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Non-Chronological Reports
Objectives
To discuss writing and learn from its structure, vocabulary and grammar.
Resources
Lined paper | Work completed in Lessons 1 and 2 | Highlighters or felt tips
Today's Lesson
Spelling
Review spelling words to prepare for your test at the end of the week. Use Spelling Frame to help learn this week's spellings. Choose one of the activities on Spelling Tiles.
Main Activity
Ask your student to recap what you have covered in the last two lessons.
Explain that their final outcome will be to write a non-chronological report, as part of the writing task in Part C of Assignment 5. Explain that ‘chrono’ means time-related and ‘logical’ means order so ‘chronological’ means 'a record of events following the order in which they occurred’ e.g. baby, child, teenager, adult. Now we know what chronological means ask your student what they think a non-chronological report is. Have they ever seen one before? Perhaps in their non-fiction books at home? Explain that non-chronological means that the information in the report is not presented in time or event order.
Show the Sample Non-Chronological Report about guinea pigs - read it together or ask your student to read it out loud. Ask your student: Which features of a non-chronological report can we see? Identify the title (Guinea Pigs), the introduction to the report, the sub-titles (e.g. Diet – what do they eat?) and the pictures. Ask your student how we could improve the pictures? They would be better if they had captions underneath to explain what each one is.
📊 READ - Sample Non-Chronological Report
Explain to your student that there are many things to think about when writing a non-chronological report. The report needs the right structure (title, introduction, sub-heading, diagrams/pictures with captions) like the report on guinea pigs. It also needs good grammar, punctuation and vocabulary. Look through the guinea pigs report again and use 4 different colour pens or highlighters to identify some adjectives (describing words), pronouns (it, they), verbs (action words) and technical/formal vocabulary (words specific to learning about guinea pigs, eg herds, boar, sow). Remind your student that their non-chronological report will need all of these too.
Show your student the Non-chronological Report Checklist included with this lesson. Read through it together and check they understand each feature; if not, explain what it means. Ask your student: What language features are not listed on the checklist that have been a focus of the learning so far? They should remember pronouns, proper nouns, verbs and adjectives from previous learning.
📄 READ - Non-chronological Report Checklist
Using the Non-chronological Report Checklist and the learning so far, ask your student to make their own checklist of everything that they think they will need to write a great non-chronological report. Keep this checklist to use and look back at.
Assignment
The WAGOLL (What A Good One Looks Like) is an optional resource that you may want to use before completing the writing task. It provides an opportunity for you to look through a model answer, and make sure you understand the features that will be looked for by the tutor in the assignment. Please watch the video first, as this provides instructions on how to use the WAGOLL documents.
Assignment 5 WAGOLL - Non-chronological Report