Lesson video

Hi, everyone, and welcome to our lesson today.

My name's Ms. Mullins, and I'm so glad that you've made the choice to be here to do some learning with me.

Let's get started.

In today's lesson, you are going to use your research to plan the diet section of a non-chronological report about tigers.

Here are some key words we will use in our lesson today, paragraph, specific information, relative complex sentence, text cohesion, diet.

Well done.

A paragraph is a section of a piece of writing that is indicated by a new line and an indentation.

Specific information is clear, exact, and particular information.

A relative complex sentence is a sentence formed of a main clause and a relative subordinate clause.

Text cohesion refers to high text flows to maintain the interest of the reader and achieve the text's purpose.

An animal's diet is the food that it eats.

Today, we're going to be planning the diet section of a non-chronological report about tigers.

Firstly, we're going to learn about the structural and linguistic features, and then we will be planning the diet section.

Non-chronological reports often follow the same structure.

They have a title, then an introduction, which is the first paragraph that encourages the reader to read on.

Then they have sections that contain paragraphs of information related to a particular aspect of the subject, and finally, they have a conclusion.

This is the last paragraph that summarises the key information of the text.

We've already written our introduction.

Today, we are planning section one, which is about tiger's diets.

The purpose is the aim of the text.

The purpose of the diet section is to engage the reader, give the reader specific information about the tiger's diet, and here, we can see that we can choose between general information and specific information.

In our introduction, we kept the information general, whereas now in section one, which is all about tiger's diets, we will give our readers specific facts about tiger's diets.

The paragraph in the diet section gives the reader specific information about the tiger's diet.

The paragraph follows a clear structure.

We start with a subheading, then an introductory sentence, specific information, and a linking sentence.

The introductory sentence introduces what the paragraph will be about.

Specific information gives the reader detailed information about an aspect of the topic.

And finally, our linking sentence links onto the next paragraph.

Match each part of the diet section paragraph to its function.

Pause the video while you do that.

Great work, everyone.

The introductory sentence introduces the reader to what the paragraph will be about.

Specific information gives the reader some necessary information about the topic and the linking sentence links on to the next paragraph.

Let's review the purpose of fronted adverbials.

There are different types of fronted adverbial.

Formal fronted adverbials, viewpoint fronted adverbials, and fronted adverbials of cause.

Well done.

They all follow the same rule.

They start a sentence and a comma follows them.

We've used this scaffold before.

Using fronted adverbials in our writing helps improve text cohesion, and it helps our writing flow by linking our sentences together.

Match the fronted adverbial type to its definition.

Pause the video while you do that.

Great work, everyone.

A formal fronted adverbial is a sentence starter followed by a comma that is formal in tone.

A fronted adverbial of cause is a sentence starter followed by a comma that explains cause and effect.

And finally, a viewpoint fronted adverbial is a sentence starter followed by a comma that gives the writer's point of view.

Subject-specific vocabulary is vocabulary or words and phrases about the subject of the report.

These words and phrases are factual and specific.

They help to create a formal tone.

Using subject-specific vocabulary in our writing helps avoid repetition of the same words and phrases and makes our writing credible.

Circle the subject specific vocabulary about tiger's diets.

Let's start though by reading each word together.

Habitats, rainforest, carnivore, nocturnal, mammal, deer, prey, primate.

Well done.

Now, pause the video while you circle any words that you think are subject-specific vocabulary about tiger's diets.

Great work if you spotted that carnivore, prey, and deer would all be words that we would associate with tigers and the foods that they eat.

A relative clause is a type of subordinate clause that starts with a relative pronoun.

For example, let's say, all of these relative clauses together, who did his homework, which is at the top of the hill, who baked a cake, which covered the hills.

Great work.

Now, you might have noticed that all of these relative clauses start with relative pronouns, who or which.

We're gonna be talking about these in a lot more detail.

Who is used when the relative clause is about a person.

Which is used when the relative clause is not about a person.

So in our non-chronological report about tigers, we won't be writing about people at all really.

So we can pretty much assume that all of our relative clauses are going to begin with the relative pronoun which.

Which of these relative clauses is suitable when writing about a tiger? Let's read these through together.

Who feeds at nighttime, or which feeds at nighttime? Okay, so I know that I use who when the relative clause is about a person, and I use which when the relative clause is not about a person.

I'm writing about a tiger here.

That's not a person.

So I think that my relative clause should be which feeds at nighttime.

Great.

Thank you for your help with that.

Now, it's your turn.

Which of these relative clauses is suitable when writing about a tiger? Let's read them together.

Who eats a carnivorous diet, or which eats a carnivorous diet? Pause the video while you decide.

Excellent work if you spotted that which eats a carnivorous diet is correct because, again, we are writing about a tiger that is not a person, so the relative pronoun would be which.

A relative clause follows a noun or a noun phrase to add extra relevant information about it.

Let's read this sentence together, "Tigers which consume other animals, feed at night." Here, we can see that my sentence is about tigers.

My relative clause is, "which consume other animals." My relative clause gives an extra fact about tigers.

Not only that, but my extra fact is also relevant to the rest of the sentence.

This sentence is about tigers feeding at night.

My which relative clause explains that tigers eat other animals.

Let's look at another one.

Deer, which form part of tiger's diets, are found in India's grasslands.

Again, I wonder if you can spot what is the topic or the subject of this sentence.

Well done, you're right.

This sentence is about deer, and my relative clause is, "which form part of tiger's diets." This relative clause adds another relevant fact about the deer.

So I'm not only telling my reader that deer are found in India's grasslands, but also that they are part of tiger's diets.

In a relative complex sentence, the relative clause can interrupt the mean clause after the noun or noun phrase it links to.

So for example, we have a main clause here.

This is a simple sentence.

Let's read it together, "Tigers hunt other animals." This is just one main clause on its own, but let's look at what happens if we add a relative clause to this sentence.

Let's read it together, "Tigers, which are apex predators, hunt other animals." We can see here tigers hunt other animals is my main clause and it has been interrupted by my relative clause, "which are apex predators." Now, my main clause is about tigers hunting other animals.

I think it's a really relevant extra fact to tell my reader that not only do tigers hunt other animals, but they're also apex predators.

That means they're at the top of their food chain.

No other animals hunt them, so they hunt lots of other animals because they are apex predators.

When we're forming relative complex sentences, we have a main clause that has been interrupted by a subordinate relative clause.

This forms a relative complex sentence.

When a relative clause is added to a main clause, it creates a relative complex sentence.

Here's an example of a main clause, "Tigers consume a varied diet." Here is an example of a relative clause, "which are carnivores." Now, let's have a think about how we could combine this main clause and this subordinate relative clause to make one relative complex sentence.

Have a think about how this should be joined together.

Well done if you have the same ideas as me.

So tigers, which are carnivores, consume a varied diet.

Let's try it one more time.

Tigers comma, which are carnivores, comma, consume a varied diet.

So my main clause fact is that tigers consume a varied diet, so it's all about what they eat, and my relative clause is telling my reader that they are carnivores, which is that they eat other animals.

Those two facts are very relevant to each other, so it makes sense to put them both into one relative complex sentence.

And you can also notice that I've separated my relative subordinate clause from the main clause using a pair of commas either side of my relative clause.

Take the examples of relative clauses, pause the video while you do that.

Well done if you spotted that which are highly adapted animals and which feed on other animals are both examples of relative clauses.

They both begin with that relative pronoun which.

As they hunt in the treetops, and if their food supply is affected by deforestation are types of subordinate clause, but they are not relative clauses because they do not begin with relative pronouns.

Now, it's time for your task.

You're going to read through the model diet section and answer these questions.

Let's begin by reading the text together, "What do tigers eat? Tigers are carnivores, animals that eat other animals.

As a result of this, they're diets are varied and diverse.

These apex predators, which primarily feed at night, feast on a diet of deer, birds, fish and boar.

Deer, which are found in India's forest and grasslands, are a particular delicacy amongst tigers.

However, these felines dietary choices are largely dictated by the availability of prey, and tigers have been known to roam up to 12 miles.

When in search of food.

Intriguingly, these cats possess a range of unusual adaptations to aid them in hunting and consuming prey." Pause the video now while you answer the questions about this model.

Great work, everyone.

So the subheading here is, "What do tigers eat?" Two examples of subject-specific vocabulary related to tiger's diet could be carnivores, deer, birds, fish, boar, or prey.

One formal fronted adverbial is however, a fronted adverbial of cause is as a result of this.

A viewpoint fronted adverbial is intriguingly and a relative complex sentence is either these apex predators, which primarily feed at night feast on a diet of deer, birds, fish, and boar, or deer, which are fine in India's forests and grasslands, are a particular delicacy amongst tigers.

Great work, everyone.

This now brings us on to the second part of our lesson where now we are going to plan the diet section.

When we plan, we use notes.

Notes are concise and capture subject-specific vocabulary and information.

The purpose of notes is to help the writer to organise information easily for future use.

We use bullet points when note-taking, and they look like this.

What is in a plan? Pause the video now while you decide.

Well done if you spotted that a plan should include bullet points for notes and subject-specific vocabulary.

Let's review the structure of the diet section.

So we have a subheading, an introductory sentence, which introduces what the section will be about, specific information, which gives detailed information about an aspect of the topic, and a linking sentence, which links on to the next paragraph.

We will use the same structure in our plan so that then when we come to write, our writing follows the appropriate structure.

Here's my model again.

Let's just reread the first sentence, "Tigers are carnivores, animals that eat other animals.

This is my introductory sentence.

By reading this sentence, my reader understands that in this section we are going to be learning about what tigers eat.

Now, it's your turn.

Firstly, you're going to write the subheading, try writing it as a question.

When you're thinking about what to include, you might try and get yourself into the mindset of your reader.

What do you think they might like to find out about tiger's diets, and what questions might they have? Then, use bullet points to note down key words and phrases you will use in your introductory sentence and use this scaffold to help you thinking about what is the paragraph about.

Pause the video while you do that.

Well done, everyone.

Here are a few ideas that I wrote down.

I decided to go with the question, what do tigers diets consist of? I decided to do this because this was a nice opportunity for me to show off that I can use plural, possessive apostrophe.

The diets belong to tigers, so that's why I decided to use that frame in my sentence or in my question.

In my introductory sentence, I want to mention that tigers are carnivores, and that they consume a varied diet that consists of different prey.

Let's go back to my model and instead, let's just look at this section.

Let's read it through together, "These apex predators, which primarily feed at night, feast on a diet of deer, birds, fish, and boar.

Deer, which are found in India's forests and grasslands, are a particular delicacy amongst tigers.

However, these felines dietary choices are largely dictated by the availability of prey, and tigers have been known to roam up to 12 miles when in search of food." Here's my specific information about the topic.

Now, it's time for you to plan your specific information section.

Use your bullet points to note key words and phrases you will use in your specific information sentences.

In this part, our reader might want to know a little bit more detail about what food they eat.

Pause the video while you do that.

Well done, everyone.

Here are a few ideas that I wrote down.

Remember, you might have something different on your plan, and that's great.

I would probably want to mention that the main foods tigers eat are deer, birds, fish, and boar.

I might mention that the prey that tigers eat are found in the rainforest, savannas, grasslands, and mangrove swamps inhabited by tigers, so making that link between the prey and where they live.

I definitely would want to include some detail about them being apex predators, and that they feed at nighttime.

And I also think it's an interesting fact to include that tigers can roam up to 12 miles across areas called home ranges when they're hunting.

And now, we're on to our final section of our diet section, which is our linking sentence.

Let's read this through together, "Intriguingly, these cats possess a range of unusual adaptations to aid them in hunting and consuming prey." Here's my linking sentence, and it gives my reader that little link on to the next section of the report where we will talk in a lot more detail about the tiger's adaptations.

Now, use bullet points to note down keywords and phrases you'll use in your linking sentence.

So have you considered your sentence opener, and what will we be exploring in the next section? We know that that's going to be adaptations, so you'll want to include some sort of mention of how important tiger's adaptations are when hunting their prey.

Pause the video while you do that.

Well done, everyone.

So here are my ideas.

You'll probably have something different, which is great, but I've decided to go for a viewpoint fronted adverbial.

Here, I put down two, and then when I come to writing, I can choose which one I really want to use, but I could either start a sentence with notably or fascinatingly.

Then I'm gonna mention.

I'm gonna refer to them as cats or predators, and also talk about how they are highly adapted to hunt and consume their prey.

Well done, everyone.

And that now brings us to the end of our lesson, where we have been planning the diet section of a non-chronological report about tigers.

The purpose of a section is to engage the reader with specific information about a particular aspect of the subject, fronted adverbials, subject-specific vocabulary, and relative complex sentences improve text cohesion.

The structure of a detailed paragraph can include an introductory sentence, specific information, sentences, and a linking sentence.

And bullet points are used to organise notes in a plan.

I have been so impressed with your learning today and all of the different ideas that you have shared.

Well done, everyone.