Informing About Ears

Overview

Students use their shared learning and brainstorm about the outer ear to plan and write informative sentences about the pinna and ear canal. The lesson supports three writing pathways: students needing significant support write one sentence about two parts of the outer ear, students working at the expected Year 2 level write one sentence about each part, and proficient students write two sentences about each part, including a compound sentence.

Learning intentions

• WALT write to inform a reader about the outer ear.
• WALT use information about the pinna and ear canal to plan sentences.
• WALT write clear simple and compound sentences.
• WALT use a labelled drawing to support our information writing.

Success criteria

• I can name the pinna and ear canal.
• I can write what each part is or does.
• I can use a capital letter, spaces and a full stop.
• I can join two ideas with and when it makes sense.
• I can add a labelled drawing to help my reader understand.

Curriculum links

• Writing to inform: numbered steps and clear information help a reader understand.
• Writing processes: planning ideas before composing.
• Writing to inform: labelled drawings can support meaning.
• English — Composition and Writing Processes, within the first two years of learning.

Lesson structure (30 minutes)

1. 0–4 min · Reconnect and hook. Teacher opens with the outer-ear hook and learning intention slides, shows a simple image of an ear, and asks, “How could our ear catch a sound?” Students turn and talk, then recall the two parts of the outer ear and their jobs.

2. 4–9 min · Build shared knowledge. Teacher uses the labelled pinna and ear-canal slides to revisit the class learning: the pinna is the bendy outside part made of cartilage and skin; it catches sound and guides it inward; the ear canal is the pathway that carries sound towards the eardrum; earwax helps protect the canal from dirt, dust and germs. Students help label a large ear diagram with the words pinna and ear canal, and orally rehearse one fact about each part.

3. 9–14 min · Model planning and sentences. Teacher models completing the outer-ear planning and writing sheet on the board. Think aloud: “First I choose my topic. Next I choose a fact.” Model simple sentences: “The pinna catches sound.” “The ear canal carries sound to the eardrum.” Then model a compound sentence: “The pinna catches sound and guides it into the ear canal.” Students identify the topic, action word and joining word and.

4. 14–17 min · Group-specific instructions. Teacher displays the three writing pathways and checklist slides and explains the appropriate task privately or by table group.

• Support group: Write one sentence that names or describes both parts, using a word bank and oral rehearsal first. For example: “The pinna catches sound and the ear canal carries it inside.”
• Year 2 group: Write one sentence about the pinna and one sentence about the ear canal. Add a labelled drawing.
• Proficient group: Write two sentences about each part. Include precise information and at least one compound sentence using and, such as: “The pinna is made of cartilage and skin. It catches sound and guides it into the ear canal.”

5. 17–26 min · Independent writing. Teacher distributes the outer-ear planning and writing sheet and conferences first with the support group, prompting children to say each sentence before writing it. Students draw or use the provided ear outline, label the pinna and ear canal, plan key words, and write at their group level. Teacher circulates, checking that information is accurate and prompting: “What does it do?” “Who is your reader?” “Can you join these ideas?”

6. 26–30 min · Share and assess. Teacher invites two or three students to read a sentence and uses the sharing and self-check slides to revisit the checklist. Students complete a quick oral exit response to a partner: “The pinna…,” or “The ear canal…,” then circle or point to the criterion they achieved on their worksheet.

Resources

• the outer-ear teaching and activity deck
• the outer-ear planning and writing sheet
• Enlarged ear diagram or document camera
• Pencils, erasers and coloured pencils
• Word cards: pinna, ear canal, cartilage, skin, sound, carries, eardrum, earwax
• Optional teacher reference notes from the class brainstorm

Assessment

• During oral rehearsal, listen for correct naming of the pinna and ear canal and accurate descriptions of their jobs.
• During writing, check whether students plan before composing, write information relevant to the topic, and use sentence conventions. Confer with the support group first.
• Use the written response and self-check to identify who can write one sentence per part, who needs continued sentence support, and who is ready to develop compound sentences and additional detail.

Differentiation

• Support: Provide a picture-and-word bank, a labelled ear outline, sentence frames such as “The pinna ______.” and “The ear canal ______.” Allow students to dictate a sentence before attempting it independently. Scribe or jointly construct the sentence where needed.
• Expected Year 2: Encourage oral rehearsal, a simple plan for each part, and a clear sentence with one accurate fact about each structure.
• Proficient: Expect two sentences per part, precise vocabulary such as cartilage, sound waves and eardrum, and at least one compound sentence. Invite students to explain how the two parts work together.
• EAL learners and students requiring additional support: Pair students for rehearsal, use gestures and labelled visuals, pronounce and revisit vocabulary, and accept drawing plus oral explanation as evidence before writing. Ensure the extension remains optional rather than increasing copying demands.