Lesson video

Hello, I'm Ms. Chu, and I'm going to be guiding you in your lesson today.

Let's go.

Our English outcome today is, "I can plan the farming section of a non chronological report about Anglo-Saxons." These are the key words that we will need to use in today's lesson.

My turn and then your turn.

Subject-specific vocabulary.

Let's just do the first part, subject-specific vocabulary.

Excellent.

Plan.

Notes.

Well done.

You said those really well.

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

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

Notes are written out of full sentences.

The lesson outline for today is split into two parts.

The first part is preparing to plan, and the second part is writing the plan.

So let's get started, preparing to plan.

Subject-specific vocabulary is words that are specifically related to the historical period, culture, and society of the Anglo-Saxons.

Let's have a look at what the words in purple mean.

Period is a certain time in the past.

Culture is the way a community does things that makes them special and unique.

And finally, society is a large group of people who live together in a community or country.

Let's quickly check now if we understand what words are subject specific.

I'm going to have a go and then you're going to have a go.

My first word is roof, hearth, fire, food, farm, and thatching.

Which of these words are specific to the period, culture, and society of the Anglo-Saxons, and they can not be words that are used in everyday language.

I know roof, fire, and food, and farm aren't, so it must be hearth, because I know that it is a word that describes the fireplace inside an Anglo-Saxon house.

And I've also circled thatching, because that is related to the roofing material of the Anglo-Saxon house.

Now you are going to have a go at identifying which words are subject-specific vocabulary about the Anglo-Saxons.

Wattle and daub, sheep, Anglo-Saxon, door, animals, or fence.

Pause the video and have a think about which ones are specifically related to the Anglo-Saxons.

Okay, let's have a look to see which words are subject specific.

If you circled wattle and daub, you are right, because this is the material that they used in their thatched roofs.

The other words that you should have circled is Anglo-Saxons, because this refers to a specific period in history, and it refers to the people who lived during that time.

It also relates to the old English language of the Anglo-Saxon era, so well done if you got that right.

Anglo-Saxon farming was mainly focused on producing enough food to sustain the community.

Farming was a vital, that means really important, part of their society, and Anglo-Saxons had a strong connection to the land.

Producing crops, growing crops played an important role.

The main grains that they grew were barley, oats, and wheat.

What were the three main grains grown? We have A, wheat, B, corn, C, barley, and D, oats.

Pause the video and point to the three main grains grown.

Get ready to point with me now in three, two, one.

Wheat, barley, and oats.

Well done, everyone.

Livestock, such as cattle, sheep, and pigs, were also raised for their meat and other products.

True or false? Anglo-Saxons were vegetarians.

Point to whether you think this is true or false.

Get ready to point in three, two, one, it was false.

Is it because they only ate the crops that they grew or that they ate meat too? Definitely that they ate meat too.

We know this because they kept livestock and they used livestock for their meat and other products too.

Anglo-Saxons used oxen and ploughs in their farming practises.

A wooden plough is the main tool for tilling soil, so it's very good for breaking up clumps and loosening the soil, ready for planting of seeds.

Oxen pulled the ploughs and they also did other farming tasks.

Which two are true of Anglo-Saxon farming? Is it A, oxen were only used for pulling ploughs, B, oxen were used for other farming tasks, C, the plough was the main tool for tilling soil, or D, the plough was not used for tilling soil.

Pause the video and choose two that are true of Anglo-Saxon farming.

Okay, let's have a look at what the answers are.

I had oxen were used for other farming tasks and the plough was the main tool for tilling soil.

The diet of the Anglo-Saxons was largely influenced by the resources available to them.

Here is an overview of what the Anglo-Saxons ate.

They had bread, crops that they grew, fruit, honey, foraged fruit, they would keep livestock for eggs, and they would also fish.

This is an example of an Anglo-Saxon meal, so typically, they would have eggs, some form of dairy, either butter or cheese, some vegetables that they've grown, bread, some form of meat, either poultry or beef or pork, and fruit.

Looking at the Anglo-Saxon diet, in many ways, it wasn't too dissimilar to modern diets.

We eat eggs and dairy products, vegetables, fruit, bread, and a variety of meat.

The only difference would be that meat was seen as a luxury, and it was mainly eaten by the wealthy people.

The commoners relied mainly on dairy and fish.

The fruit and vegetables that Anglo-Saxons consumed was limited, whereas we eat a variety of fruit and vegetables from around the world.

True or false? The Anglo-Saxon diet was based on seasons of the year.

Point to whether you think this is true or point to whether you think this is false.

The answer is true.

The Anglo-Saxons could eat whatever they wanted at any time of the year, or the food they ate was based on the availability, so what was available due to the seasons, the availability of crops and the hunting and fishing seasons? Yes, it is B, it was based on what was available according to the seasons.

Get ready now to fill in the blanks with the words below in the rectangular box.

I'm going to read it to you now.

"Anglo-Saxon farming was primarily focused on producing enough food for the mm.

The main mm grown were barley, oats, and mm.

Livestock such as cattle, sheep, and pigs were also raised for their mm and other products.

Anglo-Saxons had innovative farming practises that used mm and mm.

Their diet was largely based around the mm and on the availability of crops." So what they could grow at that time of the year.

Use the words and fill in the blanks as you go along.

Cross them out.

Pause the video and have a go at doing that.

Let's look at what I have filled in.

"Anglo-Saxon farming was primarily focused on producing enough food for the community.

The main grains grown were barley, oats, and the last grain was wheat.

Livestock such as cattle, sheep, and pigs were also raised for their meat and other products.

Anglo-Saxons had innovative farming practises that used oxen and ploughs.

Their diet was largely based around the seasons and on the availability of crops." Well done on completing your first task.

We have done so much preparation for our plan.

We are now ready to write the plan.

When writing the plan, we use notes.

What are notes? Well, notes are concise and capture key vocabulary and information.

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

We use bullet points when note-taking.

They look like this.

We use subheadings to organise our bullet points.

They are an important part of organising notes.

What is in a plan? Is it A, subheadings, B, full sentences with capital letters and full stops, C, bullet points with notes, or D, unnecessary information.

Pause the video and have a think about what is in a plan.

Okay, did you say subheadings are in a plan? If you did, well done.

Did you also say bullet points with notes are in a plan? Then you are right.

We do not write in full sentences when we are planning, and we definitely do not include unnecessary information.

Now we are ready to write the first half, the first section of our plan.

In this section, we are going to write crops, and then we are going to underline it with a ruler.

Then underneath our subheading, we need to think of three main facts about Anglo-Saxon crops that the reader might want to know about using subject-specific vocabulary.

Bullet points are going to help us to organise each set of notes, so we need to remember to use bullet points as well.

Remember, we do not need to use full sentences here.

Off you go on your task.

Let's look at my set of notes.

Under crops, my first bullet point was that they produced enough food for the whole community.

Then my second bullet point was that they grew barley, oats, and wheat as their main grains.

And then finally, what I wanted the reader to know about was that they primarily, that means they mainly ate what they could grow according to the seasons.

Now, you're going to write the other section of your plan.

Write the second subheading livestock, then underline it with a ruler.

Now think of three other facts relating to livestock that the reader will want to know.

Use subject-specific vocabulary and use bullet points for each set of notes.

Remember, we do not write in full sentences and we only use key words in our notes.

Pause the video and have a go at writing your plan about livestock.

This is what I wrote in my plan.

For my first bullet point, I said that they raised cattle, sheep, and pigs for meat and other products.

They use oxen and ploughs in their farming practises.

And similarly to the crop section, I have written that their diet is based on the seasons, so the hunting and fishing seasons.

As well as facts for our notes, we wanna include linguistic features and devices on our plan because when we then come to write it, we can refer to them to help us to keep our text flowing coherently.

What I thought would be useful is to include formal-fronted adverbials.

If we wanted to build upon another idea, we would use also and in addition to this.

If we wanted to oppose an idea that we've just written about, we would use however or despite this.

Viewpoint-fronted adverbials, such as impressively, intriguingly, and significantly, keep the reader engaged.

And if we want to link a cause to an effect, we use a fronted adverbial of cause.

We could choose as a result or as a consequence.

Now you need to copy into your blank table examples of the following.

You need three formal-fronted adverbials, two viewpoint-fronted adverbials, and one fronted adverbials of cause.

You may use the examples that I have got here on this table.

Choose three to write down for your formal-fronted adverbials, two viewpoint, and one adverbials of cause.

Pause the video and write them in now.

Okay, let's have a look at some of the ones that I chose.

For my formal-fronted adverbials, I chose also, furthermore, and despite this.

And for my viewpoint-fronted adverbials, I chose intriguingly and interestingly.

And for my fronted adverbial of cause, I chose as a consequence.

To summarise, 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, and bullet points are used in note taking.

I hope that you really enjoyed this lesson where you learned all about Anglo-Saxon farming and also how to split your notes into two parts for one section.