Lesson video

Oh, hello there.

So nice of you to join me.

I missed you and I'm going to be teaching you your English lesson today.

So when you are ready, let's get started.

Today's lesson outcome is I can use my plan to write a section about Ancient Greek warfare.

These are the key words that we need to know for this lesson.

Subheading, my turn, your turn.

Fronted adverbial, your turn.

Text flow.

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.

This is a lesson outline for today.

We're going to prepare to write and then we're going to actually write our own section on Ancient Greek warfare.

How exciting.

So let's get ready.

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

Here they are.

We have the introduction, section one on religion, section two on warfare, and then the final section on the conclusion.

Today in this lesson, we are writing section two on warfare.

A subheading is used to introduce a section of a report and to signal to the reader what the section is going to be about.

A subheading can be written as a question like in this example, what was Ancient Greek warfare like? A subheading can be underlined to make the section clear for the reader and it looks like this.

What was Ancient Greek warfare like? That's our question and then we've underlined it.

So, what helped to make the subheading clear for the reader? Is it a, inverted commas, b, bubble writing, or c, underlining the subheading? Pause the video now and have a think about what the right answer is.

Okay, let's have a look at what the answer is.

It is underline.

Yes.

Underlining the subheading makes it clearer for the reader.

That's right.

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.

That means show off each sentence type that we know.

We write our letters neatly on the line in joined handwriting.

We use spelling strategies to spell words accurately.

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

Let's look back at a plan for writing section two on warfare.

Remember, my plan will look different from yours or if you don't have one, you can use mine.

Hoplites.

That's the first part of our plan and we've written three facts, three set of notes about hoplites.

The first thing that we said about hoplites was that they were heavily armed citizen-soldiers on foot.

They wore distinctive armour.

They had a helmet, a spear, breastplate, a shield, and greaves possibly if you'd put that on your plan.

They embodied lots of Ancient Greek values.

The second part of our plan on warfare was on the phalanx.

Now the phalanx was the most iconic feature of warfare.

It is a tightly packed formation in a rectangle or square shape.

Hoplites were stood shoulder to shoulder with their shields overlapped in this formation.

And because of that, they formed a solid wall of shields and spears so nobody could penetrate through that wall.

Here is your first talk task.

We're going to say the sentence aloud using your plan and we're just going to focus on the first part of the plan, hoplites, and zone in on the first bullet point about the fact that they were heavily armed citizen-soldiers on foot.

So here is a sentence scaffold to help you to say your sentence.

Hoplites were mm and they mm.

So I'm going to have a go first.

Hoplites were heavily armed citizen-soldiers, and I've got that from the plan, and they fought on foot.

Pause the video, use the sentence scaffold, and have a go at saying your sentence.

Did you have a good go at saying your sentence? I'd like to hear it again.

Can you say it with me? Hoplites were heavily armed citizen-soldiers, and they fought on foot.

Well done.

Can you see we used and there to join two ideas together.

We joined two main clauses together.

Hoplites were heavily armed citizen-soldiers is our first main clause, and, that's where we joined using our coordinating conjunction.

And then our second main clause is they fought on foot.

We have already said our first sentence, so we can cross that off and give it a big tick as well.

Now we're going to focus on the second bullet point, still the first part of our plan on hoplites.

And this time we're going to say a sentence about their distinctive armour.

We are also this time going to use a fronted adverbial from our plan.

We could use a formal fronted adverbial, a viewpoint fronted adverbial, or a fronted adverbial of cause.

So let's just have a look at that bullet point again.

It's about the distinct, their distinctive armour.

And we want to make sure that we link it from our first sentence.

So I think the best fronted adverbial to use in this instance is a viewpoint fronted adverbial because we're about to say something really interesting.

We're about to tell the reader what armour they wore.

So, we're going to say our second sentence aloud, or second talk task.

We're going to make it a simple sentence this time.

Last time we said a compound sentence, this time we'll say a simple sentence and we're going to use a viewpoint fronted adverbial from the plan.

There's the plan.

It's the second bullet point.

We're going to use our interestingly viewpoint fronted adverbial to start off our sentence.

Mm, their distinctive armour typically included a mm, mm, mm, and mm.

Okay.

Pause the video.

I'm not gonna model it to you this time because I think you could give it a really good go on your own first.

Pause the video and then have a go and press play to resume.

Okay, shall we have a look now to see what that sentence looks like and sounds like? Interestingly, so we used our viewpoint fronted adverbial, their distinctive armour typically included a bronze helmet.

So I've added bronze there, an adjective.

So you're allowed to add adjectives or other ambitious vocabulary as you go along.

A long spear, a breast plate.

And my final thing in my list, a large round shield.

So not just a shield, a large, comma, round shield.

So I'm adding extra information and I'm adding adjectives to my shield.

So let's continue to use our plan for writing section two on warfare.

We have already said our first sentence and our second sentence, and now we're just going to focus on the third bullet point.

Hoplites embodied lots of Ancient Greek values.

And we're going to try and link the second bullet point with the third bullet point.

In order to do that, let's use a different fronted adverbial from our plan.

So we've got our plan there and we know we're focusing on the third bullet point, and we've got to make it linked to the second one.

I think the best fronted adverbial here to use would be as a consequence because we're trying to link the cause and the effect.

So here we go.

We're going to say the third sentence aloud.

We're going to make it a simple sentence using a fronted adverbial of cause from the plan.

Here's the plan focusing on the third bullet point and using a fronted adverbial of cause.

So that's how we're going to start the sentence.

As a consequence, they embodied many mm.

Use the plan to help you to say that simple sentence.

Pause the video and have a go.

Okay, let's see what that looks like and let's hear what that sounds like.

As a consequence, they embodied many Ancient Greek values of society.

Well done.

And we're going to keep on using our plan to help us to write section two.

We have fully prepared that first part of our plan.

We've got our three ticks for the three bullet points, the three set of notes.

And now we're going to focus on phalanx and look at the first bullet point.

The most iconic feature of warfare.

They were tightly packed in rectangle or square formation.

Once again, we're going to use this table which helps us to choose a fronted adverbial to start our sentence.

So we know it's about the phalanx, we know it's about the first bullet point.

Which fronted adverbial might be the best one to use here? I think significantly would be excellent because we are talking about something that's really pivotal.

So, in your fourth talk task you're going to say the sentence aloud again.

This time instead of a simple sentence, you're gonna make a compound sentence.

You can do this.

Use the viewpoint fronted adverbial from your plan.

There's your plan.

So, we had chosen or I had chosen significantly.

So significantly, the most mm of warfare was the use of the phalanx formation and hoplites were what? Tell us how they were formed.

Giving you a clue here.

Okay, pause the video and practise saying your compound sentence.

Good luck.

Okay, let's say the fourth sentence together.

Significantly, the most iconic feature of warfare was the use of the phalanx formation.

That's our first main clause and we're joining it with our coordinating conjunction.

And hoplites were tightly packed in a rectangle or square.

Well done.

Okay, so let's carry on using our plan.

We've done that first bullet point in the phalanx part and we're going to focus now on hoplites standing shoulder to shoulder with shields overlapped.

And we're going to try and make it link with that first sentence or that compound sentence that we had just said.

Okay.

And how are we gonna do this? We're gonna use a fronted adverbial again because we love fronted adverbials.

And I think, do you know what? I think we could probably link the third bullet point as well.

So I'm gonna circle that one because I feel like we're really gonna smash it.

And we're going to link it with the first bullet point.

So because we're saying something, we're adding something, we're going to use the fronted adverbial furthermore.

It's a formal fronted adverbial which is an adding fronted adverbial.

It's not a contrasting fronted adverbial.

So, your task is you're going to say the sentence aloud, use the formal fronted adverbial that we had just talked about.

Make it an adverbial complex sentence.

Do you think you could do that? I think so.

So you're going to say the two bullet points together.

Don't worry, there's a sentence scaffold here to help you.

So, mm is our formal fronted adverbial.

And then I've helped you to form your adverbial complex sentence.

I've said because they were stood mm, mm, mm, mm, mm.

How were they stood? They were able to form what? So look at the third bullet point there.

They were able to form a mm.

Here's a clue.

Is that obvious? That's a wall.

Okay.

So pause the video, use the sentence scaffold, use the two bullet points and then that will help you to say your sentence.

Good luck.

Right then.

Let's have a look.

So your sentence should have sounded like this.

Furthermore, because they were stood shoulder to shoulder with their shields overlapped, they were able to form a solid wall of shields and spears.

Let's just have a look at that sentence in further detail.

Because they were stood shoulder to shoulder with their shield overlapped.

That wouldn't make sense on its own.

So that part there is your subordinate clause.

They were able to form a solid wall of shields and spears is your main clause.

So that does make sense on its own.

And so, that's why we've got our comma there to separate our main clause and our subordinate clause.

So furthermore is our formal fronted adverbial.

Then we use because to start our adverbial complex sentence and I've got a comma there highlighted to show you where the subordinate clause and the main clause are separated with the use of the comma.

And that makes our adverbial complex sentence.

Woo, we have done so much practising and I think now we are ready to write a section.

Let's use the success criteria to help us to structure it effectively.

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

I have written several facts about Ancient Greek warfare and kept them grouped by feature so we did that in our plan and we're going to follow the structure of our plan as well.

Hoplites first, then phalanx second.

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

And I have written three types of fronted adverbials: viewpoint, formal, and fronted adverbials of cause.

I'm going to show you now how to write the first part of the section.

Watch how I do it using my success criteria and the plan before you have a go.

Okay, I've made a start on my subheading, which is a question.

What was Ancient Greek warfare like? Oh, I've noticed that I've missed my question mark at the end.

I've just said that it is a question so it needs a question mark.

Okay, I can see that I've, I need to, so I can tick that off.

I can see that I need to now write several facts about Ancient Greek warfare and group them by feature.

So I'm going to look at my plan and I can see on my plan I've got hoplites.

So I can, I'm gonna start with hoplites.

First bullet point is that they were heavily armed foot soldiers, okay.

So I'm going to indent and start here and my first sentence is going to be hoplites were heavily armed foot soldiers.

So that's the first thing I'm going to write.

Start with my capital letter, Hoplites were heavily, oops, just make that look more like a v.

Armed.

In fact, I'm gonna cross that out because I think I'm going to make that look a bit neater.

There we go.

Happier with that.

Armed foot soldiers.

Hoplites are heavily armed foot soldiers.

Key component of Greek warfare and a key, and.

And a key component.

So that means a key part of Greek warfare, full stop.

I haven't finished writing about hoplites yet, so I'm going to continue looking at my plan to see what other notes I have about hoplites.

Distinctive armour, bronze helmet, long spear.

Okay.

So, I'm going to use a fronted, a viewpoint fronted adverbial and I'm going to use, interestingly 'cause I've already practised using that one.

Interestingly.

Interestingly, their distinctive armour.

So, their distinctive.

Ooh, so many t's and i's.

Distinctive armour typically, that means usually, included a bronze, I'm going to add my adjectives to my nouns.

A bronze helmet, comma, a long spear.

Another one, a breast plate.

And then my final thing is and a shield, but I'm going to describe, I'm gonna use two adjectives.

A large and round, a large, round shield.

Full stop.

Let me just check.

Interestingly, oh yeah, I'm missing my comma after my fronted adverbial.

Interestingly, their distinctive armour typically included a bronze helmet, a long spear, a breastplate, and a large, round shield.

Next fact that I've got is that they were symbolic of the identity of Greek.

So I'm going to say that because of this, so as a consequence of this, so let's use as a consequence.

Comma, I remembered it this time.

They, oops, start again.

They were symbolic of the identity of Ancient Greek society.

Full stop.

So as a consequence of this fact, they were symbolic of the identity.

Okay, I'm happy with that.

So I can see that I've now done my hoplites part.

So, I have kept it grouped by feature and now I'm going to move on to the phalanx part, the phalanx feature.

And let me just check, have I written three different sentence types? So at the moment I've got a compound.

So I've got my coordinating conjunction heavily on foot soldiers and they were, could put here.

And they were a key component of Greek warfare.

So I've now got my two main clauses joined by my coordinating conjunction, and they were a key component of Greek warfare.

So I've got my compound.

Interestingly, their distinctive armour included.

(mumbles) So that's my simple.

As a consequence, they were symbolic.

So that's again a simple.

Okay.

Just making sure that I'm on track here.

The next thing I need to look at is the phalanx formation.

So, I want to introduce that as being significant.

Let's say significantly.

Significantly, comma, my viewpoint fronted adverbial.

The most iconic feature of warfare, was, oops, was the use of the phalanx formation.

Great.

And let me add another idea.

And hoplites, I'm going to just give a little bit more information.

And hoplites were tightly.

I think I could have started a new sentence but I'm going to use my coordinating conjunction and there so I can make this one a compound sentence.

And they were tightly packed in a rectangle or square.

Full stop.

I'm really good at remembering my full stops today.

So, simple compound.

And then this one, what did I say this one was? Significantly, the most iconic feature of warfare was the use of the phalanx formation as my first main clause.

And hoplites were tightly packed in a, we've got two main clauses there joined by and.

Okay, so that's still, I'm not, I haven't done my adverbial complex sentence yet, So, that's just another compound.

So I can tick that one off.

Let me just check the finals part of my success criteria.

So fronted adverbials I've used interestingly, as a consequence, significantly.

Okay, that I'm happy with that.

I've got viewpoint.

I've got my fronted adverbial of cause.

So, I'm going to start with the next sentence with my formal, with a formal fronted adverbial.

So let's use furthermore, we practised using furthermore.

Further.

I need to check my spelling, furthermore.

Okay, Comma.

And then in this one I'm going to write an adverbial complex sentence.

Furthermore, because they, and I'm not gonna write the whole thing but I'm going to look at my plan to help me to say it.

Furthermore, because they were stood shoulder to shoulder with their shields overlapped, they were able to form a solid wall of shields and spears.

Okay, and then when I've done that, then I can tick off my formal fronted adverbial and then I can tick off my adverbial complex sentence.

That's only when I have finished my entire section.

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

The first thing you're gonna do is you're going to write and underline your question for your subheading.

Then just like I did, you're going to indent the first sentence, then use your success criteria and your plan to help you structure your sentence.

So start with your question as your subheading, then look at the facts that you have about Ancient Greek warfare.

Start with the hoplites.

Think about how you're going to structure each of the sentences using your fronted adverbials.

Good luck and I cannot wait to read your sections after you have finished.

Let's have a look at my section.

Remember, my section will look different from yours and that's okay.

What was Ancient Greek warfare like? Okay, I can see that I have started with a question as my subheading, so that's brilliant.

I've done the first part of my success criteria and I've underlined it.

And let's have a read through to see if I've grouped them by feature.

Hoplites were heavily armed foot soldiers and a key component of Greek warfare.

Interestingly, their distinctive armour typically included a bronze helmet, a long spear, breastplate, and a large, round shield.

As a consequence, they were symbolic of the identity of Ancient Greek society.

Significantly, the most iconic feature of warfare was the use of the phalanx formation and hoplites were tightly packed in a rectangle or square.

Furthermore, because they were stood shoulder to shoulder with their shields overlapped, they were able to form a solid wall of shields and spears.

So yes, I can see that I've grouped them by feature.

Firstly hoplites, and secondly, the phalanx formation.

And then the next thing I need to look out for are my sentence types.

So I can see that I've used an and in my first sentence to join two main clauses, so I've got my compound sentence.

And then my second sentence, interestingly about their armour, looks like it's a simple sentence.

And then my third one is a simple, my fourth one looks like it is a compound sentence.

I've joined two main clauses.

The most iconic feature of warfare was the use of the phalanx formation and hoplites were tightly packed in a rectangle or square.

So at the moment I've got compound and simple, so that's great.

I just need to check if my third, my final sentence is an adverbial complex sentence.

Furthermore, because they were stood shoulders to shoulder with their shields overlapped, they were able to form a solid wall of shields and spears.

Yes, I've got my adverbial complex sentence there.

So that's brilliant.

Really proud of myself.

And that's all of my sentence types.

Now I'm going to just look at my fronted adverbials.

So I've got interestingly, as a consequence, significantly, and furthermore.

I can see I've got a range there.

Interestingly and significantly on my viewpoint.

So that's great, I've got that.

As a consequence is a fronted adverbial of cause because I'm trying to link the sentence that came before it to the next sentence.

And then I've got furthermore because I'm adding.

I'm adding another sentence or another fact onto my previous sentence.

So I have got my three types of fronted adverbials there.

What I'd like you to do now is I'd like you to read back your writing and check that it makes sense firstly.

Edit any punctuation if you've seen that there's missing capital letters or false stops or commas missing and put those in.

Tick each of the boxes in your success criteria when you have completed it as well.

Good luck.

Pause the video.

Okay, to summarise, notes from plans are useful to write coherent sentences.

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

And success criteria is very useful to check our writing.

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

I really enjoyed writing a section about Ancient Greek warfare in this lesson.

I hope you did too.