Identifying Description Features

Context:

This is lesson 3 of 5 in the Unit "Snail's Journey in Words" for Year 2 students (ages 6-7) following the National Curriculum for England guidelines in English.

Learning Objectives (National Curriculum links):

Reading – comprehension (Year 2):
Pupils should be taught to:
- Identify and explain the main purpose of a text
- Retrieve and record information from non-fiction and fiction texts
- Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say
Writing – composition (Year 2):
Pupils should be taught to:
- Develop positive attitudes towards and stamina for writing by writing for different purposes (including writing about real events)
Vocabulary, grammar and punctuation (Year 2):
Pupils should be taught to:
- Use expanded noun phrases to describe and specify

WALT:

We Are Learning To identify the key features of a description.

Success Criteria:

I can spot and highlight expanded noun phrases in the text.
I can use a success criteria grid to categorize different key features of descriptions (e.g. expanded noun phrases, adjectives, verbs).
I can highlight at least five features correctly.

Resources:

Printouts of a WAGOLL (What A Good One Looks Like) setting description passage from the story Snail’s Journey.
Highlighters for each student (different colours optional).
Success Criteria Grid handout (with columns for different features: expanded noun phrases, adjectives, verbs, etc.)
Guided Highlighting Sheets (for students needing support) with example highlights and scaffolded boxes.
Whiteboard and markers
Sticky notes
Document camera (if available) to model highlighting live
Extension task worksheets

Timing & Activities:

Starter (10 minutes)

Engage & Activate Prior Knowledge:
- Begin by recapping what a noun phrase is and introducing the idea of an expanded noun phrase (e.g., “the small, shiny snail” instead of just “snail”).
- Use visual examples and a quick interactive game: Hold up cards with simple noun phrases and ask volunteers to expand them aloud.
- Reference National Curriculum: Embedding understanding of expanded noun phrases for descriptive writing (Vocabulary, grammar and punctuation).

Main Teaching Input (15 minutes)

Teacher Modelling:
- Display the WAGOLL setting description on the board or document camera.
- Read aloud the passage, emphasising descriptive parts.
- Highlight expanded noun phrases and other key features as you think aloud.
- Introduce the Success Criteria Grid — explain each column and what kind of phrase or feature belongs there.
- Show examples to fill the grid live.
Differentiation:
- Use the Guided Highlighting Sheet as a reference for children who find identifying expanded noun phrases challenging.
- Provide visual hints on this sheet to support feature recognition.

Independent/Semi-Independent Activity (15 minutes)

Students will work individually or in pairs to:
1. Highlight expanded noun phrases (at least five) in the WAGOLL description using their highlighters.
2. Use the Success Criteria Grid to categorize features correctly (e.g., expanded noun phrases, adjectives, verbs).
3. Write one or two of their own expanded noun phrases inspired by the passage in a small "challenge box" on their grid.
Support will be given to students with the guided sheet and teacher/TA circulating.

Plenary (10 minutes)

Sharing & Reflecting:
- Select several children to share some of their highlighted features and explain why they picked them.
- Use sticky notes: each child writes one thing they learned about descriptive writing and sticks it on a "Learning Wall."
- Check progress against success criteria with quick thumbs-up/down and verbal feedback.
National Curriculum Link: Reinforces speaking and listening skills by participating in discussion and building stamina for writing by engaging with descriptions.

Extension Activities (for More Able Learners)

Challenge students to write their own short setting description (3-4 sentences) using at least three expanded noun phrases, simulating the style of the WAGOLL.
Encourage use of a dictionary or thesaurus to find synonyms or more adventurous adjectives.
Peer-review: swap descriptions and highlight expanded noun phrases in each other’s writing.

Differentiation Strategies

Support: Guided Highlighting Sheet breaks down the process step-by-step, provides examples, and fewer options to highlight to reduce cognitive load.
Visual/kinesthetic learners: Use of colour-coding highlighters and physical cards for noun phrases.
EAL students: Pre-teach vocabulary featured in the WAGOLL before reading the passage; visual aids and sentence starters for the challenge box.
SEN: One-to-one or small group support with TAs; extra time for task completion; scaffold sentence frames.

Assessment Opportunities:

Formative Assessment through observation while students highlight and categorize features.
Success Criteria Grid review – check for correct identification of expanded noun phrases and correct categorisation.
Plenary share-out allows teacher to assess verbal explanations and comprehension.
Extension activity pieces written by more able children provide evidence of independent application and understanding.

Reflection/Notes for Future Lessons:

Notice how students engage with descriptive language and which features are more challenging.
Based on observations, plan for more scaffolded activities or introduce new features (e.g., similes, verbs) next lesson.
Gather examples of student work for portfolio moderation to track progress in descriptive writing skills.

This lesson integrates close reading, grammar focus, and writing skills in line with the Year 2 National Curriculum and provides tangible success criteria and differentiation to support all learners effectively.