You will learn
- Write a hook.
- State the topic.
- Preview main points.
- Write a thesis or focus sentence.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Think of a hook.
- State the topic.
- Preview your points.
- Check it leads into the body.
Words to know
the opening of a piece of writing
an opening that grabs attention
a sentence that states the main point
to give a short look ahead
1. Discover: Introducing baobabs
Imagine a tree so wide that it takes twenty children holding hands to circle it. This is the baobab, one of Africa’s most remarkable trees. In this report, I will explain where baobabs grow, how long they live and why people depend on them.
Think: Which sentence is the hook?
2. Understand: A good start
Idea 1: Hook
An introduction begins with a hook: a question, a surprising fact or a picture in words.
Idea 2: Topic
Then name the topic clearly: This is the baobab, one of Africa’s most remarkable trees.
Idea 3: Preview
Finish by previewing your main points with a thesis or focus sentence: I will explain where baobabs grow, how long they live and why people depend on them.
3. Worked examples
Example 1 (I show you): Hook
What is the hook?
- Grabs attention.
Answer: Imagine a tree so wide that twenty children holding hands circle it.
Example 2 (We do it together): Topic
What is the topic?
- The subject.
Answer: the baobab tree
Example 3 (You try): Preview
What three points are previewed?
Show the steps and answer
- Last sentence.
Answer: where baobabs grow, how long they live, why people depend on them
Did you know?
Readers usually decide within a few lines whether to keep reading.
Why this matters
A strong introduction invites readers in and sets up your writing.
4. Explore: Open it
Write introductions.
- Choose a topic.
- Write three different hooks.
- Choose the best.
- Add the topic and preview.
Think about it: what did you notice?
You can write an introduction.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- Imagine ___.
- This is ___.
- In this report I will explain ___.
- Did you know ___?
Guided practice
Question 1. The opening of a piece of writing is the ___.
introduction
Question 2. An opening that grabs attention is a ___.
hook
Question 3. A sentence that states the main point is a ___.
thesis
Independent practice
Level 1: Start
- The opening of a piece of writing is the ___.
- An opening that grabs attention is a ___.
- A sentence that states the main point is a ___.
- To give a short look ahead is to ___.
- Baobabs live in ___.
Level 2: Grow
- How many children circle the tree?
- What will the report explain?
- What is the topic?
Level 3: Stretch
- Does a hook grab attention?
- Should an introduction name the topic?
- Should it preview the points?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Write an introduction with a hook, the topic and a preview for a topic of your choice.
Show a sample answer
an introduction
Another one. Write two introductions for the same topic and choose the better one.
Show a sample answer
a completed task
7. Common mistakes
Fix: Slow down and check your work.
Fix: Study the example first, then try.
8. Lesson summary and revision card
- I can write a hook.
- I can state the topic.
- I can preview main points.
- I can write a thesis or focus sentence.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Think of a hook.
- State the topic.
- Preview your points.
- Check it leads into the body.
11. Next lesson
Next lesson: Topic development. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is an introduction? [1 mark]
- Name three parts of a good introduction. [3 marks]
- Write a hook about elephants. [1 mark]
- What is a thesis? [1 mark]
- Explain how to write an introduction. [3 marks]
Total: 9 marks.
Marking guide and model answers
- the opening of a piece of writing [1]
- hook [1]; topic [1]; preview/thesis [1]
- a question or surprising fact [1]
- a sentence stating the main point [1]
- start with a hook [1]; name the topic clearly [1]; preview the main points [1]
Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- The opening of a piece of writing is the ___.
- An opening that grabs attention is a ___.
- A sentence that states the main point is a ___.
- To give a short look ahead is to ___.
- Baobabs live in ___.
- How many children circle the tree?
- What will the report explain?
- What is the topic?
- Does a hook grab attention?
- Should an introduction name the topic?
Homework
Write two introductions for the same topic and choose the better one.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. The opening of a piece of writing is the ___. | introduction | 1 |
| 2. An opening that grabs attention is a ___. | hook | 1 |
| 3. A sentence that states the main point is a ___. | thesis | 1 |
| 4. To give a short look ahead is to ___. | preview | 1 |
| 5. Baobabs live in ___. | Africa | 1 |
| 6. How many children circle the tree? | twenty | 1 |
| 7. What will the report explain? | where baobabs grow, how long they live, why people depend on them | 1 |
| 8. What is the topic? | the baobab | 1 |
| 9. Does a hook grab attention? | yes | 1 |
| 10. Should an introduction name the topic? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 introduction; 2 hook; 3 thesis; 4 preview; 5 Africa. Level 2: 1 twenty; 2 where baobabs grow, how long they live, why people depend on them; 3 the baobab. Level 3: 1 yes; 2 yes; 3 yes.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Write a hook | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 State the topic | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Preview main points | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Write a thesis or focus sentence | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Rushing without checking. Slow down and check your work.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Re-read the examples slowly and use the sentence frames.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child practises a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.
- Listen while your child explains the idea.
- Ask for one new example.
- Praise effort and careful work.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: write a hook; state the topic; preview main points; write a thesis or focus sentence.
Prerequisite knowledge. Paragraph organisation.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Introduce the idea with the opening example.
Explanation (10 min). Teach the key words.
Guided activity (10 min). Practise together.
Independent activity (10 min). Check understanding with the quiz.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the key idea? Can I give my own example?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use the sentence frames and work with a partner. Extension. Create a harder example of your own.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Rushing without checking. Slow down and check your work.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 9-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 4 » Writing; Grade 4 » Language. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core W.4.2a (introduce a topic clearly and group related information in paragraphs and sections); Cambridge Primary English Stage 4 (openings). These sources informed the lesson.