Lesson video

Hi there everyone.

I'm Mrs. Howley and this is Cedric, and we're ready for lesson four of this unit.

You'll see Cedric, what we're doing today.

We're going to explore some grammar today that might help us in our descriptions.

Have you been good sense butters, looking out for what you can see, hear, smell, touch, and taste.

In this lesson, we're going to practise adding es to plural nouns, and we might use some of those in some of our descriptive sentences.

We're going to start with a recap of our story of Awongalema.

Then we're going to think about when we need to add es to plural nouns, then we're going to do some shared writing, and then you're going to have a go yourselves in a plurals task.

For this lesson, you will need an exercise book and some paper, a pencil, and your brilliant brain.

If you need to collect any of those things, pause the video now, then press play when you're ready.

Before we get started at our grammar, we're going to recap the story of Awongalema.

I wonder what you can remember about it Cedric? Can you remember what they sit under at the start of the story? A huge tree that's right.

A huge Acacia tree, and it's so hot and the ground is dry.

And the animals are so hungry.

I'm going to use my story map to tell the rest of this story.

So, who is the first animal they send, to go and learn the name of the tree from the mountain spirits.

It's a very fast animal.

One covered in spots.

It's a cheetah.

That's right.

And the cheetah runs and he runs and he runs as fast as the wind.

Can you imagine what that will be like? until he got to the top of the mountain, maybe we could sing what he says.

♪ Mountain spirits, mountain spirits ♪ ♪ Talk to me, talk to me ♪ ♪ Tell me the name ♪ ♪ Tell me the name of the old, old tree ♪ ♪ Old, old tree.

♪ Well done.

And what is the name of the tree? Joining with me, it's Awongalema.

Awongalema, that's what he says.

And he runs back down the hill, but then can you get ready for the crash! And he hits an ant hill, and gets bitten allover.

And he screams. Can you screen with me? He screams aah! And when he's finished, wiping off all the aunts.

He realises he's forgotten the name.

Who's the next animal they send? He is the King of the jungle, with that big, long mane.

It's the lion.

That's right.

And exactly the same thing happens with the lion.

He learns the name, he runs so fast.

He goes crash, into the anthill.

And he forgets the name.

So, who goes next? Let me check my story map.

It's the jaguar.

Now the jaguar, runs and he runs and he runs, and he runs and he runs, and he runs as fast as the wind.

Until he gets to the top of the mountain.

He learns the name, from the mountain spirits, Awongalema.

And then, hits the anthill, gets bitten allover, and forgets the name.

Which animal did they decide to send next? Let's see.

It's got a big shell.

I can see that.

And it's got a little tail, and it goes plod, plod, plod, plod.

No, it's not a snail Cedric.

It's the tortoise.

And the tortoise goes ever so slowly.

Can you join him with the pattern, plod, plod, plod, plod.

Learns the name.

Makes his way back down the mountain.

And then says the name of the tree, and wow! The tree is filled with fruit, delicious fruit.

Hmm.

I can taste it.

I can smell it.

Can you? Love that part of the story.

Now that we know the story really well.

We want to be able to use words and sentences in the best way we can, to describe them.

Which is why we learn about grammar.

Now, we're going to think about adding es to some plurals.

But, what is a plural? I wonder if you can remember? I have one sock, Cedric has lots of socks.

That's a plural.

I have one flower, Cedric has lots of flowers.

That's right.

A plural is when we have more than one of something of a thing, of a noun.

Most of the time we add S to nouns to show that there's more than one.

Just like I did then, flower, flowers.

I added S.

Snail, snails.

We add S.

But sometimes we do different things, and we're going to look up when words end in these sounds, can you make them with me? S, ch, x, sh.

Let's try them again.

S, ch, x, sh.

Great! Most words that end in those sounds We'll add es, when we make it a plural.

When we have more than one.

Should we have a practise? Let's have a look.

I've got one box.

Now, what sound does the word box end with? X so instead of adding S, if I've got several boxes, I need to add es boxes.

Well done! Let's try another one.

Itch, ooh itch.

I might need that word in the story, to describe when the animals are bitten all over by the ants.

Itch.

Let's look at what that word ends with, ch ch So instead of adding S, when I've got more than one itch, I've got several, itches.

I've added es.

Let's try one more.

I wonder if you can spot, what sound is at the end of this word.

Grass.

S.

That means we must add es.

Do you think, you know what that word will look like? One grass, several grasses.

Well done, if you've added es.

And finally, bush, sh, What sounded to end with? Sh.

So we're going to add es.

One bush, several bushes.

Great! I think we're ready to use some of these plural nouns, adding es to some of our writing.

I'm going to have a go at writing some sentences with plurals.

But I'm also going to include some description.

I'm going to include an adjective, a describing word as well.

When I'm ready to put my sentence together, I'm going to think it, I'm going to say it and punctuate it.

Think it, say it, punctuate it.

Then when I'm ready to write, I'm going to think it, write it and read it back.

Think it, write it and read it back.

So the original sentence is.

Cheetah felt an itch.

To practise my plurals, I'm going to change it to, cheetah felt lots of itches.

Cheetah felt lots lots, lots, Cheetah felt lots of, One of our high frequency words, cheetah felt lots of, Oh, I'm going to add an objective.

Lots of painful pain and there's an F U L suffix lots of painful itches.

So there's my word, itch.

It ends in ch, so am I going to add S? No, I'm going to add es.

Cheetah felt lots of painful itches, full stop.

My next sentence, is, the sun hit a patch of earth.

But I'm going to change it to the to plural, to practise my plurals.

So I'm going to change it to the sun hit patches of earth.

The sun sun hit hit, hit, the sun hit a patches patch ends in CH ends in that ch, so I'm adding es.

The sun hit patches, of, oh, I need an objective now of brown brown.

The sun hit patches of brown earth.

The sun hit patches of brown earth.

Full stop.

Now it's your turn to have a go at using some of these plurals, in a sentence of your own.

That's right Cedric.

We've got an extra challenge for you.

Which is to include an adjective, a describing word, to show us what you can see or hear or feel with your senses.

Let's have a look at the first sentence.

The bush, we need the plural for bush.

Bush.

Oh, that's right Cedric.

He spotted that it ends in the sound sh.

So we must add es that's right? The bushes were withered.

That means they're , oh drooping in the heat.

Were withered and dry, were withered and brown.

You can choose an objective for that one.

The next sentence is, the dry grasses, the dry grasses.

It does end in S.

I think you'll know what we need to add to the end of the word grass.

The dry grasses swayed in the hmm air.

What do you think the air would be like, at the start of our Awongalema story ? Warm air? Hot air? And then our third sentence is.

The branch, the branches, branch, it does have a ch on the end.

You're right Cedric, the branches were covered in hmm fruits.

The branches were covered in hmm fruits.

Tasty? Bright? Which word will you use to describe the fruits? Pause the video now and have a go at completing those sentences.

How did you get on? Cedric thinks we might've made a few mistakes, so we need you to be plural's police.

Remember mistakes are beautiful, because mistakes help us learn.

Let's see if we can learn from our mistakes now.

I'm going to use a purple pen to edit my mistakes, my purple polishing pad.

But you can use anything you like to edit your work.

Okay, so let's have a look, our first one, The bushes.

So that word ended in sh.

So we needed to add es bushes So, I'm adding that with my purple polishing pen.

The bushes were withered and brown.

Now on our next sentence, we've got.

The dry grasses.

Let's have a think.

The singular, the original word was grass.

And that ends in s, so therefore we needed to add es.

So that is correct.

In this final sentence, can you see where we've gone wrong? The original word was branch it ended in that ch.

So I just needed to add es.

I've added too many Es, branch, es.

The branches were covered in tasty fruits.

I hope you've had a chance to edit your work.

We like learning from mistakes, and we know that things have to get tricky in order for us to learn.

We've got to rhyme about it.

Why don't we Cedric? It really doesn't matter if things get tricky.

That's the only way that the learning gets sticky.

We hope you've had some sticky learning about plurals today that we can use in our writing later in the unit.

We look forward to it, see you soon.

Bye.