{ "id": "8537fb53-56de-7bcb-6300-a2cbb5279760", "type": "Lesson", "title": "Writing the conclusion of a non-chronological report about aye-ayes", "description": "

I can write the conclusion of a non-chronological report about aye-ayes.

", "meta": { "gradeStageId": "ks2", "subject": "English", "grade": null, "topic": "Year 5", "unit": "The Aye-Aye: non-chronological report", "gradeStage": "Key Stage 2", "lesson": "Writing the conclusion of a non-chronological report about aye-ayes", "slugs": { "keyStage": "ks2", "course": "english-primary-ks2", "unit": "the-aye-aye-or-wild-cats-non-chronological-report-506", "lesson": "writing-the-conclusion-of-a-non-chronological-report-about-aye-ayes" }, "counts": { "video": 1, "worksheet": 1, "presentation": 1, "quiz": 2, "question": 12 } }, "licence": { "html": "A English lesson by Oak National Academy licenced under the terms of Collection 2 and Open Government Licence (OGL).", "originalHtml": "

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).

", "type": "Oak (Collection 2) - OGL" }, "source": { "url": "https://www.thenational.academy/teachers/programmes/english-primary-ks2/units/the-aye-aye-or-wild-cats-non-chronological-report-506/lessons/writing-the-conclusion-of-a-non-chronological-report-about-aye-ayes", "title": "Lesson: Writing the conclusion of a non-chronological report about aye-ayes | KS2 English | Oak National Academy", "name": "Oak National Academy" }, "items": [ { "type": "Resource", "resourceType": "Presentation", "title": "Writing the conclusion of a non-chronological report about aye-ayes", "url": "https://docs.google.com/presentation/d/1DarxxwQUqbw2z0QEV3NkaIXEeVqdwPWFz6YXxmsRoxQ", "documentType": "Google Slides", "id": "a0dd2c28-ba64-224a-aa08-3ae67fd0bcca", "studentUrl": "https://oak.quizalize.com/a/writing-the-conclusion-of-a-non-chronological-report-about-aye-ayes/presentation", "teacherUrl": "https://oak.quizalize.com/programmes/english-primary-ks2/units/the-aye-aye-or-wild-cats-non-chronological-report-506/lessons/writing-the-conclusion-of-a-non-chronological-report-about-aye-ayes#presentation", "frame": { "pageWidth": 1920, "boundingBox": { "x": 651, "y": 616.3984375, "height": 523.125, "width": 930 } }, "lessonId": "8537fb53-56de-7bcb-6300-a2cbb5279760", "meta": { "gradeStageId": "ks2", "subject": "English", "grade": null, "topic": "Year 5", "unit": "The Aye-Aye: non-chronological report", "gradeStage": "Key Stage 2", "lesson": "Writing the conclusion of a non-chronological report about aye-ayes", "copyright": { "attributions": [], "licence": "OGL", "canEmbed": true } } }, { "id": "cd315dbd-eaac-94c5-127d-30e5dcedf8a4", "type": "Content", "contentType": "Details", "content": { "text": "

Key learning points

The conclusion is the final paragraph of a non-chronological report.
The purpose of the conclusion is to summarise the key information of the report.
Only general information is included in the conclusion.
Success criteria can be used to help a writer understand what to include in their writing to make it successful.

Common misconception

Pupils may find it difficult to take plans written in note form and construct sentences.

Lesson gives the opportunity to explicitly model the thinking process when turning notes into full sentences

Keywords

Conclusion - the closing paragraph of a non-fiction text
General information - the most basic and necessary information
Purpose - the aim of the text
Summarise - to sum up or conclude the main body of a text

" }, "lessonId": "8537fb53-56de-7bcb-6300-a2cbb5279760", "meta": { "gradeStageId": "ks2", "subject": "English", "grade": null, "topic": "Year 5", "unit": "The Aye-Aye: non-chronological report", "gradeStage": "Key Stage 2", "lesson": "Writing the conclusion of a non-chronological report about aye-ayes" } }, { "type": "Resource", "resourceType": "Video", "title": "Writing the conclusion of a non-chronological report about aye-ayes", "url": "https://www.thenational.academy/teachers/programmes/english-primary-ks2/units/the-aye-aye-or-wild-cats-non-chronological-report-506/lessons/writing-the-conclusion-of-a-non-chronological-report-about-aye-ayes", "frame": { "pageWidth": 1920, "boundingBox": { "x": 648, "y": 2212.5234375, "height": 532.5, "width": 942 } }, "transcript": "

Hi everybody and welcome to our lesson today.

My name's Ms. Mullins and I am so thrilled with how hard you've been working so far throughout our unit.

We're actually approaching the end of this unit now, so I'm really looking forward to seeing how you combine all the learning we've been doing so far in our writing lesson today.

In today's lesson, you will be writing the conclusion of a non-chronological report about aye-ayes.

Here are some key words we will be using.

Conclusion.

General information.

Purpose.

Summarise.

Well done.

A conclusion is the closing paragraph of a non-fiction text.

General information is the most basic and necessary information.

Purpose is the aim of the text.

To summarise is to sum up or conclude the mean body of the text.

In our lesson today, we will be writing the conclusion of a non-chronological report about aye-ayes.

Firstly, we will be preparing to write and then we will write the conclusion.

Non-chronological reports often follow the same structure.

They have a title, an introduction, sections, and a conclusion.

So far we have already written the introduction.

We've written section one which was about aye-ayes diet.

We have written section two which was about aye-ayes adaptations and today we are writing the conclusion.

Order the parts of our non-chronological report about aye-ayes.

Pause the video while you do that.

Great job everyone.

First we had the introduction, then diet, then the adaptation section, and finally the conclusion.

The conclusion is the final paragraph of a nonfiction text that summarises the key information in the report.

The conclusion follows a clear structure.

We have a subheading, an introductory sentence, general information, and a concluding sentence.

The introductory sentence introduces the paragraph and summarises the key information of the report.

The general information gives the reader some general and necessary information about the topic and finally, the concluding sentence ends the report.

The purpose is the aim of the text.

The purpose of the conclusion is to summarise the key information of the report and give the reader some general information.

We are keeping our facts in the conclusion general.

True or false.

The purpose of the conclusion is to summarise key information in the report.

Pause the video while you decide you're correct.

It is true.

Now justify your answer using A or B.

Pause the video while you decide which is correct.

Well done if you spotted that the correct answer is B.

The conclusion should summarise the key information in the report and steer readers towards the future of the subject.

In the conclusion we do not use specific information.

Now it's time for your first task.

Sort each of these facts into the appropriate section of a non-chronological report.

Let's read them together.

Aye-ayes are currently classed as endangered.

Aye-ayes eat plants and animals.

Aye-ayes' teeth continuously grow throughout their lives.

This report will inform about aye-ayes' adaptations and diets.

Pause the video while you complete your task.

Great work everyone.

You'll have spotted that in the introduction we would use this report will inform you about aye-ayes adaptations.

Aye-ayes eat plants and animals belongs in the diet section.

Aye-ayes' teeth continuously grow throughout their lives is appropriate for the adaptation section.

And aye-ayes are currently classed as endangered is appropriate for the conclusion.

What an excellent start to our lesson.

Now we are going to be writing the conclusion.

When we write, we always try to do these things.

We plan and say each sentence before we write it.

We use punctuation where we know the rules.

We showcase each sentence type we know.

We write letters neatly on the line in joint handwriting.

We use spelling strategies to spell our words accurately.

And we check and improve our writing when we think we have finished.

Here's today's success criteria.

These are some guidelines we can use to give us ideas of what to include in our writing to make it the best it can possibly be.

Let's say our success criteria together.

I have followed the appropriate structure for my conclusion.

I have summarised the key information in the report.

I have included general information for my reader.

I have included a sentence that steers the reader to the future.

Well done everyone.

Use your plan from our last lesson to write the conclusion.

We can build on our ideas from our plan when we write today.

Make sure you have your plan with you ready for writing.

Let's just remind ourselves of the structure of the conclusion.

We have a subheading, an introductory sentence which introduces the paragraph and summarises the key information.

This is what we are going to be starting with today.

Make sure you are looking at the correct part of your plan.

I have got my introductory sentence section of my plan with me ready to write.

Okay everyone, so I have set up my page.

I have stuck in my success criteria.

The first thing I need to do is write my subheading, which will be conclusion and I need to underline it using a ruler.

Okay, so I've done my subheading.

Now my first thing I need to do is my introductory sentence.

On my plan I've got a few different openers written down but I'm going to go with to conclude.

Now in my introductory sentence, I want to summarise what has previously been discussed in the report.

So I'm going to mention the a aye-ayes' diets and their adaptations.

I'm going to go with to conclude it is evident that aye-ayes' diets and adaptation make them intriguing creatures.

So starting with my indentation.

To conclude, now I've got my opener here.

So I need to use a comma.

To conclude, comma, it is evident that aye-ayes' diets and adaptations make them intriguing creatures.

Intriguing.

Now that is a tricky word.

So intrigue.

It's got that tricky G-U letter string.

Intriguing creatures.

In my first sentence I have used my fronted adv proverbial with my comma.

Then I have summarised that we've talked about the diets and the adaptations.

Now the aye-ayes' diets and adaptations.

Who do the diets and adaptations belong to? Well done.

They belong to the aye-ayes.

So this is plural ownership.

There's more than one aye-aye.

We need to put our apostrophe after the word aye-ayes.

The aye-ayes' diets and adaptations make them intriguing creatures.

I have summarised the key information in my report so can tick that success criteria off.

Now I'm now going to go in with a contrasting idea because now I'm going to talk about the fact that even though they're such fascinating, intriguing creatures, they are facing threats to their population numbers.

So I'm actually going to use a fronted, a formal but fronted adverbial.

I could use however, I'm going to use despite this.

So despite this, despite this aye-ayes' habitats are under risk.

Ayes'.

Now the habitats belong to the aye-ayes, so aye-ayes' habitats rather than saying under risk, that doesn't quite make sense.

So are facing or despite this aye-ayes habitats face, no, actually I know, are under threat.

Are under threat.

Now why is it that they are under threat? Well done, they're under threat because of rising levels of deforestation.

So I'm gonna write due to instead of because, due to rising levels of deforestation.

And again if I can spell the word forest and then tion on the end.

Okay, deforestation.

Great.

Now my reader might not quite understand what the word deforestation means.

So I'm gonna actually add that information in parenthesis using brackets to demarcate it.

So cutting down of trees.

Okay, let's reread this sentence together.

Make sure you shout if you spot any mistakes.

Despite this, oh, well done.

I know you'll have spotted I should have had a comma after my formal fronted adverbial.

Let's go back to the start.

Despite this, aye-ayes habitats are under threat due to rising levels of deforestation, cutting down of trees.

Oh and well done.

You've also spotted that I need to close my brackets.

Remember brackets come in pairs.

Let's just check.

Are we happy with this apostrophe for plural possession, who do the habitats belong to? Yes, you're right, they belong to aye-ayes.

So we are correct to put our apostrophe for plural possession after the S.

Now I'm going in with my final concluding sentence.

I've just told my reader about the risk to aye-ayes population numbers.

So now I'm going to end my sentence with a call to action that steers my reader to the future.

I've included some general information now I want to include a sentence that steers the reader to the future.

I'm going to go with an adverbial of cause.

So I'm going to go with in order to combat this, that means in order to address this or overcome this issue or to deal with this.

So in order to combat this, what must humans do? We were already talking earlier in our planning lesson about how we could raise awareness for how to reduce the risk to the aye-ayes' populations.

I'm going to suggest that humans should campaign and raise awareness of how our behaviour impacts other living creatures on our planet.

So in order to combat this, it is vital that there's that strong language that will inspire my reader to go and take some action.

It is vital that humans campaign and raise awareness.

Campaign.

No, that's a tricky spelling.

There's a silent G in campaign.

And raise awareness of how to reduce our behavior's impact on the planet's animals.

Impact on our planet's animals.

Now the animals belong to our planet, so planet apostrophe S reduce our behavior's impact, so the impact of our behaviour.

So behaviour apostrophe S.

So two examples of singular possession in there.

Let's have a read through.

Now I have included, so now I can tick off my final success criteria.

I've included a sentence that steers the reader to the future.

Let's read through the entire piece now.

So conclusion to conclude, it is evident that aye-ayes' diets and adaptations make them intriguing creatures.

Despite this aye-ayes habitats are under threat due to rising levels of deforestation, cutting down of trees.

In order to combat this, it is vital that humans campaign and raise awareness of how to reduce our behavior's impact on our planet's animals.

I have got a clear introductory sentence, general information about the threats being faced by aye-ayes and a final sentence that steers my reader to the future.

So I have followed the appropriate structure for my conclusion and now I have met all of my success criteria.

Thank you so much for your help.

Now that you've helped me write my conclusion paragraph, it's time for you to do your own.

Use your plan to draught your introductory sentence.

You can use this sentence opener to help you.

Pause the video while you do that.

Well done everyone.

Here's my example of an introductory sentence.

In conclusion, it is apparent that aye-ayes' omnivorous diets are varied and their distinctive physical adaptations are vital to their survival.

In my introductory sentence, I have mentioned the two key sections that were mentioned earlier in the report and summarised their importance.

Stop and read your introductory sentence again and tick off any success criteria you have met.

Okay everyone.

So now that we have written our introductory sentence, it's now time for us to think about our general information.

This is the part of our conclusion that gives the reader some necessary information about the topic.

Make sure you've got the relevant part of your plan in front of you.

Here's my section of my plan.

It's not your turn to use your plan to draught your general information.

You might want to start off with the formal fronted adverbial.

However, you might also want to use a different opener for your sentence and that's also great.

Pause the video now while you use your plan to draught your general information.

Brilliant work everyone.

I'm sure you are feeling really, really proud of the general information that you have drafted.

Here were a few of my ideas.

Let's read them through together.

However, mass deforestation, cutting down of trees, in Madagascar has resulted in loss of these animals habitat.

Consequently, aye-ayes, which are facing rapid population decline, are classified as endangered by the International Union for the Conservation of Nature, IUCN.

Having read through my sentences, I can see that I'm now ready to tick off the success criteria that says I've included general information for my reader.

I also want to draw your attention to some of the cohesive devices I worked really hard to include in this section.

So you can see here I have used some fronted adverbials such as however, and consequently.

I also use some parenthesis marked using brackets in cutting down of trees and IUCN.

And finally, I also used a relative complex sentence where my relative clause was, which are facing rapid population decline.

The reason why I wanted to show you this is because we are now approaching the end of our non-chronological report and throughout this unit we've been thinking very carefully about how we can make our writing cohesive so that our text flows, our reader stays engaged, and we also are able to share information with our reader in a really clear, concise way.

I want you to think very carefully about how you have used cohesive devices in your conclusion.

Finally, we're onto our concluding sentence, which ends the report.

Make sure you're looking at the relevant part of your plan.

This is what my plan looks like.

Use your plan to draught your linking sentence.

If you would like to, you can use my sentence opener.

In order to effectively respond to these conservation issues, you might choose to use a different sentence opener.

Pause the video while you complete your task.

Brilliant work everyone.

Here is my example.

In order to effectively respond to these conservation issues, humanity must take action in the form of campaigning for governments to reduce deforestation and making environmentally friendly lifestyle choices like reducing consumption of palm oil.

With this link, with this final sentence, I have followed the appropriate structure of my conclusion and I have included a sentence that steers the reader to the future.

I've also included this cohesive device in order to effectively respond to these conservation issues.

Now that you have finished writing your concluding sentence, check your writing and make any edits or improvements, then rewrite your sentences as a full conclusion with a subheading.

Make sure you use the success criteria to help you and pause the video while you do that.

Brilliant work everyone.

Here is my conclusion.

Let's read it through together.

In conclusion, it is apparent that aye-ayes' omnivorous diets are varied and their distinctive physical adaptations are vital to their survival.

However, mass deforestation, cutting down of trees, in Madagascar has resulted in the loss of these animals habitat.

Consequently, aye-ayes, which are facing rapid population decline, are classified as endangered by the International Union for the Conservation of Nature, IUCN.

Throughout my conclusion, I have met all of my success criteria.

I have followed the appropriate structure for my conclusion.

I have summarised the key information in my report.

I have included general information from my reader and I have included a sentence that steers the reader to the future.

When rereading your writing, make sure that you are finding examples of each of your success criteria and ticking them off.

Well done everyone what a fantastic work in this lesson.

Today we have been writing the conclusion of a non-chronological report about aye-ayes.

Throughout this lesson, we have learned that the conclusion is the final paragraph of a non-chronological report.

The purpose of the conclusion is to summarise the key information of the report and provide the reader with general information.

A range of different cohesive devices ensures that writing flows and a reader remains engaged.

Success criteria can be used when writing to help make writing successful.

Well done again.

I hope you're feeling so proud of the writing you've produced in our lesson today and I'm looking forward to seeing you again really soon.

", "id": "f19aa44c-6051-c8dd-8865-f45b889a6501", "lessonId": "8537fb53-56de-7bcb-6300-a2cbb5279760", "meta": { "gradeStageId": "ks2", "subject": "English", "grade": null, "topic": "Year 5", "unit": "The Aye-Aye: non-chronological report", "gradeStage": "Key Stage 2", "lesson": "Writing the conclusion of a non-chronological report about aye-ayes" }, "teacherUrl": "https://oak.quizalize.com/programmes/english-primary-ks2/units/the-aye-aye-or-wild-cats-non-chronological-report-506/lessons/writing-the-conclusion-of-a-non-chronological-report-about-aye-ayes#video", "studentUrl": "https://oak.quizalize.com/a/writing-the-conclusion-of-a-non-chronological-report-about-aye-ayes/video" }, { "type": "Resource", "resourceType": "Worksheet", "title": "Writing the conclusion of a non-chronological report about aye-ayes", "url": "https://docs.google.com/presentation/d/1eoXvfwnuZgaWCaUqXM08EIKqnMVybpImfpXm_c9txbs", "documentType": "Google Slides", "id": "2d3cae02-400d-56e1-b5c4-9fd73e504acf", "studentUrl": "https://oak.quizalize.com/a/writing-the-conclusion-of-a-non-chronological-report-about-aye-ayes/worksheet", "teacherUrl": "https://oak.quizalize.com/programmes/english-primary-ks2/units/the-aye-aye-or-wild-cats-non-chronological-report-506/lessons/writing-the-conclusion-of-a-non-chronological-report-about-aye-ayes#worksheet", "frame": { "pageWidth": 1920, "boundingBox": { "x": 651, "y": 705.0234375, "height": 1395, "width": 930 } }, "lessonId": "8537fb53-56de-7bcb-6300-a2cbb5279760", "meta": { "gradeStageId": "ks2", "subject": "English", "grade": null, "topic": "Year 5", "unit": "The Aye-Aye: non-chronological report", "gradeStage": "Key Stage 2", "lesson": "Writing the conclusion of a non-chronological report about aye-ayes", "copyright": { "attributions": [], "licence": "OGL", "canEmbed": true } } }, { "id": "e84b035a-030d-c51c-9082-016e65f45c8e", "type": "Resource", "resourceType": "Quiz", "title": "Writing the conclusion of a non-chronological report about aye-ayes", "quizType": "Starter quiz", "items": [ { "type": "Question", "question": { "text": "Which section of a non-chronological report summarises the key information of the report?" }, "questionType": "Multiple choice", "correct": [ { "text": "conclusion" } ], "choices": [ { "text": "introduction" }, { "text": "sections" }, { "text": "conclusion" } ], "id": "bf22f050-1eba-e64e-a488-36767180c6f3", "lessonId": "8537fb53-56de-7bcb-6300-a2cbb5279760" }, { "type": "Question", "question": { "text": "Which subject-specific vocabulary is appropriate to include in a conclusion?" }, "questionType": "Multiple choice", "correct": [ { "text": "endangered" } ], "choices": [ { "text": "incisors" }, { "text": "hypersensitive hearing" }, { "text": "endangered" }, { "text": "grubs" } ], "id": "3632bad1-4a8f-d2b9-7752-3233179d7fe1", "lessonId": "8537fb53-56de-7bcb-6300-a2cbb5279760" }, { "type": "Question", "question": { "text": "Parenthesis can be shown using _________ in a non-fiction text." }, "questionType": "Multiple choice", "correct": [ { "text": "brackets" } ], "choices": [ { "text": "question marks" }, { "text": "exclamation marks" }, { "text": "brackets" }, { "text": "apostrophes" } ], "id": "9840ef49-13d3-b3e6-5662-daad2fa6b126", "lessonId": "8537fb53-56de-7bcb-6300-a2cbb5279760" }, { "type": "Question", "question": { "text": "Which of these is not an example of a cohesive device?" }, "questionType": "Multiple choice", "correct": [ { "text": "title" } ], "choices": [ { "text": "fronted adverbial" }, { "text": "title" }, { "text": "parenthesis" }, { "text": "relative complex sentence" } ], "id": "7a09b298-c9ea-59a6-8775-d68db7725f41", "lessonId": "8537fb53-56de-7bcb-6300-a2cbb5279760" }, { "type": "Question", "question": { "text": "A plan should not include" }, "questionType": "Multiple choice", "correct": [ { "text": "paragraphs." }, { "text": "full sentences." } ], "choices": [ { "text": "notes." }, { "text": "paragraphs." }, { "text": "subject-specific vocabulary." }, { "text": "bullet points." }, { "text": "full sentences." } ], "id": "574141a3-6650-3ead-332b-b0fe89a12441", "lessonId": "8537fb53-56de-7bcb-6300-a2cbb5279760" }, { "type": "Question", "question": { "text": "Which of these sentence scaffolds correctly represents a relative complex sentence?" }, "questionType": "Multiple choice", "correct": [ { "text": "_____, _____ , _____." } ], "choices": [ { "text": "_____, _____ , _____." }, { "text": "_____, _____. " } ], "id": "d207eb29-78ed-3c1f-1f41-0ccd0dc879d0", "lessonId": "8537fb53-56de-7bcb-6300-a2cbb5279760" } ], "lessonId": "8537fb53-56de-7bcb-6300-a2cbb5279760", "meta": { "gradeStageId": "ks2", "subject": "English", "grade": null, "topic": "Year 5", "unit": "The Aye-Aye: non-chronological report", "gradeStage": "Key Stage 2", "lesson": "Writing the conclusion of a non-chronological report about aye-ayes" } }, { "id": "e0c8c071-acc2-f59d-9a19-8d6a8077b56e", "type": "Resource", "resourceType": "Quiz", "title": "Writing the conclusion of a non-chronological report about aye-ayes", "quizType": "Exit quiz", "items": [ { "type": "Question", "question": { "text": "Match the key words to their definitions:" }, "questionType": "Matching", "pairs": [ { "left": { "text": "conclusion" }, "right": { "text": "the closing paragraph of a non-fiction text" } }, { "left": { "text": "general information" }, "right": { "text": "the most basic and necessary information" } }, { "left": { "text": "purpose" }, "right": { "text": "the aim of the text" } }, { "left": { "text": "summarise" }, "right": { "text": "to sum up or conclude the main body of the text" } } ], "id": "061624cd-9a96-efbe-f9f0-c7956be38cd0", "lessonId": "8537fb53-56de-7bcb-6300-a2cbb5279760" }, { "type": "Question", "question": { "text": "The purpose of the conclusion is" }, "questionType": "Multiple choice", "correct": [ { "text": "to summarise the key information of the report." } ], "choices": [ { "text": "to tell the reader what the rest of the report will be about." }, { "text": "to summarise the key information of the report." }, { "text": "to give the reader specific information." } ], "id": "3e2e240e-5336-bff6-5330-1d07a67c2115", "lessonId": "8537fb53-56de-7bcb-6300-a2cbb5279760" }, { "type": "Question", "question": { "text": "Which of these facts are appropriate to include in the conclusion?" }, "questionType": "Multiple choice", "correct": [ { "text": "Aye-ayes are currently classed as ‘endangered’." } ], "choices": [ { "text": "Aye-ayes eat plants and animals." }, { "text": "Aye-ayes’ teeth continuously grow throughout their lives." }, { "text": "This report will inform you about aye-ayes’ adaptations and diets." }, { "text": "Aye-ayes are currently classed as ‘endangered’." } ], "id": "0013af95-429a-070e-fc67-67c0d951e87d", "lessonId": "8537fb53-56de-7bcb-6300-a2cbb5279760" }, { "type": "Question", "question": { "text": "(cutting down of trees) is an example of which cohesive device?" }, "questionType": "Multiple choice", "correct": [ { "text": "parenthesis in brackets" } ], "choices": [ { "text": "fronted adverbial" }, { "text": "subject-specific vocabulary" }, { "text": "parenthesis in brackets" }, { "text": "relative complex sentence" } ], "id": "bf773d5f-3d1f-d13d-9e50-0eae637e34b2", "lessonId": "8537fb53-56de-7bcb-6300-a2cbb5279760" }, { "type": "Question", "question": { "text": "Order the parts of a conclusion paragraph." }, "questionType": "Ordering", "elements": [ { "order": { "text": "1" }, "item": { "text": "introductory sentence" } }, { "order": { "text": "2" }, "item": { "text": "general information" } }, { "order": { "text": "3" }, "item": { "text": "concluding sentence" } } ], "id": "34fa9527-f77b-87de-3744-357493936681", "lessonId": "8537fb53-56de-7bcb-6300-a2cbb5279760" }, { "type": "Question", "question": { "text": "Match each part of a conclusion paragraph to its purpose:" }, "questionType": "Matching", "pairs": [ { "left": { "text": "introductory sentence" }, "right": { "text": "introduces the paragraph and summarises the key information" } }, { "left": { "text": "general information" }, "right": { "text": "gives the reader some necessary information about the topic" } }, { "left": { "text": "concluding sentence" }, "right": { "text": "ends the report" } } ], "id": "ecddcc06-a10f-4830-0975-1b1b0d0c795f", "lessonId": "8537fb53-56de-7bcb-6300-a2cbb5279760" } ], "lessonId": "8537fb53-56de-7bcb-6300-a2cbb5279760", "meta": { "gradeStageId": "ks2", "subject": "English", "grade": null, "topic": "Year 5", "unit": "The Aye-Aye: non-chronological report", "gradeStage": "Key Stage 2", "lesson": "Writing the conclusion of a non-chronological report about aye-ayes" } } ] }