Lesson video

Hi everybody, I'm Miss Gardner.

Welcome to today's lesson on our unit on how bees make honey.

Really excited for today's learning, I hope you are too.

So let's get going.

In today's lesson, we are going to be doing some writing.

Your learning outcome is: I can use my plan to write the section about how honeybees collect nectar outside of the beehive.

So our key words for today.

We'll do my turn and your turn.

Text flow, compound sentence, complex sentence, fronted adverbial Text flow is how a text is written to keep the reader engaged.

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

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

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

And we'll be thinking about all of these keywords in our writing today.

So there are two sections of our learning.

First, we'll be preparing to write.

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

So let's start with preparing to write.

This explanation text can be structured into three sections: an introduction, which we've already written.

You all did a fantastic job with that.

Section one where we'll be explaining what happens outside of the hive.

And then section two where we explain what happens inside the hive.

In this lesson, we are writing the first section using our plans that we've made.

So this section will inform the reader about the steps of the honey-making process that happen outside of the hive.

In summary, we're talking about the moment the bee is searching for nectar from flowers, the bee collects the nectar with its tongue, and then the nectar mixes with proteins and enzymes in the bee's stomach.

And we're gonna use the notes from our plan to help us with this.

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, for example, the common rules that we know.

Showcase each sentence type: simple, compound, and complex.

Write letters neatly on the line in joined handwriting.

And use spelling strategies to spell words accurately.

Finally, we need to check and improve our writing when we think we've finished.

So let's just review the sequence of the honey-making process that takes place outside of the hive.

The worker bee first searches for colourful flowers.

It is attracted to blue, yellow, and purple petals with its superb colour vision.

And it visits 50 to 100 flowers per trip.

These are all the notes I made on my plan about step one, the first step of the honey-making process.

Then, the bee collects nectar with its long tongue.

The nectar travels to the bee's honey stomach and enzymes and proteins break nectar down into smaller molecules.

These are all the notes I made about the second step, step two, and I'm gonna be using these and referring to these when I'm first saying my sentences, and then also when I'm writing this section.

So let's just check.

Let's start with the Talk Task.

I want you to say three full sentences aloud that use these ideas.

So the idea that the worker bee searches for colourful flowers; that it's attracted to blue, yellow, and purple petals with its superb colour vision; and that it visits 50 to 100 flowers per trip.

I'm gonna give you some sentence scaffolds to help you.

So you can use the sentence scaffolds below and you can use the notes in the bullet points at the top to help you complete these sentences.

First, the worker bee leaves the hive and searches for blank.

Interestingly, the bee has superb blank and is attracted to blank.

During each trip away from the hive, the worker bee visits blank.

So can you say these three sentences using the bullet point notes to help you? Pause the video now and off you go saying these sentences.

Okay, well done, everyone.

The sentences when said out loud should have probably sounded a bit like this.

First, the worker bee leaves the hive and searches for colourful, fresh flowers.

I can now cross that point off my notes 'cause I've used it and I've said it.

Interestingly, the bee has superb colour vision and it's attracted to blue, yellow, and purple petals.

So again, I can cross that point off my plan 'cause I've said it.

During each trip away from the hive, the worker bee visits 50 to 100 flowers.

I can cross that off.

Hopefully that was really useful for you saying those sentences out loud.

And I want you to try and hold them in your head so you can think about them and use them when you're writing.

So this section needs to include the following: detailed and specific facts about the honey-making process outside of the hive.

We don't need to talk about how the bees flap their wings to evaporate the honey or how they seal the honeycomb cell with a wax lid.

That's gonna happen in the second section 'cause that's what where we'll be talking about what happens inside the hive.

So we're just including facts about what happens outside of the hive.

Subject-specific vocabulary, which you all have on your plan.

Fronted adverbials, particularly ordering fronted adverbials to indicate the chronological order of these steps.

And we need to have text flows.

So we need to have a range of simple, compound, and complex sentences.

Let's just remind ourselves of those.

A compound sentence is formed of at least two equally important main clauses joined together with a coordinating conjunction.

So you have a main clause, a coordinating conjunction which could be and, or, but, remembering that or or but has a comma before it.

And then, you have another main clause.

These all join together to make a compound sentence.

So let's look at two main clauses that are equally important.

This is about the honey-making process.

The worker bee leaves the hive, it searches for flowers, both equally important main clauses.

So I want to join them together and make a compound sentence.

And I need to do that using the coordinating conjunction and.

Let's have a look.

The worker bee leaves the hive and it searches for flowers.

That's a pretty good compound sentence and I've got my two main clauses and a coordinating conjunction.

I just wonder if I can challenge myself a bit more and include a bit more to make this sentence even more ambitious.

So I could use an ordering fronted adverbial, first.

First, the worker bee leaves the hive and it searches for fresh, colourful flowers.

I've also included an expanded noun phrase at the end.

So I've got my ordering fronted adverbial and an expanded noun phrase in my compound sentence, just to make it a bit more descriptive and ambitious.

Let's check for understanding.

Which of the following is a compound sentence? A, the honeybee flies to colourful flowers because it is searching for nectar.

B, the worker B has superb colour vision and is attracted to colourful petals.

C, the worker bee has superb colour vision.

Pause the video now and think about which of the following is a compound sentence.

Okay, let's go through it.

It is B.

The worker bee has superb colour vision and it is attracted to colourful petals.

You've got two main clauses of equally important ideas joined together with a coordinating conjunction.

It cannot be A because because is a subordinating conjunction, and it cannot be C because that is just a simple sentence.

Well done, everyone.

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

That might feel a bit tricky.

So we're gonna have a look at these in examples.

So you have a main clause.

Then, you have a subordinating conjunction, which could be because or so or when.

And then, you have your subordinate clause.

That's remembering a subordinate clause cannot make sense by itself.

So it needs to be joined to the main clause with a subordinating conjunction.

And all of those together make a complex sentence.

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

The nectar travels into the honey stomach.

That is your main clause.

Because it can mix with the stomach proteins and enzymes.

That's your subordinate clause.

We know it's a subordinate clause because it doesn't make sense by itself.

And it starts with because, a subordinating conjunction.

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

Let's have a look.

The nectar travels into the honey stomach because it can mix with the stomach proteins and enzymes.

Because is your subordinating conjunction.

So this is a really good complex sentence.

You've got a main clause, a subordinating conjunction, and a subordinate clause.

I'm now gonna do another one though with a bit more extra detail.

Next, that's our ordering fronted adverbial, the transparent liquid travels in, that's a factual adjective, travels into the honey stomach because it can mix with the stomach proteins and enzymes that break it down into smaller molecules.

There you've got your stretched fact at the end to add even more factual detail.

So this is a really great example of a complex sentence.

Let's check for understanding, true or false? This is a complex sentence: The enzymes and proteins mixed with the nectar because it needs to break down into smaller molecules.

Is that a complex sentence, true or false? Pause the video now.

True, can you use A or B to justify your answer? A, the main clause is stretched with a subordinate clause that starts with the subordinating conjunction because; or B, a complex sentence contains two clauses.

Pause the video now.

That is correct.

It is A, it technically is B.

A complex sentence contains two clauses, but A is more detailed.

It's a main clause stretched with the subordinate clause and containing a subordinating conjunction.

Well done, everyone.

Okay, it is time for Task A.

We are going to be saying our sentences ahead of writing them.

So Task A, you need to say the first two sentences of section one about the honey-making process outside of the hive.

Think about including the following: an ordering fronted adverbial, so probably first 'cause we're describing the first, sorry, the first steps of the process; two specific detailed facts; and a compound or a complex sentence.

So you need to now pause the video.

Using your plan, say your first two sentences of what happens, explaining what happens in the honey-making process.

Pause the video now, off you go.

Okay, welcome back, everybody.

I want you to just think about the sentences you've just said and check.

Have you included an ordering fronted adverbial? Have you included specific facts? And have you included a compound and a complex sentence? If you haven't, pause the video now and have another go saying these sentences.

Otherwise, well done.

I'm going to say now the sentences I came up with.

Don't worry if yours aren't exactly the same.

I don't expect them to be exactly the same as mine.

But I'm wondering if you have included everything we need to include.

First, the worker bee flies away from the hive to search for colourful, fresh flowers.

A worker bee has excellent colour vision and it's attracted to blue, yellow, and purple petals.

The industrious creature goes to 50 to 100 flowers on one trip because it needs to collect lots of nectar for the honey-making process.

So let's check.

Did I include an ordering fronted adverbial? Yes, I used first.

Have I included two specific facts? Yes, I explained how it searches for colourful flowers.

I also explained that it has excellent colour vision, and that it goes to 50 to 100 flowers.

So actually at least three facts.

Have I included a compound sentence? I did, my second sentence has the coordinating conjunction and.

A worker bee has cut excellent colour vision and it's attracted to blue, yellow, and purple flowers.

And have I done a complex sentence? I have, my third sentence.

The industrious creature goes to 50 to 100 flowers on one trip because it needs to collect lots of nectar for the honey-making process.

So I have managed to include all the three points that I wanted to when I said these sentences out loud.

If you need to go back and add in and edit your sentences that you said, now's a great chance to pause the video and do that.

But really well done, everyone.

Okay, it's now time to write the section.

So here is our success criteria.

This is what we will use and refer to to help make this a really successful piece of writing.

The first thing we need to do in our success criteria is: Write several ordering fronted adverbials to explain the process in the correct order.

We also need to write a compound sentence.

Our third point is to write a complex sentence.

And then finally, the fourth point on our success criteria is using factual, subject-specific vocabulary that is scientific and tone.

And you'll be able to do that 'cause you've got the words on your word banks from your plan.

Okay, I'm now going to show you my thought process when I was writing the first two sentences of section one.

And I'm gonna use my success criteria to help me do this.

Okay, so you can see I've neatly stuck in my success criteria at the top of the page.

I'm just going to recap it so I know exactly what I need to include.

I have written several ordering fronted adverbials to explain the process in the correct order.

I have written a compound sentence.

I have written a complex sentence.

I have used factual, subject-specific vocabulary that is scientific in tone.

Okay, I'm gonna get started, remembering to leave an indent between the margin and my first word.

I'm just thinking of what my first word should be.

I know I need to include an ordering fronted adverbial.

So I think it makes sense to when I'm explaining the first step, use the ordering fronted adverbial, first.

So I'm going to use first and I know that after every fronted adverbial, I need a? What do I need? A comma, exactly.

So what is the first thing that happens? First, the worker bee leaves the hive, doesn't it? It's leaving the hive to find flowers.

So first, the worker bee leaves the hive.

Now I could do a full stop here, but I want to do a compound sentence 'cause that's the second point on my success criteria.

So I'm going to use the conjunction, the coordinating conjunction, and.

And, what does it do? Why does it leave the hive? Oh, it's searching for those colourful flowers, isn't it? And searches for, I want to use some adjectives to describe the flowers.

I think fresh was on my plan.

So I'm going to use fresh and colourful flowers.

Full stop, I definitely need a piece of punctuation here though that I've missed in between the two adjectives to describe flowers.

This is an expanded noun phrase.

There's two adjectives.

I need to have a comma in between.

I'm just gonna read back my sentence to check it makes sense.

First, the worker bee leaves the hive and searches for fresh, colourful flowers.

Ah, I've spotted a mistake.

I wonder if anyone else can spot that.

A compound sentence is made of two main clauses.

Main clauses need to make sense by itself.

The worker bee leaves the hive.

That makes it sense by itself.

That's a main clause.

Searches for fresh, colourful flowers, that doesn't make sense by itself.

What is it missing? It's missing the subject, the noun that is doing the searching.

So I'm going to add in a subject before searches, it, and add in the pronoun it.

It searches for fresh, colourful flowers.

Now I've got two main clauses that makes sense by themself.

Okay, now I want to do a complex sentence.

I want to explain about I want to use my fact from the plan, which was talking about how it goes to 50 and 100 flowers in each trip 'cause I think that's really interesting.

Now, I don't wanna call it the work be again 'cause that's a bit repetitive.

So I'm gonna think about using a synonym for bee, maybe creature and an adjective to describe it.

Industrious, that means really hardworking.

We know those bees work really hard.

So the industrious creature, so creature is a synonym for bee, goes to between 50 and 100 flowers on each trip.

Why does it do it? Let's make this a compound, sorry, a complex sentence.

Why does it travel to so many flowers? Because, that's my subordinating conjunction, because it needs lots of nectar.

Okay, let's read this sentence back.

Capital letter at the start of my sentence, good.

The industrious creature goes to between, I could do goes actually, but I'm thinking now also, I want to use more precise verbs.

So I'm going to cross out goes and replace it with travels.

Travels to between 50 and 100 flowers on each trip because, my subordinating conjunction, it needs lots of nectar, ah! I'm glad I read back and checked it.

I forgot my full stop at the end.

That's why it's so important to read back and say your sentences out loud.

I'm going to leave it there.

You are going to carry on writing the rest of the section, but I'm just going to check to see if I can tick anything off my success criteria so far.

I have written several ordering fronted adverbials.

Well, I've only written one.

I've written first, so I'm gonna give myself a tick.

But definitely the rest of you, when you carry on writing the section, you can include more than one.

I have written a compound sentence.

Yes, my first sentence had the coordinating conjunction and.

I have written a complex sentence.

Yes, my second sentence included because, so it's a complex sentence 'cause it's got your main clause and subordinate clause.

And I've used factual subject-specific vocabulary.

I've included hive.

I've included nectar and worker bee.

So yes, I can give that a tick.

You are now going to be able, you are going to continue writing the rest of the facts about this stage of the process, these two steps of the process using your plan.

I'm going to stop here and so that you can go on and carry on the rest independently.

Okay, it is time for Task B.

You are writing the section about how bees make honey and explaining what happens outside of the hive.

You need to use your success criteria to write the rest of your section.

Ensure you create text flow by using a range of sentence types.

So simple, compound, and complex and fronted adverbials.

So now, you need to stick in your success criteria.

Pause the video and think back to the sentences you've already said out loud to help you with writing this section.

Off you go.

Okay, welcome back, everybody.

I hope you all enjoyed writing this section.

You need to now read your writing back to check it makes sense and edit any punctuation errors.

Don't worry at all if you've made mistakes.

We all do.

But what's important is that you are reading it back aloud to check for those mistakes.

Then, you can tick in each box when you have completed the success criteria.

Let's just go through an example of this section and I'm gonna show you using the success criteria and marking it off.

I'm going to read it out loud first, and then we'll refer to our success criteria.

First, the worker bee flies away from the hive and searches for colourful, fresh flowers.

The bee has excellent colour vision and it is attracted to blue, yellow, and purple petals.

The industrious creature goes to 50 to 100 flowers in one trip 'cause it needs to collect lots of nectar to produce enough honey.

Next, the bee collects transparent, sticky nectar with its long tongue.

The liquid travels into the bee's honey stomach because enzymes and proteins must break down the nectar into smaller molecules.

Okay, the first point on our success criteria.

I have written success, sorry, I have written several ordering fronted adverbials to explain the process in the correct order.

I have included first and next so I can give myself a tick on my success criteria.

Secondly, I have written a compound sentence.

I've actually written two compound sentences.

My first two sentences, which you can see in green, are compound sentences.

I've used the coordinating conjunction and twice so I can give myself a tick.

I have written a complex sentence.

Again, I've written two complex sentences using the subordinating conjunction because.

You can see those complex sentences in green.

So I'm gonna give myself a tick.

And finally, I've used factual, subject-specific vocabulary that is scientific in tone.

I can give myself a tick 'cause I've included hive, nectar, honey stomach, enzymes, proteins and molecules.

So a tick there.

If you need to, go back and do a bit of edits to your writing now, that's completely okay.

Pause the video now and go and do that.

But really well done, everyone.

Okay, here's a summary of today's learning.

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

Using compound in complex sentences improves text flow for the reader.

Ordering fronted adverbials indicate the order in which steps happen and in which steps in a process take place.

And explanation text includes subject-specific vocabulary that is related to the subject of the text.

Well done for all your hard work today, everybody.

It's been a great lesson.