Hello everyone, it's Mr. Brown here with your English lesson for today.

And today we are writing.

We are writing a section of a non chronological report and the section is about Florence Nightingale.

So let's get writing about Florence Nightingale.

The outcome for today's lesson is I can write a section about Florence Nightingale in a non chronological report and the keywords which we'll use in today's lesson are viewpoint and viewpoint fronted adverbial.

Let's do a my turn, your turn so that you can say these words out loud.

My turn first, viewpoint, very good, viewpoint fronted adverbial.

Spot on, perfect, well done.

Okay, writing a section about Florence Nightingale in a non chronological report.

Our lesson outline, we're going to start by looking at viewpoint fronted adverbials.

We will then move our lesson on to preparing to write and finally writing a section.

When writing, you should always try to vary your sentence types.

This will help you to keep your writing interesting for the reader.

A good way to do this is to use fronted adverbials at the start of your sentences.

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

There are different types of fronted adverbials and a writer can vary between them in a piece of writing.

We know that variation is so important to keep the reader engaged and interested.

Now you may know how to use a fronted adverbial of time, such as in 1820, Florence Nightingale was born.

And you may also know how to use a fronted adverbial of place, such as in Crimea, Florence cared for injured soldiers.

So a fronted adverbial of time tells the reader when something happened and a fronted adverbial of place tells the reader where something happened.

Let me check your understanding.

True or false, fronted adverbial start sentences and are followed by a full stop.

Is that true or is that false? Pause the video and decide now.

Welcome back everyone, let's see if you are right.

Fronted adverbials start sentences and are followed by not a full stop.

That's why it's false.

They're followed by a, tell me, comma.

In this lesson we will be learning how to use another type of fronted adverbial, a viewpoint fronted adverbial.

That's what we've been focusing on today.

Now a viewpoint is how you see or feel about something.

A viewpoint is how you see or feel about something.

Is that true or is that false? Pause the video and decide now.

Welcome back everyone.

So a viewpoint is how you see or feel about something that is true.

Well done if you said true.

A viewpoint fronted adverbial is a sentence starter that gives the writer's point of view.

So it's a sentence starter that gives the writer's point of view.

A point of view is what someone thinks about a point or fact.

When writing a non chronological report, you want the reader to find the point as interesting as you do.

So if you are sharing something that's interesting, you want the reader to think it's interesting too.

Now you can do that by using these viewpoint fronted adverbials.

So we have amazingly and interestingly, can you just say those with me? Let's do my turn your turn, amazingly, interestingly.

Thank you, well done.

So you'll notice that both of those have a comma afterwards as we talked about, amazingly and interestingly, these are viewpoint fronted adverbials and they tell the reader the writer's point of view.

So they tell the reader what the writer thinks.

Interestingly, Florence's parents did not want her to become a nurse.

So the fact that Florence's parents did not want her to become a nurse is interesting.

It is something that would be of interest to the reader we think.

And it's something that we know is of interest to the writer because they've put interestingly.

So the fact interestingly is there tells the reader that the writer finds this really interesting.

It's a viewpoint fronted adverbial.

Let's check our understanding.

A viewpoint fronted adverbial, they tell the reader when something happened.

Viewpoint fronted adverbials tell the reader when something happened.

Is that true or is that false? Pause the video and decide now.

Welcome back everyone.

Let's see if you were right, a viewpoint fronted adverbial does not tell the reader when something happened, that would be a fronted at proverbial of time.

A viewpoint in fronted adverbial tells the reader what the writer's point of view is.

So here are a few viewpoint fronted adverbials that you could use.

Interestingly, shockingly, amazingly, these are the ones we're going to be focusing on and they tell the reader the writer's point of view.

Let's say those together one time.

My turn, your turn.

Interestingly, shockingly, amazingly.

Good, let's get those in our heads.

So can you spot two things that all these viewpoint fronted adverbial have in common? There are two things that all three of those have in common, but what is it? What are the two things I think? Can you spot them, if you would like to, you can pause the video and share with a partner.

Let's see if you noticed.

They all start with a capital letter and have a comma after, they are sentence starters.

So they must start with a capital letter.

And after the viewpoint fronted adverbial is a comma, interestingly, comma, shockingly, comma, amazingly, comma.

Well done if you spotted those two things.

Just like all fronted adverbials do.

So they are exactly the same as a fronted adverbial of time or place.

They start with a capital letter and they end with a comma.

It's important to choose the right viewpoint fronted adverbial to match the sentence that it starts.

Think about whether the sentence is exciting, surprising, shocking or unusual.

That will tell you which viewpoint fronted adverbial to choose.

So here is the sentence and I would like you to have a think about which viewpoint fronted adverbial would work best for this sentence.

So the sentence is, the soldiers in the hospital in Crimea had to eat mouldy food.

Wow, okay, I find that hard to believe that a hospital would serve mouldy food, but I guess that's all they had.

Okay, so is that interesting? Is that amazing or is that shocking? Because that will tell you which one to choose, interestingly, shockingly or amazingly.

Have a think.

If you would like to, you can pause the video and share with a partner.

I think the best one that suits this piece of information is shockingly, it is shocking.

So shocking and shocking means very surprising.

Very, something that you would not have thought of.

It is shocking that a hospital was serving wounded and injured and unwell soldiers mouldy food.

But that does go to show the condition that the hospital was in.

Let's try another one, okay.

She was named after the Italian city of Florence.

So I presume we're talking about Florence Nightingale here.

She was named after the Italian city of Florence.

Is that interesting? Is that shocking or is that amazing? Pause the video if you'd like to share with a partner.

Otherwise have a think.

Well done if you said it is interesting.

Interestingly, she was named after the Italian city of Florence.

That is interesting, now it is not shocking.

I know some people that were named after the city they were born in.

It's not amazing.

It's not like that hasn't happened before.

But it is interesting because it is quite unique.

So interestingly is a perfect viewpoint fronted adverbial for that moment, true or false? It doesn't matter which viewpoint fronted adverbial you choose to use.

Is that true or is that false? Pause the video and decide true or false now.

Welcome back everyone.

Let's see if you were right.

Does it matter which viewpoint in fronted adverbial you choose? Well, it absolutely does matter.

So it's false to say it doesn't matter.

You have to very carefully choose the viewpoint fronted adverbial.

You can't just pick anyone.

So well done if you said false.

Okay, time for a task.

I would like you to match the viewpoint fronted adverbial to the suitable statement.

So we have shockingly, amazingly interestingly.

And here are the statements.

Florence wanted to travel to the war in Crimea to care for the injured soldiers.

Is that shocking, amazing, or interesting? Next statement, Florence opened her own training school for nurses.

And the last one, soldiers had to lie on the dirty floor due to lack of beds.

Okay, it's over to you now, I would like you to match the viewpoint fronted adverbial to the suitable statement.

Pause the video and have a go now.

Welcome back everyone, let's see how you got on.

I am very interested to see if you are able to match the viewpoint fronted adverbial to the correct statement.

So shockingly, which of those statements is shocking well we've got soldiers lying on the floor in a hospital, on the dirty floor.

That seems shocking to me, absolutely.

Shockingly, soldiers had to lie on the dirty floor due to lack of beds.

Definitely, okay, which of those is amazing? Is it that Florence opened her own training school for nurses or is it that Florence wanted to travel to the war in Crimea to care for injured soldiers? Let's have a look.

Well, Florence did not need to travel to Crimea to care for those injured soldiers.

She did not need to put herself in danger, but she did it and that was amazing.

She did it to help people and that really is amazing.

So amazingly Florence wanted to travel to the war in Crimea to care for injured soldiers, which means interestingly, Florence opened her own training school for nurses.

That is an interesting fact.

Well done if you manage to match those correctly.

Okay, let's move on to preparing to write.

The sections of a non chronological report are structured in this order.

We start with the introduction, but then have section one, section two, and a conclusion.

And in this lesson we are writing the first section, which will be all about Florence Nightingale.

You may have a plan to help guide you in writing this section, and if not, that is not a problem because you can use this one.

This is a plan that I have created and you can use that if you do not have your own.

And you can see it's written in note form and it's in bullet points that will guide me through when I'm writing.

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 vary our sentence types.

Write letters neatly on the line in joined handwriting.

Sound out words to spell them accurately and read our sentences out loud to check they make sense and edit to improve our writing if necessary.

Let's check your understanding.

Which of these do we always try to do when writing? A, write with no spaces between words.

B, sound out words to spell them accurately or C, write with as many long words as we can.

A, B, or C? Which of these do we always try and do when writing? Pause the video and decide for yourself now.

Welcome back, let's see if you were right.

So A, we write with no spaces between the words.

I don't think so, we know we have to get our finger spaces in between the words.

So it's not A, C, we write with as many long words as we can.

Now sometimes when we're writing long words, we might think, wow, this is great.

Look at this long word I've included.

But you don't get any points for writing long words If you have used a very accurate word, something that's very descriptive and it happens to be long, great, but a long word that doesn't matter.

Well done if you said B, we sound out words to spell them accurately.

When we are spelling it is best to sound that word out to ensure you spell it accurately.

Okay, I would like you to say the first two sentences out loud of the section of your report on Florence Nightingale.

Use a viewpoint fronted adverbial to start one sentence, use the plan below to help include the relevant information and there's the plan for you to use.

So you're gonna say the first two sentences out loud of your section on Florence Nightingale.

Remembering to use a viewpoint fronted adverbial to start at least one sentence.

It's over to you now, say your sentences out loud to prepare to write.

Welcome back, okay, let's see how you got on.

But before we look at an example, can I just check, did you include any viewpoint fronted adverbials? And did you include information from your plan? because if you didn't, feel free to pause the video and have another go, especially if you didn't get any viewpoint in fronted adverbial in because that's a skill that we're focusing on in today's lesson.

If you're ready to move on, let's have a look at my example.

Florence Nightingale was born in 1820, full stop.

Interestingly, she was born in Florence, in Italy and her parents named her after the city.

So interestingly, has a comma afterwards.

It starts with a capital letter.

It is a viewpoint fronted adverbial used correctly because the fact that Florence was born in Italy and her parents named her after the city is an interesting fact.

It's not amazing, it's not shocking, it's interesting.

Well done if you managed to say your sentences out loud with a viewpoint fronted adverbial too.

Time for our last learning cycle and it is writing a section.

Here is the success criteria that we'll be working with today.

If you can complete these four things, you will have performed very well in your writing.

So that's what we're aiming to do.

I have written a subheading.

It's important you include a subheading for your section.

I have used my plan to include the key information about Florence Nightingale's life.

Using your plan to make sure you don't miss anything is going to be very helpful.

I've used at least one viewpoint fronted adverbial, at least one viewpoint fronted adverbial needs to be in your writing so I can see that you can do that skill.

And finally, I have read my writing back to check for any mistakes.

Such an important part of the writing process is reading your writing back to check if there is anything that you need to edit and improve, you cannot neglect it.

So important, and there is our plan.

We can see it's in note form and we will use it to guide us through.

Okay, it's now time for my turn and then your turn.

I will have a go at writing and then we will have a go at using the success criteria to see if I have achieved anything already.

Okay, over to me first.

I'm going to write the subheading and the start of my section on Florence Nightingale.

I can see I've got my plan.

So born 1820 in Florence, Italy, named after city and moved to England when baby.

Okay, great.

So I know I need a subheading to start my section, makes sense that the subheading is simply Fantastic Florence Nightingale.

I like the idea of having an adjective before Florence Nightingale.

And I really like the alliteration of having fantastic, which starts with a f sound.

And then you have Florence Nightingale, so Fantastic Florence Nightingale.

And of course I can't forget, what do I know I have to do with the subheading? Underline it, so I make sure it is underlined too.

Okay, first sentence.

Florence Nightingale was born in 1820.

So my plan said born 1820.

So Florence Nightingale was born in 1820.

Next it says Florence, Italy.

Okay, so I need to say that she was born in Florence, Italy.

So Florence Nightingale was born in 1820, full stop.

Interestingly, because that is an interesting fact.

This is a great opportunity for me to include my viewpoint fronted adverbial.

Interestingly, comma, she was born in Florence, in Italy, and her parents named her after the city, full stop.

Interestingly, she was born in Florence, in Italy, and her parents named her after the city.

That's a great use of a viewpoint fronted adverbial.

Now question to the reader.

Really good way to engage them and to give a piece of information.

So I'm going to, if I look at my plan, move to England when she was a baby.

Okay, great, so were you aware that Florence moved to England when she was a baby? Question mark, not a full stop.

A question mark because it's a question, were you aware is a formal way to ask a question to the reader, which works perfectly for our non chronological report.

Were you aware that Florence moved to England when she was a baby, with a question mark.

Lovely, good, okay, so that is my writing.

I have had a go now we are going to have a go at checking through the success criteria to see if I've done any of these things.

So first in our success criteria says I have written a subheading.

What do you think, have I written a subheading? Can you see it, can you point to it? Now, is it underlined? 'Cause I know my subheading needs to be underlined.

Yes it is, I've got a subheading.

Let's say it together.

Fantastic Florence Nightingale.

I have written a subheading ticked off.

Next it says, I have used my plan to include the key information about Florence's life.

So my plan said, born 1820, Florence Italy named after city.

I said Florence Nightingale was born in 1820.

I said interestingly, she was born in Florence, in Italy, and her parents named after the city.

Perfect, so I'm using my plan.

Even the second part of my plan moved England when baby, I've got, were you aware that Florence moved to England when she was a baby? So I've used all the information in my plan.

I can definitely take that off in my success criteria.

Okay, tricky one.

A viewpoint fronted adverbial, did I do it? Can you see it, can you point to it? Well done if you said yes, it's there.

It's interestingly, interestingly comma, she was born in Florence, in Italy and her parents named after the city.

So I can tick that off in my success criteria.

I have shared a piece of information that is interesting.

It's not shocking or amazing, but it is interesting.

And so I've chosen, interestingly, as my viewpoint fronted adverbial.

Now the last thing in my success criteria says, I have read my writing back to check funny mistakes.

Now you might have noticed as I was writing, I was also reading back my sentences.

I was going to the start of a sentence continuously.

However, I always think you can't tick this one off until the end of your piece of writing, until you've written the whole section and you know whether you are consistently doing it.

So I'm gonna keep that one unticked for now, but I'm sure when I keep writing, I will be able to take it.

Okay, it is now your turn.

I would like you to have a go at writing your subheading and underlining it first, and then use your success criteria and your plan to write your section on Florence Nightingale.

You can see there is our success criteria.

It is your turn now to write your own section of a non chronological report.

And this section is on Florence Nightingale.

Pause the video and have a go now.

Welcome back everyone.

I am so excited to see how you got on.

I'm sure your writing is amazing and you've completed everything in the success criteria.

Let's have a look at an example.

Fantastic Florence Nightingale.

Florence Nightingale was born in 1820.

Interestingly, comma, she was born in Florence, in Italy, and her parents named her after the city.

Were you aware that Florence moved to England when she was a baby? Question mark, so we have a question in there.

Surprisingly, okay, so whatever comes next is gonna be surprising.

Surprisingly, Florence wanted to become a nurse, but her parents did not like this idea.

However, she trained anyway.

In 1853, the Crimean War started and Florence wanted to help.

Incredibly, Florence and a team of nurses made the dangerous journey to Crimea.

Shockingly, okay, so something shocking is coming.

Shockingly, comma, the hospital in Crimea was unhygienic and disorganised and Florence started cleaning straight away so it was a safe place for the soldiers to get better.

After the war, so that's not a viewpoint fronted adverbial, it's a fronted adverbial of time.

So after the war, Florence sets up a nurse training school in London and wrote books to train nurses too.

And that is my section on Florence Nightingale.

I have my subheading, I have used my viewpoint fronted adverbials, surprisingly, incredibly shockingly.

I know now that I were able to do my subheading, my plan, my viewpoint fronted adverbials.

And I feel like I can tick off that I kept reading back to check for any mistakes.

So your turn is to do the same.

I would like you to rewriting back to check it makes sense and to edit any punctuation errors.

Tick in each box of your own success criteria when you have completed the tasks yourself.

Pause the video and take a moment to read your writing back, check and complete your success criteria.

Do that now please.

Welcome back everyone.

I hope you found some things.

Maybe you didn't have anything to find, but maybe you did and I hope you spotted them and edited and improved your writing.

To summarise today's lesson, a viewpoint is how you see or feel about something.

Viewpoint fronted adverbials are sentence starters that share the writer's view on something, all fronted adverbials start with capital letters and have a comma after.

Sentences should be said aloud before writing to ensure they make sense and read back once written to check for errors.

Brilliant work today.

Excellent to see your incredible section of a non chronological report and that section all about Florence Nightingale.

Well done, I will see you again very soon.