Unit: Explanation Writing
Date: Wednesday, 5th November
Number in Lesson Sequence: 2
Independent writing – Explanation text type. Own selection of topic or using the provided How to Make Chocolate presentation.
Strand: Learning to Write
WS2.9 Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features.
WS2.10 Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type.
|Links with Previous Learning|
Students have been introduced to the Explanation text type, have jointly constructed an explanation on Butterflies, used a fact file to construct an explanation on spiders and written an independent text on their own topic.
|Preparation Before the Lesson|
Jenny Eather website accessed and SMART board ready to go. How to make Chocolate slide show also ready. A scafolded text type sheet created and reproduced for students needing additional support.
1) Uses other texts as models for aspects of writing such as text organisation, grouping of information under headings
2) Identifies key words and phrases
3) Writes simple sequential explanations
4) Uses present tense in factual writing
1) Uses knowledge from previously constructed texts, and the provided scaffold to follow the correct structure.
2)Includes in their writing key words and phrases related to the topic of spider’s webs
3)Follows the simple explanation structure
4) Uses correct present tense in their explanation writing
Resources, Organisation and Questioning
Teacher shows the text type scaffold and re-caps the different components, asking for student’s responses.
Loads and talks through the process of making chocolate on the SMART board
|Responds to questions to re-cap purpose and features. Watch and respond to questions.|
Students are sitting on the floor facing the SMART board.
What do you think will happen next?
What happened before this?
What does that mean?
Asks students to move to desks and for someone to hand out books.
Monitors student’s progress as they work on constructing an explanation.
Students move to their desks, and receive their writing books.
Students use their writing books to construct a simple explanations text, using the provided fact bank on their worksheet.
At their desks, using their writing books.
Variation- Scaffolded text type sheet provided for student who need additonal assistance, rather than writing in their books.
Teacher calls the students back to the floor, asking for someone to collect the work.
Re-cap of some of the main points students were writing about, and how they were structuring their responses.
Students hand in their books and return to the floor.
Discuss the main features of their explanation- structure and content.
Students move to the floor