Year 6 - English
Writing specific sections of a non-chronological report about a penguin
Antarctic animals: non-chronological report
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This pupil-friendly study guide includes a unit summary, clear notes, common mistakes, and quick questions with answers.
Unit Summary
In this unit, pupils research penguins' appearance, physical features, diet and habitat to write a non-chronological report about them. They specifically work on including varied ways to denote parenthesis for relevant factual information.
Lesson Summary
You will learn to write the 'appearance' and 'adaptations' sections of a non-chronological report about macaroni penguins, using a range of cohesive devices.
Key Notes
- Information in a section becomes more specific and detailed as the section goes on.
- Facts written in a section should be researched and organised prior to writing.
- A range of cohesive devices helps us to link facts within and between sentences.
- Before we write, we should orally rehearse sentences to ensure our sentences make sense and flow well.
- Parenthesis, varied sentence types and a range of fronted adverbials are all cohesive devices that can be used.
Vocabulary To Learn
- text cohesion: how a text flows to maintain the interest of the reader and achieve text purpose
- cohesive devices: language structures that develop text cohesion
- subheading: a phrase, word or sentence used to introduce a section of a text
- introductory sentence: a sentence used at the start of a paragraph
Common Mistakes To Avoid
- Pupils may struggle with generating an introductory sentence for each section.
3 Quick Questions (With Answers)
1. Explain this English learning goal in two key points.
Information in a section becomes more specific and detailed as the section goes on. Facts written in a section should be researched and organised prior to writing.
2. Define this language term and use it in a sentence. 'text cohesion'
how a text flows to maintain the interest of the reader and achieve text purpose.
3. Correct this common English misunderstanding.
Mistake: Pupils may struggle with generating an introductory sentence for each section. Correction: Ask pupils to think about the main point of the paragraph, e.g. What is most obvious about the penguins' appearance? Are penguins well-adapted? If so, to what?
More Lessons In This Unit
- Exploring cohesive devices in a model non-chronological report about an insect Study Guide
- Generating ideas for parenthesis in a report about a penguin Study Guide
- Identifying features of a model non-chronological report about an insect Study Guide
- Peer editing a non-chronological report about a penguin Study Guide
- Publishing a non-chronological report about a penguin Study Guide
- Researching information about a penguin's appearance and adaptations Study Guide
- Researching information about a penguin's habitat and diet Study Guide
- Researching information about threats to a penguin Study Guide
- Writing further specific sections of a non-chronological report about a penguin Study Guide
- Writing the conclusion of a non-chronological report about a penguin Study Guide
- Writing the introduction of a non-chronological report about a penguin Study Guide
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