Writing Non-Chronological Reports

Overview

This 35-minute lesson is designed for 29 Year 3 students to develop their writing skills focused on constructing non-chronological reports. The session builds on prior knowledge where students explored Megalodon’s appearance. The focus is now on the subheadings: Why might it eat these things? and How much of these things does it need? Students will work on producing clear, cohesive sentences using pronouns, conjunctions, and specified vocabulary while adhering closely to the National Curriculum for England.

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National Curriculum Links

English – Year 3 Writing - Non-fiction:

• EN3/3.3: Plan, draft, and write non-narrative texts, using simple organisational devices [e.g. headings and subheadings].
• EN3/4.4: Use conjunctions (when, if, because, although) to extend sentences with more than one clause.
• EN3/4.9: Choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition.

Spoken Language:

• Participate in discussions, listening to others and building on ideas.

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Learning Objectives

By the end of the lesson, pupils will:

• Write coherent sentences answering the subheadings Why might Megalodon eat these things? and How much of these things does it need?
• Use a wider range of conjunctions (when, if, because, although) to link clauses and extend sentences.
• Employ pronouns appropriately to maintain clarity and cohesion, avoiding unnecessary repetition.
• Incorporate key vocabulary: height, strength, natural, appear, consider, different.

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Resources

• Whiteboard and markers
• Visual aids: Images of Megalodon and its prey
• Sentence starter flashcards featuring pronouns and conjunctions
• Word bank sheet with key vocabulary
• Writing frames with subheadings
• Individual exercise book or lined paper

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Lesson Structure (35 minutes)

1. Starter / Recap (5 minutes)

• Begin with a brief discussion: recap last lesson’s learning on What did Megalodon look like?
• Display a short example paragraph on the board answering What did Megalodon look like?, modelled with varied pronouns and conjunctions, e.g.:
  “The Megalodon was huge because it needed to hunt large creatures. It had great strength, and when it appeared, smaller sharks would swim away.”
• Highlight the conjunctions and pronouns used; invite children to identify them.

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2. Introduction & Modelling (8 minutes)

• Introduce today’s focus: write sentences to answer Why might it eat these things? and How much of these things does it need? about Megalodon’s diet.
• Show pictures of typical Megalodon prey and pose questions: Why do you think it ate these animals? How much does it need to eat?
• Teacher models 2-3 sentences aloud, incorporating:
  • Pronouns (it, they, which, its) to avoid repetition
  • Conjunctions (when, if, because, although) to link ideas
  • Key vocabulary integrated naturally, e.g., “Although it has great strength, it needs to eat different animals because its height and teeth require a lot of energy.”
• Use a think-aloud strategy to demonstrate sentence construction.
• Write these on the board clearly.

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3. Guided Practice (10 minutes)

• Distribute word bank handouts and writing frames with the two subheadings.
• In pairs, children rehearse aloud crafting sentences using the word bank and flashcards for conjunctions/pronouns.
• Teacher circulates, supporting use of conjunctions and pronouns, prompting with questions:
  • “Can you link these ideas with because or although?”
  • “What pronoun could replace ‘Megalodon’ here to avoid repetition?”
• Invite some pairs to share example sentences; write exemplary ones on the board and discuss.

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4. Independent Writing (10 minutes)

• Children write their own 2-3 sentences under each subheading in their books, focusing on:
  • Using a variety of pronouns correctly
  • Including at least two different conjunctions per subheading
  • Incorporating the key vocabulary meaningfully
• Encourage them to re-read and check for clarity and sentence variety.

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5. Plenary & Assessment (2 minutes)

• Ask 3-4 children to read their favourite sentence aloud.
• Provide instant positive feedback focusing on use of conjunctions, pronouns, and vocabulary.
• Quick verbal quiz: “What conjunctions did we learn today? Why are pronouns important in writing?”

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Differentiation

• Support: Sentence starters with blanks for simple conjunction insertion; paired work for peer support.
• Challenge: Encourage use of a wider range of conjunctions (e.g., although) and more complex sentence structures with multiple clauses.
• Scaffolding prompts displayed for learners requiring additional help.

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Assessment for Learning

• Formative assessment through observation of paired discussions and independent writing.
• Monitor use of conjunctions and pronouns during writing task.
• Review written work for inclusion of key vocabulary and sentence complexity. Provide targeted feedback in next lesson.

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Cross-Curricular Links

• Science (Animals & Habitats): Understanding diet and characteristics of prehistoric animals supports scientific knowledge.
• Speaking & Listening: Pair work encourages collaborative rehearsal of ideas and verbal articulation of sentence structures.

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Notes for Teachers

• Incorporate gestures or visual conjunction cards to reinforce learning for EAL or lower attaining pupils.
• Consider displaying a ‘Conjunction Wall’ and 'Pronoun Posters' for ongoing reference in class.
• Use mini whiteboards for quick sentence practice during guided work, fostering engagement and immediate correction.
• Encourage creative use of learned vocabulary to build students’ confidence and interest in scientific language within writing.

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This lesson equips Year 3 pupils with precise skills to enrich their non-chronological reports, in line with the National Curriculum's emphasis on grammar, cohesion, and informative writing. The multimodal approach ensures engagement with the topic of Megalodon while consolidating essential English writing techniques.