To write the second section of an explanation text

Key Stage 2

English

How Bees make Honey - Explanation writing

﻿Hello everyone, it is Mrs. Hardisty here for your English lesson for today where we are going to be finishing writing our explanation test all about how bees make honey. It is so brilliant that we are going to be able to finish our whole piece of writing today. And we are going to feel so satisfied when we have got the whole thing done. So when you're ready, let's start our lesson. This is what we're going to be doing in today's lesson. We're going to start with a warm up all about complex sentences. And we're going to be matching up main clauses to subordinate clauses. Then we are going to read an example that I have written and see if we can pick out all the different things that make it really successful for our last piece of writing all about bees. And then you are going to write your own section yourself. So for this lesson, you will need your plan with your pictures in and all the different vocabulary that you want to use, making sure that it's in right order your word bank, and of course a paper and pencil for you to write your own explanation text. So please make sure you have all of those things ready, and then we can start. So we're going to start with a warm up all about complex sentences. If you remember, a complex sentence always has two clauses at least it has a main clause and then a subordinate clause that helps that main clause. I have got this started my sentence and the end of my sentence, but they've got a little bit mixed up. And I'd like you to try and make sure that you can match up the two different parts of my sentences to form one complex sentence. I'm going to read an up to you. And while I'm reading them out, you might already be thinking oh I know which ones match together. And then we're going to pause, and you're going to try and form those three different sentences. So I'm going to read them out now. As the bees continue this process of regurgitation, when the honey is ready, the honeycomb cell is sealed off. So that's the start of each of my sentences. And now here are the end clauses. Because the honey needs protecting, it is poured into the waxy sell, the honey becomes thicker. So can you now pause it and match up the starting clause with a finishing clause so that we've got three whole sentences. Good job, let's see what I thought. So my first sentence I had, as the bees continue this process of regurgitation, that's a subordinate clause. The honey becomes thicker, and that's my main clause. When the honey is ready, that's my subordinate clause. It is poured into the waxy cell, that's my main clause. And then finally, the honeycomb cell is sealed off. Because the honey needs protecting. So we can use all of these sentences in our writing today. Right so now we are going to write our second section. So the other bits of a honey making process. Let's look at our plan. Make sure that we know exactly what we're going to be writing about today so that they don't miss anything out. So we've got the bees regurgitating spitting the honey into the honeycomb cells and making sure that we're describing those honeycomb cells. And then that cause and effects bit where the bees flap their wings and the water from the honey evaporates, it turns into a gas evaporates and the honey gets thicker. And then lastly, the bee sealing off the cells without wax cap to protect the honey inside. Here are our success criteria for today and they are the same as the ones that you used for your first section of writing. So to use causal and sequencing conjunctions number one, to use technical language and synonyms number two, and to use ENPs expanded noun phrases number three. Let's look at the start of my writing and see if we can pick out all of those things. As always, I'm going to read the whole thing and then we're going to look at it in more detail. After the bees have repeated the regurgitation process several times, they spit the honey mixture into a honeycomb cell. Each of these cells is made of a yellow, thick wax and is shape like a hexagon. At this stage the honey is still too watery. Okay, so my first one was to use causal and and sequencing conjunctions and yes I can see that I've got that because I've got the word after at the start. Well done take the me. So now I want to see if I've used an ENP and yes I have I've got yellow, thick wax with a comma in between my adjectives. And let's just check here. I've got my technical language, my honey came sale and my regurgitation process. So well done, his is hard to see. I've got number two as well. So now we are going to write the next bit of our section two. So now we're going to write the bit where the bees flap their wings. And so I want to start with a sequencing conjunction so I could have next, or later or after that I wonder which one would you use? Can you tell me which one would you do? I think I would do after that. So I'm going to start with after that. And then I have to remember what do I have to remember, can you tell me a comment? A comma well done. So after that, and then I'm going to talk about all of these coming together so the bees gather together. And then I'm going to use a conjunction, and, and then what do they do? Can we think of those birds they flap and they fan their wings. Can we think of an adverb that means quickly, can you remember which word that was? Rapidly, okay so, and rapidly flap and fan their, could we think of an adjective to describe their wings, their transparent wings we could have or how about delicate, delicate wings? Let's read through to check. After that comma, the bees gather together and rapidly flap and fan their delicate wings. So this is the cause and effect. So I want to start my sentence with a causal conjunction. Can you think of which two we could use? So we can have consequently, or as a result. I would like to use consequently, because I haven't used that in my writing yet. So consequently, comma and I want to talk about it warming up the hive. So the air in the hive warms up. The air in the hive warms up. And then I can use another causal and sequencing 'cause then I can talk about that leading to the water in the honey evaporating. So I've used consequently. So can you think of what I could use instead? I could use as a result. As a result, comma, the water in honey begins to, can you remember what that word was? Begins to evaporate, that means it's turning into a gas. Is evaporating away from the honeycomb cells. So as a result, the water in the honey begins to evaporate away from the cells. And the, and I think when you want to use honey again, because I've already used that in sentence, and that's, what could I use instead? I could use liquid, and the liquid becomes much thicker. Super, let's read through. As a result, the water in the honey begins to evaporate away from the cells, and the liquid becomes thicker. And so now maybe I could have one more sentence just to round this off by saying the honey is finished. So the honey is now finished. So you may now want to pause the video and write everything that we've done so far. So putting the honey in the cells and then flapping their wings or you might want to just carry on until the right at the end of the lesson and then do all your writing at the end of the lesson. For now, I am going to write that last stage of the process. This is the final stage. So I want to have a sequencing conjunction that tells my reader that they've got to the end. So I could have lastly, or I could have finally, I like the fact that finally has that word final inside it. That's the one that I'm going to choose you might want to choose something else. Finally, and then what punctuation mark do I need remember? An apostrophe, so finally, and then the honeycomb cell is sealed off with a wax cap. So the honey comb, can remember what letter is at the end of honeycomb? That silent B the honeycomb cell is sealed off with a what sort of cap, a wax cap? And now I want to extend that and explain why. So I'm going to have a comma and then the word because. Because, can you remember we looked at this right at the start of the lesson. Why is it sealed off? Because what needs to be protected inside. It's a honey, isn't it? So the honey inside needs to be protected. Wonderful, let's read through that whole sentence. Finally, comma, the honeycomb cell is sealed off with a wax cap, comma, because the honey inside needs to be protected. And now I want to kind of finishes off with a general statement about this is the end of this process. So this is the last stage of the process. Could we think of an adjective to describe that process? I know we've done this a few times. So we could have intriguing or interesting or surprising. Which one are you going to use in your writing? I think I'm going to use fascinating. So this is the, and now I can use the word last. The last stage in a fascinating process. Have I written process correctly? We looked at spelling earlier, yes I have because what's in the middle? It's not an S, it's a C, okay. And so then we'll have one last sentence that kind of runs off talking about the actual honey that's been produced and we can use some of those lovely adjectives to describe it with an EMP. So was honey useful? Is used by bees and humans we all eat it. So though what kind of honey what adjectives could we have sweet or golden or delicious? So the golden slash, what can I have? Delicious, delicious, honey, will now, feed both. And instead of bees 'cause we've used these a few times, could we use a synonym for bees. So these and then can we have an adjective to describe them? These incredible creatures and humans too. Lovely, now let's read through that last bit. The golden delicious honey will now feed both these incredible creatures and humans too. For your main cast for today is to write the second section of your explanation text to finish off explaining how honey is made. Make sure as you're writing that you are thinking about those success criteria. So the causal and sequencing conjunctions, the technical language and synonyms and the ENPs expanded noun phrases. Pause your video now and write your second section. Well done everyone. Let's now just check our writing and with a different colour possibly, or with your pencil go through and tick off where who have used causal and then sequencing conjunctions. Give it a tick, if you haven't used them, put them in now. Where you have used synonyms, tick it off. So not just using the word bee I've used species or insect or creature, and expanded noun phrases you might have put one adjective in. Can you add in another with a comma. So just check through your work now make sure that you've got all of your success criteria ticked off. Let's have a recap of what we have done today. So we had a warm up where we thought all about complex sentences and our main and subordinate clauses and then we read an example of a second section of an explanation text. And then you wrote your own second section. Amazing work you have done so brilliantly. You have now finished writing your explanation text all about how bees make honey. It would be brilliant if you can share your work with someone else. Can you show your amazing writing to someone, they might want to find out how bees make honey and they never knew. They might want to see all the incredible work that you have done. So make sure that it's not just you, that reads the writing that you're showing it to others as well, well done.

To write the second section of an explanation text

To write the second section of an explanation text

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UnitEnglish / How Bees make Honey - Explanation writing

English