To write an information text (Part 3)

Key Stage 1

English

Non-chronological report: All about Witches

﻿Hello, super storytellers, and welcome to this English lesson. My name is Miss Cashin, and this is lesson 10 of this unit. So it's our very last lesson, where we're learning all about information text. You have been able to invent your very own witch, for our book, "All About Witches". In lesson eight, we wrote about the witches of parents, and of course, we wrote our introduction. In lesson nine, we wrote about the witches habitat. So today, we're going to finish our information texts. So we will have an amazing page, for an amazing book, "All About Witches". We're going to start today's lesson with a spelling activity, then we're going to have a careful think about your witches behaviours, that we've already decided on in some of our other lessons. Then we're going to talk through your behaviour section, and your conclusion section using your box plan from lesson six. If you have it, that is brilliant, but if you don't, don't worry. Then we're going to write our behaviour section and then our conclusion, and then we will have finished our information text. So this is what you're going to need in this lesson, you need an exercise book, or a piece of paper, and it would be brilliant, if you could get the piece of paper you've already been writing on, so you have one page full of amazing information. You can also get your box plan from lesson six, you need something to write with, a pen, or a pencil, and of course, you need your brilliant brain, but hopefully you all ready have that. So if you need to go get any of these things, you can pause the video now, and go and get them. Well done storytelling superstars, you are all ready. So let's get started with our spellings. We have been reviewing and consolidating some spellings that we've all ready looked at. If you remember looking at this rule with me before, that's brilliant, if you don't, that's fine as well, you can still join in with our activity. So, we are looking at two suffixes, which we know go on the end of a word. We are looking at the -ed suffix, and the -ing suffix. You might even remember, that -ed suffix usually means that our verb becomes a past tense verb. Okay, I've got a sentence here with a missing word, I am for witches. And I've got a root word in tuck with at the bottom, the root word is hunt, hunt, hunt. We need to work out, are we going to add the -ed suffix to hunt, hunt? Or are we going to add the -ing suffix to hunt? Hunt, hunt. And which word is going to go in this missing word box? I am for witches. So you find out which version of hunt needs to go there, pause the video to write out your sentence. Well done, spelling superstars, let's have a look at that word. I am hunting for witches, not I am hunted for witches. So we needed to add -ing suffix, well done, if you did that. Let's check our spelling of hunting, H-U-N-T-I-N-G our root word stays the same, And we just add that suffix. Have a careful check now, did you spell hunting that way, and can you give yourself a tick, or do you need to cross it out, and have another look? Well done, super spellers, let's have a look at our next sentence. When the witch screeched, I . There are lots of things I think I would do from witch screeched at me, but we are looking at the root word jump. Which suffix are you going to add, -ed or -ing? When the witch screeched, I . Pause the video to see if you can write up this sentence. Well done, super spellers, let's have a look at that word. There we go, when the witch screeched, I jumped. And we can see that it's a past tense verb, so J-U-M-P-E-D, jump stays the same, we just add -ed to the end. Check now, that you spelled jumped that way. Well done, super spellers, let's have a look at our final missing word, here we go. I was carefully, but I couldn't see a witch. I was carefully, but I couldn't see a witch. Okay, our verb at the bottom is look, are we going to add an -ed suffix or an -ing suffix for it to make sense here. Pause the video, and see if you can complete this sentence. Well done, super storytellers, let's have a look at that word. There it is, I was looking carefully, but I couldn't see a witch. So we need to add the -ing suffix. Let's check out spelling the looking L-O-O-K-I-N-G, have a careful check that you spelled it looking that way. Well done, super spellers. Now we can have a really brilliant think, about how or witch behaves. Okay super storytellers, we are going to have a bit of a thing to remind ourselves, what we've all ready decided about our witch. So, I am going to use my pen, as my fantastic microphone, if you would like to go and get yourself something to be your microphone, you can go and get it now. Well done super storytellers, let's have a look at our first question, all about our witches behaviour. Ooh, what does your witch do during the day? What does your witch do during the day? Have a think, can you tell me? I have lots of exciting things that a witch is deep during the day, fantastic ideas, let's have a look at our next question. What does your witch do at night? What does your witch do at night? How a think, what does your witch do at night, can you tell me? Amazing, lots of flying and hunting, amazing ideas, super stuff. What does your witch eat? What does your witch eat? How a think, can you tell me what does your witch eat? Oh, my goodness, so many things, some animals, some plants, all sorts of things. Last question, what special powers does your witch have? Can you remember, what special powers does your witch have? Can you tell me? So many amazing ideas about our witch's special powers, we are all ready for our writing. So we're going to now talk through our sections with our box plan. If you did lesson six of this unit with me, you will have your brilliant box plan, where you've already put down some of our ideas. We've already written our introduction, and appearance in lesson eight, and we raised that the witch's habitat in lesson nine. So today, we are just going to write about their behaviour, and our conclusion. So we're going to fold that over, so those are the only bits I'm looking at. And I'm just to talk through some of the things that we all ready decided. So behaviour, the purpose of this section is to tell my reader what the witch does. Here I go, cheering the day the ice witch sings, a stunning, but sad song, if you hear it, it might make you cry. At night, they hunt for food, and they can dive down into the frozen ocean, and pick up fish just with their claws. If it gets too hot, the ice witch will fall asleep immediately. If they meet a human, they are usually very kind, but if you upset them, they can turn you to ice with one hard step. Now I'm going to do the conclusion, which is to summarise some of the important information. Ice witches are fascinating creatures. They are amazing to see, and to hear. If you read the rest of this book, you will find out about lots of other witches. Now it's time for you to talk through your section on behaviour, and your conclusion using your box plan. Remember to have a careful think, to speak through everything that you want to write down later, you could even write down one or two more words that you want to use. I've given you some sentence starters to get you going, it says, during the day, at night, if they meet a human, sometimes they, so you can use these to get you started if you would like to. So pause the video now, to have a go at talking through your box plan. Well done, super storytellers. Now we're going to write our behaviour section. So you're going to watch me write, and then you will have a go. I'm already trying my behaviour section, so I've written behaviour here, and I have my box plans to help me. So we're going to start with cheering the day, the ice witch sings, 'cause we can stay in the present tense. During the day, the ice witch sings a stunning but sad song. Okay, during the day. During the day, and then I need to comma. During the day, the ice witch sings. And then I'm going to use those words, I already pane on my box plan. During the day, the ice witch sings a sad but stunning song, s-o-n-g, full stop. And use the conjunction, but 'cause I'm comparing sad and stunning, it's sad, but stunning. Do you remember what will happen if you hear the song? That's right, you might cry. So I'm going to start with my subordinating conjunction if. If you hear the song, then I need your comma, 'cause I've started with my subordinate clause. If you hear the song, you might m-i-ght you might cry, c-r-y. Okay, during the day, the ice witch sings a sad, but stunning song. If you hear the song, you might cry. So it stayed in the present tense, and I've described the song as sad, but stunning. So I've got an expanded noun phrase, to describe how it sounds to you as a human. Okay. At night, the ice witch hunts for fish. And that's my present tense for hunts. So at night, at night, oh, that's got the same I sound as might. M-i-ght at night, the ice witch hunts for fish, I'm going to extend that sentence, I'm going to say, and they can catch them, or they can skewer them, or they can stamp them. Or I think they can catch them with their sharp talons. And they can catch them, with, that's one of our tricky words, we just need to know W-I-T-H with their, that's another one of our tricky words we need. T-H-E-I-R, 'cause it's their tunnels, it belongs to the witch, with their sharp talons. Full stop, so I've got another expand now phrase, cause I've described their talons as sharp. Now it's time for you to write your behaviour section, and I'm giving you a sense of start to get going. It says, during the day, we've got a toolkit here as well. Remember to think about your capital letters and correct punctuation, usually a full stop. Remember to think to yourself, does it make sense? And read back every sentence. Think, am I in the present tense? Have I used any descriptive phrases? And the most important question, is does the reader know what's the witch does, because that is the whole purpose of our behaviour section. So, pause the video, and go and write your behaviour section. Well, done with super stories in this week, and we only have the conclusion left. So you're going to watch me writing my conclusion, and then you will write your conclusion, and you will have finished your whole page for our book, "All about Witches". I am ready to finish my information text now. So I'm going to write, conclusion, and I'm going to get my box plan ready to help me. And we know the conclusion is just going to summarise some of the key information. So I'm going to summarise by saying that, ice witches are fascinating creatures. So ice witches, more than one. So ice and then witch, but I want witches, so I'm going to add my -es suffix. Ice witches are fascinating creatures. Then I'm going to list three things that I love about ice witches, I'm going to use power three. They are amazing to see, and hear, and they can be very kind, go back to that. They are amazing to see and hear, and they can be very kind. They, T-H-E-Y are, A-R-E they are amazing, there's my -ing suffix, to see. Hear, I'm going to say, and even to meet. And even to meet, m-e-e-t. So I changed that sentence when it came to writing it, they are amazing to see, hear, and even to meet. Oh, I'm not sure about that handwriting, Miss Cashin went a bit faster, oh, much better. And to finish off, I'm going to say, if you read this book, you can find out about lots of other witches. So I'm going to start with that subordinating conjunction. If you read, or even if you read more of this book, if you read more of this book, b-o-o-k, if you read more of this book, I've started with my subordinate clause, we need comma. If you read more of this book, you can learn, about lots more witches, full stop. Because this is my last paragraph, I'm going to read it back, just to check. Ice witches are fascinating creatures. They are amazing to see, hear, and even to meet, if you read more of this book, you can learn about lots more witches. Right, storytelling superstars. The moment has come for you to finish your information text. So you need to write your conclusion, and I've given you the start of a sentence. witches are . So you can say, Forest witches are amazing, ocean witches are incredible. We've got our toolkit here, remember your capital letters, and correct punctuation, usually a full stop. Think to yourself, does it make sense? Have I stayed in the present tense? Have I continued to describe my witch, and that overarching question? Does my conclusion recap? What is interesting about your witch? So in mind, I'm really trying to pull out the most interesting things about the ice witch. So you pause the video, to go finish your information text. Well done, storytelling superstars, you are amazing. I will be blown away, if you have the energy for a challenge, do you think you do? Amazing, okay, which section of your information text are you the most proud of? Why? Have a think, I am proud of because... Then you'll read your information texts, and think to yourself, which part am I the most proud of and why? Oh, I would love to know which one you are most proud of. I was most proud of my appearance section, because I think I made the ice witch sound really frightening. Can you tell me, which was your favourite? We have done such an amazing job for our book, "All About Witches" it sounds like lots of you are proud of your appearance section, your habitat section, your conclusion, your introduction, and of course your behaviour section, you have done amazing writing, I am so proud. I would love, love, love to read some of your information texts. So remember, you can always share your work with Oak National. So if you'd like too, please ask your parent or carer to share your work on Instagram, Facebook, or Twitter, tagging @OakNational and #LearnwithOak. Well done, for your amazing work in this unit, bye superstars.

To write an information text (Part 3)

To write an information text (Part 3)

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UnitEnglish / Non-chronological report: All about Witches

English