Identifying Key Features

Overview

Year group: 2
Duration: 50 minutes
Class size: 30 students
Unit: Snail's Journey in Words (Lesson 3 of 5)
Subject: English — Writing and Reading: Descriptions

---

National Curriculum Links

English - Writing (Year 2):

• Produce simple texts with an awareness of structure (NC Ref: Writing: composition - Year 2)
• Use expanded noun phrases to add description and specification (NC Ref: Writing: vocabulary, grammar, and punctuation - Year 2)
• Develop comprehension skills through guided reading of texts (NC Ref: Reading comprehension - Year 2)

---

Learning Objectives (WALT)

We Are Learning To:

• Identify key features of a description in a setting text.
• Recognise and highlight expanded noun phrases.
• Categorise features using a success criteria grid.

---

Success Criteria

By the end of the lesson, students will be able to:

• Highlight at least five features within a descriptive setting text correctly.
• Use the success criteria grid to explain why each feature is important.
• Talk about expanded noun phrases confidently, citing examples from the text.

---

Resources

• WAGOLL setting description extract from "Snail's Journey" story (printed for each student)
• Highlighters or coloured pencils (three colours per student)
• Success criteria grid template (symbols and text)
• Guided highlighting sheets for differentiated support (includes sentence starters and word banks)
• Whiteboard and markers
• Visual example (projected or printed poster) of expanded noun phrases
• Word cards with expanded noun phrases for extension activity

---

Lesson Structure

1. Starter Activity (10 minutes)

• Activate prior knowledge: Write “expanded noun phrase” on the board. Ask students:
  • “Who remembers what an expanded noun phrase is?”
  • Recap: Briefly define expanded noun phrases as a noun plus descriptive words (e.g., “the slippery, shiny snail”).
• Show visual examples on the board, ask students to identify noun phrases.
• Cold-call 3-4 students to share examples orally to build engagement.

2. Main Activity (25 minutes)

Step 1: Introduce the WAGOLL (5 minutes)

• Distribute the WAGOLL setting description from "Snail's Journey".
• Model reading the text aloud, emphasising descriptive language and expanded noun phrases.
• Highlight out loud one example so students see the process.

Step 2: Active Highlighting Task (12 minutes)

• Students read the extract quietly and highlight expanded noun phrases in yellow.
• Then, with a different colour, they highlight other key description features such as adjectives, similes or senses (sound, smell, touch).
• Provide the guided highlighting sheet to students who require support (for example, those who need help identifying phrases or need word banks).

Step 3: Success Criteria Grid (8 minutes)

• Hand out success criteria grids that include:
  • Expanded noun phrases
  • Adjectives
  • Similes/metaphors
  • Use of senses
  • Sentence structure
• Students categorise the features they highlighted by ticking the grid.
• Peers check each other’s work in pairs, discussing any differences.

3. Plenary (10 minutes)

• Select volunteers to share one highlighted phrase and explain why it is a key feature (link back to success criteria).
• Recap the WALT and success criteria on the board.
• Quick quiz: Teacher reads phrases and asks students to say if it is an expanded noun phrase or not.
• Praise progress using positive reinforcement.

---

Differentiation Strategies

• For SEND or lower ability:
  • Guided highlighting sheet with sentence starters and word banks.
  • Pair with a reading buddy or teaching assistant support.
  • Use tactile resources for sensory engagement (e.g., word cards for manipulation).
• For EAL learners:
  • Pre-teach key vocabulary with picture support.
  • Use bilingual labels where possible.
  • Provide sentence frames to scaffold explanations.
• For Advanced learners:
  • Challenge to find examples of similes or metaphors.
  • Write their own expanded noun phrases to add to a collaborative class display.
  • Use thesauruses to suggest alternative adjectives and create “wow words” lists.

---

Assessment and Evidence of Learning

• Formative: Highlighting in the WAGOLL and completion of the success criteria grid.
• Peer discussion feedback.
• Teacher observations during plenary and oral responses.
• Collect grids to evaluate understanding for next lesson planning.

---

Extension Activity (for fast finishers or home learning)

• Write a short setting description about a garden or pond using at least five expanded noun phrases learned today.
• Illustrate their description with drawings showing the expanded noun phrases.

---

Reflection Notes for Teacher

• Note which students needed more support or challenge for future lessons.
• Monitor student confidence with identifying descriptive features verbally.
• Consider adding more multi-sensory approaches based on observed engagement.

---

This plan ensures learners develop key English skills aligned with the National Curriculum Year 2 expectations, focusing on vocabulary and description while embedding clear success criteria and differentiation to involve every student effectively.