Lesson video

Hi everybody.

I'm Miss Gardner.

Thank you so much for coming back to our unit on writing a non-chronological report about the portia spider.

You've all done so well so far, and I'm really excited to carry on with our writing today.

In today's lesson, you're going to need to have access to your plan that you wrote in the last lesson because your learning outcome today is I can use my plan to write a detailed section about the appearance of the portia spider.

Let's have a look at the key words.

We'll do my turn and your turn.

I'll say the word first, and then you can say it back, either to the screen or to your class.

Text flow.

Subheading.

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 subheading is a word or a phrase or sentence used to introduce part of the text.

A compound sentence is a sentence formed of two main clauses and a co-ordinating conjunction.

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

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

There are two sections to our lesson today.

The first is that we will be preparing to write, and then the second is we'll be writing the section.

So let's start with preparing to write.

A non-chronological report can be structured into four sections, our introduction, which we've already written, section one, about a specific theme, section two, about a different specific theme, and then finally our conclusion.

In this lesson, we're gonna be writing section one, all about the portia spider's appearance.

The section on appearance will inform the reader on these features of the portia spider, their eyes, the fur, and their fangs.

And you're going to use the notes that you made in your plan in the previous lesson to help you 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, showcase, show off, each sentence type that we know, write letters neatly on the line in joined handwriting, use spelling strategies to spell words correctly, and then check and improve our writing when we think we have finished.

So let's review our plan of section one that we wrote in the previous lesson.

Our bullet point notes that we wrote about the appearance.

It had eight eyes, the portia spider has eight eyes, maps its world in 3D, helps scan for its prey.

All of these bullet point notes were about the portia spider's eyes, and they've been grouped together in one section.

Then they have brown, prickly fur, camouflages in its surroundings, and it hides from its prey to attack.

These facts are all about the portia spider's fur, and they've been grouped together.

And finally, two venomous or poisonous fangs, used to attack other spiders, cannot kill humans.

These facts are all about the portia spider's fangs.

So first we're going to do a talk task because we know how important it is to say our sentences out loud before we write them.

So first of all, you're going to say two full sentences aloud that use the ideas from your plan.

You don't have to make these up from nowhere.

You're gonna use your plan to help you.

So let's say if we were writing about the portia spider's eyes, we'd use these facts from our plan.

The eight eyes, it maps its world in 3D, and helps scan for its prey.

I've given you a sentence scaffold to help you, so you can use the facts from your plan to fill in the missing blanks.

I'm just gonna say the sentences now, and I'll say blank when there's something you need to fill in.

The portia spider has blank.

Interestingly, this allows the creature to blank, and it is able to blank easily for its blank.

Okay, you're going to use the bullet point notes in your plan to help complete, to help you say, sorry, these full sentences.

So pause the video now, and off you go, saying these two sentences aloud.

Well done everybody.

Let's go through what these sentences sound like when they've become full, complete sentences.

You'll notice that when I've included the fact from my plan, I can cross it off so I know I don't need to say it again.

The portia spider has eight bulging eyes.

Interestingly, this allows the creature to map its world in 3D, and it is able to scan easily for its prey.

Well done everyone on saying those sentences out loud.

So this section about the appearance needs to include the following, a subheading, detailed, specific facts about the spider's appearance, subject-specific vocabulary, fronted adverbials, which is one of our key words, and these include formal fronted adverbials and viewpoint fronted adverbials, and then a range of sentence types, so simple, compound and complex sentences.

Let's have a look at what these mean.

A compound sentence is formed of at least two equally important main clauses, and they are joined together with a co-ordinating conjunction.

Let's have a look at these visuals which might feel familiar.

So we have a main clause, then we have a co-ordinating conjunction, and there are three co-ordinating conjunctions, and, or and but.

You'll notice that or and but both have a comma in front of them.

And then we have another equally important main clause.

These join together to become a compound sentence.

Let's look at this in practise.

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

Firstly, the portia spider can map its world in 3D.

And then it can scan easily for its prey.

These two ideas can be joined into one compound sentence using the coordinating conjunction and.

Let's have a look.

The portia spider can map its world in 3D and it can scan easily for its prey.

And another example, interestingly the portia spider can map its world in 3D and it can scan easily for its prey like other spiders.

You'll see I've added a few extra details into this compound sentence.

I've included a viewpoint fronted adverbial, and I've stretched my second main clause with an extra fact, that it can scan easily for prey like other spiders.

It's telling us that the prey is other spiders, so I've stretched that fact.

Let's check our understanding of a compound sentence.

Which of the following is a compound sentence? A, the portia spider sees in 3D because it has specially-adapted eyes.

B, the portia spider has eight eyes and it can see in 3D.

C, the portia spider has superb vision.

Pause the video here and have a think about which one is a compound sentence.

That's correct, it is B.

A cannot be a compound sentence because the conjunction because is not an example of a co-ordinating conjunction.

It cannot be C because there are no conjunctions.

It is a simple sentence.

Well done everybody.

Let's now look at complex sentences.

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

So we have our main clause, then we have a subordinating conjunction.

It could be because, so or when.

And then you have your subordinate clause, and this makes a complex sentence.

Remember, a main clause makes sense by itself, a subordinate clause cannot make sense by itself.

It needs to be joined to a main clause using a subordinating conjunction.

Let's have a look at a main clause and a subordinate clause.

The arachnid has excellent vision.

That's our main clause, it makes sense by itself.

Because it has specially-adapted eyes.

That's our subordinate clause.

It starts with a subordinating conjunction, because, and it doesn't make sense by itself.

It needs to be joined with the main clause.

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

Let's have a look.

The arachnid has excellent vision because it has specially-adapted eyes.

We've used the subordinating conjunction because to join the clauses together and to stretch that first idea in the main clause.

Another example, this time using fronted adverbials and a stretched fact, and an adjective.

In addition, the intelligent arachnid has excellent vision because it has specially-adapted eyes that can see in 3D.

In addition is our formal fronted adverbial.

We have a factual adjective, intelligent.

And we have a stretched fact, that can see in 3D.

So we're giving more information about their eyes.

This is an excellent example of a complex sentence.

So let's check for understanding.

True or false? This is a complex sentence.

The portia spider has two venomous fangs so that it can kill its prey.

Pause the video here and have a think.

Well done.

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.

Or b, a complex sentence contains one clause only.

Pause the video here.

That is correct, it is a.

So that it can kill its prey is a subordinate clause that starts with a subordinating conjunction so, and it's stretching the main clause.

It's time for task A, our first task of this lesson.

We are going to practise saying our sentences out loud before we write them.

So can you say the first two sections of section one about the spider's appearance? Try to include the following, a compound or a complex sentence, two specific facts about the portia spider's appearance, a fronted adverbial of your choice, and that could be a formal fronted adverbial or a viewpoint fronted adverbial.

Make sure you're using your plan to help you with these sentences, just like we did in the earlier talk task.

Pause the video now and have a go at saying the first two sentences of section one.

Well done everyone.

We need to hold those sentences in your head.

Really think about what you just said out loud, and then check.

Did you include a compound or complex sentence? Are the facts specific about the portia spider's appearance? And have you included a viewpoint fronted adverbial or a formal fronted adverbial? Pause the video now and just check you have included those.

Okay, I'm sure you've all done brilliantly.

Here is my example.

The portia spider has eight, bulging eyes.

Amazingly, the intelligent arachnid has excellent vision because it has specially-adapted eyes that can see in 3D.

So let's check.

Have I included a compound or complex sentence? Yeah, my final sentence, my second sentence is a complex sentence.

I used the subordinating conjunction because.

Are my facts specific? Yes, they're about the eyes, and they're grouped together.

I'm just talking about the eyes.

And have I included a viewpoint fronted adverbial or a formal fronted adverbial? Yeah, I've got amazingly at the start of my second sentence.

Well done everybody.

Let's move on to the second section of today's lesson, where we're going to be writing a section.

Let's have a look at today's success criteria.

These are the elements we want to include in our section today to make it a really successful piece of writing.

So first, I have written at least two facts about the portia spider's appearance and kept them grouped by feature.

By that, I mean we want to talk about the eyes, then the fur, and then the fangs.

It helps make your writing more coherent.

Then make sure we have written a subheading.

Then writing a compound and a complex sentence.

And finally, to use at least two fronted adverbials, and that could be a formal fronted adverbial or a viewpoint fronted adverbial, but we want to try and use at least two.

I'm now gonna show you how I'm going to use my success criteria to help me with my writing of the section on the portia spider's appearance.

Let's go through the success criteria and check what we need to include.

I have written at least two facts about the portia spider's appearance and kept them grouped by feature.

I have written a subheading.

I have written a compound and complex sentence.

And I've used at least two fronted adverbials.

You'll see I've stuck my success criteria neatly at the top of my page so I can keep referring back to it.

Let's start by writing our subheading, which is appearance.

We need to remember to use a capital letter at the beginning of our subheading.

Then we'll underline it neatly.

The first word of our section needs to start with an indent.

That means leaving a gap between the margin and the first word.

I want to talk first about the portia spider's eyes.

I'm gonna use the facts from my plan to help me.

I want to say that it has eight eyes and that it can map its world in 3D.

And I think I'm gonna write this in a compound sentence because they are two equally important ideas.

So my first sentence, starting with a capital letter, because every sentence starts with a capital letter.

The portia spider.

The portia spider has eight eyes.

Actually, I think I want to add an adjective to describe the eyes, and I really like bulging.

Eight bulging eyes.

That's an expanded noun phrase, so I need to insert what kind of punctuation in between my two adjectives? Have a think.

That's right, I need a comma.

The portia spider has eight bulging eyes, and it can map its world in 3D.

That's my other main clause, and I'm going to use the co-ordinating conjunction and to join it.

And it can map its world in 3D.

What do I need to finish the sentence? A full stop.

I always read back my sentence to check for any errors.

The portia spider has eight, comma, bulging eyes and it can map its world in 3D.

Oh dear, I've spotted something.

I wonder if anyone else has.

It looks like there's a capital letter in that sentence where there shouldn't be.

Can anyone else see it? That's right.

I don't need a capital letter for the word in, so I'm going to change that with a neat cross.

Okay, I've talked about the eyes.

Now I want to talk about the fur.

This spider, actually I've used spider already, so I want to use a synonym for spider.

I think I'm going to use arachnid.

This arachnid has brown fur.

Why does it have brown fur? Let me look at my plan to remind myself.

Why does it have brown fur? So it can camouflage in its surroundings.

I'm going to use the word, the subordinating conjunction so, so I can write a complex sentence.

So it can camouflage.

That's a pretty tricky spelling, so I'm just going to look at my plan again to check I'm spelling it correctly.

So it can camouflage in its surroundings.

Once again, full stop.

I'm gong to read the sentence back to check for any mistakes.

Capital letter at the start of my sentence, good.

This arachnid has brown fur so it can camouflage in its surroundings.

Oh, I've noticed something with the word its.

Do I need an apostrophe? An apostrophe for contraction here would mean that it was two words before, it and is.

Would that make sense? So it can camouflage in it is surroundings? No, that doesn't make sense.

I don't need an apostrophe here, so I'm gonna neatly cross it out.

Now I just want to include my final fact about the fur, the fact that it can hide from its prey.

So I want to build on the previous sentence.

I'm going to use a formal fronted adverbial, in addition.

In addition, their fur helps them helps the spider to hide from its, and I'm checking my spelling again of its, it's the same as before, its prey.

How would I finish the sentence everybody? That's right, with a full stop.

Just checking my final sentence makes sense.

In addition, their fur helps the spider to hide from its prey.

I wonder if you can spot the same missing punctuation as I can? In addition, their fur helps the spider to hide from its prey.

What do we need after our formal fronted adverbial? That's right, we need a comma.

I'm gonna add that in now.

Let's go through our success criteria and what we can tick off so far.

This isn't the complete section because we'll need to write about the fangs as well, but I'm gonna leave you to do that independently.

So have we written at least two facts about the portia spider's appearance and kept them grouped by feature? Definitely.

We've got the facts about the eyes, and then about the fur, so I'm going to tick.

Have we written a subheading? There it is at the top.

Have we written a compound and a complex sentence? Yes, we have our compound sentence at the beginning, and then we have our subordinating, our complex sentence with our subordinating conjunction.

And finally, have we used at least two fronted adverbials? Well, I've actually only used one so far, so I'm not gonna tick it just yet.

If I'd written two fronted adverbials, I could have given that a tick, but I'm gonna leave that for later in the section when I'm writing about the fangs.

It's now your turn to start writing your section on the appearance, and this is task B of the lesson.

The first thing you need to do is write and underline your subheading, and then you need to indent your first sentence, which means leaving a little gap in between the margin and your first word.

And then you'll use your success criteria and your plan to help you structure your section.

I'm so excited to read your writing.

I'm sure you're gonna do amazingly.

So pause the video now, and off you go.

Okay, it's time to go through our writing.

The first thing you need to do is read your writing back to check it makes sense and to edit any punctuation errors.

Of course, it does not matter at all if you've made any punctuation errors or mistakes.

That is what editing is for.

Then, ticking each box when you have completed the success criteria.

Pause the video now and do those two things.

Okay, we're gonna go through a piece of writing and check if we can tick all the elements of the success criteria.

Let's read it first.

Appearance.

The portia spider has eight, bulging eyes and it has superb vision.

Amazingly, the intelligent arachnid has excellent vision because it has specially-adapted eyes that can see in 3D.

This unique creature has brown, prickly fur that allows it to camouflage in its natural surroundings.

In addition, their colour helps them to hide from their prey before they attack.

Interestingly, the distinctive spider has two venomous fangs that are used to kill their prey.

However, these fangs are not dangerous enough to kill humans.

Let's go through our success criteria.

First thing, I have written at least two facts about the portia spider's appearance and kept them grouped by feature.

I have definitely done that.

We spoke, the first two sentences were facts about the eyes, and they were grouped together.

And then there were facts about the fur, and then the fangs, so definitely.

The second element of our success criteria, I have written a subheading, tick.

Our subheading was underlined neatly at the top.

Thirdly, I have written a compound and a complex sentence.

I actually did that in my first two sentences.

My first sentence was a compound sentence using the coordinating conjunction and, and then my second sentence was a complex sentence using the subordinating conjunction because, so I'm gonna give a tick there.

And then finally I've used at least two fronted adverbials, in addition, and however, both formal fronted adverbials, so I can give myself a tick.

Well done everybody, for an excellent lesson.

Let's go through the summary of everything we have learned.

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

A subheading introduces a section of the text.

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

And finally, fronted adverbials ensure the reader stays engaged when reading the section.

I really hope you've enjoyed writing this section on the portia spider's appearance.

Well done everybody.