Lesson video

Hello, my name is Miss Chu and I'm really excited to be taking you on your learning journey today.

Let's get started on this English lesson.

Today's writing outcome is I can use my plan to write a section about Anglo-Saxon settlements.

Here are the key words that we'll need to use in this lesson.

My turn, your turn.

Subheading, fronted adverbial, text flow.

Amazing.

Let's have a look at what they mean.

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.

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

Let's look at the lesson outline.

There are two parts to our lesson.

The first part is preparing to write.

The second part is writing a section.

So let's get started.

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

The introduction, section one, which is settlements, section two, which is farming, and the fourth section is the conclusion.

In this lesson, we are going to be writing and focusing on section one about the settlements.

When we write, we always try to do these things.

We plan and say each sentence before we write it.

We use punctuation where we know the rules.

We showcase each sentence type we know.

We write letters neatly on the line in joined handwriting.

We use spelling strategies to spell words spelling accurately.

We check and improve our writing when we think we have finished.

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

Let's do a quick check for understanding.

What helps to make the subheading clear for the reader? Is it a, capital letters, b, bubble writing, or c, underlining? Pause the video.

Have a think about what helps to make the subheading clear for the reader and then press play to resume.

Okay, should we see what the right answer is? Yes, we need to underline the subheading.

As part of our preparing to write, we are going to look back at the plan for writing section one.

In our notes, we wrote about the housing.

We said that they were made of timber, thatched roofs, wattle and daub.

Common house was called a hall house and they were rectangular in shape.

The central hearths were used for cooking and eating.

Heating.

The social structure was at the top were kings and nobles, and they had much larger homes and more resources.

Below them were the landowners, who were also the warriors and commoners.

They had smaller homes, and then right at the bottom of the social structure were the enslaved people, who had very basic housing.

Now I would like you to say the first sentence allowed using your plan.

This is a Talk Task.

This is our plan, and we're going to use the sentence scaffold to help us to structure the sentence that we are going to say aloud.

Let's have a look at it together.

Anglo-Saxon houses were commonly made from (hums), thatch, and then the final bit was, and wattle and? Wonder where we would get this information from? I can give you a clue.

It's from the first bullet point.

So looking at what they were made from.

I'm going to have a go at saying it.

Anglo-Saxon houses were commonly made from timber, thatch and wattle and daub.

So our final thing in our list has an and, wattle and daub and wattle and daub.

Okay, I'd like you to pause the video now, and you are going to have a go at saying your sentence using the sentence scaffold and the plan.

Off you go.

Great, good job.

I hope you were able to say your sentence using your plan.

Okay, now that we've said our first sentence aloud, we can cross it off.

We're going to continue to use our plan for writing section one.

We have said our sentence for the first bullet point, and now we're going to look at the second bullet point, which is common house, hall house, and rectangular.

At the moment, it doesn't make sense, so let's have a think about how we can say a sentence that makes sense.

I know, let's use a fronted adverbial from our plan.

In our plan, we have formal fronted adverbials, viewpoint fronted adverbials, and fronted adverbials of cause.

I had in mine: in addition to this, furthermore, however.

I also had as my viewpoint fronted adverbial: intriguingly and significantly.

And finally, I had put on my plan as a result for my fronted adverbial of cause.

So I'm going to use one of these fronted adverbials to help me to write a sentence about the second bullet point.

This time I have chosen in addition to this because I want to link my first sentence and I want to add on my second sentence.

Now you are going to say the second sentence aloud.

It is another Talk Task.

This time we need to make it a compound sentence and we need to use a formal fronted adverbial from the plan.

We need to make sure that we link the first sentence to the second sentence.

I've chosen to use in addition to this.

So my sentence would be: In addition to this, they were rectangular in shape and, because I want to make it a compound sentence, I'm going to use the coordinating conjunction and, and they were called a hall house.

I wonder if you could have a go at using the sentence scaffold.

(Teacher grunts) They were rectangular-shaped and they were called a hall house.

Look at your plan.

Choose a formal fronted adverbial that could link with the first sentence.

Pause the video and have a go.

Fantastic, I'm sure you said your sentence brilliantly.

Let's say it again.

In addition to this, they were rectangular in shape, or rectangular-shaped, and they were called a hall house.

Let's continue to use our plan for writing section one.

We have said our first sentence, so we've ticked it off.

We have also now said our second sentence, so we can cross that off our plan.

Now we are going to think about saying our third sentence.

Let's use a fronted adverbial from our plan again.

We have already crossed off the first two bullet points and we're going to focus just on the third one, which is about the central hearths used for cooking and heating.

How can we make it link nicely from the second sentence that we had just said? We've already used a formal fronted adverbial.

Perhaps we could choose a viewpoint fronted adverbial.

We could use intriguingly.

Should we give it a go? Okay, we are now going to say the third sentence aloud.

This is another Talk Task.

This time we're going to make it just a simple sentence and we're going to use a viewpoint fronted adverbial.

Use the sentence scaffold to help you to structure what you are going to say.

(grunts) The main living area had a central hearth for cooking and heating.

Pause the video and have a go at using your one of your viewpoint fronted adverbials.

Off you go.

Brilliant, shall we have a look to see if we have the same viewpoint fronted adverbial? So I use intriguingly.

Intriguingly, the main living area had a central hearth for cooking and heating.

Good job.

Let's continue to use our plan for writing section one.

We have completely said all our sentences for the housing section, and now we're going to move on to the social structure.

Let's use a fronted adverbial again from our plan.

We need to make sure that we are linking the last sentence to this new section.

I think a really good fronted adverbial to use would be significantly because this section that we're about to talk about is significant.

Significantly, the kings and the nobles were at the top.

So that's how we could start our sentence and then perhaps we could use as a result.

So what happens as a result of the social structure? Okay, now we are going to say the next two sentences aloud together.

We are going to use the second part of the plan and we're going to use a viewpoint fronted adverbial.

I had chosen significantly, so I'm going to use that one, and I'm also going to use a fronted adverbial of cause, as a result, to link the cause and effect of what I'm about to say.

Significantly, the kings and the nobles were at the top of Anglo-Saxon society.

That's how I could start my sentence.

As a result of that, what can I say as a result of that? I want you to have a go.

I want you to pause the video, have a go at saying your next two sentences aloud, they're quite tricky, so you might need a little bit more time to do this, and then when you feel like you've come up with two really good sentences, you can click play to resume this video.

Excellent, how did you get on saying your two sentences? I'm going to say mine now to you.

Significantly, I've used my viewpoint fronted adverbial, the social structure of Anglo-Saxon society meant that that kings and nobles were at the top, followed by commoners and enslaved people.

As a result, is my fronted a verbal of cause because I'm saying what happened because of that, the kings and nobles had the largest house, because they were at the top of the social structure, where important decisions took place.

We are now onto the second part of our lesson, which is writing a section, writing our section on settlements.

This is the success criteria.

It's going to help us to structure our settlement section.

Let's read through it to check.

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

I've written several facts about Anglo-Saxon settlements and kept them grouped by feature.

I have written two different sentence types, simple and compound, and I have written two types of fronted adverbial, viewpoints and formal, and we've had a go at saying our sentences, so that's really going to help us to write.

Now I'm going to show you how to write the first part of this section on settlements using the success criteria to help me to structure my writing, I stuck in my success criteria at the top.

I just need to just read through it now to make sure that I include all of these things as I'm writing and I'm referring to them as I go.

I've written a question as my subheading and underlined it.

I've written several facts about Anglo-Saxon settlements and kept them grouped by feature.

I have written two different sentence types, simple and compound.

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

So let's start with our question.

Seeing as this section is about settlements, I might want to ask a question like what were Anglo-Saxon settlements like? So I'm going to start my heading here.

Subheading, what were Anglo-Saxon settlements like? Question mark at the end.

I need to just check that my letters are sitting on the line and I'm going to underline it now with a ruler.

Beautiful.

So I've now done my subheading and underlined it, so I can tick it off.

Let's look at the second part.

I have written several facts, so I need to refer to my plan now because that's gonna help me to write my facts about settlements.

And then later on I'm going to think about how I'm going to write my sentences and what sort of sentence types I can show off in my writing.

So the first sentence I can see from my plan, I'm going to write about is about what the houses were made from.

So I'm going to say Anglo-Saxon houses were commonly made from, oh yes, I've said this sentence before.

So this is really gonna help me to write it effectively.

Now, going to indent my writings.

I'm going to start slightly to the right of the margin and I'm going to remember my capital letters, Anglo and Saxon, making sure I'm joining.

Anglo-Saxon houses were commonly made from, and I'm just gonna check my plan, yes, timber, thatch, wattle and daub.

So I'm going to list these, from timber, I'm going to put a comma in my list, thatch, and the final thing seeing as the it's the last thing in my list, and wattle and daub.

Full stop.

Let me look at my second bullet point.

So my second bullet point is about the shape of a house, and seeing as I'm just following on for my first sentence, I'm going to use the fronted adverbial in addition to this, the formal fronted adverbial.

So capital letter to start my new sentence.

In addition to this, comma after my fronted adverbial, they were rectangular in shape, or you could say rectangular-shaped, I'm using in shape, and I'm just gonna use and to join the second part of my sentence, and they were called a hall house, we're going to use inverted commas because that was the name of Anglo-Saxon houses.

So let's just check have I now, I have written several facts.

Yes, I've now written two extra, two or three extra facts, so I could probably tick that one off and leave a bit of space to tick it off later.

I have written two different sentence types.

I have written simple and compound.

So Anglo-Saxon houses were commonly made.

Yes, that is a simple sentence, I can tick that one off.

In addition to this, they were rectangular in shape and they were called a hall house.

So that's my compound sentence, I can tick that one off as well.

Let's have a look at what's left to do.

Viewpoint and formal fronted adverbial.

So this is a good time now for me to insert a viewpoint fronted adverbial.

Let me have a look at my plan.

So now we're going to write a sentence about the central hearth for cooking and eating.

Okay, well that's quite interesting.

So I'm going to use the word in, oops.

Intriguingly.

Intriguingly, and I've got to remember my comma after my fronted adverbial, after my viewpoint fronted adverbial, the main living area had, what did it have? A central hearth, what was it used for? Let's say it was for cooking and heating the house.

We could write heating the house.

We could just put a full stop there, depending on whether we want to stretch our sentence.

So now we've got our viewpoint fronted adverbial, we can take that off.

And then I'm now going to leave you to carry on the rest.

So we've still got one more formal fronted adverbial to use.

Perhaps we could use that later on, or we could tick it off because it's, we've used one up here, so we could just tick it off now.

Or you could include one later on.

Remember, you need to use your plan to help you to structure your paragraph or your section, and you need to use your success criteria to ensure that your writing is successful.

Great, now it's your turn to write a section.

The first thing you need to remember to do is write and underline your question for your subheading.

That is the first thing you need to do.

Remember to underline with a ruler, then you're going to indent the first sentence.

So start slightly to the right of your margin.

Use the success criteria and the plan to help you to structure your section.

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

Okay, let's check our writing.

What were Anglo-Saxon settlements like? I have written a question as my subheading.

Great, really happy about that.

Anglo-Saxon houses were commonly made from timber, comma, thatch and wattle and daub.

Yes, I've got my comma when I'm listing items and I've got my and just before my final one.

Great, it's a simple sentence as well.

Fantastic.

I've used an and, so I've written a compound.

So in addition to this, they were rectangular in shape and they were called a hall house.

Great, I've got my compound sentence.

I've used a viewpoint front adverbial, intriguingly and significantly, so I can tick that off.

And I've used a fronted adverbial of cause, as a result, to link my cause and effect sentences.

Great, now I want you to read back your writing to check that yours make sense.

And I want you to edit any punctuation or sentence structure errors.

Then tick your success criteria as you go along.

To summarise, we have learned that notes from plans are useful to write coherent sentences, saying sentences out loud before writing helps them to make sense.

Success criteria is useful to check our writing.

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

And that is the end of this English lesson.

I hope you enjoyed as much as I did.