Lesson video

Hi, there.

I'm Mrs. Howley and this is Cedric.

Oh, Cedric wonders if you've been using your senses at all.

What can you smell, right now? What can you taste? What can you see? What can you hear? What can you feel? We're going to be using our senses in this lesson.

In this lesson, we're going to describe using the senses in our recycled stories of Awongalema.

We're going to start with some spelling.

Then, we're going to retell the story.

Then, we're going to explore the characters using our senses.

And then, we're going to use that work to help us with some poetry.

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

Pause the video now if you need to collect any of those things.

Then, press play when you're ready.

Cedric, can you remember our description song? It helps us remember how we use all of the senses to describe.

It goes like this.

Join in if you've heard it before.

♪ Description, description ♪ ♪ How do we do it ♪ ♪ What can we see ♪ ♪ What can we hear ♪ ♪ What can we smell ♪ What can we taste ♪ What can we feel ♪ ♪ That's how we do it ♪ Cedric would like us to recycle that song to describe a snail.

I've got a snail in my recycled story.

So, I think that's a good idea.

Let's see.

I see a smooth, soft shell.

I feel a slimy body.

Sorry, Cedric.

I hear slither, slither, slither.

Okay, let's see if we can put that into the song.

We'll give it a try and recycle our song.

You ready? ♪ Describe a snail, describe a snail ♪ ♪ How do we do it ♪ ♪ I see a soft, smooth shell ♪ ♪ I feel a slimy body ♪ ♪ I hear slither, slither, slither ♪ ♪ That's how we do it ♪ Shall we try that again? ♪ Describe a snail, describe a snail ♪ ♪ How do we do it ♪ ♪ I see a soft, smooth shell ♪ ♪ I feel a slimy body ♪ ♪ I hear slither, slither, slither ♪ ♪ That's how I do it ♪ I wonder if you could try recycling that song to describe one of the animals in your story.

Let's get started with our spelling.

We're looking at the prefix un-.

I wonder if you can remember what it does to the word.

Unhappy.

Read the words with me.

Unhappy.

Unhelpful.

Untie.

Unlock.

Unfold.

Unpack.

Let's have a think about what those words mean and what the prefix does to those words.

I'm going to mime a word.

We'll see if we can guess it.

Then, we'll see if we can change the meaning of that word using the prefix un-.

Okay, here's my first mime.

Are you ready? Shall I show you that again? What was I doing? This is a door.

I was using the lock.

I lock the door.

How could we change the meaning of that word using the refix un-? We could unlock the door.

Shall we try miming an unlock of the door together? Let's try it.

Great! I'll show you another word, now.

Are you ready? What do you think it was? Happy.

Can we change the meaning of the word happy using the prefix un-? Unhappy.

Oh, can you mime unhappy for me? Oh, dear me.

I'll try one more for you.

What do you think I was doing, then? I'll show you again.

I was tying something up.

Tying up the parcel.

We have the word tie.

Can we change that with the prefix un-? Untie.

Can you mime an untie of a parcel? Great work! Now, we've thought about how the prefix changes the meaning of the word.

Could you try using one of these words in a sentence? Pause the video now and give it a try.

Now, we're ready to explore how a recycled story using all of the senses.

Are you ready? I'm going to use my story map to help.

I'm off on my journey through my recycled story.

I'm excited that you've come along with me.

I've spotted my first animal.

What can we see? I can see sharp, pointed tusks.

I can see big nostrils.

I can hear grunting and snorting.

I can feel spiky tufts of hair.

It's the warthog.

Let's carry on through our journey.

Who can I see now? Well, I can hear pecking.

I can feel soft, fluffy feathers.

I can see long legs and a pointed beak.

It's ostrich.

I wonder who I'll see next.

I can hear high-pitched shrieking, cackling laughter.

I can see stripes, a long snout, pointed ears and a spiky mane.

It's hyena.

Who can I see next? I can see a soft, smooth shell, a slimy body and a silvery trail.

And I can hear slither, slither.

It's snail.

I wonder who you'll meet on your journey through your recycled story.

I enjoyed that journey.

But now, I'd like to explore one of the animals in more detail.

Which animal should I use, Cedric? The hyena, okay.

I'm going to think about what the hyena looks like, what it sounds like, what it smells like and what it feels like.

I'm going to use a sensory grid to do this.

You might have used a sensory grid, before.

Very simple.

I'm going to draw a line down the centre of the page.

A line across the page, so that we've got four sections for the senses that we're going to look at.

I'm going to draw an eye to think about what we see when we look at a hyena.

I'm going to draw an ear.

Think about what we can hear.

Then, I'm going to draw a nose to think about what we can smell.

That's right.

And a hand to think about what we feel if we touch the hyena.

Right, let's think about what we see.

We've got those big, pointed ears.

Big, big, big.

Pointed, point, pointed.

Big, pointed ears.

The hyena has also got a long, snout.

Can you help me write that? Long, long, long.

Snout, snout, snout.

Most hyenas also have stripes but some are spotted hyenas.

My hyena has got stripes.

Now, let's think about what we can hear when the hyena is around.

Definitely that laughing sound.

How could we describe that laughing that we can hear? I'm going to call it cackling, cackling laughter.

That laughing is really loud, loud.

And it's high.

What could we smell around the hyena? This bit might be a bit gruesome.

They're scavengers.

I think we might smell, oh, some rotten meat.

Rotten meat.

The smell of rotten meat.

One might also smell blood on their breath.

Let's quickly move on to what we might feel if we touch the hyena.

Sharp, sharp claws, sharp claws.

You might also feel hyenas have a spiky mane on top of their heads and down their backs.

Spiky, spiky mane.

Split diagraph a, mane.

I've written words and I've drawn pictures.

You can do either.

Now, it's your turn.

Choose one of the animals in your recycled story.

Think about what you might see, what you might hear, what you might smell, or taste and what you might feel and complete your own sensory grid.

Pause the video, now, and give it a go.

Press play when you're ready.

Now, I'm going to create a poem using my sensory grid.

I love poetry because you choose the best words.

We're going to use a three, four, three, four poetry format.

You might have used this before.

It's really simple.

The first line has three words.

The next line has four words.

The next line has three words.

And the final line has four words.

Looking at my sensory grid, I want to start with what you can see when you see the hyena.

I'm going to choose large, pointed ears.

Large, pointed ears, there's my first line.

Next, I'd like to talk about that smell.

Smell, I want to talk about the rotten meat.

How can I make that four words? Smell of rotten meat.

Great.

Next, I've got to talk about the hyena's laugh, haven't I? I love the word cackling.

Maybe I could use two adjectives to describe the cackling.

Loud, high cackling.

There's my third line.

For my final line, I want to describe how it feels.

I'm going to use sharp claws, spiky main.

Fantastic.

Let's have a look at my finished poem.

Let's read it together.

Large, pointed ears.

Smell the rotten meat.

Loud, high cackling.

Sharp claws, spiky mane.

I'm really pleased with that.

It really helps me to see and imagine what the hyena would be like.

Pause the video now and have a go at writing a three, four, three, four poem using your sensory grid about the animal you described.

Press play when you're ready.

Here's an extra challenge for you.

Me and Cedric wrote another poem about a different animal.

If I read it to you, could you guess which animal it's about? Hissing sly whispers.

Speckled yellow and green.

Slithering and sliding.

Scaly and smooth skin.

What do you think? It's a snake! I hope I don't bump into one of those in the garden, today.

We've worked so hard using our senses.

We deserve a rattlesnake cheer.

Are you ready? Super work! We can't wait to use all of these brilliant description skills in the rest of this unit.

We'll see ya soon.

Bye.