the pressure of a final draft.

What to Expect

Successful learning looks like students crafting hooks that immediately establish topic and purpose, writing introductions that preview main points without giving everything away, and conclusions that reinforce the central idea while leaving the reader with something to ponder. They should revise with purpose, focusing on reader needs rather than just following a formula.

Watch Out for These Misconceptions

Common Misconception

During the Hook Gallery Walk, watch for students assuming that any question can be a hook.

What to Teach Instead

During the Hook Gallery Walk, redirect students by asking them to sort hooks into categories like ‘surprising fact,’ ‘bold statement,’ or ‘specific scene’ and explain how each grabs attention differently.

Common Misconception

During the Introduction Makeover, watch for students thinking the introduction should include all details.

What to Teach Instead

During the Introduction Makeover, have students highlight only the hook, context, and thesis in their mentor texts, then write a new introduction that keeps those three elements but leaves room for the body paragraphs to develop.

Common Misconception

During the So What? Conclusion Workshop, watch for students summarizing without adding meaning.

What to Teach Instead

During the So What? Conclusion Workshop, provide a sentence frame like ‘This matters because…’ or ‘As a result, people should consider…’ to guide students beyond restating points.

Assessment Ideas

Exit Ticket

After the Hook Gallery Walk, provide students with a short informational paragraph. Ask them to write one sentence that could serve as an effective hook for this paragraph and one sentence that could be a concluding statement, synthesizing the main idea.

Peer Assessment

During the Introduction Makeover, students exchange drafts of their introductions and conclusions. Using a checklist, they evaluate: Does the introduction have a clear hook? Does it preview the topic? Does the conclusion summarize without repeating? Does it offer a final thought? Students provide one specific suggestion for improvement.

Quick Check

After the So What? Conclusion Workshop, present students with two different introductions for the same topic. Ask them to identify which introduction is more effective and explain why, referencing specific elements like the hook or the clarity of the thesis.

Extensions & Scaffolding

• Challenge students to write three different hooks for the same topic, then select the strongest one based on how quickly it established purpose and audience.
• Scaffolding: Provide sentence starters for each part of the introduction and conclusion, such as ‘Many people wonder about…’ or ‘In the end, it’s clear that…’.
• Deeper exploration: Ask students to analyze how famous speeches or public service announcements use strong openings and closings, then create their own version of one.

Key Vocabulary

Hook	An attention-grabbing opening sentence or phrase that makes the reader want to learn more about the topic.
Thesis Statement	A sentence, usually at the end of the introduction, that clearly states the main idea or argument of the informational text.
Concluding Statement	A final sentence or two that wraps up the information presented, offering a sense of closure or a final insight.
Synthesize	To combine different ideas or information to form a new understanding or conclusion, rather than just listing them.