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Forestdale Primary School

Believe - Aspire - Excel

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English

LI to be able to add parentheses

 

Instructions:

 

  • Choose a competitive pursuit - see the pictures below;
  • Write 5 single-clause sentences about it
  • Add a parenthesis to each of your sentences;
  • Punctuation

    Try using commas, dashes and brackets.

    What effect do the different punctuation marks have?

 

 

 

LI - to be able to identitfy the features of an explanation text

 

These are two examples of explanation texts done through judging. Can you spot the explanation features in these texts and highlight them. Try answering the questions linked with each explanation

LI – to be able to plan and research my own explanation text to explain how a performance can lead to success or failure.

  • Read through the Vale Green explanation text.
  • Read through the text and comment on features that you can see (highlight and annotate them), including structure and language that the author uses. You have 5 minutes to do this.
  • Can you compare the formality of this explanation text with the judges explanations from Tuesday?
  • This is a more formal text than Tuesday’s. How is this achieved? Why is this text not a report or discussion text?
  • It gives reasons which are developed and does not give opinions to show personal touch.
  • In today’s lesson, you shall come up with your own explanations over an area of your interest. 

LI -to be able to review our topic and including bullet points in an explanation text

 

With the research that you completed in your last session, your task today is to create your explanation text answering the question ‘What makes a                              successful or unsuccessful?

Use the research, your own knowledge and explanation features to complete this task. If you wish for guidance in what a good explanation text looks like then use the Vale Green example from yesterday’s activities.

 

Things to ponder:

  • Is the purpose of the explanation clear?
  • Are organisational features applied with good effect?
  • Have they used/could they use a bullet point list? What could they use it for and how should it be punctuated?
  • What is the register (language-usage) and is it appropriate?
  • Can the writer explain what they plan to do with the writing today and what they think might be tricky. How might they tackle this? Let’s give them some suggestions, thinking of our success criteria.

 

Once complete

  • Read through and improve your writing, looking at vocabulary, grammar and punctuation.
  • Look back at the success criteria and features of explanation texts to check you have written for the correct purpose, audience and included necessary details and language.
  • Challenge – if you haven’t already done so, find a part of your explanation text where you can bullet point a series of additional steps or statistics to further improve your explanation text.

Awards

Awards we have received so far.

  • Primary Science
  • Healthy Schools
  • Health for Life
  • Artsmark Award
  • EEF
  • Big Lottery Fund
  • Music Mark