Non-fiction: Explanation Texts — Year 3 Lesson Plan
National Curriculum: English KS2 (Year 3-4) — Pupils should be taught to use organisational and presentational devices to structure text and to guide the reader; to discuss and record ideas; to use vocabulary and grammar appropriate to the text type.
Overview
This lesson focuses on the features and structure of explanation texts, a key non-fiction genre in the Year 3 curriculum. Pupils read and analyse a model explanation text before using research notes to plan and write their own multi-paragraph explanation. The lesson emphasises the importance of technical vocabulary, cause-and-effect language, and clear organisational features such as subheadings and numbered steps.
Learning Objectives
- Identify and describe the key features of explanation texts including heading, subheadings, technical vocabulary and causal language
- Use cause-and-effect language including because, this causes, as a result and therefore
- Plan an explanation text using a structured paragraph plan with subheadings
- Write an opening paragraph that introduces the topic clearly and engages the reader
Key Vocabulary
Suggested Lesson Structure
Display a short question such as How does a rainbow form? or Why do leaves change colour in autumn? Ask pupils to turn and talk with a partner about what they already know. Take brief feedback, noting key ideas on a mind map. Introduce the lesson focus: today we will be learning how explanation texts answer these kinds of questions in a clear, organised way. Show the title of the model explanation text.
Share a high-quality model explanation text on a topic linked to current science or topic work. Read it together and then annotate it with coloured pens: highlight the heading (blue), subheadings (green), causal language (orange) and technical vocabulary (pink). Discuss each feature and its purpose. Model how the text moves logically from one section to the next. Focus particularly on the causal connectives: because, this causes, as a result, consequently, therefore. Show how writers use the present tense and third person voice in explanation texts.
Pupils work in mixed-ability pairs to plan their own explanation text using a planning frame with spaces for: title, introduction, three to four subheaded sections and a conclusion. They use a bank of research notes (pre-prepared by the teacher) to select relevant information and organise it under appropriate subheadings. Encourage pupils to think about the logical order of their sections and to choose technical vocabulary carefully.
Pupils write the opening paragraph of their explanation text independently. The paragraph should introduce the topic, explain its relevance or interest to the reader, and indicate what the text will cover. Pupils are encouraged to use a direct address question (e.g. Have you ever wondered why...?) as a hook, followed by a statement that answers it briefly. They should use at least one piece of technical vocabulary.
Share two or three opening paragraphs on a visualiser. As a class, identify the features present: Does it hook the reader? Does it introduce the topic? Does it use technical vocabulary? Does it use the present tense? Give one star and one wish for each example. Set the expectation that pupils will complete their explanation texts in the next lesson, writing one paragraph per subheading.
Common Misconceptions
- Pupils often slip into narrative or recount style, using past tense and first person; remind them that explanation texts are written in the present tense and third person
- Pupils sometimes list facts without linking them with causal language, producing a recount rather than an explanation; model how to use because and this causes to show the relationship between events
Prior Knowledge
Pupils should already be able to:
- Familiarity with non-fiction texts and some experience of reading explanation texts
- Ability to write in complete paragraphs with topic sentences
- Understanding of conjunctions including because and when for expressing cause
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