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I can publish a non-chronological report about macaroni penguins with an accompanying illustration.

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Licence

This content is © Oak National Academy Limited (2023), licensed on Open Government Licence version 3.0 except where otherwise stated. See Oak's terms & conditions (Collection 2).

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Key learning points

Publishing our work is the final stage of the writing process where we prepare our writing ready for an audience to see.
Published work should be written in clear, joined handwriting with letters that start on the line.
A published non-chronological report will usually include a picture or diagram.
We indent each new paragraph and underline subheadings with a ruler and we follow any appropriate layout conventions.

Common misconception

Pupils may have negative attitudes towards publishing their work.

Publishing becomes highly motivating when there is a real audience for the work - for instance, you could copy the reports and illustrations and gather them into a presentation book that can be taken home by each child in turn.

Keywords

Publishing - the process of producing written content available for an audience
Audience - the person who reads our work
Layout - the way the information is organised on the page
Visual aid - a graph, chart, image or diagram that enhances understanding in non-fiction texts
Caption - a brief description accompanying an image that gives extra context

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Hi, I'm Mr. Buckingham and it's so nice to see you here for today's lesson.

Today we're going to be publishing our non-chronological reports, so this is your chance to produce some really beautiful work to impress your audience.

Let's make a step.

Today's lesson is called Publishing a non-chronological report about a penguin, and it comes from a unit called Pandas or Antarctic animals non-chronological report.

By the end of today's lesson, we will have published a non-chronological report about Macaroni penguins with an accompanying illustration.

So because we're publishing our work today, you'll need your draught of your non-chronological report with you.

You might also want to have some plain paper and some art suppliers as well.

So when you're ready, let's begin.

Here are our keywords for today's lesson.

My turn, your turn.

Publishing, audience, layout, visual aid, and caption.

Well done.

So publishing is the process of producing written content available for an audience, and the audience is the person who reads our work.

The layout of the text refers to the way the information is organised on the page, and a visual aid is a graph, chart, image, or diagram that enables understanding in nonfiction text.

And a caption is a brief description accompanying an image that gives extra context.

So here's our lesson outline for today.

We're going to start off by illustrating a non-chronological report, and then we'll spend the rest of our time publishing it.

So when we've edited our non-chronological report, we are ready to publish it.

And this is where we produce a final best version of our writing for our audience to see.

And a published non-chronological report will include the following things.

We'll have a layout that helps the audience find the information easily.

We'll have visual aids like diagrams to make the information easier to understand and help the reader visualise the subject in their head.

And oh, we'll use our very best neat joined handwriting so that our work is easy for the audience to read and attractive to look at.

So this is an example of the layout of the start of a non-chronological report, and we've used thick lines to represent the titles and subheadings and then thinner lines to represent normal writing.

So we start with the title and you can see that's kind of in the centre of the page.

And then we have a subheading by the margin.

Then we have our introduction.

So that first subheading will say Introduction (indistinct) and then we'll have our next subheading for the first specific section.

And then that section will come there.

We'll have our visual aid, a diagram and a caption perhaps underneath it.

And the visual aid and caption might look like this.

I've got my picture of my penguins and it says \"The penguins leap out of the water \"to avoid predators.\" So can you match each feature of our report to its purpose? Pause the video and have a try.

Well done.

Good effort.

So a diagram is used to help the reader form a mental image of the subject.

The caption is to add extra information to an image.

The subheading is to tell the reader what the section is about, and the title tells the reader the subject of the whole report.

So as well as all our writing that we're including in our report, we can create diagrams of a macaroni penguin as a visual aid to place in our report, and a diagram should be as accurate as possible and include the features we talked about in our report.

So here's a photograph of a macaroni penguin, and I use this as a guide to create this diagram of a macaroni penguin.

Now I've tried my best to be accurate here and tried to look scientific rather than just artistic.

I've done my best, but I'm sure you could do a better job.

Once we finished our diagrams, we can label the features that we can see with subject specific vocabulary using a ruler.

So when I drew that diagram, I was careful to include lots of the features of the body that I know we mention in our report.

So for instance, I could label up the orange brown bill.

I've used a ruler and I've labelled that specific part.

I could talk about the streamlined body, the blubber layer, the closely packed feathers, the black plumage on the back there, and the powerful flippers.

There's lots more parts you can include.

I've just labelled a few there.

So then we can write a full sentence caption, and this should tell us something that's not obvious from the picture itself.

So I've got some pictures here of macaroni penguins.

Here's a bad caption.

I've written, \"Macaroni penguins have black \"and white colouring.\" Well, I can see that from the picture.

That caption adds nothing at all to my understanding, does it? Here's a better example.

\"The penguin's colouring helps it \"to camouflage at sea.\" That's adding something different to the picture.

It's giving some additional information, additional context to the picture.

Or I could say, \"The penguin's body is well-adapted for swimming,\" and that again, is a good caption 'cause it adds some detail.

In each case, we've used a full sentence as our caption.

So now let's work together to see if we can draw, label, and caption an illustration of a macaroni penguin.

Okay, let's have a look at how we could do this drawing of our penguin.

So remember it's a diagram, so we're not going to do it very artistically.

We're just going to try and be really accurate and include the features of the body that we refer to in the report.

Now I'm not an artist so I'm quite sure you can do this much better than me, but I'm gonna try and get the general shape of our penguin correct.

So I think that I will start with the beak up at the top here, and I'm going to just do the curve of the top of the beak there.

I'm gonna go up to show the curve of the head and then I'll do some feathers to show the crest here.

Okay, then I'm gonna go back to my beak and I'll draw the underside of the beak.

And if you look carefully at the photographs of the penguin, it kind of curves round like this, the beak, and it's split in two like that.

Then of course we have that red eye there, and then I'm going to do the throat coming down like this.

And then of course the back of the head will be kind of like this.

Okay, now it looks a little bit cartoonish, doesn't it? So I'm gonna have to work hard to make sure this looks realistic now.

So I'm going to do the stomach now.

And we know that they're quite long, kind of slim animals, so I think that's kind of an appropriate size.

And then down the bottom here, I'm going to show the kind of fluffy part there.

And then it's got its webbed pink feet.

So I'm gonna try and show the webbing there.

That one might be a little bit small, but you get the idea and another foot there.

And now I'm going to try and show the tail.

So this is all going to be black now, isn't it, this section.

So I'm going to then draw kind of a line coming up the back and up towards the throat here because these are the parts of the penguin, which would be black here.

And then we've got the wing.

Now I'm going to draw my wing outstretched.

So I'm gonna go up the back first of all, round it out a little bit.

And I'm going to have the wing coming out here.

So I'm going to draw it coming out of the body and kind of curving up like this.

And the same way here, it's curving out from the body and around like this.

And then I'll show the back connecting up and actually these lines kind of go in towards the body.

Okay, so I've covered most of the main features there.

It's not perfect, but it's a decent start.

So now I can start labelling up my macaroni penguin.

So I'm going to try and pick out features that I mentioned in my report.

So for instance, it might be good to draw my reader's attention to the different coloured plumage.

So I know that this side has black plumage, so I'm going to label that here.

And then on the front we've obviously got the white plumage, so that's probably worth labelling here as well.

So I'm going to just label this as white plumage.

And of course there might be some features which you can't see externally but are still worth labelling.

For instance, the blubber layer, which is going to be kind of all over the penguin body, isn't it? But it's worth labelling because it's not going to be immediately obvious.

I'm still using my best joined handwriting here, even though I'm doing labels.

Okay, so now I've labelled up my penguin.

I'm going to add a caption down here at the bottom.

And remember, it needs to be something that adds extra information to the picture.

So I could say, and I could do the full sentence, I could say a bit more about this blubber layer because my reader can't see that very well.

So I'm going to say the penguin's blubber layer does what? Yeah, I could just say helps to keep it warm.

Now I've done my writing in pencil around my picture.

At your school you might have special rules about when you use pencil and when you use pen.

That's up to you to decide.

But I have shown you here a diagram of my penguin with my labels around it and my caption underneath.

Now it's your turn to try and do the same.

So let's do our first task of this lesson.

I'd like you to draw a diagram of a macaroni penguin on a small piece of paper.

And doing that will mean that we can place it anywhere we think it's appropriate in our report.

So you're going to draw the diagram, label the features like I showed you, and then write a caption for your diagram.

And here's a word bank of words you might want to include either in your labels or your caption.

So pause the video and have a go.

Well done.

Good job.

So I have given an example here of how your diagram might look.

Can you see I've labelled up my image as well and I've put my caption there.

So I've got the diagram, I've got the labels of some of the body parts, and my caption says \"The penguin's black \"and white plumage helps it camouflage at sea.\" It adds some big extra to the picture.

I'm sure you've done a brilliant job of that picture as well.

Well done.

So let's move on to publishing our non-chronological report.

So now that we have our diagram prepared, we are ready to publish our report and you can see an example of the layout you might want to use on the right hand side with those subheadings and title in place.

So don't stick your diagram down until you reach the section it refers to, which will probably fit be our appearance or our adaptation section depending on your choice.

And we'll underline each subheading.

I'll indent each new paragraph.

You can see that in my diagram.

We've pushed the first line of each paragraph in slightly.

And remember to leave a line after each paragraph before starting the next section.

You might also want to leave a line after each subheading as well.

It's up to you in your school how you present your work, usually when you publish it.

So think about the layout of your own report.

What titles and subheadings do you have in each position on the diagram? And where will your diagram be placed? Pause the video and decide.

Well done, good thinking.

So here's some examples.

Maybe you're going to have a title here, the Macaroni Penguin.

Maybe this will say introduction and then maybe this will be your first specific section, what does the Macaroni Penguin look like? And then maybe you'll have over here, it might be the Macaroni penguin's diet.

Maybe this is a diagram of the penguin next to the section about the appearance and then with the caption underneath.

It's up to you, but it would make sense to follow the order we've written the paragraphs in already.

We wouldn't want to change them over at this stage, but think carefully about what your subheadings are going to be and where that image is going to appear.

So here is an example of a poorly published piece of work.

Can you spot any publishing mistakes in this example? Pause the video and have a look.

Well done.

Good thinking.

So maybe you spotted here we've got a subheading not underlined.

Here, we've not indented the paragraph.

We should be pushing that word \"the\" in slightly from the margin.

We've got some handwriting at the end too which is not joined, and we want to be trying to do that all the way through.

It's sometimes easy to forget as you write.

So try and keep it going all the way through.

And even up here you can see some letters floating off the line.

We want our small letters to be starting on the line, don't we? So let's see if we can avoid those mistakes when we write for ourselves.

So publishing, remember also gives us a final chance to check any spellings we're unsure of as we write.

And if you're unsure about a spelling, you could follow these steps.

You might have your own steps in your school that you follow, but if you're not sure, here are some ideas.

First of all, you could count the syllables in the word and check you've written each one.

So in trying to spell appearance, I know the syllables would be app-ear-ance.

So I've got to see, have I represented each syllable in a sensible way in my word? And here I have.

You could also on scrap paper, try two or three different versions of the word and decide which one looks right.

So for instance, I've got three versions of appearance here.

I can see that one's wrong, that one's wrong, and that one looks right.

I recognise it from times I've seen that word before.

And finally, you might look in a dictionary, might you, using the first three or four letters of the word.

So for appearance, maybe I know it starts with app or appe, and that will help me to locate it in the dictionary and find the right spelling.

So whichever those strategies work is worth trying.

So finally, when we publish our report, we'll want to follow some success criteria.

So here are the ones we'll use today.

We're going to underline that title and those subheadings.

Our layout's going to have the diagram, the indent of the new paragraphs, and a line of space after each paragraph.

We'll have used neat joined handwriting, and we'll check the spelling of subject-specific vocabulary.

So remember, we are trying to impress our audience and we want them to understand all the information in our report, and that's why publishing well is so important.

So let's take a look at how we can publish our work together.

So I'm going to pretend I've got my full double page spread here that I'm going to use.

So I'm going to just show a really quick example of what the start of your report might look like.

So I'm going to start over here with my title for the whole report.

So I'm just going to call mine Macaroni Penguins.

And for the main title, I am not starting over by the margin.

I am writing in the middle of the page here.

And of course, I'll underline it with a ruler.

Now, I'm going to miss a line after my title and I'm gonna put my first subheading over by the margin here, which for all of us is going to just be Introduction.

And of course I'm trying to use my best joined handwriting, starting my letters on the line.

And then I'm going to miss a line, and then I'm gonna follow this step and do an indent.

So I'll leave a little gap before I start my sentence.

Now I'm gonna pretend my introduction is just one sentence.

I'm just going to say \"The macaroni penguin.\" Oops.

Oh, what's a good introductory fact? I could say \"is the world's most common penguin.\" Now in mine, I haven't left a gap between each line here.

In your school, perhaps you do that in your published work.

That's up to you to decide.

But I'm going to, now that I'm presenting it, not leave my lines, but I will leave a line after this paragraph.

So I'm pretending that's my complete introduction.

And then I'm going to do my next subheading, which is going to be \"Macaroni penguins' appearance.\" Oops, missed my I.

So I'm going to do macaroni penguins and I'm gonna do an apostrophe to show possession, and mine's going to go over two lines, which is fine.

I'm going to say \"Macaroni penguins' appearance.\" Okay.

Then I'm going to underline that subheading, and I'm just going to do one quick sentence to show you what it might look like.

I'm going to leave a line, I'm gonna leave an indent, and I'm going to say macaroni penguins are known for their distinctive yellow crest.

Now in this section, it might be where I want to put my picture, might put it, to show what the appearance of the macaroni penguin is like.

So you might decide you're going to put your picture down here, in which case you could stick it in now, and then you can write around it and that will look good.

Okay, let me check my success criteria.

Have I underlined the title and subheadings? Yes, I have.

Now my diagram, I said might go down here.

I've got indents for new paragraphs here and here and a line space after each paragraph and actually after the subheadings as well.

I've used neat joined handwriting.

If I'm not sure about any spellings, I could always follow some steps to check.

If I'm not sure about appearance, I could count the syllables app, ear, ance.

I think I've represented each syllable there.

If I wasn't sure I could check in the dictionary.

So I think I've met my success criteria, and you can imagine me continuing this report across the double page spread.

Okay, you've seen me have a try.

Now it's your term.

Now, this is going to take a while by way to really do your best now to use the layout you've decided upon and try and publish your report following the success criteria like we just had a look at together.

So pause the video now and take your time to really produce the best possible outcome.

Have a go.

Well done, fantastic effort.

So I've put here just an example of what one paragraph in the report might look like.

Let's see if I've met the success criteria.

I've underlined the subheading, I've got that indent and a line space after the subheading and after the paragraph, I've got my neat joined handwriting, and my spelling is accurate too.

I'm sure you can tick off all your success criteria as well.

Fantastic effort in this lesson.

Well done.

So let's summarise what we learned in this lesson.

We learned that publishing is the final stage of the writing process where we create the final best version of our text for our audience to read.

We learned that non-fiction writing can often have a more complex layout than fiction writing, including visual aids and captions.

And we learned that we should ensure our handwriting and spelling are accurate in our published work so that the audience can focus fully on enjoying and learning from the text.

I'm really impressed with all your effort in this lesson, and I hope you're really proud of the published piece of work you've created and that you're excited to show it to any audience who would like to read it.

Really well done, and I hope to see you again in the future.

Goodbye.

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It has solid bones that help it dive deeper." }, "questionType": "Multiple choice", "correct": [ { "text": "In addition, " } ], "choices": [ { "text": "However, " }, { "text": "Because of this," }, { "text": "In addition, " }, { "text": "As a result, " } ], "id": "f55e1c32-5115-73f1-1639-b0b9d03f852e", "lessonId": "700ae5ba-5a63-7573-199f-3d46110aeb58" }, { "type": "Question", "question": { "text": "Which versions of the sentence are correctly punctuated?" }, "questionType": "Multiple choice", "correct": [ { "text": "The penguin, a flightless bird, is well-adapted to its habitat. " }, { "text": "The penguin (a flightless bird) is well-adapted to its habitat. " } ], "choices": [ { "text": "The penguin a flightless bird, is well-adapted to its habitat. " }, { "text": "The penguin, a flightless bird, is well-adapted to its habitat. " }, { "text": "The penguin (a flightless bird) is well-adapted to its habitat. " }, { "text": "The penguin a flightless bird, is well-adapted to its habitat. " } ], "id": "c132e6bd-fea2-2cfe-c267-8d69129cd3f1", "lessonId": "700ae5ba-5a63-7573-199f-3d46110aeb58" }, { "type": "Question", "question": { "text": "Which co-ordinating conjunction could be added to join these two sentences? The penguin will eat various sea animals. It depends heavily on krill to survive." }, "questionType": "Multiple choice", "correct": [ { "text": "but" } ], "choices": [ { "text": "but" }, { "text": "and" }, { "text": "as" }, { "text": "or" } ], "id": "99519107-a378-d585-3fe5-777ff338d49a", "lessonId": "700ae5ba-5a63-7573-199f-3d46110aeb58" }, { "type": "Question", "question": { "text": "Which passages have good text cohesion?" }, "questionType": "Multiple choice", "correct": [ { "text": "One parent incubates the egg, relying on its fat stores to survive." }, { "text": "As one parent incubates the egg, it relies on its fat stores to survive." } ], "choices": [ { "text": "One parent incubates the egg. It relies on its fat stores to survive." }, { "text": "One parent incubates the egg, relying on its fat stores to survive." }, { "text": "As one parent incubates the egg, it relies on its fat stores to survive." } ], "id": "71cb637c-765a-7869-5184-24439f3cd817", "lessonId": "700ae5ba-5a63-7573-199f-3d46110aeb58" }, { "type": "Question", "question": { "text": "Which sentence uses vocabulary most appropriately for a non-chronological report?" }, "questionType": "Multiple choice", "correct": [ { "text": "Penguins are well-adapted to swimming in the ocean." } ], "choices": [ { "text": "These penguins really know how to swim!" }, { "text": "Penguins are well-adapted to swimming in the ocean." }, { "text": "Aren't penguins great at swimming?" } ], "id": "6a9334fd-b0b4-a90b-a849-5db76a4ee273", "lessonId": "700ae5ba-5a63-7573-199f-3d46110aeb58" } ], "lessonId": "700ae5ba-5a63-7573-199f-3d46110aeb58", "meta": { "gradeStageId": "ks2", "subject": "English", "grade": "Year 6", "topic": null, "unit": "Antarctic animals: non-chronological report", "lessonCount": "12", "age": [ 10, 11 ], "gradeId": "age_10_11", "gradeStage": "Key Stage 2", "lesson": "Publishing a non-chronological report about a penguin" } }, { "id": "b857be2e-f161-45f5-f9b4-87fdf8bc3e98", "type": "Resource", "resourceType": "Quiz", "title": "Publishing a non-chronological report about a penguin", "quizType": "Exit quiz", "items": [ { "type": "Question", "question": { "text": "Which of these might we do when publishing our work?" }, "questionType": "Multiple choice", "correct": [ { "text": "use a sensible layout to help our audience read it" }, { "text": "include diagrams with captions" }, { "text": "use clear, joined handwriting" } ], "choices": [ { "text": "change lots of words and whole sections of text" }, { "text": "use a sensible layout to help our audience read it" }, { "text": "include diagrams with captions" }, { "text": "use clear, joined handwriting" } ], "id": "3e73dc5a-ddca-bf05-a143-507732d3c506", "lessonId": "700ae5ba-5a63-7573-199f-3d46110aeb58" }, { "type": "Question", "question": { "text": "What is the purpose of a caption?" }, "questionType": "Multiple choice", "correct": [ { "text": "to add extra detail to what is shown in the picture" } ], "choices": [ { "text": "to describe exactly what we see in the picture" }, { "text": "to add extra detail to what is shown in the picture" }, { "text": "to label features inside the picture" } ], "id": "3130a19f-c9e6-a1c1-975a-1f10b1cb62b5", "lessonId": "700ae5ba-5a63-7573-199f-3d46110aeb58" }, { "type": "Question", "question": { "text": "Match the keywords to their purpose." }, "questionType": "Matching", "pairs": [ { "left": { "text": "caption" }, "right": { "text": "to add extra detail linked to the image" } }, { "left": { "text": "diagram" }, "right": { "text": "to give the reader a mental image of an important thing in our report" } }, { "left": { "text": "labels" }, "right": { "text": "to draw attention to important parts of the object" } } ], "id": "fca47771-a996-5bdc-a8b3-83cc0be74e1b", "lessonId": "700ae5ba-5a63-7573-199f-3d46110aeb58" }, { "type": "Question", "question": { "text": "Match these layout and publishing features of a non-chronological report to their purpose." }, "questionType": "Matching", "pairs": [ { "left": { "text": "title" }, "right": { "text": "to allow the audience to know the subject of the report" } }, { "left": { "text": "subheading" }, "right": { "text": "to allow the audience to find information easily on a particular theme" } }, { "left": { "text": "neat handwriting" }, "right": { "text": "to allow the audience to read the text easily" } }, { "left": { "text": "spacing between paragraphs" }, "right": { "text": "to allow the audience to see where sections begin and end" } } ], "id": "27ce1f09-3858-f856-c6fd-bd8d5e002f14", "lessonId": "700ae5ba-5a63-7573-199f-3d46110aeb58" }, { "type": "Question", "question": { "text": "True or false? All non-chronological reports will follow the same structure." }, "questionType": "Short answer", "correct": [ { "text": "false" }, { "text": "False" }, { "text": "fols" }, { "text": "Fols" } ], "id": "32cbfaff-d220-2368-76d1-adf5c6bf0275", "lessonId": "700ae5ba-5a63-7573-199f-3d46110aeb58" }, { "type": "Question", "question": { "text": "Which of the following are useful strategies for checking spellings we are unsure of?" }, "questionType": "Multiple choice", "correct": [ { "text": "counting the sounds and syllables" }, { "text": "checking in a dictionary" }, { "text": "trying out alternatives to see what 'looks right'" } ], "choices": [ { "text": "counting the sounds and syllables" }, { "text": "checking in a dictionary" }, { "text": "trying out alternatives to see what 'looks right'" }, { "text": "just guess" } ], "id": "1146839e-c30f-f91b-d894-2f698e895e35", "lessonId": "700ae5ba-5a63-7573-199f-3d46110aeb58" } ], "lessonId": "700ae5ba-5a63-7573-199f-3d46110aeb58", "meta": { "gradeStageId": "ks2", "subject": "English", "grade": "Year 6", "topic": null, "unit": "Antarctic animals: non-chronological report", "lessonCount": "12", "age": [ 10, 11 ], "gradeId": "age_10_11", "gradeStage": "Key Stage 2", "lesson": "Publishing a non-chronological report about a penguin" } } ] }