Lesson video

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Hi everyone.

Miss Fryer here, back for lesson eight of our Honey in trouble recycled character unit.

In lesson seven, we added to our animal outline with some words about how they talk.

And today we're going to be starting our independent writing of our recycled story.

I also left you with some trivia.

I asked you how long you thought Burmese pythons could grow to.

So how long did you think, how did you work it out? Do you think it's as long as your bedroom? Maybe it's as long as your bedroom and someone else in your family's bedroom put together.

Maybe.

What do you think? Well, I can tell you that Burmese pythons have been known to grow up to 7.

9 metres long, that's 790 centimetres.

Just to say that would be me let down on the floor four and a half times, Miss Fryer, on top of Miss Fryer, on top of Miss Fryer, on top of Miss Fryer, on top of half of Miss Fryer.

That is a very, very big snake.

In this lesson, we're going to start with a speaking activity before doing some spellings, then some shared writing before you do your own independent writing and editing.

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.

We're going to be asking questions again in our speaking activity today.

So I asked Zorro to help me but he got jealous that I got to be sister Python in lesson seven.

So today he's going to be Sister Jackal.

When I am asking Zorro my questions today, I need to make sure that I use question words.

They're the words that are on your screen right now.

They are who, what, where, when, why and how.

What words are they? Who, what, where, when, why and how.

So let's see if I can think of some good ones.

Hi, Sister Jackal.

Mind if I ask you some questions? Okey-dokey, right.

I need to use some question words.

So I know, who do you live with Sister Jackal? Ah! Sister Jackal says that she lives with her mate and their four cubs.

Next question.

When were your cubs born? Oh, I see.

Very troubling.

Right.

So she says that the cubs were born five weeks ago.

And at this stage at five weeks old, they've got really into fighting with each other and chasing each other around.

So it's taking a lot of effort to keep them in line.

Ooh, okay.

How about, so where are they now? Where are they now? There's a where question.

They're back at the den with the daddy, while you look for food.

Oh, okay.

How do you get your food? Mm-hmm.

Sometimes you hunt for food, and sometimes you scavenge.

Hmm.

What does scavenge mean? It mean, you find things.

Oh, okay.

So you hunt for things like reptiles and birds.

Yeah? But sometimes you find things that are, that something else has hunted and you kind of eat the rest.

I hear sometimes that jackals eat, they eat fruit, 'cause they're omnivores like humans.

Is that true? Oh, so not only do you eat the meat from animals, sometimes you find fruits, so you'll get them off the trees.

Ah, okay, that's interesting.

My last question is about your behaviour in the story.

Why did you scratch the stork? Hmm, I suppose that is true.

He did ask you for trouble and you did give it to him with your sharp claws.

Now it's your turn to think of some questions.

Pause the video now while you think of some questions for Sister Jackal.

We're going to do some spellings now, do you remember in lesson six, when we learned about syllables, that was how many beats were in a word like in my name, Miss Fryer, Miss Fryer.

How many syllables, Miss Fryer.

Three syllables.

Now syllables are different to sounds, they're beats, not individual sounds.

They don't make a difference at what letters there are.

So you might have a, quite a small word, like alien.

It's only five letters, but it has three syllables, a,li,en.

So it doesn't always mean that long words have lots of syllables and short words have a few syllables.

Sometimes it can make a difference.

It's all about what you can hear in a word.

So make sure you're listening.

I'm going to give you some words now, I'd like you to clap them out and count the syllables.

Are you ready? My first word is the word, honey, honey, clap out the word, honey.

How many syllables? Tell your screen, should we do it? Ho,ney.

How many? Ho,ney.

Two, two syllables.

Well then if you got that one, next one.

Antelope.

Count out antelope for me.

How many syllables.

Shall we clap it? An,te,lope.

How many? An,te,lope.

Three, three syllables.

Next one.

Stork.

How many syllables? Clap it out.

Have you worked it out? Let's clap.

Stork.

How many? Stork.

Just one, one syllable in stork.

Next one.

Foolish.

Count the syllables, clap it out.

Have you done it? Foo, lish.

How many? Foo, lish.

Two syllables.

Next, trouble.

Trouble.

How many syllables, clap them out.

Trou, ble.

How many? Trou, ble.

Two syllables.

And last one.

Wandering.

The lady was wandering through the forest.

How many syllables in wandering? Clap them out.

Wan, de, ring.

How many? Wan, de, ring.

Three syllables in wandering.

Well done if you've got those.

Now that we're getting better with our syllables, we're going to see how knowing about syllables can help us with our spelling.

We know that one of our reading strategies is to break words into chunks, break words into chunks, but actually that's also a really good spelling strategy, especially for longer words.

I'm going to give you some three syllable words today.

So they're quite long words.

And what I want you to do is to do say the word, clap the syllables, finger the syllable and write the syllable.

And you can do that for each syllable.

So for example, if I was going to write antelope, like with one of our ones in our last game, I would go antelope, an, te, lope, that's me clapping out the syllables.

Then I can phoneme finger my first syllable an, ah, nuh, and write down those letters.

Then tel, tuh, eh, luh, tell, and write that down, and then op.

Oh, p.

Op.

Antelope.

It can be tricky to hold lots of sounds in your head at once.

So breaking it up into syllables helps make spelling easier.

Let's have a try, shall we? You'll need a pencil and a piece of paper so pause the video now, if you need to get them.

Okay.

My first word is the word understand.

Say the word, understand, clap the syllables un, der, stand.

Now.

Phoneme finger, each of the parts.

Ah, un, duh, er, st, ah, nd, understand.

See if you can write that one, pause if you need to.

Shall we see? Let's have a look at how we spell understand.

First syllable, un, ah, n, well done if you got that, un, der, duh, er, well done, and the third syllable, stand, st, ah, nd, understand.

That's lots of sounds to keep in our head at once.

So breaking into syllables is really helpful.

Okay? You're on your own this time.

Next thing I want you to spell is elephant.

Elephant.

Say the word elephant, clap the syllables.

E, le, phant.

Now you phoneme finger those sounds.

Eh, leh, phant.

Pause the video if you need to.

Let's have a look at the spelling.

So my first syllable is eh.

There it is.

Leh.

Luh, eh.

And the last one, phant.

Ph, ah, un, tuh, phant.

Well done if you've got that P, H phase five sound.

Next word is the word animal.

Animal.

Like all the different animals in the story.

Say the word, animal, clap the syllables.

A, ni, mal.

See if you can phoneme finger each of those sounds.

Pause the video if you need to.

Will you write the word? Let's have a look.

First syllable.

Ah.

Next syllable, nih.

Un, ih.

And last one, mal.

Muh, ah, luh.

Animal.

Good job.

Last one for your try and spell today is the three syllable word, different.

Different.

Say the words different, clap the syllables, dif, er, ent.

Di, fe, rent.

See if you can phoneme finger each of the sounds and write them down.

Pause if you need to.

Let's have a look.

Dif, that's our first syllable.

Duh, i, ff for the double F.

Er, dif, er, that's the second syllable, and last one, ent, eh, un, tuh, ent, different, different, good job.

Well done on your spelling today.

Next time you come across a long word, especially if it's got two, three, or even four syllables, see if you can break it up and clap out syllables first, before you use your phoneme fingers, it might just help you out.

Now we're going to do our shared writing.

You are going to need your completed recycled character outline from lesson three and lesson seven.

That's your character outline with your physical features that we had in lesson three and your speech bubble from lesson seven, so pause the video now if you need to go and get it.

When we are writing today, it is so, so important that we always think about that writing toolkit.

We want to write characters we care about.

We should care about all of the characters, even if they're not very nice, we should care about the fact that they're not very nice.

We do that with that in that four way, they should be really in our heads by now.

Their physical appearance and dress, their actions that show their personality, their speech and their thoughts and feelings.

Those are all going to come through in a big, big way in our writing.

I'm having a look back at my boxing templates.

And today I know that I need to write this section of the story.

That's the part of the story where the stork or whatever your recycled creature is, is going to find the honey, it's going to be delighted.

And I know that I've got these words here, ready to help me with my writing.

I've got the spellings of stork, of those really tricky words, honey, and trouble, and foolish to remind myself that I need to make sure that he sounds foolish.

Just like I did in unit seven, I'm going to skip the part with the lady going through the forest and move straight onto the stork.

That's what I want to focus on because it's his character I'm interested in.

So I'm going to start off with a sentence about the stork.

I'm looking as well at my character outline and seeing some of the physical features that I can describe in my sentences.

I think I'm going to start off with those lovely scraggly feathers that I talked about before.

So I'm going to say a stork with scraggly feathers.

Can you help me type it out? A stork with scraggly feathers on your tummy, a stork with scraggly feathers.

I'm going to write it.

So capital letter for A, and then a finger space to before st, ork.

Stork.

A stork.

Finger space.

With, wuh, ih, duh, with.

And now it's a T, H, 'cause I have to use my thumb.

With scraggly, I can sound it out, but I can also look at the spelling on my outline.

S, kuh, er, ah, guh, luh, e.

A stork with scraggly, fuh, e, E, A, e, er, s.

A stork with scraggly feathers.

Now what's he going to do? I need an action for him.

The stork with scraggly feathers, he's in a tree at the moment.

So he's got to get down to the ground to get the honey, doesn't he? So I'm going to have him flap his wings and come down to the ground.

I think I should have an adjective for his wings.

What do you think? What are his wings like? Let's find it when we get to it, let's do it in a minute.

So they can have flapped.

Fuh, luh, a, p, and then we need a duh sound in flapped, because it's a past tense one, so it's an E, D, flapped.

H, eh, s, his, and then, word for his wings, he's a black stork, isn't he, I'm going to use the word black.

Buh, luh, a, kuh, short vowel sound, in a one syllable word, so we need a C, K.

Black.

Wuh, eh, nuh, gs, wings.

And he landed on the ground.

So I'm going to write that A stork with scraggly feathers flapped his black wings and landed on the ground.

Eh, nuh, duh, luh, ah, nuh, duh, eh, duh, landed on the guh, er, ou, nuh, duh, ground.

And at the end of the sentence, we need a full stop.

Okay, full stop.

Here we go.

Now, what does he do when he gets to the ground? He needs to try the honey, doesn't he? He can't put his finger in like the monkey did.

He needs to use his beak, I think.

What word did I use to describe his beak? It was ruh, eh, duh, red.

I'm going to say he dipped his red beak.

Capital letter.

He, H, E spells he, he duh, eh, p, double P, dipped, E,D for past tense, h, eh, z, his er, eh, duh, red buh, ea, kuh, he dipped his red beak and I think I'm going to make part of the same words from the original story in the sticky, sweet liquid.

In the sticky sweet liquid, five words.

Eh, nuh, the st, eh, kuh, C,K 'cause it's stick, single syllable, short vowel sound, ea, sticky, s, wuh, eat, luh, eh, q, eh, duh.

Full stop.

Now we spoke in lesson seven, a lot about his voice.

I think we need to speak next.

What does he say when he finds the honey? Can you remember title screen? Ooh, I like this.

That's what I'm going to write.

And I'm going to describe his voice.

Do you remember what words were used? Now I remember, they were cluttering and high pitched.

So I'm going to use those words.

So speech marks here.

Ooh, I luh, i, it's that digraph, kuh, this, another exclamation mark, it's a big feeling, he's so excited! Oh, I like this! He, sight word, said, S-A-I-D, said.

S-A-I-D, said, in a cluttering high pitched voice.

Cluttering high pitched voice.

I can use those spellings from my outline.

Kuh, luh, ah, tuh, er, eh, ng, clattering high, h, I, p, it, itch, short it sound, so we need T, C, H, pitched, and that tricky word, that I've practised already, voi, and a sound with a C,E.

In a high pitched voice.

So I've now got some of his physical features, his scraggly feathers, his black wings and his red beak.

I've got something about his speech.

He has a clattering high pitched voice, and he's flapping his wings and landing on the ground as an action.

He's greedy, isn't he? So his action of coming straight for the honey shows his personality.

Now I think I need a thought.

What does he think when he wants the honey? Hmm.

He thought, he thought looking at my boxing as well.

I need that word.

He thought the honey must be trouble.

I'm going to do that.

He thought, he thought, thought is a very tricky word.

I'll show you how to spell it.

T-H-O-U-G-H-T.

He thought th, ah, tuh, that it's this muh, ah, st, must, sight word be, B and E spells be, he thought this must be trouble.

There's a thought that he's going to have, that's our last thing in the character writing toolkit.

He thought this must be trouble.

So what does he want to do after he thinks this must be trouble? He wants to go and ask his friends, doesn't he? If they have any more that he can give them.

Who was the first person he asked, I'm going to have a look at my story map.

In mine, it says the Python.

In yours it might be someone different.

I'm going to say, and went to, and went to ask sister Python if she had any, she could give, him that's a long sentence.

Isn't it? Let's start off with and went to ask sister Python.

Can we tap it out on our shoulders? And went to ask sister Python or your nose, and went to ask sister Python, on your chin, and went to ask sister Python.

Off we go, and, ah, nuh, duh, wuh, eh, nuh, tuh, went to ah, s, kuh, ask, capital letter for her name, S, ist, er, this is her name as well, Miss Fryer, I with the Y, oh, nuh, that's on my boxing as well, that spelling, if she had any, she could give him.

Let's tap that one.