Hooked from the Start: Unleashing the Power of Narrative Hooks in Personal Narratives
Crafting Captivating Beginnings: A Step-by-Step Guide to Teaching Narrative Hooks in Personal Narrative Writing
This post is for anyone who judges a book by the cover or the first page. When it comes to narrative writing of any kind, the opening lines can make all the difference in captivating readers' attention. Narrative hooks are the secret ingredient that sets the stage for a compelling narrative. In this blog post, I provide a step-by-step guide to teaching narrative hooks in the secondary ELA classroom, empowering students to craft captivating beginnings that hook their readers from the start. You can take from my own lesson examples, or use the stories I use to design your own lesson.
Step 1: Exploring the Power of Hooks
Begin by discussing the significance of narrative hooks with your students. Share examples of well-crafted hooks from published works or even student samples. Engage in a class discussion about how these hooks capture attention, evoke curiosity, or create a sense of intrigue. Encourage students to analyze the impact of different hooks and discuss the emotions they elicit.
Here are some of my favorite first-line examples in young adult books:
“I stare down at my shoes, watching as a fine layer of ash settles on the worn leather. This is where the bed I shared with my sister, Prim, stood.”-Mockingjay by Suzanne Collins
“I’ve been locked up for 264 days.” -Shatter Me by Tahereh Mafi
“First the colors./Then the humans. /That’s usually how I see things./ Or at least, how I try.”-The Book Thief by Markus Zusak
“How does one describe Artemis Fowl? Various psychiatrists have tried and failed.”-Artemis Fowl by Eoin Colfer
“Not for the first time, an argument had broken out over breakfast at number four, Privet Drive.” -Harry Potter and The Chamber of Secrets by JK Rowling
“I’ve watched through his eyes, I’ve listened through his ears, and I tell you he’s the one. Or at least as close as we’re going to get.”-Ender’s Game by Orson Scott Card
“The Austrian horses glinted in the moonlight, their riders standing tall in the saddle, swords raised.”-Leviathan by Scott Westerfeld
“Late in the winter of my seventeenth year, my mother decided I was depressed, presumably because I rarely left the house, spent quite a lot of time in bed, read the same book over and over, ate infrequently, and devoted quite a bit of my abundant free time to thinking about death.”-The Fault in Our Stars by John Green
“There was a hand in the darkness, and it held a knife.” -The Graveyard Book by Nail Gaiman
“It has been sixty-four years since the president and the Consortium identified love as a disease, and forty-three since the scientists perfected a cure.”-Delirium by Lauren Oliver
“The end of the world started when a pegasus landed on the hood of my car.” –The Last Olympian by Rick Riordan
“We only have a few hours, so listen carefully. If you’re hearing this story, you’re already in danger. Sadie and I might be your only chance.” – The Red Pyramid by Rick Riordan
“When I was little, my uncle Pete had a necktie with a porcupine painted on it.” -Stargirl by Jerry Spinelli
“Roy would not have noticed the strange boy if it weren’t for Dana Matherson, because Roy ordinarily didn’t look out the window of the school bus.” -Hoot by Carl Hiaasen
“Josh Bell/ is my name./But Filthy McNasty is my claim to fame.”-The Crossover by Kwame Alexander
“Don’t nobody/believe nothing these days/which is why I haven’t told nobody the story I am about to tell you”-Long Way Down by Jason Reynolds
“I shouldn’t have come to this party.”-The Hate U Give by Angie Thomas
“Check this out. This dude named Andrew Dahl holds the world record for blowing up the most balloons...with his nose.” -Ghost by Jason Reynolds
Another activity I like to do with this is to hold a book pass or book explore activity with the kids. If you have group seating, you can take 5-6 books to a grouping or a particular area and then time kids to look through books and see what books catch their attention on the first page. This also helps with building library browsing skills so kids aren’t just writing books off without trying to read the first page.
Step 2: Identifying Types of Hooks
Introduce students to various types of hooks commonly used in personal narratives, such as starting with action, posing a thought-provoking question, using descriptive language, or presenting a surprising fact. Provide examples for each type and discuss how they engage readers and set the tone for the narrative. Engage students in a brainstorming activity to generate their own ideas for each type of hook. The best way to do this is to include a story example. I like to use a personal example of me getting lost in the grocery store with my mother as a kid. I tell the story, and then I show the kids how I can start the story in many different ways. They vote on which hook they thought was the best, and they share which type of hook they want to use for their own narrative.
EXAMPLE: kid lost in the grocery store: Tell a brief childhood story
Talking Hook: Opening with Dialogue
“Mom-moooomm? I call out nervously as I searched the grocery store for her curly brown hair.”
Snapshot Hook: Open by Describing the Character or Setting
The grocery store smelled of fresh milk and bananas. I liked the linoleum floor and the sound my sneakers made against the hard surface.
Straight-Forward Hook: Open with a Bold Statement or Fact
I got lost in the grocery store with my mom and I thought my life was over.
Heartfelt Hook: Open with How You Felt or With a Feeling
Every child knows what it’s like to miss their mom. I thought my mom was gone forever.
Question Hook: Open With Asking the Reader a Question
Have you ever been completely lost before?
Step 3: Craft and Revise Hooks
Provide students with writing prompts or allow them to choose their own topics for personal narratives. Instruct them to craft multiple hooks for their narratives, experimenting with different types and approaches. Encourage creativity and emphasize the importance of choosing hooks that align with the intended mood, tone, and purpose of their narratives. Peer feedback sessions can help students refine and strengthen their hooks through constructive suggestions.
Step 4: Polishing the Opening Lines
Once students have crafted their hooks, guide them in integrating the chosen hook into the opening lines of their personal narratives. Emphasize the need for a smooth transition from the hook to the rest of the narrative. Encourage students to revise their opening lines, ensuring they maintain consistency and engage readers from the very beginning. Provide individual feedback and support as needed.
Step 5: Sharing and Reflecting
Create a supportive environment for students to share their personal narratives with their peers. Encourage them to read their opening lines aloud and gather feedback on the effectiveness of their hooks. Facilitate class discussions where students can reflect on the impact of their own hooks and discuss what they have learned throughout the process. You can even do a culminating activity where everyone writes down their narrative hook on a sticky note, and you can post them around the room. Kids can get up and walk around and see which stories they would be most interested in reading.
