Lesson video

Hello there.

I'm Mrs. Howley, And this is lesson 10 of this unit.

We've got so much writing to do today and Cedric's asleep.

Can you help wake him up for me? Ready, one, two, three.

Wake up Cedric! Oh, big yawn Cedric and lets get ready! Because we're going to finish writing, using description today.

In this lesson, we're going to write another scene of the Awongalema story.

Using vivid description.

We're going to start with some spelling.

Then we're going to explore using our senses.

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 pencil, or a pen and your brilliant brain! Press pause now, if you need to collect any of those things, Then press play when you're ready.

Let's get started with our spelling.

That's right.

Cedric.

We need to check our spelling while we're writing.

Let's have a look at the words we've been focusing on in this part of the unit.

Remember they ended with a double consonant.

Bell.

Puff Buzz Grass Back Okay.

Have a really good look at those words, because now I'm going to get you to do a task with those words and see how you've on with them.

So I'd like you to look at the word, say it in a sentence, maybe using your senses.

Write the word without peeking at it, and then check the spelling.

Pause the video now and have a go at that.

Then press play when you're ready.

So now we're going to have a go at writing the part of the story, where the tree is filled with fruit and everyone enjoys eating and enjoying that delicious fruit.

You might've seen the sensory grid before that we created for this scene in lesson six.

Let's have a think about what we saw, what we heard, what we smelled and tasted and what we might have felt during this scene.

That's right.

Cedric.

They might want to close their eyes.

So you can imagine that you're there.

I could see smiling faces, big grins.

I could see that round colourful, bright fruit.

What could I hear? I could hear munching.

I could hear the thud, thud, thud as the fruit fell from the tree.

I could hear cheers, hooray! And laughter.

What could I smell, Cedric? Yes.

This sweet perfume, smell of exotic fruit, the fresh taste in my mouth, the delicious, juicy flesh of the fruit.

What could I feel, Cedric? I could feel some of the fruits skin was rough and mottled.

Some of it was smooth, but it felt amazing in my hand.

And as I bit into it, it felt wet and sticky and juice poured down my chin.

Oh, that's making me hungry.

What about you? When we are creating our sentences, we're going to think the sentence.

Say it then punctuate it.

Think it, say it, punctuate it.

Then when we're writing, We're going to think it, write it, read it back.

Think it, write it, read it back.

Which sense do we want to use first? Let's see.

Maybe what we can see.

So the animals looked up at the huge tree.

Great idea.

Cedric.

We can include smiling to show what the animals look like.

The smiling animals looked up at the huge tree, Cedric likes my adjective, my describing word for the tree, thanks Cedric.

the smiling animals looked up at the huge tree, capital letter, the smiling animals.

looked up at the huge tree.

Full stop.

The smiling animals looked up at the huge tree.

Full stop.

The, capital T the, one of our tricky words, the smiling, the smiling animals, the smiling animals, the smiling animals looked l-ook-ed looked the smiling animals looked up.

The smiling animals looked up at the smiling animals looked up at the Our tricky word again up at the huge tree.

The smiling animals looked up at the huge tree, full stop.

Now I'd like to describe something I could hear.

You could describe the cheers.

You could describe the fruit falling from the tree with a thud.

Fruit fell from the tree with a thud.

Bright fruit fell from the tree with a thud capital letter, Bright fruit fell from the tree with a thud, full stop.

Bright fruit fell from the tree with a thud, full stop.

Capital B, bright, bright.

bright fruit Bright fruit fell.

Bright fruit fell.

From Fell from the bright fruit fell from the tree.

Bright fruit fell from the tree with with a thud full stop.

Bright fruit fell from the tree with a thud, full stop.

Now it's your turn to describe the tree using your senses.

What can you hear? Does the fruit fall with a thud or a bang? Or can you see brightly coloured fruit fell from the tree with a bang, press pause.

Then have a go at writing your sentence.

Press play when you're ready.

Which sense could I use to describe this time, Cedric? Yes.

Great idea.

The smell.

What would that fruit smell like? Sweet fruit smell.

Amazing.

This sweet flesh smelt amazing.

Yes, we've bitten into it.

And now we can see this flesh of the fruit and it smells amazing.

The sweet flesh smelled amazing, capital letter.

The sweet flesh smelled amazing full stop.

The sweet flesh smelled amazing, full stop.

Capital T, the the sweet the sweet flesh.

The sweet flesh smelled.

The sweet flesh smelled the sweet flesh smelled amazing The sweet flesh smelled amazing fullstop.

Now I'd like to describe the animals, eating the fruit.

Maybe I could use the sense of touch.

What would the juice feel like on their skin? Might feel sticky.

Sticky juice poured down, dribbles down.

Sticky juice dribbles down.

Oh, that sounds fun Cedric.

Sticky juice dribble down, but I'm going to use that conjunction for contrast.

sticky juice dribbled down, but they munched and munched.

I've got sound in then as well.

Sticky juice dribbled down, but they munched and munched.

Capital letter, Sticky juice dribbled down, but they munched and munched, full stop.

sticky juice, dribbled down but they munched and munched, full stop.

Sticky.

We need a capital S for the start of our sentence.

Sticky juice, sticky juice, dribbled, dribbled, dribbled down sticky juice dribbled down, but I'm using my conjunction to join the two ideas.

Sticky juice dribbled down.

But they, one of our tricky words, they munched and munched and but they munched and munched, full stop.

Sticky juice dribbled down, but they munched and munched.

Now it's your turn to describe the smell and the taste of the fruit.

Maybe the feel of it on your skin.

Did it taste amazing? Did the fruit taste delicious? Did the juice dribble down their chains? How did it smell? Pause the video and have a go.

Use the tricky words in the box to help you.

Press play when you're ready.

I feel really proud now because I've got a description that's vivid because I've used the senses, but I'm going to edit my work now.

I'm going to do that by reading it to Cedric.

Why don't you read your work to an adult a pot plant, a pet, a teddy.

And when you do make sure it makes sense.

Also see which senses you used.

Pause the video now.

Read your work and see how you've done.

Well, Cedric, what did you think? He thought he was very vivid.

There were some bits that I need to work on and make a little bit clearer.

Remember, it's okay to change things in your writing and improve them.

That's what great writers do.

I have loved working with you on the story of Awongalema.

I can't wait to work with you again soon.

Cedric and I would love to see some of your work.

If you'd like to share your description, or maybe some of your other work from this unit, then ask a parent or a carer to do this for you.

We'll see you soon.

Bye.