Year 3/4 Modern Britain: Weeks 11-12
Objectives
Text/Speaking/Listening
Literacy Non-fiction: Plan 3 Instructions & Explanations
Word/Sentence
Independent group activities
Week 1 Wednesday
Week 1 Tuesday
Week 1 Monday
This plan links to Sessions 11-12a in Multicultural Me Theme, Modern Britain Topic.
Main focus: Identify
Write instruct on f/c. What do chn think this means? To direct, teach,
order or command. What about instruction text? It is a piece of writing
features of instruction
designed to help the reader achieve a certain goal. This week we are
texts
going to look at some instruction texts. Ask chn if they ever use any
3/7 Identify how
instruction texts? Recipes, how to play a game, how to make things, etc.
different texts are
Look at the three sets of instructions for making a cheese & tomato
organised.
sandwich (plan resources). Which set of instructions do chn think are
4/7 Use knowledge of
the best? Why? Use chn’s comments to create a list of instructional
different organisational
text features & then amend &/or add to plan resources.
features of texts.
Main focus: Order
photographs for a set
of instructions
3/1 Present
information, ensuring
that items are clearly
sequenced.
4/1 Convey
information
coherently.
Remind chn of the
features of
instruction texts
that were identified
yesterday. They are
used to make it as
easy as possible to
follow the
instructions.
Diagrams or
photographs are
very useful to
clarify the text.
Main focus: Draft
instructions to match
photographs
3/11 Compose sentences
using verbs for precision,
clarity & impact.
3/9 Write non-narrative
texts.
3&4/10 Organise text
into paragraphs.
4/9 Shape ideas to write
non-narrative texts.
Look at the verbs in an example of
instruction text. They are bossy verbs;
they tell you what to do. They are like
orders or commands. We call these
imperative verbs. The instructions are
written in simple sentences to make the
instructions really clear to understand.
These are imperative sentences. There
are other simple sentence types such as
interrogative (questions or requests),
declarative (statements or suggestions)
& exclamative (exclamations). Chn do not
have to remember these long names!
Look again at the pictures arranged into the agreed sequence
from yesterday. Looking at each picture, ask chn to choose
the most important imperative (bossy) verb for each picture.
Write this on a post-it™ and attach to each photo. Now,
model writing the complete instruction for the first
photograph, thinking carefully about the choice of imperative
verb and any extra information that might be needed, e.g.
Draw a car on stiff paper or cardboard. A simple sentence! In
same pairs as yesterday, chn write down on a shared piece of
paper a first draft of instructions which they think match
the instruction pictures and number them accordingly. This is
a first draft of the chn’s final set of instructions.
Outcomes
Easy/Medium/Hard
Put chn into 2s or 3s. Give out further instruction
texts (plan resources) and ask chn to annotate
the text to highlight the features of an
instruction text. TD as required
Plenary
Go through the texts together & check that all
features have been identified.
Easy/Medium/Hard
Hand out to pairs or groups of chn the mixed-up photographs
for the balloon-powered car (plan resources). In their
pairs/groups, chn discuss & decide a) what is being made and
b) what order the photographs should be put in. Chn use the
photographs to compile their own lists of what is needed to
make the balloon-powered car.
Plenary
As a class, compare the order/sequence in which chn have
arranged the photographs and also what they included in
their lists of items needed to make the balloon car.
Together, decide on a finalised version of both, having
considered the chn’s ideas.
Easy/Medium/Hard
Chn follow the pictures and their first draft instructions to
try to make the balloon-powered car. At each stage they
should make notes (in a different coloured pen or pencil), of
how they want to change and improve their instructions.
TD as required
Plenary
When each pair has made their balloon car, ask chn to share
with the class some of the mistakes they made in the original
draft of their instructions or where they had misunderstood
the picture. Make a note of these mistakes to use in
tomorrow’s lesson.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Children can:
1. Identify
features of a
good instruction
text.
2. Annotate
features in an
instruction text.
Children can:
1. Recognise
imperative verbs.
2. Arrange
photographs in
correct
sequence.
3. Identify items
needed for a set
of instructions.
4. Work
collaboratively.
Children can:
1. Draft
instructions to
match sequence
of photographs.
2. Follow
instructions.
3. Reflect on
their writing.
Y3/Y4 MBr N_F Plan 3 – Weeks 11 - 12
Year 3/4 Modern Britain: Weeks 11-12
Week 1 Friday
Week 1 Thursday
Objectives
Main focus: Write
instructions
3/9 Write nonnarrative texts.
3&4/10 Organise
text into paragraphs.
4/9 Shape ideas to
write non-narrative
texts.
3/3 Respond to all
members of group.
4/3 Check progress.
3&4/12 Write
consistently with
neat, legible & joined
handwriting.
Main focus: Plan a
series of photographs
for instruction text
3/3 Use talk to
organise action.
4/3 Use time,
resources & group
member efficiently.
3/9 Make decisions
about writing.
4/9 Develop & refine
ideas using planning.
Text/Speaking/Listening
Literacy Non-fiction: Plan 3 Instructions & Explanations
Word/Sentence
Independent group activities
Outcomes
Give chn a few min to look again at pictures &
Easy/Medium
Hard
instructions used yesterday. Chn use a highlighter pen
Individually, chn write a final
Individually, chn write a final
or different coloured pencil to identify 2 or 3 parts of
version of a set of instructions version of instructions to match the
their own instructions which need to be improved.
to match the photographs. Chn photographs. Chn should include an
Improvements might be needed because a) the chn’s
should pay attention to a)
adverb where appropriate to explain
instruction is incorrect or because b) more information
choice of imperative verb, b)
how their instruction should be
is needed to make the instruction clearer. Take an
providing as much information
followed, e.g. carefully, slowly.
example of an instruction in need of re-drafting. Write
as is needed to follow the
Extension: Chn use thesaurus to
it up on the board and with the class, discuss different
instruction easily, c) numbering improve choice of imperative verb
ways in which the instruction can be improved, e.g.
of their instructions.
where appropriate. TD
Attach the straw to the balloon might become Use
Plenary
masking tape to stick the straw to the top of the
Chn swap writing with original partner to see the improvements each
balloon. Repeat with another instruction, articulating
has made to their instructions. Each chd identifies an improvement
and sharing word and sentence choices as you write. If
which they think is particularly good or useful in the other chd’s
appropriate, introduce class to use of adverbs (Carefully writing and draw a smiley face on other’s work.
use masking tape to stick…etc).
Explain that chn are going to work in small
Easy/Medium/Hard
groups to write some instructions on how to
In mixed ability groups, chn choose their sport (consider the equipment
do a sporting activity for the Commonwealth
available in school – e.g. archery is not likely to be a suitable choice, but chn
Games, e.g. how to do the long jump, how to
could bring into school Judo outfits to use on Monday) and plan & note ideas on
swim using breast stroke or how to play one
their instruction boards. The number of photographs will depend on the sport
aspect of hockey, e.g. taking corners. Today
chosen by the group, so make all three resource sheets available. Grps should
they will decide which sport to write about
draft the written instructions (possibly using ICT) to go with the planned
(look at the list of possible Commonwealth
photographs so that they ensure all necessary photographs will be taken – it is
sports in the resources for Session 12, Theme not necessary for each instruction to have an accompanying photograph – the
1, Modern Britain, and plan the photographs
pictures are designed to clarify the text! TD as required
they would like to take based on a draft list
Plenary
of instructions. List chn’s sport ideas on f/c.
Read chn Recipe for a Class Outing by Sue Cowling (p481, The Works 3 or plan
Choose one & model how to plan the 6, 8 or 12
resources). What sort of text is this? A poem. Can chn identify any of the
photographs that you would take, on an
features of an instruction text too? What tools or utensils would be needed,
instruction board (like a story board) – plan
e.g. large bus?
resources.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Children can:
1. Write simple
instructions.
2. Evaluate each
other’s writing.
3. Use
appropriate
handwriting.
Hard
4. Use adverbs to
clarify
instructions.
Children can:
1. Work
collaboratively.
2. Plan the
photographs
required for an
instruction text.
3. Recognise
features of
instruction text
in a poem.
Y3/Y4 MBr N_F Plan 3 – Weeks 11 - 12
Year 3/4 Modern Britain: Weeks 11-12
Week 2 Wednesday
Week 2 Tuesday
Week 2 Monday
Objectives
Text/Speaking/Listening
Main focus: Take photographs &
insert into instruction text
3/9 Write non-narrative texts
using structures of different
text-types.
4/9 Shape material to write
convincing non-narrative texts.
3/10 Signal sequence to give
coherence.
4/10 Organise text into
paragraphs.
3&4/12 Use wordprocessing
packages to present written
work, developing keyboard skills.
Literacy Non-fiction: Plan 3 Instructions & Explanations
Word/Sentence
Independent group activities
Outcomes
Explain that chn will have the opportunity today to take their
photographs and finish their instructions using ICT. Ensure that
each group knows how to use the school digital camera(s) & how
to load the photographs onto the school network. If necessary
have an adult take the photographs for each group. Chn will need
to be in their PE kit and have the relevant equipment available.
If they choose a sport like swimming, then the photographs can
be done in PE kit on dry land! Not all chn will need to change into
PE kit – the groups will need to organise themselves! Remind chn
that the photographs are needed to make the instructions
clearer, so they must show the relevant movement, etc. Perhaps
close-ups will be more relevant for some shots. Also ensure that
chn know how to insert pictures into text using Word, Textease
or other word-processing program available in school.
Easy/Medium/Hard
Children can:
Chn insert pictures into text & write a final version of
1. Take the
their sport instructions using ICT. Use spell-checker &
photographs to
grammar-checker to edit their work, but don’t rely on
clarify an
this! Remember computers recognise both ‘their’ &
instruction text.
‘there’ as being spelt correctly, but only one will be the
2. Use ICT
right word! Use list of features from Monday. TD as
(including digital
req’d.
camera &
wordprocessing
Plenary Each group gives their instructions to another
program) to
group for them to follow (it’s an idea to stay in PE kit
for whole lesson & keep the equipment available). Groups present
instruction text.
should give positive feedback & any necessary
3. Give positive
improvements made. Put together a class book of
feedback.
instructions for Commonwealth sports!
Main focus: Write an
Explain that today chn are going to write instructions in the form of a poem like
Easy/Medium/Hard
Children can:
Recipe for a Class Outing heard last week. Read it again & read other examples
Chn write a short instruction poem about
instruction poem
1. Write an instruction
of
poems
that
are
instructions,
e.g.
Castle
to
be
Built
in
the
Woods
by
John
Rice
getting
yourself
fit
for
sports.
Chn
can
use
poem.
3/9 Use layout for
(p318, The Works 3) or How to Turn a Class Hamster into a Dinosaur by Matt
framework in plan resources. TD with Easy
2. Identify features
different purposes.
Lees (p83, The Works 4). What features of instructions could be included in an
of instruction texts.
4/9 Show imagination
Plenary
instruction poem? Imperative verbs, ordered points, things you need… etc. Model
through language used.
Volunteers share their poems. Which
starting a poem about getting fit to take part in sports or similar (plan resources).
features of instructions have been used?
Main focus:
Introduce chn to explanation texts.
Show chn an enlarged example of an
Easy
Medium
Hard
Children can:
What is an explanation? To answer a explanation text. Look at the verbs. Look at
Match the words. Sort words As medium Identify features
1. Identify
verb tense used – is it in the past or present?
One verb is
into
and can they features of
question, to tell you how or why
of explanation
(Grammar for Writing Unit 21). How do we
written in the
columns on
find any of
explanation texts.
something works. Why do we need
texts
know? Most explanations will be in the present
past tense, one in resource
their own
2. Compare
these explanations? E.g. to find out
3/7 Identify how
tense
(except
historical
explanations,
e.g.
How
the
present
examples
to
sheet,
instruction and
something/see
how
something
different texts are
the pyramids were built). Give chn an extract
tense. Write the
add to list?
depending
explanation texts.
works, etc. Read and annotate some
organised.
from an explanation text & ask them to work in words in a list
Ext: Put
which ‘rule’
3. Recognise
explanation texts: extracts from
4/7 Use knowledge
pairs to underline examples of verbs. What do
under the two
they follow these words
present & past
books, oral explanations, online
of different
they notice about them? They often end in –s
titles: ‘past and
into
for adding
verb tenses.
explanations (see book and website
organisational
present tense’
sentences.
or –ing. Discuss how different endings of root
suffixes.
4. Know the rules
features of texts.
lists). Begin a list of features with
(plan resources).
TD
for adding the
word have rules for adding the suffix,, e.g.
3/6 Recognise a
chn (plan resources) that can be
common suffixes
cook – cooks, cooking; ending in e, save – saves,
range of common
used as a checklist later. Discuss
Plenary
used in present
saving; ending in y, carry – carries, carrying;
suffixes.
how explanations differ from
Go through the rules for adding present tense
ending in ch or sh, touch – touches, touching,
4/6 Know & apply
instructions using the features &
suffixes & check the sorting done by Medium & tense verbs.
double consonants, e.g. set – sets, setting.
common spelling
‘skeleton’ framework diagrams (see
Hard groups.
rules.
resources).
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y3/Y4 MBr N_F Plan 3 – Weeks 11 - 12
Year 3/4 Modern Britain: Weeks 11-12
Word/Sentence
Independent group activities
Week 2 Thursday
Text/Speaking/Listening
Main focus: Write an explanation
text
3/10 Signal sequence to give
coherence.
3/11 Show relationships of time,
reason & cause through subordination
& connectives.
4/10 Use adverbs & conjunctions to
establish cohesion within paragraphs.
4/11 Clarify meaning by using varied
sentence structure (phrases, clauses
& adverbials).
3/7 Identify how different texts
are organised.
4/7 Use knowledge of different
organisational features of texts.
Explore more extracts from explanation texts with
chn, giving copies or texts one per pair. Ask chn to
highlight the features of explanation texts they
can find: third person, headings, introductory
paragraph or sentence, subheadings, bullet points,
numbered points, logical steps, paragraphs, labelled
diagrams, causal connectives, time connectives,
technical vocab. Ask volunteers to demonstrate
some of these features from their texts to rest of
class. Stress that not all texts will exhibit all
features. Explain that chn are going to write a
scientific explanation text for other chn about the
effect of exercise on their bodies, i.e. pulse rate,
breathing rate, temperature, etc. Discuss the
effects as discovered in Session 12a, Multicultural
Me! Theme, Modern Britain Topic.
Week 2 Friday
Objectives
Literacy Non-fiction: Plan 3 Instructions & Explanations
Remind chn about
connectives: conjunctions
and connecting adverbs.
Why are they used?
Conjunctions are used to
join clauses within a
sentence, e.g. because,
so, although. Connecting
adverbs are used to make
links between two
sentences, e.g. therefore,
consequently, as a result
(plan resources).
(Grammar for Writing
p98, Unit 32)
Main focus: Publish final version of
explanation text using ICT
3/12 Develop accuracy & speed when
using keyboard skills to type, edit &
redraft.
3/9 Use layout, format, graphics &
illustrations for different purposes.
4/12 Use wordprocessing packages
to present written work.
4/9 Choose & combine words &
images for particular effects.
Discuss what would make an explanation text easier for chn to
understand – labelled diagrams, keywords highlighted, glossary, etc.
What is a glossary? Like a dictionary with definitions of the
keywords used in the text. The chn’s explanations can be published
as slides or web pages. If ICT is to be used either introduce chn to
or remind chn of PowerPoint or Hamilton WebLearner
(www.hamiltonweblearner.com) and show them how to add text &
pictures to a slide or web page. Perhaps give chn the choice of which
to use. Discuss why ICT is easy to edit – move text around, correct
spelling mistakes, insert extra words, phrases or sentences, change
the font size or style (e.g. make bold, underline), etc.
Outcomes
Easy/Medium
Hard
Chn work in pairs
As
to draft an
Easy/Medium,
explanation text
but chn work
about the effect
individually.
of exercise on
their bodies.
Remind chn to use
effective
connectives.
Plenary
Chn share their work with a
response partner/pair. Give
positive feedback & discuss
possible changes to improve the
explanation.
Easy/Medium/Hard
Chn edit & redraft their explanations based on
the feedback they received yesterday. They
draw labelled diagrams (that can be scanned &
added to their slide/web page if appropriate).
Plenary
Allow chn time to show the class their
published explanations. Perhaps share with
another class. Which explanation(s) is/are
really good? Which features make them easy
to understand?
Children can:
1. Recognise
features of
explanation texts.
2. Draft an
explanation text.
3. Use causal (and
time) connectives.
4. Give positive
feedback.
Children can:
1. Write an
explanation text.
2. Add labelled
diagram(s),
glossary, etc to
explanation text.
3. Use ICT to
publish their work.
Scroll down for success criteria and book & website lists
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y3/Y4 MBr N_F Plan 3 – Weeks 11 - 12
Year 3/4 Modern Britain: Weeks 11-12
Literacy Non-fiction: Plan 3 Instructions & Explanations
Success criteria for the plan – these should be selected & adjusted to match the specific needs of the class being taught.
Easy
Medium
Hard
 With support identify features of a good instruction text
 Begin to annotate features in an instruction text
 Recognise some imperative verbs
 Arrange photographs in correct sequence
 With support identify items needed for a set of
instructions
 Work collaboratively
 With support draft instructions to match sequence of
photographs
 Follow instructions
 Reflect on their writing
 Write simple instructions
 With support evaluate each other’s writing
 Use appropriate handwriting
 Plan the photographs required for an instruction text
 Begin to recognise features of instruction text in a poem
 Take the photographs to clarify an instruction text
 Use ICT (including digital camera & wordprocessing
program) to present instruction text
 Give positive feedback with support
 Write a poem with some features of instructions
 With support identify features of explanation texts
 Begin to compare instruction and explanation texts
 Recognise present & past verb tenses
 Begin to learn the rules for adding the common suffixes
used in present tense verbs
 With support recognise features of explanation texts
 With support draft an explanation text
 With support begin to use causal (and time) connectives
 With support write an explanation text
 Add labelled diagram(s), simple glossary, etc to
explanation text
 Use ICT with support to publish their work
 Begin to identify features of a good instruction text
 Annotate features in an instruction text
 Recognise imperative verbs
 Arrange photographs in correct sequence
 Identify some items needed for a set of instructions
 Work collaboratively
 Draft instructions to match sequence of
photographs
 Follow instructions
 Reflect on their writing
 Write simple instructions
 Evaluate each other’s writing
 Use appropriate handwriting
 Begin to use adverbs to clarify instructions
 Plan the photographs required for an instruction
text
 Recognise features of instruction text in a poem
 Take the photographs to clarify an instruction text
 Use ICT (including digital camera & wordprocessing
program) to present instruction text
 Give positive feedback
 Write a poem with some features of instructions
 Begin to identify features of explanation texts
 Compare instruction and explanation texts
 Recognise present & past verb tenses
 Know the rules for adding the common suffixes used
in present tense verbs
 Begin to recognise features of explanation texts
 Draft an explanation text
 Begin to use causal (and time) connectives
 Write an explanation text
 Add labelled diagram(s), glossary, etc to explanation
text
 Use ICT to publish their work
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
 Identify features of a good instruction text
 Annotate features in an instruction text
 Recognise imperative verbs
 Arrange photographs in correct sequence
 Identify items needed for a set of instructions
 Work collaboratively
 Draft instructions to match sequence of
photographs
 Follow instructions
 Reflect on their writing
 Write simple instructions
 Evaluate each other’s writing
 Use appropriate handwriting
 Use adverbs to clarify instructions
 Plan the photographs required for an instruction
text
 Recognise features of instruction text in a poem
 Take the photographs to clarify an instruction text
 Use ICT (including digital camera & wordprocessing
program) to present instruction text
 Give positive feedback
 Write an instruction poem
 Identify features of explanation texts
 Compare instruction and explanation texts
 Recognise present & past verb tenses
 Know the rules for adding the common suffixes
used in present tense verbs
 Recognise features of explanation texts
 Draft an explanation text
 Use causal (and time) connectives
 Write an explanation text
 Add labelled diagram(s), glossary, etc to
explanation text
 Use ICT to publish their work
Y3/Y4 MBr N_F Plan 3 – Weeks 11 - 12
Year 3/4 Modern Britain: Weeks 11-12
Literacy Non-fiction: Plan 3 Instructions & Explanations
Suggested Books:
The Works 3 chosen by Pie Corbett, MacMillan, ISBN: 0330415786
The Works 4 chosen by Pie Corbett and Gaby Morgan, MacMillan, ISBN: 0330436449
Explanation texts – optional examples:
How your Body Works by Judy Hindley & Colin King (Usbourne Publishing Ltd, ISBN: 978-0746023006 or 978-0746023006)
The Way Things Work by David Macaulay (Dorling Kindersley Publishers Ltd, ISBN: 1405302380)
The New Way Things Work by David Macaulay (Dorling Kindersley Publishers Ltd, ISBN: 0751356433)
How the Universe Works by Heather Couper & Nigel Henbest (Dorling Kindersley Publishers Ltd, ISBN: 0751308366)
Grammar for Writing (available to download at the bottom of the plans section)
Websites:
http://www.bbc.co.uk/schools/ks2bitesize/english/writing/instructions/play.shtml Have a go at writing some instructions
Explanation sites:
http://www.howstuffworks.com/ How stuff works
http://www.energyquest.ca.gov/how_it_works/index.html How some everyday electrical items work
http://www.yorku.ca/eye/rainbow.htm Rainbows - simple explanation with lots of diagrams
http://www.joysikorski.com/How_to_Draw_a_Bat.html How to draw a bat
http://www.hamiltonweblearner.com A site where chn can produce their own web pages easily and safely
The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust and to the
best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that
Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole
responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y3/Y4 MBr N_F Plan 3 – Weeks 11 - 12