English Language Arts · 6th Grade

Active learning ideas

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.

• Common Core State Standards
• CCSS.ELA-Literacy.W.6.2.a
• CCSS.ELA-Literacy.W.6.2.e

• 15–30 min
• Pairs → Whole Class
• 4 activities

Activity 01

• 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.

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.

What to look for

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.

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

Activity 02

• 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.

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.

What to look for

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.

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

Activity 03

• 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.

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.

What to look for

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.

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

Activity 04

• 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.

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.

What to look for

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.

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

A few notes on teaching this unit

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.

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.

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Watch Out for These Misconceptions

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

  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.

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

  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.

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

  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.

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Methods used in this brief

• Gallery Walk
• Carousel Brainstorm