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Reports. Do Now. Tick the items you might find in a (non-chronological report). facts pictures detailed stories speech paragraphs headline introduction. What are Reports?. Reports are basically about fact finding. Reports are full of facts and not stories.
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Do Now Tick the items you might find in a (non-chronological report). • facts • pictures • detailed stories • speech • paragraphs • headline • introduction
What are Reports? • Reports are basically about fact finding. • Reports are full of facts and not stories. • Reports are all about giving out information.
Starter: How do you go about getting information? • List 5 ways you can get information: • - • - • - • - • -
Learning objectives • To know the features of a non- chronological report. • To know how to find key features in a non- chronological report.
Read this piece of writing on Babymice and note the facts. • Twenty days after a nest is built, a group of mice are born. • A group of mice is called a litter. A litter can have as many as 12 babies and a baby mouse is called a pup. • At this stage, babies do not have any hairs and their eyes are tightly shut. • A newborn pup weighs less than one gram.
Baby mice • They can not hear either at this stage. Pups cuddle close to their mum and feed on milk. • Pup grows quickly, their eyes open and soon they can hear too. • Warm furs grows all over their body and in just three weeks, they are 12 times as big as when they were born.
Task: Fact file on Baby mice. • Write down all the facts you found here:
Checklist for Reports • Non-Chronological Reports • Does your text contain the following features? • Features: Yes/No • A Heading • Subheadings • Pictures • Diagrams • Labels Captions • Facts not opinions • Technical words to do with the subject • Text organised into paragraphs • Varied sentence beginnings • The text contain words like ‘I’, ‘we’ and ‘think’
HOW ARE YOU GOING TO ASSESS IF YOU ARE ON THE RIGHT TRACK? • Use the checklist to assess yourself!
Do Now • Directions: Read the sentences below. • Underline the action words in each sentence. An action word tells what someone or something can do. 1. At night before bedtime, Grandpa and I jump on the bed. 2. After we jump, I am tired and want to sleep. 3. “Can you kiss me goodnight?” I ask my Mother. 4. At breakfast, I open the milk and pour it into a glass. 5. After I drink my milk, I eat two eggs and a piece of toast. 6. Then I play outside with my brother. I like to push him on the swing until he screams, “Weeeeee!!!” 7. I love to feel the grass in between my fingers and know that we can sing, dance, and run all day long.
Learning Objectives (Contd) • To be able to use the knowledge of different organisational features of texts to find information effectively. • To be able to find verbs in a report.
Starter: • Replace the action words with their synonyms in these sentences. It is such a warm day; I think I will swim in the ocean. Before I jump in the water, I like to walk on the beach. It is fun to look for shells and listen to the sounds they make.
Task 1 • Directions: Read the story below. • Underline the action words in the story. • The Adventures of Verb City • At night before bedtime, Grandpa and I jump on the bed. • After we jump, I am tired and want to sleep. “Can you kiss me goodnight?” I ask my Mother. At breakfast, I open the milk and pour it into a glass. After I drink my milk, I eat two eggs and a piece of toast. Then I play outside with my brother. I like to push him on the swing until he screams, “Weeeeee!!!” I love to feel the grass in between my fingers and know that we can sing, dance, and run all day long. • It is such a warm day; I think I will swim in the ocean. • Before I jump in the water, I like to walk on the beach. It is • fun to look for shells and listen to the sounds they make. I like to touch the sand and build castles with my family. After I play in the sand, I am ready to dive into the water. The fish hide from me when I chase them in the water. When we are in the water, the fish breathe with their gills. It was a fun trip to the beach; we will have to visit again.
Task 2: Re-read the passage and annotate all the verbs. • Twenty days after a nest is built, a group of mice are born. • A group of mice is called a litter. A litter can have as many as 12 babies and a baby mouse is called a pup. • At this stage, babies do not have any hairs and their eyes are tightly shut. • A newborn pup weighs less than one gram. • They can not hear either at this stage. Pups cuddle close to their mum and feed on milk. • Pup grows quickly, their eyes open and soon they can hear too. • Warm furs grow all over their body and in just three weeks, they are 12 times as big as when they were born.
Task • Copy out the verbs and replace with equally suitable verbs.
Re-read the passage and answer the following questions. • Twenty days after a nest is built, a group of mice are born. • A group of mice is called a litter. A litter can have as many as 12 babies and a baby mouse is called a pup. • At this stage, babies do not have any hairs and their eyes are tightly shut. • A newborn pup weighs less than one gram. • They can not hear either at this stage. Pups cuddle close to their mum and feed on milk. • Pup grows quickly, their eyes open and soon they can hear too. • Warm furs grow all over their body and in just three weeks, they are 12 times as big as when they were born.
Comprehension –Task 3 • When is a group of mice born? • What other word/ words can you use instead of litter? • Explain why a Pup cannot hear at birth. • What is the weight of a newborn pup? • Fill in missing words. Warm furs grow all over their _____________ and in ______________.
Activity • Mo has planned his report by making notes. • Look at Mo’s plan below. • Can you help him to sort correctly by filling in the gaps?
Words to fill the gaps Eats nectar with tube-shaped tongue Six legs, four wings/three body parts. Life Cycle Garden animals (P12) Introduction
Learning objectives • To be able to use the knowledge of different organisational features to plan correctly. • To be able to write a non- chronological report appropriately.
Activity: • Do you think you are able to plan a report? • Look at this finished report and make a mental note of what your report will look like. • Key features you need to add to a report.
The Great Fire of London • HOW DID IT START? • ♦ The fire started when some hot coals fell out of a baker’s oven. • ♦ Straw was on the floor and soon set alight • ♦ This happened at night and the fire soon spread • ♦ The baker was the Kings Baker. His name was Thomas Farrinor, the shop was on Pudding Lane. • WHEN DID IT START? • ♦ It started at 2 am on the 2nd of September 1666 and ended four days later, 6th September 1666. • WHY DID IT SPREAD SO QUICKLY? • There were lots of reasons: • It had been another long hot summer and everything was very dry. • Most houses were made from wood—so they burned easily. • Most of the houses were very close together—so the fire spread quickly. • Near where the fire started there were warehouses with flammable things like tar and rope. • Houses did not have running water. Water came from pumps in the streets. The water • pump near where the fire started was out of order. • There was also a drought due to the hot weather—everything was very dry. • There was no fire brigade. All people could use were leather buckets and water squirts. • The wind was blowing towards the most densely (heavily) populated part of London. • HOW DID THEY TRY TO PUT THE FIRE OUT? • ♦ To begin with the Lord Mayor of London did very little. Fires were common on London at this time. • ♦ The Mayor felt the fire at first was nothing unusual—and would soon go out • ♦ The fire soon got out of control • ♦ Buckets and hand powered water squirts were used but they were not enough. • ♦ Firebreaks were tried – this was when the king ordered that certain houses be pulled down to create a break in the fire.
WHY DID THE FIRE GO OUT? • ♦ The wind changed direction—and blew the fire towards the stone parts of the city—slowing it • down. • ♦ The weather got cooler • ♦ The firebreaks slowed it down – with the help of the army! • WHAT WERE THE CONSEQUENCES (EFFECTS) OF THE FIRE? • ♦ It destroyed about 80 % of London. • ♦ The Great Fire destroyed about 13,200 houses, 84 parish churches, and the old St. Paul's Cathedral.The Cathedral was rebuilt by Sir Christopher Wren • ♦ Less than 10 people died (we think 6 died), but thousands were made homeless. • ♦ The fire had destroyed a dangerous and unhealthy area of London, and new buildings of brick and stone replaced the wooden houses these were a lot cleaner. • ♦ Houses were built wider apart. • WHY DID SOME PEOPLE BLAME THE FIRE ON A CATHOLIC PLOT? • ♦ Shortly after the fire started a man called Robert Hubert said he started the fire. He was a Catholic. Hubert wasn’t even in the country when the fire started and he was mentally ill. But he was executed any way ! • HOW DO WE KNOW ABOUT THE FIRE OF LONDON AND THE PLAGUE? • ♦ Parish records give us some information on both of these events. • ♦ One of the best sources of information is Samuel Pepys. He lived through both the fire and the • plague and he kept a dairy.
Pointers to consider when planning • Are you able to organise your notes into main ideas and write a paragraph for each main idea? • Did you put your ideas in a logical order? • Did you use formal and impersonal language? • Your last/closing paragraph should sum up your report and may recap key points.
Use the notes you made to plan a report about your favourite animal! Don’t forget to include a paragraph on: • where your animal lives • what it eats • how it moves • what its babies are like.
Task: Report planner Sheet Topic:
Learning objectives • To be able to write a non- chronological report appropriately.
Task 4 Write out the key features in the pictures below or print it out before annotating them in your favouritecolours: • opening statement or sentence • title • sub-title • pictures • technical words • concluding statement.
Writing a report • Use the notes you made on your planner to write a report about your favourite animal. • Start with the opening sentence or introduction. • Don’t forget your punctuation marks and to write in paragraphs. • You might want to type it up instead of writing on paper. • Remember to use the checklist on slide 9 as you write.
Conclusion • I hope you had a great time reading and doing all the activities. • All the best as you explore.
