Lesson video

Hello, welcome.

I'm Miss Chu, and I already know that this is going to be a good lesson because you have arrived.

So let's get started.

Today's lesson outcome is, "I can plan the warfare section of a non-chronological report about Ancient Greeks." The keywords for this lesson are, my turn then your turn, subject-specific vocabulary.

Break it up.

Subject.

Specific.

Vocabulary.

Excellent.

Plan, and notes.

Let's look at what they mean.

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

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

And we use notes.

These notes are written out of full sentences.

The lesson outline for today is preparing to plan and then writing the plan.

So let's prepare to plan and find out about Ancient Greek warfare.

"Subject-specific vocabulary is words that are specifically related to the historical period, culture, and society of the Ancient Greeks." What do those words mean though? "Period is a certain time in the past.

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

Society is a large group of people who live together in a community or country." Let's do an I Do We Do.

"Which of these words are subject-specific vocabulary about the Ancient Greeks?" We've got stories, democracy, Poseidon, gods, land, and Parthenon.

Hmm.

So they are words relating to the culture, the period in time that it existed, and the society of the people.

So I would say that Poseidon is definitely specific to the Ancient Greeks, because they believed in gods and goddesses.

That was part of their religious beliefs.

And Poseidon was the god of the sea.

So I would say that that is specific.

And then I would say that the other word that is specific just to the topic of Ancient Greeks is Parthenon, because I know that this is a famous building.

It's a temple that they built, they created on the Acropolis.

So those are the two words that I would circle.

Now it's your turn to have a go at choosing which words you think are subject-specific.

And you'll be given time to think about these.

We have Olympic Games, festival, citizen, myths, Athens, and sports.

Pause the video and have a think about which of these are subjects-specific to the Ancient Greeks.

Okay, did you have a really good think? So, I hope that you chose Olympic Games, because we know that that is specific to the Ancient Greeks, because that they created the Olympic Games.

The first Olympic Games came from the time of the Ancient Greeks.

And then the other word that you should have circled is Athens.

And we know that this is a significant city during the Ancient Greeks, because that was where democracy first came about.

Now, Ancient Greek was actually made up of city-states.

Let's have a look at this map to look at the city-states and where they are.

I can see that they're in red.

Yes, and each city-state had its own army.

Greek citizens, so that's the people living in Greece.

They were expected to serve as citizen-soldiers, and that's where that hyphenated word comes from, because it's made up of citizen and soldiers.

And they were expected to serve in the army when needed.

"This created a strong sense of duty and patriotism." That means, that they were really proud to serve their country.

Let's do a quick true or false.

"The Ancient Greek army consisted partly of citizens." Pause the video to think about whether this is true or false.

Okay, let's have a look at whether this is true or false.

Yes, it's true.

And why is it true? Well, Greek citizens were expected to serve as citizen-soldiers when needed.

Let's now have a look at what Hoplites were.

Hoplites, and there's a picture of a Hoplite, were heavily armed citizen-soldiers.

"They were a key part of Greek warfare.

Not only were they effective warriors," that means they were really good at fighting, "but they also embodied a lot of Ancient Greek values." Let's now have a look at what the Hoplites wore.

They were known for the distinctive armour, so that's what they wore.

And this typically included a bronze helmet, a breast plate, a large, round shield called an aspis, a long spear called a dory, and greaves.

So greaves are like shin pads.

They protect their legs.

"Which are the following are typical of hoplite armour?" Did they have a large round shield? Did they wear a metal mask? Did they wear bronze helmet? And did they wear a breast plate? Pause the video and have a think about which of these are the typical of hoplite armour.

Okay, so you should have said that they had large, round shields.

They wore bronze helmets, and the final thing was that they wore a breast plate.

Well done.

"The most iconic feature of Ancient Greek warfare was the use of the phalanx formation.

And here it is.

Can you see the green circles? Well, the green circles represents the hoplites.

And the Hoplites were organised in a tightly-packed rectangular or square formation.

And in a minute, you'll see why they were organised like this.

So, "In the phalanx, the hoplites were actually stood shoulder to shoulder." They were tightly-packed.

"They held their shields so that they overlapped." Not only did they have their shields, they also had those long spears.

So they had the shields, which were tightly-packed like this, and then they had their long shields.

And why was this effective? Well, because this formed a really solid, robust wall of shield and spears.

Meaning, it was really hard to penetrate.

"Which of these best represents a phalanx formation?" Is it a, b, or c? Have a look carefully at the visuals, then pause the video.

Okay, so you should have said that it is b, because we said that the phalanx formation is a tightly-packed rectangle or square shape or formation.

We are now onto Task A, still part of Preparing to plan.

And you're gonna fill in the blanks with the words below in that bottom rectangular box.

Now, when I read it out to you, I want you to have a look at the words at the bottom, and I just want you to have a think about which words would best go in those blanks.

Okay, so let's go.

"Hoplites were citizen-mm.

Hoplites were heavily armed and a key component of Greek mm.

Hoplites were known for their distinctive mm, which typically included a bronze helmet, a round shield, and a long mm.

The most iconic feature of Ancient Greek warfare was the use of the mm formation.

In the phalanx, mm stood shoulder to shoulder, holding their shield so that they overlapped.

This formed a solid wall of mm and spears." Pause the video and have a go at filling in those blanks.

Okay, let's have a quick look at what goes in the blanks.

When I get to the blank, I want you to say the word out loud to me so I can hear it.

"Hoplites were citizen-soldiers.

Hoplites were heavily armed and a key component of Greek warfare," well done.

"Hoplites were known for their distinctive armour, which typically included a bronze helmet, a round shield, and a long spear." You're doing a really great job.

"The most iconic feature of Ancient Greek warfare was the use of the phalanx formation.

In the phalanx, hoplites stood shoulder to shoulder, holding their shields so that they overlapped.

This formed a solid wall of shields and spears." Amazing, you did so well there.

We are now onto the second part of our learning.

We have done so much preparing, we've learned about Ancient Greek warfare, and now we're ready to write the plan.

Now, when we write a plan, we use notes.

And I had said that notes are concise and capture key vocabulary and information.

So we only want the keywords in our notes.

"The purpose of notes is to help the writer to organise information easily for future use" when you come to write your section.

We use bullet points when note-taking, and they look like this.

So they sit under the subheading and they look like this.

When we use subheadings, this helps us to organise our bullet points.

It is a really important part of organising notes and part of the planning process.

Well, what is in a plan? Subheadings, full sentences with capitals, capital letters and full stops, bullet points with notes, or unnecessary information.

I'm gonna let you have a think about this.

Okay, so you should have said that in a plan, there are subheadings, and bullet points with notes.

We don't write in full sentences, and we definitely don't include unnecessary information.

Task B, Writing the plan.

The first part of Task B is you're going to write the first subheading hoplites.

Underline that.

Then you're going to write three main facts about Ancient Greek hoplites with subject-specific vocabulary, and use bullet points for each set of notes.

I've shown you how to lay out your notes.

You've got your subheading underline, and then bullet point one, two and three under that.

So good luck.

Pause the video and have a go.

Okay, so these are my notes and these will look different to yours.

That's fine.

I've got hoplites underlined, and then I've got my three bullet points.

So my first bullet point was that I said, "Hoplites were heavily armed citizen-soldiers on foot.

And I thought that this was a really important first part.

No, because people reading my non-chronological report will want to know what a hoplite is.

So I've told them in that first sentence.

My second bullet point is I wanted to say what was distinctive about hoplites and it's their armour.

So I said that they had bronze helmets, long spears, a breast plate, a shield.

I didn't include Greece, but you could put that in yours.

The third bullet point was that I said that they embodied lots of Ancient Greek values because I thought that was a really important fact to put in.

Part two of Task B is you're going to write the second subheading phalanx formation.

Underline that, then write three main facts about Ancient Greek phalanx formation with subject-specific vocabulary.

Use bullet points for each set of notes.

So in the same way as your first set of notes, you're going to have your subheading and then your three bullet points underneath that.

Good luck, pause the video and give it a go.

Okay, let's have a look at my notes.

Remember, my notes will look different to yours, and that's okay.

If there's something in my notes that you think is good and you'd like to steal some of my ideas, you can.

Go for it.

Okay, so under phalanx formation, my subheading, my first bullet point was me explaining what the phalanx formation actually is.

I said, "It's the most iconic feature of warfare" and that is the rectangular or square shaped formation, which involves tightly packed hoplites.

And then I went into detail a little bit further and I said that the hoplites was stood shoulder to shoulder, and I described that their shields overlapped just so that the reader can visualise this.

And as a result of that, I said that they formed a solid wall of shields and spears.

As well as facts for our plan.

We should think about including linguistic features and devices, because that will help our writing to flow much more cohesively when we come to write it.

Formal fronted adverbials are really helpful, because if we want to build upon one idea, we can use also in an in addition to this.

And then if we wanted to say something that was contrasting an idea, we could use however, or despite this.

Viewpoint fronted adverbials are important too, because they introduce facts that could be, wow, if we're using impressively, or facts that are curious, intriguingly, or facts are really important, significantly, would be one that we would use for that.

And then if we wanted to link a cause and effect sentence, we could use a fronted adverbial of cause.

So as a result or as a consequence, would be good fronted adverbials to use in that instance.

Part three of Task B is copying into your blank table examples of the following.

You need to copy in three formal fronted adverbials, two viewpoint fronted adverbials, and one fronted adverbials of cause, into your table, which would look like this.

Now you're not expected to remember all of the formal viewpoint and adverbials of cause.

So here they are for you, and you can just choose the ones that you want to use for your blank table.

Remember, you only need to do three formal fronted adverbials, two viewpoint fronted adverbials, and choose one fronted adverbial of cause.

I'm gonna let you pause the video now and get on with that task.

Okay, so for my plan, I've chosen also, furthermore, and despite this, and then I've also chosen significantly and interestingly, and finally, as my fronted adverbial of cause, I've used as a consequence.

To summarise, a plan is a framework that writers create before they begin to write the sectional 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 enjoyed learning all about Ancient Greek warfare in this lesson.

I know I particularly loved learning about the phalanx formation and about what the hoplites wore.