To plan an explanation text (Part 2)

Key Stage 2

English

Chocolate Making - Explanation writing

﻿Hello, everybody. It is Mrs. Hardisty here with your English lesson for today. We are going to do our final planning lesson today preparing ourselves for the last bit of our explanation text. So when you're ready, let's begin. For today's lesson, you will need some paper enough to make all of those different plans and a pencil or pen. So, make sure you have those things and then we can get started. So we're going to begin by generating some vocabularies and thinking up some different words we can use. So, because we are planning the grinding stage today it'd be really helpful to think of some verbs and doing words that explain exactly what happens to the beans and the seeds when they go into that machine. So, I know that it grinds down the beans. Can we think of another word for grind? How about crush? So it crushes the beans. And I know that the shell then comes off that bean and that's the whole point of them being put in this machine. So, a precise word for meaning to take something off, can you think of what word it might be? How about removes? Okay, so the machine removes the outer shell and then those shells need to be blown away, don't they? So that they don't go in the same pot as the nibs so we could have blows. And then right at the end, all those nibs get shot out of the machine, don't they? Into a big bucket. And so that bucket, what's it doing? It's collecting, isn't it? So we could have the verb collects. So now we've got some brilliantly precise verbs that we can use and put into our plan to describe what happens in a machine. We've got crushes, removes, blows and collects. So we've thought about verbs and now I'd like to think about verbs and adverbs. So this words describe how something happens. So the nibs are in our new machine now with the big heavy rollers. So straight away at a verb that we could use is, roll. And then I want to describe what happens to those nibs in the machine. So they are crushed, they are ground down, aren't they? They are... do you know the word that describes when, it's an old word that would also describe wheat being turned into flour when those big heavy rollers grind something down. So they are milled, aren't they? That's another word that we could use. And then how does this happen? So they're gradually ground down. This doesn't happen really, really quickly because those roll as a so heavy and slow moving. So gradually and slowly would also work with this, they both need something very similar, they're almost synonyms, slowly and gradually. And now we're on the mixing stage, so when the milk and the sugar are added so, oh, that's when we could definitely have, so are added. They are, well they're mixed together, aren't they? So we could have our mixed. And if you have lots of different things all being mixed together into one thing that verb to kind of mean lots of things into one thing is combined. So they are combined together and another verb for mix so that you can't really tell which bit came from where is blended. You might've come across this verb before, blended So all the ingredients are blended together. Well, how are they blended? Well, I know that depending on the different amounts of milk or sugar that are added, you can make dark chocolate or you can make white chocolate, so they have to be really precise. So we can have the adverb carefully and precisely. Can you think of a word that would describe how this happens? Accurately, because if they get the amounts wrong then they won't be able to create the sort of chocolate that they want to. So now we've got a whole load of verbs that we can use are added, are mixed, are combined, are blended. And then we've got some adverbs that describe how this is done. So, carefully, precisely and accurately. Which one would you want to use in your plan and in your writing? All right, so we've come up with lots of different verbs and adverbs. Let's now practise putting them into a sentence. So, I've already started it for us. At this stage, and can we use some of those words we've just come up with to write a sentence. So, milk and sugar are carefully blended together with the chocolate paste or at this stage, milk and sugar are accurately mixed in with the chocolate liquor. How could we finish that sentence? So can you now pause the video and write out your sentence using some of those verbs and adverbs we have just practised. Lovely writing, let's see what I put. So I wrote, at this stage, milk and sugar are precisely blended with the chocolate liquor. Did you use those words or did you use something different? So, as I said, we're going to be doing lots of planning today. So we're going to start by planning the grinding paragraphs. So just as we've done before, you need to set out your plan like this with your three columns; the stage that we're at, which is our grinding stage and then our facts column, and then our vocabulary column. So can you now pause your video and get your paper, if you can try and use a ruler for this to make it neat and draw out your table so that you can then fill it in with your plan. Well done for getting your table ready. Let's now start to fit it in. So to start with, we're going to be doing the grinding stage. I need to write grinding down and then I need to think of a subheading. So, it could be something like, how are the beans ground? I want my reader to think about why this is happening. So I think I'm going to write the subheading, why are the beans ground? What do you think? Which one would you choose? And then there aren't that many facts I need to include for this, do I? I need to make sure that I've got the name of the machine. What was the name of the machine, can you remember? The winnowing machine, well done. And then what happens? So the shells are going to be removed and they're going to be blown away, aren't they? So, I'm going to pop that down in my plan. And then all I really need to then remember to do is write about the fact that the nibs are ground under the rollers in that next machine. So I'm just going to pop rollers down there, do you think I need anything more than that? And so now I just want to think about what vocabulary, what words I want to use in my writing. So I've already put in, can you spot which two verbs I've already added in that we looked at earlier in the lesson? Can you point to them? So I put in crushed and removed, cause that's going to be really useful when I'm talking about the shells. And then it's probably likely that I want to use before or as, so, as the shells are blown away or as the rollers crush the nibs, so that's going to be a really nice way of starting one of my sentences. And then we've got lots of different things happening quite quickly at this stage. So it'd be really nice to use some cause or conjunctions. Can you point to the cause of conjunctions? Which ones are they? So we've got consequently and as a result, and I might also want to use one of my " and " formal conjunctions, which one is it? Can you find it in addition? And then my subject specific vocabulary those words that I want to make sure that I accurately using on nib and the paste, which is called the chocolate liquor because once the nibs are ground down, they make that chocolate liquor don't they? So can you now pause the video and write your own plan Fantastic planning. So, as I said, we are now going to practise using our plan to retell what happens at the grinding stage. We're not going to do the whole thing. I'm going to have a go and then it's going to be your turn. So I'm looking at my plan. I know that I want to use the word winnowing machine and crushes. And maybe after I can see I've got after in there. So after the beans have roasted then they could be put in the winning machine. Okay. So I'm going to try it and then you can. After the beans are roasted they are put into a winning machine to be crushed. Now I'm going to try another sentence in that section. So I'm going to talk about the shells. So as the machine grinds them down, the shells are removed. Yeah, that would work. So as the machine grinds the beans, the light shells are moved and blown away. Consequently all that is left is the small centre called the nib. So can you now pause the video and practise retelling your grinding section using your plan? Well done, so now it's time for us to plan our mixing and moulding paragraphs. So this is the last table that we need to make. This is our last plan to make sure you've done your columns and your facts and your vocabulary, making sure that it's nice to neat. Pause the video and I'll see you in a minute. All right. So this time instead of me going through the plan that I've made, I've made one already but I've got a bit mixed up and I've made some mistakes. So I think I might have got my facts muddled up and in the wrong order. And I think I might have chosen the wrong sort of words, to go into my vocabulary column. So in a moment, can you pause the video and see if you can spot where I have gone wrong and what order the facts really should go in and what vocabulary you think would be more appropriate for this last stage of the chocolate making process pause the video and see if you can spot the errors. I'm so glad you have found all these mistakes. Let's see if I managed to find all of them too. So to start with at the mixing stage it should have been the milk and the sugar being added. And then talking about the fact that they are added in different amounts to make dark or milk or white chocolate. What did you think came next? I thought that then we could talk about that it's crumbly and dry. It needs to be put through the rollers for all the lumps to be pushed out. And then the fact that the chocolate there needs to be melted and only after the chocolate is melted are the extra ingredients per in. And then what happens at the end, it's poured into the mould and then left to cool and set. Okay. So we've got our facts in the right order now. Now, the problem with a lot of my vocabulary choices was it there was a sort of words that you'd have at the start of an explanation text, not at the end. And also I had in, did you spot? I had in the word suddenly and that just wouldn't be used in a non-fiction texts like this. That's the sort of thing that you'd have in a narrative and a story. So what did you think we should have been? I thought we should have words like finally, lastly, perhaps while, so while the chocolate is cooling and then I thought it might be nice to start some of our sentences with if, so if the chocolate isn't melted or maybe even, that but conjunction despite and then lastly, my subject specific words were correct weren't they? So liquid, so the chocolate has to be a liquid not a solid that blended together and then the extra flavourings. So can you now pause your video and complete your plan Well done? You have finished your plan. And so now we're going to practise using our plan again to retell the sections of our writing. So I'm going to have a go and then it's going to be your turn again. So I'm going to do very similar sentence of the one that we did in our warmup at this state milk and sugar are precisely blended with the chocolate paste to form chocolate different amounts of milk and sugar will produce different sorts of chocolate, such as dark milk or white chocolate. Now I want to use despite. So despite the chocolate now being formed it is still too dry and crumbly. And now I want to use if, so if the chocolate makers want to change the flavour of the chocolate, they can add extra ingredients such as fruit, nuts, or caramel. Finally the chocolate is melted, ready to be poured into moulds. So now it's your turn. Can you now pause your video and practise your oral rehearsal? So saying exactly what happens at the mixing emoting stage using the words in your plans or using those conjunctions using those adverbials using the facts and the subject specific words, practise using them. And then you'll be so well prepared for your writing. Lovely dope everyone. Let's just recap what we have done today. So we did some vocabulary building where we thought about verbs and adverbs. And then we planned our grinding and our mixing and our moulding paragraphs. And we use those plans to already rehearse those sections. Well done everyone. We are nearly there. We have nearly finished our explanation texts. Now we're going to put all of this planning and practise into our writing. I'll see you soon. Bye-bye.

To plan an explanation text (Part 2)

To plan an explanation text (Part 2)

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UnitEnglish / Chocolate Making - Explanation writing

English