Lesson video

Hi, everybody.

It's Ms. Gardner.

Welcome to your next lesson from the unit, "Non Chronological Report on the Stone Age." Thank you for joining today's learning.

I'm really excited 'cause we're gonna be doing some writing.

So let's get going.

In today's lesson from our unit, the "Non Chronological Report on the Stone Age," we are gonna be writing our next section.

So your learning outcome is, I can write a detailed paragraph about the houses of the Stone Age people.

And you're gonna be using the plans we wrote in the previous lesson to help us.

So let's start by looking at the keywords.

We'll do my turn your turn.

I'll say the word first and then you can say it back to the screen or to a partner or whoever you're with.

Text flow, subheading, compound sentence, complex sentence, fronted adverbial, let's have a look at what these mean.

So text flow is how a text is written to keep the reader engaged.

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

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 our learning today.

In the first, we will be preparing to write, and then in the second part, we're going to be writing this section.

So let's start with preparing to write.

So our non-chronological report can be structured into five sections: an introduction, section one, and then section two about housing, section three, and a conclusion.

We have written the introduction and section one, so in this lesson, we're going to be writing section two, as I said, using our plans from the previous lesson to help us.

So we are focusing on the changes in housing that took place between the Mesolithic and the Neolithic periods.

So we'll be looking about all of the developments that took place over those periods.

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 first let's look back at the plan for writing section one.

So we used our subheading housing and then these were the facts that I included on my plan and hopefully you've got some quite similar ideas.

So we started by looking at the Mesolithic period.

So Mesolithic people were nomadic.

They moved around depending on the seasons, where the animals went, carried tents with them when moving, tents made from animal skin and wood, and caves protected them from extreme weather and predators.

So these were all facts about the Mesolithic period, so we're gonna talk about these facts first.

Then we'll talk about the Neolithic period.

So Neolithic people settled in small communities.

Houses were built from long-lasting stone and were subterranean, so underground to protect them from the weather.

Skara Brae evidence of their tight-knit communities that lived and worked together.

And sophisticated design, including a plumbing system.

So these are the facts that we thought about that were the most important facts about the Neolithic period.

So we're going to be thinking about how we can include these facts in our writing today.

So this section needs to include the following for text flow, a subheading, so housing, detailed specific facts about the houses, subject-specific vocabulary, fronted adverbials, so formal fronted adverbials, and viewpoint fronted adverbials, and a range of simple compound and complex sentences.

A subheading is used to introduce a section of a report and to signal to the reader what the section is about.

A subheading can be underlined to make the section clear for the reader.

So ours will be housing.

So this means that when the reader is reading the non-chronological report and they want to know a fact about housing, they're thinking, "Oh, where do the Neolithic people live? They can just go straight to the section about housing and that subheading makes it really clear where those facts will be.

So what helps to make the subheading clear for the reader? A, capital letters B, italics, or C, underlining.

Pause the video now.

It is C, underlining.

Our subheading makes it really clear.

Our first letter will start with a capital letter, but only the first letter, well done.

So now we know how important it is to say our sentences before we use them.

So we're going to use our plan to say our first few sentences out loud.

So we wanted to talk about how Mesolithic people were nomadic.

They moved around depending on the seasons and where animals went and they carried tents with them when moving.

So you can use this sentence scaffold to help you say these sentences.

Mesolithic people were, blank, so you're gonna fill in the blanks with a word from your plan.

This means they moved locations depending on the seasons and, blank.

Interestingly, they carried, blank, when they travelled to a new place to live.

So use the information from the bullet point notes at the top of the screen to help you say these sentences out loud.

Pause the video now and off you go.

Okay, welcome back.

Let's say these sentences out loud.

And I want you to say them with me as I read.

Mesolithic people were nomadic.

This means they moved locations depending on the seasons and where the animals went.

We can cross these off our plan.

Interestingly, they carried their tents with them when they travelled to a new place to live.

Really well done, everybody.

Hopefully saying those sentences out loud helped you to hear if they made sense.

So now let's think about using a fronted adverbial from our plan.

We made a table with some formal fronted adverbials and some viewpoint fronted adverbials.

We've just said about how they carried tents with them when moving.

I now want to talk about this point, this fact.

The fact the caves protected them from extreme weather and predators.

So I want to use a formal fronted adverbial, which builds on the point from the previous sentence.

So they didn't just carry tents.

They also lived in caves, so we're building on the point.

So I'm going to use the formal fronted adverbial also.

So let's practise by saying these sentences out loud, using a formal fronted adverbial from your plan.

So we want to build on the point that we've already said.

We've said in the previous sentence that they carried tents with them when moving, so now let's talk about how they also lived in caves which protected them from extreme weather.

So you can use this sentence scaffold to help you.

Blank, they, and you'll use a fronted adverbial at the start, blank, they lived in caves and these, blank, them from extreme weather and predators.

So use the fact from the bullet point note above and have a go, saying this sentence using a formal fronted adverbial.

Pause the video now.

Okay, welcome back.

Let's say this sentence together out loud, so we can hear if it makes sense.

Also they lived in caves and these protected the Mesolithic people from extreme weather and predators.

Well done, everybody.

So we know we want to include a range of sentence types in our writing, so let's think about a complex sentence first.

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

So here we have our main clause, we have our subordinating conjunction, and then we have our subordinate clause.

Subordinate clause cannot make sense by itself.

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

So these altogether form a complex sentence.

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

When the seasons changed, that's our subordinate adverbial clause.

It doesn't make sense by itself and it starts with a subordinating conjunction when the Mesolithic people moved to a new location.

That's your main clause.

It makes sense by itself.

So the position of the subordinate adverbial clause can change in a sentence.

Let's have a look.

So when the seasons changed, the Mesolithic people moved to a new location.

When the seasons changed is our adverbial clause.

It comes first, so we need a comma after the adverbial clause.

The Mesolithic people moved to a new location, our main clause has come second.

So this is a great complex sentence, but we can also switch the clauses around and it will still make sense.

The Mesolithic people move to a new location when the seasons changed.

The Mesolithic people move to a new location is your main clause coming first.

Notice you do not need a comma when the main clause comes first.

When the seasons changed is your adverbial clause coming second.

So these are both great complex sentences and you can have a go at switching the position of the clauses.

Sometimes your main clause could come first or sometimes your subordinate clause comes first.

You just need to be thinking about the comma rule.

So let's check for understanding.

This is a complex sentence.

The Mesolithic people lived in caves, because they protected them from extreme weather and predators, true or false? Pause the video now.

That is true.

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

Or B, a complex sentence contains one clause only.

Pause the video now.

That is correct, a subordinate, sorry.

A complex sentence is formed of a main clause that's stretched with adverbial subordinate clause and has a subordinating conjunction, well done.

So now let's use a fronted adverbial from our plan to introduce the houses of the Neolithic people.

So this is a contrasting idea, isn't it? Because the Neolithic houses were very different to the Mesolithic way of life where they moved around depending on the season.

So we want to introduce a different, a contrasting idea.

So I'm going to use the formal fronted adverbial however.

So let's say the first sentence about the Neolithic period aloud, starting using a formal fronted adverbial from your plan, I think I'm going to use however, 'cause I'm introducing a contrasting idea.

So I want to introduce the fact that Neolithic people settled in small communities.

So let's use this sentence scaffold to help us.

Blank, so using a formal fronted adverbial, the Neolithic people were less nomadic and they began to, blank.

And you can complete this sentence.

So now you need to say this sentence about the Neolithic people using a formal fronted adverbial and this sentence scaffold to help you.

So pause the video now and off you go.

Okay, welcome back.

Let's say these sentences together.

So I'm gonna say it and you are gonna say it back to the screen as well.

However, the Neolithic people were less nomadic and began to settle in small communities.

So you can see I used the notes from my plan to help me say this sentence.

Really well done, everybody.

It's time for task A and this is a talk task.

So we're going to say the first few sentences of section one about the houses in the Stone Age.

Include the following, a compound or a complex sentence, two specific facts from your plan and a fronted adverbial of your choice.

So you need to say the sentences so you can hear if they sound right and they make sense before we start writing them.

Pause the video now, and off you go.

Okay, welcome back, everybody.

Think about the sentences you've just said.

Have you included a compound or a complex sentence? Are the facts specific about the houses? And have you included a viewpoint fronted adverbial or a formal fronted adverbial? I'm going to go through my sentences, I'm going to say them out loud and you can help me check if I've included everything I need to.

If you'd like to say the sentences with me as I read, that's a great idea.

Interestingly, the Mesolithic people were nomadic and they moved around depending on the seasons and the animals.

As they lived in tents made outta animal skin and wooden sticks, they were able to carry their homes with them.

Additionally, they lived in caves so they could protect themselves from the extreme weather and predators.

So have I included a compound or a complex sentence? I have, my first sentence, the Mesolithic people were nomadic and they moved around was a compound.

And I've also got a complex sentence, as they lived in tents made out of animal skin and wooden tent sticks, they were able to carry their homes with them.

And then I've got another complex sentence at the end when I said they lived in caves, so they could protect themselves from the extreme weather and predators, so I've got a great range of sentence types.

Are my facts specific? I've spoken about why they moved around, because of the seasons and the animals.

I've spoken about what the tents were made out of, the animal skin and the wooden sticks, and about how they lived in caves, so really specific facts about the housing.

And then formal fronted adverbial, additionally, and a viewpoint fronted adverbial, interestingly, so I've included two of those.

Thank you for helping me check through my sentences and really well done, everybody, for working hard on task A.

It is now time for the second section of learning where we are going to be writing a section.

Here is your success criteria for today, so this is what we want to be using to help us guide our writing and think about what we need to include, so let's go through it.

I have written a subheading.

I have written at least two facts about the houses of the Stone Age and kept them grouped by period, so we can talk about the Mesolithic period first, the houses in the Mesolithic period, and then we're gonna talk about the houses in the Neolithic period.

I have written a compound and a complex sentence and I've used at least two fronted adverbials.

So let's have a look at a model section first and then we're going to go through it and use the success criteria to help us check if we've included everything.

So I'm going to read it first.

You can read it along with me or you could be listening and checking my success criteria.

Housing, the Mesolithic people were nomadic and they moved around depending on the seasons and the animals.

Interestingly, they lived in tents made out of animal skin and wooden sticks.

Additionally, they lived in caves, so they could protect themselves from the extreme weather and predators.

However, the Neolithic people built houses out of stone and settled in small communities.

Skara Brae in the Orkney Islands is a well-preserved Neolithic village and it is evidence that they lived and worked together in tight knit communities.

So let's go through the success criteria.

Number one, I have written a subheading, housing, and I've had it underlined and I started it with a capital letter, so I can give myself a tick.

I have written at least two facts about the Stone Age, and of the houses of the Stone Age and kept them grouped by period.

At the start I talked about the Mesolithic tents and the caves they lived in.

And then I talked about the Neolithic people building houses out of stone and settling in small community.

So yes, definitely have included at least two facts and I have grouped them by period.

I have written a compound and a complex sentence.

My first sentence, a compound sentence, you can see it in green there.

I've used the coordinating conjunction and then I have a complex sentence.

They lived in caves, so they could protect themselves from the extreme weather.

So that's my complex sentence, so I can give myself a tick.

And then I've used at least two fronted adverbials: interestingly, additionally, and however, so I've actually used three, so I'm gonna give myself a tick.

It's time for task B.

It's your turn to write the section on houses in the Stone Age.

You need to use the success criteria to help you structure your paragraph.

So the first thing you'll need to do is stick in your success criteria really neatly and then you'll need to write your subheading, housing, and then you can start by talking about the Mesolithic period and then houses in the Neolithic period.

Pause the video now, and off you go.

Well done, everybody.

I'm sure you've all worked really, really hard.

You now have to read back through your section of the non-chronological report about the houses in the Stone Age.

Use your success criteria to help you check that you included everything you needed in this section.

So have you included a subheading? Have you written at least two facts about the houses in the Stone Age and grouped them by period? Have you written a compound and a complex sentence? And have you used at least two fronted adverbials? If you have, you can give yourself ticks.

So you need to pause the video now and go through your success criteria and check if you've included everything you need to to make this a really successful piece of writing.

Well done, everybody.

Here is a summary of everything we've learned.

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

A subheading introduces a section of a text.

Using both simple, compound, and complex sentences improves text flow for the reader and fronted adverbials ensure that the reader stays engaged when reading the section.

Excellent job, everybody, and well done for working so hard.