Formal Essay Writing — Year 5 Lesson Plan
National Curriculum: English KS2 (Year 5-6) — Pupils should be taught to identify the audience for and purpose of the writing, selecting the appropriate form; to select vocabulary and grammar that reflects and enhances the chosen form; to use organisational and presentational devices to structure text.
Overview
This lesson develops pupils ability to write in a formal register by introducing the conventions of analytical essay writing. Pupils learn to distinguish formal and informal language, to use impersonal constructions and formal linking phrases, and to structure an analytical argument with an introduction, developed paragraphs and a conclusion. The lesson uses a literary or non-fiction reading text as the basis for a written analytical response.
Learning Objectives
- Identify the difference between formal and informal register and explain when each is appropriate
- Use formal language features including impersonal constructions, complex sentences and formal linking phrases
- Structure an analytical essay with an introduction, developed argument paragraphs and a conclusion
- Write in a formal analytical register, sustaining it consistently throughout the essay
Key Vocabulary
Suggested Lesson Structure
Display two short texts on the same topic: one written in informal register (using slang, first person, contractions and colloquial language) and one in formal register (using impersonal language, full words, complex sentences). Ask pupils to identify the differences between them in pairs and to sort features into a T-chart: formal vs informal. Take feedback and build a shared class list. Discuss when each style is appropriate.
Share a model analytical essay (written by the teacher) responding to a question about a shared class text or a topic pupils have been studying. Read through it together and identify the essay structure: an introduction that answers the question and outlines the argument; two or three body paragraphs each making a point with evidence and explanation; a conclusion that restates the argument. Highlight formal language features: It can be argued that..., Furthermore..., This suggests that..., In conclusion..., It is evident that... Model the point-evidence-explanation (PEE) structure for each body paragraph.
Pupils work in small groups to practise writing formal topic sentences in response to a given essay question. Each group is given a point to develop and must: write a formal topic sentence using an impersonal construction, select a piece of evidence from the shared text, and write an explanation using the language This suggests that or This shows that. Groups share their sentences; the class evaluates for formal register and analytical depth.
Pupils write the introduction to their formal essay in response to the lesson question. The introduction should: answer the question in the first sentence, outline two or three points they will make in the essay, and use formal language throughout. Pupils may use a sentence starter bank: It can be argued that..., This essay will explore..., There are several reasons why... They should avoid I think, contractions and colloquial language.
Share two or three introductions and evaluate them against success criteria: Does it answer the question? Does it outline the argument? Is the register consistently formal? Invite the class to suggest improvements using formal editorial language. Preview the next session where pupils will complete the body paragraphs and conclusion, applying the PEE structure throughout.
Common Misconceptions
- Pupils often begin formal essays with I am going to write about...; teach them to use impersonal constructions such as This essay will explore... or It can be argued that...
- Pupils sometimes provide evidence without explanation, producing a list of quotations rather than an argument; model explicitly how to use language such as This suggests that... to develop each point analytically
Prior Knowledge
Pupils should already be able to:
- Experience of writing in a range of text types including persuasive and explanation texts
- Ability to write in well-structured paragraphs with topic sentences
- Understanding of modal verbs and complex sentence structures
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