Lesson video

Hi, everybody, it's Ms. Gardner.

Welcome to our final lesson on the unit on how bees make honey: an explanation text.

It's been so great teaching you all this unit.

I hope you've enjoyed it as much as I have.

So let's get started on our final lesson.

This lesson is the final lesson on our unit, where we are writing an explanation text on how bees make honey.

Your learning outcome today is I can use my plan to write the section about how honeybees produce honey inside the cave.

Let's have a look at our keywords.

We'll do my turn, your turn.

Text flow, 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 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.

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

So there are two sections of this writing lesson today.

First, we'll be preparing to write, and then 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 and the section one, which was describing what happens outside of the hive.

We've done both of those.

And then section two, where we're describing what happens inside the hive.

In this lesson, we are writing the second section.

This section will inform the reader about the steps of the honey making process that happen inside the hive.

So when the worker bee returns to the hive.

So the key points: the bee returns to the hive, the bee regurgitates nectar into another processor bee's mouth, the processor bee places nectar inside the honeycomb cell, the bee flaps its wings to evaporate water, and a wax lid seals honey inside the cell.

These are the points we're making in their most basic form.

We'll be describing them in a lot more detail.

But these are notes, and the notes in the plans are really useful when we write, so we definitely want to make sure we're referring to our plan that we made in the previous lesson.

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, and use spelling strategies to spell words accurately.

And finally, we need to make sure we're checking and improving our writing when we think we have finished.

I always, always read back every sentence I've written to check it makes sense and to check for any mistakes 'cause it's fine if we make a mistake, that's what writers do, but we just need to try and check for them ourselves.

So let's just review the sequence, or the order of the honey-making process inside the hive.

And I'm using the notes from my plan to help me with this.

So in step three, the third step, the worker bee returns to the hive.

It transfers nectar to the processor bee, and it regurgitates nectar into the processor bee's mouth.

That's step three.

Step four, it places nectar inside the hexagonal cell.

There's too much water in the nectar, so they flap their wings to create heat and evaporate water.

The fifth and final step, a wax lid on top of each cell.

The honey then cannot leak, and honey is ready to eat by humans and bees.

So these are the key points from our plans we're going to be using.

So let's just check our understanding here.

I want you to say full sentences out loud that use these ideas.

It's really important to say sentences first because we know how much it helps us hear if the sentence makes sense, if we're missing any words or if we need to change anything.

So you're going to be talking about how the worker bee returns to the hive, how it transfers nectar to the processor bee, and how it regurgitates nectar into the processor bee's mouths.

I'm going to give you some sentence scaffolds to help you with this.

When I say the word blank, it means that there's an opportunity for you to fill it in with the points from the bullet, with the notes from the bullet points above.

Next, the worker bee returns mm with the nectar in its stomach, then the worker bee needs to carefully transfer the nectar to mm blank.

It carefully regurgitates the nectar from its stomach into the blank.

Okay.

Use the notes from the bullet points above to help you complete these sentences, and then you can pause the video and say these sentences aloud.

Off you go.

Okay, well done, everyone.

Let's go through what the sentences sound like when you say them out loud.

Next, the worker bee returns to the hive, and then I can cross that off the bullet point notes 'cause I've used it, with the nectar in its stomach.

Then the worker bee needs to carefully transfer the nectar to the processor bee.

I'm gonna cross that off my notes now.

And it carefully regurgitates the nectar from its stomach into the processor bee's mouth, and I can cross that final point off as well.

I wonder if your sentences sounded similar.

If you need to, pause the video now and have another go at saying these sentences out loud.

So this section, the second section, needs to include the following: detailed, specific facts about the honey-making process inside the hive, subject-specific vocabulary, which we'll all be able to do because we've got those words on our plan, fronted adverbials, so both ordering fronted adverbials and a fronted adverbial of cause, and then text flow we need to be thinking about.

So having a range of simple, compound and complex sentences.

Let's remind ourselves of some of those points.

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

So we have our main clause, a coordinating conjunction, so and, or or but, remembering or or but need a comma before them, and then another main clause.

These all join together to make a compound sentence.

Let's have a look what this could look like in our writing today.

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

The work bee returns to the hive, it regurgitates nectar into the process of bee's mouth.

Two equally important ideas.

So these two ideas can be joined in one compound sentence with the coordinating conjunction, and.

Let's have a look.

The worker bee returns to the hive, and it regurgitates nectar into the processor bee's mouth.

Great.

I have my coordinating conjunction, and, and I have my two main clauses.

I'm now going to show you another sentence so which has even more detail.

Then, so I have my ordering fronted adverbial, the worker bee returns to the hive, and it regurgitates the sticky, transparent liquid, so I've got an expanded noun phrase too, into the processor bee's mouth.

So it's another compound sentence just with an ordering fronted adverbial and an expanded noun phrase.

Let's check for understanding.

Which of the following is a compound sentence? A, the worker bee regurgitates the nectar into the processor bee's mouth.

B, the worker bee returns to the hive, and it regurgitates the nectar into the processor bee's mouth.

Or C, the worker bee returns to the hive because it needs to transfer the nectar to the processor bee.

Pause the video now and decide which one is a compound sentence.

That's correct.

It is B.

It cannot be A.

That is a simple sentence, just one main clause.

And then it cannot be C because you have a main clause and then a subordinate clause, because it needs to transfer the nectar to the processor bee, so that's a complex sentence.

Well done, everyone.

Okay.

So 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 our main clause, which makes sense by itself, it could be just, it could form just a simple sentence, we have subordinating conjunctions: because, as, when, and then you have your subordinate clause, which cannot make sense by itself and which needs to be joined with a main clause to make sense, to be part of a complex sentence.

So these things are all joined together to make a complex sentence.

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

Heat is generated in the hive when the bees start to flap their wings.

First clause is our main clause.

It makes sense by itself.

Our second clause is our 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.

Heat is generated in the hive when the bees start to flap their wings.

When is our subordinating conjunction.

We have our main clause, our subordinating conjunction and our subordinate clause.

We've made a complex sentence.

Let's see though how we can make it even more detailed.

We could include a ordering fronted adverbial.

Next, heat is generated in the hive when the resourceful bee, a factual adjective, resourceful, means they're able to go and find things around them to help them, when the resourceful bee rapidly flaps its wings to move hot air around the hive.

So a stretched fact at the end.

So this is just another complex sentence but with extra detail added so the reader has a better understanding of what is happening at this step of the process.

Let's check for understanding.

This is a complex sentence.

The honey will not expire because it is stored safely in a cell with a wax lid.

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

That's correct.

It is true.

Can you use A or B to justify your answer? A, the main clause is stretched with a subordinate clause that starts with a subordinating conjunction, because.

Or B, a complex sentence contains two clauses.

Pause the video now.

That's correct, it is A.

In a complex sentence, you have a main clause stretched with a subordinate clause, and that subordinate clause starts with your subordinating conjunction, because.

Well done, everyone.

So now we're looking at fronted adverbials of cause 'cause we know that is something that we need to include in this section.

So a cause.

A cause is an event or action that brings about another event or action.

It is what leads to something else happening.

And that is what happens, is the effect.

An effect is the result that occurs as a result of a cause.

It is what happens because of the cause.

That is your effect.

A fronted adverbial of cause is a sentence starter that tells the reader the cause and effect of a fact.

So your cause causes the effect of something, and as a result is the fronted adverbial of cause we've learned.

So let's have a look.

Our cause is processor bees rapidly flap their wings.

That's our cause.

The effect of this, so what happens because they flap their wings so rapidly is the water in the sticky liquid evaporates.

That's the effect of them flapping that wings.

So we can use the fronted adverbial of cause as a result to explain this in sentences.

Let's have a read of the two sentences.

Processor bees rapidly flap their wings, as a result, the water in the sticky liquid evaporates.

As a result really clearly shows the effect of the bees flapping their wings.

So it's time for part A, sorry, task A.

You need to say the first part of section two about the honey-making process inside the hive.

Say as many sentences as you'd like, but include the following: a fronted adverbial of cause, two specific facts, at least, and a compound and a complex sentence.

Pause the video now, and off you go, saying your first few sentences.

Well done, everyone.

Welcome back.

I need you to now check your sentences.

Have you included a fronted adverbial of cause? Have you included two specific facts? Have you included a compound and a complex sentence? If you haven't, pause the video now and have another go at saying those sentences.

I'm now going to read, say, sorry, say the sentences I've thought of for this task.

Next, the worker bee returns to the hive, and it carefully regurgitates the sticky liquid into a processor bee's mouth.

The processor bees precisely place the nectar into a cell.

The bee starts to rapidly flap its wings because there is too much water in the liquid.

As a result, the hive becomes warmer and the water evaporates.

So have I included a fronted adverbial of cause? I did, in my final sentence.

I said the bee starts to rapidly flap its wings because there's too much water in the liquid.

As a result, the hive becomes warmer and the water evaporates.

Have I included specific facts? Definitely.

I explained about how it carefully regurgitates the sticky liquid into another bee's mouth.

I also explained how the bee flaps its wings, so at least two facts.

And have I included a compound sentence? My first sentence is a compound sentence, and my third sentence is a complex sentence.

I used the subordinating conjunction, because.

The bee starts to rapidly flap its wings because there is too much water in the liquid.

Well done, everybody.

You've worked really hard in this section of the learning, so great job.

It is now time for our second section.

We are going to be writing our final and second section of this explanation text.

Here is your success criteria.

We're gonna refer to this as we write to make sure we're including everything we need to make this a really successful piece of writing.

So let's go through it.

Firstly, I have written a fronted adverbial of cause to link two facts.

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

Thirdly, I have written a range of sentence types, simple compound and complex, to improve text flow.

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

It's time for task B.

You are writing this section.

You need to use your success criteria to write your section.

Ensure you continue to read your writing back to check how well your text is flowing, to check everything makes sense and that you're not missing any words.

It's so important we are always, always doing that.

So now you need to stick in your success criteria, making sure you're leaving an indent between the margin and your first word, and then writing your section, and explaining how bees make honey when they return to the hive, what happens inside the hive, making sure you're using your plan to help you.

So pause the video now, and off you go.

Welcome back, everyone.

I hope you've enjoyed writing the second section of this explanation text.

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

Of course, do not worry if you've made errors.

We all do.

That's why we read back.

And then you need to tick in each box when you have completed the success criteria.

So pause the video now and check back through your work.

Okay, I'm now going to read aloud an example of this section.

I'm gonna read it first, and then we're gonna go through it, and see what we can tick from our success criteria.

Next, the worker bee returns to the hive.

It carefully regurgitates the sticky liquid into a processor bee's mouth so it can be precisely placed into a cell.

The processor bee flaps its wings to generate heat because the liquid needs some water to be evaporated.

As a result, the honey becomes thicker.

Then the bee completely covers the cell with a wax lid, and the honey can be stored safely.

It is now ready to be eaten by humans and bees.

Okay, let's go through our success criteria.

I have written a fronted adverbial of cause to link two facts.

I have done that.

I've said, "As a result, the honey becomes thicker," so I can give myself a tick.

I have written several ordering fronted adverbials to explain the process in the correct order, I've used next and then, so I can give myself a tick.

I have written a range of sentence types, simple, compound and complex, to improve text flow.

I have done that.

I've included a complex sentence and a compound sentence, and actually, a simple sentence is the end as well, so I can definitely give myself a tick.

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

I have done that.

We've got words like liquid, generate heat, evaporate, regurgitate, processor bee, so lots of subjects-specific vocabulary, so I can give myself a tick.

Well done for an excellent lesson, and well done for finishing this unit and writing such an excellent explanation text.

Let's just summarise today's learning.

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

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

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

And fronted adverbials of cause explain the cause and effect of a fact across two sentences.

Excellent job with your explanation text, everybody.

You've worked so hard, and you should be really proud of yourselves, so well done.