Lesson video

Hello everyone, it is Mrs. Hardisty here with your English lesson for today.

We are going to be doing lots and lots of writing so before we get started, let's warm up our hands and fingers.

Can you stretch your hands like this? Can you push them together? Push really, really hard, well done.

And then roll your fists around one way and the other way, and then give them a bit of a flick off, a bit of a wriggle, Super.

I think we're warmed up so we can begin.

This is what we are going to cover in today's lesson.

We're going to start by recapping what we learned about fronted adverbials in a previous lesson in this unit.

So if you haven't done that lesson, you might want to pause and go watch it before you then carry on with today's lesson.

And then we're going to read an example of the part of the explanation texts that you are going to be writing today and then we're going to write those sections ourselves.

So for today's lesson, you'll need paper and pencil, and you will also need the brilliant plans that you have made already, which are going to help you remember all the different things that you need to include in your writing.

So please make sure that you have your plans as well as paper and pencil, and then we can start.

So what can we remember about fronted adverbials? Now remember fronted adverbials gets start of our sentence and they give us extra information often describing where or when or how something happens.

So I've got three here; Once the pods are ripe, Gradually and Inside the pods, and then I've got the sentences which they need to match up to.

So I've got, the beans turn from white to brown, around 30 to 50 beans grow, and they are chopped down with a machete.

Can you work out which fronted adverbial matches with which sentence? So which fronted adverbial goes at the start of each sentence? See if you can match them up.

Can you say the whole sentence and check that it makes sense? And now we're going to see which ones go with each sentence.

So once the pods are ripe, they are chopped down with a machete.

Gradually, the beans turn from white to brown, so that's describing how it happens and inside the pods, around 30 to 50 beans grow.

These are all fronted adverbials that we can use in our writing today.

So the first section that we are going to be writing today is our harvesting section.

And this is the success criteria, the checklist of things that we need to make sure we have in our writing to make it really successful.

So, number one: I have used a fronted adverbial.

Number two: I have used a range of conjunctions things like 'in addition' or 'however' or 'as a result'.

And then number three: I have written in the present tense.

So here's one that I have already written.

I'm going to read it out to you and we're going to try and make sure that I have ticked off all three of my success criteria.

Let me read.

'Once the farmers have gathered all the pods, 'they split them open and carefully scoop out the beans.

'On average, there are 30 to 50 almond sized beans 'inside each pod.

'In addition, the beans are white and pulpy at this stage.

'In order to ship them, they must be fermented and dried.

' Okay, so number one was a fronted adverbial.

So can you spot in my example where the fronted adverbial is that tells us when or where or how something happens.

Can you see it? Can you point to it? Can you tell me? From the very start of it begins with a fronted adverbial that tells me when something happens.

Once the farmers have gathered all the pods, they split them open.

All right, now where is my conjunction? Can you spot my conjunction? My 'and' conjunction? Shout it out, point to it.

Well done, it's my 'in addition' at the start of my third sentence, and then lastly, can you check through and make sure that I have written in the present tense.

So you might need to find the verb and then check that it's been written in the present tense.

Can you point to them? Can you check them? Have I done it? Yes, I have, so I've got 'split' and I've got 'scoop' in the present tense.

Brilliant, so I know that I have ticked off all my success criteria for this example.

So now we are going to write our own harvesting section together.

So we really need to make sure that we are using our plan when we come to write, there's no point in having a plan and then not looking at it.

So in my plan, I've got my facts listed out so can you point to the one that's about how many beans there are, how many seeds? 30 to 50.

Can you point to the one that's about the drying? So being dried for one week, I need to get that information in and then really importantly my vocabulary section, I can tick off, I can highlight off when I have used some of these words in my writing.

So I know that today, I really want to start a sentence with when, or once.

I really want to use a conjunction like because or so that to explain the fermenting and to explain the drying.

And can you find the word, the subject specific word that it describes what the beans are packed in? So it's that 'jute sack' so I need to make sure that I use that as well.

Okay.

And now I want to do the drying bit of the harvesting stage, and I know that from my plan, I wanted to use the word next so I can start my sentence with that.

So next, not forgetting a comma, then next the beans are spread out on straw mats.

The what kind of beans? The fermented beans.

The fermented beans are spread out on straw mats.

And then instead of finishing my sentence there, perhaps I could explain why, so I could use so that, which is also on my plan.

So that they can be dried ready for packing, so that they can be dried ready for packing and I finish with a full stop.

Let me read that through; Next, the fermented beans are spread out on straw mats, so that they can be dried ready for packing.

Great and I want to tell my reader how long this last for, so after one week, 'after one week,' and then I need to have another comma, maybe I could do after one week in the sun.

And then I'm explaining that that's what is spread out on these mats, after one week in the sun and then I can talk about the fact that they're, they're going to be packed in those bags.

The beans are packed into jute bags to be transported, to be shipped.

I'm going to use shipped, to be shipped to chocolate factories.

Lovely and then I want to, this explain why that drying is so important and the fact that they shouldn't be mouldy in the bags, so if the beans are not dried correctly, 'if the beans are not dried correctly,' they may grow mouldy in the bags, 'they may grow mouldy in the bags.

' Lovely.

Okay, so now it's your turn to write your harvesting stage.

So the pods being chopped down and then being fermented and then dried.

Can you pause your video now and write your harvesting section? Fantastic so we've written our harvesting section and now we're going to write our roasting section.

So again, let's look at our plan and let's make sure that we are really clear in what sort of vocabulary in particular we want to use in our writing.

So I know that I want to use some of those 'and' and 'but' conjunctions, in addition, however, moreover, and I really want to use those adjectives that describe the beans as 'brittle' and 'hard' you might want to look at your plan and choose which words you really want to put into your writing and just check through and make sure you know which facts we are going to be writing about.

Now, this is the next stage of the chocolate making process.

So it's really helpful for my reader to have a subheading so that they know what information is going to follow.

So I've used my plan with a subheading that was already in there, and I've written in the middle of my page, how are cocoa beans roasted, and I've underlined it.

So before I start talking about the roasting, I want to just give a bit more information about the chocolate factories in general.

So I want to explain that there're going to be lots of different machines and lots of different stages, and that the beans are going to be sorted before they're roasted.

So I'm going to start with a 'once' again, so once the beans have arrived at the factory.

'Once the beans have arrived at the factory,' and now I need a comma, and now I can talk about the different machines, so they will be placed or, there will be lots of machines or a number of machines, I like that.

a number, of what sort of machines, modern machines, technical machines, state of the art machines, lovely.

state of the art machines.

Well, what will they do? They will roast, they will grind, they will crush, will roast and why don't I sum up all those verbs, just with a one word 'prepare' prepare the beans, now I've already used the beans at the start of my sentence so this is where my pronouns are really useful to stop my writing becoming too repetitive.

So instead of beans, I can just use the word 'them' and I'll read through this 'Once the beans have arrived at the factory, 'a number of state of the art machines will roast 'and prepare them.

' Lovely.

So now I can talk about the fact that they're sorted when they first arrive, so why don't I use that sequencing conjunction first or firstly.

Firstly, the beans are sorted by how big they are, and where they come from.

So the beans are hand sorted by size and by their country of origin, the beans are sorted by hand, I'm going to write hand-sorted 'cause it's a little bit easier to read, are hand-sorted by size and their country of origin, where they came from.

Now I can talk about roasting, so I can use another sequencing conjunction.

How about 'then'? Then, now I can talk about them being put in the oven.

They are placed in large ovens to be roasted.

And how long were they roasted for? For between 30 minutes and two hours.

'to be roasted 'for between 30 minutes and two hours,' and I'll read through that sentence; 'Then, they are placed in large ovens 'to be roasted for between 30 minutes and two hours.

' So now I'd like to start my sentence with an 'interestingly' or 'unusually' to talk about how hot the ovens get and the fact that they rotate.

So I'm going to use 'interestingly'.

Interestingly, the ovens are heated to a temperature of, what? of 250 degrees Celsius.

The ovens are heated to a temperature of 250 degrees Celsius and constantly, that means all the time and constantly rotated.

Now I can use a cause or conjunction to explain what happens to the beans because they're rotated.

So as a result, the beans are, now I've already used roasted, so why don't I use cook? The beans cook evenly and do not burn.

Lovely.

And then I can remember to write about them smelling of chocolate.

So I could use another fronted adverbial here, I could have 'while this happens' or 'during this process', I like that last one, during this process, the beans start to smell of chocolate.

And then lastly, I know that I've got, the words hard and brittle in my plan, and I want to use those and some of those formal conjunctions.

So I'm going to use, 'in addition'.

In addition, they become hard and brittle.

Now I'm going to read that last couple of sentences.

During this process, the beans start to smell of chocolate.

In addition, they become hard and brittle.

Lovely, so I've done mine now it's your turn to write your section all about roasting, pause the video and write it now.

So your main task for today was to write your harvesting and your resting sections.

Can you just check what you have written against your success criteria? So have you used a fronted adverbial? Looks through, tick it off, check it off.

Yes I have.

If you haven't, you go back and put one in now.

Have you used a range of conjunctions? And have you written in the present tense? So go through and just double check what you have written today.

Well done everyone, let's just recap what we have done today.

So we looked at fronted adverbials and thoughts about how they can start our sentences to describe when or how or where something happens.

We read an example of a section of an explanation text, and then we wrote our harvesting and our roasting sections.

Your writing is so good, you're doing so brilliantly.

We are doing really well working through our explanation texts, and I'm really looking forward to doing the next section with you.

Bye bye.