Year 5/6 Bulletin
Writing an Explanation Text
Purpose:
An Explanation Text explains how something works or provides information about something. This category includes more technical and scientific texts that delve into the how, what, and why of something.
Task:
To create an explanation text using the appropriate features and structures about something that does not yet exist.
This writing piece took three lessons to complete.
Learning intentions:
- Planning Phase- To use the B.A.R Thinkers Key tool to generate ideas.
- Organisation- To identify specific text features of an explanation text.
- Revising- To use a scaffold and peer feedback to identify what is missing from the text.
Learning experience overview:
- Shared writing—As a class, we used the B.A.R Thinkers Key tool to generate ideas on how to alter a laptop. We had to consider what we would make ‘BIGGER’, what we would ‘ADD’, and what part we would ‘REPLACE’ with something else. The ideas were endless and fun to generate.
Some students took their plans home to create these ‘interesting and amazing TVs’.
There were ones specially designed to assist people with disabilities, others purely to support laziness and comfort by producing hot chocolate and popcorn, and one very special one inspired by the love of music and dance!
Nothing was too impossible for these new-age TVs.
- Shared Writing—As a class, we looked at the structure of an explanation text. We used the one below to identify its features.
We identified the following features;
- a title
- an introduction
- information about the topic
- conjunctions and adverbials
- technical language for the topic
- time conjunctions and adverbials to show the order of events
- diagrams or illustrations
- ends with a summary
The students then proceeded to write an explanation text for the TV they had created.
Students used the scaffolds below to support them with the structure of their text.
- Modelled Writing—The teacher modelled to the students how to use the checklist to revise their own and others' writing.
The students Individually used the checklist to revise their own piece of writing.
In table groups, students also asked a peer to revise their writing using the checklist.
Adjustments were made accordingly.
Reflections:
“ I liked using all the scaffolds to help me with my writing piece. They were very helpful”-Miraya
“I enjoyed writing about the features of my TV and making it at home. This helped me with my writing as I had the TV there with me”- Sasha
“It was fun. I enjoyed making it and using it to help with my writing as I could see exactly what it looked like.”- Alexis
“I liked doing it, but I think I could have added more details to my plan.”- Stella
“It was helpful to use the B.A.R strategy to get ideas.”- Issy
“I liked the creativity of making the TV because it gave me ideas, and I could use my TV for inspiration for my writing piece.”-Marcus
“I really enjoyed the homework component because i got to be creative. I found the templates helpful when planning and writing.”- Henry
“I liked that i could be creative and express myself. I also liked that that everyone’s was different. I enjoyed writing about it.”- Ted
Please look out for these written pieces coming home this week. We encourage you to talk about the process with your child/ren.
Jenny, and Brad
Year 5/6 Team