Lesson video

Hi everybody, it's Ms. Gardner.

Welcome to your final writing lesson from our non-chronological report unit on King Tut.

I hope you've been enjoying this unit as much as I have.

You've all done so well.

So let's get started with today's lesson today.

In today's lesson from our non-chronological report unit on King Tut, we are writing the final section.

So your learning outcome is I can write the conclusion of a non-chronological report about King Tut.

Let's start by looking at the keywords.

We'll do my turn, your turn.

Conclusion, summarise, formal fronted adverbial.

Let's have a look at what these mean.

A conclusion is the closing paragraph.

The final paragraph of a non-fiction text.

To summarise is to sum up or conclude the main body of a text.

A formal fronted adverbial is a sentence starter followed by a comma that is formal in tone and often found in non-fiction texts.

So there are two sections of our lesson today.

In the first we'll be preparing to write and in the second we'll be writing the conclusion.

So let's start with preparing to write.

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

An introduction, section one about King Tut's life, section two about King Tut's death, and the conclusion.

In today's lesson, we are writing the conclusion.

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 let's think about the purpose of the conclusion.

Why do we need to have include a conclusion in non-chronological report? The purpose of the conclusion is to do all of these.

Summarise, sum up the key information from the text.

We're not repeating it again in detail, but we're just summing it up.

Tell the reader what to do if they want to find out more about the subject.

And this is really important, there is no new information or facts about King Tut in the conclusion.

So checking for understanding.

True or false? This sentence would be in a conclusion.

King Tut had a team of advisors to help him make big decisions.

Would you find that sentence in the conclusion? Pause the video now.

That is false.

Can you use A or B to justify your answer? A, specific and detailed facts about the subject come earlier in the report.

B, the purpose of the conclusion is to give final, detailed facts.

Pause the video now.

That's right, it is A, specific, the detailed facts about the life and death of King Tut came earlier in the themed sections.

Well done.

The conclusion includes the following features, a formal fronted adverbial, a summary sentence, an outline of what the report was about and a suggestion to the reader of where to find out more information.

So let's have a look at these in a bit more detail.

A formal fronted adverbial is used to signal that your writing is coming to an end.

It introduces the summary sentence so it comes at the start of your summary sentence.

So for example, in conclusion, to summarise, to conclude.

All of these formal fronted adverbials come at the start of the conclusion and they are followed just like every fronted adverbial by a comma.

A summary sentence is the first sentence in your conclusion.

It summarises the key point of the text and gives a sense of closure for the reader.

So for example, to summarise, King Tut lead a short, but extraordinary life.

Or to conclude, King Tut lead a short, but fascinating life and he remains an important figure in Ancient history.

Or conclusion, King Tut lead a short, but interesting life that has fascinated historians for years.

So you'll see in all of these summary sentence examples, no new information about King Tut was given.

So let's check for understanding.

Which formal fronted adverbial would be found in a conclusion? A, in addition.

B, however.

C, to summarise or D, additionally.

Pause the video now.

It is C.

Well done.

A, B, and D are all examples of formal fronted adverbials, but they're not ones that you would find at the start of your conclusion.

In addition, and additionally are both examples of formal and fronted adverbials, they both build on points from previous sentences.

So we'd find these in the earlier themed sections where we were including lots of detailed information.

However is an example of a formal but fronted adverbial, this gives a contrasting idea to the point in the previous section.

And again, we'd be more likely to find these earlier on in the report when in the theme six sections we're giving really important, detailed information.

You wouldn't find, in addition, however, and additionally really in a conclusion because we're not giving any new information.

Well done.

So the conclusion summarises what the report was about, what the reader learned about.

In our non-chronological report about King Tut, we have written about all of these.

How and when he became King of Ancient Egypt, what he achieved as king, how and when his death happened and his mummification.

So checking for understanding.

Which of these are sentences then would appear in the conclusion? A, this report has taught you about the awesome, cool King Tut.

B, this report has informed you about King Tut's life as pharaoh of Egypt, his death and the discovery as his tomb or C, this report will teach you about King Tut.

Pause the video now.

That's right, B is an excellent example of a sentence that would appear in the conclusion as it tells you what the report was about.

A, uses the informal adjectives, awesome and cool.

And we don't use informal language in a non-chronological report.

And C is written in the future tense.

This report will teach you about King Tut.

So that would appear in the introduction.

Well done.

Now a conclusion ends with a suggestion to the reader to find out more about the subject.

For example, if you would like to learn more about this influential figure, continue your research online, or visit your local library.

The reader is encouraged to find out more information about this really interesting subject.

So check for understanding.

How can a writer end a conclusion? A, with a suggestion of where to find more information.

B, the end.

C, a final fact or D, a rhetorical question.

Pause the video now.

That's right is A, you can finish your conclusion suggesting to the reader to find out more information.

Well done.

Okay, it's time for task A.

You need to say the first sentence of your conclusion.

We know it's really important to say our sentences out loud as it means we can hear if there are any errors or that it makes sense.

So make sure you include the following, a formal fronted adverbial, but a formal fronted adverbial that we would find in the conclusion.

So for example, to conclude, to summarise, in conclusion.

A summary sentence, so you're summarising the key information from the text and you can use this sentence scaffold to help you.

Blank, so your formal fronted adverbial, King Tut lead a blank life and he is blank in Ancient Egyptian history.

So using the sentence scaffold to help you pause the video now and saying your opening sentence of your conclusion, off you go.

Okay, just think about the sentence you just said.

Did it include a formal fronted adverbial? Did your summary sentence summarise the key points of the text? If you think you need to have a go at saying your final sentence, again your summary sentence again, you can do that.

Otherwise I'm going to say my sentence out loud and you can say it along with me or just listen and check I've included those two points.

In conclusion, King Tut lead a short but fascinating life and he is an important figure in Ancient Egyptian history.

So I've included my formal fronted adverbial in conclusion, and I summarised the key point of the text that he had a really short life.

He died really young, but it was very fascinating and that he is a really important part of Ancient Egyptian history.

Okay, well done everybody for working hard in task A.

And thank you for helping me check over my summary sentence.

It is now time for the second section of our lesson where we are writing the conclusion.

This is the success criteria that we will use to write today.

Let's go through it.

I have written a formal fronted adverbial.

I have written a summary sentence.

I have outlined what the report was about, and I have written a suggestion to the reader for how to find out more information.

So this will be really useful when it comes to writing so that we can check over our success criteria and made sure that we've included everything we needed to in our conclusion.

So let's look at a model conclusion.

I'm going to read it out loud and as I'm reading, you can be checking if I've included everything I needed to from the success criteria.

Conclusion.

In conclusion, King Tut lead a short, but fascinating life and he is an important figure in Ancient Egyptian history.

This report has informed you about King Tut's life as pharaoh of Egypt, his untimely death and the discovery of his tomb in 1922.

If you would like to learn more about this influential figure, continue your research online or visit your local library.

So let's just go through it.

I have written a formal fronted adverbial.

I can give myself a tick because in conclusion is a formal fronted adverbial and it opens my summary sentence so I can give myself a tick.

I have written a summary sentence.

King Tut lead a short, but fascinating life and he is an important figure in Ancient Egyptian history.

That is a summary of the whole text.

So it's a summary sentence.

I can give myself a tick.

I have outlined what the report was about.

This report has informed you about King Tut's life as pharaoh of Egypt, his untimely death and the discovery of his tomb in 1922.

So yes, I have outlined what the report was about.

I can give myself tick.

And finally, I have written a suggestion to the reader for how to find out more information.

I said, if you would like to learn more about this influential figure, continue your research online or visit your local library.

So I've given two suggestions of where the reader could find out more information, so I can give myself a tick.

It's time for task B.

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

Use your success criteria to help you structure your paragraph.

So now you're going to pause the video, neatly stick in your success criteria, write and underline your final subheading, conclusion, and then you can get started writing your conclusion of your non-chronological report about King Tut.

So pause the video now and off you go.

Well done everybody.

Welcome back.

So in a minute, you're going to need to read your conclusion back using your success criteria to check.

Before you do that, here is another example of a successful conclusion and it's successful because I was able to tick off each point in my success criteria.

So I'm going to read it out loud, and as I'm reading, you can be listening and checking to see that I've included every point on my success criteria.

Conclusion.

To summarise, King Tut's life was short, but significant.

Historians have learned a lot about Ancient Egypt through studying his life.

In this report, you have learned about King Tut's life as pharaoh of Egypt, his early death, and Howard Carter's remarkable discovery of his tomb 100 years ago.

If you would like to learn more about this influential figure, continue your research online or visit your local library.

So have I written a formal fronted adverbial? To summarise I have, so I can give myself a tick? Have I written a summary sentence? To summarise, King Tut's life was short but significant.

Historians have learned a lot about Ancient Egypt through studying his life.

So I actually wrote it over across two sentences, but I still summarised the key point of the text.

So yes, I can give myself a tick.

Have I outlined what the report was about? I said in this report you have learned about King Tut's life as pharaoh of Egypt, his early death, and Howard Carter's remarkable discovery of his tomb 100 years ago.

So I outlined and I kind of reminded the reader what they have learned, so I can give myself a tick.

Have I written a suggestion to the reader for how to find out more information? I said, if they'd like to find out more about this influential figure, continue your research online or visit your local library.

So two suggestions of where they can find out more information, so I can give myself a tick.

So now, pause the video and off you go back, checking through your conclusion and your success criteria.

Off you go.

Well done everybody for working so hard today.

Here is a summary of everything we have learned.

The purpose of the conclusion is to summarise the key information from the text and suggest ways for the reader to find out more.

A subheading introduces a section of a text.

A formal fronted adverbial begins the conclusion to signal the writing is coming to an end.

And a summary sentence summarises the key information from the text.

Excellent job everybody.

Really well done.