Hi everybody, it's Ms. Gardner.

Welcome to your next lesson from our unit where we are writing a non chronological report all about King Tut.

Thank you so much for joining in on today's lesson, I hope you're enjoying this unit as much as I am.

So let's get started with our next planning lesson.

In today's lesson from our non chronological report units on King Tut, we are going to be planning the next theme section.

So your learning outcome is, I can plan the paragraph about the death of King Tut for a non chronological report.

So let's start by looking at the keywords.

We'll do my turn, your turn.

Subject-specific vocabulary, plan, notes.

Let's have a look at what these mean.

Subject-specific vocabulary is vocabulary used when writing about a particular subject.

We are writing about King Tut.

So our subjects-specific vocabulary will be all about ancient Egypt and King Tut.

A plan is a framework that writers create before they write a section or a whole text, and notes are written out of full sentences.

So there are two sections of our lesson today.

In the first will be preparing to plan.

So I will be gathering all the information we want to include in our plan.

And then in the second section we will be writing the plan.

So let's start with preparing to plan.

So our non chronological report can be structured into four sections.

An introduction, section one, about King Tut's life and that when he became king.

Section two, about King Tut's death and then the conclusion.

In today's lesson we are planning section two.

So this is some of the subject-specific vocabulary that you will use when you're writing your non chronological reports about the death of King Tut.

We'll do my turn, your turn.

Artefacts.

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

Archaeologists.

They're scientists who study the history of humans by looking at these artefacts and these manmade objects that were left behind.

Mummification.

This is an old fashioned method of preparing a dead body so that it wouldn't decay.

Afterlife.

This is another world to go to after death and lead a new life.

The ancient Egyptians believed in the afterlife.

So I'm going to circle the subject-specific vocabulary from these words that we will be using in our non-chronological report.

We have history, artefacts, humans, life, country and afterlife.

So I want to think about the words that are really specific, specifically to do with ancient Egypt and King Tut.

So I'm going circle artefacts because we know that when people died in ancient Egypt, they were buried with artefacts alongside them.

And afterlife because they believed in the afterlife in ancient Egypt.

Now it's your turn.

You need to circle the subject-specific vocabulary that's related to the death of King Tut.

Your options are child, mummification, archaeologist, power and tomb.

So think back to what we know about how King Tut died and when his body was discovered, and then think about which subject-specific vocabulary we'll be including.

Pause the video now.

Okay, so the words that we will be using in this section are mummification, we know that King Tut was mummified.

Archaeologist, his tomb was discovered by the archaeologist Howard Carter in 1922.

And tomb, where many mummified bodies are buried.

Well done everybody.

So let's just recap some of the knowledge we'll need to include in our plan all about the death of King Tut.

So the boy king only ruled over Egypt for 10 years.

Sadly, he died when he was only 19 years old.

When he died, King Tut was mummified.

So this meant his body was preserved and really well preserved for over 3,000 years.

Then it was discovered in his tomb just over a hundred years ago in 1922 by the archaeologist Howard Carter.

So checking for understanding.

How old was King Tut when he died? Was he a, 15 years old, b, 35 years old, c, 19 years old, or d, 21 years old.

Pause the video now.

That's right, he was 19 years old, well done.

So when they found Tutankhamun's tomb, Howard Carter and his team, they found that his tomb was surrounded by around 5,000 treasures.

These included a golden throne, a crown, jewellery, and a big chest which you can see in the picture there.

So this has informed archaeologists and historians and we've learned about this now, that he was a man of wealth and status.

And that makes sense because he was the pharaoh, he was the king of ancient Egypt.

Egyptians were buried with artefacts because they believed they would be really useful to take with them into the afterlife.

So checking for understanding, true or false? Ancient Egyptians were buried with artefacts so they could not be stolen.

Pause the video now That is false.

Can you use a or b to justify your answer? a, Egyptians were buried with artefacts because they believed they would be useful in the afterlife.

Or b, Egyptians were buried with artefacts to protect them in their tombs.

Pause the video now.

That's right, it was a.

Ancient Egyptians believed artefacts could be taken with them into the afterlife and would be really useful, well done.

So archaeologists also discovered in King Tuts tomb two mummified bodies of King Tuts unborn children.

Because they were never born, King Tut was never able to pass the throne onto his own children, which meant no one in his family became king or queen after he died.

Tutankhamun's death was unexpected.

He was 19 years old, they hadn't expected him to die so young even though the life expectancy was a lot younger back then than it is now, 19 was still young.

It's not certain exactly how he died, but scientists have conducted DNA tests and they now believe strongly that he died of either an infection from a broken leg or from the disease malaria.

Back in those days, they wouldn't have had the medicine we had today to be able to have treated infections and malaria.

So unfortunately King Tut did die really young.

Checking for understanding, which two options do scientists believe King Tut must have died from.

a, an infected leg, b, pneumonia, c, malaria, or d, a fall.

Pause the video now.

That's right, they believe it was either an infected leg or malaria, well done.

Okay, it's time for task A.

We need to make sure we are really confident with all the facts we've learned in this section of the lesson, so you need to fill in the blanks with the words in the word bank.

Your options are artefacts, throne, archaeologist, 10, malaria, mummified, and afterlife.

I'm going to read the sentences now.

And as I'm reading, you could either have a go at saying the words you think go in the missing blanks, or just listening and thinking about it, 'cause you're going to go and have a chance to do this independently afterwards.

King Tut only ruled over Egypt for blank years because he died when he was 19 years old.

His body was blank and preserved in a tomb for over 3,000 years.

It was discovered in 1922 by the blank Howard Carter.

Archaeologists are not exactly sure how he died, but scientists believe he died from blank or from an infected leg.

His tomb was found surrounded by approximately 5,000 treasures, including a crown, thrown and jewellery.

Egyptians were buried with blank as they believed they would be useful in the blank.

He was also found buried with his two unborn mummified children.

So he was not able to pass the blank to his family.

So pause the video now and off you go, filling in the missing words using the words in the word bank below.

Off you go.

Well done everybody, let's read through this together and when we get to one of the words that you've used, I wanna hear you say it really loudly.

King Tut only ruled over Egypt for 10 years because he died when he was 19 years old.

His body was mummified and preserved in a tomb for over 3,000 years.

It was discovered in 1922 by the archaeologist Howard Carter.

Archaeologists are not sure exactly how he died, but scientists believe he died from malaria or from an infected leg.

His tomb was found surrounded by approximately 5,000 treasures including a crown, thrown and jewellery.

Egyptians were buried with artefacts as they believed they would be useful in the afterlife.

He was also found buried with his two unborn mummified children so he was not able to pass the throne to his family.

Well done everybody, great job.

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

So when we write a plan we use notes.

Notes are concise, so short and they capture the most important information and key vocabulary.

The purpose of notes is to help the writer to organise information easily for future use.

So when it comes to writing, we use bullet points when note taking and they look like this.

You have your subheading and then your bullet point notes.

We use the subheadings to organise our bullet point notes.

Our subheading today will be about the the death of King Tut and then all the bullet point notes underneath will be about his death.

This means they're really well organised when it comes to writing our section.

So checking for understanding, what is in a plan? a, bullet points for notes, b, full sentences with capital letters in full stops, c, subject-specific vocabulary or d, unnecessary information.

Pause the video now.

That's right, it's a and c, well done.

So just thinking about the subheading.

The subheading should do both of these.

Stand out from the rest of the text and be underlined and left aligned.

Our title, which came at the top of the non chronological report was in the centre of the page, but our subheadings up to the left, next to the margin, and they'll be underlined with a ruler.

So for example, for this section, we could have the death of King Tuts.

We could have King Tuts untimely death.

Untimely means it was ahead of time really, he died too young.

Or you could even ask a question, what happened to King Tut when he died? Remember know that if you do ask a question in your subheading, you always still need a question mark at the end.

So it's time for task B.

The first thing you'll do is write your first subheading.

I'm going to use the question, what happened to King Tut when he died? Then you'll need to write three main facts about how he died using the subject-specific vocabulary in the box below.

So your words are 19, mummified, preserved, infection, malaria and DNA tests.

So you're thinking about writing facts about when he died, the age of which he died and how he died.

So pause video now and off you go.

Okay, well done everybody, great work.

I'm going to show you the bullet point notes I made, and if you want to add them onto your plan yourself, you can do that.

So what happened to King Tut when he died? That's my heading.

Died age 19/ruled Egypt for 10 years.

That's my first fact.

You can see it is not in a full sentence because this is just a note on my plan.

Body mummified and tomb preserved for 3,000 years.

DNA tests show possible death from malaria or infected leg.

So you can see I included all the words from the word bank, but none of these points were written in full sentences.

That's a job for the next lesson when it comes to writing.

Okay, it's time for the second part of task B.

Now you need to write five main facts about this discovery of his tomb using subject-specific vocabulary.

The words in the word box are tomb, treasures, artefacts, archaeologists, afterlife, and unborn children.

So thinking about when the archaeologist discovered his tomb and what they found him buried with.

So pause the video now and off you go.

Well done everybody, welcome back.

I'm going to go through my bullet point notes.

And just like last time, if you want to add any of these notes to your plan, you can do that.

So, archaeologists discovered thousands of treasures in tomb.

A crown, a throne, some jewellery.

Buried with artifacts-believed to help in the afterlife.

Two unborn mummified children.

Could not pass throne to his family.

So these are the key points about the discovery of his tomb and what was found there.

And just like last time, these are not written in full sentences.

So if you need to pause the video and add these to your plan.

You can do that now, otherwise really well done.

So we want to include fronted adverbials in our writing.

So let's just recap some of the fronted adverbials we might be able to use.

Formal fronted adverbials are formal in tone.

There are different groups of formal fronted adverbials that we can be including in our non chronological reports.

We have and formal fronted adverbials and but formal fronted adverbials.

And formal fronted adverbials include also, in addition and additionally.

And these will build on a point from the previous sentence.

Let's have a look in an example.

King Tut was buried with thousands of treasures.

In addition, his two mummified children were in the tomb with him.

In addition is your formal fronted adverbial and it builds on that point from the first sentence and kind of stretches it across into the next sentence.

But formal fronted adverbials include however and in contrast, and these introduce a contrasting idea from the previous sentence.

Let's have a look at an example.

Archaeologists are not sure exactly how he died.

However, DNA tests show it could have been from malaria or an infected leg.

However, is your formal fronted adverbial and it's introducing that contrasting idea.

You could also use a fronted adverbial of course in your non chronological report.

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

So for example, archaeologists discovered King Tut's two unborn mummified children in his tomb.

That is the cause.

The effect of this was that he could not pass the throne to his family.

So you can link the cause and the effect using as a result, which is the fronted adverbial of cause.

Let's have a look at this as two sentences together.

Archaeologists discovered King Tut's two unborn mummified children in his tomb.

As a result he could not pass the throne to his family.

So just checking for understanding.

Which of the following fronted adverbials could be found in a non-chronological report.

a, as a result, b, suddenly, c, however, or d, as quick as a flash.

Pause the video now.

That's right, as a result, your fronted adverbial of course, and however, your formal fronted adverbial.

Suddenly and as quick as a flash are more descriptive fronted adverbial that you'd probably find in narrative writing.

Okay, so it's time for the third part of task B.

You need to fill in the table with the following.

Three formal fronted adverbial and one fronted adverbial of course.

Your options are as a result, in addition, however and additionally.

So pause the video now and off you go.

Well done everybody, welcome back.

So your formal fronted adverbial were in addition, additionally, those are your and formal fronted adverbials, and however, which is your but formal fronted adverbial.

And your fronted adverbial of course was as a result.

I remember to put a comma after each of the fronted adverbial, so that when I use the fronted adverbial in my writing, I can remember to use the comma.

Well done everybody.

Remember to keep these plans safe because you'll be using them when it comes to writing this section.

Well done for an next lesson everybody, here is a summary of what we've learned.

A plan is a framework that writers create before they begin to write the section or whole text.

A plan has subject-specific vocabulary related to the section.

Notes help the writer to organise information easily for writing in the future.

Bullet points are used in note taking and a subheading signals part of a text and should stand out from the rest of the text.

Well done everybody, great job.