To write the closing paragraph of a non-chronological report

Key Stage 2

English

Wild Cats - Non-chronological reports

﻿Hello, it's me again Mrs. Smart. Welcome to today's English lesson. I can't believe this is our last lesson, writing a non-chronological report. You have all done so, so well, I am super impressed. So today we are going to be writing our closing paragraph of our non-chronological report. You have learnt so much in this unit and applied all of your skills really, really well. I hope you are all really proud of yourselves, right? If you're ready for our last writing lesson, let's get started. In this lesson. You are going to need an exercise book or some lined paper, a pen or a pencil to write with, and your notes about the tigers habitats that we wrote in a few lessons ago. So if you haven't got any of those things with you right now, just pause the recording and go and get them. In our lesson today. We're going to start with our final recap of the features of a non-chronological report. I'm sure you can all remember those by now. We're then going to remind ourselves of some of the research that we did into tiger's habitats. Then we're going to write our closing paragraph. So I'm going to write a little bit, then you're going to write a little bit and then we'll work through together in sections. And lastly, you're going to complete your independent task. For the final time this unit, can you remember what is a non-chronological report? I'm sure you could all probably recite exactly what I'm going to say. Pause the recording and write down what you can remember. Okay, can we say it's all at the same time? Let's give it a go. A type of nonfiction text. Provides factual information about a subject, person or event. Includes formal subject specific language, and it is not written in time order. So in this unit, we have written our opening paragraph, which summarised information about the tiger and introduced our reader to the tiger and what type of animal it was. We then wrote our appearance paragraph. We then wrote our diet paragraph. And today we are going to finish with our closing paragraph. And remember, this report is going to feature in this national geographic book all about tigers. So what is the purpose of the closing paragraph? Often we talk about in stories the ending or the tying up all the loose ends, but what's the closing paragraph of a non-chronological report's got to do. Most recording and write down any of your ideas now. Okay. So the purpose of this paragraph is to summarise, we want to summarise what we've already covered in the report. So we've told our reader about the tigers appearance, and the tigers diets. So we're going to mention something about those again, just to remind our reader what the report's been about. We're going to provide general information. So we're not going to go into loads of specific details. So just like the opening, it'll just be general information. We're also going to consider the future for the animal. So we're going to think about maybe some of the dangers that the tiger faces and thinking about what's going to happen for the target in the future. This is our success criteria today. We need to include an opening and a closing sentence this time. So not a linking sentence because there is no other paragraph to link to. So our final closing sentence, we're going to include a relative clause, brackets and a colon, which you practised in our last paragraph. Formal conjunctions and subject specific vocabulary. And then this time I've included a new feature. I want you to try and include some future tense. So we said that we were going to talk about the future for the animal, what is going to happen to the animal in the future. And then of course, we need to remember to think about off full sentence. We might want to say it out loud, write it down, read it back and check it carefully. And that will help us to be really accurate with our writing. Let's remind ourselves of some of the information that we learned in our research lesson about tigers habitats. So the only continent that the tigers can be found in is Asia. They range from Eastern Siberia in Russia, through parts of North Korea, China, India, and Southeast Asia to the Indonesian Island of Sumatra. And remember we talked about previously that tigers can survive in lots of different types of habitats. So you can see on the screen, they can inhabit long grasslands. They can live in swampy areas and they can also inhabit jungle areas with lots of trees and foliage. They can also live in lots of different climates. So some tigers live in places like Siberia, where it's really cold and other tigers can live in places like Southeast Asia, where it's much warmer. Let's have a look at my notes to remind us of some of the information we might want to include in our closing. Hopefully you've got your notes in front of you as well. Tigers have been hunted for a thousand years and they're killed because humans want trophies. They want their tiger skins and they want parts of their body to use an Asian medicine. Often tigers are killed because they think tigers pose a danger to humans. The population has gone from 10,000 to 4,000 in the wild, over the last century or so. And that means that they are actually classed as an endangered species. That means that they are officially at risk of becoming extinct, which means to no longer exist anymore. And luckily governments and conservation groups have managed to ban tiger hunting in most areas of Asia, and the trade of tiger skins has been outlawed. So that means buying and selling tiger skin is against the law. Some people unfortunately still do this, but it is against the law. Tigers are losing large areas of their habitat because of agriculture. So people are clearing areas of land to create farms, to keep animals or to grow crops. And that then means tigers are losing their habitats. This is when tigers then sometimes come into contact with humans because actually humans are encroaching on their territory. This means they have less roaming rooms, so less space to move around. And they also have fewer prey available. This then causes them to hunt sometimes livestock. So that means farm animals, so things like cattle or cows, for example. And then we know that humans then retaliate. So they get the tigers back often by killing them because the tiger has killed their livestock on their farm. We're now going to do a module right together. Let's just remind ourselves one last time of the features on our success criteria. So we need an opening and a closing sentence at the beginning and the end of the paragraph, we need to include a relative clause brackets and a colon to add extra information, formal conjunctions and subject specific vocabulary. And remember we're going to include future tense. So we're going to think about the future for the tiger. What is going to happen in years to come? It's now time to start writing our closing paragraph. I'm so excited to see your full non-chronological reports. Okay. But my first sentence of my closing needs to summarise the main topics of my report. So I know the main two areas that I've covered are the tigers appearance and the tigers diets. So my first sentence is going to summarise both of those two areas. A really good place to start is with the conjunction, in conclusion and just like my formal conjunctions, I'm going to have a comma after that. So in conclusion, comma, I'm going to say, this animal has many features, has many appearance features because I want to make it really clear that I'm summarising the appearance. Now I want to add a bit more information about the fact that the appearance features are then linked to the diet because the appearance features help it to hunt catch and consume their prey. So I'm going to use a relative clause here at the end of my sentence, I'm going to say, which enables it to, that means like help it to, be a successful hunter no I know predator that would be a more formal word, successful predator in the wild. So that means that they are really good predators. They managed to catch lots of animals. Now let's read that sentence back and just check if it makes sense. In conclusion, this animal has many appearance features, which enable it to be a successful predator in the wild. Now this is my last opportunity to really describe how amazing the tiger is. So I'm going to add in some adjectives here to make this a little bit more interesting. I'm going to say this magnificent animal has many appearance, let's say many fascinating appearance features. Just to add a bit of description there, make it really clear how amazing tigers are. Okay. Let's read that back again. In conclusion, this magnificent animal has many fascinating appearance features, which enable it to be a successful predator in the wild. So my opening sentence has summarised the appearance features and their diets. Very, very genuinely. I'm now going to talk a little bit about their habitats Tigers, now, what was that word instead of live? What was that more formal, scientific word I could use Tigers, what was it? Inhabit, that's right. Tigers inhabit a diverse range of environments. So diverse means lots of different types of habitats or lots of different types of environments. A diverse range of environments. Well, cause there's lots of them across the continent of Asia full stop. Okay. Let's read that back and check if it makes sense. Tigers inhabits a diverse range of environment across the continent of Asia. Did you say I've made a mistake? Tell me what do I need to do, Good spot. I need a capital letter for my proper noun Asia, because the name of a continent, excellent. Well done for spotting that, okay. Let's have a look at my success criteria. So what am I included so far? So far, I've got my opening sentence. I've summarised what my report's about and I've included my relative clause with some extra information. So a few more features to still get in. Can you pause the recording now and try and write your first two sentences, summarising your reports and giving some information about tigers habitats off you go, Okay, hopefully you have now written the first two or three sentences of your closing paragraph to summarise the diet's information, appearance information, and some information about the tigers habitats. Now you might notice that I've zoomed ahead slightly and I've written a few more sentences while you were writing. So let's read those back and pick out some of the key features that I've included. However, they have been classified as an endangered species because they face a number of threats, habitat loss, increasing population and poaching. Consequently conservationists and governments are working together to change laws and protect tigers. So you can see there that I've got my, however, my formal buck conjunction at the beginning of that sentence, I've then used a, because to add an extra clause, to extend my sentence, I've got a colon at the end of my sentence, there with a list of all the different threats that tiger's face so habitat loss, comma, increasing population and poaching. And in my second sentence, I've got a cause or conjunction to show one sentence causing the other sentence, so cause and effect. And then I have said about conservationists and governments are working together to change laws and protect tigers. So conservationist means organisations who are responsible or who try to help and protect animals. So for example, the WWF will try to look after animals in the wild and make sure they don't become extinct. Right. I need to now my final sentence, my closing sentence. And if you remember, I want to try and include some future tense. So I now need to think about what's going to happen or what I hope is going to happen to tigers in the future. So I'm going to start this sentence with an adverb. I'm going to use the word hopefully. Now when I start a sentence with an adverb, what always needs to come straight after it? A comma, you're right? So hopefully comma, population numbers will that's my future tense, really increase well and then the verb increase, and I want to say a bit more and there will be, again, my other mind, another example of future tense, there will be a more positive future for these creatures. So I've got 10 examples there of future tense, they will increase and there will be a more positive future. Now I want one more word to really make it clear to my reader, how amazing tigers are and hopefully you agree with me after all the research you've done all the work you've done in this unit, you would agree that tigers are incredible. So I'm going to use the adjective. Iconic. That means that they are, everyone knows them. They're very, very recognisable. As soon as anyone sees that orange fur and those black stripes, they know it's a tiger. So it's a very iconic creature. So let's read back that full paragraph, check our success criteria and then we are done. In conclusion, this magnificent animal has many fascinating appearance features, which enable it to be a successful predator in the wild. Tigers inhabit a diverse range of environments across the continent of Asia. However, they have been classified as an endangered species because they face a number of threats, habitat loss, increasing population and poaching. Consequently conservationists and governments are working together to change laws and protect tigers. Hopefully population numbers will increase and there will be a more positive future for these iconic creatures. Right. My last time I'm checking my success criteria. Have I got an opening and a closing sentence? Yes I have. Have I got a relative clause, brackets and a colon, or I think I can give two thumbs up and one thumb down on one arrow there because I don't think I have brackets. Hopefully you can include some brackets in your closing, but I definitely had a relative clause thumbs up and a colon thumbs up. I have used formal conjunctions in subject specific vocabulary, yes I definitely had some of those thumbs up there. And I've included future tense. Thumbs up there. My last sentence, I talked about that the population numbers will increase and there will be a more positive future or I hope that will be. Right, it is now your chance to finish off your closing paragraph, try and include that future tense where you talk about what you hope or what will happen for the tigers in the future. Pause the recording and have a go now, Right. It's your last task of this unit? Can you believe it? 14 lessons you have completed so far. So your task today is to write the closing paragraph of your non-chronological report about tigers remembering the main features in your success criteria below. You may have already written your paragraph and done it in sections as we worked through together, if say this is your chance to just read it all back through and just make sure it all makes sense. Think about the editing lesson. We did a few lessons ago and use some of those skills to check the errors and to make improvements. If you haven't written your closing paragraph yet, then this is your opportunity to watch the video and then have a go at writing your own. Well, you have finished your non-chronological report unit. Well done. Congratulations. Now I think this is the perfect opportunity for you to share your work with Oak National. If you'd like to please ask your parent or carer to share your work on Twitter, tagging @OakNational, and then use the hashtag learnwithOak. I would absolutely love to see some of your non-chronological reports. Well done for this unit. Well done for all of your hard work and applying all of those skills that you have learned. Fantastic job. I will see you all soon goodbye.

To write the closing paragraph of a non-chronological report

To write the closing paragraph of a non-chronological report

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UnitEnglish / Wild Cats - Non-chronological reports

English