Lesson video

Hello, my name is Ms. Chu, and I have got a really great English lesson lined up for you today.

Let's get started.

The lesson outcome today is, I can use my plan to write a section about Anglo-Saxon farming.

These are the keywords.

My turn to say, then your turn.

Subheading, fronted adverbial, text flow.

Great job.

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

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

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

Let's look at the lesson outcome for today.

The lesson will be split into two parts, preparing to write and writing a section.

Let's start with preparing to write.

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

The first one is the introduction, the second one is section one, which is on settlements, the third one is section two, which is on farming, and the final one is the conclusion.

In this lesson, we are writing section two, farming.

What is a subheading? 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 written as a question, like in this example.

What were Anglo-Saxon farming practises like? A subheading can be underlined to make the section clear for the reader.

What were Anglo-Saxon farming practises like? Let's do a quick check for understanding.

What helps to make the subheading clear for the reader? Is it a, inverted commas, b, bubble writing, or c, underline? Pause the video to have a think about what the right answer is.

Okay, I want you to point to the right answer now.

Three, two, one.

Yes, you're right.

Underlining helps to make the subheading clearer for the reader.

Let's look at what we need to do when we write.

We always try to do these things when we write.

Plan and say each sentence before we write it.

Use punctuation where we know the rules.

Showcase, show off, each sentence type we know.

Write our letters neatly on the line in joined handwriting, and use spelling strategies to spell words accurately.

Then, finally, we need to check and improve our writing when we think or we have finished.

As part of preparing to write, we must look back at the plan for writing section two.

Otherwise, we're not gonna know what to write.

So in our section, we split it up into two features, farming, and under that, we said that they produced enough food for community, their main grains that they ate were barley, oats, and wheat, and they primarily, that means they mainly ate what they could grow according to the seasons.

The other feature that we had in our section was livestock.

And under this section or under this feature, we said that they raised cattle, sheep, and pigs for meat and other products, they used oxen and ploughs in farming practises, and again, sort of repeating what we said in the farming feature, we said that their diet was based on the seasons, so they had certain hunting and fishing seasons in the year.

We are now onto our first Talk Task of the lesson.

We're going to say the first sentence aloud using our plan.

Let's focus just on one feature, farming.

And we said the first bullet point was that they produce enough food for the community.

Let's just focus on saying that sentence now.

Use the sentence scaffold that I have on the screen.

Let's read it together.

Anglo-Saxon farming was primarily focused on producing enough mm to feed the mm.

Let's have a look to see what I put in those blanks.

Anglo-Saxon farming was primarily focused on producing enough food to feed the community.

Do you think you could have a go now? Use the sentence scaffold to say your sentence using your notes to help you.

Pause the video and have a go.

Brilliant.

I think I heard some really great sentences there.

But we're gonna continue to use our plan for writing section two.

And this time, we're going to look at the second bullet point because we have done the first bullet point.

I would like to use a fronted adverbial from our plan this time.

Let's just look at what words I have in my table.

Starting with my formal fronted adverbials, I have also, furthermore, and despite this.

You might have some different ones.

Viewpoint fronted adverbials, I've chosen to use intriguingly and interestingly.

And then my fronted adverbial of cause, I have chosen as a consequence.

Which one of these should I use when saying my next bullet point? So I've done the first one.

I'm going to look at the second bullet point, which is about the main grains that they ate.

And because it's coming after the first sentence, I need to think about whether it's going to add onto that or whether it's a different sentence that's making a different point.

And I think for this, it is making a different point, a new idea, so I'm going to use the viewpoint fronted adverbial interestingly.

This is now our second Talk Task.

You're going to say your second sentence aloud, thinking about these things.

You need to make your sentence when you're saying it a simple sentence, and you need to use a viewpoint fronted adverbial, the one that you chose from your plan.

Use your notes.

Remember, we're not looking at the first bullet point anymore.

We are just focusing on the second one.

And we had said that it's not adding to the first point, so it's a different or a new idea.

Here is my sentence scaffold.

I'm going to use a viewpoint fronted adverbial, and then I'm going to say the rest of my sentence.

So, mm, the main grains grown were barley, oats, and wheat.

I think you could have a go at saying it without seeing my sentence first.

Pause the video and have a go now.

Great job.

Shall we see what my sentence looks and sounds like? I use the viewpoint fronted adverbial interestingly.

Interestingly, the main grains grown were barley, oats, and wheat.

I think for the third sentence that we're going to say today, we can just jump straight back into our plans, and let's find a different fronted adverbial to use.

So let's remind ourselves, we've said our first bullet point, we've said our second one, and now we're going to focus on the third bullet point, which is about what they mainly ate and how that was related to the seasons.

And because we want to link it from our second point, it would be a good idea to use the fronted adverbial furthermore because you're adding on to what you have just said.

So let's use furthermore.

Okay, I know you are so ready to say your third sentence aloud.

Let's remind ourselves what we need to do.

We need to make sure it's a simple sentence, and we need to use a formal fronted adverbial.

I chose furthermore.

You can have a look through your plan and think of one that would be appropriate.

So let's just focus on the third bullet point, and we need to make sure we link with the second bullet point.

Here is my sentence scaffold.

Mm, they ate what they could grow according to the seasons.

And then I've given an extra bit of information that wasn't on your plan, but I think that's what you could do to just give a little bit more detail as to what you are saying.

They ate what they could grow according to the seasons, such as leeks, cabbages, and onions.

I would like you now to pause the video, use a formal fronted adverbial from your plan, and say your third sentence aloud.

How did you get on? Shall we have a look to see what my sentence looks like with the formal fronted adverbial? Furthermore, they ate what they could grow according to the seasons, such as leeks, and I've got my comma there because I'm about to list some food items, cabbages, and my last one is and onions.

Just remember that the and comes before the last item in the list.

Great job, everyone.

Okay, it looks like we have finished the farming feature of our section two.

Let's now move on to the livestock feature.

This time, we're going to have a go at combining and joining two bullet points, the first one and the second one.

So we have raised cattle, sheep, pigs for meat and other products, and our second bullet point is used oxen and ploughs in farming practises.

And we need to make sure that they link.

I think we could definitely do this.

Let's use another fronted adverbial from our plan because we need to make our writing flow and make it sound interesting and engaging for the reader.

So we had said that we were going to join the first and the second bullet point of this feature, the livestock feature.

I think a really good one to use would be intriguingly.

So I'm going to use intriguingly as my fronted adverbial.

I want you to have a look to see if there's another one that you could use on your plan.

You are so ready to say the fourth sentence aloud.

You've had so much practise.

This time, instead of a simple sentence, we're going to make it a compound sentence.

We're going to use a viewpoint fronted adverbial from our plans and our notes, just focusing on the first two bullet points, making sure that they link and they join.

This is a sentence scaffold that you could use to say your sentence.

Mm, they raised cattle, sheep, and pigs for meat and other products.

And because it's a compound sentence, we now need to think of a coordinating conjunction that would go really well in that space.

Mm, they used oxen and ploughs in their farming practises.

I'm not going to show you my sentence yet.

I would like you to have a go at practising saying yours.

Pause the video and have a go.

Okay, let's see my sentence.

I decided to use the viewpoint fronted adverbial intriguingly.

Intriguingly, they raised cattle, sheep, and pigs for meat and other products.

And, so I've used the coordinating conjunction and to join my two main clauses, they used oxen and ploughs in their farming practises.

Wow, we are so nearly at the end of our practising to write.

Let's continue to use our plan.

We've got one last bullet point, and we need to make sure we link that bullet point from the previous sentence that we just said.

Now, you're going to practise on your own saying the next sentence aloud.

You are going to use a fronted adverbial of cause.

Make sure you refer to your notes for that.

And this time, you're going to make it an adverbial complex sentence.

We've done the first two bullet points, and we're just going to focus on the final bullet point of the livestock feature.

Use my sentence scaffold to help you to structure your sentence.

Let's read it together.

As a consequence of their diet being based around the seasons, they mm.

And I've left that blank for you to fill in.

Let's just check if this sentence is an adverbial complex sentence before we go off and do our task.

As a consequence of their diet being based around the seasons.

That doesn't make sense on its own, so that must be the subordinate clause.

They mm must be the main clause.

So, yes, that is a complex sentence because I have a main clause and a subordinate clause.

I'm going to get you to pause the video now, and I'd like you to complete your task.

Let's have a look at this sentence one more time just to check that we've used a fronted adverbial of cause and that it's also an adverbial complex sentence.

Did we use a fronted adverbial of cause? Let's have a look.

Yes, we did.

We used as a consequence.

And it is an adverbial complex sentence because there is a subordinate clause where I've highlighted here in purple.

As a consequence of their diet being based around the seasons, and then our main clause is, they had hunting and fishing seasons.

You have practised saying your sentences so well in the preparing to write section of our lesson, we are now ready to write the section.

Before we get on with writing, it's really important to refer to our success criteria because that tells us what we need to do in our writing in order to be successful.

It keeps us in check.

Shall we have a look at what the success criteria will be for today's lesson? You can use your finger and follow as I read.

I have written a question as my subheading and underlined it.

I have written several facts about Anglo-Saxon farming and kept them grouped by feature.

I have written three different sentence types, simple, compound, and adverbial complex sentence.

And finally, I have written two types of fronted adverbial, viewpoint and formal.

Before you have a go on your own, let's write the first part of this section together.

I'm going to be using my success criteria to help guide me.

Okay, I've stuck in my success criteria, so I'm going to have a look at the first thing I need to do.

I have written a question as my subheading and underlined it.

So that's what I'm going to do now.

I'm going to start here.

And my question is going to be, what were Anglo-Saxon farming practises like? So I'm going to start with a capital.

What were, capital A, Anglo- Saxon farming practises like? And then I'm going to underline my subheading with my ruler, make sure that it's lovely and neat.

Great.

Oh, I've just noticed that I'm missing a question mark at the end of my question, so I need to pop that on.

So I can tick that off.

Let's look at my next part.

I have written several facts about Anglo-Saxon farming and kept them grouped by feature.

So I now need to think of a fact.

So let me look at my plan.

The first thing on my plan is that it says, they were primarily focused on producing enough food.

So I'm going to write that as my first sentence.

I'm gonna start slightly indented from the margin.

I've got to make it into a full sentence.

Anglo-Saxon farming was primarily focused on producing enough food to feed the community.

Full stop.

I've written a fact now, so I can tick that one off.

Let me see if I have written one of these, a simple, a compound, or an adverbial complex sentence.

Yes, I have written a simple sentence, so I can tick that one off.

Great.

Now, I'm going to try and use one of my fronted adverbials.

I think I'm gonna go for my viewpoint to write the next fact.

I'm going to use interestingly.

So capital I because it's a new sentence.

Oops, start again.

Capital I, interestingly, interestingly, and I need my comma because it is a fronted adverbial.

It's a viewpoint fronted adverbial.

The main grains grown were barley, comma, 'cause I'm going to list a couple more things, oats, and my final one is wheat.

Full stop.

Let me just check if this sentence is a simple, compound, or adverbial complex.

Interestingly, the main grains grown were barley, oats, and wheat.

So that's another simple sentence, so I'm going to tick that one off.

Let me look at my notes.

They ate what they could grow.

I feel like that is a sentence that follows on from this, so I'm going to use the formal fronted adverbial furthermore because I'm adding onto my last point.

So I'm going to use furthermore.

And because this is also a fronted adverbial, I need a comma.

Furthermore, they ate what they could grow according according to the seasons.

Full stop.

Actually, I think I might want to give a little bit more information, so I'm going to take off my full stop, and I'm going to say such as and list the things that they grew, leeks, comma, cabbages, comma, onions.

Ooh, I didn't like my n on that one.

I'm going to write that one again.

Onions and garlic.

That's my final food item.

Great.

Furthermore, they ate what they could grow according to the seasons, such as leeks, cabbages, onions, and garlic.

That's still not one of my compound or adverbial complex sentences, so I need to remember to write one of those sentences as my next one.

I can tick off my viewpoint, and I can tick off my formal fronted adverbial because I've done those.

I'm going to leave you now to have a go at writing this paragraph, and I want you to be able to include your compound and adverbial complex sentence in your writing.

Now, it is your turn.

Remember, when you are writing your section, you need to write and underline your question for your subheading.

You need to indent the first sentence, so slightly to the right of the margin.

Use your success criteria and your plan.

Both of those things will really help you to structure your section.

Good luck, and I can't wait to read it after you are done.

At the end of every writing lesson, we always need to check back our writing and make sure that we've included everything on the success criteria.

So I'm going to do that with my writing now.

You can do it along with me.

Have I included a subheading with a question? Yes, I have.

What were Anglo-Saxon farming practises like? Question mark at the end, and I've underlined it.

Have I written a simple sentence? Yes, the first sentence was a simple sentence.

Anglo-Saxon farming was primarily focused on producing enough food to feed the community.

Do I have a compound sentence? Let me just skim through.

Yes, I do.

Intriguingly, they raised cattle, sheep, and pigs for meat and other products, and they used oxen and ploughs in their farming practises.

What about an adverbial complex sentence? Yes, I have.

As a consequence of their diet being based around the seasons, they had hunting and fishing seasons.

I've also got my viewpoint, interestingly and intriguingly, viewpoint fronted adverbials.

And I've also included a formal fronted adverbial, furthermore, to add onto something that I've said previously.

Now, it's your turn to read back your writing to check, a, that it makes sense, and b, I'd like you to edit any punctuation or sentence structure errors, and c, I'd like you to tick each of the success criteria boxes when you've completed it.

Good luck.

In summary, we have learned that notes from plans are useful to write coherent sentences.

Saying sentences out loud before writing really helps them to make sense.

Success criteria is really useful to check our writing.

Improving our writing by editing punctuation errors and language choices ensures our writing is the best that it can be.