Lesson video

In progress...

Hello there, I'm Mrs. Howley.

I can tell that Cedric, my snail helper, has been busy because of what I can smell.

I can smell freshly mown grass.

Do you think he's been mowing the lawn? I can smell freshly baked bread.

Do you think he's been cooking in the kitchen? I hope so.

Shall we call him? Cedric! Can you call him with me? Cedric! Here he is.

I was using my sense of smell then.

We'll use all of our senses in this lesson.

This lesson is very exciting because we get to start writing the Awongalema story using vivid description.

We're going to start with some spelling.

Then we're going to retell part of the story.

Then we're going to do some shared writing, and then we're going to edit our writing.

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

If you need to collect anything so that you're ready go and get it now, press pause and then press play when you're ready.

Before we get started on our writing, let's have a think about our spelling focus for this unit.

We've got some double consonants here.

Let's see if we can make the sound of each one.

I'll make the sound, and then you can have a go.

Zz.

Ll.

Ss.

Ff.

Ck.

Brilliant.

Now, in my special hat, I've got a consonant and vowel, which will be able to go in front of some of these double consonants.

Remember, these double consonants go at the end of the words we're looking at.

I'll pick one out.

I'll show you the letters and then I'll mime my chosen word.

See if you can get it.

Okay.

You ready? What's the first one I've got? LL i, ll i.

Oh, I've got one for this one.

I might do that with a big ice cream.

Can you guess which word I've made? It's the word lick with a C K sound at the end.

Ck, l i ck, lick Fantastic.

Let's see what else I can find.

Ooh, K-I, k i, k i.

I've got one for this.

Which double consonant do you think I've added onto the end of k i, k i, k i s.

Kiss.

Great work.

Let's try one more.

Ooh, I've got P-U, p uh.

P uh.

Which word do you think I've chosen? P uh ff.

Puff! That's right.

Could you give a big puff? Excellent.

Pause the video now and have a go at writing down a few of those words that I created then.

Or you might create your own using these double consonants at the end of the word.

You might try lick or puff or kiss.

Press play again when you're ready.

We're ready to write our vivid descriptions of the story of a Awongalema.

We're going to use our toolkit to make sure that the reader feels like they're really there.

Now, what are we going to describe? We're going to use the five senses.

So what we can see, what we can hear.

That's right, Cedric.

What we can smell.

What we can taste and what we can feel or touch.

Fantastic.

In this lesson, we're going to use the first part of the story to describe exactly what it would have been like to be there under the huge Acacia tree.

Can you remember what the weather was like? It was so hot a nd the animals were so hungry.

We might hear their tummies rumbling.

Or we might see the animals drooling with hunger.

Now, in a previous lesson, we wrote a poem using our sensory grid that we created to describe this scene.

Let's have a look at the poem we created.

Sun burning skin, mouths, drooling, stomachs rumbling, cracked, dry earth, bitter, salty hunger pains.

We did use all of our senses, Cedric, and that's what we want to do in our writing today.

Let's try putting this to music.

I'll sing it and I'll sing a line and then you can repeat it.

♪ Sun burning skin ♪ ♪ Sun burning skin ♪ ♪ Mouths drooling, stomach's rumbling ♪ ♪ Mouths drooling, stomach's rumbling ♪ ♪ Cracked, dry earth ♪ ♪ Cracked, dry earth ♪ ♪ Bitter, salty hunger pains ♪ ♪ Bitter, salty hunger pains ♪ Let's try it one more time.

While we're singing let's try and imagine that scene.

I think we're ready to have a go at using our senses to describe that scene now.

When we get ready to write, we practise the sentences first.

So we think it, we say it, then we punctuate it.

Then when we're writing, we think it, we write it.

Then we read it back.

Now, here is our sensory grid we created for this very scene.

Have a think about what we would have seen, heard, tasted and felt.

Let's think about what happens.

What can we feel? We can feel the hot sun.

The hot sun was, what's the hot sun doing, Cedric? The hot sun was beating down.

The hot sun was drying the ground.

The hot sun was beating down.

Capitol letter, the hot sun was beating down, full stop.

The hot sun was beating down, full stop.

So, capital T for the start of our sentence, the, one of our tricky words, the hot, h o t, h o t the hot sun, the hot s u n, the hot sun was one of our tricky words, the hot sun was, the hot sun was beating b ee t, and then we've got our beating, I-N-G suffix.

The hot sun was beating down, d ow nn, full stop.

The hot sun was beating down, full stop.

Now I want to describe something I can see.

What might I see in this scene? The ground.

Hmm, what does the ground look like? Brown, parched.

The ground was dry and cracked.

Capital letter, the ground was dry and cracked, full stop.

The ground was dry and cracked, full stop.

So capital T for the at the start of our sentence, the ground, g r ow n d, the ground was, that's our tricky word again, the ground was dry, the ground was dry and, a nn d.

The ground was dry and cracked, c rr a ck, cracked.

You've got that E-D on the end, full stop.

The ground was dry and cracked, full stop.

Now it's your turn.

Could you write a sentence to describe the sun and how it feels or the ground and how it looks.

You might challenge yourself to write two sentences.

The ground was hmm and hmm.

The mm sun was mm.

Don't forget your full stops at the end.

Pause the video now, then press play when you're ready for the next part.

We need to tell the reader now what's going on, what happens.

Everyone gathered, everyone gathered.

Where did they gather and what does it look like? Everyone gathered under a huge and, what's that tree look like? A huge and gnarled tree, huge and old tree.

Everyone gathered under a huge and old tree.

Capital letter, everyone gathered under a huge and old tree, full stop.

There's a few tricky words in this sentence.

Don't worry because I'll give you those words when it's your turn to write.

So we'll start with our capital letter for everyone.

Capital E, every one, everyone gathered.

G a, start it off, g ath, gathered.

Don't forget it's a past tense verb.

It'll end in E-D.

Everyone gathered under, everyone gathered under a, everyone gathered under a huge and a nn d, huge and old tree, t r ee, full stop.

Everyone gathered a huge and old tree, full stop.

We've said what we can see and feel.

Which part of the toolkit should we use next, Cedric? What we can taste! Hmm, the bitter taste of, all they can taste is the dust, isn't it? The bitter taste of dust made them, made them drool, made their mouths water.

The bitter taste of dust made their mouth water.

Capital letter, the bitter taste of dust made their mouths water, full stop.

So the is one of our tricky words.

We need a capital letter because it's at the start of the sentence.

The bitter taste, the bitter taste, t ay st, the bitter taste of, the bitter taste of dust, d u ss t.

The bitter taste of dust made, made, split diagraph, ma de their mouths m ow th ss, made their mouths water.

The bitter taste of dust made their mouths water, full stop.

Now it's your turn.

Could you describe what you can see when you look at the tree? What did it look like? Could you describe what the dust tastes like? You've got some tricky words in the box to help.

Huge, old, the, gathered, a, magical and bitter to describe that taste.

Press pause now, write your sentence, then press play when you're ready.

In this scene, the animals are so hungry.

What else could we use from our toolkit to describe that scene? Make it really vivid, the sounds, that's a great idea.

What we can hear.

We might hear the animals roaring.

We might hear their tummies rumbling.

Might hear flies buzzing.

Their tummies rumbled and flies buzzed.

Capital letter, their tummies rumbled and flies buzzed, full stop.

Capital letter at the start, their, their tummies, their tummies rumbled, their tummies rumbled and a nn d, their tummies rumbled and flies buzzed, b uh zz E-D, full stop.

Their tummies rumbled and flies buzzed, full stop.

Now it's your turn to describe what we could hear in that sound.

The tummies rumbling, the animals roaring, the flies buzzed.

Pause the video now and have a go at writing your sounds sentence.

Remember to use the past tense.

The flies buzzed.

The animals roared.

And don't forget your capital letters and your full stops.

Press play when you're ready.

How have you got on? Have you been using your senses? We're going to edit our work now, checking that we've used as many of the senses as we can.

Now, let's sing our senses song once to remind us of those senses.

♪ Seeing, hearing, touching things ♪ ♪ Smelling and tasting too ♪ ♪ I can use my senses, use my senses ♪ ♪ You can use them too ♪ I'm going to read my work to Cedric.

Why don't you pause the video and read your work out loud or to an adult at home.

Make sure that you've checked your capital letters and your full stops, but also see which of the senses you've used.

Press play when you're ready.

What's wrong with Cedric? He said that you've described that scene so well that now he feels really hot and really hungry.

Great job using your senses to create vivid description.

We deserve a jungle cheer.

Are you ready? Ahhmazing! I can't wait until we can use our senses in the next lesson to describe a different part of the story.

Until then have a great day and we'll see you soon, bye!.

I've finished the video