Lesson video

Hi, everyone.

It's Ms. Chu here.

And in today's lesson, we're going to be writing a section about anglerfish habitat.

Are you ready to start? If you are, let's get going.

Today's lesson outcome is: I can write a section about the anglerfish's habitat.

The keywords for today's lesson are here.

Get ready to say them with me.

Subheading, your turn.

Fronted adverbial.

Text flow.

Great job.

A subheading is a word, phrase, or sentence used to introduce part of a text.

A fronted adverbial is a sentence starter followed by a comma.

And text flow is how a text is written to keep the reader engaged.

The lesson outlined for today is split into two parts, preparing to write and then writing a section.

So let's start preparing to write.

A non-chronological report can be structured into four sections.

Are you ready to see what they are? The introduction, section 1 on the appearance, and section 2 on habitat.

Finally, we have a section on the conclusion.

In this lesson, we are writing section 2, habitat.

A subheading is used to introduce a section of a report and to signal to the reader what the section is about.

A subheading can be written as a question like in this example: What is the habitat of the anglerfish? A subheading can be underlined to make the section clear for the reader like this: What is the habitat of the anglerfish? Underlined.

What helps to make the subheading clear for the reader? Is it inverted commas, is it bubble writing, or is it underlining? Pause the video and have a think about what the answer is.

Okay, shall we have a look? The answer is, get ready to point in three, two, one, yes, it's underline.

Underlining the subheading makes it clear for the reader.

When we write, we always, always try to do these things.

Are you ready to see? We always plan and say each sentence before we write it.

We use punctuation where we know the rules.

We showcase each sentence type we know.

We write letters neatly on the line in joined handwriting.

We use spelling strategies to spell words accurately.

And we check and improve our writing when we think we have finished.

Let's look back at a plan for writing section 2 on habitat.

Now, we know that there are over 200 species of anglerfish, and they live in all oceanic habitats.

They live thousands of metres below sea level in perpetual darkness.

The abyssal regions, which is where they live, has extreme pressure and feels really cold, near-freezing temperatures.

Let's look at their diet now.

They are carnivorous.

Can you say carnivorous? Good job.

They eat small sea animals, such as shrimp, baby fish, and sea snails.

They're more common than larger fish in those regions of the ocean where it's deep down.

And they can swallow prey twice its size.

Can you open your mouth so you imagine that you can swallow something really huge? Good job.

We are on to a talk task.

Let's say the first sentence aloud using a plan.

There's the plan, habitat, and we're just gonna focus on the first fact, the first bullet point, over 200 species, all oceanic habitats.

And we're not gonna just say any sentence, we're gonna use a sentence scaffold to help us to say this sentence.

There are over mm different angler species that live in all oceanic mm.

Just pause for a moment to have a think about what you could put in those blanks with the fact that you know.

There are over mm, so we're looking for maybe a number here, different angler species that live in all oceanic what? Pause the video and have a go at saying your first sentence aloud.

Let's get ready to say it together, shall we? There are over 200 different anglerfish species that live in all oceanic what? Habitats, well done.

Let's continue to use our plan for writing section 2.

So we've said a sentence about the first bullet point, the first fact, so we can tick that off.

And now we're going to focus on the second bullet point, thousands of metres below sea level, perpetual darkness.

That doesn't make sense at the moment, but we are going to make it make sense.

By using a fronted adverbial from our plan, hmm, which one would be a good way to link the first bullet point with the second bullet point? So there are over 200 species, all oceanic habitats, thousands of metres below sea level.

We want to link those two together, and I think significantly would be a really good fronted adverbial.

It's a viewpoint fronted adverbial.

That would be a really good way to introduce that fact because it's significant.

Let's say the second sentence aloud now.

We're going to use the viewpoint fronted adverbial from the plan, and we're gonna make it a simple sentence.

Mm, so that's where your viewpoint fronted adverbial goes, some of these remarkable creatures, 'cause we're really impressed by them, are found where? Look at the second bullet point and tell me where they are found.

So start with your viewpoint, carry on with the scaffold, and then you can say the rest of the sentence.

Pause the video and give this a good go.

Okay, shall we say it together? Significantly, some of these remarkable creatures are found exclusively, that means only, okay, some of these anglerfish species are only found in these regions, in perpetual darkness.

Perpetual.

Can you say perpetual? Perpetual.

Well done.

And that means that they're always in the dark.

It's always dark there.

You can also say: Significantly, some of these remarkable creatures are found thousands of metres below sea level in perpetual darkness.

So we've taken the whole fact and we've put it together.

Let's continue to use our plan for writing section 2.

So we've now said a sentence about the second bullet point, so we can tick that off.

And guess what? We're going to be saying a sentence about the third bullet point.

Abyssal regions, extreme pressure and near-freezing temperatures.

Hmm.

We've gotta make it link.

And how are we going to do that? Okay, we're going to use a fronted adverbial again.

Fronted adverbials helps to create text flow.

It makes each sentence link from one to another very coherently.

So we've got our plan, we're going to focus on the third bullet point, and this time, we're going to use as a consequence.

We're going to say the third sentence aloud, and this time, we're gonna make it a simple sentence using a fronted adverbial of cause.

Are we ready? So we have our fronted adverbial of cause to start our sentence off.

Mm, they have had to adapt to dwell under extreme what? Look at the plan.

Extreme what? Look for the word extreme, and look for the word after it.

And in near-freezing what? Okay, I think you can definitely give this one a good go.

Pause the video and have a go at saying this one now.

Right, let's have a go at saying it together, shall we? As a consequence, they have had to adapt to dwell under extreme pressure and in near-freezing temperatures.

Let's keep continuing.

We have now done, tick, tick, tick, talked about the habitat, and now we are moving on to the diet.

And we're going to try and say the next two bullet points together, okay? That's why I've circled bullet point one and bullet point two together.

So we've got carnivorous and small sea animals, shrimp, baby fish, and sea snails, more common than larger fish together.

And I'm gonna link those two together, and how am I gonna do that? Again, using our fronted adverbial from this plan to help us to say this sentence.

And we're gonna use interestingly because it is an interesting fact.

And we've got to make sure we link those two.

So, in the fourth sentence, which we're going to say aloud, we're going to make it a compound sentence.

Do you remember what a compound sentence is? It has one or two main clauses.

Hmm.

Have a think about this.

We're going to use a viewpoint fronted adverbial as well.

Here is the sentence scaffold.

Mm is our viewpoint fronted adverbial.

Mm, the anglerfish diet is mm, take the first bullet point, I'm giving it away, and, so now we're joining the first main clause with the second main clause to answer my question that I'd asked you previously, there are two main clauses in this sentence, they consume mm.

So look at the second bullet point.

What do they consume? Consume means eat, okay? The anglerfish diet is mm and, because we're joining the two main clauses with our coordinating conjunction and, they consume mm.

Pause the video, off you go.

Let's have a look at what this compound sentence looks like.

Interestingly, the anglerfish's diet is carnivorous, there's our first bullet point, and they consume what? So you're just listing them off.

Small sea animals such as, and we're giving the examples, shrimp, baby fish, and sea snails.

They're just from the plan.

Well done.

Let's keep continuing.

We've said that sentence, we're gonna tick it off, cross it off so we don't say it again, and now we're going to focus on the last bullet point.

Okay, so this is actually part of your task.

You're going to say the sentence aloud and use, this time, a subordinating conjunction.

"Which one?" I hear you ask.

Well, you'll find out in a minute.

We're going to make it an adverbial complex sentence.

There's our plan to help us.

And we're going to focus on that last one, swallow prey twice its size.

And the subordinating conjunction that we're going to use today is although.

Your turn.

Again, although.

Your turn.

Good job.

And let's see how we structure our adverbial complex sentence because it is a little bit, it is different from the sentences that we've said previously, so let's have a look at it.

Although they are relatively small in size, comma, they can what? And I think that's the bit where you're saying what is in your plan.

So I've helped you to say the first part of your sentence.

I've helped you to say your subordinating, sorry, I've helped you to say your subordinate clause, your adverbial clause actually more specifically because we are using the subordinating conjunction although.

Although they are relatively small in size doesn't make sense on its own, so it does need the main clause after it for it to make sense together.

And we always, we know, don't we, that in an adverbial complex sentence, we always have to separate the main clause from the subordinate clause or the adverbial clause with a comma, okay? So, I think pause the video, and I think you are absolutely ready to give this a go.

Okay, so you have your talk task, and you gave it a go, well done.

Shall we hear what mine sounds like? Although they are relatively small in size, they can swallow prey up to twice their size.

And I took that straight from the plan, so that was quite an easy complex sentence for me to say.

Now we are on to the second part of our lesson.

We're actually going to write this section now.

We said all our sentences so well.

We're going to use the success criteria to help us to write the section.

Let's have a look at what we need to do to be successful today.

I have written a question as my subheading and underlined it.

I have written several facts about the anglerfish's habitat and kept them grouped by feature.

I have written three different sentence types, simple, compound, and adverbial complex.

And I have written two types of fronted adverbial, viewpoint and fronted adverbial of cause.

I'm going to show you how to write part of the section.

So don't worry.

You can watch me do it first using my success criteria and my plan, and then you're going to have a go.

So are you ready to watch me? I want you to just check that I'm doing everything in the success criteria, okay? Keep your eyes peeled.

Okay, I have written my subheading: What is the habitat of anglerfish? Because I'm writing a section about the habitat.

Great.

And have I got a question mark at the end? Yes, I have.

I'm going to tick the first thing on my success criteria off because it's to do with the subheading.

Now let me look at what I need to do next.

I have written several facts.

So, I need to look at my plan for my facts, and then that will help me to structure my writing.

What is the first thing on my plan? Well, I need to say that there are over 200 different anglerfish species, so that's going to be my first sentence.

I'm going to indent and start here.

Start with a capital letter, of course.

There are over 200 different anglerfish species.

And then I could extend that with that, that live in all oceanic habitats, habitats, habit, great.

And I'm going to put my full stop there.

So that's my introductory sentence into my section.

Okay, simple sentence, tick that one off.

My next bullet point is about where they are found.

So they are found thousands of metres below sea level.

And I practised, I practised saying significantly, so I'm going to use that one.

Significantly.

Significantly, my viewpoint fronted adverbial which introduces a significant fact, some of these remarkable creatures are found thousands, thousands of metres below where? Sea level.

Full stop.

Significantly, ooh, I missed my comma after my fronted adverbial, significantly, some of these remarkable, and maybe I could just put in another adjective there, some of these remarkable, intriguing, intriguing, intriguing, creatures are found thousands of metres below sea level.

Oh, maybe I could say in, I'm gonna add some extra detail in specifics in here, in perpetual darkness.

Full stop.

Then as a consequence of this, that's how I'm going to start my next sentence, as a consequence, as a consequence of them living thousands of metres below sea level, what have they had to do evolutionary-wise? They have had to what? Adapt, that's one of our keywords here in this whole report, because the whole report is about the anglerfish having to adapt to its environment.

They have had to adapt to live.

Oh, I've used live already, so I'm going to cross that one out.

They have had to dwell, that's another synonym for live, under extreme pressure and in near-, I'm going to say how cold it is, near-freezing, so not quite freezing, but near-freezing temperatures.

Temperatures, -ratures, temperatures, in near-freezing temperatures.

Let me go back.

Have I written several facts? I have now, so I can tick that off.

I haven't quite finished, so I'm leaving some space there for me to tick the rest off later.

I have written three different sentence types.

Well, I've mainly written simple sentences, so I need to make sure that my next one is my compound or adverbial complex.

I've written two types of fronted.

So I've done my viewpoint, I've done significantly.

I've used a fronted adverbial of cause, as a consequence, so actually, those two can be ticked off.

So I've written now about the habitat.

I'm now gonna move on to the second feature, which is about their diet.

And I'm going to introduce that using the viewpoint fronted adverbial interestingly because what I'm about to say is very interesting.

It's about their diet.

Interestingly, the anglerfish diet is what? We practised saying this, carnivorous.

Carnivorous, and make sure that you include the U there, even though you can't hear it, carnivorous.

And let's use our coordinating conjunction here because we need to write our compound sentence.

And what's our other idea? What's our other main clause? They consume small sea animals.

And then here is where you can say what they are.

Such as what? And I'm gonna leave that blank for you to write when you come to do it.

And then the next sentence, because I still haven't done my adverbial complex sentence, that's where I'm going to start with although.

Such as mm, mm, mm, mm, mm.

And I'm gonna leave a bit of space.

And then here I'm going to start with although, although, oh, I forgot my T there, although they are relatively, not super small, they are relatively small in size, comma, what can they do? They can, look at your plan, they can what? Swallow prey up to twice their size.

I've run out of space.

Make sure that you go on to the next page if you run out space.

I just wanted to make sure that I could fit all of mine in to show you.

So here you're finishing off, and then your final sentence is your adverbial, so I can tick that off.

Done my section about diet.

I'm happy with that.

Okay, it's your turn to write your section.

Write and underline your question for your subheading first.

Then indent the first sentence and use your success criteria and your plan to help you structure your section.

Let's quickly run through it just so that you know what you're going to be doing.

I've written a question as my subheading and underlined it.

I have written several facts about the anglerfish's habitat and kept them grouped by feature.

I've written three different sentence types, simple, compound, and adverbial complex.

And I have written two types of fronted adverbials, viewpoint and fronted adverbial of cause.

Okay, I think you are ready to write your section, and I cannot wait to read it when you have finished.

So pause the video, and good luck.

Okay, I really need you to help me to check that I've got everything in my success criteria.

Okay, so I've written my subheading as a question.

Yes! What is the habitat of anglerfish? And I remembered my question mark.

Well done me.

Okay, move on.

Have I written facts about the anglerfish's habitat and grouped them by feature? Okay, let's have a look.

So I've got that they live in oceanic habitats.

They live thousands of metres below in extreme pressure, freezing temperatures.

And then I said that they were carnivorous and what they eat.

Great, so I've separated those two.

I didn't jump from one to the other, back to the other.

Okay, I'm happy with that.

And then what about my sentence types? I can see that I've got a simple sentence to start off with, and the second one as well.

And as my third sentence, I have also a simple sentence.

Then in my fourth one, I can see there, just doing a quick skim and scan, that I've used a coordinating connection and, so that means I've got two main clauses there.

The anglerfish diet is carnivorous and they consume.

Great, so I've got a compound sentence.

And then finally, although they are relatively small in size, that's my adverbial complex sentence, amazing.

Finally, I just need to check that I've got my viewpoint fronted adverbials.

I've got significantly, as a consequence, and interestingly, so I'm really happy with that.

Okay, it is your go to read back your writing and check that it makes sense.

I want you to edit any punctuation or sentence structure errors as you go along, and tick each box when you've completed the success criteria.

Tick, tick, tick, tick.

Good luck.

Well done, you have written a section about anglerfish habitat.

Let's have a look at the summary.

Notes from plans are useful to write coherent sentences.

Saying sentences out loud before writing them helps them to make sense.

Success criteria is useful to check our writing.

And finally, a variety of fronted adverbials and sentence types improve text flow.

Well done on completing this lesson about writing a section.