Overview

Unit: Canals and Magic: Explanation Texts
Lesson Number: 4 of 10
Duration: 60 minutes
Class Size: 30 students
Year Group: 4
Subject: English

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National Curriculum Links

English programmes of study: Writing (Year 4)

• Understand and use the organisational and presentational features of explanation texts (National Curriculum: English – Writing – Year 4)
• Plan, draft, write, and evaluate different kinds of writing, including non-narrative texts (English – Writing – Year 4)
• Use paragraphs to organise ideas around a theme
• Use headings and sub-headings to aid presentation
• Use conjunctions, adverbs and prepositions to express time, cause and place
• Use a range of punctuation correctly including commas after fronted adverbials
• Develop legible, fluent joined handwriting

English programmes of study: Reading - Comprehension

• Develop familiarity with a wide range of texts, including explanation texts
• Draw on what they already know or on background information and vocabulary provided by the teacher

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Learning Objectives (WALT)

• WALT: Collaboratively write an explanation text about how canal locks work, using a planning grid.
• WALT: Contribute ideas orally, understanding the structure and features of explanation texts.
• WALT: Use appropriate language and organisational features (headings, paragraphs) in explanation writing.

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Success Criteria

• I can explain the function and process of canal locks by contributing ideas.
• I can follow the planning grid to help structure our explanation text.
• I can suggest vocabulary and sentence structures suitable for explanation texts.
• I can recognise and use key features of explanation texts (causal connectives, technical vocabulary).
• I work well with a partner to co-write sections of the text.
• I proofread and improve sentences aloud before they are written down.

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Resources

• Large shared writing board or interactive whiteboard
• Planning grid printed for each pair (includes sections: Introduction, How Canal Locks Work – Step 1, Step 2, Step 3, Conclusion)
• Word banks (technical vocabulary and conjunctions)
• Sample explanation text about canal locks (dyslexia-friendly font, clear layout)
• Writing pens, pencils, paper or tablets for pairs
• Scribe support materials (writing frames, sentence starters)

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Lesson Structure

1. Introduction (10 minutes)

• Engage: Recap briefly what canal locks are and their purpose (link to prior learning from lessons 1-3).
• Display the planning grid and explain each section; clarify that today’s aim is to create a model explanation text together.
• Remind students of key features in explanation texts (use a visual checklist).
• Whole class discussion: Ask pupils what happens inside a canal lock and list ideas on the board. Highlight technical vocabulary (e.g. “lock gates,” “water level,” “chamber,” “rise,” “fall”).

2. Shared Writing Activity (40 minutes)

• Pair work: Each pair uses the planning grid to discuss and record ideas for different sections. Teacher monitors, prompts vocabulary use and sentence starters.
• Differentiation:
  • Pairs with lower writing confidence have a scribe to record their ideas or use pre-prepared sentence starters.
  • Advanced pairs encouraged to add extra detail or include cause-effect connectives (e.g. because, so that, therefore).
• Collaborative whole-class writing:
  • Teacher models writing the introduction with contributions from pairs, jotting ideas on board.
  • Progressively, teacher writes one section at a time (Step 1, Step 2, Step 3, Conclusion) inviting contributions—students suggest sentences, vocabulary, and improvements aloud.
• Focus on text structure and language:
  • Highlight use of paragraphs, sequencing words, and causal conjunctions.
  • Emphasise clarity and explanation, avoiding narrative style.
• Proofreading as a class:
  • Reread after each section, discuss if sentences explain the process clearly, suggest edits.

3. Plenary and Reflection (10 minutes)

• Read the completed model text aloud together.
• Use success criteria checklist for a brief self-assessment: thumbs up/down or tick-boxes for contribution, understanding, vocabulary use.
• Ask pairs to reflect: What idea did you contribute? What did you find difficult? What new words did you learn?
• Briefly explain that the model they created will be used next lesson to support independent writing.

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Differentiation and Support

• Pairs System: Stronger writer paired with developing writer for peer support in articulating ideas and writing.
• Scribe Support: For students with dyslexia or fine motor difficulties, provide scribes or voice-to-text technology.
• Sentence Starters: Provide dyslexia-friendly writing frames with sentence openers for explanation texts (e.g., “A canal lock works by…”, “First, the boat enters the lock…”).
• Visual Aids: Use pictures or diagrams of canal locks as prompts.
• Vocabulary Cards: Laminated cards with key technical terms and conjunctions to remind pupils during writing.

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Extension Activities

• Advanced learners write extra paragraphs with more detailed explanations or include an example of how canal locks benefit canal users.
• Create labelled diagrams with captions to accompany the text.
• Use more complex connectives and passive voice for explanation style (e.g. "The gates are closed to hold the water...").

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Assessment Opportunities

• Formative assessment through observation of verbal contributions during shared writing and pair work.
• Review of planning grids to assess understanding of explanation text structure.
• Teacher assessment of the final shared text to ensure correct use of explanatory language and structure.

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Note for Teacher:
Use this collaborative shared writing session as a scaffold to build the students’ confidence and understanding before moving to independent writing tasks. Encourage risk-taking with vocabulary and collaboratively edit as a safe space for learning. Use positive praise linked to success criteria to motivate all learners.

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End of Plan