Hi everybody, it's Ms. Gardner.

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

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

You've all been doing brilliantly in this unit, so really well done.

And let's get started with our next lesson.

In today's lesson from our non-chronological report unit on King Tut, we are writing all about the death of King Tut using our plans from the previous lesson to help us.

So your learning outcome is, I can write a detailed paragraph about the death of King Tut.

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.

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 the text.

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

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

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

So there are two sections of our lesson today.

In the first we're going to be preparing to write, and then in the second we'll be writing this section.

So let's start with preparing to write.

Our non-chronological report can be structured into four sections.

An introduction, the first themed section about King Tut's life, the second theme section about King Tut's death, and then the conclusion.

In today's lesson, we are writing section two all about King Tut's death.

When we write, we always try to do these things, plan and say each sentence before we write it.

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 have finished.

So we know we want to use a plan to help us when it comes to writing.

So let's have a look back at the plan we made for writing section two.

So we had our subheading.

What happened to King Tut when he died? And then our first bullet point notes were, died age 19/ruled Egypt for 10 years, body mummified and tomb preserved for 3000 years.

DNA tests showed possible death from malaria or infected leg.

So all these facts were about how he died.

Then we looked at what happened when happened when they discovered his tomb.

So archaeologists discovered thousands of treasures in tomb.

These included a crown, a throne, some jewellery.

Buried with artefacts, believed to help in the afterlife.

Two unborn mummified children, could not pass throne to his family.

So these were facts were all about the discovery of his tomb.

So you'll remember that in our plan, none of our notes are written in full sentences.

They don't make sense right now, but we're going to use them to help us when it comes to writing and maKing sure we're including these facts, but writing them in full and ambitious sentences.

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

Detailed, specific facts about the death of King Tut, subject-specific vocabulary, both of these two things, the facts and the subject-specific vocabulary we can find on our plans.

Fronted adverbials including formal fronted adverbials and fronted adverbials of cause, again, we thought about this in the plan.

So we can look to that to help us there.

And simple compound and complex sentences.

So let's just say our first sentences out loud because we know how important it is to say our sentences first to check that they make sense.

You can use the facts from your plan to help you.

So the first facts from our plan were, he died age 19/ruled Egypt for 10 years and that his body was mummified and his tomb preserved of 3000 years.

So we want to change these from bullet point notes into full sentences.

So let's use this sentence scaffold to help us.

I'm gonna say it now and I'm gonna say blank.

And in those blank spaces, you'll need to fill them in with the information from the bullet point notes.

Sadly, King Tut died blank so he only ruled Egypt blank.

When he passed away, his body was blank and his tomb was blank.

So now pause the video and say these two sentences using the information from your plan to help you, off you go.

Welcome back everybody.

Let's say these sentences together.

Sadly, King Tut died at the age of 19.

So he only ruled Egypt for 10 years.

When he passed away, his body was mummified and his tomb was preserved for 3000 years.

Well done everybody.

So let's have a think about fronted adverbials that we can include in our writing today.

A fronted adverbial of cause, is a sentence starter that tells the reader the cause and the effect of a fact, and we can link the cause and the effect using a fronted adverbial of cause such as a result.

So for example, scientists have been able to perform DNA tests on King Tuts mummified body.

That is the cause.

The effect of this is that they have discovered the cause of his death was probably malaria or an infected leg.

We can use a fronted adverbial of cause, though, to link and join these two sentences.

Scientists have been able to perform DNA tests on King Tut's mummified body.

As a result, they have discovered the cause of his death was probably malaria or an infected leg.

So you can see that as a result links the cause in the first sentence to the effect in the second sentence.

We also know we want to include a range of sentence types in our writing today.

So let's have a think about complex sentences.

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

So we have our main clause, subordinating conjunction, subordinate clause.

These together form a complex sentence.

Let's have a look at these as in an example.

So let's look at a main clause and an adverbial subordinate clause.

Howard Carter found King Tut buried with 5000 treasures.

That is our main clause because it makes sense by itself.

When Howard Carter discovered King Tut's tomb in 1922, that is a subordinate clause.

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

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

Let's have a look.

Howard Carter found King Tut buried with 5000 treasures, including a throne, crown and jewellery when he discovered his tomb in 1922.

So when is your subordinating conjunction in this sentence.

You'll notice that when the main clause comes first, you don't need to have a comma as well as the subordinating conjunction when, but writers can change the position of a subordinate clause in a piece of writing to improve text flow and to vary their sentence structure.

So here are our two clauses again, but this time we can switch the position of the main clause and the subordinate clause.

So now the subordinate clause comes first.

When Howard Carter discovered King Tut's tomb in 1922, he found Tutankhamun buried with 5000 treasures, including a throne, crown and jewellery.

So this time your subordinate clause came first, it started with the subordinating junction and you needed a comma after the subordinate clause, and then your main clause came second.

Both examples of these complex sentences made sense and a grammatically correct and are great and what's not good.

And what would be great to see is you trying to vary the position of your subordinate clause in a complex sentence.

So let's check for understanding.

True or false? This is a complex sentence.

Ancient Egyptians were buried with lots of artefacts and they believed this would help them in the afterlife.

Is this a complex sentence? Pause the video now.

False, it is not a complex sentence.

Why? Can you use A or B to justify your answer? A, this is a compound sentence.

It is formed of two main clauses that are joined by a coordinating conjunction, or B complex sentence is formed of a subordinate clause and a main clause.

The clauses are joined by a subordinating conjunction.

Pause the video now.

That's right, A, this is a compound sentence.

Ancient Egyptians were buried with lots of artefacts, is a main clause and is a coordinating conjunction.

They believed this would help them in the afterlife is your second main clause.

Well done everybody.

So it's time for task A.

You need to say the first two sentences of section two about the death of King Tut.

Include the following, a compound or a complex sentence, two specific facts about how and when he died.

And a fronted adverbial of your choice.

Make sure you use your plan to help you.

And pause the video now and off you go saying your first two sentences.

Okay.

Just think about the sentences you just said.

Did you include a compound or complex sentence? Were your facts specific? Have you included a fronted adverbial? I'm now going to say my first sentences out loud.

You can either read them along out loud with me or just be listening and checking if I've included these three points.

At the age of 19, King Tuts sadly died.

Interestingly, his body was mummified and it was preserved well for 3000 years.

When Howard Carter discovered King Tut's tomb in 1922, he found Tutankhamun buried with 5000 treasures including a throne, crown and jewellery.

So have I included a compound or complex sentence? I have.

His body was mummified and it was preserved well for 3000 years is a compound sentence.

And then my next sentence begins with the subordinate clause.

When Howard Carter discovered King Tut's tomb in 1922, and then it continues into a main clause that is a complex sentence.

So on my facts specific? Yes.

I said that he died at the age of 19, not just he died.

So I was more specific, I said gave the exact age, I said that it was preserved for 3000 years, not just a really long time.

I gave the year it was discovered, 1922 and the some of the treasures that they found.

So I gave some specific details of which treasures, a throne, a crown and a jewellery.

So these were specific facts.

Have I included a fronted adverbial? I did, at the age of 19 and interestingly.

Okay, thank you for helping me check that over.

I'm really well done with task A.

It is now time for the second section of today's lesson.

This is success criteria that we are going to use to help us with our writing today, let's go through it.

I have written a question as my subheading and underlined it.

I have written detailed facts about the death of King Tut.

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

So we'll use the success criteria and refer to it when we're doing our writing to make sure we're including everything we need to.

So let's have a look at a model section, which includes everything we need to from the success criteria.

What happened to King Tut when he died? Sadly, King Tut died at the age of 19.

When he passed away, his body was mummified and it was preserved very well for 3000 years.

Howard Carter discovered King Tut's tomb in 1922, and he found Tutankhamun buried with 5000 treasures, including a throne, crown and jewellery.

In addition, they discovered his two unborn mummified children in the tomb.

As a result, King Tut was not able to pass the throne to his family.

So let's go through the success criteria.

I have written a question as my subheading and underlined it.

Have I done that? I have.

You can see it in green at the top there so I can give myself a tick.

Have I written detailed facts about the death of King Tut? I spoke about the age at which he died, 19.

How he was preserved for 3000 years.

I said the year in which he was discovered, I gave details of what kind of treasures they found him buried with.

So these were really detailed facts.

I can give myself a tick.

Have I written a compound and a complex sentence? You can see in green, when he passed away his body was mummified and it was preserved very well for 3000 years.

It starts with a subordinate clause, so it's a complex sentence.

Then my next sentence, Howard Carter discovered King Tut's tomb in 1922, and he found Tutankhamun buried with 5000 treasures.

That is a compound sentence so I can give myself a tick.

Have I used at least two fronted adverbials? I had three actually.

Sadly, which is the fronted adverbial of manner.

In addition, my formal fronted adverbial and as a result, a fronted adverbial of cause.

So I can give myself a tick.

Okay, it's time for task B.

You now need to write the section of the non-chronological report about the death of King Tut.

Make sure you use your success criteria and your plan to help you structure your paragraph.

So now you need to pause the video, write your subheading, make sure you leave an indent before your first word and off you go writing about the death of King Tut.

Pause the video now.

Well done everybody.

Welcome back.

In a moment, you're going to read back through your section of the non-chronological report about the death of King Tut.

You'll use your success criteria to help you check that you have included everything needed in this section.

So if you've written a question as your subheading and underlined it, you can tick the box.

If you've included detailed facts about his death, you can give yourself a tick.

If you can find a compound and a complex sentence, you can give yourself a tick.

And if you've included at least two fronted adverbials, you can give yourself a tick.

So pause the video now and off you go checking back through your writing.

Well done everybody.

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

A section of a report contains specific facts for the reader to learn more about the subject.

A subheading introduces the section of the text.

Using simple, compound and complex sentences improves text flow for the reader.

Varying the position of the subordinate clause in a complex sentence improves text flow for the reader and fronted adverbials ensure the reader stays engaged when reading the section.

Brilliant job, everybody.

Well done.