Exploring Explanation Texts

Lesson 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: National Curriculum for England - English (Reading and Writing: Composition, Vocabulary, Grammar and Punctuation)

Learning Objectives (WALT)

WALT: Identify and understand the key features of explanation texts, including titles, introductions, subheadings, present tense verbs, technical vocabulary, and causal conjunctions.
National Curriculum references:
- Reading - Comprehension: "Retrieve and record information from non-fiction texts" (Year 4)
- Writing - Composition: Plan writing by discussing and recording ideas
- Vocabulary, grammar and punctuation: Recognise and use present tense verbs; use conjunctions to express cause (e.g., because, so, therefore)

Success Criteria

By the end of this lesson, students will:

Identify and label features of an explanation text in a sample (title, introduction, subheadings, present tense verbs, technical vocabulary, causal conjunctions)
Explain why these features are important for explanation texts
Begin to use sentence starters to scaffold identification (support for EAL learners)
Demonstrate understanding of present tense and causal conjunctions in context

Resources

Printout/sample of a simple, dyslexia-friendly explanation text about canals (clear font like Arial or Comic Sans, with colour-coded features: e.g., Titles in blue, subheadings in green, technical vocabulary highlighted in orange)
Whiteboard and coloured markers
Colour-coded feature labels on cards
Sentence starter strips for EAL and lower-attaining students
Word bank of technical vocabulary and causal conjunctions
Individual mini-whiteboards and pens for interactive activities
Extension sheet for advanced learners (title creation task)

Lesson Structure

1. Introduction (10 mins)

Hook: Begin by asking, "Can anyone explain how a canal works?" Collect a few quick ideas verbally. Then say: “Today, we are going to find out how writers explain things clearly using explanation texts.”
Introduce WALT and Success Criteria on the board.
Briefly discuss what explanation texts are — texts that explain how or why something happens. Give simple real-life examples (e.g., how plants grow, how a bicycle works).

2. Guided Exploration of Explanation Text Features (15 mins)

Hand out the sample explanation text about canals printed in a dyslexia-friendly font and different colours for different features.
Model reading the title aloud, then point out and label this as a key feature (Title: tells reader what the text is about). Use a blue card for “Title”.
Next, highlight the introduction and subheadings, explaining their purpose (Introduction: sets the scene, Subheadings: split text into sections). Use green cards.
Show examples of present tense verbs in the text; underline and explain why explanations use the present tense (because they describe facts/situations that are generally true).
Identify some technical vocabulary (e.g., canal, lock, water level) and explain these words are special words to help explain the topic better. Use orange highlights and display them on the word bank.
Point out causal conjunctions (because, so, therefore) and explain how they help show cause and effect in the explanation. Write examples on the board.

3. Group Activity — Identify & Label Features (15 mins)

Divide the class into groups of 5. Give each group:
- A copy of the explanation text
- Colour-coded feature cards
- Sentence starter strips (e.g., “The title is...”, “This word is a technical word because...”, “This word shows cause because...”), supporting EAL and lower ability students.
Task: Students read the text together and label sections/features using the cards and sentence starters.
Teacher and TA circulate supporting groups, prompting and clarifying as needed.

4. Plenary and Review (10 mins)

Bring the class back together and invite groups to share some labelled features and explanations.
Clarify common misunderstandings.
Reinforce why these features are important in explanation texts.

5. Extension Task for Advanced Learners (10 mins)

Challenge them to create a new title for an explanation text about canals or magic, encouraging creativity and accuracy, e.g., “How Canals Move Boats Up Hills” or “The Magic of Locks in Canals”.
Invite volunteers to share their creative titles and explain why their title fits an explanation text.

Differentiation

EAL and lower ability: Sentence starters, word banks, visual cues with colour-coded features, paired/group work for language support.
Dyslexia-friendly options: Use sans-serif font with spacing (e.g., Arial, Comic Sans), colour coding of features, highlighting technical vocabulary, simplified language in the sample text.
Advanced learners: Extension task creating their own explanation text title; encourage use of technical vocabulary and causal conjunctions.

Assessment and Feedback

Formative assessment through observation during group labelling task.
Questioning during plenary about the purpose of features.
Collect labelled texts (sticky notes or cards attached) or photographs for teacher review.
Verbal feedback to students about correct identification and understanding.

Reflection & Next Steps

Use student responses to identify misconceptions or gaps about features of explanation texts.
Plan for Lesson 2 to focus on writing introductions using present tense and technical vocabulary with further modelled and shared writing practice.

Notes to Teachers

This lesson uses a multi-sensory approach combining visual, auditory, and kinaesthetic learning styles to engage Year 4 learners effectively, including diverse learners. Colour coding and clear typography support dyslexic pupils, while sentence starters and structured group work scaffold all learners equitably. The lesson links explicitly to the National Curriculum goals and builds a strong foundation for the subsequent lessons in the unit, promoting both comprehension and composition skills linked to explanation texts.

Teaching Instructions