To write the second section of a report

Key Stage 2

English

Portia Spiders - Non-Chronological Report

﻿Hello. My name is Ms. Johnson, and I'm going to be teaching you English today. In today's lesson, we're going to write the second section of a non chronological report on the Portia Spider. If you haven't completed the previous lesson, you should go back and do that now so that you're clear what we're going to be writing about today. If you have, then let's get started. We're going to start stays lesson by looking at the vocabulary that we might be using in this section of our non chronological report. Then we're going to look at what we need to include to the purpose audience, language and layout. Then we're going to look at an example of an exception that's already been written that is similar to the one that we'll be writing. And then we're going to have a go at writing together. In the lesson today, you're going to need an exercise book or paper. You might need maybe two sheets of paper. You will need a pen or a pencil, and if you can make sure the pencil is sharp and you're going to need your brain. This is your writing today and I want you to take control of it. We're also going to need to warm up our writing hands because we're going to do some writing today So let's do that now. Let's pinch each of our fingers like this, and this helps us warm up all those tired muscles in our hands, and then shake. And then can you tap each finger against your thumb? And they go back the other way, do it slowly at first, and you'll feel your fingers waking up, then do it fast, back and forth. And then can you double tap? I find that one very hard. And then shake again. Fantastic. Try and make sure you're set up straight. So I'm going to sit up straighter now. You do the same. Try and make sure your feet are flat on the ground if they can be. And then when you take your pencil, getting your pencil grip, correct as well. And then when you're ready, let's get started. So we're going to start by, recapping some vocabulary and checking in on words that we might use today. The first word I'm going to teach you is the word prey. So I'm going to teach you some words and then we're going to review what we know already. Say after me prey, prey, and the synonym for this is victim or key. So these words are similar or close in meaning to the word prey. They mean the victim or the kill. So what the animal has killed. The definition is this: it is an animal that is hunted and killed by another for food. So today we're going to talk about the Portia Spider's prey. So the animals that the Portia Spider hunts. The sentence is this: The Portia Spider eats prey three times its own size. Say it after me. Prey. Well done. The second word that's maybe subject specific as well for the diet section is predator. Say it. Predator. A predator is a hunter or an attacker. So it's a similar in meaning to a hunter or an attacker. It's an animal that hunts and kills other animals for food. So it's the hunter. The sentence is this: the Portia Spider is an intelligent predator. So it's clever about how hunts for others. So say it. Predator. There's those words appear on our word bank. So which other word from our word bank can you remember? Can you pause video and see if you can remember any of the meaning of these words and press play when you're ready to resume. Well done. The first one, prey, say it, prey. We know that's the animal that is hunted. Arachnid, say it, arachnid is another word for spider. Agile, say it, agile is how the spider moves quickly. Modify, say that one, modify. That might be a new word for you. It's something it means change. So if I modify something, I change it. Unsuspecting, say it, unsuspecting, means you're not aware something's about to happen. So we're going to talk about the unsuspecting prey today. They're not aware that the Portia spider is there ready to attack them. Venomous, say it, venomous. That's another word for poisonous. Tangled, say it, tangled. We've got a picture of tangled to help you. This is a Mrs wordsmith word that you've learned previously and it means to be caught in a web, tangled in a web. Piercing, say it, piercing means to go through something. Predator, say it, predator. That's the animal that hunts another animal. Pluck, say it, pluck. It's like plucking a guitar The Portia Spider plucks the web. Abseil, say it, abseil. Abseil. That's when the Portia spider goes down on top of it's prey and abseils down it's web. And strategies, say it, strategies. That's another way for methods or how it does something so it's hunting strategies, how it hunts. Well done. Pause the video now, and copy down three words that you're going to promise that you're going to use in today's writing and press play when you're ready to resume. Excellent. I really hope to see those words used in your writing today. So now we're going to think about why we're writing this section of the report. What's the purpose? Who's your audience? What's the language? And what's the layout? The purpose of this is to inform and provide information about diet and hunting strategies. So the audience is anyone interested in this section of report. So anyone interested in the diet hunting of a Portia spider. The language is going to be formal and subject specific. Now, if you use the words that I've previously shown you today, then you'll be writing formally and you'll be using subject specific language. And the layout, we are only focusing on the second subsection. So we're probably going to write one or two paragraphs today. So we've moved on. We've written about the opening. We've written about this first subsection, which is appearance. And now we're writing the second subsection on dire hunting. We are not writing our closing today. I want to remind you of the fact that you can include today. So these are some of the facts we might want to talk about. We might want to say that it eats prey three times its own size. We might want to say, it's a spider eating spider eats other spiders. We might want to say that the abseils and plucks strings of the prey's web to catch them. And, we might want to say it has three superpowers. Good eyesight, able to jump and move. And it is a genius. It's very clever as a hunter. Don't forget to use your plan. So if you complete the previous lesson, you'll have a plan already written for this section. And it would be really easy if you have that there for you. If you don't have it with you, don't worry because I'll be helping you and showing right as we go. Now, we're going to do a model drive, which means we're going to look at a previously written example. The example we're going to look at is not on the Portia Spider. It's on polar bears. In the second section of a non-chronological report we have to use formal vocabulary. This is our success criteria. So our success criteria is how we can be successful in our writing. So we use formal vocabulary. As I said before, if you use that word bank that I've previously shown you in today's lesson, this will help you with that. We're going to use expanded noun phrases to describe the spider. And we're going to use compound and complex sentences. A compound sentence is when we have two main clauses joined by coordinating conjunction and, but, or. And a complex sentence is when we have a subordinate clause and a main clause joined by subordinating conjunction, such as when, because, as. It would be excellent if you can use one of those in today's lesson. So as we look through the model drive, we're going to look for these features and this is going to help us when we come to do our own writing, as we know what we'd be looking for. So I'm going to read to you first and then I'm going to ask you to pause the video and see if you can spot any features in this writing. So diet and hunting. Polar bears are carnivores. That means they eat meat because they eat meat. They mainly feed on seals, but they also eat walruses, whales, birds, and plants. These skilled predators use their strong sense of smell when hunting for seals. As they approach them, they swim under the ice and surprise them. When they have caught their prey, they use their sharp claws to kill them. So, can you pause the video here, and can you find the success criteria features that I've asked you to look for today and press play when you're ready to resume. Well done.Let's see how many you got. So polar bears are carnivores because they eat meat. This is a complex sentence. So tick I've done complex sentence because it has a subordinating conjunction, which is because, and it makes sense. I've got my subordinate clause and my main clause. They mainly feed on seals, but they also eat walruses. This is that contrasting compound sentence where I've used but as my coordinating conjunction to join the two main clauses together. The but is used as a comma before it. These fierce, skilled predators, that's an example of an expanded noun phrase. I've got two adjectives describing a noun. And it's really important. Why is this an effective expanded noun phrase? Fierce has a different meaning to the adjective skilled. So I'm adding detail, I'm not being repetitive for my reader. And then I've got a complex sentence here. These fierce, skilled predators use their strong sense of smell when hunting for seals. I've got my subordinate clause and my main clause joined by subordinating conjunction. Because the subordinate clause is second, I don't need a comma. However, I've also got a complex sentence here. As they approached them, they swim under the ice and surprise them. Here, my subordinate clause is first, so I've used a comma to mark where the subordinate clause meets the main clause. So that's another complex sentence. And when they have caught their prey, they use their sharp claws to kill them. I've used another complex sentence there. So I have definitely been successful and ticked off my success criteria today. So I have used formal vocabulary and expanded noun phrase and I've used compound and complex sentences. Now we're going to use this to do a live write together. Now we're going to do a shared write together. So I'm going to have a go at writing the section on diets and hunting for the Portia Spider. And at the end of this, I'm going to ask you to press pause and have a go at writing as well. So let's read what we've got so far. The Portia spider is an extreme hunter and it has an unusual diet. That's a compound sentence that I've used. It eats stationary. That means they don't move. Spiders that are up to three times its own size. So I've told you what they are. And now I'm going to tell you about his hunting strategies. I'm going to say this. I think a good EMP would be good here. Here is agile, which means it moves easily. Skilled hunter, and let's change hunter because I know a better word for hunter, so let's say predator, which means the hunts other animals. Can modify, that means change it's hunting strategies. That was a word we learned today. So it's hunting techniques. Its hunting strategies because that's a nice complex sentence I'm writing now. My subordinate clause because it is a genius, which means it's very clever. Let's think then, about how it hunts. So firstly, the Portia spider can abseil onto prey. Now I'm at an adjective here. I might say unsuspecting, right? Because then you're not sure what's about to happen. Can abseil on unsuspecting prey. This allows the Portia spider to place their prey, under their venomous fangs. We'll stop. Now we're going to have a go at doing a second one. So let's think. However, the Portia spider, well, maybe instead of however I say: In addition the Portia spider, I'm saying it also has, in addition, that would be better. The Portia spider has another hunting strategy. We'll stop. This that's describing the Portia spider. This remarkable arachnid, that's another word for spider, plucks the web of its prey, comma, because, I see a mistake I don't have a comma before because and when it's in the middle of a sentence because it wants to pretend it is, here's a nice word I can use, tangled in the web. We'll stop. This lures, that it makes it want to go. the prey to the Portia spider. Then the Portia spider. Hang on, this lures the prey to the Portia spider. Then the spider attacks, I think I can use a compound sentence here because these two ideas are linked, and then the Portia spider attacks. And then I've finished. Oh, I almost missed my full stop here. So I must remember to always end my sentences with a full stop. Okay. Now this is your turn. I would like you to write the second section of your non chronological report. This should take you at least 10 to 15 minutes to do. So take your time. Think about what you need to include and make sure handwriting is neat and then press play when you're ready to resume. Well done. You have now written your second section. We're going to have a little look at mine now, and we're going to think back to the success criteria to see how I've done. And then I want you to do the same with your work. So I need to see if I have used formal vocabulary. Do you see that I've used an expanded noun phrase and a compound and complex sentence. So here is my example right. I can see straight away. I've used a compound sentence, the Portia spider's an extreme hunter and it has an unusual diet. I've got a coordinating conjunction joining both sides. It is stationary spiders that are up to three times own size. Kept my factual sentence and I can see I've used this agile skill predator, which is an expanded noun phrase. Modified I've got in pink is a really formal word to use. It means it can change. And because here, because it is a genius adds to a complex sentence. So now I've got a compound sentence, an expanded noun phrase, formal vocabulary and a complex sentence. Some other examples I found where I had another formal subject specific word I use prey, which is another formal word to use. I also referred to the Portia spider as a remarkable arachnid, and I used a complex sentence here because I said, because it wants to pretend this is tangled in the web. So that sentence became a complex sentence. This remarkable arachnid plucks a web of its prey because it wants to pretend it is tangled in the web. So I had a complex sentence there. I also use my Mrs. Wordsmith word, tangled. And then finally I use a compound sentence. This is a prey to the Portia spider and then the Portia spider attacks. So I would like you now, sorry, to pause your video. And can you check, you've done everything in your success criteria and press play when you're ready to resume. Well done, you have finished. What I'd like you to do now is I'd like you to pause the video and underline the sentence that you are most proud of today. This is really important to reflect on our work. So which sentence do you think is the best and press play when you're ready to resume. Well done. Congratulations. You've now completed writing the whole second section of your report. That's fantastic. You've worked so hard today. I hope you enjoy the rest of your lessons today and take care.

To write the second section of a report

To write the second section of a report

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UnitEnglish / Portia Spiders - Non-Chronological Report

English