Lesson video

Hi everybody.

I'm Ms. Gardner.

Welcome to your next lesson from my unit, King Tut: a non-chronological report.

I hope you're enjoying this unit as much as I am.

So let's get started with our first planning lesson.

In today's lesson from our unit King Tut, a non-chronological report, we are planning our first section.

So your learning outcome is, I can plan the paragraph about the life of King Tut for a non-chronological report.

Let's start by looking at the key words.

We'll do my turn, your turn.

Subject-specific vocabulary, plan, notes.

Let's have a look at what these mean.

So subject-specific vocabulary is vocabulary used when writing about a particular subject.

A plan is a framework that writers create before they write a section or a whole text.

And notes, which we use in our plan, are written outta full sentences.

Notes are not written in full sentences.

So there are two sections of our lesson today.

In the first, we'll be preparing to plan, so gathering all the information about King Tut's life that we want to include in our plan.

And then in the second section, we'll be writing the plan.

So let's start with preparing to plan.

Our non-chronological report can be structured into four sections: an introduction, which we've already written, section 1 about King Tut's life, section 2 about King Tut's death, and then the conclusion.

In today's lesson, we are planning section 1.

This is some of the subject-specific vocabulary that you will use when writing your non-chronological reports about the life of King Tut.

We'll do my turn, your turn.

Pharaoh.

Pharaoh was a ruler of ancient Egypt.

King Tut was a Pharaoh.

Heir.

That is a person who will legally receive money or property or a title, for example, a king, the title of king from another person.

Beliefs.

That is an acceptance that something exists or is true.

Advisor.

That is someone whose job it's is to give advice about a subject.

So I'm gonna circle the subject-specific vocabulary from these list of words.

So we have history, pharaoh, humans, life, country, and advisor.

And I know that when we're talking about the life of King Tut, the subject-specific vocabulary examples are pharaoh and advisor.

'Cause we know that King Tut was so young when he became king, he had to have a team of advisors to help him make decisions.

Okay, it's your turn.

Now you need to circle, select the subject-specific vocabulary about the life of King Tut.

Your options are child, ancient, Tutankhamun, power, and heir.

So pause the video now and have a think.

So the examples of subject-specific vocabulary are ancient because we're talking about King Tut, who is live in ancient Egypt.

Tutankhamun, that's King Tut's proper name.

And heir because King Tut became king so young because he was heir to the throne.

Okay, well done everybody.

So let's think about the key information we want to include in our plan for the section about the life of King Tut.

King Tut is also known as Tutankhamun.

That's my turn, your turn.

Tutankhamun.

He's a famous Egyptian pharaoh, who ruled over Ancient Egypt approximately about 3000 years ago.

But archaeologists discovered his tomb only 100 years ago.

And the team that discovered this were led by a man called Howard Carter.

So second for understanding, how many years ago did King Tut rule over Egypt? Was it A, approximately 100 years ago, B, approximately 10 years ago, C, approximately 3000 years ago, or D, approximately 300 years ago.

Pause the video now.

That's right.

It was approximately 3000 years ago.

It wasn't A, approximately 100 years ago.

That was approximately how many years ago his tomb was discovered.

Well done.

So King Tut is often called the Boy King.

That's because when he was nine years old, his father, King Akhenaten, died.

Tutankhamun was the heir to the throne.

So that meant he immediately became king at the age of nine.

Can you imagine ruling the country at the age of nine that is very, very young to have so much power? So he had a big team of advisors who helped him to make big decisions.

He didn't have to make all the big decisions about rule in the country by himself.

So checking for understanding.

True or false, King Tut was known as the Boy King.

Pause video now That is true.

Well done.

Can you use A or B to justify your answer? A, King Tut became king when he was only nine years old.

So he was known as the Boy King.

Or B, King Tut was known as the Boy King because he was the first boy to become pharaoh.

Pause the video now.

That's right, it is A.

He was known as the Boy King because he was just a boy, a young boy when he became pharaoh.

Well done.

So King Tuts made lots of changes to Egypt when he was ruler.

His father, King Akhenaten, had made some really unpopular decisions when he was king of Egypt.

King Tut wanted to fix this.

He wanted to undo the changes his father had made.

Now this is really interesting.

He was originally called Tutankhaten, but, and as you can see that's quite similar to his father's name, he changed his name because he wanted to distance himself from his father.

He didn't want people to hear his name and think, "Oh, he must be just like his father." So he changed his name from Tutankhaten to Tutankhamun.

The most significant decision that King Tuts made was changing the religious beliefs of Egypt.

So when his father was in power, the religious beliefs in Egypt was monotheism.

Let's just do my turn, your turn.

Monotheism.

That means the belief was that they believed in one God.

But King Tut wanted to change that.

And he changed the religious belief back to polytheism.

Let's do my turn, your turn.

Polytheism.

That means belief in many gods.

So he unsuccessfully undid the changes his father had made to how they worshipped god in ancient Egypt.

He actually returned Egypt back to its traditional religion by having a mix of gods again, many different gods to believe in.

So this was a really popular decision that King Tuts made.

So checking for understanding.

What did Tutankhamun change his name from so that he could distance himself from his father? Was it A, King Tut, B, Tutankhaten, C, King Akhenaten, or D, pharaoh? Pause the video now.

That's right, it was B, Tutankhaten.

Well done.

Okay, it is time for task A.

You need to fill in the blanks with the words below.

So you can see, in the word bank, you have pharaoh, beliefs, polytheism, Boy King, father, and Tutankhamun.

I'm going to going to read the sentences out loud now.

And when I say blank, you can be having a think about what word you think should go there.

Then you are going to go and fill in the missing words using the word bank.

King Tut was also known as Tutankhamun.

He became ___ in ancient Egypt when he was nine years old so is known as the ___ ___.

King Tut had a team of advisors to help him make decisions.

King Tut made significant changes in Egypt.

He changed the religious ___ from monotheism back to ___.

King Tut changed his name from Tutankhaten to ___ because he wanted to distance himself from his ____, who had made unpopular decisions in Egypt before King Tut came to power.

So pause the video now and off you go.

Filling in the missing blanks.

Well done, everybody, welcome back.

Let's go through the sentences.

When I do this, I want to hear you say the word that was filling in the blank.

King Tut was also known as Tutankhamun.

He became pharaoh in ancient Egypt when he was nine years old so was known as the Boy King.

King Tut had a team of advisors to help him make decisions.

King Tut made significant changes in Egypt.

He changed the religious beliefs from monotheism back to polytheism.

King Tut changed his name from Tutankhaten to Tutankhamun because he wanted to distance himself from his father who had made unpopular decisions in Egypt before King Tut came to power.

Well done, everybody, great job.

It is now time for the second section of our lesson where we will be writing the plan.

So when we plan, we use notes.

Notes are concise, so short, and capture key 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.

You have your subheading and then a bullet point, note, bullet points, and then space to write your note or your information.

And we use subheadings to organise our bullet points.

They're a really important part of organising our notes.

So we know that we are planning the section about King Tut's life.

All of the notes that we are writing today will just be about his life, not his death.

So our subheading will show that.

The subheading will show that these notes are all about King Tut's life.

So checking for understanding.

What is in a plan? A, bullet points for notes.

B, full sentences with capital letters in full stops.

C, subject-specific vocabulary, and D, unnecessary information.

Pause the video now.

That's why I did is A and C.

We don't need full sentences in our plan.

Well done.

So thinking about again about our subheading, the subheading should do these.

Stand out from the rest of the text and be underlined and left aligned.

Our title was in the centre of the page, but our subheadings are to the left.

So for example, it could be, The life of King Tut.

Or King Tut's remarkable life.

Remarkable means really impressive.

Or you could even ask a question, what was King Tut's life like? Remembering though that if you do a question, you still need a question mark at the end.

So it's time for task B.

In the first part of task B, we are writing facts about when he became a king.

You're going to use the subject-specific vocabulary that is in the box.

Think that includes heir, Boy King, pharaoh, and King Akhenaten.

So first of all, you need to write your first subheading.

I'm going to use the question, what was King Tut's life like? And then you can write three main facts using that subject-specific vocabulary.

So pause the video now and off you go.

Well done, everybody, welcome back.

I'm going to show you my examples of the bullet point notes that I, which include the most important information about when King Tut became king.

So this is my subheading.

What was King Tut's like, King Tut's life like? First point, became pharaoh when he was nine years old.

You can see I haven't written it as a full sentence.

I've just put the key information.

Heir to the throne/he came to power when his father King Akhenaten died.

Known as the 'Boy King.

' If you want to add any of these notes to your plan, you can pause the video and do that now.

Otherwise, let's move on to the next part of task B.

Now you need to write three main facts about the changes he made when he was king.

Try to include the vocabulary that is in the vocab box below that includes advisors, religious, monotheism, polytheism, and Tutankhaten.

So now you need to pause the video and write three main facts about the changes he made both to his name and to the religious beliefs in Egypt at the time in bullet point form.

Pause video now, off you go.

Okay, welcome back everybody.

Well done.

I'm now going to show you the facts that I've written and if you think that you want to add it to your plan, you can pause the video and do that.

So I said team of advisors to help him make big decisions, changed religious beliefs from monotheism to polytheism.

Changed name from Tutankhaten to Tutankhamun (to distance himself from his father).

Okay, well done, everybody.

Now let's start thinking about fronted adverbials we want to include in our writing.

So we want to have them on our plan so that we remember to use them.

Formal fronted adverbials are formal in tone.

There are different groups of formal fronted adverbials.

They include "and" formal fronted adverbials and "but" formal fronted adverbials.

And formal fronted adverbials, some examples are: also, in addition, additionally.

And these all build on a point from the previous sentence.

So, for example, King Tut changed the religious beliefs in ancient Egypt.

In addition, he changed his name from Tutankhaten to Tutankhamun.

So you can see that the in addition builds on the point from the previous sentence about what he changed.

But formal fronted adverbials include: however, and in contrast, and these introduce a contrasting idea from the previous sentence.

For example, king Tut had to make many important decisions as king.

However, he had a team of advisors to help him.

However is our formal fronted adverbial.

So let's think about another type of fronted adverbials, a viewpoint fronted adverbials.

An opinion is what someone thinks or beliefs.

Using viewpoint fronted adverbials gives the writer a tool to share their opinion or their point of view.

The writer tells their opinion by choosing the viewpoint fronted adverbial carefully.

So there are two different viewpoint fronted adverbials to explore in this unit.

Do my turn, your turn.

Amazingly, this is a fronted adverbial, which tells the reader you think this fact is going to make you think wow! Interestingly.

This tells the reader you think this fact is interesting.

So for example.

Amazingly, King Tut became King when he was only 9 years old.

Or interestingly.

Interestingly, King Tut changed his name from Tutankhaten to Tutankhamun in order to distance himself from his father.

So you can see these viewpoint fronted adverbials are just a nice way to vary the way you start your sentences and to introduce facts.

So checking for understanding.

Which of the following fronted adverbials could be found in a non-chronological report? A, interestingly.

B, suddenly.

C, however.

Or D, as quick as a flash.

Pause the video now.

That's right, interestingly, your viewpoint fronted adverbial.

And however, your formal, but, fronted adverbial.

Suddenly and as quick as a flash are fronted adverbials you probably find in narrative writing.

Okay, so it's time now for the third part of tasks B, where you need to fill in the table with the following: three formal fronted adverbials and two viewpoint fronted adverbials.

Your options are: amazingly, in addition, however, additionally, and interestingly.

So pause the video now and fill the table with the correct fronted adverbials.

Okay, well done, everybody.

Let's go through it.

So our formal fronted adverbials were: in addition, additionally, and however.

And the viewpoint fronted adverbials are interestingly and amazingly.

If you need to pause the video and make any changes to this table, you can do that now.

Otherwise, really well done.

Okay, great job everybody.

Here is a summary of everything we've learned today.

A plan is a framework that writers create before they begin to write the section or whole text.

A plan is subject-specific vocabulary related to the section.

Notes help the writer to organise information easily for writing in the future.

Bullet points are used in note taking.

A subheading signals part of a text and should stand out from the rest of the text.

Make sure you keep your plans safe 'cause you'll need them in the next lesson when it comes to writing this paragraph.

Well done, everybody.