Lesson video

Hi everyone, Ms. Fryer here, ready for lesson seven of our honey and travel character unit.

In lesson six, we boxed up our story to prepare us for writing later on in the unit.

I left you with a trivia question.

It was about honey, do you remember? I asked you, how many bees it took to make one jar of honey? How many do you think? 50, 100, 500, more than that? Well, I can tell you, it takes about 1,152 bees to make just one jar of honey.

That's amazing.

That is so many bees.

It takes about 12 bees, their whole life to make just one teaspoon of honey.

It seems a lot of work, doesn't it? Amazing.

In this lesson, we're going to be starting off with a speaking activity.

Then we're going to be reading as a writer, thinking about how the great writers write characters we care about.

Then we're going to write some words and then we're going to do some independent writing.

In this lesson, you will need an exercise book or paper, a pencil, and your brain.

So pause the video now, if you need to get any of those things.

So today, we're going to do a speaking activity.

We're going to do some hot seating.

Which is when we take a character from one of our stories and we ask them questions, which they answer like their character would answer.

So we can get to know more about them.

Now, when we ask questions, we like to use question words.

There's lots of different question words we can use, but these are some of the main ones.

We can use; who, what, where, when, why and how? They're on your screen now.

Can you say them again? Who, what, where, when, why and how? Here are some example type questions that you could use if you were hot seating.

We've got here questions like, who do you live with? We've got questions like, why did you give the monkey a bag with dogs in it? They're very good questions, aren't they? Wonder who question and wonder why question.

I'm hoping that we'll get to ask some questions to the wise woman of the forest today, but I'm not sure she's turned up.

I better go and look for her, wait right there.

Oh, hi everyone.

I've just been wandering through the forest and I bumped into Zorro here.

He told me he has some questions for me.

What was that? Who do I live with? Well, I don't live with anybody.

I live on my own, unless you count my books of course.

Got lots of books.

Where is my hut? Well, my hut is a lovely area, right in the middle of the forest, surrounded by flowers.

I can hear the chattering of the monkeys in those trees and the chittering of the insects, some lovely place.

What was I doing when the monkey knocked? Well, I was having one of my afternoon relaxation times when I get out a nice, one of my favourite books and sit down, have a cup of tea and just chill out and to get rid of all the stresses of the day.

Why did I trick the monkey? Well, wouldn't you have done the same.

He needed to be taught a lesson, didn't he? He was being so foolish and so greedy.

Somebody needed to teach him a lesson.

And I think by the end, he did.

So I think I made the right decision.

It's time for us to go? Well, all right, if you say so.

Bye, everyone.

Guys I can't find her anywhere.

She must've wandered off back to the forest.

What! she was here already? With Zorro? And he already asked her all the questions.

Oh, well, at least you got to hear some good questions with question words.

I know, if you think of a question, I'll ask it to her.

So, pause the video now, choose a question word.

Who, what, where, when, why or how? And tell your screen.

Ask a question to the old wise woman of the forest.

Pull your screen now.

Now I've been really looking forward to this particular lesson.

Because as you know, I love reading.

And now we are going to read as a writer.

So we're going to be thinking about, what writers do to make characters we care about.

'Cause remember, that's really important in stories, writing characters we care about.

'Cause if we don't care about them, then we won't care about what happens in the story.

We won't want to get to the end.

Now, if you've printed the downloadable reading extract, it's time to get it now.

So that you can follow on with your finger.

If not, don't worry because the extract is going to be on the screen and you can follow it along.

So pause it if want to get your reading extract.

Here we go.

So, I'm going to read along with you.

Put your reading finger underneath the first word and follow along with my words, joining in when you can.

Okay, off we go.

The wise woman sat calmly on the floor of her simple forest hut, her grey hair tied neatly back with a bright red scarf.

She carefully turned the pages of her book with her long, bony fingers.

The colourful pictures made her smile.

Just then, she heard a knock at her door.

"I wonder who that could be?" she said out loud, to her empty hut.

"Come in!" she called, warmly without looking up.

Here's our character toolkit again.

We want to write characters we care about and we do that with those four things.

Those four things that talk about the main inner quality of the characters that we're writing about.

We've got our physical appearance and dress, our actions that show us personality.

Those speech and thoughts and feelings.

So what I want us to do now, is to go back and have a look again at that bit we just read and see if we can spot an example of all of those four things in that passage.

Because that's what we want to do, when we are writing.

So, here it is again.

Let's start off by looking for clues about her personality and no, sorry, not her personality, her physical appearance and dress.

So I wonder if you can point to something in your reading extract, either on your paper or on the screen, which tells me about her physical appearance and dress, anything about what she looks like.

Anything about what she's wearing.

Can you see anything? There's some information.

What have we learned about her? We've learned that she has grey hair.

So the adjective grey, tells me about her hair.

And that her hair is tied back with a bright red scarf.

The adjectives bright and red, tell us about her scarf so that we know what it's like.

Okie dokie.

Let's see now.

Here's another one.

We've got that she has long, bony fingers.

I've got really short fingers, but they are pretty bony.

But the wise woman of the forest has long, bony fingers, the adjectives long and bony tell us what her fingers are like.

So that's another clue about her physical appearance and dress.

Okay, here's our extract again.

This time I want you to have a look for actions, things that she does that shows us her personality.

Scan through with your finger.

Just like we did in our reading lesson.

Finding some clues about her actions.

What does she do? Oh, that's a couple of things that she does.

So, we know that she is sat calmly.

So what does that say about her personality? Maybe she's quite a calm person.

Maybe she's quite a gentle person.

Maybe she's a very relaxed person because she's sat calmly when she's at home alone in her house.

Her hair is also tied back neatly.

So maybe that tells us that she is a neat person.

Maybe that's what she's like.

Maybe she cares a lot about what she looks like and being tidy.

So that gives us a big clue.

Here's some more clues.

She carefully turns the pages of her book.

So, she's probably quite a careful, gentle person.

And we can tell that she really likes and takes care of her books.

That's why she's turning the pages carefully.

She doesn't want to rip them or damage them in any way.

And she smiles.

So she's probably quite a nice person.

She's on her own, she's not smiling at anyone for any reason.

She just smells on her own.

And she is so engrossed in her book.

She must love reading just like me.

So she doesn't even look up when she calls the monkey into her hut.

So that tells us, maybe she is a big reader.

I think that's probably true, don't you? Okay, we've looked at personality.

No, sorry, I said that again.

We've looked at physical appearance and dress.

We've looked at actions that show personality.

Now let's look at her speech.

Let's trace along with our finger and see if we can find any clues about her speech, either what she says or how she says things.

That's always going to give us a clue about what she's like.

Put your finger, either on your screen or on your paper.

Here's something, so it says, she talks out loud to her empty hut.

I think that tells me that she's very used to living on her own and she's very comfortable with talking to nobody.

She talks to her hut.

She talks to her books maybe.

And the other things in the forest around her.

She talks out loud even then there no one's there.

So I think that says something about her.

She also calls out to the monkey warmly.

What does that mean? Do you think she's saying it in a nice way or in a nasty way? Warmly, is very much in a nice way.

So if she's calling out warmly, that must mean that she is happy to see the monkey, that she likes having visitors and that she is pleased to see him.

And that tells us a lot about her.

Okay, last thing for us to look for.

We're looking out for thoughts and feelings.

So any clues about her thoughts or her feelings.

Use your finger along your text.

Let's have a look.

Oh, lots of clues here.

So, something that she feels, I don't think kind of both.

The colourful pictures make her smile.

So she must like looking at the pictures in her books.

She must be thinking, nice thoughts about those pictures.

So that's a clue about her.

She also wonders who that could be.

So she might get lots of visitors.

If she only ever had one person visit her, she would know who it is.

But she thinks, "I wonder who that could be." So she must get lots of guests at her forest hut.

And like we said, already warmly.

That's another clue.

So she calls out warmly, so she's thinking warm thoughts about someone that's going to come into her house.

She is happy to have a guest.

We've just seen lots of different adjectives in that piece of writing that we've just read.

Now we're going to do some writing of our own.

So if you have your monkey outline from lesson three, it looks like that.

Then get it now, because we're going to add to it today.

If you don't, then you can make your own on a new piece of paper.

But, pause the video now to get that monkey, if you have it.

Okay, so here we've got my monkey template that I made in lesson three.

As we can see, I have got my appearance and dress words.

About what the monkey looks like.

I've got his thin and curly tail and I have got his messy soft fur.

And in the middle of his tummy, I have written some words about his personality, what he shows in his actions about what he is like.

His actions tell me that he is greedy and foolish.

So today, we're going to have a look at the other two parts of our writing toolkit.

We're going to think about thoughts and feelings.

So this is what I'm going to get you to do today.

I'm going to get you to draw a big thought bubble, to show his thoughts and feelings.

But we're also going to have a look at the other element of our toolkit that we haven't looked at yet.

We're going to look at his speech.

So I'm going to also get you to do me a speech bubble.

Okay, so you can pause the video now, if you want to do that straight away, or you can listen and pause and do it afterwards, it up to you.

So, I want to be thinking about clues about what he is like from his speech and from his thoughts and feelings.

What does he think about? What does he feel, and what does he say? And these are all things that define his main inner quality, and we know his main inner quality, is that he is foolish.

So what does he say and how does he say things that make him foolish? And what does he think and feel, which make him foolish as well? What does he say, that makes him sound foolish? And what does he think and feel, which make him seem foolish? Pause the video now and have a think.

So what do you think? What things does he think and feel and how does he say and what does he say? I've been thinking, am I going to start off with his speech? Because that's the third thing on our writer's toolkit.

He says, does this straight away when he has that honey, he goes, "Ooh! I like this!" And I noticed when I was telling you a story, I made my voice loud when I said that.

So I'm going to write the word loud for the monkey speech.

I think he speaks loudly.

I think he's a loud kind of person.

So I'm going to write l, ou, that's a Phase Five ou sound, d, loud.

The adjective loud tells me how he talks.

What he's talking is like.

Then I'm going to think about what else he does.

I think when he's talking, he says, well, I'd like this in a loud voice, but then he starts excitedly chattering.

Then he's like, "I really like this.

This must be troubled, trouble is my new favourite thing." And he just starts talking and talking and talking because he is so excited.

So I think I'm going to make that one of my words as well.

I think I'm going to put that he has excited chattery sounds and voices when he's doing it.

So, going to put ex, c, i, Phase Five sound again, excited.

Ch, a, tt, er.

Excited chatter.

Now in your head, the monkey might have a different kind of voice.

Or he might say those things in a different way.

Maybe he even says different things.

When in your version of the story.

So you can put what things you think are about the monkey speech into your speech bubble.

Now I'm going to move on to his thoughts and feelings.

I think I'll do one of each, so that I feels like I'm being fair.

So I guess, I'm going to do a little heart here to show that this is his feelings word.

And I remember from my mood map that I said that he was feeling delighted.

So I'm going to use that word.

D, e, l, i, trigraph, t, e, d, delighted.

He was feeling delighted that he found something so delicious in his forest.

And what is he thinking about? Well, I think what is dominating his whole thoughts is the idea of having more, isn't he? He wants more trouble, but actually honey, but he's going to go and ask all of his friends for more.

He wants them to give him more.

So I think that word more is quite important.

I'm going to add that into my monkey.

Your monkey might be thinking all kinds of different things.

Remember, it's still got to define his main inner quality.

So whatever he's thinking and feeling and saying all have to lead back to him, being foolish.

Now, we're going to do some independent writing, using some of those adjectives that we've just thought of and written on our monkey.

So I'm going to use the words I have just written about his speech and about his thoughts and feelings to write some independent sentences.

And I hope that you will do the same.

So my speech sentences, I know that he uses a loud voice and I know that he has an excited chatter.

So I need to put those words or at least one of them into a sentence.

I think I'm going to do the word, loud.

What does he say in a loud voice? He says, "Ooh! I like this!" So I think that's what I'm going to do for my sentence.

I'm going to say in a loud voice, the monkey said, "Ooh! I like this!" In my sentence.

Can you help me tap it out? Not the, in.

This is why we tap it out, to keep it in our head.

In a loud voice the monkey said, "Ooh! I like this!" Can we do it on our shoulders? In a loud voice the monkey said, "Ooh! I like this!" You can tap that out too if you want.

"Ooh! I like this!" For words, on our nose.

In a loud voice, the monkey said, "Ooh! I like this!" Let's do it on our fingers.

Let's see how many words all together.

In a loud voice, the monkey said, "Ooh! I like this!" 11 words, that's a lot of words.

That's why we tap out lots of times to keep it into our head.

I start my sentence with, a capital letter.

So that's what I'm going to do.

I, n, in, finger space.

a, looking at my monkey, look at my spelling of loud.

There we go.

l, Phase Five ou, d, loud.

v, io.

Now this is a tricky sound on the end.

ce, that's how do we spell the ce, sound in voice.

In a loud voice, the, our sight word and then that tricky word, which hopefully we're learning to spell by now.

Monkey, M-O-N-K-E-Y.

Sight word said, S-A-I-D, said.

S-A-I-D, the monkey said, What else he say? "Ooh! I like this!" Using some inverted commas to show speech.

Ooh! and an exclamation mark, 'cause it's a big feeling.

He's so excited.

Ooh! I, l, i, split diagraph, ke, finger space, Th, i, s, big feeling.

Another exclamation mark, 'cause it's such a big feeling.

Let's read it together.

Put our reading fingers on.

In a loud voice, the monkey said, "Ooh! I like this!" So the fact that he says it in a loud voice, tells me a lot about the monkey.

So, pause the video now to write your independent sentence about your speech word.

Make sure you use at least one of your words.

Now, I'm going to think about my thoughts and feelings, sentence.

Remember, I thought that he felt delighted and that he wanted more.

He was thinking about having more, more honey.

We use more as an adjective with nouns more honey, he felt delighted.

So I'm going to use at least one of those in my sentence.

But in fact, I think I can use both of them in my sentence.

Do you want to tap it out with me? Listen to me first.

It's going to go.

He was delighted and wanted to have more.

Can you do that for me, on your head? He was delighted and wanted to have more.

On your shoulders.

He was delighted and wanted to have more.

On your nose.

He was delighted and wanted to have more.

On your fingers.

He was delighted and wanted to have more.

How many words? Eight words, make sure we start with a capital letter.

And we end with a full stop.

All of our normal five check things, off we go.

Capital H, h and e spells he.

He, another sight word.

W-A-S, was.

He was d, e, l, i, trigraph, t, e, d, delighted.

I'm getting lots of practise, writing the word delighted.

He was delighted.

And, it's lots of sight words in the sentence.

Wanted, start off the little word want.

W-A-N-T, W-A-N-T.

Sounds like it should be an off sound, doesn't it? But it's not, it's like want, very strange.

English is a very funny language.

And want, ed past tense.

And wanted, T and O spells to.

H-A-V-E, have.

Wanted to have more looking at monkey for my spelling.

Wanted to have more.

Big all full stop on the end.

Can you read it with me? Use your reading finger.

He was delighted and wanted to have more.

That is about his thoughts and feelings.

He feels delighted that he's had this delicious honey and he wants to have more.

That's what he is thinking about.

So have another look at your sentences, sorry, your adjectives that you put in your monkey thought bubble and pause the video so that you can write your thought or feeling or both sentence.

And that is it for today.

What's your favourite sentence you wrote? I think my favourite sentence was the one I wrote about thoughts and feelings.

Because I liked how I got both of my words into one sentence.

In lesson eight, we're going to start writing the start of our story, where we meet the monkey.

Thinking about creating a character that we care about.

So describing the monkey, using all of those different words and adjectives that we've been thinking of for this whole unit.

It's all been building up to this guys.

Trivia for today then.

So yesterday I gave you a piece of honey trivia and you learned that 1,152 bees go into making one pot of honey.

So bees are obviously very, very busy.

So, with that in mind, how many flowers do you think a bee visits in just one day? How many do you think it would visit in one day? Have a think, have a sensible guess and I will tell you at the start of a lesson eight, bye.