UNIT OF WORK
Year Group: 2
1
Genre Focus: Non – Chronological Report
Text: The Wolves in the Walls by Neil Gaiman.
Wolves by Emily Gravett
Skills
Learning Objective
Whole Class
Differentiated Activity
Oracy – retell
narratives or
information that they
have heard,
sequencing events
correctly.
To sort information
into categories.
Explain that we have been contacted by Newport
library who have sent us an email asking for some
help. As a class, read the email from the library
explaining that their most popular book on Wolves
has not been returned and so could we write a new
one for them. Explain that the last person to have
taken out the book was a Mr G. Rabbit and read the
attached letter to the children [taken from the back of
‘Wolves’ by Emily Gravett].
Children to be given the Children to
wolf facts from the books feedback their
on cut out strips.
groupings.
Oracy – contribute to
discussion, keeping
a focus on the topic
and taking turns to
speak.
Reading – recall and
retell narratives and
information from
texts with some
details.
Reading- identify
information from a
text accurately and
sort into categories
or headings.
EAS English and literacy team
Children to work in pairs
to group the information
under appropriate
headings.
HA – not given the
Ask the children if they would like to find out what
headings. Can they
has happened to rabbit?
create their own?
Read ‘Wolves’ by Emily Gravett.
What do we think may have happened to rabbit?
MA – given some
Link the story to the wolves not coming out of the headings, can they think
walls, but instead coming out of the book!
of headings for the
remaining groups?
There were lots of facts about wolves in that book.
Think-pair-share: think of a fact about a wolf you
LA – given the headings.
have just learned.
Can they sort the
information under the
correct heading?
Grid organiser eg
Y2.docx
AFL
Children to think
of a question
about wolves
that they would
like to find the
answer to and
write it on a post
it note to use in
future sessions.
2.
Oracy – contribute to
discussion, keeping
a focus on the topic
and taking turns to
speak.
To research
Information about
Wolves.
Oracy – share
activities and
information to
complete a task.
Reading – recall and
retell narratives and
information from
texts with some
details.
Reading- identify
information from a
text accurately and
sort into categories
or headings.
Children to use
‘researchers note pads’
to write their facts that
they have learned from
‘Wolves’ and the videos.
Watch Wolf fact videos:
https://www.youtube.com/watch?v=JVnUxW63gJs
https://www.youtube.com/watch?v=anwQaf_9DPE
Children to work in mixed
ability pairs to do this.
Pairs to pair up
with another
group and share
3 things they
have learnt
about wolves
this lesson.
Potential headings:
Where they live - habitat
Who they live with
What they eat
What they look like - description
How long they live for
Babies
How they communicate
Reading- identify
information from a
text accurately and
sort into categories
or headings.
3.
Children to be provided with a selection of research
materials.
Ipads, youtube videos, books etc.
Children will work in partners to add information to
their headings from the previous session.
To organise
research.
Explain that it order to write an accurate book, with
no mistakes, that it is important for researchers and
writers to be organised. In today’s lesson, children
will organise their research neatly.
Children will organise their facts using thinking map:
bubble map. Introduce this and explain how to set it
out.
Bubblemap eg.docx
EAS English and literacy team
Children to work in their
mixed ability pair to
organise their research
onto the bubble map.
Teacher to
assess groups
bubble maps
and ensure they
are laid out
accurately.
4
Oracy – contribute to
discussion, keeping
a focus on the topic
and taking turns to
speak.
To identify the
features of a nonchronological report.
Reading – identify
and use text
features to locate
and understand
specific information.
Reading- use the
different features of
texts to make
meaning.
Explain that before we can start to write our own fact Children to label a nonbook, we need to know how to do it properly. We are chronological report in
going to look at the features of report writing.
their book.
Non-chron report
eg Y2.docx
As a class, examine an example non-chronological
report together. Children to discuss what makes this
a non-fiction factual piece of writing and not a
fictional, story book.
What do the children notice about the layout and
how it is written? How do we know that it is not a
story book?
Feedback the features that they have discovered.
Have they found them all?







Not in a particular order.
Introductory paragraph.
Headings/subheadings
Written in the present tense.
Pictures with captions.
Subject specific vocabulary.
Glossary
Look at the text in ‘Wolves’. Highlight that it is very
impersonal.
EAS English and literacy team
HA/MA – given the key
words to label but need
to decide for themselves
where they are.
LA – given the arrows
and the key words to
label on word mat. Need
to match the word with
the arrow.
Teacher
marking of the
books.
5
Reading- identify
information from a
text accurately and
sort into categories
or headings.
To design the front
cover, including title
and illustrations, of a
factual book on
wolves.
Children to use folded, blank eight page books to Children to choose to
create their fact books
work in pairs, small
groups or individually.
To write a glossary.
Children to look back over their research and pick
out between 3 – 6 important key words.
Writing – write for
different purposes.
Self –
assessment
against success
criteria.
Eight page book
template.docx
Writing – use
different types of
writing appropriate
to purpose and
reader.
6
Writing – use simple
subject related
words appropriately.
Reading- identify
information from a
text accurately and
sort into categories
or headings.
Writing – write for
different purposes.
Writing – use
different types of
writing appropriate
to purpose and
reader.
Writing – use simple
subject related
words appropriately.
EAS English and literacy team
Look at definitions in existing glossaries. Discuss
how they are brief but tell you all you need to know.
Note how they are arranged (alphabetically).
Children to write their own definitions for their
chosen words.
Children to then look these words up in the
dictionary and write the dictionary definition.
Children to write both
their own and the
dictionary definition of
their words.
Children to make any
changes to their original
definition that they feel is
necessary.
Children to organise their
words in alphabetical
order.
Introduce ‘finding features’ reading response activity
and give children opportunities to use this either on LA – 3 words.
the IWB or in the reading/writing corner.
MA – 4/5 words.
HA – 5/6 words.
Children to peer
assess each
others glossary
to ensure they
make sense.
Finding features
activity eg.docx
7
Writing – write for
different purposes.
Writing – write for
different purposes.
https://animalcorner.co.uk/wolf-anatomy/
Imagine that aliens have landed on earth and have
never seen wolves before. Which features would be
the most important to label?
To write an
introduction to my
wolf report.
Writing – use
different types of
writing appropriate
to purpose and
reader.
9,+
10
Writing – follow and
build upon a form
modelled by the
teacher.
Writing – write for
different purposes.
Finding features
template.docx
To write labels for an Children to research the different anatomical
image.
features of a wolf:
Writing – use
different types of
writing appropriate
to purpose and
reader.
8
Finding features
activity.docx
Look at captions and labels and discuss that they
are brief and only include the most important
information.
Shared reading of an introduction to a report. Is it
written in the past or present tense?
What is the purpose of an introduction? To explain
what the text is about before the person reads it.
Children to draw a
picture of a wolf and to
label the anatomical
features of choice as
neatly and accurately as
possible.
Teacher
marking.
Children to write their
own introductory
paragraph.
Selfassessment
against success
criteria.
Modelled writing of an introduction to a fact file.
What do we need to include:
 What the text is about.
 Some of the things you may learn if
you read the report.
Write an introductory statement: Modelled writing.
To write my facts in
paragraphs with
headings.
Writing – use
different types of
writing appropriate
to purpose and
reader.
EAS English and literacy team
Model paragraph writing with children. Show how to Children to begin to write Selfuse their bubble map to do this. Highlight that the their paragraphs.
assessment
paragraph needs to flow. It’s not just a list.
against success
Use the middle bubble of the bubble map as a
criteria.
subheading and the prongs around the outside as
prompts for sentences. Stress, that children need to
make sure their paragraphs make sense.
11
Writing – follow and
build upon a form
modelled by the
teacher.
Writing – write for To choose
different purposes.
appropriate pictures
and write relevant
Writing – use
captions.
different types of
writing appropriate
to purpose and
reader.
Discuss how in reports, it is not just writing that is
important but images and pictures.
Look at a selection of pictures from information texts.
Can children identify that they come with a caption?
Children to draw
appropriate pictures on
their leaflet and write
their captions.
Selfassessment
against success
criteria.
LA – just write one
caption.
What is a caption? What is the purpose of a caption?
Show image on the board. Demonstrate how to write
a caption.
Encourage MA and HA
to write more than one.
The caption is usually only one sentence and clearly
explains what is happening in the picture.
Show children other pictures. In pairs, on
whiteboards, children to write captions.
12
Oracy – extend their
ideas or accounts by
sequencing what
they say and
including relevant
details.
To work as a team
to create an
informative segment
for a documentary
on Wolves.
Oracy – speak
clearly to a range of
audiences.
Oracy – share
activities and
information to
complete a task.
EAS English and literacy team
Children to work in small
The class are going to make a documentary about groups to use their
wolves.
research to create a
segment for a wolf
Watch small section of David Attenborough:
documentary. Children
will need to split the
https://www.youtube.com/watch?v=_UH-6r5jrGI
script so that everyone
says something.
Discuss how he speaks clearly so that we can
understand all of the information.
Children to be filmed
reading their scripts and
Each table to be given a heading. Children to work using their images to
together to put together a script and an image for this create a documentary
heading to be used in our own wolf documentary!
about wolves. This can
be edited together to
Eg. Description of a wolf, Habitat, Food, Prey
create a full
documentary.
Peers to assess
groups
performance
using 2 stars
and a wish.
Were they
clear?
Did they
look to the
camera?
EAS English and literacy team