To write an explanation text (Part 2)

Key Stage 2

English

Chocolate Making - Explanation writing

﻿Hello everyone, it is Mrs. Hardisty here, with the English lesson for today. I hope you are well. In today's lesson, we are going to be doing lots and lots of writing. We're going to be writing about the grinding and the rolling, and the mixing stages, of our explanation text. So when you're ready, let's begin. This is what we're going to do in today's lesson. We are going to start with a warm up by looking at how to use relative clauses. And then we're going to read an example of the section of the explanation texts that we're doing today. And then we're going to write our own sections on the grinding and the mixing. So for today's lesson, you will need paper and pencil, and then also your plans for your grinding stage and your mixing and moulding. We're not going to do moulding today, but it's all on the same plan. So please make sure you have all your plans ready, 'cause they're going to help you so much with your writing and then we can get started. So we're going to begin with relative clauses. So remember relative clause, add additional information and it always starts with a who or a which, and it generally describes and changes a noun. So I have the sentence here. The shell has to be removed. I want to give extra information about that noun, shell. So I can add in a relative clause, because it's a thing, not a person, it's going to start with the word which. So you can see here now, that I have made space for my relative clause in the middle of my sentence. Because it's going in the middle, my relative clause is going to have to be surrounded by commas. So I want to describe the shell. What does the shell look like? And I can use my relative clause to do so. So the shell, which is brittle, has to be removed. So I've added in some information about my noun using a relative clause. I've got commas around it and it's gone into the middle of my sentence. How about in this one? The nibs are still not ready to become chocolate. So again, I want to add some additional information to describe those nibs in greater detail. And I can use a relative clause to do that. They're a thing, they're not a person. So again, what's my relative clause going to start with? Is it going to be which? Or is it going to be who? It's going to be which. So I've made some space in my sentence now, the nibs, which are still not ready to become chocolate. So what could I do? I want to describe what they are. So the nibs, which are small parts of the bean, are still not ready to become chocolate. I've given my reader extra information in the middle of my sentence with this relative clause. And it's really important to remember those commas around it. And now it's your turn to do your own relative clause in a sentence. I've written a sentence already. And then you need to choose what you would include in your own relative clause. Let me read it first. The chocolate liquor is repeatedly moved through rollers to remove any lumps. So what is the noun that our relative clause, is going to be giving information about, it's going to be describing. It is the chocolate liquor. So I've already written it out for you here, the chocolate liquor comma, and that's where we're going to put in our relative clause, which is what? So think about its texture. What is that chocolate paste like? And therefore why does it need to be put through the rollers? Is it smooth and silky? Or can you think of another way of describing its texture that is more accurate? So can you now pause your video and write out the whole sentence 'cause we need to practise putting the comments in the right place as well. I don't want you to just write the relative clause, the whole sentence with your own relative clause inside. The chocolate liquor comma, which is, pause your video and write. Fantastic work, I'm going to show you what I would put in. You may well have done something very similar. You might've done something different. So the chocolate liquor, which is dry and crumbly, is repeatedly moved through rollers to remove any lumps. Did you use similar adjectives? Did you do something slightly different? So now we're going to come onto our writing and we're going to do it in two sections. We're going to do our grinding and then later on, we're going to do our mixing. So here are our success criteria for today. The things that we need to make sure that we're doing to make our writing really fantastic and successful. Three of them are already familiar to us. And then the last one is slightly different for today. So number one, I have used a fronted adverbial. Number two, I have used a range of conjunctions. Number three, I have written in the present tense and then number four, because we just practised it in the lesson already, I have used a relative clause. Here is my example for my explanation text. The bit about grinding and I'm going to read it out and as I do so, see if you can spot the relative clause, the conjunctions, the fronted adverbials. Here I go. After roasting, the beans are much harder. In addition, their shell, which is brittle has to be removed or the final chocolate would be crunchy. They are placed in a machine called a winnower. This machine first crushes the beans, shell included, into tiny pieces. The bits of shell are very light. As a result, when the machine uses a fan to blow the crushed pieces, the shells blow away and leave just the inside part called the nibs behind. Did you spot some of those things? Did you spot the conjunction? Can you shout it out to out to me? Did you spot the relative clause? Shout out to me. Let's see if we can find them together. My fronted adverbial was right at the start, after roasting, describes when the grinding happens and it's after the beans have been roasted. And then my conjunctions, I used it an and form of conjunction, I used in addition and I used a causal conjunction as a result. So I've got two just in this one paragraph, did you spot them both? And then I just checked a couple of my verbs to make sure that they were written in the present tense. And I've got, are placed and then crushes. So I know that both of those are in the present tense. You might have found some other verbs and check to see if they were in the present tense like blow. And then where was our relative clause? Was very similar to the one that we looked at at the start of the lesson, wasn't it? In addition, that shell, which is brittle has to be removed. Okay, brilliant. I know that I can tick off all my success criteria because I've done all of those things. Now, remember our plan is there to be used. It's not just there to be done for one lesson, then ignored. You need to get your plan now and have a look through what is the subheading that you want to use? What are the facts that you need to cover? Which adverbial phrases do you want to use? Which conjunctions? What are the subject specific words you need to use? Just go through now and make sure that you're absolutely secure in what you need to put into your writing. Now we're going to write the next part of the grinding process together. So we've done the winnowing stage and now we've got the rolling bits where they're grinding it down using the rollers. So now we're not talking about the beans, we're talking about the nibs. So let's start with that. The nibs, now, could we have a relative clause here, starting with which? So I'm going to have my comma, which are what? They are the small parts of the bean, which are the small parts of the bean. And then what do I need here for my relative clause to be finished? I need a comma. So the nibs, which are the small part of the bean, are they ready to become chocolate yet? No, they're not. So I can write that to my reader, are still not ready to become chocolate. Are still not quite ready to become chocolate. So I need to explain that they need to be ground down, that they need to be crushed. So they first need to be ground down. And now I can explain how they're ground down. So where are they put? They're put into another machine, aren't they? They are placed in another, what sorts of machine? Another large machine. And what does that machine have? With heavy rollers. With heavy rollers to crush them into what? Into, what is it? It's a paste, isn't it? I'm going to read that to make sure it makes sense. They are placed in another large machine with heavy rollers to crush them into a paste. Really wants to tell my reader, what this paste is called. What is it called? It's called chocolate liquor. Now liquor is normally the word that we use to describe alcohol, but actually the paste doesn't have any alcohol in it at all. So I can tell my reader that. So despite it not having any alcohol, oh I like that. So despite not containing, containing any alcohol comma, the paste is called Chocolate liquor. And now I want to sign posts. I want the link to the next stage of the process. It's this chocolate liquor that will then be turned into chocolate. So I can help my reader know what's going to happen next. So it is this very liquor. It is this liquor that will what? That will be turned into chocolate. Can I turn that into a compound sentence? And be formed into a variety of sweets and shapes. And be formed into a variety of sweets and bars. Okay, let me read that through. Despite not containing any alcohol, comma, the paste is called chocolate liquor. It is this liquor that will be turned into chocolate and be formed into a variety of sweets and bars. So now can you pause the video and write your own grinding section? So with the winnower and then with the rollers. We've done our grinding section, and now we're going to do on mixing section. Now on your plan, you have got both mixing and moulding. So I'm just going to cover mine up now, so that you can see that we're just going to do the bit where the milk and sugar added and where it goes through the rollers. We're not going to be doing about the chocolate being melted and poured, that's going to be in the next lesson. So make sure that, you know, absolutely in your plan where you're going up to. Check, you know, what your subheading is, and which particular words you want to use. What vocabulary you want to use. Now you can see that I have already written my subheading in the middle of my page and underlined. So I have written how do the beans become chocolate? And now I can start to describe the milk and the sugar being added. So I'm going to link in with what is just happened. So they've just become the liquor. So I'm going to start with, now the nibs have become liquor. Now the nibs have become liquor, comma, the milk and sugar are added. Milk and sugar, can I add an adverb in there? Think back to our planning lesson, where we thought about different adverbs are precisely added, accurately added, are carefully added. I like precisely. Milk and sugar precisely added to the paste. To the paste. And then what happens? The ingredients are mixed together. They're combined, they are blended, which verb would you use? I'm going to use combined. And the ingredients are combined together. Uh, I've got a little spelling error there. I'm just going to change it, ingredients, lovely. And now I can talk about the different sorts of chocolate that are made depending on how much milk or sugar is added. And so now I can start my sentence with that ING verb. I can start with depending. Depending on the amount of milk or sugar that is added, comma, different sorts of chocolate will be produced. Different sorts of chocolate will be produced, such as milk, dark or white. Read that through. Depending on the amount of milk or sugar that is added, comma, different sorts of chocolate will be produced such as milk, dark, or white. And now I can use my but form of conjunction because I want to talk about the fact that it's still really dry and crumbly. So I could use nevertheless or however, what would you choose? I'm going to use however. However, what do I need after that? I need a comma. It is still quite dry and crumbly. It is still quite dry and crumbly and you wouldn't want the eat it like this. And it's not ready to eat yet. Okay, however comma it is still quite dry and crumbly and is not ready to eat yet. So now I can talk about it being put through the rollers. So now I can use the word, therefore. Therefore making sure I was spelling it correctly, comma the mixture is what? The mixture is repeatedly pushed, repeatedly pushed through how many rollers? Several rollers, to what? To push out any lumps, to smooth out any lumps. To smooth out any lumps. I'm going to read that last bit out. So therefore the mixture is repeatedly pushed through several rollers to smooth out any lumps. It's not quite finished because what I want to do is have an linking sentence that then helps my reader know what's going to happen right at the end. So the last stage is the moulding stage. So could I write something like the chocolate is now ready to be moulded? The chocolate is now ready to be melted. The chocolate is now ready to be moulded. Fantastic, can you now pause the video and write your own mixing paragraph? And don't forget that last sentence at the end to link into your final bits of writing, which we'll be doing in the next lesson. Well done everyone. Let's just now take this time to look through our work and just check off how we used a fronted adverbial. Take it off, go through. Can you add one in if you haven't. Have you used a range of conjunctions, some causal conjunctions, some and conjunctions. Have you written in the present tense? Just check those verbs. Have you written them correctly? And have you used a relative clause starting with which or who? Making sure it's got those commas around it too. We'll just have a quick recap, of what we've done in today's lesson. So we started by looking at relative clauses, and then you read an example of my writing. And then we wrote our own grinding and mixing stages. Wonderful work, everyone. You have worked really hard. There was a lot of writing to do today and you have done so, so well. Our explanation text are looking really, really brilliant. I look forward to seeing you soon, bye bye.

To write an explanation text (Part 2)

To write an explanation text (Part 2)

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UnitEnglish / Chocolate Making - Explanation writing

English