Shared Writing: Canal Locks

Overview

This 60-minute lesson will engage Year 4 students in collaboratively writing an explanation text about how canal locks work. Using a planning grid created in previous lessons, the class will co-construct a clear, structured explanation text. This supports the development of key literacy skills within the National Curriculum for England's English Programmes of Study: Writing - composition (Year 4).

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Curriculum Links

National Curriculum England - Year 4 English

• Writing - composition:

  • Plan their writing by discussing and recording ideas (NC Ref: English KS2, Writing, Composition 4.1)
  • Use conjunctions, adverbs and prepositions to express time and cause (4.3)
  • Organise paragraphs around a theme (4.4)
  • Proofread for spelling and punctuation errors (4.5)

• Writing - transcription (spelling):

  • Use further prefixes and suffixes and understand how to add them (4.7)
  • Use dictionaries to check the spelling of common words (4.8)

• Speaking and listening:

  • Listen and respond appropriately to adults and peers (4.9)
  • Participate in discussions, presentations, performances and debates (4.10)

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Learning Objectives (WALT)

• WALT: Collaboratively plan and write an explanation text about how canal locks work using a planning grid.
• Recognise and use the appropriate structure for explanation texts.
• Contribute ideas and language to a shared writing activity.
• Understand how to use connectives to sequence and explain processes clearly.

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Success Criteria

• I can contribute ideas during shared writing.
• I understand the structure of explanation texts (introduction, steps/process, conclusion).
• I can use time and cause conjunctions (e.g., first, then, because, so) in the text.
• I can help write sentences that explain how canal locks work.
• I can listen and respect others’ ideas during the activity.

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Resources

• Large shared writing whiteboard or flip chart
• Pre-prepared planning grid from previous lessons (with key vocabulary/steps)
• Visual aids/photos/models of canal locks
• Sentence starters printed for dyslexia-friendly access
• Writing materials for paired work: paper, pens, coloured pencils
• Scribe support for identified students

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Lesson Structure

Time	Activity	Details	Differentiation / Support
0-5 min	Starter & Recap	Quick recap of previous learning: What are canal locks? Review planning grid together.	Visual recap supports all learners
5-15 min	Modelling Shared Writing	Teacher models writing the introduction of the explanation text collaboratively, using ideas from the class. Emphasis on using time/connective language (e.g., First, When, This allows).	Use visuals and sentence starters on display. Provide dyslexia-friendly printouts.
15-40 min	Collaborative Writing in Pairs	Students work in pairs to write sections of the explanation text using the planning grid. Teacher and teaching assistant circulate to support ideas, scribe for those who need help, and encourage precise language. Encourage pairs to use conjunctions and technical vocabulary.	Pairing: strong with less confident writers. Scaffold sentence starters. Use scribe support for students with writing difficulties.
40-50 min	Sharing & Editing	Each pair shares their section. Class discusses clarity, vocabulary, and structure. Teacher models quick edits on the shared text.	Advanced learners encouraged to suggest additional detail or technical vocabulary.
50-60 min	Plenary: Success Criteria Check & Reflect	Class jointly refers to success criteria to self-assess contribution and understanding. Brief reflection on what makes explanation texts clear and interesting.	Dyslexia-friendly prompt cards support reflection. Targeted praise for all learners.

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Differentiation

• For less confident writers:

  • Paired with stronger writers for collaborative support.
  • Use of a scribe to record their ideas if handwriting/spelling is a barrier.
  • Provide sentence starters and high-frequency vocabulary cards.

• For students with dyslexia:

  • Use large font, dyslexia-friendly colour overlays or coloured paper if preferred.
  • Give oral explanations alongside written ones.
  • Offer a scribe and allow verbal contributions recorded by the teacher/TA.

• For advanced learners:

  • Challenge to include additional technical vocabulary (e.g., “caisson,” “sluice gate,” “hydraulic pressure”).
  • Encourage adding “why” explanations for each step (e.g., why the lock fills or empties).
  • Suggest including a concluding sentence to summarise how canal locks benefit water transport.

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Assessment and Feedback

• Continuous formative assessment through observation of group discussions and shared writing contributions.
• Use success criteria checklist to assess each student’s engagement and understanding.
• Collect pairs’ written sections to assess use of explanation text features, sequencing, and cohesion.
• Provide immediate verbal feedback to pairs and individuals on use of connectives, vocabulary, and clarity.

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WOW Factor Ideas

• Use a quick “magic wand” reward system — when a pair contributes an excellent explanation sentence, they earn a magic word badge displayed on the board.
• Incorporate a brief role-play where students act out each stage of a canal lock operation to deepen conceptual understanding before writing.
• Use sticky notes for students to add synonyms for key words (e.g., “raise,” “lower,” “fill”) and build a class thesaurus wall.

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End of Lesson Note: Store the collaboratively written explanation text and display it for use in subsequent lessons for editing, publishing, and oral rehearsal. This reinforces real audience and purpose for the writing.