Brenden is Teaching


UnitNon Fiction - Explanations
Description2 week block linked to electricity topic
File 159_Non fiction Explanations Unit 2 Year 2 spring 2008.doc
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Unit of work:Non Fiction Unit 2 Explanations

(2week block)






Resources: Howdoes a battery make a bulb light up? (CDROM in literacy folder ondesktop y2 scholastic)

TheGreat Fire of London

Guided Reading:use non fiction texts

Focus on featuresof non fiction texts /using a glossary/index/find facts/layout

Week 2:Photocopytext from electricity book; assess whether chn can speak fro 1minute about electricity) e.g about a classroom appliance andexplain the associated dangers)


H/FWords/Phonics/Spellings: (aw au) ( are ear)




Whole class shared reading and writing

Whole class phonics, spelling, vocab and grammar

Group Tasks



Day 1


AfL: check alphaorder



Readpassage to chn. Ask to identify sound of the week.


Practise spellingwords with aw au phonemes.



T:Sort words into aw au and use in sentences

M:highlight and sort aw au words

L :aw words


Check spellings onwhiteboards


Day 2







Select a historybook with info about the great fire of London. Do not show the chnthe book. Remind the chn of this history work. Ask the chn How Icould tell (without reading the whole book) it had the great Fireof London in it. Discuss ideas with their partners and shareanswers with the class. Agree on titles page preliminaryimportance. Look at the series/publishers/illustration.

Askchn to brainstorm some of the key events/words from TGFL and demohow to look these up in the index. How is index organised?

Discuss with chnhow to sort words into alphabetical order.


Alphabetical orderactivity

(sheets from lastyear)

T: 3rdletter

M: 2ndletter

L: 1STletter

Letthe chn check each others work. Are the lists in alphabeticalorder?



know alphabeticalorder

Day 3






Playrepeat game using this weeks sound and some from last halfterm.

Practise spellingHFW. Look for the tricky parts of each word.

Recap onelectricity words from science topic and circuit lesson. Highlightan important one, for example connection. Ask what does itmean? Agree on a short definition and write it next to theword.


Using electricityvocab let the children compose definitions for their threewords.

Workout definitions with a partner for two words and write onindividual whiteboards. Play a game where a selected child readsout a definition. Whoever guesses the words has the next turn. Theagreed definition is then written next to the word.

Collect and givemeanings for the new vocab and use this appropriately

Understand thepurpose of a glossary and can use one.



Tellchn about the big write tomorrow.


Day 4


VCOPfast activities for warm up

The night the toyscame to life

Remind chn of thestory we read in autumn termthe toyshop and the play we read inguided readingwhat could happen if the toys came to life.


5mins planning time




Children writeletters. Star targets on tables. Help chn quietly.

Reminders throughlesson every 10 minutes about openers/vocab/connectives/punctuation


4parts to story





Day 5







Copyspelling lists from board. Underline phonemes for this weekssounds.


Display and readaloud How does a battery make a bulb light up? (Textversion) ask the chn what des the text explain? Why are some wordshighlighted?

Underline becauseso but

Allow the chn todiscuss with their partners the role of the underlined words. Whattype of words are they? (conjunctions) Com together and analyse theeffect of these conjunctions. Agree that they explain either causeor effect.


Activity:work in pairsfinishing sentences using the conjunctions


Thebulb will not light up so

Thebulb will light because








Day 6


Phonics: earare

Read passage tochn. Ask to identify sound of the week.

Remind chn of workcovered on ay earlier in term.

Lookat flow charts and identify key features

UseHow to Use a locker.

Inpairs discuss the flow chart and decide whether it gives enoughinformation.

Activity: (Mixedability groups)

Improve theflowchart with extra information or diagrams.


Readand inter[ret a flow chart

Discuss anyimprovements made and why they think they are improvements.



Day 7



Segment and blendwords with are ear

Speaking andListening: (science link)

Inpairs work out how to put a torch together and turn it on. Thenrepeat process with one child putting the torch together on theexplanations of their partner. Talk about all the differentparts.(handle, switch, bulb, batteries)


Draw a torch andlabel it.

T and M: Write afew sentences underneath explaining what each part is an dhow itworks.

L: Cloze procedureThe _____gives the torch power. The ------is the light. You holdthe torch by the------. The ______ makes the torch go on andoff



Label adiagram


Day 8



Playrepeat game with sounds from this term and last.

Reread How does a battery make a bulb light up? (text version)from the CD ROM with the chn. Draw out key features of writtenexplanations. What word begins the title? What is special about thetitle? What type of sentences starts the explanation? What it itspurpose? (Its a general statement of intro) is the information ina particular order? What else would be helpful? ( A diagram)

talkabout the need for explanations to make sense


Showflowchart version. Which presentation do the chn prefer?



Activity: Start toplan an explanation for What is a circuit?

Plan whatinformation, diagrams, key words they would need to include and theneed for a glossary.

Plan anexplanation including pictures and diagrams

List key wordsthat will be needed for writing





Day 9


Phonics andHFW

Shared write:demonstrate how to use the plan to write explanation. Write theheading and remind chn of key features from the other day.

Flowchart to explain What is a Circuit?

Useplans from yesterday to write an explanation and add diagrams,labels and a glossary to their work.



usestructure and language features of an explanation text ;presenttense/heading as a question/general statement to open/because andso used for cause and effect/information in order thingshappen/glossary to explain key words



Day 10




Spellings from theboard.


Check flowchartsfrom yesterday. Spot good things about each others writing.

Play I went to thesupermarket and I bought ...

Put up list onwhiteboard. Use bluetac to put in 3D commas.


T&M: Writingsentences putting in commas in lists of items


L: HFW spellingpractice


Can use commas inlist

Separates last twoitems in list with and