Shared Write: Hogwarts Canal

Year 4 | 60 minutes | 30 students

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National Curriculum Links

English – Writing (Year 4)

• Pupils should be taught to:
  • Plan their writing by discussing writing similar to that which they are planning to write, and writing down ideas and key vocabulary.
  • Draft and write by organising paragraphs around a theme.
  • Evaluate and edit by assessing the effectiveness of their own and others’ writing and suggesting improvements.
  • Use a wide range of sentence structures, appropriate vocabulary, and conjunctions to link ideas.
  • Develop positive attitudes to writing and understand the purpose of each text type.

Spoken Language (Year 4)

• Pupils should be taught to:
  • Participate in discussions, presentations, performances, role play, improvisations and debates.
  • Express their ideas and feelings confidently and listen and respond appropriately to others.

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Learning Objectives (WALT)

• WALT collaboratively write a magical explanation text about the Hogwarts canal system using imaginative and precise vocabulary.
• WALT understand and incorporate magical elements in an explanation text to engage the reader.
• WALT participate effectively in a shared writing process.

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Success Criteria

• I can contribute ideas and vocabulary during the shared writing.
• I understand key features of an explanation text.
• I use exciting, magical vocabulary suitable for describing Hogwarts’ canal transport.
• I listen to and build on others’ ideas.
• (Advanced) I include complex sentence structures and descriptive phrases.

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Resources

• Whiteboard/interactive board
• Visual aids: Hogwarts canal map, magical object images
• Vocabulary cards (magical and explanation text-related)
• Sentence starters handouts (dyslexia-friendly, including pictorial supports)
• Chart of explanation text features
• Lined writing paper and pencils
• Word banks (simple and advanced vocabulary)

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Lesson Outline

Time	Activity	Differentiation & Support
0-5 mins	Starter: Magical Word Splash – Teacher writes “Hogwarts Canal System” on board.
Ask students to call out magical words, verbs, adjectives to describe the canal system (e.g., enchanted, bubbling, mysterious). Record ideas visible on board.	EAL: Provide picture prompts next to new vocabulary.
Dyslexia-friendly: Use coloured backgrounds and clear fonts on board.
5-15 mins	Explain: Brief recap on explanation text features (introduction, sequence, cause & effect).
Show model explanation text paragraph (magical canal transport). Discuss key vocabulary.	All: Word bank available to consult.
EAL: Sentence starter cards introduced here to support writing.
15-40 mins	Shared Writing:

1. Teacher facilitates a shared writing session on the board with the whole class, writing the first draft of a magical explanation text about Hogwarts’ canal transport.
2. During this, pause to ask students to contribute vocabulary and ideas.
3. Model sentence construction and use of conjunctions.
4. Focus on explanation text features and magical description.
5. Use visual aids (map, objects) to add detail. | EAL: Use sentence starters and vocabulary cards to support contribution.
   Dyslexia-friendly: Use different coloured pens for new vocabulary and sentence connectors.
   Extension: Challenge advanced learners to suggest more sophisticated synonyms or add relative clauses and embedded clauses. | | 40-55 mins | Group Editing and Improvement:
   Students work in pairs or groups of 3 to read the draft together (on displayed board or printed sheets if available).
   Identify good vocabulary and suggest improvements or additions.
   Add magical details or complex sentences. | EAL and dyslexic students supported by vocabulary cards and visual aids.
   Extension: Advanced learners write an extra paragraph using complex sentences or add an extra feature (e.g., purpose of the canals). | | 55-60 mins | Plenary:
   Discuss what was learned about explanation texts and the magical canal system.
   Check success criteria with students by asking them to self-assess contributions and learning. | All students encouraged to share one favourite magical word or sentence they contributed or heard. |

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Differentiation Strategies

• For EAL learners: Provide sentence starters with visuals, word banks, and paired oral discussion before writing. Use clear, simple language explanations.
• For dyslexic learners: Use dyslexia-friendly fonts on all handouts, coloured overlays, pictorial vocabulary cards, and oral rehearsal of key vocabulary and sentences.
• For advanced learners: Encourage incorporating complex sentences (e.g., using embedded clauses, advanced conjunctions like “although”, “therefore”), and richer vocabulary from the provided thesaurus sheets. They may also draft an additional paragraph expanding on magical canal uses.

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Assessment Opportunities

• Formative assessment via contributions during shared writing (listening for vocabulary use, explanation text features).
• Peer and self-assessment during group editing for vocabulary choices and sentence structure improvements.
• Teacher observes engagement and understanding during plenary through self-assessment discussion.

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Additional Ideas to 'Wow' Teachers

• Use a magical ‘talking wand’ prop to indicate whose turn it is to add ideas, making contribution dynamic and fun.
• Incorporate QR codes linking to short audio clips of magical canal sounds or a Hogwarts-themed story snippet students listen to before writing.
• Set up a ‘wizard’s workshop’ writing corner with magical artefacts prompting imaginative description and inspiration.
• Use an interactive mind map tool on the board for collaborative vocabulary gathering and organisation, supporting visual learners and digital literacy.

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This detailed, strategically scaffolded lesson builds confidence and creativity, supporting all learners within the England National Curriculum framework for Year 4 English writing skills.