Lesson video

Oh, hello there.

And welcome to this lesson with me, Ms. Chu.

In this lesson, we're going to be writing a section about anglerfish appearance.

When you are ready, let's get started.

In this lesson, our outcome is, I can write a section about anglerfish appearance.

The key words for this lesson are subheading your turn, fronted adverbial and text flow.

Well done.

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.

Here is the lesson outline.

We are going to prepare to write, and then we're going to write a section.

Let's start preparing.

A non chronological report can be structured into four sections, introduction, section 1 on appearance, section 2 on the habitat and diet, and then the final section is the conclusion.

In this lesson, we are writing section 1 on the appearance.

When we write, we always try to do these things: we plan and we say each sentence before we write it, we use punctuation where we know the rules, we showcase each sentence type 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.

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

A subheading can be written as a question like in this example, what is the appearance of anglerfish? Simply, a subheading can be underlined to make the section clear for the reader.

What is the appearance of anglerfish? Underlined.

Are you ready to do a quick check for understanding what helps to make the subheading clear for the reader? Is it capital letters, bubble writing, underline, or is it coloured writing? Pause the video and have a think.

Okay.

Get ready to point with your lovely finger in three, two, one.

It is underline that helps make the subheading clear for the reader.

Let's look at a plan for writing.

section 1 on the appearance.

The first part of the plan is about adaptations, and there's three facts about their adaptations.

The first fact is that they're mesmerizingly bizarre in appearance and adaptations, they have rotund bodies with expandable stomachs and their iconic feature is the bioluminescent lure used to attract prey.

The second part of the plan is about their size.

Females are significantly larger than than the males, and females are up to one metre long, males are maximum 15 centimetres long.

They both have rough scaled skin, which is dark and mottled for camouflage.

We're just going to focus on the first bullet point in section 1.

And what we're going to do is, we're going to say that first sentence aloud using the plan.

So it's the adaptations part, the first bullet point, the first fact about anglerfish appearance using this sentence scaffold to help us.

Anglerfish have a, hmm appearance with hmm adaptations for deep sea life.

Use the vocabulary in the first bullet point to try and fill in the blanks to your best ability.

Pause the video and have a go at doing this.

Should we have a look at my example? I've said anglerfish have a mesmerizingly bizarre appearance with ingenious adaptations for deep sea life.

Now that we've done that one, we can cross it off.

Now, we're going to focus on the second bullet point, rotund bodies, expandable stomachs.

This time we're going to use a fronted adverbial from our plan to say our second sentence about their rotund bodies.

And we're going to try and link it nicely with the first sentence.

So what would be a nice way to start our second sentence? I think intriguingly would be a good way to start.

Let's use a viewpoint fronted adverbial.

So for our second sentence that we're going to say aloud, we are going to use a viewpoint fronted adverbial, and we're gonna make it an adverbial complex sentence.

So let's just focus on the second bullet point, trying to link it with the first one by using a viewpoint fronted adverbial using this sentence scaffold.

Hmm, so that that first part is where we put our viewpoint fronted adverbial.

Hmm, they have hmm with hmm stomachs.

Remember, use your plan.

They have hmm, so rotund bodies, with, expandable, stomachs so that these creatures can consume prey much larger than their own size.

I really helped you out there with the second part of that sentence.

Pause the video and just fill in the blanks using the plan.

Let's have a look at what this looks like.

Intriguingly, they have rotund bodies with expandable stomachs so that these creatures can consume prey much larger than their own size.

Good job.

Let's continue to use a plan for writing section 1.

So we've said our section, sorry, we've said our sentence about the first bullet point.

We've said our sentence about the second bullet point.

And now we're going to focus on the third bullet point of the adaptations part of our section.

We are going to use a fronted adverbial from our plan to help us to say that third fact about the bioluminescent lure.

And we're gonna try and link it with that second sentence that we just said.

What would be a good fronted adverbial to use? I think, however, would be great because we want to say that even though they have this distinguishable feature about their bodies, they also, or this other thing that they have is even more iconic.

So that would be a good one to use.

And then also, if we want to say what the effect of that is, we could use, as a result.

Should we have a look at what that looks like when we practise? So there's going to be two sentences that we're going to say aloud.

The first one, we're going to use a formal fronted adverbial, and then for the second one, we're going to use a fronted adverbial of cause.

Using this plan, just focusing on the third bullet point, the third fact.

Okay.

This is, or these are two sentence scaffolds that will help us to say our two sentences.

Hmm, that's our formal fronted adverbial, the most iconic feature is the hmm dangling from hmm.

As a result they can, hmm.

Okay.

So there are two sentences there that you need to say.

If I were you, I would practising the first one, first, then have a go at saying the second one.

Pause the video and give it a go.

Okay.

Let's have a look.

So we're using, however.

However, the most iconic feature is the bioluminescent illicium dangling from their heads like a glowing fishing rod.

I added that part in.

As a result of this feature, they can attract prey and they can lure them in closer.

They can lure them closer.

Let's have a look at these two sentences for a bit.

However, the most iconic feature is the bioluminescent illicium dangling from their heads like a glowing fishing rod.

Happy with that sentence? That is a simple sentence with one main clause.

Let's look at the second one.

As a result of this feature, they can attract prey and they can lure them closer.

What do you notice about that second sentence there? Well, yes, we've used, as a result, as our fronted adverbial of cause, as a result of that, they can attract prey.

That is one main clause.

And then we've said, they can lure them closer.

That's our second main clause.

And we've joined two of them, two main clauses with, and.

Do you know what type of conjunction and is? Yes, it's coordinating conjunction.

Well done.

So we've written a compound sentence as our second sentence.

Let's keep continuing to use our plan for writing section 1.

We have now set our sentences for adaptations.

We are going to move on to the size of anglerfish and this time we're going to look at all of the bullet points together.

Do you think you can do that? Yeah, for sure you can.

We are going to use a fronted out verbal from our plan to say some facts about their size.

Let's just read the facts again.

It's females significantly larger than males up to one metre, males 15 centimetres.

Both have rough, scaled skin.

So I think this is a significant point and we know that it's significant because it already says, a female significantly larger than males.

So we're going to have to swap around those words later.

We don't want to say significantly twice, but we'll think about that later.

And we wanna say as a result.

So as a result of something, this is what happened or this is what happens.

So this is your task.

You are going to execute this.

Say the next two sentence aloud.

Okay.

You can do this.

Use the second part of the plan, yep, you can do this.

Use the size section.

Use the size part of section 1.

Use a viewpoint fronted adverbial.

We've already chosen one, haven't we? We said significantly.

Make one a compound sentence and then the other one use a fronted adverbial of cause.

Oh, that's a lot to think about.

But that is okay because we have a sentence scaffold there to help us.

So, hmm, that's where we are going to put our viewpoint fronted adverbial.

female anglerfish are, instead of significantly, we've replaced it with considerably.

We don't want to use that word twice in one sentence.

Are considerably what, than males? Smaller or larger? And, so we're going to say another main clause, and they have hmm mottled skin.

We can definitely say that.

We can say that compound sentence.

Then we're going to start our next sentence with a fronted adverbial of cause.

Hmm, they can hmm in the deep sea landscape.

Do you remember what they can do? What the skin helps them to do? What am I doing here? I can't really blend into my background, but that's what I'd be doing if I was them.

If I were them.

Okay.

Do you think you can give it a go? Give me a big thumbs up if you are going to have a go at this now.

Great.

Pause the video and have a go.

Okay.

How did you get on? Was it okay to say? Let's have a look then.

Significantly, female anglerfish are considerably larger than males and, we're going to join now, and they have dark, mottled skin> You could say as a result, but we've already used that one.

So let's say, therefore, they can camouflage in the deep sea landscape.

Well done.

You've said your two sentences aloud.

Now that we've said all our sentences, and we said them beautifully, what do you think we can do now? Yes, we can write our section.

Let's refer to this success criteria to help us to write the section.

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

I have written several facts about anglerfish appearance and kept them them grouped by feature.

So feature one is adaptations, feature two is the size.

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

And then my final thing is I have written different types of fronted adverbial, viewpoint, formal and fronted adverbial of cause.

I would like you to watch me write the first part of section 1 on the appearance.

Watch how I use the success criteria to support me to write my section.

I have done the first part of my success criteria.

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

What is the appearance of anglerfish? Amazing.

So I can tick that one off.

What's the second thing I need to do? I've written several facts about anglerfish appearance.

Okay.

I'm going to look at my plan.

And the first note that I have is about the mesmerising bizarre appearance.

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

I'm going to indent and start over here.

Capital letter to begin my sentence.

Anglerfish display a mesmerising, long word, mesmerizingly bizarre, strange that means, appearance with, this is all for my plan, with adaptations.

Anglerfish display a mesmerizingly bizarre appearance with adap, hmm.

Actually I think I'm going to add an adjective here.

With what kind of adaptations? With, yes ingenious.

I like that word.

Ingenious adaptations.

Gonna take off that full stop.

For what? For deep sea life.

Great.

I'm happy with that first sentence.

Really introduces that section well.

The next thing I need to write is about their rotund bodies.

So they have rotund bodies.

Oh, do you know what? I've just noticed, I've not used a fronted adverbial.

I'm gonna use a viewpoint fronted adverbial.

So intri, 'cause I practised saying this one, intriguingly, intriguingly, then I've got to take my capital letter off and make that a small t, they have rotund bodies with expandable stomachs.

Expandable.

I don't really like my handwriting.

I'm going to cross out and do it again.

Expandable, well, that's slightly better, stomachs.

Okay.

I need to think about making that.

I practised saying that sentence and I remember saying that as an adverbial complex.

I'm going to use, so, well it's, so that, why? So that these creatures are, I remember saying this sentence before, can, so might as well use it in my writing, can consume prey much larger than their own size.

Let's just check my success.

So have I written? I haven't done all, haven't written all of my facts yet.

So I haven't done that one.

I can't really take that off.

I mean, I could give it a little tick 'cause I've done parts of it.

Have I written three different sentence types? Well, I've written a simple sentence here and this one is my adverb complex.

So I've done two out of the three.

Have I written different types of fronted adverbial? I've used one here and that's it.

So I can just give that one a tick, one there.

My next fact is about their most iconic feature.

So I've said something about their stomachs, but I want to say that, however, the most iconic, so the expandable stomachs is not the most iconic feature.

This is.

However, so there there's my formal fronted adverbial, however, the most iconic feature, iconic meaning the most memorable feature, is the, oh, the this is gonna be, I'm just gonna copy it from my plan to make sure that I've got the spelling right, bioluminescent, me gonna break it up, luminescent.

Bioluminescent.

And I've got my ce for scent.

What is it? It's an illicium, illicium, my two subject specific vocabulary there, dangling, dangling from where? Dangling from their heads.

And I could just put full stop there, but I'm going to say, like a glowing, what was it like? Like a glowing fishing rod.

Great.

As a result of this, so as a result, so what happens? So as a result of this glowing fishing rod, they can attract prey.

They can attract prey.

Let's pop that in.

And let's use a coordinating conjunction and add on another point, and they can lure them closer.

How clever.

Okay.

So I've now talked about their adaptations.

I've written about one feature, so I can give that one a big tick now.

As a result, I've used another, I've used a viewpoint, or not viewpoint, a fronted adverbial of cause.

I can take that one off, and I've written my compound sentence.

So actually I've nearly finished everything in my success criteria, but I haven't finished writing everything on my plan.

So I need to continue to do that.

I need to now write about their size.

So I could say, significantly female anglerfish are considerably larger than males and they have dark, mottled skin.

Therefore they can camouflage in the deep sea landscape.

That's how I'm going to finish off this section.

Now it's your turn to write the section.

Write and underline your question for your subheading.

Indent the first sentence.

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

I'm not going to read through the success criteria again because I think that you can just go ahead and get started on that now.

Pause the video and start writing your section.

I need you to help me to check my writing.

Have I got a question as a subheading? Yes I do.

Brilliant.

What is the appearance of anglerfish? Have I grouped my facts by feature? So we've talked about their rotund bodies, the expandable stomachs, their illicium.

Great.

That's the adaptations.

And then, have I talked about their size? Larger than the males, dark mottled skin.

Brilliant.

I can take that one off.

Moving on to sentence types.

I can see that I've got two compound sentences there because I can see two coordinating conjunctions, and, which means that they are connecting or linking or joining two main clauses together.

They can attract prey and they can lure them closer.

Female anglerfish are considerably larger than males and they have dark model skin.

Great.

Have I got my adverbial complex sentence? Intriguingly, they have rotund bodies with expandable stomachs so that these creatures can consume prey much larger than their own size.

Great, I can tick that one off.

And finally, I need to just check that I've got my fronted adverbials, intriguingly, significantly are my viewpoint, however, is my formal fronted adverbial and as a result, and therefore are my fronted adverbial of cause.

Yay.

I did it.

Now I'd like you to do the same thing.

I'd like you to read back your writing to check that it makes sense.

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

Then tick each box in your success criteria when you have completed each item.

Pause the video and have a go at doing that now.

To summarise notes from plans are useful to write coherent sentences.

Saying sentences out loud before writing them 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.

I have really enjoyed reading your sections about anglerfish appearance.

I hope you enjoyed this lesson.

Goodbye.