Introductions

Date: April 23rd, 2019

Subject/Grade: Language Arts – Grade 8
Time Frame: 60 minutes
Teacher Candidate: Miss Paige Kynock

Lesson Overview:
The purpose of this lesson is to remind students about how to write a formal introduction for a
paper. This includes a thesis statement, and the other various portions of an introduction. Most
students are now in the writing process of their paper and may need basic reminders about how a
formal introduction to a paper looks. This is also a good time to remind students about the general
structure of the paper.

Curriculum Outcomes:
Writing and other ways of representing outcomes
● Students will be expected to choose, with increasing regularity, the prewriting, drafting,
revising, editing, proofreading, and presentation strategies to aid in producing various
texts
● Students will be expected to demonstrate a commitment to crafting pieces of writing and
other representations
● Students will be expected to attempt to use various technologies for communicating to a
variety of audiences for a range of purposes

Diverse Learning (PLPs):

● EAL: Students have been provided with images for the writing prompts to help students who are
still struggling with reading.
● Remediate Lesson: Allow students to work with a subject that they are knowledgeable about
already. Students only need to push themselves as far as they are comfortable with, and can
work at their own pace. Unfamiliar words will also be defined for EAL students.
● Enrichment: Challenge enriched learners to pick harder topics and use more advanced terms.
Students can chose to write more detailed results on their progress written pieces. Enriched
students may also chose to work on the trailer portion of the assignment.
● Information will be displayed for more visual learners

List of Materials/Technology Required:

● Computer & Projector
● Powerpoint of “Introductions”
● Class set of iPads/laptops

Anticipatory Set:
Reading For Pleasure (15 minutes): Give students fifteen minutes at the beginning of class to
read a book of their choice. The purpose of this is to get students reading for their own
enjoyment. During this time the teacher should circulate the classroom and ask students about
what they are reading and how they are enjoying their books/comics/etc.

Body/Methodology:

Quick-Write (10 minutes): Have students answer one of the following writing prompts. Give
them a few minutes to answer the prompt by writing a creative piece on the prompt. Once
students have had a chance to individually answer the prompt have the students discuss their
responses with the group.
Writing Prompts:
● You wake up from a long nap and you open your eyes to discover that you are
lying in a field surrounded by twenty feet tall flowers. You hear a sound so you
turn around... Complete the story.
● On your way home from school you notice a strange store that you have never
seen before. Walking up to the store it appears as though the store was taken
directly from the 1950s. Once you step inside you are transported back in time...
Complete the story.
● You are looking for a book in the library when you notice one of the books is
glowing. Curiosity gets the better of you so you walk over to the book and open it.
What happens next surprises you… Complete the story.

Introduction Tips (15 minutes): Use this time to go over introduction tips with the students.
These tips will be used to help the students who are writing papers create their introductions. The
students are all working on different topics, but all students will benefit from these tips.
Throughout the lesson make sure to stop and ask students if they have any questions.

● Introductions are meant to catch the reader’s attention.

○ A successful introduction previews your paper
○ A successful introduction leaves the reader wanting to read more
● Don’t write the introduction first
○ It can be difficult to write an introduction before your paper has taken form
○ If you write your paper first you will know what information is relevant for your
introduction

● Keep your introduction broad

○ Use your introduction to introduce your main points
○ Do not fill your introduction with too many facts or the reader may get lost
● Provide background
 ○ You can use your introduction to provide context to the reader
○ Save your evidence for the body of your essay
● Provide a Thesis
○ Provide your main argument, or thesis, in the introduction
○ Most people tend to put their thesis at the end of the introduction, but if you feel it
fits better somewhere else in the introduction don't force it to be at the end
● Providing an anecdotal story can be helpful or hurtful
○ If you are going to include a story in your introduction make sure it is completely
relevant
○ Opening up with a story about your topic can catch a reader’s attention but make
sure it isn’t confusing or go against your thesis
■ For example: If you are writing about why a certain concept is important it
may not be helpful to include a story about how everyone hates the topic.
● Avoid starting with a definition
○ Definitions are important but can be boring
○ Starting with a quote or interesting fact is often more effective

Individual Work (15 minutes): Students should use this time to continue working on their
Passion Projects. By this point students should know what topics they are interested in working
on and should be in the planning stages of the assignment. During this portion of the class the
teacher should be going around the room and assisting the students in their work process.
● Be available to answer any questions that the students may have about the overall
assignment

Closure:
Clean-Up/Check In (5 minutes): Ask students to clean up the room and return to their seats.
Take the last couple of minutes to answer any questions that students may have about the
Passion Project.
● If there is any time after the students tidy up the classroom ask students if there is
anything they would like to share about their long weekend.

Assessment:
● Questions: Ask students if they have any questions about the assignment.
● Check-in: Make sure to check in with all groups about any problems/concerns
that they are facing
● Clarify: Have students report back important information about the assignment &
the reading strategies
 ● Quick-write: Monitor the quick-write discussion to assess the students’ learning

Reflections: