Midway Explanation Draft

Overview

Students complete and review a full first draft of an explanation text about a familiar process or phenomenon. Building on their planning and paragraph work from earlier lessons, they apply a Phase 2 writing checklist to strengthen structure, cause-and-effect links, technical vocabulary, spelling and presentation conventions.

Learning intentions

• WALT complete a clear first draft with an opening, logically ordered paragraphs and a conclusion.
• WALT explain how causes lead to effects using precise linking words and phrases.
• WALT use technical vocabulary and supporting details to inform the reader.
• WALT review and edit our writing for spelling and presentation conventions.

Success criteria

• I can introduce my topic and explain what my text is about.
• I can organise information into paragraphs in a logical order.
• I can use words such as because, so, therefore, as a result and this means that to show cause and effect.
• I can use technical vocabulary, check spelling and finish with a concluding statement.

Curriculum links

• English — Writing to inform: introduce a topic, organise related information into paragraphs, develop ideas with facts and examples, use precise and domain-specific vocabulary, and conclude appropriately.
• English — Oral Language / Communicating and Presenting: use linking words and phrases to explain reasons, results and relationships between ideas.
• English — Writing processes: plan, draft, review, edit and improve meaning, language and presentation.
• English — Reading comprehension: recognise how explanation texts organise information and use supporting details to communicate clearly.

Lesson structure (60 minutes)

1. 0–7 min · Reconnect and notice. Open with the hook and learning intention slides and display two short example sentences: “The water gets hot. The particles move faster.” and “The water gets hot, so the particles move faster.” Ask students which better explains the relationship and why. Students discuss with a partner, identify the cause-and-effect link, and orally improve one sentence.

2. 7–15 min · Teach the checklist. Use the explanation features and checklist slides to model reviewing a short paragraph. Think aloud: check the opening, sequence, paragraphing, technical vocabulary, cause-and-effect links, conclusion, spelling and presentation. Emphasise that a first draft is complete writing that can still be improved; editing is not just correcting errors. Students help locate one strength and one improvement in the model.

3. 15–20 min · Set up drafting. Refer to the drafting steps slide and distribute the Phase 2 explanation drafting and reviewing sheet. Explain that students will write from their existing plan, not start a new topic. Students reread their plan, circle their intended technical vocabulary and identify where they will show a cause and its effect.

4. 20–42 min · Complete the first draft. Students write independently in their books or digitally, using the worksheet as a review guide. The teacher conferences with targeted students, first checking that the explanation has a clear opening and logical order, then prompting with questions such as, “What happens next?”, “What causes this?” and “What does this technical word mean here?” Students aim to complete every section, including a concluding statement, rather than polishing one paragraph only.

5. 42–53 min · Review and edit. Display the peer-review and editing slides. Students read their draft quietly, then complete the worksheet checklist: underline one cause-and-effect link, circle one technical word, box the opening and conclusion, and mark one place needing improvement. In pairs, students read their conclusion and one selected paragraph aloud. Partners give one specific commendation and one suggestion using: “A clear part is…” and “You could make this clearer by…”. Students then edit spelling from the Weeks 6–7 word list, capitals, full stops, paragraph breaks and neat presentation.

6. 53–60 min · Share and exit reflection. Use the plenary and exit-question slide. Invite two or three students to share an effective sentence, technical word or linking phrase. Students complete the final box on the Phase 2 explanation drafting and reviewing sheet: “The strongest part of my explanation is…” and “My next improvement will be…”. Collect drafts or photograph them for the next lesson’s feedback.

Resources

• Midway Explanation Draft teaching slides
• Phase 2 explanation drafting and reviewing sheet
• Students’ explanation plans and writing books or devices
• Weeks 6–7 spelling and technical vocabulary list
• Highlighters or coloured pencils
• Visible timer
• Teacher conferencing notes

Assessment

• During the model, listen for students explaining how linking words show reasons and results.
• Confer during drafting and use the checklist to note who has an opening, ordered paragraphs, technical vocabulary, cause-and-effect links and a conclusion.
• Use the completed review sheet and exit reflection to identify one common teaching need for Lesson 26, such as paragraph sequencing, spelling or elaboration.

Differentiation

• Provide a reduced checklist, paragraph frames and a word bank of technical vocabulary and linking phrases for students who need support. Allow students to rehearse a paragraph orally before writing.
• Work with a small group to jointly sequence their planned ideas and orally construct one cause-and-effect sentence before they continue independently.
• Support EAL learners with visual sequencing, explicit modelling of vocabulary in a sentence, and partner rehearsal; accept labelled diagrams or brief notes as planning support, while maintaining the expectation of a complete draft.
• Challenge ready writers to add a precise example, explain an additional consequence, vary their linking phrases and replace vague words with more specific vocabulary.