Lesson video

Hi everybody, I'm Ms. Gardner.

Welcome to your next lesson from my unit, The Stone Age: Non Chronological Report.

Thank you so much for joining in on today's lesson.

I'm really excited and I hope you are too.

So let's get going.

In today's lesson from our unit, The Stone Age: Non Chronological Report, we are gonna be using our plans to help us write section three.

So your learning outcome is, I can write a detailed paragraph about the artefacts of the Stone Age.

So let's start by looking at the key words.

We'll do my turn, your turn, text flow, subheading, compound sentence, complex sentence, fronted adverbial.

Let's have a look at what these mean.

So text flow is how a text is written to keep the reader engaged.

A subheading is a word, phrase, or sentence used to introduce part of a text.

A compound sentence is a sentence formed of two main clauses and a coordinating conjunction.

A complex sentence is formed of at least one main clause and a subordinate clause.

And a fronted adverbial is a sentence starter followed by a comma.

So there are two sections of our learning today.

We are going to be preparing to write, and then in the second section we'll be writing the section all about the artefacts.

So let's start with preparing to write.

So our non chronological report is structured into five sections, our introduction, and then section one, section two, and section three, and then a conclusion.

In today's lesson, we are writing section three, using the plan we've already written.

So here are some reminder of some important subject specific vocabulary for this lesson.

Now these are words that we won't have used in previous sections because they're specific to artefacts.

So we'll do my turn Your turn.

Archaeologists.

Archaeologists are scientists who study the history of humans by looking at what manmade objects were left behind.

Excavate, that means to uncover by digging away covering earth.

So we know that archaeologists find these objects by excavating, by digging away to find objects underneath the ground.

Artefacts.

Artefacts are objects made by humans that provide evidence of past human activity.

So archaeologists are looking for artefacts so they can learn about cultures and societies from history.

So when we write, we always try to do these things, plan and say each sentence before we write it so we can hear if it makes sense.

Use punctuation where we know the rules.

Showcase each sentence type that we know.

Write letters neatly on the line in joined handwriting.

Use spelling strategies to spell words accurately and check and improve our writing when we think we finished.

So let's look back at our plan for writing Section three about the artefacts.

So artefacts will be our subheading.

And then the points that we included in our plan were, archaeologists have excavated lots of stone artefacts.

Tools were made out of a strong stone called flint.

Spears were sharp tools made outta flint and wood.

And spears were used for hunting and fishing, not fighting.

So these were facts all about the stone artefacts.

Then we looked at artefacts made outta clay and animal bones.

So clay pots were used to store water and food.

Dice for playing games made from animal bones.

And animal bones were used to make combs and jewellery.

So these were facts about the clay and animal bones artefacts.

I'm gonna make sure when it comes to writing, we'll talk about the stone artefacts first and then we'll talk about the clay and the animal bones artefacts that helps it make more sense and improve the text flow.

So this section needs to include the following for text flow, a subheading.

So our subheading will be artefacts.

Detailed, specific facts about the artefacts, subject-specific vocabulary.

Fronted adverbials, so either formal fronted adverbials, or viewpoint fronted adverbials, or both.

And a range of simple, compound, and complex sentences.

A subheading is used to introduce a section of a report and to signal to the reader what that section is about.

A subheading can be underlined to make the section look clear for the reader.

So for example, artefacts.

And you can see it starts with the capital letter A, but we don't need the whole word to be capitalised, and then it's clearly underlined.

So which subheading would this fact come under? "Spears were made from wooden stone." A, houses, B, artefacts, C, diet, or D, introduction? Pause the video now.

That's right, the spear is a weapon.

So it would come under artefacts 'cause it's a manmade object, well done.

So we're gonna check for understanding by saying our first sentences out loud, and we are going to use our plan to help us.

So the points from the plan that we are going to talk about will be the fact that archaeologists have excavated lots of stone artefacts, and tools were made out of a strong stone called flint.

So we use a sentence scaffold to help us.

I'm gonna say the sentence now.

When I say, "Blank" you'll know that's where you need to fill it in using the information from the points above.

Archaeologists, blank, lots of ancient well-preserved, blank, such as tools, weapons, pots, and jewellery.

Artefacts were mainly made out of, blank, and this is why the period is called the Stone Age.

So pause the video now and have a go at saying these sentences out loud.

Off you go.

Okay, welcome back.

I'm going to read the sentences out loud and you can say them with me so we can check that they make sense.

"Archaeologists have excavated lots of ancient well-preserved artefacts such as tools, weapons, pots, and jewellery.

Artefacts were mainly made out of a strong stone called flint, and this is why the period is called the Stone Age." Really well done everybody.

So let's now use a fronted adverbial from our plan.

We've already said about how tools were made out of a strong stone called flint.

So now, I want to talk about how specifically spears were sharp tools made outta flint and wood.

I think this is quite an interesting fact, so I'm going to use the viewpoint fronted adverbial, interestingly to introduce this fact.

So now we need to say this next sentence out loud, and you're going to use a viewpoint fronted adverbial from your plan.

We've mentioned or we've already said about how the tools were made outta a stone called flint.

So we're now gonna talk about the spear.

And you can use this sentence scaffold to help you.

So, blank, they used spears made out of flint and wood for hunting and fishing.

Pause the video now and have a go at saying this sentence out loud.

Okay, let's say this together.

"Interestingly, they used spears made outta flint and wood for hunting and fishing." Well done everybody.

So we know that we need to use range of sentence types in our writing to help improve text flows.

So let's have a look at complex sentences.

A complex sentence is formed of a main clause stretched with a subordinate adverbial clause that starts with a subordinating conjunction.

So we have a main clause, a subordinating conjunction, and then a subordinate clause, and these altogether form a complex sentence.

Let's look at a main clause and a subordinate clause.

Archaeologists have excavated lots of artefacts.

That's a main clause, it makes sense by itself.

When they have been looking for clues about the Stone Age.

That's your subordinate clause.

It doesn't make sense by itself, and it starts with the subordinating conjunction, when.

The first idea can be stretched with the second idea to make one complex sentence.

Let's have a look.

Archaeologists have excavated lots of artefacts when they have been looking for clues about the Stone Age.

When is your subordinating conjunction so this is a great complex sentence.

But now I'm gonna add in some extra detail to make it even more interesting.

So I'm going to include a viewpoint, fronted adverbial at the start of my sentence.

"Interestingly, archaeologists have excavated lots of ancient well-preserved artefacts when they have been looking for clues about the Stone Age in prehistoric sites such as Skara Brae." So as well as my viewpoint fronted adverbial, I've also included some factual adjectives, ancient and well-preserved, in my expanded now phrase, and I've included a stretched fact.

I've given more detail about the prehistoric site.

So this is another complex sentence, but just with a bit more added detail to make it even more ambitious.

So let's check for understanding, true or false.

This is a complex sentence.

They made pots out of clay and they used them to store water and food.

Pause the video now.

That is false, can you use A or B to justify your answer? A, this is a compound sentence which is formed of two main clauses, joined with a coordinating conjunction, or B, a complex sentence contains a main clause and a subordinate clause joined with a subordinating conjunction.

Pause the video now.

That's right, this is A.

They made pots out of clay, that is your first main clause.

They used them to store water and food, that is your second main clause, and they are joined with a coordinating conjunction, and.

So it's actually a compound sentence.

Well done everybody.

So it's time for task A.

You need to say the first two sections of section three about the artefacts in the Stone Age include the following, a compound or a complex sentence, two specific facts, and a fronted adverbial of your choice.

Make sure you use your plans to help you with this.

And you're talking about the stone artefacts.

Pause the video now and off you go.

Okay, welcome back.

Have a think, did you include a compound or complex sentence? Are the facts really specific about the artefacts? And have you included a viewpoint fronted adverbial or a formal fronted adverbial? If you think you need to say them again, pause the video now and have another go.

Otherwise, I'm going to say my sentences now and I need you to be helping me check if I've included everything.

"Interestingly, archaeologists have excavated lots of ancient, well-preserved artefacts such as tools, weapons, and pots when they have been looking for clues about the Stone Age.

Many of these artefacts were made from a strong stone called flint because it was strong and easy to break off into small flakes." So, have I included a compound or complex sentences? If you look carefully, both my sentences are complex, so I'll need to be thinking about adding a compound later on.

Are my facts specific? Yes, I've given specific information about the artefacts, and what material they were made from, and why.

And have I included a viewpoint fronted adverbial or a formal fronted adverbial? I haven't included a formal, but I have included a viewpoint, interestingly.

Thank you for helping me check these sentences over.

You can see that by saying the sentences out loud.

It really helps check if you've included everything and if the sentences make sense, so well done.

It's now time for the second section of our lesson today where we are going to be writing.

So here is your success criteria.

This is what we need to be including in our writing today.

I have written a subheading.

I have written at least two facts about the artefacts of the Stone Age and kept them grouped by material.

I have written a compound and a complex sentence, and I've used at least two fronted adverbials.

So now let's look at a model section and see if we can tick everything off my success criteria.

I'm going to read it out loud.

You can either read it with me out loud too, or you can be listening and checking on my success criteria if I've included everything.

"Artefacts, archaeologists have excavated lots of ancient world preserved artefacts from prehistoric sites such as Skara Brae.

Many of these artefacts were made from a stone, and this is why it is known as the Stone Age.

A type of stone called flint was used because it was strong and easy to break.

In addition, they have found lots of pots made out of clay.

Pots were used to store food and water.

Amazingly, they used animal bones to make objects like dice so they could play games." Okay, let's go through the success criteria.

I have written a subheading.

I'm going to give myself a tick because you can see at the top, artefacts is underlined and A is capitalised.

I have written at least two facts about the Stone Age, about artefacts, and kept from grouped by material.

I have talked first about the stone artefacts made out of flint, and then I've talked about the pots made out of clay, and animal bones used to make objects like dice, so I grouped them by material.

so I can give myself a tick.

I have written a compound and a complex sentence.

"Many of these main artefacts were made from a stone, and this is why it is known as the Stone Age." That's my compound sentence.

"A type of stone called flint was used because it was strong and easy to break." That's my complex sentence.

So yes, I can give myself a tick.

I have used at least two fronted adverbials, I've included in addition and amazingly, so I can give myself a tick for that too.

It's time for task B.

You are now going to be writing the section of the non chronological report all about the artefacts.

You need to use your success criteria to help you structure your paragraph.

So now, you'll need to pause the video, neatly stick in your success criteria, write your subheading, and then get started writing your section all about the artefacts.

So off you go.

Welcome back, everybody, well done for working so hard.

You now need to read back through your section of the non chronological report about artefacts.

You need to use your success criteria to help you check that you have included everything you needed.

So if you have written a subheading, you can give yourself a tick.

If you've written at least two facts about the artefacts and grouped them by material, you can give yourself a tick.

If you've written a compound and a complex sentence, give yourself a tick.

And if you have used at least two fronted adverbials, give yourself a tick.

If you need to, and this is totally okay, you can always go and edit things in that you might have missed.

And this is a really good time to do that.

So pause the video now and off you go, making some, checking through your section.

Well done everybody, you have all worked so hard today.

So here is a summary of everything we have done.

A section of a report contains specific facts for the reader To learn more about the subject, a subheading introduces a section of a text.

Using both simple, compound, and complex sentences improves text flow for the reader, and fronted adverbials ensure the reader stays engaged when reading the section.

Fantastic job everyone, well done.