Lesson video

Hello, I'm Miss Corbett and I'm going to be teaching you your English lesson today which I'm so excited for because one of my favourite things to do is read stories.

I love learning about characters and their personalities, and just getting lost in their adventures, which is really special because today's lesson is introducing a brand new story.

Our lesson title today is, Character, Settings, and Plots in the story, "Wild." The title of our story is, "Wild." I wonder what it will be about.

Let's get started and find out.

Because by the end of this lesson, you will know the character's setting and plot of the story, "Wild." And we'll read the whole story together.

For this lesson, all you will need is your listening ears, your looking eyes, and your thinking brain.

As well as that, you'll need someone to talk to about our learning and the story.

If you are at home, that might be someone nearby in your family.

If you are at school, that might be your talk partner, the person next to you, or whoever your teacher asks you to speak to.

Here are our key words for our today's lesson.

Don't worry too much if you don't know exactly what they mean, because we're going to be using them again and again to talk about our learning.

I'm going to say them and you're going to repeat them.

Off we go.

"Prediction", "character", "setting", "plot".

Amazing, can we try one more time but a bit quicker? "Prediction", "character", "setting", "plot".

Amazing, all of those words will help us talk about our story.

So, here is our first learning cycle for today, that will be exploring character.

Then we'll explore the setting, and then we will explore the plot.

Here is our front cover for the story.

Before I do any talking, I just want you to tell me what can you see on the front cover? Maybe you can talk about the words, which you can see.

Maybe you could talk about the illustrations or the pictures.

Very quickly, think about what you can see and tell your person nearby.

Pause the video and tell your partner, "I can see." Fantastic, I had some fantastic ideas about what you can see on the front cover.

The front cover helps us make a prediction, which is like a guess, about what the book might be about.

The first thing I noticed that I could see is the title.

The title of our story is "Wild." I wonder what the word wild means to you.

The word wild means to me thinking about freedom and being outdoors.

The next thing I notice is the author's name.

Now the author's name is quite difficult to read there, but it is Emily Hughes.

Emily Hughes is an author who was born in Hawaii, and now she lives here in the United Kingdom.

Remember, author is the person who wrote the story.

The final thing that I can see is the illustration, which is the picture, and the illustration takes over the whole page.

Okay, what I would like you to do now, is get your pointing finger ready, because you are going to try and point to the title, the author, and the illustration.

I have got my pointing finger ready.

Have you? Let's have a try at pointing to the title.

Let's see if you are right.

There is our title.

Can you remember the name of our title? It is "Wild." Well done! Get your pointing finger back ready.

I would like you to point to the author.

That is the author.

The author's name is Emily Hughes, fantastic.

Get your pointing finger for one more time.

Can you point to the illustration? I hope your finger is swirling around the whole page, because the illustration takes up a whole front cover.

Amazing, you can give your pointing finger a rest, fantastic.

Now, just looking at the illustration on the front cover, can help us to predict about what we know about our character.

I wonder if you can think of some words or adjectives to describe the girl.

I might say the girl is happy, because she has a smile on her face.

The girl is excited, because she has beady eyes.

The girl has scruffy green hair, with flowers and leaves in.

I wonder if you can share some descriptions of the girl to your person nearby.

Pause the video and share your descriptions.

"The girl is.

." I heard some fantastic descriptions, and like I said, those descriptions will help us predict what the book is about.

Thinking about what we've said about the girl, we've said she's scruffy, she has flowers in her hair, she has leaves in her hair.

Maybe she has a bit of dirt on her face.

I wonder if we could predict where she might live.

Now remember we can use the illustration, but we could also use the title, "Wild." Maybe she lives in the wild, maybe she lives outside.

Maybe she lives inside, but likes to be in the outdoors.

I wonder if you could make a prediction where she lives.

I predict she lives.

Pause the video.

"I predict she lives.

." I heard some fantastic predictions.

So let's have a think about the little girl.

The little girl I think, is the main character in the story.

I think I know this, because she's covering up the whole front cover.

Remember, a character is a person or animal in the story, but I think we will meet more characters as we read along, and see how they affect the girl's journey in the story.

Get your pointing finger back, and I would like you to point to the main character.

There she is, taking over our whole page.

The main character is the little girl.

Now, we have described the girl, and we have made a prediction about where she might live.

We're going to make another prediction now, and we are going to predict what you think will happen to the girl in the story.

Maybe you'll talk about where she will go.

Maybe you'll talk about what she will do, or who she will meet.

I'm going to have a go first.

I predict that she will have an adventure in the great outdoors.

I think this because she clearly loves being outdoors and has leaves in her hair.

Maybe you'll make the same prediction as me.

Maybe you'll make a different prediction than me.

We don't know until we read the story, but we want to use what we can see on the front cover.

You are going to make a prediction now to your person nearby.

Listen to your partner, and then share your prediction.

Pause the video, off you go.

Very, very interesting predictions.

Let's talk about what we heard.

One prediction I heard, "I predict she will go and live in the wild." The word wild is used in our title, so I can see why somebody would think of that prediction.

"I predict that someone will take care of her and brush her hair." Maybe this person thought her hair was too scruffy, and she needed taken care of and looking after.

There is only one way to find out what might happen.

We are going to start exploring the setting and reading the story.

Now let's start our second learning cycle, exploring the setting.

To do this, we need to read some of the story.

Let's start reading the story now.

"Wild," by Emily Hughes? "No one remembered how she came to the woods, but all knew it was right.

The whole forest took her as their own.

Birds taught her how to speak.

(Miss Corbett imitating bird chirping) Bear taught her how to eat.

Fox taught her how to play.

And she understood, and was happy." What an exciting start to the story.

Now we have read the first part of the story.

We know that one of the settings in the story is a forest.

Remember, setting means where the story happens or takes place.

I can see that it's a forest, because I can see trees and grass, and they all live together there.

A forest is somewhere that's full of trees, grass, and woodland animals.

Here's a photo of a real life forest, because there are lots of forests here in the United Kingdom.

I wonder if you could show me by putting your finger on your nose if you have ever been to a forest.

I have, I've been to quite a few forests actually.

If you have, very exciting.

If you haven't, do not worry, 'cause by the end of reading this story, I think you'll have felt like you have been to one yourself.

So, I wonder if you could think what animals can you see living in this forest? It might just be from this illustration, or it might be from the other ones which we've just seen when we read.

Can you maybe have a think in your head and name all of the ones that you can see? I can see a bear, a bird, and a fox.

We can see some woodland animals in the illustrations so far.

We have seen a bird, we have seen a bear, and we have seen a fox.

Now, even though I said there are lots of forests in the United Kingdom, bears are not native, which means they do not live in the United Kingdom.

This shows me that it's definitely a fiction story, a made up story.

There are lots of other animals that would live in a forest called woodland animals, like a rabbit, like the birds, such as owls, and other animals, like badgers.

So, thinking about what we've read so far, and what we've seen from the beautiful illustrations, would you like to live in a forest? Why or why not? Maybe you'll decide it based on if you've been to a forest before.

"I would like to live in a forest, because the sun was shining down, and I saw some fantastic animals." Or," I wouldn't like to go live in a forest, because when I went to the forest it was raining and it was cold." Or maybe you'll base it on the illustrations.

"I would like to live in a forest because this looks like so much fun having lots of fun with the animals." Can you please pause the video, and tell your person nearby, "I would like to live in a forest because.

." Or, "I wouldn't like to live in a forest because.

." Off you go.

I heard some very different opinions, fantastic.

We are going to have a check now, so that means you need your pointing finger back.

Is it ready? I can see that it is ready to go.

I would like you to point and show me who taught the girl how to eat? Well done, if you are pointing to the bear, the bear taught her how to eat in the water and catch lots of fish.

Get your pointing finger back, because who taught the girl how to play? Well done, if you are pointing to the foxes.

It looks like a bit of rough play and they're all playing together in a big ball rolling down the hill.

And get your pointing finger back, because who taught the girl how to speak, and go "crawl"? I hope you are pointing to the bear, and she looks.

the bird, sorry, not the bear, the birds.

And she looks like she's having so much fun talking with the birds.

That was fantastic.

You can give your pointing finger a rest again.

Well done.

Now we're going to read a bit more of the story.

Remember so far she's sleeping peacefully in the forest, feeling happy with her friends.

"One day she met some new animals in the forest." Okay, we have just read to quite an exciting part of the story.

She has seen two people turn up at the forest.

They're looking at her looking quite upset and quite worried.

The girl looks quite frustrated and confused, and that's because she calls them animals.

I think she calls them animals, because she's never seen humans before.

And no wonder she's so confused.

Let's have a read to see what the humans or animals as she calls them does.

She's met her strange animals.

I wonder what's going to happen next.

"They found her strange and she found them strange too." I'm not sure she's going to stay in the forest.

Let's see what's going to happen next.

Oh my goodness.

The strange animals are taking her away from her home.

She doesn't look like she's feeling very happy about that.

I wonder what is going to happen next.

Now it's time to make another prediction.

You are going to predict what the strange animals are going to do and where they are taking her.

Maybe I predict that they are taking her to a warm safe house to keep her nice and comfortable.

I predict that they are going to take her to try and find her family.

I predict that the girl will feel quite upset and alone.

Just like last time, it's your job to listen and also to share.

So you need to share to your partner or your person nearby and then listen to their prediction too.

Remember, we don't know what's going to happen yet, so make sure that you are listening to each other's ideas.

Pause the video and make a prediction.

Once again, I heard some fantastic predictions.

I heard, "I predict that the adults will take care of her and give her clothes." Hopefully she'll be happy about that, or, "I predict that she will miss the animals." That might lead to her feeling quite upset and alone.

There's only one way to find out.

We are going to move into our third learning cycle exploring the plot.

Very, very exciting.

Let's find out where the strange animals took her.

They're in a house.

"They did everything wrong.

They spoke wrong, 'A, B, C.

' (Miss Corbett imitating a bird chirping) They ate wrong.

They played wrong.

Everything was wrong." We have read some more of the story and we have seen that another setting in the story is the house.

So we started in the forest and now we are in the house.

Now we have seen the girl trying to learn, to speak, to eat, and to play again, but in a different way.

The girl has already been taught to speak and she's trying to say, "Whoa." She's already been taught to eat by catching fish in the water, and she's already been taught to play by playing with the foxes but now the strange animals are trying to teach her in a different way.

I don't think she looks very happy about it, but I wonder, would you like to live in this house? Why or why not? Why don't you have a think? Maybe you would like to live in this house 'cause you could sit on that comfortable chair.

Maybe you would because you'd really like to play with that doll's house or eat that food.

Maybe you wouldn't because the strange animals or humans are pulling some angry faces or because you'd prefer the animals.

Why don't you share your idea with the person nearby? "I would like to live in this house because.

." Or, "I wouldn't like to live in this house because.

." Pause the video and off you go.

So we are going to check which is the second setting from a second means number two, setting number two.

I can see an illustration of the house.

I can see an illustration of a man and I can see an illustration of the forest.

Can you get your pointing finger back and can you point to the second setting? Off you go.

Hopefully everybody's pointing to picture A, the house, because picture A is the second setting we see.

The forest is also a setting, but it's the first setting that we see in the story.

And even though the man is in the house, the man is a character, not a setting.

Very well done.

So the plot which we are exploring is what happens in the story.

The events in the story.

So far, the girl lived happily in the forest.

She was then found by some adults or strange animals.

She moved to live with a human family, but the girl was really unhappy about this.

Let's read some more and find out what happens next.

Let's read to the end of the story.

Remember, the girl is in the house and the strange animals are doing everything wrong.

"And she did not understand, and she was not happy.

Enough was enough!" There are no words on this page but we can see what the little girl has done to the house.

"Everyone remembered how she left and all knew it was right." I can the house in the background with the strange animals and the girl is escaping, "Because you cannot tame something so happily wild." Tame means to control, so you cannot tame anything so happily wild.

There she's back with her friends, her family in her forest.

The end.

Now we've read to the end of the story.

We can talk about those last few pages.

So in the house, the girl felt quite unhappy and her feelings got stronger and stronger.

Let's have a look at these key illustrations and think about how the girl is feeling in these pictures and why she's feeling that way.

Here she's under her bed looking really afraid and lonely.

She misses her friends.

She's confused about where she is, but then that fear actually turns into anger and she becomes so angry that she breaks her bed and she destroys the entire house.

That's really showing us that her feelings got stronger, and stronger, and stronger.

Now we are going to think about those illustrations, and try and put them into order because I have a feeling that these events are in the wrong order.

It says first the girl broke her bed.

Next, the girl sat under her bed, and finally the girl wrecked, which means destroyed the living room.

Hmm, you are going to pause the video and try and put these events into the correct order, which happened first, which happened next, and which happened last.

Can you pause the video and do that now? Okay, let's see if you were correct, that looks much better.

So the first thing that happened was she was sat under her bed feeling afraid and alone.

That loneliness turned into anger, so she broke her bed, and finally she went around the whole house and wrecked or destroyed the living room.

Amazing job if you managed to order those events that really showed that you've been listening and paying attention to the story.

I'm going to have a go at retelling the story using the illustrations.

So I really hope you listen really carefully because you are going to have a go at doing this yourself.

First, a girl was born into a magical enchanted forest and she lived there with her furry friendly animal friends.

The bear taught her how to eat by catching fish in the refreshing cold water.

The birds taught her how to speak and go "crawl, crawl." The foxes taught how to play and howl.

Suddenly two strange animals appeared and took her away from her home in her forest.

She was feeling very confused and alone.

Then the strange animals tried to teach her to eat, to talk, and to play, but she already knew how to do that and she did not like the new way.

She was feeling very lonely and afraid, hiding under her bed for safety.

Suddenly her loneliness turned into anger, and she was furious, and destroyed the whole house.

Finally, she returned to her wild safe home back with her friends in the forest and she lived happily ever after.

Now, you might have noticed that I added more words to my story because Emily Hughes is an author who doesn't write many words in her story.

Instead, she has very detailed and descriptive illustrations that we can use to tell the story.

You are going to use these illustrations to retell the story with your partner.

What I'd like you to do, one person talks about the first picture, the other person listens and then you swap over until you get to the end of the story.

You might want to use some of the descriptions that I used or you might want to use your own that we've talked about in this lesson.

So use these illustrations to retell the story with your partner.

Pause the video and off you go.

I heard some fantastic retelling, really showing how much you've learned already about the story "Wild." I wonder if you and your partner managed to include all of the events from the beginning to the end of the story.

So that is the end of our lesson.

Today, we have looked at character, and we have talked about who is in the story.

We know the main character is the little girl but we also met lots of other characters along the way.

We also explored setting, which is where the story takes place both the forest and the house, and we talked about which one we'd prefer to live in.

Finally, by reading the whole story we could explore the plot, which are the events that happen in the story.

Thank you so much for such an amazing lesson, and I really would love you to come back for the next lesson so we can learn more about "Wild", bye.