Lesson video

Hello.

Lovely of you to join me in my lesson today.

I'm Miss Chu, and I'm going to be teaching you how to write the introduction of a non-chronological report about anglerfish.

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

Today's lesson outcome is, "I can write the introduction of a non-chronological report about anglerfish." The key words for this lesson are here.

My turn and then your turn.

Introduction.

General facts.

Text flow.

Lovely.

Let's have a look at what they mean.

The introduction is the opening section of a nonfiction text that encourages the reader to read on.

General facts are the most basic or necessary facts.

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

The lesson outline for today looks like this.

Preparing to write is the first part, and then writing the introduction is the second half.

Let's prepare.

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

Shall we have a look? We have the introduction, section one, which is on the appearance of the anglerfish.

Section two is the habitat and diet.

And then finally, we have the conclusion.

In this lesson though, we are focusing and writing the introduction.

Can you say introduction? Let's say it together.

Introduction.

Well done.

When we write, we always, 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 that we know.

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

That's something I've always got to work hard at.

We use our spelling strategies to spell words accurately.

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

As part of our preparation, we need to find out a little bit more about anglerfish.

And we know that anglerfish have a unique, so unique means it's special to them.

No one else or no other animals have this.

They have a unique and distinctive, that means they stand out, appearance.

So when you look at an anglerfish, you know straight away what type of fish it is.

And they have fascinating, really, really incredibly fascinating adaptations.

That means that their body has changed over millions and millions of years to become efficient or brilliant in the environment that they live in.

And it really helps them to survive.

And one of the things is bioluminescence.

If you look at the pictures, you can see that the anglerfish emits light.

And now anglerfish are not the only types of marine organisms that can do this.

If you look on the picture next to the anglerfish, you can see there there's a jellyfish.

And the jellyfish also has a bioluminescence.

Can you say bioluminescence? Let's break it up.

Bio.

lumi.

nescence.

And what bioluminescence is, is actually a naturally occurring phenomenon, okay? And it happens within the living organisms because there's a chemical reaction in their bodies.

And this light is actually what they would, is known as cold light, happens because of an enzyme called luciferase.

But you don't really need to know so much about that, but I thought you might be interested to know.

And it's about the chemical reaction between that and oxygen.

And that causes light to emit.

What a cool thing to be able to do.

They are known to employ these really ingenious, and ingenious means that's really clever, these really clever hunting strategies in the darkness of the ocean depths.

If you think about how far down they are, it's so dark there, it's always dark.

No light can reach that far down.

So they have got this wonderful, clever, intelligent hunting strategy where they emit light, and that light is what essentially attracts their prey.

Anglerfish can actually be found in all the oceans worldwide.

Okay, if you look at this map, look at all the different oceans there are.

They can be found in all of those oceans, but most of them actually live in the Atlantic.

My turn, Atlantic Ocean.

Your turn.

And they also live in the Southern Ocean.

My turn, Southern Ocean.

Your turn, Southern Ocean.

And the Southern Ocean has the same name as Antarctic Ocean.

Now remember when I said that they lived really, really deep down? Let's have a look at actually how far deep, how far down that is from the surface.

They live in the abyssal.

Can you say abyssal? Your turn, abyssal.

Abyssal.

And that is the deepest region, the deepest zone.

Can you see in that picture, the zone? I'm going to highlight that for you there.

In that zone of the ocean.

And that's the deepest part of the ocean.

How far down is that? If you look at that diagram, you can see the surface of the sea, if you go all the way down, it's below 4,000 metres.

It's further down, okay? So it's between 4,000 metres below the surface of the sea and the sea floor.

Now they thrive in this environment.

That means that they do really well, and they live and they survive in this environment because of their adaptations.

True or false? There is no sunlight in the abyssal region.

Is that true or is that false? Do you remember what I said about the sun, whether it was able to penetrate into the region? Hmm.

Pause the video and have a think.

Get ready to point with me in 3, 2, 1.

It is true.

That's right.

The abyssal zone is at least 4,000 metres below the surface of the sea.

Is that a good justification? Or the abyssal zone is deep.

Well, the abyssal zone is at least 4,000 metres below the surface of the sea is more factual and accurate and detailed.

So that is a good justification.

Let's plan what we're going to write now.

There are some general facts that the reader needs to know about anglerfish in the introduction.

We're keeping it very general.

It's just the introduction.

We don't wanna give too much information away yet, but what we need to let the reader know is we need to say what anglerfish are.

So we we can tell them that they've got a unique appearance and they have fascinating adaptations, and we just leave it there.

We don't wanna give too much away, we just wanna give those two points.

We also want to tell them potentially where they generally live.

So generally, they can be found worldwide, and most of them live in the Atlantic and Southern Oceans.

And then we want to say, where in the ocean do they live? So in the abyssal depths of the ocean, the deepest regions.

And we want to say that they thrive in this environment.

So those are all general facts about anglerfish.

Which of these are true about anglerfish? They thrive in environments with sunlight.

That means they do well.

Thrive means that they're happy and they survive and they do well.

Is it that one? They mostly live in the Atlantic and Southern Oceans.

They have adapted to live in the dark.

And D, they are not unique in appearance.

Pause the video and have a think about which of these are true.

Let's have a look at the answers.

Get ready to point at the right answer.

The first correct answer or the first true fact about anglerfish is that they mostly live in the Atlantic and Southern Oceans, yes.

And is there another one? Yes, they have adapted to live in the dark.

Do they do well in environments with sunlight? No, because they have adapted to live in the dark.

So it's not A.

And are they not unique in appearance? Well, they are because they look very distinctive.

So it's not D either.

The purpose of the introduction paragraph is to give the reader the most basic information, just general.

Then we also want to tell the reader what they're going to learn in the report.

And we want to inspire them to read on.

The first sentence of the introduction has to be a general sentence.

What are anglerfish? What are they? Are they mammals? Well, no.

We need to let the reader know.

True or false? The purpose of the introduction is to provide general information.

Pause the video and then press play once you've worked out the answer.

Okay, the answer is true.

The purpose of the introduction is to provide general information.

And which one of these is a good justification? It provides a clear overview of the topic or subject? Or it provides specific details about a topic or subject? Well, we know it's not about details, not in the introduction.

It's about providing a clear overview, a general outline of what the report will be about.

Let's look back at the general facts about anglerfish and what the reader needs to know.

We've said that they are unique in appearance and they have fascinating adaptations.

They can be found worldwide.

They live in the abyssal regions of the oceans, and they thrive in this environment where there's no sunlight.

We are just going to have a look now at the first bullet, at the first fact about anglerfish.

And we're going to say a sentence aloud.

This is a talk task.

We're gonna say it aloud using the sentence scaffold.

So anglerfish have a mmm appearance and mmm adaptations.

So what I'm looking for here in the blanks are adjectives.

I would like you to pause the video and just have a think about what appropriate adjectives would go in those blanks.

Anglerfish have a mmm appearance.

Remember, appearance is what they look like, and mmm adaptations.

So adaptations is how your body or how you've changed or evolved to live in your environment.

Pause the video and have a think about what would be suitable for those blanks.

Okay, let's have a look.

I wonder if you had the same as me.

Anglerfish have a unique appearance and fascinating adaptations.

I chose the word unique because it means they're one of a kind.

There's no other fish that looks like them.

And then I've said fascinating because the adaptations that they have made in order to survive in that environment are just so impressive.

You can also say anglerfish have a distinctive appearance, meaning they really stand out.

When you look at them, you know straight away that they're anglerfish.

And you can say ingenious adaptations.

That means really clever, intelligent adaptations.

So we have said a sentence about fact one.

We are now going to focus on the second bullet point.

Fact two.

They can be found worldwide.

Let's just look at sentence types for a minute.

These two sentences are both simple sentences.

There's Main, we've got Main.

He represents a main clause.

They can be found worldwide.

Can you do the action for me? Come on, show me your arms. Brilliant.

Okay.

Then I want you to do Main again for the second simple sentence.

Most of them live in the Atlantic and Southern Oceans.

So we've got two main clauses, Main, Main, and they are two simple sentences.

Now, what would happen if we joined the simple sentences? Can you see my add symbol? My add symbol is showing you that I'm joining the two simple sentences with a brick.

And that brick is representing a coordinating conjunction.

So what happens if we join them together with a coordinating conjunction? Well, we form a compound sentence.

True or false? A compound sentence is formed of one main clause.

Is this true or is this false? Pause the video and have a think.

Okay, get ready to point.

The answer is false.

Of course, it's false.

Compound sentences have at least two main clauses, and simple sentences have one main clause.

Which one of those sentences helps explain why you think it's false? Yes, it's A.

Compound sentences have at least two main clauses.

Well done.

Now I'm going to have a go at stretching my first main clause, using "but" onto my second main clause.

Watch me say the sentence.

"They can be found worldwide" is my first main clause, "but," I'm contrasting, I wanna contrast it.

"But most of them live amongst two different oceans." That's my second main clause.

I've joined it with a "but." Hmm.

Now, it's your turn.

I want you to stretch the first main clause, using but, onto the second main clause.

Do you think you can have a go using the sentence scaffold? "They can be found worldwide" is my first main clause.

But.

But what? Pause the video and tell me.

Okay, let's have a listen to what your sentence could have sounded like.

They can be found worldwide, but most of them live in the Atlantic and Southern Oceans.

Well done.

You said that so well.

Your first task is you're going to say the first two sentences of the introduction.

You're going to say them all together now.

You're going to say the general fact in your first sentence and say a compound sentence in your second sentence.

Here are two sentence scaffolds to support you to say it.

Anglerfish have a mmm appearance and mmm adaptations.

They can be found mmm, but most of them live in the mmm Oceans.

Pause the video and say your two sentences aloud.

Okay, so let's have a listen to what your sentences could have sounded like.

Anglerfish have a unique appearance and fascinating adaptations.

They can be found all over the world, but most of them live in the Atlantic and Southern Oceans.

Let's look back at the general facts and let's look at what we need to practise saying next.

We've said our first fact, we have said our second fact.

We are now going to say our third and fourth fact together.

The abyssal regions or depths of the ocean, angler fish thrive in this environment.

Do you think you can have a go at saying them together? I think so, yes.

Let's say them together.

Okay, let's use a viewpoint fronted adverbial to support us to introduce these facts because they are helpful.

We've got impressively, we could use impressively when we want to say a fact that makes you think, "Wow, that's so impressive." We can use intriguingly when we want to introduce a fact that we think is very, very curious.

We can use significantly when we want to say a fact is very, very important.

We're going to use these two facts to say our next sentence.

And I think intriguingly would be a really good viewpoint fronted adverbial to introduce these facts, because, and let's not forget, we've got to make sure that we join them because these facts are very curious.

I'm gonna have a go at using the viewpoint fronted adverbial, intriguingly, to say the next sentence.

Intriguingly, anglerfish inhabit the, mmm, where do they live? Because they thrive in environments mmm.

Do you remember the facts about anglerfish? They live in the mmm regions, and they thrive in environments with mmm.

Okay, I think I remember the fact, okay.

Intriguingly, anglerfish inhabit the abyssal depths of oceans, the deepest part of the ocean because they thrive, they do well, they survive, in environments devoid of sunlight.

That means that in environments with no sunlight.

I could say with no sunlight, but the word devoid of sunlight makes my report sound a little bit more formal.

Now, it's your turn to say the sentence using the viewpoint fronted adverbial, intriguingly.

Use the sentence scaffold to support you to say it.

Intriguingly, because mmm anglerfish live mmm.

Do you think you could have a go at saying this sentence? You can switch some of the facts around.

Have a look at mine when you are saying yours to support you.

Pause the video and have a go.

Okay, shall we have a look at what this looks like switched 'round.

Intriguingly, because they thrive in environments devoid of sunlight, anglerfish inhabit the abyssal depths of oceans.

Well done.

That was actually really tricky.

But you managed it.

We switched 'round the, I wonder if you know which part of that sentence is, because they thrive in environments devoid of sunlight.

Is that a main clause? Or is that a subordinate clause? Yeah, that is a subordinate clause.

It's an adverbial clause.

We've started that clause with a subordinating conjunction, because, because they thrive in environments devoid of sunlight, we've got to have our main clause for it to make sense.

Anglerfish inhabit the abyssal depths of oceans.

That's our main clause.

So that actually forms a, what type of sentence, can you shout out? It forms a, yes, an adverbial complex sentence.

So in task A, you are going to say the next sentence of the introduction.

You are going to use a viewpoint fronted adverbial to start the sentence.

You're going to use because to join the two clauses.

This should be okay because you've already had a go at saying it.

Intriguingly, anglerfish inhabit the mmm depths of mmm because they thrive in mmm devoid of mmm.

Pause the video and have a go at saying your adverbial complex sentence.

Okay, so let's look at my example.

Intriguingly, the unusual anglerfish inhabit the abyssal depths of oceans because they thrive in environments devoid of sunlight.

Now we are on to the second part of our lesson, actually writing the introduction.

We need to use our success criteria to help us to write it.

Well, let's look at what we need to do today.

I have written a general fact about anglerfish.

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

I have written a viewpoint fronted adverbial, and I have written a final sentence that tells the reader what they will learn in the report.

Do you remember the other sections? Maybe I can remind you now.

We have the introduction, the section about appearance, another section about the habitat, and then the final section, which is the conclusion.

But we don't need to tell them about the conclusion yet.

I'm going to use my notes to help me to write my introduction.

I'm going to use the first bullet point to help me write my first general sentence.

And then I'm going to use the other bullet points and make sure that the last two bullet points I join together to make one sentence.

That can be my adverbial complex sentence.

And how am I going to do that? Well, I'm going to show you, because I'm going to show you how to write the first part of the introduction.

I might not write all of it.

I might just write the first part.

But when I'm doing it, please can you check that I'm doing the things in the success criteria? Just keep an eye on what I'm doing because sometimes I make mistakes.

Sometimes I forget to do some of the things in my success criteria.

So you've got to keep an eye on what I'm doing.

Okay, I have stuck in my success criteria and written my subheading, introduction, and underlined it with a ruler.

Now I can start on the first thing.

I have written a general fact.

So I haven't done that yet.

So I need to write a general fact.

Now, in my plan, I've got that they are unique in appearance, and they have fascinating adaptations.

So I'm going to turn that into a sentence and make sure I start here.

I'm going to indent.

Angler, and I've said this sentence already, so this should be anglerfish, relatively easy and quick to write.

Have a unique appearance.

Appearance.

And what do they have? Fascinating.

Adaptations.

Full stop.

Am I happy with that? Yes.

So I need to tick off my general fact.

What's the next thing I need to write? My second bullet point says that they can be found all over the world.

And then I want to write my, this is where I want to write my compound sentence.

And I've practised saying it, so I think I remember how to write it.

They can be found all over the world, comma, but I'm using my coordinating conjunction, but most, most of them live where? Let me just check my notes.

Oh yes, in the Atlantic.

Atlantic.

That looks wrong.

Hmm.

I'll come back to that.

And Southern Oceans.

They can be found all over the world, comma, but most of them live in the, ah, Atlantic.

That's why it looks wrong.

It needs to have a capital letter.

It's a proper noun.

Atlantic and Southern Oceans.

That's better.

I've got my simple, my first sentence was my simple, my second sentence is my compound.

So I'm ticking that off.

Let's see what I need to do next on here.

What haven't I done yet? I haven't written a viewpoint fronted adverbial.

So I'm going to start my next sentence with a viewpoint fronted adverbial, and I'm going to use intriguingly.

In, tri, oh, this one's a bit hard.

I need to split it up.

In, tri, guing, guing, ooh, I've missed the I.

Intriguing, ly.

Intriguingly, anglerfish inhabit, where do they live? The abyssal depths of oceans.

And this is where I'm going to write, use my subordinating conjunction, because I know I have to write a adverbial complex sentence.

So I'm going to do this now.

Because they, they thrive in environments, and that helps me to spell it.

Environ, environment, environments devoid of sunlight.

Full stop.

Let me just check that I've got the right, it makes sense, and I've got.

Intriguingly, ah, intriguingly, intriguingly, comma.

Intriguingly, anglerfish inhabit the abyssal depths of oceans because they thrive in environments devoid of sunlight.

Great.

I can tick that one off and I can tick that one off.

Haven't done this one.

A final sentence that tells a reader what they will learn.

So I'm going to do that now.

In this report, that's a good way to, fronted adverbial.

In this report, a good way to start my sentence.

And this time I remembered to use my comma after my fronted adverbial.

In this report, you will learn.

Mm, no.

You will be educated about the anglerfish's, anglerfish's, anglerfish, anglerfish appearance, habitat, and diet.

In this report, you will be educated about the anglerfish appearance.

Anglerfish's.

Hmm, angler, the appearance that belongs to the anglerfish.

So I need to use a special kind of punctuation here, and it's called an apostrophe, to show that this belongs to the anglerfish.

The anglerfish's appearance.

Oh, and I'm listing, so I need a comma there.

Appearance, habitat, and diet.

Great.

So now I can finally tick the last one off.

Happy with that.

Now it's your turn to write the introduction of the non-chronological report about anglerfish.

Use the success criteria here and use your general facts to help you structure your paragraph.

Good luck, and I can't wait to read your introductions once you have finished.

Pause the video.

Let's just quickly have a look at whether I've done everything in my success criteria.

Have I written a general fact about anglerfish? Yes, I have.

Anglerfish have a unique appearance and fascinating adaptations.

Amazing, I'm gonna tick that off.

Have I written three different sentence types? Well, the first one is a simple sentence, so that's great.

And then I've, in my second sentence, I've used a coordinating conjunction, but, to join two main clauses.

So I've got my compound.

And then in my third sentence, I've used a subordinating conjunction, because, to write my adverbial complex sentence, so that's great.

So I can tick those off.

Have I used a viewpoint fronted adverbial? Yes, I've used intriguingly, so I can tick that one off.

And have I written a final sentence? In this report, you will be educated about the anglerfish's appearance, habitat, and diet.

Yes.

You can tick them all off.

Amazing.

What I would like you to do now is I'd like you to do the exactly the same thing as I have.

Just go through your writing, your introduction, and check that you have done everything in your success criteria and tick it off.

Pause the video and have a go.

To summarise, the introduction is the opening section of a non-fiction text that encourages the reader to read on.

The purpose of the introduction is to give the reader the most basic information and to tell the reader what they are going to learn in the report.

The introduction is written using a variety of sentence types to improve text flow.

I hope you enjoyed this lesson on writing the introduction of a non-chronological report about anglerfish.