Overview

Unit: Canals and Magic: Explanation Texts
Lesson 1 of 10
Duration: 60 minutes
Class: Year 4 (age 8–9)
Class Size: 30 students
Curriculum Link:

• English Programme of Study: Writing – Composition – Pupils should be taught to:
  • Plan their writing by discussing and recording ideas (NC PoS, Y4)
  • Organise paragraphs around a theme (NC PoS, Y4)
  • Use headings and sub-headings to aid presentation (NC PoS, Y4)
  • Use the present tense and past tense mostly correctly and consistently (NC PoS, Y4)
  • Use expanded noun phrases for description and specification (NC PoS, Y4)
• Reading – comprehension – retrieve and record information from non-fiction texts (NC PoS, Y4)

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Learning Objectives (WALT)

• WALT: Identify and understand the key features of explanation texts.
• Recognise the role of titles, introductions, subheadings, present tense, technical vocabulary, and causal conjunctions in explanation texts.

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Success Criteria

By the end of the lesson, students will:

• Be able to identify and label six key features in a given explanation text:
  1. Title
  2. Introduction
  3. Subheadings
  4. Present tense verbs
  5. Technical vocabulary
  6. Causal conjunctions (because, so, therefore, as a result)
• Confidently explain why these features are used in explanation texts.
• Complete a labelled diagram or annotation of a sample explanation text.

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Resources

• Printed copies of a short explanation text about canals (dyslexia-friendly fonts: OpenDyslexic or Arial, 14pt, double-spaced)
• Colour-coded highlighters or coloured pencils (blue for titles, green for introductions, red for subheadings, purple for technical vocabulary, orange for causal conjunctions)
• Whiteboard, markers, and digital projector
• Sentence starters handout for EAL learners
• Blank template for extension activity (create your own explanation title)
• Display poster with explanation text features

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Lesson Structure

Starter (10 minutes)

• Begin with a quick interactive quiz (using thumbs up/down or mini-whiteboards) asking:
  • What is an explanation text?
  • Can you name any features of explanation texts you already know?
• Introduce the WALT and success criteria on the board in child-friendly language.
• Read aloud the title and introduction of the example text about canals. Discuss what the title tells us and the purpose of the introduction.

Input/Teaching (15 minutes)

• Show the full explanation text on the digital projector.
• Model how to identify and label the six key features with colour-coded highlighting.
  • E.g., highlight the title in blue, subheadings in red, and underline causal conjunctions in orange.
• Explain how present tense verbs are used to describe processes that happen repeatedly or always.
• Discuss technical vocabulary – define any tricky words together and explain why this vocabulary is important in explanation texts.
• Use a simple mind map on the board to connect features to their functions.

Guided Practice (15 minutes)

• Distribute printed copies of the same explanation text.
• In pairs or small groups, students highlight and label the features using their coloured pencils/highlighters.
• Provide sentence starters for EAL students to verbalise their findings (e.g., "The title is..."; "The introduction tells us... because...").
• Teacher circulates to support, especially focusing on students with Dyslexia-friendly reading options and EAL learners.

Independent Activity (10 minutes)

• Each student annotates their own text, labelling the features with sticky notes or written notes.
• More confident learners write a sentence explaining the purpose of one chosen feature.

Extension Activity (for advanced learners)

• Challenge: Create an original title for an explanation text about a magical canal or another process.
• Encourage use of technical vocabulary and causal conjunctions in the title or a short subtitle.

Plenary (10 minutes)

• Invite some students to share their labelled texts and explanations.
• Use a quick quiz game (e.g., Kahoot or verbal Q&A) to recap the six key features and their functions.
• Ask students to self-assess using the success criteria: “Can I identify key features? Can I explain their purpose?”

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Differentiation

Group	Strategies
EAL Learners	Sentence starters, vocabulary definition cards, paired work with fluent English speakers
Dyslexic Learners	Dyslexia-friendly font texts, coloured overlays if needed, oral discussion support, instructions broken down into small chunks
Lower Attainers	Highlight fewer features to start with (e.g., just title, introduction and subheadings), scaffolded worksheets with partial labelling
Higher Attainers	Create own explanation title incorporating causal conjunctions and technical vocabulary, challenge to explain the choice of features in sentences

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Assessment & Feedback

• Formative assessment through observation during paired/group work: Are students accurately identifying features?
• Review annotated texts for correct labelling and understanding.
• Use plenary quiz responses to gauge whole-class understanding.
• Provide immediate verbal feedback and written comments on independent annotations.

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National Curriculum Links

• English Writing: "Use headings and sub-headings to aid presentation" (Y4 Writing)
• English Writing: "Use the present perfect form of verbs in contrast to the past tense" (progression in tense use, Y4)
• English Reading: "Retrieve and record information from non-fiction" (Y4 Reading comprehension)
• Spoken Language: "Participate in discussions, presentations, performances, role play, improvisations and debates" (Y4 Spoken Language)

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Summary

This lesson introduces Year 4 students to explanation texts, focusing on recognising structural and language features key to this text type consistent with the National Curriculum. Through modelling, guided and independent work, and inclusive differentiation, the students will develop a clear understanding of how explanation texts are organised and why these features are important. The use of colour-coding and dyslexia-friendly materials, plus sentence starters and challenge activities, ensures engagement across the ability range.