Transition to Part 2

Overview

This lesson prepares pupils for moving from Part 1 to Part 2 of Exploring The Arrival. Pupils will summarise key events using cohesive devices and ellipsis, linking ideas clearly across a short paragraph.

Learning intentions

Students will…

• WALT summarise key events from Part 1 in chronological order.
• WALT use a wider range of cohesive devices (for example, repetition of key words, adverbials like in contrast / as a consequence, and ellipsis) to link sentences.
• WALT make predictions about possible themes for Part 2 using evidence from Part 1.

Success criteria

Students can…

• I can summarise Part 1 accurately using 4–6 key events.
• I can link my sentences with clear cohesive devices and keep the meaning smooth (including using ellipsis appropriately).
• I can write a short summary paragraph that is easy to follow.
• I can predict likely themes in Part 2 and explain why.

Curriculum links

• Vocabulary, grammar and punctuation: Years 1 to 6 (Year 6 focus) — linking ideas across paragraphs using cohesive devices, grammatical connections (adverbials) and ellipsis.
• Reading comprehension (upper KS2) — understanding what they read by predicting what might happen from details stated and implied.
• Writing composition (upper KS2) — writing narratives by considering how authors develop characters and settings in what pupils have read, listened to or seen performed.

Lesson structure (60 minutes)

1. 0–5 min · Starter: Quick recap. Teacher displays Part 1 “event cards” (or images) and asks a single focusing question: “What changed by the end of Part 1?” Students turn-and-talk, then share 1 event that shows the biggest change.

2. 5–15 min · Model: Summary with cohesion. Teacher models writing a 5-sentence summary of Part 1, using a visible plan: Key word repetition + adverbials + ellipsis. Students highlight in the model where cohesive devices appear (e.g., circle repeated words; underline adverbials; box ellipsis).

3. 15–25 min · Guided practice: Build the sentence links. Teacher provides sentence stems with gaps for ellipsis and adverbials, e.g. “First…, next…; as a consequence…, …” and “Meanwhile…, … and then…”. Students complete stems in pairs to form one coherent mini-summary (5 sentences) using 4–6 event cards.

4. 25–40 min · Independent task: Part 1 summary paragraph. Teacher sets the task: Write a single paragraph summarising Part 1 (4–6 key events). Remind pupils to use at least: two adverbials, one repeated key word/phrase, and one ellipsis. Students draft, then do a 2-minute revision pass checking clarity of links between sentences.

5. 40–50 min · Sharing: “Glow and Grow” feedback. Teacher uses a checklist read-out: “Can we follow the order? Do we see cohesive links? Where is the ellipsis used?” Students read their paragraph to a partner and give one strength and one target.

6. 50–58 min · Prediction: Themes for Part 2. Teacher prompts: “From what you’ve read, what themes might appear in Part 2 (e.g., belonging, change, danger, hope)?” and models turning evidence into a prediction. Students write two predictions with one piece of evidence each (a detail stated or implied).

7. 58–60 min · Exit ticket. Teacher collects: “Circle one cohesive device you used and write why it helps your reader.” Students submit their exit ticket.

Resources

• Part 1 event cards or image prompts (teacher-prepared)
• Cohesion word bank: repeated key phrases, adverbials (e.g., first, next, in contrast, as a consequence, meanwhile, however)
• Sentence stem sheet with ellipsis support (e.g., “…, and then …” / “But …”)
• Model summary paragraph on the board or printed sheet
• Highlighters or pens for identifying cohesive devices
• Class checklist for success criteria
• Exit ticket slips

Assessment

• Formative during guided practice: teacher listens for correct use of adverbials and logical sequencing.
• Mid-lesson check: pupils highlight the cohesive devices in the model accurately.
• Summative for the lesson: summary paragraph meets event count and cohesion targets; predictions include evidence.
• Exit ticket confirms pupils can explain how cohesion devices help the reader.

Differentiation

• Support: provide sentence starters with pre-selected adverbials; offer a visual timeline with arrows; allow pupils to choose 4 key events instead of 6.
• Support for language/SEN: include word banks for cohesive devices and a “repetition choice” list (e.g., journey, arrival, fear, hope), plus a checklist with tick boxes.
• Challenge/extension (advanced learners): ask pupils to add a contrasting link (in contrast / however) and to use ellipsis in a way that suggests meaning beyond what is explicitly stated.
• Challenge (advanced learners): require one prediction to include a “theme-means” explanation (e.g., “I think belonging will be a theme because…”).

Extension (optional)

• Advanced challenge: create two possible thematic “routes” for Part 2 (Theme A and Theme B) and write one sentence for each route explaining how an event from Part 1 leads to it.